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IMPROVING WRITING RECOUNT TEXT BY USING PHOTOGRAPHS: A CASE STUDY OF THE ELEVENTH YEAR STUDENTS OF SMA NEGERI 1 BATANGAN PATI IN THE ACADEMIC YEAR OF 2009/2010 A THESIS Presented to IKIP PGRI Semarang In Partial Fulfillment of the Requirements for the Completion For Degree of S 1 in English Language Education By : Dwi Nur Indah 06420591 DEPARTMENT OF ENGLISH EDUCATION FACULTY OF LANGUAGE AND ARTS EDUCATION IKIP PGRI SEMARANG 2010
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IMPROVING WRITING RECOUNT TEXT BY USING PHOTOGRAPHS:
A CASE STUDY OF THE ELEVENTH YEAR STUDENTS OF SMA
NEGERI 1 BATANGAN PATI IN THE ACADEMIC
YEAR OF 2009/2010
A THESIS
Presented to IKIP PGRI Semarang
In Partial Fulfillment of the Requirements for the Completion
For Degree of S 1 in English Language Education
By :
Dwi Nur Indah
06420591
DEPARTMENT OF ENGLISH EDUCATIONFACULTY OF LANGUAGE AND ARTS EDUCATION
IKIP PGRI SEMARANG2010
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THIS THESIS ENTITLED “IMPROVING WRITING RECOUNT TEXT BY
USING PHOTOGRAPHS:A CASE STUDY OF THE ELEVENTH YEAR
STUDENTS OF SMA NEGERI 1 BATANGAN PATI IN THE ACADEMIC
YEAR OF 2009/2010” was approved by advisors to be examined :
Name : Dwi Nur Indah
NPM : 06420591
Approved by
Advisor I
Dr. Suwandi, M. Pd
NIP.1952081519830301003
Advisor II
Drs. A. Wiyaka, M.Pd
NIP. 196412261990031002
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RATIFICATIONThis thesis, entitled “ Improving Writing Recount Text by Using Photographs; ACase of the Eleventh Year Students` of SMA N 1 Batangan Pati in the AcademicYear 2009/2010.” Written by Dwi Nur Indah, has been tested and approved infront of the Board of Examiners, Degree of Sarjana Pendidikan of EnglishEducation Department of Languages and Art Education IKIP PGRI Semarang.On:Day :Date :
The Team of Examiners
Dean of FPBS Chairman of English Education
Dra. Sri Suciati, M. Hum Drs. A. Wiyaka, M.Pd
NIP. 196503161990032002 NIP. 196412261990031002
The Examiners
Dr. Suwandi, M. Pd
NIP.1952081519830301003 (......................................)
Drs. A. Wiyaka, M.Pd
NIP. 196412261990031002 (.......................................)
AB. Prabowo K A, S.Pd, M.Hum
NPP.047001157 (.......................................)
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ACKNOWLEDGEMENTS
Alhamdulillah the greatest gratitude is to Almighty Allah SWT, for the
guidance, blessing so that the writer is finally able to write her thesis entitled “
Improving Writing Recount Text by Using Photographs of SMA N 1 Batangan
Pati in the Academic Year 2009 / 2010”. Without blessing and guidance from
God, it is impossible for the writer to complete this thesis.
This thesis is submitted in partial fulfillment of the requirement for the
education degree in English. However, without the assistance of the following
number of people who have a great contribution and influences on the writing of
this thesis, it seems it is very difficult for the writer to finish her work. She is then
deeply indebted to these people and would like to express her sincere thanks to the
following:
1. Dra. Sri Suciati, M.Hum, the Dean of the Faculty of Language and
Arts Education of IKIP PGRI Semarang .
2. Drs. A.Wiyaka, the Head of the English Department of IKIP PGRI
Semarang.
3. Dr. Suwandi M. Pd., the first advisor who had given her guidance,
advice, suggestion, and encouragement for the completion of this
thesis.
4. AB. Prabowo K A, S.Pd, M.Hum, the third examination who had
given her guidance, advice, suggestion, and encouragement for the
completion of this thesis.
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5. All the lecturer of English Department of IKIP PGRI Semarang who
have been teaching and guiding her patiently since the first year of
the study at IKIP PGRI Semarang in 2006 until 2010.
6. All the eleventh year students of SMA N 1 Batangan Pati who had
been the respondents.
Finally, it has to be admitted that nobody is perfect and the writer also
realized that there still some lacking in her thesis, because of her limitation
knowledge and ability. So that, the writer receives criticism and some suggestions
from whoever for the improvement of it.
Furthermore, she expected that the thesis might be useful for the writer
particularly and the readers generally, especially for those who are involved in
English teaching profession.
Semarang, July 2010
The writer
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MOTTO
Allah will never change one’s destiny. Leave the bad things in the past
to get the bright future. (Q S. Arra’du : 11)
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DEDICATION
This thesis is fully dedicated to:
1. My beloved parents
2. My beloved brother and sister, Eko Purwantoro and Kiswati Puji
Astuti.
3. My beloved boyfriend, Eko Wahyu Priyanto.
4. All of my friends.
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TABLE OF CONTENTS
TITLE ....................................................................................................... i
APPROVAL .............................................................................................. ii
RATIFICATION......................................................................................... iii
ABSTRACT................................................................................................ iv
MOTTO ...................................................................................................... v
DEDICATION ............................................................................................ vi
ACKNOWLEDGEMENT .......................................................................... vii
TABLE OF CONTENTS ……………………………………………….. viii
CHAPTER I INTRODUCTION
A. Background of the Study ........................................... 1
B. Reasons for Choosing the Topic ................................ 3
C. Limitation of the Study .............................................. 4
D. Statements of the Problem ........................................ 4
E. Objectives of the Study ............................................. 4
F. Significances of the Study ......................................... 5
G. Definition of the Key Terms ..................................... 5
H. Outlines of the Study................................................... 6
CHAPTER II REVIEW OF THE RELATED LITERATURE
A. Previous Study ............................................................ 8
B. Using Photographs in Teaching Learning
Writing Recount Text.................................................... 9
1. Photographs as Aids.............................................. 9
2. The Advantages of Using Photographs ................ 10
C. Definition of Writing ................................................... 11
D. Requirement of a Good Writing ................................. 12
E. Kinds of Genre ............................................................ 14
1. Story Genre ............................................................. 14
2. Factual Genre .......................................................... 15
F. Recount text ................................................................. 16
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1. The Definition of Recount Text ............................. 16
2. The Purpose of Recount Text.................................. 17
3. Types of Recount Text ............................................ 17
4. Constructing a Written Recount Text ..................... 19
5. Languages Features in a Recount Text ................... 18
6. Significant of Lexical Grammatical Features ......... 20
7. Example of Recount Text ....................................... 21
G. Hypothesis................................................................... 22
CHAPTER III METHOD OF THE RESEARCH
A. Design of the Research ................................................ 23
B. Variables of the Research.............................................. 24
C. The Subject of the Research ........................................ 24
1. Population ............................................................. 24
2. Sample ................................................................... 25
D. Instrument of the Research ........................................ 26
E. Techniques of Collecting Data .................................. 29
1. Field Research......................................................... 29
2. Library Research ..................................................... 29
F. Techniques of Analysing the Data ............................ 30
CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS
A. Research Findings ......................................................... 38
1. Students` Ability Taught by Using Photographs .... 38
2. Students` Ability Taught by Without
Using Photographs .................................................. 43
3. Significant Difference Between the
Students` Ability in Writing Recount Text who are Taught
by Using Photographs and Without
Using Photographs .................................................. 49
B. Discussions ................................................................. 56
1. Students` Ability Taught by Using Photographs .... 57
2. Students` Ability Taught by Without Using
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Photographs........................................................... 57
3. Significance of Different Between the Students` Ability in
Writing Recount Text who are Taught by Using
Photographs and
Those Without Using Photographs ......................... 57
4. Teaching Learning Process
in Treatment..................................... ....................... 58
5. About Post Tes ........................................................ 59
6. Solution ................................................................... 59
CHAPTER V CONCLUSIONS AND DISCUSSIONS
A. Conclusions ............................................................. 61
B. Suggestions ............................................................ 62
BIBLIOGRAPHY
APPENDICES
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LIST OF APPENDIX
Appendix 1 The list of the Students` Name of Experimental Class
Appendix 2 The list of the Students` Name of Control Class
Appendix 3 The Table of Score Pre Test, Post Test and Deviation of
Experimental Class
Appendix 4 The Table of Score Pre Test, Post Test and Deviation of Control
Class
Appendix 5 The Result of Students` Post Test in Each Writing Element and
Total Score
Appendix 6 The Result of Students` Pre Test in Each Writing Element and
Total Score
Appendix 7 The Result Test of Pre Test in Experimental Class
Appendix 8 The Result Test of Post Test in Experimental Class
Appendix 9 The Result Test of Post Test in Control Class
Appendix 10 The Result of Treatment in Experimental Class
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CHAPTER I
INTRODUCTION
A. Background of the Study
English is an international language. It is used all over the world.
For that reason, it is important for people to master English orally and in
writing, in order to be able to communicate and socialize with the world
community.
English is the first foreign language taught at every school in
Indonesia. The Indonesian government chooses English as the first
foreign language to be taught in schools and as a major subject for the
students from elementary school to university students, they realize how
important English in their life, so the intend to master it, in such as way
that they can use that language to communicate with other people in the
world. Students must master four language skills, listening, speaking,
reading and writing. Based on the concept and function, English has the
purpose to develop those four skills and also the language components:
vocabulary, structure and pronunciation (in speech) or spelling (in
writing) which supports students mastering well. In mastering English,
students find problems dealing with language skills and language
components as mentioned above. Most students in Indonesia consider
English as a difficult subject which makes them frustrated. Many of them
failed to graduate from SMP / SMA only because of their mark of
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English of national final examination doesn’t fulfill the requirement in at
the passing grade score. That is why the Indonesian government makes
efforts to find the solution of those problems. For example they change
the curriculum and introducing new approaches of teaching to English
teacher. They also have to consider some factors such as quality of the
teacher, student interest, motivation, teaching techniques that play
important roles to achieve the objective at school learning.
The writer is focusing her research on writing because writing is
one of the four language skills that play a very important role in second
language learning. Writing skill is more complex and difficult to teach,
requiring the mastery not only the grammatical and theoretically devices
but also the conceptual and judgment.
One of the visual aids that can be used in learning writing is
photograph. The study is aimed at improving the writing ability of the
Eleventh year students of SMA N 1 Batangan Pati by using photographs,
especially in writing recount text. The strategy is selected since it can
guide the students to generate idea into a meaningful composition.
Photographs usually capture past events and photographs surely can help
students remember details about people, places and events. In short, they
can be powerful sources of text. Besides, a photograph is worth a
thousand words because one picture can tell the students something even
has sequences to study behind it.
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Based on the usefulness of the photographs, the writer chooses
photographs as media or technique to improve writing recount text. It
means that there is a significant relationship between writing recount text
and using photograph, because recount text is one of the story genres.
The purpose is to reconstruct past experiences by retelling events and
incidents in the order in which they have occurred.
Based on the statements above it can be assumed that the use of
photographs to teach writing recount text to the students of the eleventh
year of SMA N 1 Batangan Pati in the academic year 2009/2010 is
effective.
B. Reasons for Choosing the Topic
There are some reasons why the writer chooses the topic as the
title of the research. The reasons for choosing the topic are as follows:
1. Writing is a very important component in English language because it
plays an important role in a human communication.
2. Photograph is one of the visual aids that can improve writing recount
text because photograph usually capture past events and photograph
surely can help students remember details about people, places an
events.
3. The students commonly get bored in writing activity as they must
spend many times to write their ideas into writing product so the
writer finds innovation with using photograph as media to writing
recount text.
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C. Limitation of the Study
This research is focusing on the ability in writing recount text of
the eleventh year students of SMA N 1 Batangan Pati, in this research,
the writer take some students of eleventh year student as respondent of
the research. The experiment method is to know the ability in writing
recount text of the eleventh year students.
D. Statements of the Problems
Based on the background of the study and the reason for choosing
the topic, the study tries to answer this problem:
1. To what extent is the students` ability in writing recount text taught
without using photographs?
2. To what extent is the students` ability in writing recount text taught
with using photographs?
3. Is there any significant difference between the students` ability in
writing recount text taught with and without using photographs?
E. Objectives of the Study :
1. To find out the students` ability in writing recount text who were
taught without using photographs.
2. To find out the students` ability in writing recount text who were
taught with using photographs.
3. To find out the significant difference between the student’s ability in
writing recount text taught with and without using photographs.
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F. Significances of the Study
1. The reader
It will be useful for the reader to know the importance of photographs
to improve their writing skills.
2. The students
The students can improve their ability in writing skill by using
photograph.
3. The teacher
They can improve their teaching of writing through photographs.
4. The writer
This study will be one of her experiences in writing English while she
is studying in the English Department.
G. Definition of the Key Terms
This study is in an experimental research with the title of
Improving Writing Recount Text by Using Photographs. It was carried
out for the eleventh year students of SMA N 1 Batangan Pati in the
academic year 2009/2010.
The followings are the key terms used in the research:
1. Improving
Improving is making better ( Hornby, 1987:427 )
2. Writing
Writing is an activity of writing, written or printed words (Oxford
Learner’s Pocket Dictionary, 1995: 480).
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3. Recount text
Recount text is one of story genre, the purpose in to reconstruct past
experienced by retelling events and incidents of the order in which
they have occurred.
4. Using
The way in which something is or can be used (Oxford Learner’s
Pocket Dictionary, 1995: 480).
5. Photographs
A picture of a person or scene in the form of a print or transparent
slide, recorded by a camera on light sensitive material, usually
capture past events and a help students remember detail about people,
place and events (www.wordreference.com/.../photographs).
H. Outline of the Study
In order to make a clear arrangement of the study this thesis is
dividing into chapters as explained in the following statement:
The first chapter is introduction. It consists of background of the
study, reasons for choosing the topic, limitation of the study, statements of
the problem, objectives of the study, significances of the study, definition of
the key terms.
The second chapter is review of related literature. It consists of
previous study, using photographs in teaching learning recount text,
definition of writing, requirement of a good writing, kinds of genre, recount
text, hypothesis.
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The third chapter is methodology of the research. It consists of
design of the research, variables of research, subjects of the research,
instrument of the research, techniques of collecting data and techniques of
analyzing the data.
The fourth chapter is the research result and discussion. It consists
of teaching writing recount text by using photographs, teaching writing
recount text without using photographs, significant between the students`
ability in writing recount text who were taught by using photographs and
without using photographs, the student ability taught by using photographs,
student ability taught by without using photographs, significant difference
between students` ability in writing recount text who were taught by using
photographs and without using photographs.
The fifth chapter, the writer presents conclusion and discussion.
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CHAPTER II
REVIEW OF THE RELATED LITERATURE
A. Previous Studies
Writing is one of the four language skills that play a very
important role in the teaching of English since writing can really help the
students learn a second language. In commonly the students get
difficulties in finding and generating ideas; they feel confused to start
their writing; moreover the students have low motivation and seem
uninterested in writing.
This study is aimed to improve the writing recount text using
photographs the eleventh year students of SMA N 1 Batangan Pati. This
strategy is selected since it a guide the students to generate idea into a
meaningful composition. Photograph usually captures past events, and
photograph surely can help students remember details about people,
places and events. In short they can be powerful sources of text. Besides,
a photograph is worth a thousand words because one picture can tell
students something, even have sequences of story behind it. Photograph
is universal stimuli to aid learning that provide a starting point for
language sharing in the classroom. There is relationship between writing
recount text and the useful of photographs. It can increase the ability of
writing recount text using photographs, because in writing recount text
we “tell about what happened” and “past experience”. Photographs are
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one of visual media to remember about past experience and about what
happened in the past.
B. Using Photographs in Teaching Learning Writing Recount Text
1. Photographs as Aids
Lilik Lutfiyah in her thesis (Utilizing Photographs to Improve the
Writing Ability of the Second Year Students of MTS N Mojorejo Blitar
2008/2009) said that through photograph, students can be shown people,
place, events and things from far outside our experiences. Photograph are
often used to remind people of areal experience or to suggest such as
experience to the. For example, most of families have photograph album
to remind themselves of happy time in the past. Gerlach and Ely
(1980: 273) describe four categories of still picture which can be found in
filmstrips slide and overhead transparencies. Still might be drawn printed
or photographically process, abstract at the various in size and color. The
most common opaque still pictures are photographic prints but cartoon
wall painting, sketches and maps widely used.
Photograph or real picture is one of visual aids that can be used in
teaching and learning English. It creates the situation for learning classes
and interesting. Kredler (1965: 41) stated that the ultimate of writing is to
give the students the opportunity to express their own ideas clearly, using
pattern they have learned.
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2. The Advantages of Using Photograph
According to (Raimes, 2002: 27-28) a photograph is available
resource as it provides:
a. shares experience in the classroom.
b. a need common language form re use in the classroom
c. a variety of tasks
d. a focus of interest for students
(Gerlach and Ely, 1980: 277) add some other advantage of using
pictures in language teaching and learning.
a. Picture is inexpensive and widely available.
b. They provide common experiences for an entire group
c. They visual details make it possible to study subject that would
otherwise be impossible.
d. Picture after stimulus to further study reading and research.
e. Pictures help to focus attention and develop critical judgment
f. Pictures are easily to manipulate
Yuswotowo (1991: 14) states that are two kinds of pictures that can
be used as teaching media, they are the original picture and the picture
illustration. The original picture show the concrete shapes of the object or
person related to the topic being discussed. The picture of illustration on
the other hand are made in order to display a situation or an object
needed for teaching activities such as illustration of a conversation
between mother and father in a dining room.
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Photographs are the original picture and a visual media that sure
useful in process writing recount text. Photograph usually captures past
events, and photograph surely can help students remember details about
people, places and events. In short they can be powerful sources of text.
Besides, a photograph is worth a thousand words because one picture can
tell students something, even have sequences of story behind it. It is
appropriate with writing recount text because recount text use to
reconstruct past experiences by retelling events and incident in order in
which they have occurred. So the writer choose photograph as visual
media to improving writing recount text.
C. Definition of Writing
Writing is one of four language skills. Writing is perhaps the
most demanding skill of English. It has to be deliberately cultivated.
Unlike listening and speaking, it is not something which is natural to
human. It is skill which has been develop in civilized society to past on
knowledge or messages beyond constrains of here and now.
Writing is not only combinations of letter, which relate to the
sounds made when people speak, but writing is more than production of
these graphic symbols. The graphic symbols must be arranged in such a
way according to certain convention to from words to form phrase,
phrase to form sentence, sentences form paragraphs, to form text or
passages. Ron (1987:10) states:
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Writing is discovery process, it involves discovering ideals,
discovering how to organize them and discovering what that you want to
put ever to your reader. So a lot of what a writer does a writer doesn’t
actually appear on the page.
Writing is very complex. It is neither an easy as spontaneous
activity. Writing needs some mental efforts that must be combined and
arranged. Writing needs hard working, when the students do writing.
They not only have to keep minds but also considered the past opinion or
ideas, which are relevant to their goal at the teaching.
(Hedge, 2003: 11) reflect this change of view point and attempt
to apply it insight to the EFL and ESL context. The emphasis throughout
is on the process involved in producing complete, conceptualized, pieces
of writing. The focus is especially on why the writing is being done (a
serve of purpose) and how it is being written for a (a scene of audience).
The activity that which offers are both highly practical based as they are
or her long and varied experienced and interesting to do. Writing is one
way of making meaning experience for students and for other.
D. Requirement of a Good Writing
There are some characteristic of a good writing. A text or
paragraph may these for to be understood as a visible division of the
subject method. The deviation is initially a convenience to the reader; it
prepares him turn attention to something new. In writing a good text or
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paragraph should have four qualities, e.g. completeness, unity, order, and
coherences.
1. Completeness
a complete text or paragraph contains details as fact such as
name are specifics individual, data, figures, cost, location, signal or
statistical detail. Completeness means the controlling idea thoroughly
develop by the use of particular information.
2. Unity
Order in text or paragraph is like organization easy, but is
smaller in space so it may be simpler to consider order as direction.
Thus order chronological steps to express the ideas the written form.
Houghton Mifflin says that “chronological order is a way organizing
according to the time in which are happen not. I began with what is
oldest what happen first and the end with what in newest or happen
tats.
3. Coherences
The last characteristic of the text or paragraph is coherence.
Coherence means stick together, coherence is basically a matter of
having the part of a piece of writing in the right with the clear
process.
Whenever we think about object systematically we are
compiled to realism, that certain things, come coherence is the clear
and orderly presentation of ideas. Obviously, the ideas closely related
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with language matter. Usually to measure the student’s ability in
writing skill teachers give a writing test. A good writer must have
requirement to result in comprehensible and acceptable piece of
writing. David (1969: 69) defines the general component in writing
process are as follow:
1. Content : the substances of the writing idea expressed.
2. Form : the organization of the context.
3. Grammar : the employment of grammatical form and syntactic
patterns.
4. Style : the choice of structure and lexical item to give a
particular tone flavor to writing.
5. Mechanic : the use of the graphic convention of the language.
E. Kinds of Genre
Gerot and Wignell (1998: 17) as cited in Triyono (2006: 18) say
“Genre defined as culturally specific text people which result from using
language (written or spoken) to help accomplish something”.
According Gerot (is cited in), Rudy Hartono (2005: 5- 9), he
divides the genre into story genre and factual genre.
1. Story consist of :
a. Narrative : to tell story as a means of making cancel of events
and happening in the world, it can be both
entertaining and informing.
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b. New story : to inform reader the event of the day that are
considered news wordily or important.
c. Exemplum : to deal with incident that is in some respect out of
the usual, point to some general value inn the
cultural context.
d. Recount : to reconstruct past experiences by retelling events
and incidents in the order in which they have
occurred.
e. Anecdote : to share with others an account of an unusual or
amusing incident.
f. Spoof : to retell an event with humorous twist.
2. Factual genre consist of:
a. Procedure : to show how something can accomplished
through a series of type or action to be taken.
b. Explanation : to explain why thing are as they, are ore how
things work.
c. Report : to present factual information about a class of
things usually by first class them and than
describing their characteristic.
d. Exposition : to advance or justify an argument or put forward
a particular point of view.
e. Discussion : to present factual information and opinion about
more than are side of an issue. It may and with
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recommendation based on the evidence
presented.
f. Review : the critique and network or event for a public
audience.
g. New item : to inform reader the event of the day that is
considered news worthy or important.
h. Commentary : to explain the processes involved in the
information (evaluation) of a social cultural
phenomenon or through a natural phenomenon.
The kinds of the text which are given to the students to do
will depend on their age, interest and level. For intermediate students
and advance students.
F. Recount Text
1. The Definition of Recount Text
According to Anderson (1997: 48) a recount is speaking or
writing about past events or a piece of text that retells past events,
usually in the order which they happened. Recount text means the
form of the text telling about someone experience in the past that
used in curriculum 2004, there for the experience of the readers
themselves, such as their adventure and their day’s activities. Recount
text means telling about oneself adventures or the day’s activities
(Echols, 1975: 471).
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2. The Purpose of Recount Text
A recount has social function. Recount “tell what happened”.
The purpose of a social recount is to document a series of events and
evaluate their significance in some way. It is also to give the audience
a descriptions of what occurred and when it occurred. The purpose of
the literary / story recount is to tell a sequence of events so that it
entertains. The story recount has expressions of attitude and feeling,
usually made by narrator about the events.
3. Types of Recount Text
In exploring how text work (Derewinka, 1990: 15-17) there
are three types of recount. They are:
a. Personal Recount
Personal recount is a recount that retelling of an activity
that writer or speaker has been personally involved in (e.g. oral
anecdote, diary entry). Language features of personal recount are:
1) Use of first pronoun (I, we).
2) Personal responses to the events can be included, particularly at
the end.
3) Details are often chosen to add interest or humor.
b. Factual Recount Text
Factual recount is a recount that recording the particulars
of an accident. (E.g. report of a science experiment, police report,
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news report, historical recount). Language features of factual
recount are:
1) Use of third person pronouns (he, she, it, they).
2) Details are usually selected to help the reader reconstruct the
activity or incident accurately.
3) Sometimes the ending describes the outcome of the activity
(e.g. in a science experiment).
4) Mention of personal feelings in probably not appropriate.
5) Details of time, place, and manner may be need to be precisely
stated (e.g. at 2.35 pm, between John st, and Park rd, the man
drove at 80 kbp).
6) Descriptive details may also be required to provide precise
information (e.g. a man with a red shirt, brown shoes and long
his, weighing 75 kilos and approximately 189 cm tall).
7) The passive voice may be used (e.g. the breaker was filled with
water).
8) It may be appropriate to include explanations and satisfactions.
c. Imaginative recount
Imaginative recount is a recount that taking on an
imaginary role and giving details events (e.g. a day in the life of a
Roman Slave: how I invited…)
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4. Constructing a Written Recount Text
Board of studies (1998b:287) the steps for constructing of
written recount text are:
a. The First paragraph that give background information about who,
what, where and when. It is called on orientation.
b. A record of events usually recounted in chronological order,
named; event 1, event 2, event 3.
c. A personal comment and or evaluative remarks, which are
interspersed throughout the record of events named evaluation.
d. A reorientation which “rounds off “the sequences of events or
retell about what happened in the end.
5. Languages Features in a Recount Text
Board of studies (1998b:287) the language features usually
found in a recount:
a. Use of nouns and pronouns to identify people, animals or things
involved.
b. Use of past action verbs to refer the events.
c. Use of past tense to located events in relation to speaker`s or
writer`s time.
d. Use conjunctions and time connectives to sequence the event.
e. Use of adverb and adverbial phrases to indicate place and time.
f. Use of adjectives to describe nouns.
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6. Significant of Lexical Grammatical Features
In making of functional grammar, Board of studies
(1998b:287) the significant common grammatical patterns of recount
include:
a. Focus on specific participant.
b. Use of material process or action verb.
c. Circumstance of time and place.
d. Use past tense and focus on temporal sequences.
21
7. Below is an example of recount text :
Example:
Schematic structure
My Holiday
On Saturday, I went to mount Bromo. I stayed
at Nisa and Ahmad`s house at Cemara Lawang,
Probolinggo. It has a big garden with lots of
colorful flowers and fishpond.
On Sunday, Nisa and I saw Batok Mount and
went on the scenic ride on horseback. It was
scary. Then we went to get a closes look at the
Orientation
Event 1
When, who
Where, what
Action verbverb
Specific participant
22
mountain. We took pictures of the beautiful
scenaries there.
On Monday, we went to the zoo at Wonokromo.
We saw cookatoos having a shower. In the
afternoon I went home.
It was fun.
G. Hypothesis
Based on the problem statements that presented by the writer, the
research hypothesis is stated as follows:
1. Hypothesis positive (Ha): there is significant improvement in writing
recount text taught by using photographs.
2. Hypothesis negative (Ho): there is no significant improvement in
writing recount text taught by using photographs.
Event 2
Reorientation
Past tense
Action verb/ past tense
23
CHAPTER III
METHOD OF THE RESEARCH
A. Design of the Research
In this study, the researcher used an experiment research design.
According to Nunan (1992:8) experiment studies, on the other hand,
control the conditions under which the behavior under investigation is
observed.
This research is about improving writing recount text by using
photographs at the eleventh year student of SMA N 1 Batangan Pati in
the academic year 2009/ 2010
Table 1
The Design of Experimental Research
I
n
w
in which:
R : random sampling
O1 : pre test of the experimental group
O2 : post test of the experimental group
O3 : pre test of the control group
O4 : post test of the control group
Groups Random Pre test Treatment Post test
Experimental group
Control group
R
R
O1
O3
X O2
O4
23
24
X : the treatment that the writer gives to the experimental group by
using photographs to teach.
B. Variables of the Research
In the experiment research, there are two variables that will be
manipulated by the researcher. They are independent variable (X) and
dependent variable (Y). Independent variable is a factor which is
manipulated by the writer to determine the relationship between the
phenomena observed. While dependent variable is a factor which is
observed and measured to determine the effect of independent variable.
1. Independent variable
The independent variable (X) is photographs used in writing a
recount text to the eleventh year students of SMA N 1 Batangan Pati In
the academic year 2009/2010
2. Dependent Variable
The dependent variable (Y) is students` ability in writing a
recount text to the eleventh year students of SMA N 1 Batangan Pati in
the academic year 2009/2010.
C. Subjects of the Study
1. Population
Frankell (1993: 79) describes population as the large group to
which one hopes to apply the result. Population is defined as all members
25
of any well defined class of people, event and object. Based on the
statement the writer concludes that population is a number people that
have characteristic and become subject of the research.
The population of this research is the eleventh year students of
SMA N 1 Batangan Pati in the academic year 2009/ 2010. It consists of
280 students and divided into seventh classes of the eleventh year
students of SMA N 1 Batangan Pati in the academic year 2009/2010.
This research was held at SMA N 1 Batangan in Pati, located in the
border of Pati town, on April, 12 th, 18 th, 19 th, 22 th, and 2010.
2. Sample
Sample of the research is a representative group from the
population to serve as respondents. The writer already seen that due to
factors, time and accessibility, it is always possible or practical to apply
measure from smaller group or subject of population is such a way that
the knowledge gained is representation of the total population under
study. The smaller group of subject is the sample. According to Arikunto
(1991:17)
Sample is a part of population that will be investigated. The writer
took the sample freely, also based on the student number in a class. There
are seventh sampling techniques, such as random, sampling, cluster
sampling, stratified sampling, purposive sampling, are sampling, double
sampling and proportional sampling.
26
The writer chooses two classes of the eleventh year students of
SMA N 1 Batangan Pati as the sample. They are XI IPA 1 as
experimental class, which consists of 40 students and XI IPA 2 as control
class, which consists of 40 students.
a. Technique of Sampling
In this research the writer applied a random sampling. The
population used as sample was one class, namely class eleventh year
students of SMA N 1 Batangan in Pati as the subject of the research.
Sampling is a process of choosing a number of individual for
research, so that the individuals are investigated. Widiyanto (2006:10)
states that random sampling is process of choosing sample in which an
individual in a population have the same chance and the same freedom to
be chosen as the sample.
The steps of random sampling taken by the writer are as follows:
a. The writer came to the eleventh class.
b. The writer chose the classes used as the samples of research. They are
XI IPA 2 as control class and XI IPA 1 as experimental class.
c. The experimental group consists of 40 students (XI IPA 1), and
control group consist of 40 students (XI IPA 2).
D.Instrument of the Research
Before collecting the data; the writer made instrument. The
instrument is writing test. According to Gay (1987:127), instrument is
27
an important device for collecting data in a research. Usually, a test is
used as the instrument to measure the students` achievement in
education. From a certain kind of a test, a researcher would be able to
collect the data in the form of scores which could be used to identify,
classify, or evaluate the test takers. He also adds that the test in a more
inclusive definition is a means of measuring the knowledge, skills,
feeling, intelligence or aptitude of an individual or group.
The instrument for collecting data in this study is a test in
the form of writing a paragraph to know the students` ability in writing
recount text. In this research, the writer gives pre test and post test
between control and experimental class.
A writing test is actually subjective as said by Haris
(1969:69) that composition test are a reliable measured because (1)
students perform differently on different topic and on different occasion;
(2) the scoring on compositions is by nature highly subjective in addition
he says (1969:70) in writing compositions, students can cover up
weakness by avoiding problems (e.g. the use of certain grammatical
pattern and lexical items) they find difficult such evaluation is impossible
with well prepared objective tests
There are some criteria to analyze the students` writing,
they are as follows:
1. Content
a. The substance of writing.
28
b. The ideas of expressed.
c. The arrangement of schematic structure.
2. Grammar
a. The employing of grammatical form and syntactic patterns.
b. The use of past tense.
3. Organization
a. The organization of the contents.
b. The arrangement of generic structure.
4. Vocabulary
a. The choice of words.
5. Mechanic
a. Capitalization, punctuation and spelling.
The tables scoring of written test are as follows:
No The element of written Score
1 Content 1-30
2 Grammar 1-25
3 Organization 1-20
4 Vocabulary 1-20
5 Mechanic 1-5
Total score 100
Brown and Bailey (1984:39)
29
E. Techniques of Collecting Data
Collecting the data is the most important activity in the research
in collecting data.
a. Field Research
There some steps that will be taken by the researcher as follow:
1. The writer makes research instrument.
2. The writer asks permission from the institute.
3. The writer comes to SMA N 1 Batangan in Pati.
4. The writer chooses two class from eleventh grade students, they are
XI IPA 1 as experimental class that consists of 40 students and XI IPA
2 as control class that consist of 40 students.
5. The writer gives pre test to students between experimental and control
class.
6. The writer explains how to make a recount text with photograph to
experimental class.
7. The writer gives post test to student between experimental and control
group.
8. Analyzing the test.
b. Library Research
The library research is one of the methods in collecting data by
making use of some theories of scientist linguists or even other and facts
from some book. The first way of getting the data, the writer tries to find
30
out supporting ideas from some source books, dictionaries, internet, and
information and ideas, which could support her ideas to write this thesis
from some competent author. The second way of getting data is
documentation method. According to Nasir (1983: 3) library research is a
method of collecting data by using literature books that have connection
with the research.
F. Techniques of Analyzing the Data
After collecting the data by using test, the writer analyzes
the result of the test. To find out the result of the test, the writer uses
some statistic and takes steps the following.
1. Identifying the students` mistake by reading the students worksheet
one by one. In reading the writer will identify the mistakes retelling to
grammar, content, organization, vocabulary and mechanics.
2. Giving the score, in determining this, the writer will find the
percentage of each problem type.
31
Table 2
The Criteria of Writing Element
No The element of written Score
1 Content 1-30
2 Grammar 1-25
3 Organization 1-20
4 Vocabulary 1-20
5 Mechanic 1-5
Total score 100
(Brown, 2004:246)
3. Statistical Procedure
Statistical procedures are steps that used statistically to analyze the
students` achievement. To interpret the result of the students` worksheet,
I used statistical procedures as follows:
a. Mean
The mean is the average of group scores. It is used to determine the
position of the students in achieving or mastering the given materials.
The way to compute the mean is adding all the students` scores then
dividing this sum by the number of the test takers. The formula used to
compute the mean is as follows:
32
1. Mean (X)
N
Where:
X : Mean
∑x : Sum of Any Test Score
N : Sample
Table 3
The Table of Achievement
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
2. Mean Deviation of experimental Class
The formula is as follow:
Where:
Mx : Mean of Experimental Class
N
xx
33
∑X : Total of Deviation of Experimental Class
N : Number Students of Experiment Class
3. Mean Deviation of Control Class
The formula is as follow:
Where:
MY : Mean of Control Class
∑Y : Total of Deviation of Control Class
N : Number Students of Control Class
4. To find out the deviation of each post test score from pre test score of
experimental class. The formula is as follow:
Where:
∑χ2 : Deviation of Each Post Test Score from Pre Test of Experimental
Class
N : Number Students of Experimental Class
5. To find out the deviation of each post test score from pre test score of
Control class. The formula is as follow:
N
yyy
222
N
YY
N
xxx
222
34
Where:
∑y2 :Deviation of Each Post Test Score From Pre Test of Control Class
N : Number of Students of Control Class
6. In hypothesis testing, the writer uses T-test formula. The T-test which
is used in this research is as follows:
Where:
Mx : Mean Deviation of Experimental Class
MY : Mean Deviation of Control Class
∑χ2 : Deviation of Each Post Test Score from Pre Test of Experimental
Class
∑y2 : Deviation of Each Post Test Score from Pre Test of Control Class
Then the writer looked for the degree (df) and the level of
significance to consult the result to the T-test. If the t- obtained value
higher or same t- table (t- obtained > t- table).Ho is refuse. And t-
obtained value is lower or same t-table (t- obtained or t-table) is rejected.
b. Median
Median is a score that split a distribution in half 50percent
of the scores above the median and the 50percent of the scores below it.
NNNNyx
MM yxtestT
2121
22
11
2
35
Thus, the median is also called as the fiftieth percentile. Median is a
description of the distribution of the scores and considered as the
complement information of the averages scores. After scores obtained by
the student are written in order from the lowest up to the highest.
c . Mode
The mode is the score that occurred most frequently in a
distribution
d. Frequency Distribution
Frequency distribution is useful to know how many
students in a group or class obtaining certain scores. It is also used to
know the tendency of the student in the group who had certain scores or
to see the extreme scores in the group.
A set of score could be arranged and display in chart. There
are some charts that I would like to show. They are:
1. Normal Curve
-
-
- Frequency
-
-
-
Score
36
Normal curve was a curve which formed like a bell with
symmetrical form because the distribution of scores is normal.
2. Negative Skewed Curve
-
-
- Frequency
-
-
Score
If most of the student got high scores, the curve would slope to
the left or to the lower scores. Such condition was called negatively
skewed curve. For the objective of teaching learning in class this
condition was considered as the successful teaching learning process.
3. Positively Skewed Curve
-
-
-Frequency
-
-
Score
37
If most of students got the low scores, the curve would slope to
the right or go to the higher scores. Such condition was called positively
skewed curve. For the objective of teaching learning in class, this
condition was considered that teaching learning process didn’t
successful.
38
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSIONS
This chapter discusses the result of the research. It was done by the writer to
find out the students’ ability in writing recount text who were taught by using and
without using photographs, and to find out whether there is any significant difference
between the students who are taught by using photographs and without using
photographs.
A. Research Findings
1. Students` Ability Taught by Using Photographs
The students` ability taught by using photographs is very good. It means
that the photographs arise the student` motivation to get ideas, taught, feeling,
and express them into written. By using photographs, the students can express
their idea freely. Photographs usually capture past events, and surely can help
students remember details about people, places, and events. In short, they can
be powerful sources of text. besides, the photographs is the worth a thousand
words because one photographs can tell students something, even have
sequences of story behind it. It was appropriate to write recount text.
Photographs also help to make the classroom more cheerful place.
Through photographs that the writer used in experimental class, it can
be known the score of each student in improving writing recount text by using
photographs. It can be seen from the score of pre-test and post-test as follows:
39
Table 4.1
The Students’ Score of Experimental Class
No Students’ name Score of pre-test Score of post-test
1. ADI EKO PRIYONO 60 70
2. AFIF MUSTAGHFIRI 65 75
3. AJI NARAMITA OCTAVHIA 60 74
4. AMIN NUR ROHMAN 56 73
5. AMRY ARIFINA 60 75
6. ANDI FIRMANSAH 64 80
7. ANNISA NOVIA ISNAINI 73 88
8. ATIN NINGRUM 65 79
9. DANISTIA 61 71
10. DEWI INDRIYANI 55 80
11. DUWI SUSANTO 60 73
12. EDI WARTONO 56 75
13. EKA PUTRI MASRANI A. 53 70
14. HARYANTI DWI LESTARI 52 75
15. HEDININGRUMSARI 62 80
16. HENIS SEPTI KRISTIANOVI 65 83
17. HERAWATI 65 72
18. HERU SETIYA NUGROHO 57 71
19. IDA LESTIANI 58 77
20. IDA NUR FITRIANI 65 78
40
21. IKA AYU WULANDARI 60 75
22. IMAM DWI SANTOSO 60 74
23. INDAH SRI WAHYUNINGSIH 73 90
24. ISTIQOMAH 60 85
25. ITA PURWANTI 66 76
26. JUWITA DWI RAHAYUNINGSIH 56 70
27. KARYANTO 66 71
28. KRISTIANA DEWI 69 82
29. LINDA KUSUMA DEWI 60 73
30. LISTYANINGSIH 67 83
31. MARINA RIZKI SAPUTRI 75 80
32. MARLINDA KAROSITA NUR I. 57 76
33. NOOR DIYANTO 65 74
34. RAGIL TRI PAMUNGKAS 63 75
35. RISKA NOVITASARI 60 76
36. ROVIQ PRASETIYO 64 72
37. SARI MUSTIKA 66 80
38. SONI ARYANTO 54 77
39. SUKISWATI 55 74
40. TANTI MINAWATI 75 90
Total Score 2483 3072
Average 62.07 76.8
41
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 62. 07. The highest score
was 75 and the lowest score was 70. After she gave them treatment, which
was using photographs, the result of the post-test was different from the pre-
test. The average score of post-test was 76. 8, the highest score was 90 and the
lowest score was 70. 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 recount text by using photographs in experimental
class was successful.
After the writer got the result of the students’ score, then she
calculated their percentage in improving writing recount text ability. It was
used to know how many students who got percentage excellent, very good,
good, fair, poor, and very poor.
To obtain the percentage of the students’ letter grade, the writer
applied them into the following formula:
P:N
Fx 100 %
The percentage of letter grade before they were given treatment:
a) The percentage of letter grade good
P:40
4x 100 % = 10 %
b) The percentage of letter grade fair
P:40
16x 100 % = 40 %
c) The percentage of letter grade poor
P:40
20x 100 % = 50 %
42
The percentage of letter grade after they were given treatment:
a) The percentage of letter grade very good
P:40
7x 100 % = 17.5 %
b) The percentage of letter grade good
P:40
29x 100 % =72.5 %
c) The percentage of letter grade fair
P:40
3x 100 % =7.5 %
From the calculation above, it can be known the result of the students’
percentage before they were given treatment and after they were given
treatment. The result showed the difference between the pre-test and post-test.
It can be seen in detail in table 4.2 as follows:
Table 4.2
The percentage of the students’ letter grade on writing recount text
Grade Pre-test Percentage Post-test Percentage
excellent
very good
good
fair
poor
very poor
-
-
4 students
16 students
20 students
-
-
-
10 %
40%
50%
-
-
7 students
29 students
3 students
-
-
-
17.5%
72.5%
7.5%
-
-
Total 40 students 100 % 40 students 100 %
43
Based on the result above, it can be known that there were 90 %
students mastered on writing recount text taught by using photographs, and
there were 10 % students failed. It can be concluded that the use of treatment
by using photographs in experimental class influenced the students’ ability in
writing recount text and it was done successful.
2. Students` Ability in Writing Recount Text Without Using Photographs
Teaching writing recount text without using photographs has a
different procedure in this class. The writer (teacher) gave them some texts
(story passages), they did not read the story but they just listened to the
teacher who read it and explain it orally. They got the same thing, that was the
story, but different in technique.
Although the teacher read the story carefully and clearly, they were
still confused and got wrong perceptions of the meaning that they heard. They
often asked the meaning of the words to the teacher, but some of them tried to
look for the meaning in the dictionary. Sometimes, when the teacher asked the
meaning of the new words, they did not answer what she asked because they
did not want to know and they prefer to be quiet. It means that they were not
interested in the lesson because of the method that made them felt bored.
The condition that they got in class influenced their score of writing
recount text test. It can be seen from their competence as follows:
44
Table 4.3
The Students’ Score of Control Class
No Students’ NameScore of
pre-test
Score of post-
test
1. ALI KURNIANTO 60 65
2. ALI RIDHO 63 67
3. ANDRE TRI CAHYO LAKSONO 62 65
4. ANIK PUJIYANTI 57 59
5. ANIK SULISTIYANINGSIH 70 71
6. ARI LESTARI 65 66
7. ARIN RISTANTI 75 77
8. ASRIA NOVI NUGRITA 56 60
9. ATIKA NURIL UMAIROH 85 86
10. BUDI HARI SETYO 60 63
11. CHILVIA FARAGUS .C 68 70
12. DWY UTAMI 63 67
13. EKGUH SANTOSO 53 66
14. ERMAWATI 57 60
15. EXZA YUDI TRIYONO 60 63
16. FRISKA AFFANDI 48 56
17. GILANG RIKI AVIANTO 65 68
18. HIMAWAN ADI PURWANATA 45 50
19. JITUN RUKMI 71 75
45
20. JUMINI 51 56
21. KIKI FONIKA EVILINA 48 53
22. KUKUH SETIAWAN 43 48
23. LARGO 57 60
24. LINA YULIANTI 65 70
25. M. NAZIR HASAN 44 50
26. MARIA DEWI ARZIA 56 60
27. MARIA MARGARETA ELYSABET 66 68
28. NOVIA ESTI ANGGRAINI 65 67
29. PARMIYATI 43 50
30. PUJIONO 80 85
31. PUTRI ANDRIYANI 51 57
32. RIA VIONITA 60 63
33. RIBUT SRI SUSILO 63 65
34. RIRIS RIANTI 51 55
35. SRI WAHYUNI. A 68 70
36. SUSI ANGGRAENI 51 54
37. SUSI SUSANTI 79 80
38. VICIANA DEWI IRAWATI 60 63
39. WIYANING ASTITI 71 75
40. WULAN HANDAYANI 48 57
Sum 2403 2560
Average 60.07 64
46
Based on the result of the pre-test and post-test that the students did, it
can be concluded that the average score of pre-test was 60. 07. The highest
score was 85 and the lowest score was 43. After she gave them treatment,
which was not using photographs, the result of the post-test was different from
the pre-test. The average score of the post-test was 64, the highest score was
86 and the lowest score was 48. The students’ competence of pre-test before
they were given treatment was good, but after they were given treatment was
fair. It means that teaching writing recount text without using photographs in
control class was not successful.
After the writer got the result of the students’ score, then she
calculated their percentage in improving writing recount text ability. It was
used to know how many students who got percentage excellent, very good,
good, fair, poor, lees poor.
To obtain the percentage of the students’ letter grade, the writer
applied them into the following formula:
P:N
Fx 100 %
The percentage of letter grade before they were given treatment:
a) The percentage of letter grade very good
P:40
1x 100 % = 4 %
b) The percentage of letter grade good
P:40
5x 100 % = 12.5 %
c) The percentage of letter grade fair
P:40
12x 100 % = 30 %
47
d) The percentage of letter grade poor
P:40
15x 100 % = 37.5 %
e) The percentage of letter grade less poor
P:40
7x 100 % = 17.5 %
The percentage of letter grade after they were given treatment:
a) The percentage of letter grade very good
P:40
2x 100 % = 5 %
b) The percentage of letter grade good
P:40
3x 100 % = 7.5 %
c) The percentage of letter grade fair
P:40
15x 100 % = 37.5 %
d) The percentage of letter grade poor
P:40
12x 100 % = 30 %
e) The percentage of letter grade less poor
P:40
8x 100 % = 20 %
From the calculation above, it can be known the result of the students’
percentage before they were given treatment and after they were given
treatment. The result showed the difference between the pre-test and post-test.
It can be seen in detail in table 4.4 as follows:
48
Table 4.4
The percentage of the students’ letter grade on writing recount text
Grade Pre-test Percentage Post-test Percentage
excellent
very good
good
fair
poor
very poor
-
1 student
5 students
12 students
15 students
7 students
-
4%
12.5 %
30%
37.5%
17.5%
-
2 students
3 students
15 students
12 students
8 students
-
5%
7.5%
37.5%
30%
20%
Total 40 students 100 % 40 students 100 %
Based on the result above, it can be said that there were 8 % of the
students who mastered writing recount text without using photographs, but
there were a decrease of the ability of writing recount text. It can be known
from the result of the percentage after given treatment in control class was not
successful.
3. Significance of Different Between Students’ Ability in Writing Recount
Text Who are Taught with Using Photographs and Without Using
Photographs
Based on the research result between the students’ ability in writing
recount text who were taught by using photographs and without using
photographs there was significant difference between them. It can be seen
from the result of the final score or post-test that she used to measure the
improvement of their ability in writing recount text.
49
The average score of post-test of experimental class after they were
given treatment:
N
40
3072
8.76
The average scores of the students achievement who were taught by
using photographs is 76.8. The figure is then consulted to 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 76. 8 are on the rage 71-80 which is categorized
into good. The students` achievements that were taught writing recount text by
using photograph is good.
The average score of post-test of control class:
N
YY
40
2560
64
50
The average scores of the students achievement who were not taught
by using photographs is 64. The figure is then consulted to 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 64 is on the rage 61-70 which is categorized
into fair. The students` achievements that were not taught writing recount text
by using photographs is not good.
To find out the differences between the students` ability in writing
recount text by using photographs and without using photographs the writer
uses T-test formula. The T-test which is used in this research is as follows:
Where:
Mx : Mean Deviation of Experimental Class
MY : Mean Deviation of Control Class
NNNNyx
MM yxtestT
2121
22
11
2
51
∑χ2 : Deviation of Each Post Test Score from Pre Test of Experimental
Class
∑y2 : Deviation of Each Post Test Score from Pre Test of Control Class
Before computing the t-test above, the writer did some steps as
follows:
a. Finding Out the Mean of Deviation of Experimental Class (Mx)
1. The post test score of each student is decreased by the pre test.
2. Then, the writer counted the total of the deviation.
3. The total of the deviation of students in experimental class is divided by the
number of students in that class.
N
xx
40
589
14, 72
Which =
X : Mean of experimental class
∑x : Sum of experimental Test Score
N : the number students of experimental class
b. Finding Out the Mean of Deviation of Control Class (My)
1. The post test score of each post test students in subtracted by the pre test score.
2. Then, the writer counted the total of the deviation.
3. The total of the deviation of students in control class is divided by the number
of students in that class.
N
YY
52
40
157
92,3
Which =
X : Mean of control class
∑x : Sum of control Test Score
N : the number students of Controll class
c. Finding Out the Deviation of Each Post Test from Pre Test Source of Experimental
Class ( x2
).
To find out x2
the writer squared the deviation of post test from the pre test
source of each students of experimental class. Then the result is counted up. The
total of squared deviation above is subtracted by the distribution of the square of
the total deviation of experimental class and number of that class.
The calculation as follow:
N
xxx
222
40
5899575
2
40
3469219575
02.86739575
98.901
d. Finding Out the Deviation of Each Post Test from Pre Test Source of Control Class
( y2
)
53
To find out ( y2
) the writer squared the deviation of post test from pre test
source of each students of control class. Then the result is counted up. The total of
squared deviation above is subtracted by the deviation of the square of the total
deviation of control class.
The calculation is as follow:
N
yyy
222
40
157835
2
40
24649835
22.616835
78.218
e. The Last Steps of The Hypothesis Testing is T- test
NNNNyx
MM yxtestT
2121
22
11
2
40
1
40
1
24040
78.21898.901
92.372.14
40
2
78
76.1120
8.10
3120
52.2241
8.10
54
72.0
8,10
84.0
8.10
12. 85
From the result of calculation above, the total t- obtained value of the research
is 12. 85 with that degree of freedom (df) is (40+40)-2=78 and level of significant 5%
(0. 05), so the value table of t-table is 1. 98). It shows that t – obtained value is higher
than t-table (12. 85>1. 98). It means Ha is accepted.
The criterion of the test is used to refuse Ho. If the t – obtained is higher or
same t-table (t-obtained>or =t-table), it means Ha is accepted and t-obtained value is
lower or same t-table (t-obtained<t table) Ho is rejected. The calculation shows that t-
obtained value higher than t-table. It means that the students` achievement in writing
recount text who were taught by using photographs was better than the students`
achievement who were taught without using photographs, so Ha is accepted.
B. Disscussion
After getting the result of the research, the writer has to discuss the
quantitative data in the research in analyzed by using statistic. The data is the writing
test score for the eleventh year students of SMA N 1 Batangan Pati in the academic
year 2009/2010. The form of the test item is written test.
According to the research finding, the writer found that teaching writing
recount text by using photographs better than without photographs. It means that the
students are more interest to write with photographs and without photographs.
55
1. Students` Ability Taught by Using Photographs
The students` ability taught with using photographs is very good. The average
scores of the students achievement who were taught by using photographs is 76.8. It
belongs to the good categorized .It means that the photographs arise the student`
motivation to get ideas, taught, feeling, and express them into written. By using
photographs, the teacher can create a representative and interesting in the teaching
learning process in the classroom, because the students can express their idea freely.
Photographs usually capture past events, and surely can help students remember
details about people, places, and events. In short, they ca be powerful sources of text.
besides, the photographs is the worth a thousand words because one photographs can
tell students something, even have sequences of story behind it. It was appropriate to
write recount text. Photographs also help to make the classroom more cheerful place.
It means teaching writing recount text with using photographs is effective.
2. Students` Ability Taught Without Using Photographs
The result of the students` ability taught without using photographs is fair. the
average score of written test show 64. It can be seen that the 64 is on the range 61-70
which is categorized into fair. The students` achievements that were not taught writing
recount text by using photographs is not good. It can seen in appendix 4. it means that
teaching writing recount text without using photograph is not effective.
3. Significance of Different of the students` ability in writing recount text for the
students taught by using photographs and without using photographs
The writer found that there is significant difference between the students`
ability of writing recount text who were taught by using photographs and those taught
without using photographs. Those who were taught using photographs is better than
those who were taught without using photographs. It means that photographs can help
56
the students in improving in their skill in writing recount text. It can also help the
teacher to improve the students` motivation and interest in writing recount text
according to the photographs.
It means that teaching writing using photographs can stimulate the students in
improving their writing recount text. So, the students` achievement who were taught
writing recount text by using photographs is better than who were taught writing
recount text without using photographs for the eleventh year students of SMA N 1
Batangan Pati.
4. Teaching Learning Process in Treatment
In doing the treatment the writer explained about the meaning of recount text,
the language features and how to make a good story of recount text. The writer also
explains about how to arrange the sentence in simple past tense.
The steps in treatment using photographs
1. Leading students to the steps to the topic by giving the question.
2. Introducing the strategy and the procedure on how to make it.
3. Assigning the students to work in group
4. asking students to put the photographs in front of them
5. giving time to look at the photographs
6. informing students about the thing they should do in their groups
7. listing as many words related to the photographs then generating ideas based on the
guiding question
8. giving a model of recount text based on the photographs
9. assigning students to start writing their first draft individually
10. giving time to review and revise the draft using revising guide
57
11. asking students to work better draft based on feedback from the teacher for their
final composition
5. About Post Test
After getting the results of the data calculation, the researcher feels satisfy
about the students` developmental score. in the pre test, the result score show 64 and
belong to fair in the level of average achievement but in the post test, the result shows
76,8 and belongs to good in the level above average, so the treatment and also the
instrument are really help students to improve writing recount text by using
photographs.
Problem faced in doing pre –test:
1. In the pre test almost of the students are not ready to write and do the test to
express their words in English are very difficult and not all of them bring the
dictionary.
2. The students do not master and understand the English grammar well, especially
using past tense
3. The students do not master English vocabulary well, especially in choosing the
appropriate words to their story
4. The student do not really master mechanic, especially in spelling the English words
6. Solution
1. The students should improve and increase their mastery speaking, listening, writing
and reading, so that they can master the English skill.
2. The students should improve and increase their mastery in using grammar that is in
constructing the phrase, noun phrase, and in using past tense so that their writing is
better or the mistake can be reduced.
58
3. The students should often read the dictionary and some English books, so that they
can know many English words and their meaning.
4. The students should read and learn the dictionary and the books related to English
spelling, so they can know the English word and spelled.
5
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. Conclusions
From the discussion in the previous chapters, some points can b
concluded as follows:
1. The average score of the students who were taught writing recount text b
using photographs is 76. 8. In the table of achievement it is on the range of 7
80 which is categorized as good. Therefore the students’ achievements wh
were taught writing recount text by using photographs is good.
2. The average score of the students who were taught writing recount te
without photographs is 64. In the table of achievement it is on the range of 6
70 which is categorized as fair. Therefore the students` achievements wh
were taught writing recount text without using photographs is fair.
3. The t-test level significant t 0.05 shows that t- obtained value is 12.85 and
table value is 1.98, so there is a significant difference in the student
achievement between those who were taught writing recount text by usin
photographs and those who were taught writing recount text without usin
photographs.
It means that using photographs in teaching writing recount text to th
eleventh year students of SMA N 1 Batangan Pati in the academic ye
2009/2010 is effective.
61
9
e
y
1-
o
xt
1-
o
t–
s`
g
g
e
ar
60
B. Suggestions
Referring to result of the study, the writer offers some suggestions to
be considered in improving the students` ability in writing recount text by using
photograph in case of spelling and meaning.
1. The Teacher
a. The teacher is expected to know the suitable method of teaching. It is
important because media may influence the result of students`
achievement on learning.
b. The teacher who plays a great role in teaching learning process motivates
the students in order to help the students understand the material easily.
c. The teacher can evaluate students, how far they understand the material in
each meeting.
2. The Students
The students are more active during the teaching learning process, so it
can make the students interested and motivated in learning English. Moreover,
they will get a better result.
3. The Writers
This thesis writing will be one of the experiences in writing English
while she has been studying in the English Department of IKIP PGRI
Semarang.
4. The Reader
The writer believed that this thesis is far from being perfect. So the
writers will accept good suggestions and constructive criticism to make this
thesis perfect. The writer also hopes that the thesis will be useful and
contribute some valuable thing to the writers himself and all readers in
general.
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Hilgard, E.R. 1948. Theories of Learning. New York: Apletton Century.
Harmer, Jeremy. 1988. The Practice of English Language, Cambridge: Longman.
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Richard, Jack C. 2001. Approaches and Methods in Language Teaching, Cambrige:Cambridge University Press.
Moleong, Lexy J.1982. Methodology Penelitian Kualitatif. Jakarta: Depdikbud press.
Morgan, Betty and Bowen.1982 . Look Here ! Visual Aids in Language Teaching.
London: Machmillan Publisher Ltd.
Wright. 1989 . Picture for Language Learning. New Jersey: Prentice- Hall inc.
Hornby,A.S. 2004. Oxford Advanced Learner Dictionary: Oxford University Press.
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Byrne,Dom.1993. Teaching Writing Skill. United Kingdom. Longman.
TABLE 1Table of Score Pre Test, Post Test and Deviation of Experimental Class(X)
NO NAME X1 X2 X X2
1 ADI EKO PRIYONO 60 70 10 100
2 AFIF MUSTAGHFIRI 65 75 10 100
3 AJI NARAMITA OCTAVHIA 60 74 14 196
4 AMIN NUR ROHMAN 56 73 17 289
5 AMRY ARIFINA 60 75 15 225
6 ANDI FIRMANSAH 64 80 16 256
7 ANNISA NOVIA ISNAINI 73 88 15 225
8 ATIN NINGRUM 65 79 14 196
9 DANISTIA 61 71 10 100
10 DEWI INDRIYANI 55 80 25 625
11 DUWI SUSANTO 60 73 13 169
12 EDI WARTONO 56 75 19 361
13 EKA PUTRI MASRANI A. 53 70 17 289
14 HARYANTI DWI LESTARI 52 75 23 529
15 HEDININGRUMSARI 62 80 18 324
16 HENIS SEPTI KRISTIANOVI 65 83 18 324
17 HERAWATI 65 72 7 49
18 HERU SETIYA NUGROHO 57 71 14 196
19 IDA LESTIANI 58 77 19 361
20 IDA NUR FITRIANI 65 78 13 169
21 IKA AYU WULANDARI 60 75 15 225
22 IMAM DWI SANTOSO 60 74 14 196
23 INDAH SRI WAHYUNINGSIH 73 90 17 289
24 ISTIQOMAH 60 85 25 625
25 ITA PURWANTI 66 76 10 100
26 JUWITA DWI RAHAYUNINGSIH 56 70 14 196
27 KARYANTO 66 71 5 25
28 KRISTIANA DEWI 69 82 13 169
29 LINDA KUSUMA DEWI 60 73 13 169
30 LISTYANINGSIH 67 83 16 256
31 MARINA RIZKI SAPUTRI 75 80 5 25
32 MARLINDA KAROSITA NUR I. 57 76 19 361
33 NOOR DIYANTO 65 74 9 81
34 RAGIL TRI PAMUNGKAS 63 75 12 144
35 RISKA NOVITASARI 60 76 16 256
36 ROVIQ PRASETIYO 64 72 8 64
37 SARI MUSTIKA 66 80 14 196
38 SONI ARYANTO 54 77 23 529
39 SUKISWATI 55 74 19 361
40 TANTI MINAWATI 75 90 15 225
TOTAL SCORE 2483 3072 589 9575
TABLE 2Table of Score Pre Test, Post Test and Deviation of Control Class(Y)
NO NAME Y1 Y2 Y Y
1 ALI KURNIANTO 60 65 5 25
2 ALI RIDHO 63 67 4 16
3 ANDRE TRI CAHYO LAKSONO 62 65 3 9
4 ANIK PUJIYANTI 57 59 2 4
5 ANIK SULISTIYANINGSIH 70 71 1 1
6 ARI LESTARI 65 66 1 1
7 ARIN RISTANTI 75 77 2 4
8 ASRIA NOVI NUGRITA 56 60 4 16
9 ATIKA NURIL UMAIROH 85 86 1 1
10 BUDI HARI SETYO 60 63 3 9
11 CHILVIA FARAGUS .C 68 70 2 4
12 DWY UTAMI 63 67 4 16
13 EKGUH SANTOSO 53 66 13 169
14 ERMAWATI 57 60 3 9
15 EXZA YUDI TRIYONO 60 63 3 9
16 FRISKA AFFANDI 48 56 8 64
17 GILANG RIKI AVIANTO 65 68 3 9
18 HIMAWAN ADI PURWANATA 45 50 5 25
19 JITUN RUKMI 71 75 4 16
20 JUMINI 51 56 5 25
21 KIKI FONIKA EVILINA 48 53 5 25
22 KUKUH SETIAWAN 43 48 5 25
23 LARGO 57 60 3 9
24 LINA YULIANTI 65 70 5 25
25 M. NAZIR HASAN 44 50 6 36
26 MARIA DEWI ARZIA 56 60 4 16
27 MARIA MARGARETA ELYSABET 66 68 2 4
28 NOVIA ESTI ANGGRAINI 65 67 2 4
29 PARMIYATI 43 50 7 49
30 PUJIONO 80 85 5 25
31 PUTRI ANDRIYANI 51 57 6 36
32 RIA VIONITA 60 63 3 9
33 RIBUT SRI SUSILO 63 65 2 4
34 RIRIS RIANTI 51 55 4 16
35 SRI WAHYUNI. A 68 70 2 4
36 SUSI ANGGRAENI 51 54 3 9
37 SUSI SUSANTI 79 80 1 1
38 VICIANA DEWI IRAWATI 60 63 3 9
39 WIYANING ASTITI 71 75 4 16
40 WULAN HANDAYANI 48 57 9 81
TOTAL SCORE 2403 2560 157 835
TABLE 3The Result of Students` Post Test in Each Writing Element and Total Score
NO NAME
THE SCORE OF WRITING ELEMENT TOTALSCORECONTENT GRAMMAR ORGANIZATION VOCABULARY MECHANIC
1 ADI EKO PRIYONO 22 17 15 13 3 70
2 AFIF MUSTAGHFIRI 25 17 15 15 3 75
3 AJI NARAMITA OCTAVHIA 24 17 16 14 3 74
4 AMIN NUR ROHMAN 23 18 14 15 3 73
5 AMRY ARIFINA 23 17 14 15 4 73
6 ANDI FIRMANSAH 25 17 17 18 3 80
7 ANNISA NOVIA ISNAINI 27 18 20 18 5 88
8 ATIN NINGRUM 24 16 17 15 3 75
9 DANISTIA 21 17 15 13 3 69
10 DEWI INDRIYANI 25 15 20 15 5 80
11 DUWI SUSANTO 22 17 23 18 3 83
12 EDI WARTONO 22 17 22 18 4 83
13 EKA PUTRI MASRANI A. 22 15 17 13 3 70
14 HARYANTI DWI LESTARI 20 15 20 15 5 75
15 HEDININGRUMSARI 22 15 23 15 5 80
16 HENIS SEPTI KRISTIANOVI 22 15 23 18 5 83
17 HERAWATI 20 18 16 15 3 72
18 HERU SETIYA NUGROHO 20 17 15 16 3 71
19 IDA LESTIANI 20 18 20 15 4 77
20 IDA NUR FITRIANI 21 15 20 18 4 78
21 IKA AYU WULANDARI 21 15 20 15 4 75
22 IMAM DWI SANTOSO 21 15 19 15 4 74
23 INDAH SRI WAHYUNINGSIH 25 18 23 19 5 90
24 ISTIQOMAH 25 17 22 18 3 85
25 ITA PURWANTI 20 18 20 15 3 76
26 JUWITA DWI RAHAYUNINGSIH 20 12 22 13 3 70
27 KARYANTO 19 13 22 12 3 69
28 KRISTIANA DEWI 24 15 23 15 5 82
29 LINDA KUSUMA DEWI 22 17 23 18 3 83
30 LISTYANINGSIH 22 15 23 15 5 80
31 MARINA RIZKI SAPUTRI 20 17 20 18 5 80
32 MARLINDA KAROSITA NUR I. 20 16 21 14 5 76
33 NOOR DIYANTO 19 14 22 16 3 74
34 RAGIL TRI PAMUNGKAS 23 17 14 15 4 73
35 RISKA NOVITASARI 20 18 20 15 3 76
36 ROVIQ PRASETIYO 20 15 19 15 3 72
37 SARI MUSTIKA 25 15 22 15 3 80
38 SONI ARYANTO 20 17 21 15 4 77
39 SUKISWATI 21 15 19 15 4 74
40 TANTI MINAWATI 25 17 25 18 5 90
TOTAL SCORE 882 647 782 623 151 3085
TABLE 4The Result of Students` Pre Test in Each Writing Element and Total Score
NO NAME
THE SCORE OF WRITING ELEMENT TOTALSCORECONTENT GRAMMAR ORGANIZATION VOCABULARY MECHANIC
1 ADI EKO PRIYONO 20 12 13 12 3 60
2 AFIF MUSTAGHFIRI 23 15 12 12 3 65
3 AJI NARAMITA OCTAVHIA 22 10 13 12 3 60
4 AMIN NUR ROHMAN 17 10 13 13 3 56
5 AMRY ARIFINA 20 15 10 12 3 60
6 ANDI FIRMANSAH 22 13 10 15 4 64
7 ANNISA NOVIA ISNAINI 25 15 15 15 3 73
8 ATIN NINGRUM 20 15 15 12 3 65
9 DANISTIA 17 10 15 16 3 61
10 DEWI INDRIYANI 17 13 10 12 3 55
11 DUWI SUSANTO 17 13 17 10 3 60
12 EDI WARTONO 17 13 13 10 3 56
13 EKA PUTRI MASRANI A. 15 13 12 10 3 53
14 HARYANTI DWI LESTARI 15 12 13 10 2 52
15 HEDININGRUMSARI 20 13 15 12 2 62
16 HENIS SEPTI KRISTIANOVI 23 15 12 12 3 65
17 HERAWATI 22 13 15 11 4 65
18 HERU SETIYA NUGROHO 14 12 13 15 3 57
19 IDA LESTIANI 15 13 12 15 3 58
20 IDA NUR FITRIANI 20 16 12 13 4 65
21 IKA AYU WULANDARI 20 13 12 11 4 60
22 IMAM DWI SANTOSO 19 13 11 12 4 59
23 INDAH SRI WAHYUNINGSIH 25 17 15 13 3 73
24 ISTIQOMAH 22 10 13 12 3 60
25 ITA PURWANTI 21 13 13 15 4 66
26 JUWITA DWI RAHAYUNINGSIH 17 10 13 12 3 55
27 KARYANTO 20 15 15 13 3 66
28 KRISTIANA DEWI 20 15 15 15 4 69
29 LINDA KUSUMA DEWI 20 12 13 12 3 60
30 LISTYANINGSIH 22 13 13 15 4 67
31 MARINA RIZKI SAPUTRI 25 17 15 15 3 75
32 MARLINDA KAROSITA NUR I. 18 10 13 13 3 57
33 NOOR DIYANTO 20 15 11 15 4 65
34 RAGIL TRI PAMUNGKAS 20 15 15 15 3 68
35 RISKA NOVITASARI 20 15 10 12 3 60
36 ROVIQ PRASETIYO 22 15 12 12 3 64
37 SARI MUSTIKA 20 15 15 12 3 65
38 SONI ARYANTO 15 12 13 10 4 54
39 SUKISWATI 16 12 13 10 4 55
40 TANTI MINAWATI 23 17 15 15 5 75
TOTAL SCORE 786 535 525 508 131 2485
