THE USE OF SERIAL PICTURES TO TEACH A THESIS ADLN ...repository.unair.ac.id/29755/1/HALAMAN...

THE USE OF SERIAL PICTURES TO TEACH

ENGLISH WRITING OF RECOUNT TEXT

TO THE EIGHTH GRADE STUDENTS

(A Case Study of SMPN 8 Mojokerto)

A THESIS

By:

RANTIKA RISKA DEFIANTI

St. N: 121112136

ENGLISH DEPARTMENT

FACULTY OF HUMANITIES

AIRLANGGA UNIVERSITY

SURABAYA

2016

ADLN - PERPUSTAKAAN UNIVERSITAS AIRLANGGA

SKRIPSI THE USE OF SERIAL... RANTIKA RISKA DEFIANTI

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THE USE OF SERIAL PICTURES TO TEACH

ENGLISH WRITING OF RECOUNT TEXT THE EIGHTH GRADE

STUDENTS

(A Case Study of SMPN 8 Mojokerto)

A THESIS

Submitted as partial fulfillment of requirements

for the Sarjana degree of English Department

Faculty Humanities

Airlangga University

Surabaya

By:

RANTIKA RISKA DEFIANTI

St. N: 121112136

ENGLISH DEPARTMENT

FACULTY OF HUMANITIES

AIRLANGGA UNIVERSITY

SURABAYA

2016



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Dedicated to My Beloved Mom, Dad,

Santika Maya Kustanti

And

Septika Risda Arfianti

You are the most precious part in my life



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ACKNOWLEDGMENT

Alhamdulillahirobbil’alamin, all praises are merely to the Almighty Allah

SWT for the gracious mercy and tremendous blessing that enables me to

accomplish this thesis. I thank my lord, Allah SWT for giving me strength,

protection and guide me to find a way when I am confused and feeling down in

writing my thesis. Peace and salutation always be given to Prophet Muhammad

SAW who has been brought ‘light’ for his adherent.

I would like to give my deepest gratitude for Mr. Jurianto, M.Ed as my

thesis advisor, who has guided and encouraged me to finish this thesis. Thank you

for your valuable suggestion and guidance to lead me finish this thesis. No worthy

award that I can give, but hope God rewards the best for him. I will never forget

his patience, his sincerity, and his time in guiding me. Also, it is my gratitude for

all lectures of English Department for giving me much new wide knowledge,

from them I can learn anything that I cannot imagine before and open my eyes

broader to make out the meaning of the world well.

Furthermore, I would like to say thank you to Drs. Mochammad Thoha,

MM, the headmaster of SMPN 8 Mojokerto, who has given me permission to do

the research, to the 67 students of the second year of SMPN 8 Mojokerto for their

good cooperation, and to Tanti Herawati S.Pd, the English teacher in SMPN 8

Mojokerto for her assistance during the research.

The greatest honor and appreciation would be finally dedicated to my

beloved parents who always supporting me, praying of me, and giving me bunch



viii

of love in every whiff of breath. Because of your loves, cares, motivation, and

willingness to wait for my graduation and timeless prayers during days and nights,

I can live as today and I can be stronger every time because you are the only

reason why I should be stronger. My sincere thanks and love are also dedicated to

my beloved sisters, Santika Maya Kustanti and Septika Risda Arfianti who divert

me when I am feeling down in writing my thesis and feeling sad in my life. I also

express my sincere thanks to my brother, David Saputra., thank you for your

kindness and my sincere thanks to my loving person, Gilang Andika who always

accompanies me in three years and help me to accomplish this thesis.

Thank you for my companion, Septiani Remilda, Alfath Fahma Zustiana,

Sari Fitriani, Ni Putu Putri Yasih, and Sulvianti Tania, thank you for being my

best friend and coloring my four years with happiness, although we have sad time,

but it will be a happy time if you are be in my side. For Aimatus saif, thank you

for your Canon and your support.

Last but not least, thank you to all the names I have mentioned above,

thank you for all your support, for inspiring me to always keep on struggling to

accomplish my dream to do the best. I do hope this thesis can be useful for others.

Surabaya, 23rd December 2015

The Writer,

Rantika Riska Defianti



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THE ONE REAL OBJECT OF

EDUCATION IS TO HAVE A MAN IN

THE CONDITION OF CONTINUALLY

ASKING QUESTIONS

(Mandell Creighton)



x

TABLE OF CONTENTS

INSIDE COVER PAGE ............................................................................... i

INSIDE TITLE PAGE .................................................................................. ii

DECLARATION PAGE ............................................................................... iii

DEDICATION PAGE ................................................................................... iv

THESIS ADVISORS’ APPROAVAL PAGE ............................................... v

THESIS EXAMINERS’ APPROVAL PAGE ............................................... vi

ACKNOWLEDGMENT ................................................................................ vii

EPIGRAH ...................................................................................................... ix

TABLE OF CONTENT ................................................................................. x

LIST OF FIGURE .......................................................................................... xii

LIST OF TABLE ............................................................................................ xiii

LIST OF APPENDICES ............................................................................... xiv

ABSTRACT ................................................................................................... xv

CHAPTER I INTRODUCTION ..................................................................... 1

1.1 Background of the Study .......................................................................... 1

1.2 Statement of the Problem .......................................................................... 6

1.3 Objective of the Study .............................................................................. 7

1.4 Significant of the Study ............................................................................ 7

1.5 Definition of Key Terms ........................................................................... 8



xi

CHAPTER II LITERATURE REVIEW ........................................................ 9

2.1 Teaching and Learning Writing ................................................................ 9

2.2 The Roles of Pictures in Writing .............................................................. 14

2.3 Recount Text ............................................................................................. 16

2.4 Assessing Writing ..................................................................................... 18

2.5 Related Study ............................................................................................ 20

CHAPTER III METHOD OF THE STUDY ................................................. 23

3.1 Research Approach .................................................................................. 23

3.2 Research Variable .................................................................................... 24

3.3 Population and Sample ............................................................................ 25

3.4 Technique of Data Collection .................................................................. 26

3.5 Technique of Data Analysis .................................................................... 29

CHAPTER IV DISCUSSION ....................................................................... 31

4.1 Data Presentation ..................................................................................... 31

4.2 Data Analysis .......................................................................................... 43

4.3 Interpretation ........................................................................................... 47

CHAPTER V CONCLUSION ...................................................................... 51

5.1 Conclusion ............................................................................................... 53

5.2 Suggestion ................................................................................................ 54

REFERENCES .............................................................................................. 56

APPENDICES ............................................................................................... 59



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LIST OF FIGURES

Figure 2.1.1 Martin’s Models of Genre …………………………………… 12

Figure 2.3.1 The Generic Structure of Recount Text ……………………… 17

Figure 2.4.1 Jacobs’ et al Analytic Scoring Profile ………………………... 18

Figure 3.1.1 Design Sample of Experimental and Control Group ………… 24



xiii

LIST OF TABLES

Table 3.4.1 Time of Data Collection ………………………………………. 27

Table 4.1.1 Score of Pre-Test and Post-Test of the Experimental Group …. 32

Table 4.1.2 Score of Pre-Test and Post-Test of the Control Group ………. 36

Table 4.1.3 Score increase in each aspect .................................................... 40

Table 4.1.4 Number of increasing or decreasing of students’ writing ......... 42

Table 4.2.1 Sig. (2-tailed) value of the experimental group ......................... 44

Table 4.2.2 Sig. (2-tailed) value of the Control group .................................. 45

Table 4.2.3 Independent Test of the Experimental and the Control Group .. 46



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LIST OF APPENDICES

Appendix 1 Data Screening of The Experimental and The Control Group

Appendix 2 T-test in The Experimental and The Control Group

Appendix 3 Wilcoxon Test in the Experimental Group and the Control Group

Appendix 4 Serial Pictures 1




Appendix 8 Letter of Permission of Airlangga University

Appendix 9 Letter of Permission of SMPN 8 Mojokerto



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Rantika Riska Defianti. 2015. The Use of Serial Pictures to Teach English Writing of Recount Text to the Eight Grade Students (A Case Study of SMPN 8 Mojokerto). Submitted as partial fulfillment of requirements for the sarjana degree of English Department Faculty Humanities Airlangga University.

Abstract

This study was conducted to examine the use of serial pictures in writing recount text whether pictures can improve students’ writing or cannot. 67 students of SMPN 8 Mojokerto, consisting of 41 girls and 26 boys were chosen as the participants. The participants were divided into two groups which were the experimental group and the control group. Pre-test and post-tests were conducted to monitor the students’ writing. Using Jacobs’ et al composition profile, the writing was scored analytically. The data then were analyzed using SPSS version 20.0 to calculate the data whether there is means difference between the experimental group and the control group after the treatments were given. From the statistical test, the significance value or p-value was lower than α value which was 0.05, means that null hypothesis (H0) was rejected while alternative hypothesis (H1) was accepted. In other word, the use of serial pictures could help the students to obtain better achievement in writing. However, the use of pictures could give motivation for students to develop and elaborate the ideas. Therefore, it can be concluded that series of pictures could improve the students’ writing of recount text. Keywords: Recount Text, Serial Pictures, Writing.



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