english education department graduate school sebelas maret

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USING PICTURE SERIES TO IMPROVE STUDENTS’ WRITING ABILITY (A Classroom Action Research at the Third Grade Students of MTS NW I Kembang

Kerang in the Academic Year of 2010/2011)

THESIS

Submitted to Graduate School Sebelas Maret University as a partial fulfillment for Getting Graduated Degree in English Education

BY

MUHAMMAD ZAINI S890809114

ENGLISH EDUCATION DEPARTMENT GRADUATE SCHOOL

SEBELAS MARET UNIVERSITY 2011


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ABSTRACT

Muhammad Zaini, S890809114. 2011. Using Picture Series to improve the Students’ Writing Ability: A Classroom Action Research at the Third Grade students of MTs NW I Kembang Kerang in the Academic Year of 2010/2011. The first consultant: Prof. Dr. M. Sri Samiati T, the second consultant: Drs. H. Tarjana, MA. Thesis, Graduate School of English Department of Sebelas Maret University Surakarta.

The research is aimed at: (1) finding whether or not picture series can

improve the students’ ability in writing procedure texts; and (2) finding the strengths and the weaknesses of picture series used as media to improve the students’ ability in writing procedure texts.

This research was a classroom action research. The research was conducted from January 2011 to May 2011 at MTs NW 1 Kembang Kerang, East Lombok, West Nusa Tenggara. The subjects of the research are thirty two students of Class IX A. Based on the problem statement, the research was conducted in two cycles that consisted of planning the action, implementing the action, observing and monitoring the action, evaluating and reflecting. Picture series (PS) are a set of parallel picture showing similar scene or story that offers guidance on vocabulary, structure, and organization. Its function is to tell steps or a sequence of events based on what the students see in the picture.

There are at least five main activities involved in implementing picture series, they are: Sticking picture series on whiteboard and asking the students to describe the picture, asking the students to write based on the picture, discussing the result of all groups, making some correction to the students’ mistakes, and discussing the students’ difficulties. The data were collected quantitatively and qualitatively. To collect the quantitative data the researcher used students’ pre-test and post-test. To collect the qualitative data the researcher conducted the direct observation at the classroom, interviews, and questionnaire. Descriptive statistics and t-test of non independent variables are used to analyze quantitative data. Constant Comparative Method designed by Strauss and Glasser is used to analyze qualitative data. The research findings are described in line with the problem statements as follows: (1) Pictures series can improve the students’ ability in writing procedure texts. It was indicated by the score of each indicator of Post-test is higher than the score of each indicator of Pre-test. The scores between the Pre-test and the scores of the Post-test were analyzed by using t-test of non independent variables. It can be concluded that there was a significant difference between the result of the Pre-test and the result of the Post-test, because to(35.53227093) is higher than tt(1.960); (2) The strengths of using picture series used as media to improve the students’ ability in writing procedure texts are: (1) it could be helpful for the students in generating their ideas; (2) it could stimulate the students to participate in writing class and the activities in the writing class were students-centered and make them pay attention and take part in the teaching-learning. The researcher also realized that there were still some weaknesses of picture series as follows: (1) it needed much time to carry out teaching writing using picture series; and (2) it was not easy to find pictures for suitable topics. However, picture series media is one of the appropriate instructional media to improve the students’ ability in writing procedure texts.


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PRONOUNCEMENT

This is to certify that I myself write this thesis entitled “USING PICTURE

SERIES TO IMPROVE STUDENTS’ WRITING ABILITY” (A Classroom Action

Research at the Third Graders of MTS NW I Kembang Kerang in the Academic Year

of 2010/2011). It is not plagiarism or made by others. Anything related to other’s

work is written in quotation, the source of which is listed on the bibliography.

If then this pronouncement proves incorrect, I am ready to accept any

academic punishment, including the withdrawal or cancellation of my academic

degree.

Surakarta, June 2011

Muhammad Zaini

S890809114


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MOTTO

Never put off till tomorrow

what we can do today


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ACKNOWLEDGEMENT

Praise be to Allah SWT the Almighty for the blessing, health, and inspiration

in leading his thesis to completion. The writer realizes that the accomplishment of

this thesis can not be reached without any help from others. The writer wishes to give

his sincerest gratitude to:

1. The Director of the Graduate School and Dr. Ngadiso, M.Pd the Head of

English Education Program Sebelas Maret University who have given him

opportunity and permission to conduct the research.

2. Prof. Dr. M. Sri Samiati T. and Drs. H. Tarjana, MA who have patiently and

willingly deposited their guidance and valuable advice. Without their

guidance and help, the writer can not complete this thesis.

3. His lecturers in Graduate School of English Education Department who have

given science and knowledge in various subjects during his study in the

university.

4. His parents, who always pray for him and give support to study.

5. His beloved wife, Suaebatul Aslamiah, S.Pd and his children, Rizqia and Alsa

who always give supports and encourage him.

6. The teachers, the staffs, and the students of MTs NW I Kembang Kerang who

have helped him to conduct the research. Special thanks are also addressed to

the collaborator, Shabrin, SS. for his helps given during collecting the data in

the research.

7. All of his classmates and friends for their support who can not be mentioned

one by one for their help.


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The writer realizes that this thesis is still far from being perfect, that is why he

always expects criticism and suggestion from the readers in order that it will get

improvement.

Surakarta, June 2011 MZ


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TABLE OF CONTENTS

TITLE PAGE………………………………………………………………………..

APPROVAL PAGE..………………………………………………………………..

LEGITIMATION PAGE……………………………………………………………

PRONOUNCEMENT………………………………………………………………

ABSTRACT……………………………………………………………………….

MOTTO…………………………………………………………………………….

DEDICATION……………………………………………………………………..

ACKNOWLEDGMENT…………………………………………………………..

TABLE OF CONTENTS………………………………………………………….

LIST OF TABLES…………………………………………………………………

LIST OF FIGURES……………………………………………………………….

LIST OF APPENDICES………………………………………………………….

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CHAPTER I INTRODUCTION

A. Background of the Study…………………………………

B. Problem Statement…………………………………………

C. Objectives of the Study…………………………………….

D. Benefits of the Study………………………………………

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CHAPTER II REVIEW OF RELATED LITERATURE AND HYPOTHESIS

A. Review of Related Literature………..…………………..

1. The Nature of Meaning…………………………………

a. The Meaning of Writing…………………………….

b. Types of Writing…………………………………..

2. The Teaching of Writing………………………………

3. Approaches to Teaching Writing……………………..

4. The Curricular Objectives of Teaching Writing Skill at

SMP/MTs………………………………………………

5. Assessing Writing………………………………………..

6. The Use of Picture Series in Teaching Writing………….

B. Review of Related Research…………………………………

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C. Rationale…………………………………………………….

D. Hypothesis………………………………………………….

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CHAPTER III

CHAPTER IV

RESEARCH METHODOLOGY

A. Setting of the Study…………………………………………..

B. Subject of the Study………………………………………….

C. Research Method…………………………………………….

D. Research Procedure…………………………………………

E. Data Collection Technique…………………………………

F. Data Analysis Technique…………………………………….

RESEARCH FINDINGS AND DISCUSSION

A. Introduction…………………………………………………

1. Preliminary Reflection…………………………………….

2. Fact Finding………………………………………………..

B. Cycle I………………………………………………………..

1. Planning……………………………………………………

a. Interviewing the Collaborator……………………………

b. Interviewing the Students……………………………….

c. Sharing Idea with the Collaborator……………………..

d. Pre-test…………………………………………………

e. Designing Treatment…………………………………

2. Implementation of the Action……………………………..

a. First Meeting……………………………………………

b. Second Meeting………………………………………

c. Third Meeting………………………………………….

3. Observation of the Action………………………………

a. The Teaching –Learning Process…………………….

b. Students’ Learning Process………………………….

4. Reflecting……………………………………………..

a. The Strengths………………………………………..

b. The Weaknesses……………………………………

5. Why it happened …………………………………………

6. How should it be…………………………………………

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CHAPTER V

C. Cycle II……………………………………………………..

1. Planning………………………………………………….

2. Implementation of the Action…………………………..

3. Observation of the Action………………………………

4. Reflecting……………………………………………….

a. The Strengths……………………………………

b. The Weaknesses………………………………..

5. Post-test………………………………………………….

6. Evaluating and Reflecting……………………………….

7. Discussion…………………………………………………..

a. Picture Series to Improve the Students’ Ability ………

b. The Strengths of Picture Series Used as Media………

c. The Weaknesses of Picture Series Used as Media……

CONCLUSION, IMPLICATION, AND SUGGESTION

A. Conclusion…………………………………………………..

B. Implication………………………………………………….

C. Suggestion………………………………………………….

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BIBLIOGRAPHY…………………………………………………………………..

APPENDICES………………………………………………………………………

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LIST OF TABLES

No Table Name of Tables Page 1 1 Time Schedule of the Research 33 2 2 Scoring Rubric Scale of Writing Elements 47 3 3 The Pre-test Average Score of Writing Elements 53 4 4 Rank of English Skill Difficulties 54 5 5 Average Score of Cycle I from the First Corrector 68 6 6 Score of Writing Elements of Cycle I from the

First Corrector 68

7 7 Average Score of Cycle I from the Second Corrector

69

8 8 Score of Writing Elements of Cycle I from the Second Corrector

69

9 9 Average Score of Cycle I from Two Correctors 70 10 10 Score of Writing Elements of Cycle I from Two

Correctors 70

11 11 The Students’ Problems and their Solution of Cycle I

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12 12 Average Score of Cycle II from the First Corrector 86 13 13 Score of Writing Elements of Cycle II from the

First Corrector 87

14 14 Average Score of Cycle II from the Second Corrector

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15 15 Score of Writing Elements of Cycle II from Second Corrector

88

16 16 Average Score of Cycle II from Two Correctors 88 17 17 Score of Writing Elements of Cycle II from Two Correctors 89 18 18 Average Score of the Post-test from the First

Corrector 93

19 19 Score of Writing Elements of the Post-test from the First Corrector

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20 20 Average Score of the Post-test from the Second Corrector

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21 21 Score of Writing Elements of Cycle II from Second Corrector

94

22 22 Average Score of the Post-test from Two Correctors

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23 23 Score of Writing Elements of the Post-test from Two Correctors

95

24 24 Students’ Writing Achievement in Each Aspects of Writing

100


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LIST OF FIGURES

No Figure Name of Figure Page 1 1 Steps of how to fry eggs 29 2 2 Classroom Action Research Procedure 37


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LIST OF APPENDICES

1.

2.

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4.

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Lesson Plan 1………………………………………………………

Lesson Plan 2………………………………………………………

Lesson Plan 3………………………………………………………

Construct of Writing……………………………………………….

Blue Print of Writing Test…………….……………………………

Pre-test Item……………………………………………………….

Post-test Item……………………………………………………….

Scoring Rubric of Writing Elements……………………………….

Pre-test’s Score…………………………………………………….

Score of Cycle I…………………………………………………….

Score of Cycle II…………………………………………………..

Post-test’s Score …………………………………………………..

Improvement from Pre-test to Post-test…………………………...

Computation of t-test of non independent…………………………

Questionnaire………………………………………………………

Interview……………………………………………………………

Observation Aspects of Cycle I and Cycle II………………………

Field Note………………………………………………………......

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CHAPTER I

1. INTRODUCTION

A. Background of Study

English as the first foreign language in Indonesia is taught starting

from the elementary school level up to university level. The general objective of

teaching English in Indonesia, based on the school based curriculum (KTSP), is

to develop students’ communicative competence of the four language skills or

aspects of teaching and learning; reading, speaking, listening, and writing.

Richard (1992: 189) states that the teaching of language skills (reading speaking,

listening, and writing) are related to each other, when a lesson involves activities

that relate listening and speaking, reading and writing, it means that listening

activity is related to spoken or oral language, and reading is related to written

language.

The purpose of learning English language in Junior High School is to

achieve the functional level. In this, the students can develop their competences in

oral or written to resolve daily problems. They are conscious of the importance

and essential of English in the global era. They can develop their comprehension

about language and culture (Depdiknas, 2006: 278).

The basic competence of writing which should be mastered by the students

in junior high school is expressing meaning by using vocabularies, grammar and

the steps of rhetorical development accurately in the forms of narrative, report,

descriptive, recount, and procedure. These should be supported by competences

namely linguistics competence, sociocultural competence, strategic competence,

and text former competence (Depdiknas, 2006: 278). Writing is one part of four


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skills that have to be mastered by the students. They should be able to express

their ideas through their activities in the written form such as: They are able to

generate sentences into logical order, they are able to write supporting sentences

related to main idea, they are able to manipulate the words into understandable

and acceptable pattern of sentences, they are able to choose appropriate diction,

and they are able to arrange a procedure text which was well-punctuated, well-

spelled, and well-capitalized. Ideally their scores for writing should be at least 60.

The real condition found by the researcher in Class IX A students of MTs

NW I Kembang Kerang, Lombok Timur, based on the result of the students’ pre-

test score 51.906, is that students of Class IX A had problem in writing, it was

indicated by: they were lack in vocabulary, the got difficulties in how to start to

write, they did not organize their writing well, the students were not able to make

grammatically correct sentences, and they are not able to arrange sentences which

was well-punctuated, well-spelled, and well-capitalized. In classroom, the

students did not enjoy the lesson, they were not active and neither creative, they

kept silent when they were asked to do the tasks in front of class, and they were

sleepy in class.

It was clear that one of the students’ difficulties is in understanding and

writing procedure texts. Therefore the writer interviewed some of the students

dealing with procedure. Some answered that they knew the procedure but some

did not. The following, is a student’s answer when the writer asked his reasons

why he got difficulties in writing a procedure text.

One of the students said (Appendix 16 d):

Terus terang pak, saya itu ndak suka nulis pak, dan kesulitan saya ketika nulis adalah cara memulai nulis pak, kosa kata saya cuma


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sedikit dan cara merangkai kata-kata saya juga bingung grammar saya juga payah pak.

Meanwhile, another student Mhydn gave the following argument (Appendix 16

e): “Dalam menulis saya mengalami kesulitan menemukan ide, menemukan kosa

kata, cara mrangkainya, serta grammarnya”.

There are two main causes from both teachers and students. The causes

from the teacher’s side are as follows: the teachers still used traditional techniques

in which he only demanded the students’ writing product. He only gave fewer

portion of writing even though writing is a complex skill. The teachers made the

students write a text where they had to follow written language rules. He seldom

taught writing by using various techniques. The techniques used were

monotonous. He did not consider that writing was a complex skill and it needed

time to revise the contents, grammar, mechanics, and vocabulary. The causes from

the students’ side are as follows: students did not care about the lesson. If they had

homework, they did not do it at all, and they often came late to school. At home

they never studied their lesson to improve their ability. Even, they gave more

attention to look for grass for their cattle, took away passengers (ngojek), and

watched television a lot. Most of them did not want to study hard because they

considered that they would not continue their study.

Among the four language skills, writing is considered the most difficult,

and it needs an effective and interesting approach to solve it. There are many ways

to improve the students’ writing ability. Using pictures is one of the solutions to

overcome the problems. Gerngross (1992: 3) states that the uses of pictures make

communication in the foreign language class more lively, natural and stimulating.

He recommended that pictures can be used to offer ideas to train language skill.


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The use of pictures can generate the productive skills namely speaking and

writing skills.

Furthermore, Wright (2004:129) identifies some benefits of using pictures

in teaching, those are: pictures can motivate students to speak or to write. Pictures

in the picture series can create a context within which students with the

information use it in controlled practiced work. Pictures showing objects, actions,

events and relationship can cue answers to questions, substitutions, and sentence

completion. They can sponsor, stimulate, and possibly guide spoken and written

description, narration or dialogue, and they can offer information for free speaking

and writing, especially in recalling the vocabulary so that the students can express

their ideas or opinions in sentences or paragraphs easily.

Since picture series are considered to be able to help students to get

experience and stimulate students in recalling vocabularies to express their ideas

or opinions to write sentences and paragraphs even an essay, the writer proposes

to use picture series media in teaching writing, especially writing procedure texts.

B. Problem Statement

Referring to the background of the study, the problem statements are:

1. Can picture series improve the students’ ability in writing procedure texts?

2. What are the strengths and the weaknesses of picture series used as a media

to improve the students’ ability in writing procedure texts?

C. Objectives of the Study

Based on the problem statement, the objectives of the study are:


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1. To know whether picture series can improve the students’ ability in writing

procedure texts.

2. To know the strengths and weaknesses of picture series when they are used

as media to improve the students’ ability in writing procedure texts.

D. Benefits of the Study

Hopefully, the results of the study can give some benefits:

1. To the researcher himself

The researcher can create and enhance the teaching media and use the

result of the study in the teaching-learning activities.

2. To the students

The students are interested to study hard in English subject especially in

teaching of writing and have some different interesting experiences in the

teaching- learning activities.

3. To the teachers

Teachers can select the most appropriate media to improve their students’

skill, especially writing ability.

4. To other researchers

The other researchers can develop the research based on the results and use

them as one of the references to study about writing skill.

CHAPTER II

REVIEW OF RELATED LITERATURE AND HYPOTHESIS

A. Review of Related Literature

1. The Nature of Writing

a. The Meaning of Writing


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Writing is a process that occurs over period of time, particularly if

we take into account the some times extended periods of thinking that precede

creating an initial draft. Even “in the more immediately focused stage of

constructing a text (actually writing the words down) writer pause, think, write,

pause, think, revise and so on” (Harris, 1993: 10)

While Byrne (1997: 1) states that:

Writing can be said to be the act of forming these symbols: making marks on a flat surface of some kind. But writing is clearly much more than the production of graphic symbols, just a speech is more than the production of sounds. The symbol have to be arranged, according to certain conventions, to form word, and words have to be arranged to form sentences, although again we can be said to be “writing” if are merely making list of words, as in inventories of items such as shopping list. Writing activity starts from producing a sequence of sentences arranged in

a particular order and linked together in certain ways. Writing can be stated as the

forming/constructing a text that minimally includes some areas of knowledge are

including grammatical and mechanical sentences, organizational structures, letter

formations, contents, and vocabulary inventories of items for expressing the

writer’s ideas .

Heaton (1975: 127) also states “that in writing the writers manipulate

words in grammatically correct sentences and link those sentences to form a piece

of writing which successfully communicates the writers’ thoughts and ideas on a

certain topic”. In short, the writers try to express their ideas in written using

grammatically correct sentences for communication purposes.

Canale and Swain in Mukminatien (1991: 134) state that “writing

minimally includes four areas of knowledge: grammatical competence, discourse,

sociolinguistic competence, and strategic competence”. In this case, it can be


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mentioned that writing product if it has at least four requirements. Those are:

grammatical competence, discourse, sociolinguistic competence, and strategic

competence.

Bell and Burnaby in Nunan (1998: 36) state that:

Writing is a complex cognitive activity in which the writer is demanded to demonstrate control of variables simultaneously at the sentence level-include control of content, spelling, and letter formation and the beyond of the sentence –Structure and integrated information into cohesive and coherent paragraph and text. On the other hand a writer communicates his/her ideas by considering a

known or unknown reader who will get their meaning in the form of correct

written text. Therefore, a writer needs to know how to express the message in

written words so that can be clearly understood in communication.

Writing is an activity that supports students to analyze and synthesize their discrete knowledge about language items into a text that is acceptable in an English writing convention by using the appropriate sentence structure. Hence to be able to write students must write. (Brown, K & Hood, S. (1989).

Writing is transforming thoughts into language. It means that we need to

think about the content of our writing first and then arrange the ideas using

appropriate language (e.g. grammar and vocabulary). Consequently teachers must

learn about organizational skills in writing.

Writing is not just about accuracy. It is also about having a message and

communicating it successfully to other people. To do this, teachers need to have

enough ideas, organize them well and express them in an appropriate style.

Brown (2004: 220) states that micro skills are related to imitative and

intensive types of writing task whereas macro skills are related to responsive and

extensive writing. The descriptions are as follows:

1) Micro skills:


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a) Produce graphemes and orthographic patterns of English. b) Produce writing at an efficient rate of speed to suit the purpose. c) Produce an acceptable core or words and use appropriate word

order. d) Use acceptable grammatical system (e.g. tense, agreement,

pluralization), patterns, and rules. e) Express a particular meaning in different grammatical form. f) Use cohesive devices in written discourse.

2) Macro skills:

a) Use the rhetorical forms and convention of written discourse. b) Appropriately accomplish the communicative function of written

texts according to form and purpose. c) Convey links and connections between events, and communicate

such relations as main idea, supporting idea, new information, given information, generalization, and exemplification.

d) Distinguish between literal and implied meaning when writing. e) Correctly convey culturally specific references in the context of the

written text. f) Develop and use a battery of writing strategies, such as accurately

assessing the audience’s interpretation, using pre-writing device, writing with fluency in the first draft, using paraphrase and synonyms, soliciting peer and instructor feedback, and using feedback for revising and editing.

At the micro skills, students practice specific written forms at the level of

words or sentences (grammar, vocabulary, and mechanics). On the other hand, at

the macro skills, students emphasize on content and organization. In the latter,

they express themselves using their own words, state a purpose for writing, and

specify an audience. While Hillocks in O’Malley (1996: 136) states there are at

least four types of knowledge in writing, there are:

1) Knowledge of content. In expressing it, the students conduct a memory search and call on prior knowledge and experience.

2) Procedural knowledge to organize the content, to group ideas, and to sequence the ideas in ways that match the purposes of the writing.

3) Knowledge of conventions of writing. The students must know the discourse structures, syntactic form, and conventions of writing.

4) Procedural knowledge to apply the three other types of knowledge in composing written product. This is the basis for composition. The students not only master the grammars but also master the procedures


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that combine three types of knowledge just indicated in composing written piece that responds to the original purposes.

Based on the elaboration above, besides focusing on micro and macro

skills, the writer should require the range of knowledge to produce a good written

text.

b. Types of Writing

Writing can be classified into several types. Many attempts have been

made to classify writing. Harris (1993: 16) States that “the most long-established

is the four folds division of classical rhetoric exposition, argument, description

and narration”, it means that the pieces of writing are classified in relation to the

writer’s intention to form a writing and readership.

Texts can be grouped based on the purpose of arranging them. They are

intended to entertain, inform, instruct, persuade, explain, argue, and so on. They

are broadly synonymous with “texts type” forms of writing such things as posters,

brochures, pamphlets, letters, recipes, set of instructions, list labels, stories,

reports, poems, essays, play scripts, and so on. Writers set a task they need to

know some types of texts related to the teaching learning at junior high school

(SMP/MTs), those are: descriptive, report, narrative, recount, and procedure. They

will be further discussed with a focus on procedure texts.

1) Descriptive

Descriptive writing is the writing which is designed to describe persons,

places or things, moments, and theories clearly, powerfully and detailed images

in the mind to help the reader create the mental picture of what is being written

about ( Everett : I, at http: //Gostc laudstate. Edu / acadwrite/descriptive. Html


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accessed: August, 28, 2010). Descriptive writing is a kind of writing which

describes anything in written by creating the mental picture to readers. Its

structures are: identification and description, while the language features are as

follows:

a) Focuses on specific participant.

b) Uses simple present tense.

c) Uses detailed noun phrases to inform subject.

d) Uses adjectives for describing, numbering, classifying, etc.

e) Uses relating, thinking (feeling), and action verbs.

f) Uses figurative language.

2) Report

Anderson and Anderson (1999: 86) state that “an information report is a

piece of text that presents information about a subject. An information report

usually contains facts about the subject, a description and information on its

behavior and qualities parts”. Report text is a text to describe the way things are,

with reference to range of natural, man-made and social phenomena in our

environment. It tells what the phenomenon under discussion is. The generic

structures of it are: general classification, and description. While its language

features are:

a) Focuses on generic participant.

b) Uses simple present tense.

c) Uses specific language.

d) Uses relating and action verbs.


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3) Recount

Anderson and Anderson (1999: 16) state that “recount is a piece of text

that retells past events, usually in order in which they happened”. The purpose of

a recount is to give the audience a description of what occurred and when it

occurred. Recount tells the readers in the past, it begin by telling the readers

involved, what happened, where the event took place, and when it happened. The

generic structures of it are: orientation, series of events, and reorientation. While

its language features are:

a) Focuses on the participant

b) Uses past tense

c) Uses conjunctions and time connectives.

d) Uses adverbs and adverb phrases.

4) Narrative

Anderson and Anderson (1999: 9) state that “A narrative text type is a

piece of text which tells a story and, in doing so, entertains or informs the reader

or listener, it is related to recount text type”. The word derives from the Latin verb

narrare, "to recount", and is related to the adjective gnarus, "knowing" or

"skilled".[1] Ultimately its origin is found in the Proto-Indo-European root gnō-,

"to know".[2]

(File: //localhost/C:/Users/MTS%20NW%20O1/Documents/Narrative%20-

%20Wikipedia,%20the%20free%20encyclopedia.mht accessed: September, 24th

2010).


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A narrative is a made up story that is created in a constructive format (as a

work of speech, literature, pictures, song, motion pictures, television, video

games, theatre, musical theatre, or dance) that describes a sequence of fictional or

non-fictional events. The generic structures of it are: orientation, complication,

and solution. While the language features are as follows:

a) Focuses on specific participant

b) Uses past tense

c) Uses time connectives and conjunctions

d) Uses saying verbs

5) Procedure

Anderson and Anderson (1999: 50) state that “A procedure is a text that

shows a process in order. Its social function is to describe how something is

completely done through a sequence of series”. Procedure text is used to describe

how something is accomplished through a sequence of actions or steps. Its generic

structure is as follows: an introductory statement that gives the aim or goal, a list

of materials that will be needed for completing the procedure, a sequence of steps

in order it needs to be done, and the use of action verbs. A procedural text is used

to tell someone how to do or make something. “The type of text comes in many

forms, such as instruction manuals and recipes”(Mukarto, et al. 2007: 36). They

add that the text consists of three parts;

Title/goal : It states the goal to be achieved

List of Materials : It lists the materials needed. It often gives details on the

size, color, numbers, shapes, quantity, etc.


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Lists of equipments : It lists the equipments needed. It also often gives detail

on the size, color, numbers, shapes, quantity, etc.

Steps/Method/ Procedure: It describes steps in logical order to achieve the goal.

The steps are often marked with number (1,2,3…), letter

(a,b,c…), or bullet marks. Sometimes the steps include

caution(s) or warning(s). There are also drawings or

pictures to make the steps clear.

Procedure text is designed to describe how something is accomplished through a

sequence of actions or steps. It is also more about process than things but explain

how people perform different process in a sequence of steps. The generic

structures of procedure text are: goals, materials, and steps. The language features

of this text are as follows: focus on generalized human agents, use of simple

present tense, use of mainly temporal conjunctive relations, and use of mainly

material (action) clauses.

Based on the theories above, the writer inferred that writing is a complex

cognitive activity in which the writer is demanded to express their ideas,

experiences, knowledge, and feelings which covers content, organization,

grammar, vocabulary, and mechanics to form a piece of writing which

successfully communicates the writers’ thoughts and ideas on a certain topic.

Writing involves several sub-skills. Writing accurately involves spelling correctly,

forming letters correctly, writing legibly, punctuating correctly, using correct

layouts, choosing the right vocabulary, using grammar correctly, joining

sentences correctly in procedure texts which are used to tell someone how to do or

make something.


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2. The Teaching of Writing

The purpose of writing in principle is the expression of ideas, the conveying

of a message to the reader: so the ideas them selves should arguably be seen as the

most important aspect of writing on the other hand, “the writer needs also to pay

some attention to formal aspects: neat hand writing. Correct spelling and

punctuation as well as acceptable grammar careful selection of vocabulary”. Ur

(1996: 163).

The teaching of writing skill has been given to the students from the early

stages in Indonesia. It is officially started in the first year of junior high school,

presently it has been introduced to students at the elementary school. Yet the

students still have a lot of difficulties in expressing ideas through a written

language. That is why, during the teaching learning process, a teacher should give

more help, practices and chances to the students to explore and express their ideas.

Formally, teaching writing courses are focused on grammar or on elaborate

discussion of the theory of writing only. This condition makes the students get

sleepy and bored during the course.

Byrne (1984: 4) states that there are three factors which influence writing process, there are: (1) Psychological problem: in this case, a teacher expected to be able to write his own, without the possibility of interaction of benefits of feedback, in itself makes the act of writing difficult. (2) Linguistic problem: a teacher has keep the channel of communication open through his own efforts and to ensure, both through his choice of sentences structure and by the way his sentences are linked together and sequenced, that the text he writes or produces can be interpreted on its own. (3) Cognitive problem: a teacher has to master the written form of the language and to learn certain structures which are less used in speech, or may be not used at all, but which are important for effective communication in writing. A teacher has to learn how to organize his idea even though in such a way that they can be understood by a reader who is not present and perhaps by a reader who is not known to us. In short, it can be concluded that writing is a


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task which is often imposed on the teacher, perhaps by circumstances. This not only has psychological effect: it may also change a problem in term of content what to say.

To overcome those problems mentioned above, the English teachers need to

be aware that writing should be taught in various ways and manners so that the

students are interested in studying it. The teacher should also phase the writing

task from the simplest stage to the more complex one, so that students are not

frustrated with writing.

The 2004 Competency Based English Curriculum of Junior High School

(SMP), the program of teaching and learning English as a language aims to

develop students’ skill in listening, reading, speaking and writing. The students

are expected to achieve competencies in understanding oral written texts and to be

able to express their thoughts and ideas whether in oral written form, especially in

the forms of narrative, report, recount, descriptive, and procedure. Writing is one

of the four important skills that should be mastered by SMP students to express

their ideas, feelings, and thoughts in written.

Rivers in Mukminatien (1999: 130) states that:

Writing in language classrooms can be classified into types: (1) Writing down or notation that means imitating copying in writing activities, students are asked to copy words, phrases, sentences or paragraphs. (2) Writing in the language or writing practice, the writing activity can be in the form of writing simple dialogues, uncomplicated translation, dictation, and clone procedure. (3) Translation that refers to transferring passages or sentences from the target language and (4) Expressive writing is the expression of original ideas in the new (target) language.

It refers to the conveying of information or the expression of original ideas in a

consecutive way in the new language. Expressive writing or composition may be

for practical purposes or it may be more creative. The examples of composition


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for practical purposes are writing instruction, reports, resume, concrete

description, or essential correspondence connected with everyday affairs the

ultimate goal in creative expression is to encourage some one to be more active in

developing his diction mastery and improving his grammar ability.

Huges (1996: 91) mentions five aspects of writing, they are: (1) grammar,

that is an element of writing which deals with a set of rules to have a writer

construct sentences that makes sense and acceptable in English. (2) Vocabulary, it

deals with a list of words and their meaning. (3) Mechanics that is the convention

in writing, which is related to punctuation, spelling, and capitalization. (4)

Fluency, which refers to the ease and the style of the composition. And (5) form

(organization) is the logical sequence and cohesion, or the flow of ideas being put

into written language, to make unified contribution o the whole paragraph. The

explanation of those aspects as follows:

a) Grammar

According to Fairbain and Winch (1996: 108) state that grammar is an

element of writing which deals with a set of rules to help a writer to construct

sentences that make sense and applicable in English. When a paragraph or

composition is written, grammar must be applied correctly in order to make the

writing sensible and understandable. While, Heaton (1991: 135) stating that

grammatical skill is the ability to write correct and appropriate sentences. Thus, it

can be said that if someone wants to produce an effective paragraph or

composition, he or she has to know the grammar well. Consequently, if a writer


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wants to make a good writing, he or she should follow a very basic rules and

convention of grammar to construct sentences.

b) Mechanical

Heaton (1991: 135) states that mechanical skill is the ability to use those

conventions peculiar to the written language correctly. Also, Heaton (1991:

135) uses the term mechanical skill for punctuation and spelling. In line with

Fairbain and Winch (1996: 81) say that punctuation is a variety of devices that

a writer uses in order to help readers understand the meaning of peace of

writing. Furthermore, Kanar (1998: 461-461) states the marks and rules of

punctuations as follows:

1) End Punctuation Mark (. ? !)

As a good writer, one must be able to choose the most appropriate

punctuation mark to end the sentence. The period, question mark, and exclamation

point are marks of punctuation that are used most of the time. Kanar (1998: 461)

states three ways to end a sentence. They are as follows:

(a) Place a period at the end of a sentence that either makes a statement or

issues a command.

(b) Place a question mark at the end of a sentence that ask a direct question,

but place a period at the end of a statement that indirectly ask a question.

(c) Place an exclamation point at the end of a statement to indicate surprise or

intense feeling.

2) The colon (:)


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Place a colon at the end of a statement if what follows is list, quotation,

explanation, or word needing special emphasis.

3) The Dash (-)

Place a dash before and after words that interrupt the flow of thought or

before words that create a dramatic effect.

4) The Hyphen

If two or more words that describe a noun function as a unit,

connect them with a hyphen.

5) The Semicolon (;)

(a) Place the semicolon between two sentences that are closely related.

(b) Place a semicolon before a conjunctive adverb that joins two

independent clauses.

(c) Use a semicolon to separate items a series if the items already contain

commas.

6) The Comma (,)

The comma, or the pause, gives reader or listeners a chance to

think about what is being said and relation of one idea to another

(a) Commas separate items in a series.

(b) Commas separate two adjectives that modified the same word if the

adjective are coordinate and belong to the same class

(c) A comma follows introductory words, phrases, and clauses.

(d) Commas come before and after interrupting words, phrases, and

clauses that are not restrictive in meaning.


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(e) A comma comes before a coordinating conjunction joining two

independent clauses.

(f) Commas set off certain ordinary material.

7) The Apostrophe (‘)

The apostrophe (‘) have two functions: to show possession and to

indicate omitted letters of number.

c) Vocabulary

Vocabulary deals with a list of words with meaning (Hornby, 1995: 1331).

The writing will be understandable if the students have a goof store of words

and are able to use words appropriately. Readers cannot understand about the

content of writing because the ideas informed would be seen through the

words used.

d) Developing Ideas

Amaudet and Barret (1990: 1- 47) state that “main ideas as topic sentences

and supporting sentences as supporting topic sentences”. In this, the topic

sentence is supported by sub topic sentence. Davis (1983: 126) defines “topic

sentence as a sentence that contains the central idea to be discussed in a single

paragraph”. Such a sentence not only announces to the reader the topic of the

sentence but also makes a definitive statement about that topic.

e) Form (Organization)

Kanar (1998: 16) states that “organization in writing means presenting the

material in order that makes sense that is, a logical order”.


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1) Unity

Bram (1995: 20) states that “a paragraph is said to be in good unity if it is

unified by mutually supported sentences that express one main idea of the

topic sentence only”. It means that Each of the supporting sentences should

serve to back up, clarity, explain, or prove the point in the topic sentence. In

other words, each sentence in a paragraph should relate and develop that

idea in controlling idea.

2). Coherence

Davis (1999: 126-127) states that “coherence is achieved by using words

or phrases that link the sentences together to make them coherent or stick

together, so that there is no break in the pattern of thought”. In arranging

words to be sentences or phrases, the sentences or phrases must relate to

each other, so the readers can catch an idea of the written.

3. Approaches to Teaching Writing

Attempts to teach writing, there are several approaches to hold it. Byrne

(1988: 21) states that:

Since the time when students were merely given a topic of some kind and asked to produce a ‘composition’ without further help have usually focused on some particular problematical aspect of the writing situation. Some key approaches are: focus on accuracy, focus on fluency, focus on text, and focus on purpose.

a. Focus on accuracy

Mistakes show up in written work (especially since this is usually subject

to rigorous correction) and naturally come to be regarded as a major problem. It

was assumed that students made mistakes because they were allowed to write

what students wanted, and accuracy oriented approaches have therefore stressed


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the importance of control in order to eliminate them from written work. Students

are taught how to write and combine various sentence types and manipulation

exercises. Gradually the amount of control is reduced and the students are asked

to exercise meaningful choice. At a still later stage, they may be given a good deal

of guidance with language and content, but allowed some opportunities for self-

expression.

This controlled-to-free approach was very much a product of the audio-

lingual period, with its emphasis on step-by-step learning and formal correctness.

Many such schemes were carefully thought out and, although no longer

fashionable, they produced many useful ideas on how to guide writing.

b. Focus on fluency

In contrast, this approach encourages students to write as much as possible

and as quickly as possible without worrying about making mistakes. The

important thing is to get one’s ideas down on paper. In this way students feel that

they are actually writing, not merely doing ‘exercises’ of some kind; they write

what they want to write and consequently writing is an enjoyable experience.

Although this approach does not solve some of the problems which students have

when they come to write in a foreign language, it draws attention to certain points

we need to keep in mind. Many students write badly because they do not write

enough and for the same reason they feel inhibited when they pick up a pen. Most

of us write less well if we are obliged to write about something. A fluency-

approach, perhaps channeled into something like keeping a diary, can be a useful

antidote.


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c. Focus on text

This approach stresses the importance of the paragraph as the basic unit of

written expression and is therefore mainly concerned to teach students how

construct and organize paragraphs. It uses a variety of techniques, singly and in

combination, such as:

- Forming paragraphs from jumbled sentences.

- Writing parallel paragraphs.

- Developing paragraphs from topic sentences (with or without cues).

Once again this approach identifies and tries to overcome one of the central

problems in writing: getting students to express themselves effectively at a level

beyond the sentence.

d. Focus on purpose

In real life, as we have seen, we normally have a reason for writing and we

write to or for somebody. These are factors which have often been neglected in

teaching and practicing writing. Yet it is easy to devise situations which allow

students to write purposefully for example, they can write to one another in the

classroom or use writing in role-play situations.

Although, like fluency writing, this approach does not solve specific

problems which students have when handling the written language, it does

motivate them to write and shows how writing is a form of communication.

4. The Curricular Objectives of Teaching Writing Skill in Junior High School.


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The purpose of teaching English for junior high school student is to

develop communicative competence in spoken and written form to achieve the

literacy level which can be realized through for language skills listening,

speaking, reading and writing for the junior high school graduates they are

expected to reach at the functional level, in this case, they are expected to e able to

communicate or participate in the creation of text in spoken and written in their

daily life in short, at junior high level, learners are expected to learn daily

expressions, especially fixed expressions and idioms that are needed in daily lives

to accompany their action when playing at school yards, when attending classes,

when interacting with their friends etc.

“The SMP students are expected to be able to create many kinds of

functional text and monolog in the form procedure, descriptive, recount, narrative,

and report” (Depdikbud, 2006: 278). The text created should consists of

grammatical sentences, acceptable expressions, and culturally acceptable in the

English culture. The standard competence is different for each class level in this

study, the writer focuses on the eighth grade student of SMP. In this case, the

standard competence for the eighth grade students of SMP is students are able

to express many kinds of meanings in the grammatical sentences and

acceptable expression in the written text especially in the form of narrative,

descriptive, and recount (Depdiknas, 2006: 287). It means that English texts

which created by the students must be acceptable texts, grammatically correct and

well arranged. They are also expected not to ignore grammatical patterns and the

way how the text is organized. As a result, the product of the student writing will

consist of grammatical sentences and acceptable expressions.


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5. Assessing Writing

Assessing is an integral aspect of the teaching-learning process. It happens

everyday in the classroom as a teacher continually makes judgment about the

performance of their student (Burn and Joyce, 1999: 102). Assessment plays an

important role in determining each student’s learning time.

According to Brown (2004: 4), “Assessment is an on going process that

includes a much wider aspect-whereas test is a subset of assessment which

measures a person’s ability”. In addition, “Assessment is needed by

administrators, teacher staff developers, students, and parents to determine the

appropriate instructional activities as well as monitor the students’ progress”

(O’Malley, 1996: 3). It is also essential to ensure that students meet their needs. In

other words, when students think about and reflect on their learning, they become

more active participants in the teaching and learning process. “Assessment is an

integral part of the teaching learning exile” (Brown, 2001: 420).

In relation to the teaching writing, O’ Malley and Pierce (1996:135) state

that:

Writing assessment meets at least three purposes. First, writing assessment is used for identification a program. Placement is ESL a bilingual program. Moreover, students are typically reclassified as English when they are prepared for grade level instruction. Second, writing assessment can be used to monitor student progress and determine if changes in instruction are required to meet student needs. The on going assessment of student writing enables review of student growth over time and a determination of the success of instructional approaches. The third purpose of writing assessment is accountability. Writing assessment is often conducted as part of district or statewide accountability assessment programs for all students, in some advances for high school graduation. As stated in the previous discussion, a writer requires four types of

knowledge in writing.


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These four types of knowledge used in writing have at least two implications for writing assessment. First, writing assessment should evaluate more aspects of writing then just mechanics and grammar. Second, writing assessment should capture some of the processes and complexity involved in writing so that teacher can know in which aspects of the writing process of student are having difficulty (O’Malley, 1996: 137).

In other words, writing assessment should not only look at linguistic

aspects but also look at the context in which the writing process occurs. “Writing

assessment is not an easy task, when assessing students’ writing ability, the

objective and criterions must be clear” (Brown, 2004: 218). It means that the

teacher gives a writing task after considering the objectives and the criteria to

achieve the writing purposes. In scoring the students’ work, there are five

elements to score. There are organization, content, grammar, vocabulary, and

mechanics.

6. The Use of Picture Series in Teaching Writing

Raimes (1983: 36) states that picture series (PS) are a set of parallel

picture showing similar scene or story that offer guidance on vocabulary,

structure, and organization. Its function is to tell steps or a sequence of events

based on what the students see in the picture.

Picture sequence is a series of photographs dealing with one subject. It

may tell a story, present an event, describe a scene, reveal a person, or show how

to do something. A common use for a picture sequence is depicting a person

during an interview. The most successful picture sequences create several visual

images that contain emphasis and action.

(file://localhost/C:/Users/MTS%20NW%20O1/Documents/Picture%20Sequence.


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mht). A picture sequence is a group of closely related photographs that provide

the reader with only a few miscellaneous impressions of an event.

Main function of visual materials including picture in the language lesson,

is to help create situation which interest the students. Wright (1992: 16) states that

“pictures make a particularly powerful contribution to both the contents and the

process of language learning”. She also suggests that pictures can often be used to

promote productive skill like speaking and writing.

In order to use pictures effectively and efficiently, as well as achievement

at the instructional objective in language learning, teachers should be selective

and creative in determining the pictures they used in the activities they planned. A

teacher needs to consider that the size of the pictures should give adequate

visibility for which they are intended to use, whether for a large group, small

group, individual or for the whole class. Wright (1992: 17) adds that “picture can

be used to assist in stimulating the students’ inspiration”. The pictures have to be

interesting in order to hold the students attention and raise curiosity in their mind.

There are many types of pictures proposed by Wright (1992: 201) one of

them is picture series (picture sequence). Picture Series (PS) is a group of pictures

order or arranged following an event. In this case, the picture series are used to

describe how something is accomplished through a sequence of actions or steps in

writing procedure text. Raimes (1983: 28) states that pictures are valuable

resources as it provides: (1) a shared experience in the classroom (2) a need for

common language forms to use in the classroom (3) a variety of tasks (4) a focus

of interests for students. Gerngross and Puchta (1992: 21) state the preparation in

using picture story/series in classroom:


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One copy of a cut-up picture story/picture series for each group of students. The size of the groups depends on the number of picture in story/series; for example, if there are six pictures in story/series, you will need four copies for twenty-three students. In three groups each students get one picture, in the fourth group each student gets two. Furthermore, Gerngross and Puchta (1992: 21) also propose steps in using

picture series in teaching procedure texts. The steps were as follows:

a. Write some key words of the steps on the board. Ask your students to

develop steps form the words. Have them the steps to the class.

b. Hand out the pictures. Make sure that the learners are aware of the fact that

they must not show their pictures to the others. Each student describes

his/her picture and then they decide in what order to arrange them. When

they have negotiated the order they put the pictures in a line, face down.

c. The groups usually do not finish at the same time. When the first group

has finished, the teacher goes from group to group and they quietly tell

the steps. This gives the group a chance to rehearse retelling. When all the

groups have finished, the first group tell the steps, and only then are the

pictures turned over. A discussion may follow if a group has developed a

different order.


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This is an example of picture series which might be used in the research;

Figure 1. Steps of how to fry eggs.

eggs/salt/veg.oil prepare/frying pan break/eggs

Mix/eggs pour/eggs add/salt

(Source: Taken from English on Sky 3, 2007: 18)

Furthermore, Raimes (1983: 36) states some advantages of using picture series

are:

1) The students gain an overall sense of the story and theme and can see

not only its progression but also its subtleties, drama or humor.

2) As students look through the sequence, each picture helps to clarify the

meaning of the others.


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3) The vocabulary needed to tell the whole story or describe the whole

theme can be discussed, so there will be less hesitation when the

students do the telling or describing.

4) Seeing how the story or theme ends, students can shape their oral work

more effectively, can build up to a strong climax or conclusion and can

judge how many words are needed (which is important in language

examinations in which picture composition plays a part).

5) Class time is saved by putting up pictures in advance.

B. Review on Related Research

There are some previous researches related to the use of pictures in the

teaching and learning process. Japarudin (2006) conducted a study on applying

picture series at SMP. The pictures he used were drawings which showed

sequential events, the events showed in the pictures were complete from the first

to the last event. This was for teaching writing recount paragraphs. The students

here worked in groups of four before they wrote individually. He scored the

students’ writing recount by using scoring scale, which consisted of three aspects;

content, language use, and spelling. Based on the results of that research, he found

that the teaching using picture was able to improve the students’ ability in writing

recount.

Second, Lailawati (2009) conducted a study on applying incomplete

picture series technique at MTs/SMP. Based on the results of her research, she

found that incomplete picture series teaching was successful in improving the


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students’ speaking ability as well as increasing their involvement in the teaching

and learning activities.

C. Rationale

The basic competence of writing which should be mastered by the students

in junior high school is expressing meaning by using vocabularies, grammar and

the steps of rhetorical development accurately in the forms of narrative, report,

descriptive, recount, and procedure. These should be supported by competences

namely linguistics competence, socio cultural competence, strategic competence,

and text former competence. However, the problem is that the students of Class

IX A are not able to write in English well.

The problem is indicated by they lack of vocabulary, they got difficulties

in how to start to write, they got difficulties to choose appropriate dictions, they

did not organize their writing well, they sometime lost their ideas and got stuck,

and the students were not able to make grammatically correct sentences.

The difficulties come from techniques and media were used in the

teaching-learning process. The teachers still used traditional techniques in which

he only demanded the students’ writing product. He only gave fewer portion of

writing even though writing is a complex skill. The teachers made the students

write a text where they had to follow written language rules. He seldom taught

writing by using various techniques. The techniques used were monotonous.

In teaching learning process, it is very important for the teacher to use a

appropriate media to arouse the students’ interest and it make the students easier

to understand and to write procedure texts. Picture Series (PS) is able to make


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communication in the foreign language class more lively, naturally, and

stimulating. It also helps the students to offer ideas to train language skill.

Besides, the vocabulary needed to write the steps or to describe the theme can be

discussed, so there will be less hesitation when the students tell, describe, and

write procedure texts.

Using picture series in teaching procedure texts can help the students to

understand the texts easily. To understand a procedure text, the students must

know about the generic structure of procedure texts that consist of: goal, material,

and steps.

Using picture series, the students can create a context within which

students with the information use it in controlled practiced work. It shows objects,

actions, events and relationship can cue answers to questions, substitutions, and

sentence completion. It also can improve the students ability in writing procedure

texts, where the procedure texts is sequence of steps and picture series is a

sequence of events or steps too.

D. Action Hypothesis

Based on the problem and the rationale of the study, the hypothesis is

formulated as follows: Picture series can improve students’ ability in writing

procedure texts.


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CHAPTER III

RESEARCH METHODOLOGY

A. Setting of the Study

The setting of the study was at MTs NW 1 Kembang Kerang, located at

Kembang Kerang village, Aikmel district, East Lombok regency. MTs NW 1

Kembang Kerang was built in 1987. MTs NW 1 Kembang Kerang

geographically, is located in a strategic place. It is not difficult to get to the

school by any means of transportation because it is near the regency street. MTs

NW 1 Kembang Kerang is one of the private Islamic high schools which got A in

accreditation from Ministry Office of National Education, Institution of National

Accreditation (BAN) of West Nusa Tenggara Province.

In conducting this research, the researcher was assisted by collaborator.

The research was conducted from January 2011 up to June 201, the schedule is

as follows:

Table 1

No Activities Jan

2011

Feb

2011

Mar

2011

Apr

2011

Mei

2011

June

2011

1 Preliminary ü

2 Writing proposal ü ü ü

3 Conducting research ü ü

4 Writing Report ü ü ü ü

B. Subject of the study


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Because of the limited time and finance, the research was conducted to the

students of Class IX A MTs NW 1 Kembang Kerang. Class IX A consists of 32

students and all of them are boys. Most students (90%) are from Kembang

Kerang village and 10% are from out of the village. Those who come from out

of the village, usually stay in an Islamic boarding house which is near the

school. The students come from different social and economics background.

Most of them came from poor and low social status families.

According to the previous teacher, most students did the task when the

teacher asked them although the result of their task was still far from the

teachers’ expectation. It can be seen from the result of the pre-test given. Based

on the students’ test achievement, this class is categorized into low achievers

among the other classes. In this case the researcher chooses Class IX A due to

the fact that the problem faced by this class was writing problem. They got many

difficulties in writing such as generating ideas, arranging sentences, organizing

sentences, having lack of vocabulary, and making coherence. That is why the

researcher takes a classroom action research in order to solve the problems.

C. Research Method

This research belongs to classroom action research. Action research is

known by many other names, including participatory research, collaborative

inquiry, emancipatory research, action learning, and contextural action research,

but all are variations on a theme. Put simply, action research is “learning by

doing” - a group of people identify a problem, do something to resolve it, see

how successful their efforts were, and if it is not satisfied, try again. While this


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is the essence of the approach, there are other key attributes of action research

that differentiate it from common problem-solving activities engaged in

everyday.

Classroom Action Research (CAR) is a from of Self-Reflective Enquiry under taken by participants is social situation in order to improve the rational and justice of (a) their own social or educational practices (b) their understanding of these practices, and (c) the situation in which the practices are carried out. (Kemmis in Hopkin, 1993:44).

In this case, Classroom Action Research includes some aspects to do in

order to get the findings accurately.

Also Mills (2003: 5) states that “Classroom Action Research (CAR) is any

systematic inquiry conducted by teachers, researchers, principles, school

counselors, or stake holders in teaching/learning environment to gather

information about how their particular school operate, how they teach, and how

well the student learn” It encourages teachers to be reflective on their practices

in order to improve their own teaching and learning activities for the sake of

themselves and their students.

Considering the notion of CAR, the use of CAR is, therefore, inevitable

due to its appropriateness with the fundamental features of this study which

starts from focusing on solving problems in the classroom setting. An important

feature of action research is that is offers opportunities for collaborative work.

Thus, this research is conducted collaboratively in which that the researcher

cooperates with a fellow English teacher who also teaches at the same school

with the writer.

Koshy (2007: 27) states “Action Research is a cyclical process, it covers

some steps: planning implementing, observing, and reflecting”. This is also in


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line with Kemmis in Hopkin (1993: 48) states that” there are some steps that

must be involved which can be described as a spiral of steps. Each step has four

stages: plan-act-observe-reflect”. Action Research is efforts to overcome

education problems and to improve the education quality done by the teachers

and others related to their reflections upon the effect of those actions.

It can be concluded that an action research in this study means the

systematic study of attempts to improve the teaching and learning process in

order that the English learners’ achievement are satisfactory.

The research procedure summarized as figured in (figure. 2) the figure of

the Classroom Action Research procedure is adapted from Kemmis and Taggart

in Hopkin (1993: 48).

Figure 2. CAR Procedure


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Adapted from Kemmis and Taggart in Hopkin (1993: 48)

D. Research Procedure

Joko Nurkamto, (2009) states the procedures of the Classroom Action

Research (CAR) can be illustrated are as follows;

PR FF PS GP A1 O1 R1 RP …

Where PR : Preliminary Reflection

FF : Fact Finding

PS : Problem Statement

GP : General Planning

A1 : Action 1

O1 : Observation 1

R1 : Reflection

RP : Revised plan

… : A2,O2, P2

The description of each step of the procedure can be seen on the following

explanation:


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1. Preliminary Reflection

This research was started by making an observation. This was done in

January 2011. During the observation, the researcher found that students faced

problems in writing. There were some indications which showed their poor ability

in writing for instance: the students did not organize their writing well, their ideas

were not coherence, they did not use tense in the right context, they had lack of

vocabulary, diction and their understanding of mechanics was low.

2. Fact Finding Analysis

Based on the preliminary research, the researcher found that the students’

writing ability was still far from what is expected. From the result of the students’

writing, the average score was 53,51. There were only 12,50% or 4 students who

got scores more than 60, and 87,50 % or 28 students were failed. They got scores

below the passing grade (the minimum adequacy criteria is 60). Most of them

could not pass the passing grade It means that the students’ writing ability in

English lesson for the ninth grade was low.

3. Problem Statement

Based on the identification and the analysis of the problem the researcher

formulates the problem to solve. The formulation of the problem is accompanied

by the causes. In this study, the researcher formulated that the problem was the

students’ difficulties in writing. There were two causes of the students’ problems

in writing. First, teachers still used traditional approach in which they only

demanded the students’ writing product, they only gave fewer portion for writing,


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whereas writing is a complex activity. Second, students could not organize their

ideas well, use right grammar, chose appropriate vocabulary, and use punctuation

correctly.

4. General Planning

Based in the fact finding analysis above, the researcher applied media

picture series to solve the problems’ in teaching writing. There were some steps

that the researcher did; Building Knowledge of the Field (BKOF), Modeling of

the Text (MOT), Join Construction on the Text (JKOT), and Independent

Construction of the Text (ICOT). These steps can lead the students to write

through some stages in the writing process including pre-writing, writing,

revising, and editing. Each stage must be followed by the students in order that

they can create a good written text. By doing so, it is hoped that it could solve the

students’ problems. The stages facilitated the students with interesting teaching

strategy and media in order to facilitate them to write. Furthermore, in the phase

the researcher prepares the material and media, sets the criteria of success and

prepares the research instrument.

a. Preparing the lesson plan

Preparing the lesson plan is very important in order to make the teaching

learning process run well. It covers standard competency, basic competency,

indicators, learning objectives, instructional media and strategy, teaching and

learning materials, teaching and learning activities, source of learning and the

assessment. It also contains the procedure of presenting the lesson in each meeting


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in order to solve the problems faced by the students. In this case, the researcher

and co-researcher teach English especially writing based on the lesson plan by

using picture series media, this research focuses on creating procedure text

through picture series media. A cycle encompasses three meetings. Each meeting

includes pre-writing activity, writing activity, revising activity, and editing

activity.

b. Having a co- researcher/collaborator

Since it is very important to have collaboration and cooperation in the

research, the researcher asked one of the English teachers in the school as a

collaborator. In clarifying the duty and function of the teacher, the researcher uses

the term collaborator. The collaborator involved in every step in using the media

in the teaching-learning process.

c. Preparing the teaching media

The media that the researcher prepared in teaching writing was picture

series. These picture series is expected to facilitate the students in learning

English, emphasizing on students’ writing, this is due to the writer believed that

students’ writing skill needs improvement. It is considered that in preparing the

picture series, the researcher carefully selected them considering the students’

interest and vocabulary level.

d. Setting criteria of success.


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Setting the criteria is needed to know whether the implementation of the

action is successful or not. There are some criteria in measuring the success of

using picture series. First, the students’ attitudes toward the use of picture series,

the students enjoy and are interested to learn English, especially in learning

writing in the classroom. Second, the students are actively involved during the

teaching and learning process. Third, the students are able to arrange short simple

story based on the picture series that they have seen. More than 70% of the

students should gain the Minimum Adequacy Criteria score (Kriteria Ketentuan

Minimal/KKM) of English subject in the school determined by the material, the

school facilities, and intake of the students. The KKM for English is 60.

Latief (2003: 110) says that the criteria of the teaching media or strategy

are considered successful if:

1) Students feel happy in using strategy or media in the teaching-learning process

2) Teachers feel that the strategy was easy and practical to be used in the

teaching- learning process.

3) The students are more active and creative in the teaching-learning

process

4) The students are happy to be able to develop on cooperative studying

with their friends in the teaching- learning process.

5) The students have high intention to study using the strategy.

e. Acting

The researcher implemented the steps that have been prepared. The steps were

that are done:

1) Warming-up


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In this stage, teacher gave some questions related to thee topic that will

be given. This step engaged the students to come into the topic so that

the students know what the learnt.

2) Building Knowledge of Field

In this stage, teacher engaged the students to the topic given. Teacher

introduced the topic given to the students. This involves idea, situation,

vocabulary that will be used in the teaching-learning process.

3) Modeling

In this stage, teacher gave explanation about the topic given, gave

example of a procedure text, and explained the generic structure and the

language feature of a procedure text. And then, gave picture series

dealing with procedure texts.

4) Joint Construction Text

In this stage, teacher asked the students to write procedure text based on

picture series given in group

5) Independent Construction of the Text

In this stage, teacher asked the students to write procedure text based on

picture series given individually. The students were expected to be able

to write procedure text by themselves.

5. Observing the action

Observing the action is monitoring the effect of the action. The

observation may be carried out while the researcher takes the action. It was done

simultaneously. The observation was not only on the teaching learning process but


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also on the learning progress the students achieved. Both the researcher and co-

researcher did the observations during the use of picture series in teaching writing.

Observing the action is done to know whether the action applied has effect or not.

6. Reflecting on the action

Reflecting on the action is done to know and to find out how well the

action solves the problem faced in the teaching-learning process. The researcher

should know how far the use of media meet or achieve the criteria of success that

has been set. Reflection provides useful information for preparing the next action.

From the results of the reflection, the researcher helped by the collaborator was

able to prepare a plan for the next cycle.

7. Revised plan

Reflection is the last step for a cycle in CAR. Based on the results of the

reflection, the researcher could determine whether he has to continue or to stop

the research. If it is needed, the revised plan can be designed, since there is a

relation between one cycle and the next cycle.

E. Data Collection Technique

The researcher collected the data of the research accurately. The data in

CAR consists of qualitative and quantitative data. Qualitative data were taken

from results of questionnaires, interviews, and observations during the process of

teaching writing. Meanwhile, quantitative data were taken from the result of the

writing test, including the students’ scores of the pre-test and the post-test.

1. Qualitative data


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a. Observation

In this research, the researcher did an observation to cover the process of

the implementation of picture series media in teaching writing. It is done to gain

real data concerning with what is going on during the course, the interaction

between teacher and students, student and student. The researcher also asked the

collaborator to observe the teaching-learning process. Furthermore, the

collaborator observed, evaluated, and offered suggestion about the

implementation of the picture series in teaching writing.

b. Interview

“Research interview is a structured social interaction between a

research and a subject which is identified as a potential source of information”

(Burns, 1999: 118). In this research, the interview is done to get information from

the students and the co-researcher. The information covers their understanding of

the picture series media, the implication to the students’ writing ability, and the

strengths and weaknesses of the implementation of picture series.

c. Questionnaire

Sudjana, et al. (1999: 129) state that “if written form question is asked and

its response in written form as well, it is called questionnaire. It offers an

alternative form of data collection to interview. They consisted of predetermined

questions and presented in written form and thus they also assume adequate

literacy skills on the part of those surveyed.


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A questionnaire is used especially as a means of collecting information

from a wider sample that can not be reached by personal interview. The purpose

of giving a questionnaire is to find out the students’ personal opinion of self

expression. In the preliminary observation, the researcher used questionnaire to

know the students’ process in writing and problems faced by the students in

writing. In the end of the research, the researcher used a questionnaire to know the

students’ responses and to know the implementation of picture series in writing.

2. Quantitative data

In this phase, the researcher used written products of the writing to

measure the students’ achievement in writing. He gave the pre-test and the post-

test to know the students’ writing ability before and after teaching writing using

picture series media. Its aim is to know whether the students’ writing ability is

improving or not.

Brown (2001: 358) states that “if the teachers still need to assign a single

grade or score to each paper, and then consider weighting the first few categories

more heavily”. The researcher applies the analytic method that components of

writing are scored separately based on the purpose of composition such as ideas or

content, organization, words choice, and convention. The researcher can thereby

emphasize the content-based flavour of their evaluation.

Madsen (1983: 120) states that “there are basically two ways to give a formal

grade to a piece of writing. One is called analytical, and the other holistic. In this,


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the researcher takes analytical method which attempts to evaluate separately the

various components of piece of writing, where students begin with 100 points or

an A grade. Then they lose points or fractions of a grade for errors that occur in

their piece of writing. The distribution score of the writing is illustrated in the

table below:

Table. 2

Scoring Rubric of Writing Test

Writing

elements Range score Scale Maximum Score

Organization 1-5 6 30

Content 1-5 5 25

Grammar 1-5 4 20

Vocabulary 1-5 3 15

Mechanics 1-5 2 10

Total score 100

Adapted from Techniques in Testing, Evaluating Students’ Writing (Harold S.

Madsen, 1983: 119)

There are five elements to score in scoring the students’ work. They are

organization, content, grammar, vocabulary, and mechanics. The value of each

element ranged from 1 to 5. The scale of organization is six, the scale of content is

five, the scale of grammar is four, the scale of vocabulary is three, and the scale of

mechanics is two. So, the total score of each element is different. The total score

of organization is 30, the total score of content is 25, the total score of grammar is


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20, the total score of vocabulary is 15, and the total score of mechanics is 10. The

maximum score is 100 derived from the sum of the maximum score of each

element.

Test instruction which was given to Class IX A (Research subject) was

measured by conducting test at different students (Class IX B), it was done to

know the readability of the test, the students could understand the test. In this

case, Weir (1998: 58) says:

In testing writing, there are two different approaches for assessing writing ability that can be adopted. Firstly, writing can be divided into discrete levels, e.g. grammar, vocabulary, spelling, and punctuation, and these elements can be tested separately by the use of the objective test. Secondly, more direct extended writing tasks of various types could be constructed. These would have greater construct, content, face, and wash back validity but would require a more subjective assessment.

F. Data Analysis Technique

In analyzing the data, the researcher used two techniques, Descriptive

Statistics (DS) and Constant Comparative Method (CCM). The qualitative data

are analyzed using CCM and the quantitative data are analyzed using DS. In

analyzing the qualitative data, Glaser and Strauss (1980: 105) state the procedures

as follows:

1. Comparing incidents applicable to each category

The researcher analyzed the data by coding each incident in the data into as

many categories of analysis as possible. Coding needed to consist of only of

categories on margin which can be done elaborately. As categories and the

properties emerge, the analyst would discover two kinds of situations:

constructed and abstracted of language research situation

2. Integrating categories and their properties


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The researcher started to note the relationship among the concepts then the

relationship to be emerged. Therefore, it is necessary for the researcher to

examine all concepts.

3. Delimiting the theory

The researcher ignored some of the concepts initially noted as soon

possible, if the formulas of the relationship among the concepts are clear,

but evidently irrelevant to the inquiry and reduced the category of the

theory becomes simpler.

4. The researcher shared with the readers about his findings into words.

To analyze the quantitative data, the writer used the students’ previous marks

(pre-test scores) and the test at the end of the lesson. The writer gave the students

post-test in order to know whether picture series is able to improve the students’

ability in constructing procedure text between before and after the cycle. This

research used t-test of non independent samples as follows:

)1(

D²2)(

-

å-

=

ånn

n

Dt

D

Where:

t = Test of significance.

D = Sum of different score.

D = Sum of different scores divided by n n = Total number of students

Figure3. t-test of non independent, ( Ary, Jacob in Ngadiso (2009: 17b)


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The quantitative data are analyzed using Descriptive Statistic by describing

the collected data naturally (Sugiyono, 2009: 147). The procedures are as follows:

1. The researcher scores test individually at the end of each cycle based on

analytic scoring rubric.

2. The researcher applies the descriptive statistics, comprising the following

dimension; the highest score, the lowest score, and the mean.

3. The researcher compares the mean score of the pre-test and that of the

post-test. The formula to get the mean score is as follows:

∑X

Ϻ=

N

Where : M = Mean

∑X = Total of score

N = number of students

If the mean score increases, the students’ writing ability is considered

improving. This means that picture series can be used to solve the students’

problems to write procedure texts.


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CHAPTER IV

RESEARCH FINDING AND DISCUSSION

This chapter describes the detail of the several of activities developed as

part of implementing the Picture Series (PS) in improving students’ writing

ability. The aims of the research are to know whether the implementation of PS

can improve students’ writing ability and to know the strengths and weaknesses of

PS when they are used as media to improve the students’ writing ability of the

ninth year students of MTs NW 1 Kembang Kerang. The description is based on

the result of the interview, the result of the questionnaire, and the result of the test

which were collected by the researcher and collaborator.

A. Introduction

1. Preliminary Observation

Based on the preliminary observation which was conducted on January

2011 to Class IX A, the researcher realized that the students had problem in

English, especially in writing since most of them said that writing was difficult.

The choice of the class was based the consideration that the students’ achievement

in English was under average among other classes. The preminilary observation


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was conducted in order to find out the problems faced by the students and the

teaching learning situation done by the previous teacher.

The researcher found that the previous teacher still oriented to product in

teaching writing. It meant that he just explained the pattern of the sentences. Then,

he asked them to write on a certain topic in the limited time. He hardly gave

suggestion to their students’ writing. He just gave scores for the students’ writing.

The time allocation in teaching writing was also very insufficient. It was only

given fewer portions than other language skills.

In line with the statement above, the researcher also found that the

teacher’s way of teaching was very conventional. The indicators were as follows:

(1) The teacher never used teaching aids to carry out the materials: (2) He

dominated the classroom activity: (3) He rarely walked around the class to make

sure what his students were doing or whether they were paying attention or not:

(4) He often sat on his chair: and (5) He only focused more on how to finish the

students’ worksheet published by a certain publisher rather than how to give

various teaching materials.

From the result of the interview and questionnaire to the students, it could

be concluded that writing was regarded as difficult. Most of them found

difficulties in organizing the ideas to become paragraphs, making grammatical

sentences and finding appropriate vocabulary. They also did not know the correct

spelling of certain words. They did not revise what they had written. Furthermore,

the teacher gave the limited time to accomplish their writing and the teacher did

not guide them in the process of writing.


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As a result, they could not continue their writing and their writing was

often incoherent. They seldom read their writing after they finished writing.

Consequently, the result of their writing was under average and still far from what

was expected. This finding was supported by the result of the students’ writing.

The average score of the students’ pre-test was 51.906 (Appendix 9 p.141). The

distribution of the Pre- test score of each element of writing can be seen on Table

below.

Table 3. The Average Scores of Each Writing Element

No Writing Elements Average score Max. score Percentage

1. Organization 15.656 30 52.19%

2. Content 11.937 25 47.75%

3. Grammar 9.9685 20 49.85%

4. Vocabulary 8.6555 15 57.51%

5. Mechanics 5.5 10 56.88

The score of writing 51.717 100 52.87%

From the writing score above, the content element was 47.75%, the scores

of the students showed that the worst element of writing was on content. Then, it

was followed by grammar, organization, mechanic, and vocabulary. It can be

concluded that their writing ability was under average. It indicated that they failed

to write English well.

In line with the statement above, the result of the questionnaire which was

given by the researcher showed that the students had more difficulties in writing


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than the other three language skills: listening, speaking and reading as shown on

Table 4 below.

Table 4. Rank of English Skill Difficulties

Class XI A of MTs NW 1 Kembang Kerang in the Academic Year 2010/2011

No English Language Skills Number of Students Percentage (%)

1. Writing 19 59,37%

2. Listening 7 21,87%

3. Speaking 4 12,50%

4. Reading 2 6,25%

Table 4 shows that writing score is 59.37% or there are 19 students who

regarded writing as the most difficult language skill among of the other language

skills. The students’ writing ability problems were shown by some indications as

follows: (1) The students were not able to organize the words or phrase to become

a good sentence or sentences: (2) The students were not able to construct a text

chronologically: (3) The students got difficulties to choose the appropriate

dictions: (4) The students were not able to make grammatically correct sentences.

B. Fact Finding

Based on the preliminary research done by the researcher in Class IX A of

MTs NW 1 Kembang Kerang through observation, it can be concluded that there

were two main causes from both teacher and students. The causes from the

teacher were as follow: (1) He still used traditional technique in which he only


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demanded the students’ writing product: (2) He only gave fewer portions for

writings a complex skill: and (3) He made the students write a text that must

fulfill the written language rules. On the other hand, he did not give sufficient

attention to teach them how to write a text in English correctly: (4) The students

were seldom taught to make a better writing by using various techniques and

media. The techniques and media used were monotonous: (5) He did not consider

that writing is a complex skill in which it needs time for revising the content,

grammar, and organization. The causes from the students were as follows: (1)

They got difficulties how to start to write and they could not continue their

writing. (2) They often make a mistake in choosing words. (3) The students’

ability to organize sentences was low. It could be seen from their writings, the

students did not organize their writing well, consequently their writing was

incoherent. (4) They often made mistake in using punctuation. (5) They lacked of

vocabulary. As a result, the result of their writing was under average and still far

from that was expected. This finding was supported by the result of the students’

writing, the mean score of the students’ writing test was 51.906.

Due to the fact above, the researcher makes an attempt to improve

students’ writing ability by using teaching media. He tries to encourage the

students to study English better by creating an interesting atmosphere that makes

them enjoy the teaching-learning process and gives a bit fun. One of the teaching

media which cover such kinds of activities is Picture Series (PS), since “It is

relatively cheaper cost, can provide the students with information to refer to,

including objects, action, events and relationship”. (Wright, 1989: 17)


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C. Cycle I

1. Planning

In this part, the researcher did many kinds of activities in order to obtain

the data needed such as: interviewing the collaborator, interviewing the students,

sharing ideas with the collaborator, giving a pre-test, treatment, and worksheet to

the students.

a. Interviewing the collaborator

The researcher interviewed the collaborator in order to obtain the detailed

information concerning the previous students’ conditions and atmosphere of the

teaching-learning process due to the fact that the researcher knew nothing about

the students of Class IX A since he did not teach that class. The interview was

focused more on the teaching-learning method, strategy, technique, and media

used by the collaborator. Furthermore, the researcher also interviewed him to gain

detail information dealing with the students’ ability, achievement, and characters

in order to able to carry out the lesson smoothly and the teaching-learning process

could run well.

b. Interviewing the students

The researcher interviewed the students before he did treatment in order to

obtain enough information about them. The interview was focused on their

difficulties and their responses toward the activities of the teaching-learning


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process they joined. Their answers helped the researcher to plan the treatment to

solve their problems.

c. Sharing ideas with the collaborator

The researcher shared ideas with the collaborator in order to obtain the

data needed and to make the research and the teaching-learning process activities

ran well. There were a lot of things discussed with him: lesson plan, teaching-aids,

and students’ worksheet. He also explained his roles in this research: (1)

participating in designing the lesson plan: (2) observing what happens in the

classroom while the treatment is given to the students: (3) giving suggestion for

the improvement of the next classroom: and (4) scoring the students’ work in

every test: pre-test, post-test in every cycle.

d. Pre-test

The researcher gave the students a pre-test on January 18th, 2011, at 08:20

am. The aim of this test was to know the students’ achievement before using

media in constructing a procedure text. There were 32 students who took the pre-

test, there was no student absent. The researcher told them to do the test

individually based on the instruction given. They were asked to write a procedure

text of how to fry eggs. They were given eighty minutes to finish it. They were

also asked to pay attention to the writing elements to score. They were

organization, content, grammar, diction, and mechanics.

Furthermore, to obtain a more valid score, the students’ works were scored

using inter-rater. It meant that the students were scored by both the researcher and


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the collaborator so there were two sets of scores from the researcher and the

collaborator.

e. Designing treatment

There were four stages which were going to be done to improve the students’

writing ability. The stages involved Building Knowledge of Field (BKOF),

Modeling of Text (MOT), Joint Construction of Text (JCOT), and Independent

Construction of Text (ICOT). These stages were developed based on genre based

approach. There were two cycles implemented, and each cycle consisted of three

meetings. Each meeting started with opening, then main activities and ended with

closing.

2. Implementation of the action

In this phase, the researcher divided the action into four phases, namely:

(1) Building Knowledge of Text which engaged the students to the topic. This

involved the idea, situation, vocabularies used in the teaching –learning process;:

(2) Modeling of Text which engaged the students to investigate the structural

pattern and generic structure of the model of the text-type and exposed them to the

language features of the text-type; (3) Joint Construction of Text, the students

worked in pair or group; (4) Independent Construction of Text, the students

worked independently to construct text-type. These four phases were done in 240

minutes which was divided into three meetings. Each meeting was conducted in

80 minutes.

a. First Meeting


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In this phase, there was a set of activities done by the researcher dealing with

the teaching-learning process as mentioned above. They were Building

Knowledge of Text and Modeling of Text.

1) Building Knowledge of Text

On February 16th, 2011 at 07:00 am, the bell rang at the first period. The

researcher and his collaborator entered the classroom. The collaborator told his

students that the English class would be conducted by someone who stood next to

him. Then, he took a seat in the back row while the researcher took a position in

the middle of the class it was aimed that his voice could equally cover the whole

class.

The researcher acted as the English teacher. He began the lesson by

greeting them and asking their condition today “How are you today”, then, they

replied by answering that they were very well, thank you and they also asked the

researcher’s condition “What about you?”, he replied that the he was fine too,

thank you. Afterwards, the researcher checked the students’ attendance by asking

them whether or not there was somebody absent today. They replied that there

was nobody absent today. There were 32 students attending in Class IX A. They

are all male students.

The situation seemed to be tense then the researcher tried to break it by

giving simple questions to engage them to the topic that was going to be discussed

in the class that was about their favorite drinks and food.


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The situation was really melted after they had been able to answer all

given questions freely even they excitedly and enthusiastically answered the

teacher’ question. In short, it could be said that the opening was successfully

done. Next, the researcher gave some question related to how make a cup of

coffee. First of all, the teacher distributed a picture series to the students. Then,

the students were asked to pay attention to the pictures. The researcher asked them

to mention the materials they need to make a cup office, and then the researcher

asked them to match the students’ answers based on the picture. Next, the

researcher asked them to mention list of materials and list of equipments/tools

based on the pictures that they needed.

2) Modeling of Text

Based on PS, the researcher started to explain what would be discussed.

Firstly, the researcher explained to them what a procedure text was. Then, he

explained the function of the procedure text and its generic structure. The

researcher mentioned that the generic structures of a procedure text were goal,

materials, tools or instruments, and steps. He also told them that the function of

the procedure text was to tell how to do or to make something. The students

listened to the researcher attentively and seriously when he was explaining. The

explanation stopped when the researcher looked at his watch that showed 09:20

am. There were still twenty minutes to go before they had break time.

Before closing the class, the researcher asked the students what they had

studied. This was aimed to make sure or to confirm whether they had understood

or not what a procedure text was. This was aimed to know the difference or


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comparison of their feeling before and after being taught using PS in writing a

procedure text. Most of them said that PS was very helpful to construct a

procedure text since they only had to organize the words based on PS to become a

procedure text. The researcher said good bye, and reminded them to study harder

and to do more exercises.

b. Second Meeting

In this phase, the researcher did the teaching-learning process as follows:

Modeling of Text, Join Construction of Text, and Independent Construction of

Text. The researcher expected that the students had more practice to compose or

write a procedure text. They were also expected to be able to list the words which

they had learned.

1) Modeling of Text

On February 22nd, 2011 at 08:20 am, the bell rang at the third period. The

researcher and collaborator entered the classroom. The collaborator directly took a

seat in the back row while the researcher led the class. He started the lesson by

asking the students’ condition.

Teacher : “How are you doing, today?” he asked

Students : “I’m fine, thanks” they replied

“What about you, sir?” they asked

Teacher : “I’m very well, thank you” he answered

After that, the researcher asked them who were absent. There were 2 students

absent. There were 30 students present. Then, he asked them what they had

learned at the previous lesson.


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Surprisingly, there was a student who wanted to answer the teacher’

question and he answered the teacher correctly. In short, it could be said that the

students had understood what a procedure text was. Then, the researcher told them

what they were going to do. The researcher gave them a procedure text entitled

“The basic operation of a digital camera”, then, he asked them to analyze it. After

that, they had to list and classify the words based on its generic structure and

language features.

2) Joint Construction of Text

In this phase, the first thing the students did was making a group which

consists of four students to do a group project that was making a procedure text of

how to make a bowl of fried-noodle based on PS given in group which consisted

of goals, materials, equipments/tools, and steps or procedures. The researcher

started to form groups of four and five students by asking them to mention

sequences of pictures from number one until number seven according to their own

turn. Then, he let them to find the group members based on their own number.

The students who got the same number formed groups of four and five students.

So, there were seven groups consisting of four groups that had five members, and

three groups that had four members.

Afterwards, he told them how to do the group project. First of all, they had

to pay attention to PS in which they had to put all the words used to make a bowl

of fried-noodle. Then, they had to arrange the words based on PS to become a

procedure text. Finally, they had to present the result of their group discussion in

front of the class, represented by one of the group members. They were given


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twenty minutes to finish their work. They did the group project enthusiastically

and seriously. They helped one another to finish it. Time was up and it was time

for the students to present the result of their discussion in front of the class. Then,

the researcher called one of the representatives of the group to present the result of

the discussion. They were given 5 minutes to present it. Basically, they had done

what the researcher instructed to do well. However, there was still mistake they

made. They forgot to elaborate the materials in making a bowl of fried-noodle.

c. Third meeting

Independent Construction of Text

On February 23rd, 2011, at 07:00 am. In this phase, the researcher

expected that the students would be able to construct a procedure text since he had

explained it clearly and they had got enough experience of how to construct a

procedure text. Then, the researcher asked them to tell how to make or to do

something they liked. He also told them that they were allowed to open their

dictionary. The teacher, however, reminded them not to cheat. They were given

twenty minutes to finish their work. The researcher moved around the class while

they were doing the work. He wanted to make sure that nobody cheated.

The situation of the class was a bit quiet. Some of the students did not

know what to do since they got confused to choose the title of their procedure

text. Once, the researcher asked one of them, “Why did not you start to write yet,

boy?”. He just gave him a smile. Then, he answered “ Saya masih ragu mengenai

proses apa yang akan saya tulis, pak “What about you, Hib?” he asked. “Baru

dapat sedikit, pak. “Ya sudah, silahkan dilanjutkan” While he was moving


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around, he reminded them that they only had five minutes to go. Some of them

had finished it, then, they submitted their works while others were still finishing

their works. Finally, they all finished their works on time.

Before ending the class, the researcher asked the students whether the

project given was difficult or not. Most of them said that they could construct a

procedure text and picture series helped them much to put the ideas on. While

others felt a bit difficult. They still got difficulties in organizing the words to

become a text. The researcher tried to accommodate their difficulties in order to

be able to give them a way out. Then, the researcher advised them to have more

practice and reading. “Any more question, class?” the researcher asked “nothing,

sir” one student said. Ok then, “if there is no more question”, the researcher said

good bye, he also reminded them to study harder and to do more exercises.

3. Observation of the Action

This part was very important since it was used as the indication to know the

students’ achievement progress. It was also aimed to know how far the

effectiveness of Picture Series (PS) media in writing a procedure text. In this

phase, both the researcher and his collaborator acted as the classroom observers

and they observed the teaching-learning process during the implementation of the

action. The observation was concentrated on the teaching-learning process and

students’ learning progress during the teaching-learning process.

a. The teaching-learning process


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The result of the collaborator’s observation in the first meeting was the

researcher was able to manage the class well: the class situation was absolutely

under his controlled. The students joined the lesson actively and they always gave

responses to given questions. The researcher also tried to arouse the students’

attention and participation by treating those who were able to answer the teacher’s

questions. It was a very effective way. This was proved by the fact that there were

many students who wanted to answer the teacher’s questions. Even one of them

got one thousand for his correct answer. Two-way communications really

happened between the researcher and the student. Both of them listened

attentively to each other. It meant that when the researcher asked questions the

students listened to him attentively and the researcher also listened attentively to

them when they gave the answers of his questions. The researcher delivered the

lesson mostly using English. He also spoke Indonesian when it was necessary. It

meant that when the students got difficulties to catch the ideas he delivered, he

explained them in Indonesian.

The researcher also gave them opportunities to ask questions dealing with

what the researcher had explained. As usual, they tended to keep silent.

Fortunately, there was a student who raised his hand. He wanted the researcher to

explain more about the generic structure of the procedure text. Then, the

researcher explained it in detail. Basically, in the first meeting, the teaching-

learning process ran well in accordance with the plan. The teacher’s instruction

and explanation were clear and well understood by the students.

The students were expected to be able to construct a procedure text similar

to the model learned in the previous meeting. They were allowed to tell how to do


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or to make something they liked. The researcher explained the instruction clearly

and after they had understood what a procedure text was, they started to work

seriously. They absolutely felt free to explore their ability and creativity. The

researcher monitored them by moving around the class to make sure what they

did.

b. Students’ Learning Progress

In the phase of building knowledge of a text in the first meeting, the

students had started to take part in answering the teacher’s questions dealing with

their condition, the food they liked, the drink they liked, and the way how to make

a procedure text. Unconsciously, what they answered was telling a procedure how

to do or to make something since they have been familiar with it. Consequently,

the researcher could deliver the teaching materials smoothly. Then, he explained

the generic structure of a procedure text and its function. It seemed that what the

researcher explained was easily understood by them.

In the phase of joint construction of text in the second meeting, the

students were asked to do a group project in a group of four. They really enjoyed

this activity because they could get more understanding about the procedure text

through the members of group and they did the task happily. They were asked to

construct a procedure text entitled “how to make a bowl of fried-noodle”.

There were six texts written by the students in the phase of joint

construction of text. Basically, they could construct a procedure text as the

researcher instructed. There was only one text which was not done well since they

missed the elaboration of the materials how to make a bowl of fried-noodle. The

teacher, however, could say that students had made a lot of learning progress.


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The students’ learning progress in the stage of independent construction of

text in the third meeting could be seen clearly from the result of their individual

project. The researcher had them construct a procedure text individually. They

could do the individual project much better than the previous project in the phase

of joint construction of text since they had got enough experience. There were 32

texts written by the students in the meeting of the first cycle, the researcher could

report that 30 texts had fulfilled the generic structure of a procedure text. One text

missed the elaboration of the materials, another text lacked of organization. They

succeeded to construct a procedure text.

The last activity in the first cycle was a test done on Tuesday, February

2011. It seemed that they had enough confidence to have the test since they had

got enough exercises and experience from the previous activities: building

knowledge of text, modeling of text, joint construction of text, and independent

construction of text. The result of the first cycle test could be reported as follows.

The scores of the first corrector could be reported that the highest score was 75,

the lowest score was 49, and the mean was 55.843. The complete data can be seen

on Table 5 below.

Table 5

Average Score of Cycle 1 from the First Corrector

No Types of Scores Score

1. The highest score 75

2. The lowest score 49

3. Mean 55.843


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There were five writing elements that were scored: organization, content,

grammar, vocabulary, and mechanics. The score of each element can be seen on

Table 6 below.

Table 6

Scores of Writing Elements of Cycle 1 from First Corrector

No Writing elements Average scores Percentage

1 Organization 17.625 58.75%

2 Content 12.656 50.63%

3 Grammar 10.125 50.63%

4 Vocabulary 9 60%

5 Mechanics 6.437 64.38%

Writing score 55.843 56.88%

The scores from the second corrector could be reported that the highest score was

80, the lowest score was 48, and the mean was 57.419. The complete data can be

seen on Table 7 below.

Table 7

Average Score of Cycle 1 from the Second Corrector


1. The highest score 80

2. The lowest score 48

3. Mean 57.419


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There were five writing elements that were scored organization, content,

grammar, diction, and mechanics. The score of each element can be seen on the

Table 8.

Table 8.

Average Scores of Writing Elements of Cycle I from the Second Corrector



2 Content 14.687 58.75%

3 Grammar 10.375 51.88%

4 Vocabulary 9.468 63.13%

5 Mechanics 6.5 65%

Average score 57.342 58.63%

The average score of two correctors could be reported that the highest score was

77.5 the lowest score was 48.5 and the mean was 56.631. The complete data can

be seen on Table 9 below.

Table 9

Average Scores of Cycle I from the Two Correctors


1. The highest score 77.5

2. The lowest score 48.5

3. Mean 56.631


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Table 10 below.

Table 10

Average Scores of Writing Elements of Cycle I from two correctors

No Writing elements Average scores Max. score Percentage

1. Organization 16.9685 30 56.57%

2. Content 13.6715 25 54.69%

3. Grammar 10.25 20 51.26%

4. Vocabulary 9.234 15 61.57%

5. Mechanics 6.4685 10 64.69%

Writing score 56.5925 100 57.75

Based on Table above, it could be concluded that the students still had a

problem on grammar, content, and organization since the average score of them

were lower than other writing elements despite the fact that there was a bit

increase on the students’ achievement.

4. Reflecting

As the researcher stated in the previous discussion the students’

achievement in the first cycle had shown a better progress. Then, he was eager to

find out the effectiveness and consistency of Picture Series (PS) to improve the

students’ writing ability to construct a procedure text. After observing the

implementation of the action in the first cycle, the researcher would like to know

whether there was a better progress or not, there was a consistency or not. The


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result of the evaluation and the implementation of PS in the first cycle were used

to find out the strengths and weaknesses of the implementation of picture series in

the first cycle. It was also used to answer why did it happen and how should it be

then?

a. The strengths

1. The implementation of the Picture Series (PS) in the first cycle was

successful to improve the students’ scores compared with the result of the

pre-test in which the mean was 51.906, the mean of first cycle was 56.631.

It can be concluded there is a progress than before. It means that there is

improvement of the students’ ability. As for computation using t-test of non

independent, the result is t˳=6.93818881. Because t˳ is higher than

tt(31,0.05)(1.960) or 1t can be said that to˃ tt. It means the students’ ability

improved significantly.

2. The strengths of the action using PS in writing a procedure text were as

follows:

a) Writing progress

1) It enabled the students to generate the needed words based on PS in

writing a procedure text (Vocabulary).

2) It enabled the students to arrange procedure text which was well-

punctuated and well-capitalized (Mechanics).

b) Classroom atmosphere

1) It gave a bit fun to the students so it makes the students more

interested in joining the lesson.


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2) The students felt easy to write a procedure text through PS

3) The atmosphere of the class was more alive.

b. Weaknesses

In spite of the fact that there were many benefits when Picture Series (PS)

was implemented in the teaching-learning process, the researcher still found

problems faced by the students. The students’ problems in the first cycle were

as follows:

1. Writing progress

The students still found difficulties in grammar, content, and organization

aspect.

2. Classroom atmosphere

a) The teaching learning activities were still dominated by the teacher.

b) There were few students who were still passive and unmotivated to

get involved during the teaching-learning process: pairs’ project, and

group project.

c) There were many students making a little conversation with their

friends. They did not do task seriously.

5. Why it happened?

There were some causes why those conditions above happened. The causes of

the students’ problems were as follow:


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b. Some of the students felt reluctant to get involved in doing the project:

pair project and group project since they had different abilities.

c. The students’ language background (Sasaknese and Indonesian) in their

daily life were different from English. So, most of them were influenced

by their native language when they were asked to write English text.

c. A few of the students still thought that writing was still an uninteresting

activity. They were not interested in English lesson.

6. How should it be then?

As a matter of fact, there was a better progress of the students’

achievement in constructing a procedure text. The teacher, however, could not

deny that there were still some problems aroused and faced by them. To overcome

those problems above, it was necessary to conduct the second cycle in order to

find out whether there was improvement or not. That was why the researcher tried

to use a bit different way of teaching. He brought real objects into the classroom

to show the students how to make something. The action plan for the second cycle

had to be improved and completed in order to improve the unsuccessful activities

in the first cycle. In this case, the researcher shared ideas with the collaborator to

make a plan for the second cycle in order that the treatment given to the students

enabled to achieve the objectives of the teaching-learning process and the

students’ problems solved. There were a lot of things that were discussed with

him: lesson plan, teaching-aids, and students’ worksheet. He also asked him to

observe the researcher while giving the treatment to the students and discussed


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how to score the students’ work in every test: a post-test in every cycle. Of course,

his suggestion was also needed to gain better improvement.

Table 11

The Students’ Problems and Their Solutions

Students’ problems Solutions

a. Exploring and expressing

their ideas

1. Giving more detailed explanation

about them and more exercises

d. Lack of grammar mastery 2. 2. Giving more exercises dealing

with grammar.

e. Generating and organizing

the sentences in a logical

order

3. 3. Using picture series

b. Teacher still dominates the

class

4. Giving more opportunities to the

students to have interaction between

them (students- centered)

c. Passive students

5. Approaching them or being closer to

them and giving more assistance,

and attention to them


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6. Cycle II

2. Planning

Based on the reflection in the previous cycle, the researcher set some

activities that were going to be done for the second cycle. In this part, the

researcher did many kinds of activities in the second cycle namely; sharing idea

with the collaborator, designing treatment, interviewing the students, and giving

worksheet to the students.

a. Sharing ideas with the collaborator

The researcher shared ideas with the collaborator in order to obtain the

data needed and to make the researcher and the teaching-learning process

activities run well. There were a lot of things discussed with the collaborator such

as; lesson plan, teaching-aids, and students’ worksheet. He also explained his

roles in this research as follows: (1) participating in designing the lesson plan: (2)

observing what happens in the classroom while the treatment is given to the

students: (3) giving suggestion for the improvement of the next classroom: and (5)

scoring the students’ work in every cycle.

b. Interviewing the students

The researcher interviewed the students before he did the treatment in the

second cycle in order to obtain enough information about them. The interview

concerned with their difficulties faced in the first cycle and how they solved their

problems. The researcher also interviewed them about their response toward the


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teaching-learning process activities they joined in the first cycle. Their answers

would help the researcher make plans to give treatment in the second cycle in

order to try to solve their problems.

c. Designing treatment

This action plan was the revision of the result of the first cycle to improve the

students’ achievement in the second cycle. The solution offered by the researcher

were: (1) using Picture Series (PS) as effective as possible and as interesting as

possible in order to make students happy during the teaching learning process: (2)

giving the students assistance to explore and express their ideas to construct a

procedure text so that they did not get frustrated to do it: (3) trying to change the

teacher-centered learning to the student-centered learning, and (4) giving them

more opportunities to speak up.

The plan of the second cycle was constructed as follows:

1) Explaining the procedure text in detail using real objects in order to get a

clear explanation of what a procedure text was. Ask them to do more

exercises.

2) Determining the materials which would be presented in the second cycle:

that is how to make an apple juice.

3) Preparing the things needed to present the teaching material.

4) Asking the students to do more exercises dealing with grammar.


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5) Approaching them or being closer to them and giving more assistance, and

attention to them and giving more opportunities to the students to have

interaction between them (students- centered).

3. Implementation of the action

Based on the result of reflecting and evaluating the implementation of the

first cycle, the writer arranged the action plan for second cycle to improve and

enhance the students’ English competence, especially in writing procedure texts.

In this part, the researcher divided the action into four phases, namely: (1)

Building Knowledge of text which engaged the students into the topic: (2)

Modeling of Text which engaged the students to investigate the structural pattern

and generic structure of the model of the text-type: (3) joint Construction of text,

the students worked in pair or group: and (4) Independent Construction of Text,

the students worked independently to construct text-type. These four phases were

done in 240 minutes which was divided into three meeting. Each meeting was

conducted in 80 minutes.

a. First Meeting

In this part, there was a set of activities done by the researcher dealing

with the teaching-learning process as mentioned above. They were Building

Knowledge and Modeling of Text. The detailed elaboration was as follows:

1) Building Knowledge of Text


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It was March 2nd, 2011, at 07:00 am. The bell rang at the first period. The

researcher and his collaborator entered the classroom. The researcher started the

lesson by asking their condition:

Teacher : “How are you today?” he asked

Students : “We are OK”, they replied.

“What about you, sir?”, they asked.

Teacher : “I’m fine, too”, he said.

Afterwards, the researcher checked the students’ attendance by asking

them whether or not there was somebody absent today. They replied that there

were two students absent. They were sick. The teacher, then, tried to check their

understanding of a procedure text by asking them some question randomly. Most

of the students tried to answer the question. Surprisingly, their answers were

mostly correct: it showed that they still had a good understanding. Before

continuing the lesson, the researcher also gave the students opportunities to ask

some question, nobody asked. Afterwards, the researcher engaged them to the

topic that would be going to be discussed in the class that was about how to make

an apple juice. Then, the researcher asked some question relating to how to make

an apple juice. First of all, he predicts words that should be filled with the related

with the Picture Series (PS). The researcher asked the students to observe and

mention the things on the table to fill in the picture since he brought all things

needed to make a glass of apple juice. Then, the researcher asked the students to

mention the goal, materials they needed to make it. Afterwards, he wrote the

students’ answers on the backboard. Next, the researcher asked them to mention

the tools they needed to make it, then the teacher match the students ‘answers


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based on the picture series. Finally, the researcher asked them to mention the steps

they had to do make it. After adding the words related to PS to make a glass of

apple juice, then, the researcher and the students tried to mention the words based

on the PS given to be a procedure text.

2) Modeling of Text

In this part, the researcher asked the students to list the words of the text

above and to classify them according to each picture. Then, based on the text

above, the researcher started to explain what would be discussed. Firstly, the

researcher explained what a procedure text was. Then, he explained the function

of a procedure text and is generic structure. He also asked them to mention the

generic structure and the function of procedure text in order to check their

understanding what they had learnt in the previous meeting. Surprisingly, the

students were able to mention and explain it clearly. The researcher felt very

delighted to have such kind of situation. It made the teaching-learning ran

smoothly. The researcher stopped when the researcher heard that the bell rang. It

was time for them to break. The researcher reminded them to study harder at

home before he left the class, then he ended the class by saying good bye.

b. Second Meeting

It was March 8th, 2011, at 08:20 am. In this part, the researcher did the

teaching-learning process as follows: Modeling of Text and Joint Construction of

Text. The researcher expected that the students had more practice to compose or

write a procedure text. They were also expected to be able to list the words which


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they had learned. The bell rang at the third period. As usual, the researcher and

collaborator entered the classroom. The collaborator directly took a seat in the

back row while the researcher led the class.

1) Modeling of Text

There was a student who wanted to answer the researcher question and his

answers were correct and she explained clearly. In a short, it could be said that the

students had understood what a procedure text was. The, the researcher told them

what they were going to do. The researcher gave them a procedure text entitled

“How to use ATM service”, then, he asked to analyze it. Afterwards, they had to

list and classify the words and to put them under each picture based on it generic

structure and language feature. The teaching-learning process in this phase could

run well.

2) Joint Construction of Text

In this phase, the first thing that the students did was making a group which

consists of there students to do a group project that was making a procedure text

“how to make a glass of apple juice”. The researcher started to from groups of

there by asking the whole students to mention tomato, orange, and water melon

according to their own turn. Then, he let them find the group members based on

their own fruit. The students who got the same fruit a group consists of four

students. So, there wee eight groups consisting of four students. Afterwards, he

told them how to do the group project. First of all, they had to pay attention to the

Picture Series (PS) in which they had to put all the words used to making a glass


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of fruity juice. Then, they had to arrange the result if their group discussion in

front of the class, represented by one of the group members. They helped one

another to finish it. Time was up and it was time for the students to present the

result of their discussion in front of the class, represented by one the group

members. They were given twenty minutes to finish their presentation. They did

the group project enthusiastically and seriously. The helped one another to finish

it. Then, the researcher pointed two students from different group to present the

result of the discussion. They were given 5 minutes to present it. Then, the

researcher asked the rest of the students to check their friends’ work together.

Basically, they had done the group project much better than they did before since

they were able to implement the PS and to organize the word to become a

procedure text well.

c. Third Meeting

Independent Construction of Text

On March 9th, 2010, at 07:05 am. In this meeting, the researcher expected that the

students would be able to construct a procedure text since he had done the group

project excellently and they had made better progress how to construct a

procedure text. Then, the researcher asked them to tell how to make or to do

something they liked. He also told them that they were allowed to open their

dictionary. They teacher, however, reminded them not to cheat at the desk mate’s

work. They were given twenty minutes to finish their work. The researcher moved

around the class while they were doing the work. He wanted to make sure that

nobody cheated. The situation of the class was quiet. Most of the students did


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their own work seriously and enthusiastically. It seemed that they were able to do

their work smoothly. However, when he walked to the back row, he found a

student who just kept silent. Then, he reminded the students that they still had

eighteen minutes to go. “Anybody who finished his writing may submit it” he

said. Some of them had finished it and they submitted their works while others

were still finishing their work. Finally, they all finished their works on time.

Before ending the class, the researcher asked the students whether the individual

project given was difficult or not, most of them said, “wah…….Picture Series

sangat membantu kita untuk menuangkan kata-kata dan ide-ide yang kita punya,

pak. Sehingga kita merasa lebih mudah untuk merangkainya dalam prosedur

teks”. One of them said. The researcher listened attentively to what they said

“Any more comment, class?”, the researcher asked. “kami kira sudah pas pak”

one student said. “Ok then, thank you for your excellent comment, good bye and

have a nice day. Please study harder and do more exercises because English is

important to study’ he said.

3. Observation of the Action

In the second cycle, the observation of the action was carried out during

the implementation of the action. Basically, the teaching-learning process had

enhanced better. The result of their writing was better than the result of the

previous cycle. It could be proved in the teaching-learning activities. Teacher-

centered changed into student-centered. The classroom activities were dominated

by them. The atmosphere was more alive and they were involved in the teaching-

learning activities actively and enthusiastically since the researcher brought the


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real things into the classroom: blender, apple, knife, and others. They listened to

every single explanation delivered by the researcher attentively and seriously.

Two way communications really occurred. The researcher gave them more

chances to ask questions if they had not understood yet. More assistance was

given to those who were in trouble. In short, it could be said that the students’

problems in the previous cycle were decreased. It could be seen from the increase

of the students’ diction, the students’ text quality, the students’ participation

during the teaching-learning activities, the classroom atmosphere, and students’

feeling toward the teaching-learning.

a) The teaching-learning process

Since the students comprehended about what a procedure text was. The

activity was started by asking them to make a group which consisted of four

students to finish a group project. They were classified based on the number they

had studied before. They were involved in discussion with their friend to finish it.

They used their dictionary to look up the meaning. The researcher moved around

the class to monitor the students’ activities and gave necessary assistance to the

group who got problems. Basically, in the second meeting, the students’ activities

ran well. The teacher’s instruction and explanation were clear and well understood

by the students so that students could finish and present their project in front of

the class well.

b) Students’ Learning Progress

Since the teacher brought the real things into the classroom, the students

were more responsive than before. In the phase of joint construction of text in the


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second meeting, the students were asked to do a group project in a group of five.

They really enjoyed this activity because they could get more understanding of a

procedure text through the teacher’s explanation and the members of their group.

It seemed that they did the task happily. They were asked to make a procedure

text entitled “how to make a glass of apple juice”. There were eight texts written

by the students in the joint construction of text. Basically, they were able to

construct a procedure text as the researcher instructed. There was no text which

was not done well by them since they had learnt many things in the first cycle

how to construct a procedure text well. The students’ learning progress

achievement in the stage of the independent construction of text in the third

meeting could be seen clearly through the result of their work. They could do the

individual project much better than the previous project in the phase of joint

construction of text. There were 32 texts written by the students in the third

meeting of the second cycle. The researcher could report that 31 texts had fulfilled

the generic structure of the procedure text. One text missed the elaboration or lack

of content and grammar. In short, it could be said that they succeeded to construct

the procedure text.

It seemed that they had enough confidence to have the test since they had

got enough exercises and experience from the previous activities: building

knowledge of text, modeling of text, joint construction of text, and independent

construction of text. The result of the test in the second cycle could be reported as

follows:


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From the first corrector could be reported that the highest score was 80 the lowest

score was 54 and the mean was 65.28. The complete data can be seen on Table 12

below.

Table 12

Average Score of Second Cycle from the First Corrector

No Types of Scores Scores

1 The highest score 80

2 The lowest score 54

3 Mean 65.28



Table 13 below.

Table 13

Average Scores of Writing Elements from the First Corrector



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2 Content 16.562 66.25%

3 Grammar 12.125 60.63%

4 Vocabulary 9.75 65.00%

5 Mechanics 7.625 76.25%



80, the lowest score was 55 and mean score was 66.125. The complete data can be


Table 14

Average Score of Second Cycle from the Second Corrector




3 Mean 66.125

There were five writing elements that were analyzed: organization, content,


Table 15.

Table 15

Average Scores of Writing Elements from the Second Corrector




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2 Content 16.25 65%

3 Grammar 12.281 61.41%

4 Vocabulary 10.218 68.13%

5 Mechanics 7.5 75%


The scores from the average score of two correctors could be reported that the

highest score was 80 the lowest score was 54.5 and the mean was 65.703 The

complete data can be seen on Table 16 below:

Table 16

Average Score Second Cycle from the Two Correctors



2 The lowest score 54.5

3 Mean 65.703



Table 17 below.

Table 17

Average Scores of Writing Elements from two correctors


1 Organization 19.5935 30 63.59%

2 Content 16.406 25 61.54%


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3 Grammar 12.203 20 61.28%

4 Vocabulary 9.984 15 64.87%

5 Mechanics 7.5625 10 72.82%

Average score 65.749 100 64.82%

Based on Table above, it could be concluded that the students’ ability in writing a

procedure text using picture series improved. The scores of all writing elements

improved.

4. Reflecting

As stated in the previous discussion, the result of the teaching-learning

process of writing a procedure text using Picture Series (PS) as media showed

improved from the first cycle to the second cycle. The result of mean score that

they gained from the first cycle was 56.631, the mean score that they gained from

the second cycle was 65.703. It could be concluded that there was a progress.

As stated in the previous discussion, the students got involved in every

discussion actively and enthusiastically and they also listen to every single

explanation from the researcher attentively since the researcher changed the way

how to deliver the lesson in the second cycle. The situation is as follows: (1) The

classroom atmosphere was more alive: (2) Two-way communications occurred:

(3) The researcher brought real teaching materials in the classroom: and (4)

Student-centered not teacher-centered applied well. In a short, it could be

concluded that the second cycle got better score than first cycle, it means that the

students’ ability in writing a procedure text using PS media was improved.


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Despite significant improvement was achieved by the students in the first

cycle, the researcher was not satisfied yet with the students’ score. In fact, the

students had weaknesses on the content. The average score of the content was the

lowest. Therefore, the researcher continued the treatment to Cycle II to improve

the students’ writing content by giving more exercises and demonstrating how to

make and to do something. As a result, the average score of content significantly

improved. The result between the pre-test and Cycle I, Cycle I and Cycle II

significantly improved.

a. The strengths

There were strengths when PS was implemented in the teaching-learning

process, namely;

1). The implementation of the PS media in the first cycle was successful to

improve the students’ achievement scores if it was compared with the

result of the first cycle in which the mean score was 56.631 and the result

of the second cycle in which the mean score was 65.703 It means that

there is improvement of the students’ ability. As for computation using t-

test of non independent, the result is t˳=9.60618172. Because to is higher

than tt(31,0.05)(1.960). It can be said that the students’ ability improved

significantly.

2) The strengths of PS media in writing a procedure text were as follows:

a) Writing Progress


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(1) It enables the students to know the meaning of the parts of object

and help the students to explore and recall a lot of vocabulary and

organize their sentences in a logical order.

(2) It enables the students to develop their idea and knowledge based

on the topic in picture series easier than before.

b) Classroom atmosphere

(1) It gave a bit fun for the students.

(2) The atmosphere of the class was more alive than before.

(3) The students felt easy to write a procedure text through PS.

b. Weaknesses

In spite of the fact that there were many strengths when PS was

implemented in the teaching-learning process, the researcher still found

problems during the teaching-learning process in the second cycle such as:

a. It took much time to implement PS in the teaching-learning process.

b. There were still few students who were passive and unmotivated to get

involved during the teaching-learning process: pair project, and

group project.

5. Post-test

On March 15th, 2011, at 08:20 am. In this phase, the researcher performed

post-test for the students to construct a procedure text. There were 32 students

who took a post-test. The researcher gave the students a post-test to know the

students’ achievement and progress in constructing a procedure text. He told them


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to do the test based on the instruction given and to do it individually. They were

asked to write a procedure text of how to make a glass of fruity juice. They were

given eighty minutes to do their text. They were also asked to pay more attention

to the writing elements to score. They were organization, content, grammar,

grammar, diction, and mechanics. Furthermore, the students’ work were scored by

both the researcher and the collaborator so there were two sets of scores from the

researcher and the collaborator which were used to find out whether the students’

improvement occurred or not. The result of the post-test could be reported as

follows:

From the first corrector could be reported that the highest score was 89 the lowest

score was 70 and the mean was 78.844. The complete data can be seen on Table

18 below.

Table 18

Average Score of Second Cycle from the First Corrector




3 Mean 78.844



Table 19 below.


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Table 19

Average Scores of Writing Elements from the First Corrector



2 Content 19.531 78.13%

3 Grammar 15.75 78.75%

4 Vocabulary 11.8125 78.75%

5 Mechanics 7.937 79.38%



89, the lowest score was 70, and the mean was 78.063. The complete data can be


Table 20

Average Score of Second Cycle from the Second Corrector




3 Mean 78.063

There were five writing elements that were analyzed: organization, content,


Table 21.


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Table 21

Average Scores of Writing Elements from the Second Corrector


1 Organization 23.812 79.38 %

2 Content 19.375 77.50 %

3 Grammar 15.125 75.63 %

4 Vocabulary 11.812 78.75 %

5 Mechanics 7.937 79.39 %

Writing score 78.061 78.13 %

The scores from the average score of two correctors could be reported that the

highest score was 90 the lowest score was 72 and the mean was 78.469 The

complete data can be seen on Table 22 below:

Table 22

Average Score Second Cycle from the Two Correctors




3 Mean 78.469


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Table 23 below.

Table 23

Average Scores of Writing Elements from two correctors


1 Organization 23.812 30 79.38%

2 Content 19.453 25 77.82%

3 Grammar 15.4375 20 77.19%

4 Vocabulary 11.81225 15 78.75%

5 Mechanics 7.937 10 79.00%

Writing score 78.452 100 78.00%

Based on Table above, it could be concluded that the students’ ability in

constructing a procedure text using picture series improved. The scores of all

writing elements improved.

6. Evaluating and Reflecting.

The students’ confidence in learning, exploring, and expressing increased.

They were also consistent in making effort, and willing to overcome their

difficulties. The students’ improvement can be seen from changing the students’

behavior as long as they joined in English class. It seemed the students were

interested in English lesson, when the teacher asked them to do the exercises they

did the exercises seriously than before. They tried to do the exercise


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enthusiastically and they tried to ask a question if they did not know or understand

the lesson given.

The students’ behavior changed. It can be seen from their attitude in

beginning of the English lesson. They were not crowded anymore. They sat

quietly. It seemed that they were ready to follow the lesson. There was a good

response during the teaching learning process. They tried to answer the question

as well as possible

The result of teaching and learning process of English writing competence

using pictures series as a media increased from the first cycle to the second cycle

and the post-test. The improvement was quite significant in improving the English

writing competence. It could be seen by comparing the score of the pre-test, first

cycle, second cycle, and the post-test.

The result of the mean scores that they got from the second cycle to post-

test was as follows: the mean of second cycle was 65.703 and the mean of the

Post-test was 78.468, it can be concluded that there is a progress than before. It

means that there is improvement of the students’ ability. The computation using t-

Test of non independent, the result showed that is to= 6.75306752. because to

(6.75306752) is higher than tt (31,0.05) (2.704), or the students’ ability in writing

procedure texts improved significantly. From the reflection, the result of the Post-

test pictures had given a better improvement. It could be concluded that using

picture series in the teaching-learning could improve the students’ ability in

writing procedure texts.

7. Discussion


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After conducting this research, the researcher could summarize that there

were some important points to be discussed as follows: (1) Whether or not picture

series can improve the students’ ability in writing procedure texts: (2) The

strengths and the weaknesses of picture series used as media to improve the

students’ ability in writing procedure texts.

a. Picture series can improve the students’ ability was indicated by:

1) The Improvement of the students’ achievement

The students’ ability in writing a procedure text improved using Picture

Series (PS). It can be said that using PS is one of good ways to improve

students’ writing ability since it can help them to organize the words into a

procedure text, give a bit fun, make them feel more relaxed and help them to

generate the needed words to construct a procedure text. The improvement of

the students’ ability can also be seen from the results of the students’ Pre-test,

Cycle I, Cycle II, and the Post-test. The mean of the pre-test was 51.906, the

mean of the first cycle was 56.631, the mean of second cycle was 65.703, and

the mean of the post-test was 78.468 so there was a progress than before. It is

also provided by the result of computation of t-test of non independent from

the pre-test to the post-test (Appendix 14). It could be summarized that there

was a significant improvement of the students’ ability in writing a procedure

text using PS media. The ability to write procedure texts was indicated by:

a) The students’ ability to generate and organize their sentences in a logical order

into a legible text (Organization). Beside vocabulary improvement, pictures

could also be used to practice the compositional organization and actually

grammar too. Kanar (1998: 16) states that:


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Organization in writing means presenting the material in order that makes sense that is, a logical order. To write a good paragraph, a main idea and evidences are organized in a well organization pattern to get the meaning logically. How well the writer’s evidence is organized, determines how understandable it will be to the readers.

This improvement could be seen through the students’ writing achievement in

organization aspect of writing. This finding was in line with Sharoes (1960:

189) states that:

Pictures can stimulate expression, develop understanding, add spice, and variety to verbal lesson, and provided opportunities, for individual or group study. Pictures are beside plentiful, inexpensive, and often timely and carefully documented, they present tremendous potential for extending verbal experience, reducing misinterpretation that result from vagueness, assisting in organization of learning.

The students’ score for this aspect increased from Pre-test to Cycle I, Cycle II

and Post-test could be seen on Table 24.

b) The students’ ability to write supporting sentence related to the main idea

stated earlier in the topic (Content). Amaudet and Barret (1990: 1-47) state that

“main idea as topic sentences and supporting sentences as supporting topic

sentences” This improvement could be seen through the students’ writing

achievement in content aspect of writing. In line with Sharoes (1960: 189) also

states that “pictures can show process step by step, revealing comparisons and

contrast, and visualizing quantitative concept”. Furthermore, Burns and

Broman (1975: 11) add that “picture will help a new topic or catch the interest

of the children as they took at point and talk about them”. The students’ score

for this aspect increased from pre-test to Cycle I, Cycle II and post-test could

be seen on Table 24.


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c) The students’ ability to manipulate the words into understandable and

acceptable pattern of sentences and ability to select the words to be used to

convey meaning (Grammar/Words Choice/Vocabulary). Fairbain and Winch

(1996: 108) states that “grammar is an element of writing which deals with a

set of rules to help a writer to construct sentences that make sense and

applicable in English”. Furthermore, Raimes (1993: 36) said that “pictures also

of use to work with grammar”. The students’ score for this aspect increased

from pre-test to Cycle I, Cycle II and post-test could be seen on Table 24.

d) The students’ ability to arrange a procedure text which was well-punctuated,

well-spelled, and well-capitalized (Mechanics). Heaton (1991: 135) states that

“mechanical skill is the ability to use those conventions peculiar to the written

language correctly. Furthermore, he uses the term mechanical skill for

punctuation and spelling”. The students’ score for this aspect increased from

pre-test to Cycle I, Cycle II and post-test could be seen on Table 24 below.

Table 24. Students’ Writing Achievement in Each Aspect of Writing.

Aspects of

Writing

Average Score

Pre-test Cycle I Cycle II Post-test Max. score

Organization 15.656 17.625 19.5935 23.812 30

Content 11.937 12.656 16.406 19.453 25

Grammar 9.9685 10.125 12.203 15.4375 20

Vocabulary 8.6555 9 9.984 11.81225 15

Mechanics 5.5 6.437 7.5625 7.937 10

Writing score 51.72 55.843 65.749 78.452 100


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2) The students’ ability to do task

The students are able to do the task given by the teacher, they are

not afraid of doing the task from the teacher. It was caused by applying

picture series media in a writing class. In line with Gerngross, (1993: 3) states

that:

Using Pictures in the foreign-language has very long tradition, the main focus of the exploitation of visual stimuli has been on practicing certain structures. Therefore generation of students have been presented with all sorts of picture with the task of describing what was going on in picture or answering fake question about it.

The students can start practicing writing simple sentences similar to the

model using PS. It is helpful for who felt blank, strained, anxious, and even

desperate because they can learn gradually starting from simple to complex

processing if write texts. PS media also enables the students to mention and to

describe the steps based on the picture given chronologically.

The use of picture series was proved to be helpful for the students in

generating their ideas. By using picture series, the students did not need long time

to start writing because they could directly see the things to be written there. This

fact supported by Wright (1989: 2) states that idea telling that things people see

play an enormous part in affecting and giving them information. He also said, ‘We

predict, deduce, and infer, not only from what we hear and read but from what we

see around us and from what we remember having seen’. It means that the

students not only could write what they saw in the picture, but they could predict,

deduce or infer further action or occurrence which would happen about picture.


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The researcher also found that picture series could be used to practice the

compositional organization, to offer guidance on vocabulary and sentence

structure (grammar). These were in line with Raimes (1993: 36) states that:

A set of a parallel pictures-pictures that show a similar scene or tell a similar story-provides materials that offers guidance on vocabulary, sentence structure, and organization yet lets the students write about new subject matter.

Because of this, it is important for students to explore ideas for writing topics

using a variety of pre-writing strategies, such as the following: (1) brainstorming;

(2) interviewing person’s knowledge about the topic; (3) engaging in peer or

teacher-students discussions and conference; (4) free writing or timed free writing

about the topic; (5) viewing the media.

b. The Strengths of Picture Series Used as Media were indicated by:

1) The Improvement of the Students’ Behavior.

There was a great change of the students’ behavior when the teaching-

learning used picture series, it stimulated them to participate in a writing class and

the activities in the writing class were students-centered. As stated in the previous

discussion, the students got involved in every activity. In this case, Gerngross

(1993: 3) states that:

Performing picture make students focus on interaction in the classroom and combine learning language with practicing social skills. Finally, experience has shown that the more senses are involved in learning process, the better human memory works. With most learners, the visual sense is very important; as the saying goes: a picture is worth more than a thousand words.

It can be stated the criteria of the improvement of the students’ behavior

namely they took part in every single phase of a genre approach: (1) In the


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building knowledge of text phase, the students were very active to answer the

teacher’ question. (2) In the modeling of text phase, the students listened to the

teacher’ explanation attentively and curiously and they were very active to take

part in constructing a procedure text together (3) In the joint construction of text

phase, the students worked hand in hand to finish individual project and group

project. (4) In the independent construction of text phase, the students had enough

courage to tell openly what their problem was.

From the questionnaire distributed and interviewed to the students, it was

found that there was improvement on students’ interest in joining the class. They

said that they liked the class because the media the researcher used was

interesting. All of students said that picture series helped them to write. In this

case Wright (1989: 17) states that pictures can motivate the students and make

them want to pay attention and want to take part. While Raimes (1983: 27) states

that the use of pictures in the classroom provides a stimulating focus for students’

attention.

2) The Improvement of Teachers’ Role.

After conducting this research, it can be stated that teachers’ role is very

important in improving the students’ achievement. Teachers who used

instructional media in teaching learning activity can help the students to improve

their ability. It makes the students interested in joining the lesson. They do not

feel bored anymore in joining English lesson. Gerngross (1993: 3) states “using

pictures in order to make communication in the foreign-language class more

lively, natural and stimulating. Moreover, ….and use them in order to train


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specific areas of language”. As language teacher, using media in teaching-learning

activity enhance language teaching. It is line with Brinton in Murcia (2001: 461)

states that media can help the teacher to bring a slice of real life objects into

classroom and by presenting language in its more complete communication

context. Language teaching can be more interesting when the teachers use various

techniques and media in teaching- learning process, they also become creative and

innovative in finding out the other techniques or media to make the students more

interested in joining English lesson.

c. The Weaknesses of Picture Series Used as Media.

Even though there were some strengths about using picture series to

improve the ability in writing at Junior high school students, the researcher also

realized that there were still some weaknesses. First, not all pictures in fact helped

the students in writing especially in generating ideas. Second, it needed much time

to carry out teaching writing used picture series, and it was not easy to find such

pictures. In this case, Brown and Lewis (1964: 445) say that teacher should

choose the excellence of pictures. It means that the pictures must sufficiently

interesting to catch and hold the attention and interest of students with whom it

would be used. In other words, the picture should be relevant, realistic and

attractive.

Zenger (1991: 79) states disadvantages of using picture series in teaching learning

”It can not depict motion as film, if not unique, can seem uninteresting to pupils,

depicting a specific purpose might be difficult to locate”.


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Furthermore, Morgan and Bowen (1994: 5) require some consideration

that must be emphasized in selecting a picture:

1) Appeal

The content of the picture should capture the interest and imagination of

the class member.

2) Relevance

The picture should be appropriate for the purpose of the lesson. However,

fascinating the picture might be to the students, it is of no use to the

teacher in that particular lesson if it does not contribute directly to the

aim of the lesson.

3) Recognition

The significant features of the picture should be within the students’

knowledge and cultural understanding.

4) Size

A picture to be held up before the class should be large enough to be seen

clearly by all. The detail of picture should be visible from the back of the

room.

5) Clarity

A crowded picture can confuse and distract. Student should be able to see

the relevant details clearly. Strong outlines and contrast in tone and color

are important in avoiding ambiguity.


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CHAPTER V

CONCLUSION, IMPLICATION, AND SUGGESTION

A. Conclusion

Based on the result of this action research, the researcher concluded that

Picture Series could improve the students’ ability in writing a procedure text.

They understood the generic structure and the language features of a procedure

text well. The improvement of the students’ ability could be seen on the

improvement of the scores achieved by them. It was that their scores of all five

elements of writing that covered organization, content, grammar, vocabulary, and

mechanics improved. The mean of the pre-test was 51.906, the mean of the first

cycle was 56.631, the mean of the second cycle was 65.703 and the mean of the

post-test was 78.469.

Using picture series, the students could write a good procedure text. It was

indicated by: the students’ ability to generate and organize their ideas in logical

order to make sense, the students’ ability to write supporting sentences which

relevant to the topic, the students’ ability to use appropriate words and make

grammatically correct sentences, and their ability to use appropriate spelling,

punctuation, and capitalization. Picture Series could improve the situation of the

writing class because the class atmosphere was more alive. Picture Series could

stimulate students’ participation in the writing class and the activities were

students-centered. It was indicated by the students interacted with their friends

freely. It seemed they enjoyed it, they did not feel bored anymore in joining

English lesson.


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There were still some weaknesses using Picture Series in teaching writing.

First, not all pictures in fact helped the students in writing especially in generating

ideas. Second, it needed much time to carry out teaching writing used picture

series, and it was more helpful for giving the students ideas about what to write,

however, it was not easy to find such pictures.

B. Implication

The improvement of students’ ability in writing a procedure text is

achieved, because the teaching writing using picture series makes the students

able to organize the words based on it, it can give a bit fun, it could make them

feel more relaxed and it could help them to generate the needed words to construct

a procedure text. By using PS, the students know the meaning of the parts of

object and it could help the students to explore and recall a lot of vocabulary.

The teaching writing using picture series also makes the students active by

developing cooperative studying with their friends in the teaching- learning

process and is able to make the atmosphere of the class more alive.

C. Suggestion

Having conducted the research using picture series media to improve

students’ writing ability to Class IX A students of MTS NW I Kembang Kerang,

Lombok Timur in the academic year of 2010/2011, the researcher would like to

give some suggestions as follows:

1. To the teachers

To improve students’ writing ability, they are suggested to:


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a. Implement PS combined with genre based approach with its four stages:

building knowledge of text, modeling of text, joint construction of text,

and independent construction.

b. Give more attention to the five writing elements: organization, content,

grammar, diction, and mechanics to improve students’ writing quality.

c. Enhance their ability in teaching English and create a good atmosphere in

the class in order to make the students feel enjoy comfortably and the

lesson, be careful to select and present the teaching materials precisely in

accordance with students’ level and need.

d. Be closed to students in order to know whether they are in trouble or not.

Big smile is also important to cheer up the students when the teaching

media are implemented in the teaching-learning process.

e. Be creative and innovative in using use appropriate media in teaching-

learning to encourage the students’ interest.

2. To the students

For the benefit and betterment of students’ writing ability, they are suggested

to:

a. Follow the teacher’s instructions obediently and be opened or tell frankly

to the teacher what their problems are in order to gain problems solving.

b. Realize that writing procedure texts is important to be mastered because by

being able to write procedure texts, they are able to write their writing task

as students.


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c. Study hard (especially English) and have encourage to express their own

opinion in writing English. They should not be afraid, shy or embarrassed,

and nervous in expressing their ideas, they must remember that those who

often practice will get the best, not only in English but also in all aspects in

their life.

3. To the school

To support the effectiveness of the teaching-learning process, the school is

suggested to:

a. Provide books dealing with genre texts: journals, reading materials,

students’ work sheet to widen the students’ knowledge.

b. Hold teachers’ training or have the teacher participate actively in

Association of English Teachers (MGMP) to dig something new.

c. Establish English writing corner with its programs to continue the

improvement of the study, discuss the basic language skill or micro and

macro writing skill, stimulate the students write their experience,

knowledge, in all aspects, not only in procedure texts but also in the other

texts.

d. Equip the teachers by providing teaching equipment/media.

4. To other researchers

The writer hopes that the finding of this research will be used as reference to

the next research on similar problems. There are many other media which can

be used in teaching English to make the lesson more interesting.


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BIBLIOGRAPHY

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Arikunto, Suharsirni, 1998. Dasar – Dasar Evaluasi Pendidikan (Edisi Revisi).

Jakarta: Bumi Aksara. Bogdan, R.C. and Biklen, S.K. 1998. Qualitative Research for Education: An

Introduction to Theory and Methods. (3rd Ed). Boston: Allyn and Bacon. Brown, D. 2001. Teaching by Principal: An Interactive Approach to Language

Pedagogy. (2nd Es). New York: Longman Burns, A. and H. Joyce. 1999. Focus on Speaking. National Center for English

Language Teaching and Research (NCELTR). Sydney: Macquarie University.

Burns, Anne. 1999, Collahorative Action Research for English Language

Teacher. United Kingdom: Cambridge University Press. Byrne, Donn. 1979. Teaching Writing Skill. Singapore: Longman, Inc Depdiknas. 2006. Standar Kompetensi dan Kompetensi Dasar Tingkat SMP, MTs,

dan SMPI.N Mata Pelajaran Bahasa Inggris. Jakarta: Depdikbud. Everett, Heidi. 1997. Leo Descriptive Essay, available at

http://leostcloudstate.edu /acadwrite/descriptive.html (accessed: 3 September 2010)

Gerngross, G. and Herbert Puchta, 1992. Pictures in Action. Whiltshire. Prentice:

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Glaser, Bamey, and Anselm L. Strauss. 1980. The Discovery of Grounded Theory. New York: Aldine Publishing Company.

Grabe, William and Robert B.Kaplan. 1996. Theory and Practice of Writing. New

York: Longman

Harmer, Jeremy 2001. The Practice of English Language Teaching, Third Edition, Completely Revised and Updated, Longman, Pearson Education Limited 2001.

Heaton, J.B. 1975. Writing English Langugae Tests. London: Longman. Hopkins, David. 1993. A Teacher’s Guide to Classroom Research. Buckingham:

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Koshy, V. 2007. Action Research for Improving Practice: A Practical Guide.

London: Paul Chapman Publishing. Langan. John 2001. English Skills. New York: Mc Graw-Hill Companies. Inc. Latief, M.A. 2003. “Penelitian Tindakan Kelas Pembelajaran Bahasa Inggris di

Universitas Negeri Malang. Jurnal Ilmu Pendidikan, 2, 99-189. Macdonald, Andrew and Gina Macdonald.1996. Mastering Writing English. New

Jersey: Printice Hall Regents McNiff, J. 1988. Action Research: Principles and Practice. New York:

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SMP Book 3. Jakarta: Penerbit Erlangga. Mukminatien, Nur. 1991. Telfin Journal. Yogyakarta: IKIP Yogyakarta.

Murcia, Celce, Marianne and Elite Olshtain. 2000. Discourse and Context in Language Teaching. New York: Cambridge University Press.

Nunan, D. 1991. Language Teaching Methodology: A Textbook for Teachers.

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Sudjana, N. and Ibrahim. 2009. Penelitian dan Penilaian Pindidikan. Bandung: Sinar Baru Algesindo

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LESSON PLAN (RPP) 1

Satuan Pendidikan : MTs NW 1 Kembang Kerang

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : IX/ Genap

Jenis Teks : Teks prosedur

Teknik : Menggunakan gambar

Aspek/Skill : Menulis

Alokasi Waktu : 4 x 40 (two meetings)

1. STANDAR KOMPETENSI: Mengungkapkan makna dalam teks

tulis fungsional dan essai pendek sederhana berbentuk prosedur untuk

berinteraksi dalam konteks kehidupan sehari-hari.

2. KOMPETENSI DASAR: Mengungkapkan makna dan langkah

retorika dalam essai pendek sederhana dengan menggunakan ragam

bahasa tulis secara akurat, lancar, dan berterima untuk berinteraksi

dalam konteks kehidupan sehari-hari dalam teks berbentuk prosedur.

3. INDIKATOR

Menulis teks prosedur berdasar gambar sesuai dengan langkah-langkah

retorika yang tepat.

1. Menyusun kalimat sesuai dengan urutan logis.

2. Menyusun supporting sentences sesuai dengan tema.

3. Menyusun kalimat yang susuai dengan pola kalimat dan dapat

difahami.

4. Menggunakan kosa kata yang sesuai/tepat.

5. Menggunakan kalimat dengan benar dari segi pengejaan, penggunaan

tanda baca, dan penggunaan huruf besar.

6. Menyusun teks prosedur dengan benar dari segi organisasi, isi, tata

bahasa, kosa kata, pengejaan, tanda baca, dan penggunaan huruf besar.


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4. TUJUAN PEMBELAJARAN Pada akhir pertemuan, siswa dapat:

Menulis teks prosedur secara tertulis dengan langkah-langkah retorika

yang tepat, diantaranya:

a. Menyusun kalimat sesuai dengan urutan logis.

b. Menyusun supporting sentences sesuai dengan tema.

c. Menyusun kalimat yang susuai dengan pola kalimat dan dapat difahami.

d. Menggunakan kosa kata yang sesuai/tepat.

e. Menggunakan kalimat dengan benar dari segi pengejaan, penggunaan


f. Menyusun teks prosedur dengan benar dari segi organisasi, isi, tata


5. MATERI PEMBELAJARAN

Menulis teks prosedur

7. KEGIATAN PEMBELAJARAN

a. Memberikan siswa beberapa pertanyaan sebagai penghangat suasana.

b. Memberikan siswa sebuah gambar berseri yang berkaitan dengan teks

prosedur “How to fry eggs”.

c. Meminta siswa untuk memahami gambar dan meminta mereka untuk

menjawab pertanyaan berdasarkan gambar secara lisan.

d. Meminta siswa untuk mempelajari kalimat-kalimat yang ada dalam teks

prosedur “How to fry eggs”

e. Meminta siswa melengkapi kalimat menggunakan kata-kata yang sesuai.

f. Menjelaskan tentang pola dan bentuk kalimat: Present Tense dan Noun

phrase.

g. Menjelaskan tentang genric structure dan language feature teks prosedur.

h. Memberikan siswa latihan untuk menganalisa tentang genric structure dan

language feature teks prosedur.

i. Meminta siswa menyusun teks prosedur tentang cara membuat

secangkir kopi berdasarkan gambar secara berkelompok.

j. Meminta siswa untuk mencari kosa kata dan mengeceknya di kamus.


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k. Meminta siswa secara berkelompok menyusun teks prosedur berdasarkan

gambar tentang cara membuat kopi.

l. Meminta siswa menyusun teks prosedur tentang cara mengoperasikan

kamera digital berdasarkan gambar secara individu.

7. LANGKAH-LANGKAH DALAM KEGIATAN PEMBELAJARAN.

a. Menanyakan siswa tentang makanan atau minuman kesukaan mereka.

Contoh:

1) How are you?

2) What sort of food do you like?

3) Do you usually make it yourself or have someone make it?

4) What kind of drink do you like?

5) Do you usually make your drink yourself?

b. Menjelaskan tentang generic structure dan language feature dari teks

prosedur.

1) Generic structure of procedure texts are: Goal, material, and steps.

2) Language feature of procedure texts are: Command/imperative

(present tense), action verb, precise vocabulary, and mainly temporal

conjunctive relation/adverbial.

3) Kalimat-kalimat intruksi/imperatif (Present Tense)

Misal:

1. Prepare stove (to make coffee)

2. Press the buttons ( to operate a digital camera)

4) Sequencing (temporal)

First…., second……., next…….., then…….., finally……

8. LEMBAR KERJA SISWA

Task 1.

a. Asking the students to match these pictures with the statements below.

Number 1 has been done for you.

b. Asking the students in group to arrange the sentences to make a good

procedure text based on the pictures about how to make a cup of coffee!


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c. In pairs, asking the students to look for: The generic structure and the

language feature of the procedure text!

Picture 1: First, fill the kettle with water.

a. Then put some coffee into a cup.

b. Then pour the hot water into the cup.

c. Now the coffee is ready for your father.

d. Then stir the coffee with a teaspoon.

e. Then cover and leave the coffee for sometime.

f. Then put some sugar into the cup.

Task 2.

Asking the students to make a good procedure text based on the pictures about

how to operate a digital camera idividually!


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9. METODE PEMBELAJARAN

Triple P: Presentation, Practice, and Production.

10. SUMBER BELAJAR

a. Buku “English on Sky for Third Year.”

b. Artikel-artikel dari majalah/Internet.

c. Gambar berseri dan teks prosedure.

11. PENILAIAN

a. Teknik : Tes tulis

b. Bentuk instrumen : Essai

12. PEDOMAN PENILAIAN

Lihat Writing rubric

Kembang Kerang, 16th February 2011

Kepala MTs NW I Kb. Kerang Researcher,

Muhammad Zaini, S.Pd Muhammad Zaini

NIP. 197412312005011017 NIM. S890809114


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LESSON PLAN (RPP) 2








1. STANDAR KOMPETENSI: Mengungkapkan makna dalam teks

tulis fungsional dan essai pendek sederhana berbentuk prosedur untuk


2. KOMPETENSI DASAR: Mengungkapkan makna dan langkah

retorika dalam essai pendek sederhana dengan menggunakan ragam

bahasa tulis secara akurat, lancar, dan berterima untuk berinteraksi

dalam konteks kehidupan sehari-hari dalam teks berbentuk prosedur.

3. INDIKATOR






difahami.


5. Menggunakan kalimat dengan benar dari segi pengejaan,

penggunaan tanda baca, dan penggunaan huruf besar.


bahasa, kosa kata, pengejaan, tanda baca, dan penggunaan huruf

besar.


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4. TUJUAN PEMBELAJARAN

Pada akhir pembelajaran, siswa dapat:





3. Menyusun kalimat yang susuai dengan pola kalimat dan dapat difahami.


5. Menggunakan kalimat dengan benar dari segi pengejaan, penggunaan





Menyusun teks prosedur.


a. Memberikan pertanyaan kepada siswa sebagai penghangat suasana.

b. Memberikan siswa gambar berseri yang berkaitan dengan teks prosedur

“How to make a cup of coffee dan How to operate a digital camera”.


menjawab pertanyaan berdasarkan gambar secara oral.

d. Meminta siswa untuk mempelajari kalimat-kalimat yang ada dalam

wacana “How to make a cup of coffee dan How to operate a digital

camera”.

e. Menjelaskan tentang bentuk dan pola kalimat: Present Tense dan Noun

phrase.

f. Menjelaskan tentang genric structure dan language feature teks prosedur.

g. Memberikan siswa latihan untuk menganalisa tentang genric structure

dan language feature teks prosedur.

h. Meminta siswa melengkapi kalimat menggunakan kata-kata yang sesuai.

i. Meminta siswa untuk mencari kosa kata dan mengeceknya di kamus.


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j. Meminta siswa menyusun teks prosedur tentang cara memasak indomie

goreng berdasarkan gambar secara berkelompok.

k. Meminta siswa menyusun teks prosedur tentang cara membaut jus apel

berdasarkan gambar secara individu.



Contoh:

1) How are you?

2) What kind of food do you like?

3) Do you like fried noodles to eat?

4) Do you like juice?

5) What juice do you like to drink?

6) Do you usually make it yourself or have someone make it?


prosedur.


2) Language feature of procedure texts are: Command/imperative (present

tense), action verb, precise vocabulary, and mainly temporal



Misal:

a) Add seasoning (to cook Indomie fried noodles).

b) Pour into a glass (to make apple juice).


First…., second……., next,…….., then…….., finally……


I. Asking the students to complete the sentences below Based on the picture using

the suitable words!


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The way to make Indomie Fried Noodles

Boil two glasses of water in,……..Open…………..of Indomie Fried

Noodle……………the noodles to the water. Pour the…………..chili sauce, soya sauce

and………………..into a bowl. After water is boiled,

drain…………..and…………………the water……….the noodles into the bowl

………..them with the seasoning……………….and the other ingredients.

II. After completing the text above, asking the students to choose the best choice to

complete the sentences!

III. In pairs, asking the students to look for: The generic structure and the


1. The…………of the text above is :Making Indomie Fried Noodles”

a. Goal b. Material

2. The…………needed to make Indomie Fried noodles are two glasses of

water, a pan, a package of Indomie Fried Noodles and a bowl.

a. Material b. Steps

3. The …………to make Indomie Fried Noodles are:

a. Steps b. Tools

a. Boil two glasses of water in a pan.

b. Put noodles in the water.

c. Pour the seasoning, chili sauce, soya sauce and oil into a bowl.

d. After the water is boiled, drain the noodles and throw away the

water.


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e. Pour the noodles into the bowl.

f. Mix them with seasoning, sauce, and other ingredients.

IV. Asking the students:

a. To read and to understand the words, the generic structure, and


b. To fill the blank using the correct temporal conjunction

individually!

How to make a glass of apple juice

b) The materials we need are:

i. Two spoonfuls of sugar

ii. A glass of cold water

iii. Ice cubed

iv. Apples

c) The tools we need are:

a. A knife

b. A glass

c. A blender

d) The steps are:

….. , peal an apple and cut it into small pieces.

….., put them into the blender.

……, pour a glass of cold water into the blender.


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….., plug in the power cord into the wall outlet.

..…, push the switch on button and wait until the mixture of the

ingredients well blended.

……, push the switch off button and pour the mixture into a glass.

A glass of apple juice is ready to be served and it is nicer if served while

it is still cold.


Triple P: Presentation, Practice, and Production

10. SUMBER BELAJAR

a. File://localhost/C:/Users/Pictures/Egg.htm?biw=1366&bih=606Teks

prosedur.

b. Gambar-gambar yang relevan.

c. Majalah, koran, resep, dan petunjuk penggunaan alat.

d. Gambar berseri dan teks prosedur.

11. PENILAIAN


b. Bentuk Instrumen : Kalimat acak dan uraian/essai.



Kembang Kerang, 22nd February 2011



NIP. 197412312005011017 NIM. S890809114


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LESSON PLAN (RPP) 3








1. STANDAR KOMPETENSI : Mengungkapkan makna dalam teks tulis

fungsional dan essai pendek sederhana berbentuk prosedur untuk


2. KOMPETENSI DASAR: Mengungkapkan makna dan langkah retorika

dalam essai pendek sederhana dengan menggunakan ragam bahasa tulis

secara akurat, lancar, dan berterima untuk berinteraksi dalam konteks

kehidupan sehari-hari dalam teks berbentuk prosedur.

3. INDIKATOR






difahami.


5. Menggunakan kalimat dengan benar dari segi pengejaan,

penggunaan tanda baca, dan penggunaan huruf besar.


bahasa, kosa kata, pengejaan, tanda baca, dan penggunaan huruf

besar.


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4. TUJUAN PEMBELAJARAN

Pada akhir pertemuan, siswa dapat:



a. Menyusun kalimat sesuai dengan urutan logis.

b. Menyusun supporting sentences sesuai dengan tema.

c. Menyusun kalimat yang susuai dengan pola kalimat dan dapat difahami.

d. Menggunakan kosa kata yang sesuai/tepat.

e. Menggunakan kalimat dengan benar dari segi pengejaan, penggunaan


f. Menyusun teks prosedur dengan benar dari segi organisasi, isi, tata bahasa,

kosa kata, pengejaan, tanda baca, dan penggunaan huruf besar.


Menulis teks prosedur.


a. Memberikan pertanyaan kepada siswa sebagai penghangat suasana.

b. Memberikan siswa sebuah gambar berseri yang berkaitan dengan teks

prosedur “How to withdraw money from ATM machine dan membawa

real object to make apple juice.


menjawab pertanyaan berdasarkan gambar secara oral.

d. Meminta siswa untuk mencari kosa kata dan mengeceknya di kamus.

e. Meminta siswa untuk mempelajari kalimat-kalimat yang ada dalam

wacana “How to withdraw money from ATM machine dan How to to

make apple juice.

f. Menjelaskan tentang pola dan bentuk kalimat: Present Tense dan Noun

phrase.

g. Menjelaskan tentang genric structure dan language feature teks

prosedur.


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h. Meminta siswa menjodohkan urutan gambar dengan teks prosedur

(langkah-langkah) cara mengambil uang dengan kartu ATM secara

berkelompok.

i. Meminta siswa menyusun teks prosedur tentang cara membuat jus apel

berdasarkan kegiatan pembuatan yang telah dilakukan secara individu.



Contoh:

1) How are you?

2) What do you need to buy something?

3) Do we need money?


prosedur.


2) Language feature of procedure texts are: Command/imperative (present

tense), action verb, precise vocabulary, and mainly temporal



Misal:

a) Insert the ATM card.

b) Select the menu.


First…., second……., next…….., then…….., finally……


Triple P: Presentation, Practice, and Production.


Task I. Asking the students to match the sentences with the pictures individually!

Here are the steps of how to withdraw


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money through ATM after you have got your

ATM card:

First, you come to the ATM booth that

provides with the connection of your bank

service. Come inside and wait for the

instruction shown on the monitor.

Second, insert your ATM card in the

drive and wait until the machine receives your

card signal and press down your password by

pushing the button number on the board of

monitor.

Third, choose the choices of services

given by the machine by pushing the keys on

the board of the monitor. They are usually

about language, kinds of service number of

bank note, and total of account you want to

draw.

Fourth, in a few second, the machine

will response on your request and rolls out

number of bank note on your request.

Fifth, take and count the bank note,

and check the rest account in the card before

you finish the process.

Finally, close the process using the

keys and wait for your machine response and

rolls out your ATM card and the draw receipt.

Take them out and leave the booth.


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Task.2 Asking the students to arrange the steps of how to make apple juice

based on the activities that they have done in the class room.

10. SUMBER BELAJAR

a. Teks prosedur

b. Gambar-gambar yang relevan

c. Alat-alat dan bahan untuk membuat jus (real object)

d. Majalah, Koran, dan petunjuk penggunaan alat/pemuatan sesuatu.

11. PENILAIAN


b. Bentuk Instrumen : Kalimat acak dan uraian/essai



Kembang Kerang, 23rd February 2011



NIP. 197412312005011017 NIM. S890809114


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CONSTRUCT OF WRITING

The writer inferred that writing is a complex cognitive activity in which

the writer is demanded to express their ideas, experiences, knowledge, and

feelings which covers language elements of content, organization, grammar,

vocabulary, and mechanics to form a piece of writing which successfully

communicates the writers’ thoughts and ideas on a certain topic. Writing involves

several sub-skills. Writing accurately involves spelling correctly, forming letters

correctly, writing legibly, punctuating correctly, using correct layouts, choosing

the right vocabulary, using grammar correctly, joining sentences correctly in

procedure texts which are used to tell someone how to do or make something.


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BLUE PRINT OF WRITING TEST

School : MTs NW I Kembang Kerang

Subject : English

Semester : Even

Academic Year : 2010/2011

Competence Standard

Basic Competence

Learning Material

Indicators Test Form

Scoring

Aspects Score

Expressing meaning through short functional written text and simple essay in the form of procedure in daily life.

Expressing meaning and rhetorical step in the form of short essay using various language form accurately, fluently, and acceptably in daily life context in the form of procedure text.

Procedure text

Students are able to: Write a procedure text using language form accurately, fluently, and acceptably in daily life.

Essay 1. Organization

2. Content 3. Grammar 4. Vocabulary

5. Mechanics

(Punctuation, Capitalization and Spelling)

1-5

1-5

1-5

1-5

1-5

Note: Competence Standard, Basic Competence, and Indicators taken from the Syllabus

Scoring Rubric Scale of Writing Test

Writing elements Range score Scale Maximum Score

Organization 1-5 6 30

Content 1-5 5 25

Grammar 1-5 4 20

Vocabulary 1-5 3 15

Mechanics 1-5 2 10

Total score 100

Adapted from Techniques in Testing, Evaluating Students’ Writing (Harold S.

Madsen, 1983: 119)


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PRE TEST ITEM

Time : 80 minutes

School : MTs NW 1 Kembang Kerang

Class : IX A

Semester : Even


Instruction:

Write a procedure text entitled “How to fry eggs”

Put all your ideas based on picture series below then arrange them into a text of

procedure.

Mix/eggs pour/eggs add/salt

eggs/salt/veg.oil prepare/frying pan break/eggs

There are four elements to score in writing namely:

1. Organization

2. Grammar

3. Vocabulary

4. Punctuation, spelling, and mechanic


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POST TEST ITEM

Time : 80 minutes


Class : IX A

Semester : Even


Instruction:

Write a procedure text entitled “How to cook instant noodles”

Put all your ideas based on picture series then arrange them into a text of

procedure.

There are four elements to score in writing namely:

1. Organization

2. Grammar

3. Vocabulary

4. Punctuation, spelling, and mechanics


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SCORES OF PRE-TEST FROM FIRST CORRECTOR

Subject : English Class : IX A Semester : Even School : MTs NW 1 Kembang Kerang Academic Year : 2010/2011 Corrector : Muhammad Zaini

No Name Scores

Final Scores 1 2 3 4 5

1 S1 2 2 3 3 2 12 2 S2 3 2 2 3 4 14 3 S3 3 2 2 3 2 12 4 S4 3 2 3 3 3 14 5 S5 2 2 3 3 2 12 6 S6 2 2 2 4 2 12 7 S7 3 3 2 3 3 14 8 S8 2 3 2 3 3 13 9 S9 2 3 2 3 3 13

10 S10 2 2 2 2 3 11 11 S11 2 3 2 2 3 12 12 S12 2 2 3 3 3 13 13 S13 2 3 3 3 2 13 14 S14 2 2 3 4 2 13 15 S15 3 4 3 3 3 16 16 S16 3 3 2 3 3 14 17 S17 3 2 3 3 3 14 18 S18 3 2 2 3 3 13 19 S19 2 3 3 3 3 14 20 S20 4 3 2 4 4 17 21 S21 3 2 2 3 3 13 22 S22 4 3 3 3 4 17 23 S23 2 2 2 3 3 12 24 S24 3 2 2 2 3 12 25 S25 3 2 2 3 2 12 26 S26 3 2 3 2 3 13 27 S27 2 2 3 3 2 12 28 S28 3 2 3 2 3 13 29 S29 3 4 3 3 3 16 30 S30 2 2 2 3 2 11 31 S31 2 3 3 2 3 13 32 S32 3 2 2 3 3 13

Total 83 78 79 93 90 423 Final Scores 504 390 316 279 182 1673 Maximal Scores 960 800 640 480 320 3200 Average Score 2.5938 2.4375 2.46875 2.9063 2.8125 13.21875 Percentage 8.65% 9.75% 12.34% 19.38% 28.13% 15.65%


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SCORES OF PRE-TEST FROM FIRST CORRECTOR

Subject : English Class : IX A Semester : Even School : MTs NW 1 Kembang Kerang Academic Year : 2010/2011 Corrector : Muhammad Zaini

1 2 3 4 5 12 10 12 9 4 47 18 10 8 9 8 53 18 10 8 9 4 49 18 10 12 9 6 55 12 10 12 9 4 47 12 10 8 12 4 46 18 15 8 9 6 56 12 15 8 9 6 50 12 15 8 9 6 50 12 10 8 6 6 42 12 15 8 6 6 47 12 10 12 9 6 49 12 15 12 9 4 52 12 10 12 12 4 50 18 20 12 9 6 65 18 15 8 9 6 56 18 10 12 9 6 55 18 10 8 9 6 51 12 15 12 9 6 54 24 15 8 12 8 67 18 10 8 9 6 51 24 15 12 9 8 68 12 10 8 9 6 45 18 10 8 6 6 48 18 10 8 9 4 49 18 10 12 6 6 52 12 10 12 9 4 47 18 10 12 6 6 52 18 20 12 9 6 65 12 10 8 9 4 43 12 15 12 6 6 51 18 10 8 9 6 51 498 390 316 279 180 1663 504 390 316 279 182 1673 960 800 640 480 320 3200

15.5625 12.1875 9.875 8.71875 5.625 51.96875 51.88% 48.75% 49.38% 58.13% 56.25% 52.88%

51.96875


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SCORES OF PRE-TEST FROM SECOND CORRECTOR

Subject : English Class : IX A Semester : Even School : MTs NW 1 Kembang Kerang Academic Year : 2010/2011 Corrector : Sabrin, SS

No Name Scores


1 S1 2 3 3 2 3 13 2 S2 3 2 2 3 4 14 3 S3 2 2 2 3 3 12 4 S4 3 3 4 3 3 16 5 S5 3 2 3 3 4 15 6 S6 2 2 2 4 2 12 7 S7 2 3 2 3 3 13 8 S8 3 2 2 3 3 13 9 S9 3 2 2 3 3 13 10 S10 3 2 2 2 3 12 11 S11 2 2 3 3 3 13 12 S12 2 2 3 3 3 13 13 S13 2 2 3 3 2 12 14 S14 3 2 3 4 2 14 15 S15 3 2 3 3 4 15 16 S16 3 3 2 3 3 14 17 S17 3 2 2 2 3 12 18 S18 2 2 2 3 3 12 19 S19 3 3 3 3 3 15 20 S20 3 4 3 3 3 16 21 S21 3 2 3 2 2 12 22 S22 3 3 3 3 4 16 23 S23 2 3 2 3 3 13 24 S24 3 2 2 2 3 12 25 S25 3 2 2 3 2 12 26 S26 3 2 3 2 3 13 27 S27 3 2 3 3 2 13 28 S28 3 2 3 2 3 13 29 S29 2 2 2 4 2 12 30 S30 3 2 2 3 2 12 31 S31 2 3 3 2 3 13 32 S32 2 2 2 3 3 12



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SCORES OF PRE-TEST FROM SECOND CORRECTOR

Subject : English Class : IX A Semester : Even School : MTs NW 1 Kembang Kerang Academic Year : 2010/2011 Corrector : Sabrin, SS

1 2 3 4 5 12 15 12 6 6 51 18 10 8 9 8 53 12 10 8 9 6 45 18 15 12 9 6 60 18 10 12 9 8 57 12 10 8 12 4 46 12 15 8 9 6 50 18 10 8 9 6 51 18 10 8 9 6 51 18 10 8 6 6 48 12 10 12 9 6 49 12 10 12 9 6 49 12 10 12 9 4 47 18 10 12 12 4 56 18 10 12 9 8 57 18 15 8 9 6 56 18 10 8 6 6 48 12 10 8 9 6 45 18 15 12 9 6 60 18 20 12 9 6 65 18 10 12 6 4 50 18 15 12 9 8 62 12 15 8 9 6 50 18 10 8 6 6 48 18 10 8 9 4 49 18 10 12 6 6 52 18 12 12 9 4 55 18 10 12 8 6 54 12 10 8 12 4 46 18 10 8 9 4 49 12 15 12 6 6 51 12 12 10 9 6 49 504 374 322 275 184 1659 564 370 324 273 182 1717 960 800 640 480 320 3200

15.75 11.6875 10.0625 8.59375 5.75 51.84375 52.50% 46.75% 50.31% 57.29% 57.50% 52.87%

51.84375


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THE RESULT OF THE INTER-RATER SCORES OF PRE-TEST

Subject : English Class : IX A Semester : Even School : MTs NW 1 Kembang Kerang Academic Year : 2010/2011

No Name Cor. I Cor.II Avrg.

1 S1 47 51 49

2 S2 53 53 53

3 S3 49 45 47

4 S4 55 60 57.5

5 S5 47 57 52

6 S6 46 46 46

7 S7 56 50 53

8 S8 50 51 50.5

9 S9 50 51 50.5

10 S10 42 48 45

11 S11 47 49 48

12 S12 49 49 49

13 S13 52 47 49.5

14 S14 50 56 53

15 S15 65 57 61

16 S16 56 56 56

17 S17 55 48 51.5

18 S18 51 45 48

19 S19 54 60 57

20 S20 67 65 66

21 S21 51 50 50.5

22 S22 68 62 65

23 S23 45 50 47.5

24 S24 48 48 48

25 S25 49 49 49

26 S26 52 52 52

27 S27 47 55 51

28 S28 52 54 53

29 S29 65 46 55.5

30 S30 43 49 46

31 S31 51 51 51

32 S32 51 49 50

Total 1663 1717 1661 Average Score 51.9688 51.84375 51.90625 Max. Organization 15.562 15.75 15.656 30 Content 12.19 11.69 11.937 25 Grammar 9.875 10.062 9.9685 20 Vocabulary 8.718 8.593 8.6555 15 Mechanics 5.25 5.75 5.5 10

51.59 51.84 51.72 100


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SCORES OF CYCLE I FROM FIRST CORRECTOR

Subject

: English Class

: IX A

Semester

: Even School

: MTs NW 1 Kembang Kerang

Academic Year : 2010/2011 Corrector

: Muhammad Zaini

No Name Score Final

Scores 1 2 3 4 5 1 S1 3 2 3 2 4 14 2 S2 3 2 3 3 5 16 3 S3 3 2 2 3 2 12 4 S4 3 3 4 3 3 16 5 S5 3 2 3 3 4 15 6 S6 3 2 2 4 4 15 7 S7 3 3 2 3 3 14 8 S8 3 2 2 3 3 13 9 S9 3 3 2 3 2 13


Total 95 81 81 96 103 456 Final Scores 576 405 324 288 206 1798 Maximal Scores 960 800 640 480 320 3200 Average Score 2.9688 2.53125 2.53125 3 3.2188 2.85 Percentage 9.90% 10.13% 12.66% 20.00% 32.19% 16.97%


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SCORES OF CYCLE I FROM FIRST CORRECTOR

Subject

: English Class

: IX A

Semester : Even School



: Muhammad Zaini

1 2 3 4 5 18 10 12 6 8 54 18 10 12 9 10 59 18 10 8 9 4 49 18 15 16 9 6 64 18 10 12 9 8 57 18 10 8 12 8 56 18 15 8 9 6 56 18 10 8 9 6 51 18 15 8 9 4 54 18 10 8 9 4 49 18 15 8 9 8 58 12 10 12 9 6 49 18 15 12 9 6 60 12 10 12 12 6 52 18 15 8 9 8 58 18 15 8 9 6 56 18 10 8 9 6 51 18 10 8 9 6 51 12 15 12 9 8 56 24 15 16 12 8 75 18 15 8 9 8 58 24 15 8 9 8 64 12 15 12 9 6 54 18 10 8 6 6 48 18 15 12 9 6 60 18 10 12 6 6 52 12 15 12 9 6 54 24 10 8 12 4 58 24 15 12 9 6 66 18 10 8 9 6 51 12 15 12 6 6 51 18 15 8 9 6 56 564 405 324 288 206 1787 576 405 324 288 206 1798 960 800 640 480 320 3200

17.625 12.65625 10.125 9 6.4375 55.84375 58.75% 50.63% 50.63% 60.00% 64.38% 56.88%

55.84375


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SCORES OF CYCLE I FROM SECOND CORRECTOR

Subject

: English Class

: IX A

Semester

: Even School



: Sabrin,SS

No Name Scores Final

Scores 1 2 3 4 5 1 S1 3 3 3 3 3 15 2 S2 2 4 2 3 4 15 3 S3 4 3 2 3 3 15 4 S4 3 3 4 3 3 16 5 S5 2 2 3 3 4 14 6 S6 2 3 3 4 3 15 7 S7 3 3 2 3 3 14 8 S8 2 3 2 3 3 13 9 S9 2 3 2 3 3 13




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137

SCORES OF CYCLE I FROM SECOND CORRECTOR

Subject

: English Class

: IX A




: Sabrin,SS

1 2 3 4 5 18 15 12 9 6 60 18 20 8 9 8 63 24 15 8 9 6 62 18 15 16 9 6 64 12 10 12 9 8 51 12 15 12 12 6 57 18 15 8 9 6 56 12 15 8 9 8 52 12 15 8 9 6 50 12 10 8 12 6 48 12 15 8 9 6 50 12 10 12 9 8 51 12 15 12 9 6 54 12 15 12 12 8 59 12 20 12 9 8 61 18 15 8 9 6 56 18 10 8 9 6 51 18 15 8 9 6 56 18 10 12 9 6 55 24 20 16 12 8 80 18 15 12 9 6 60 24 20 12 12 8 76 18 15 8 9 6 56 18 15 8 9 6 56 18 20 8 9 6 61 12 15 12 6 6 51 12 10 12 9 8 51 18 15 12 9 6 60 18 20 8 12 6 64 18 15 8 9 4 54 18 10 12 9 6 55 18 10 12 9 6 55 522 470 332 303 208 1835 456 475 328 273 202 1733 960 800 640 480 320 3200

16.3125 14.6875 10.375 9.46875 6.5 57.34375 54.38% 58.75% 51.88% 63.13% 65.00% 58.63%

57.34375


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138

THE RESULT OF THE INTER-RATER SCORE OF FIRST CYCLE

Subject : English Class : IX A Semester : Even School : MTs NW 1 Kembang Kerang Academic Year : 2010/2011

No Name Corr. I Corr. II Avrg.

1 S1 54 60 57 2 S2 59 63 61 3 S3 49 62 55.5 4 S4 64 64 64 5 S5 57 51 54 6 S6 56 57 56.5 7 S7 56 56 56 8 S8 51 52 51.5 9 S9 54 50 52 10 S10 49 48 48.5 11 S11 58 50 54 12 S12 49 51 50 13 S13 60 54 57 14 S14 52 59 55.5 15 S15 58 61 59.5 16 S16 56 56 56 17 S17 51 51 51 18 S18 51 56 53.5 19 S19 56 55 55.5 20 S20 75 80 77.5 21 S21 58 60 59 22 S22 64 76 70 23 S23 54 56 55 24 S24 48 56 52 25 S25 60 61 60.5 26 S26 52 51 51.5 27 S27 54 51 52.5 28 S28 58 60 59 29 S29 66 64 65 30 S30 51 54 52.5 31 S31 51 55 53 32 S32 56 55 55.5 1798 1835 1811

Average score 55.8438 57.41935 56.63155 Max. Organization 17.625 16.312 16.9685 30 Content 12.656 14.687 13.6715 25 Grammar 10.125 10.375 10.25 20 Vocabulary 9 9.468 9.234 15 Mechanics 6.437 6.5 6.4685 10

55.843 57.342 56.5925 100


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139

SCORES OF CYCLE II FROM FIRST CORRECTOR

Subject

: English Class

: IX A

Semester

: Even School



Corrector

: Muhammad Zaini

No Nam

e Scores


1 S1 3 3 3 4 4 17 2 S2 3 4 3 4 4 18 3 S3 3 3 3 4 4 17 4 S4 3 3 3 3 4 16 5 S5 3 3 3 3 4 16 6 S6 3 4 3 4 4 18 7 S7 3 3 3 3 4 16 8 S8 4 3 3 4 3 17 9 S9 3 4 3 3 4 17


Total 103 106 97 104 119 529

Final scores 618 535 408 312 244 2124 Maximal Scores 960 800 640 480 320 3200 Average Score 3.2188 3.3125 3.03125 3.25 3.7188 3.30625

Percentage 10.73% 13.25% 15.16% 21.67% 37.19% 19.60%


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140

SCORES OF CYCLE II FROM FIRST CORRECTOR

Subject

: English Class

: IX A




: Muhammad Zaini

1 2 3 4 5 18 15 12 12 8 65 18 20 12 12 8 70 18 15 12 12 8 65 18 15 12 9 8 62 18 15 12 9 8 62 18 20 12 12 8 70 18 15 12 9 8 62 24 15 12 12 8 71 18 20 12 9 8 67 12 15 12 9 6 54 18 15 12 12 8 65 18 15 12 9 6 60 18 15 12 9 6 60 18 20 12 12 8 70 18 20 12 9 8 67 18 15 12 9 6 60 18 15 12 9 8 62 18 15 12 9 6 60 24 20 12 9 6 71 24 20 16 12 8 80 18 15 12 9 8 62 24 20 12 9 8 73 24 15 12 6 6 63 18 15 12 9 8 62 24 20 12 9 8 73 18 15 12 9 8 62 18 15 12 9 8 62 18 20 12 12 8 70 18 15 12 9 8 62 24 15 12 9 8 68 18 15 12 9 9 63 24 15 12 9 9 69 618 530 388 312 244 2092 618 535 408 312 244 2124 960 800 640 480 320 3200 19.3125 16.5625 12.125 9.75 7.625 65.375 64.38% 66.25% 60.63% 65.00% 76.25% 66.50%

65.375


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141

SCORES OF SECOND CYCLE II FROM SECOND CORRECTOR

Subject

: English Class

: IX A

Semester

: Odd School


Academic Year : 2010/2011 Corrector : Sabrin, SS

No Name Scores Final

Scores 1 2 3 4 5 1 S1 3 3 3 4 3 16 2 S2 4 4 3 4 4 19 3 S3 3 3 3 3 4 16 4 S4 4 3 3 4 4 18 5 S5 3 3 3 3 4 16 6 S6 4 3 3 4 4 18 7 S7 3 3 4 3 3 16 8 S8 3 3 3 3 4 16 9 S9 3 4 3 3 4 17 10 S10 3 3 3 3 3 15 11 S11 3 4 3 4 4 18 12 S12 3 4 3 3 4 17 13 S13 3 3 3 3 4 16 14 S14 4 3 3 4 4 18 15 S15 4 3 3 4 4 18 16 S16 3 3 3 3 3 15 17 S17 4 3 4 3 4 18 18 S18 3 3 3 3 3 15 19 S19 4 3 3 3 4 17 20 S20 4 4 4 4 4 20 21 S21 3 4 3 3 4 17 22 S22 4 4 3 4 4 19 23 S23 3 3 3 3 4 16 24 S24 3 3 3 4 3 16 25 S25 3 3 3 4 4 17 26 S26 3 3 3 3 4 16 27 S27 3 3 3 3 4 16 28 S28 3 4 3 4 3 17 29 S29 4 4 3 3 4 18 30 S30 3 3 3 3 4 16 31 S31 3 3 3 4 3 16 32 S32 3 3 3 3 4 16

Total 106 105 99 109 120 2143 Final Scores

636 520 416 327 244 2143

Maximal Scores 960 800 640 480 320 3200 Average Scores 3.3125 3.28125 3.09375 3.4063 3.75 3.36875 Percentage 11.04% 13.13% 15.47% 22.71% 37.50% 19.97%


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142

SCORES OF CYCLE II FROM SECOND CORRECTOR

Subject

: English Class

: IX A

Semester : Odd School



1 2 3 4 5 18 15 9 12 6 60 24 20 12 12 8 76 18 15 12 9 8 62 24 15 12 12 8 71 18 15 12 9 8 62 24 15 12 12 8 71 18 15 16 9 6 64 18 15 12 9 8 62 18 20 12 9 8 67 18 10 12 9 6 55 18 20 12 12 8 70 18 20 12 9 8 67 18 15 12 9 8 62 24 15 12 12 8 71 24 15 12 12 8 71 18 15 12 9 6 60 24 15 16 9 8 72 18 15 12 9 6 60 24 15 12 9 8 68 24 20 16 12 8 80 18 20 12 9 8 67 24 20 12 12 8 76 18 15 12 9 8 62 18 15 12 12 6 63 18 15 12 12 8 65 18 15 12 9 8 62 18 15 12 9 8 62 18 20 12 12 6 68 24 20 12 9 8 73 18 15 12 9 8 62 18 15 12 12 6 63 18 15 12 9 8 62 636 520 393 327 240 2143 636 520 416 327 244 2143 960 800 640 480 320 3200

19.875 16.25 12.28125 10.21875 7.5 66.125 66.25% 65.00% 61.41% 68.13% 75.00% 67.16%

66.125


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143

THE RESULT OF THE INTER-RATER SCORE OF CYCLE II Subject : English

Class : IX A Semester : Even School : MTs NW 1 Kembang Kerang



1 S1 65 60 62.5 2 S2 70 76 73 3 S3 65 62 63.5 4 S4 62 71 66.5 5 S5 62 62 62 6 S6 70 71 70.5 7 S7 62 64 63 8 S8 71 62 66.5 9 S9 67 67 67

10 S10 54 55 54.5 11 S11 65 70 67.5 12 S12 60 67 63.5 13 S13 60 62 61 14 S14 70 71 70.5 15 S15 67 71 69 16 S16 60 60 60 17 S17 62 72 67 18 S18 60 60 60 19 S19 71 68 69.5 20 S20 80 80 80 21 S21 62 67 64.5 22 S22 73 76 74.5 23 S23 63 62 62.5 24 S24 62 63 62.5 25 S25 62 65 63.5 26 S26 70 62 66 27 S27 62 62 62 28 S28 70 68 69 29 S29 62 73 67.5 30 S30 68 62 65 31 S31 63 63 63 32 S32 69 62 65.5

Total 2124 2143 2133.5 Average score 65.2813 66.125 65.70313 Max. Organization 19.312 19.875 19.5935 30 Content 16.562 16.25 16.406 25 Grammar 12.125 12.281 12.203 20 Vocabulary 9.75 10.218 9.984 15 Mechanic 7.625 7.5 7.5625 10

65.374 66.124 65.749 100


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144

SCORES OF POST-TEST FROM FIRST CORRECTOR Subject

: English

Class

: IX A Semester : Even School



Corrector

: Muhammad Zaini

No Name Scores


1 S1 4 4 4 4 4 20

2 S2 4 4 4 4 4 20

3 S3 4 4 4 4 4 20

4 S4 4 4 4 4 4 20

5 S5 4 3 4 4 4 19

6 S6 4 4 4 4 4 20

7 S7 4 4 4 4 4 20

8 S8 4 3 4 4 4 19

9 S9 4 4 4 4 4 20

10 S10 3 4 4 4 4 19

11 S11 4 4 4 4 4 20

12 S12 4 4 4 4 4 20

13 S13 4 3 4 4 4 19

14 S14 3 4 4 4 4 19

15 S15 4 4 4 4 4 20

16 S16 4 4 4 4 4 20

17 S17 4 4 4 4 4 20

18 S18 4 4 4 4 4 20

19 S19 4 4 4 4 4 20

20 S20 5 4 4 5 4 22

21 S21 4 4 3 4 3 18

22 S22 5 5 4 5 4 23

23 S23 4 4 4 3 4 19

24 S24 4 4 4 4 4 20

25 S25 4 4 3 3 4 18

26 S26 4 3 4 4 4 19

27 S27 4 4 4 4 4 20

28 S28 4 4 4 4 4 20

29 S29 3 4 4 3 4 18

30 S30 4 4 4 4 4 20

31 S31 4 4 4 3 4 19

32 S32 4 4 4 4 4 20

Total 127 125 126 126 127 631

Final scores 250 246 248 248 250 1242

Maximal Scores 960 800 640 480 320 3200

Average Score 3.96875 3.90625 3.9375 3.9375 3.968 19.718

Percentage 13.23% 15.63% 19.69% 26.25% 39.69% 22.90%


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145

SCORES OF POST-TEST FROM FIRST

CORRECTOR

Subject

: English Class

: IX A

Semester

: Even School



: Muhammad Zaini

1 2 3 4 5

24 20 16 12 8 80

24 20 16 12 8 80

24 20 16 12 8 80

24 20 16 12 8 80

24 15 16 12 8 75

24 20 16 12 8 80

24 20 16 12 8 80

24 15 16 12 8 75

24 20 16 12 8 80

18 20 16 12 8 74

24 20 16 12 8 80

24 20 16 12 8 80

24 15 16 12 8 75

18 20 16 12 8 74

24 20 16 12 8 80

24 20 16 12 8 80

24 20 16 12 8 80

24 20 16 12 8 80

24 20 16 12 8 80

30 20 16 15 8 89

24 20 12 12 6 74

30 25 16 15 8 94

24 20 16 9 8 77

24 20 16 12 8 80

24 20 12 9 8 73

24 15 16 12 8 75

24 20 16 12 8 80

24 20 16 12 8 80

18 20 16 9 8 71

24 20 16 12 8 80

24 20 16 9 8 77

24 20 16 12 8 80 762 625 504 378 254 2523

960 800 640 480 320 3200

23.8125 19.53125 15.75 11.8125 7.937 78.843

79.38% 78.13% 78.75% 78.75% 79.38% 78.88%

78.84375


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146

SCORES OF POST-TEST FROM SECOND CORRECTOR Subject

: English

Class

: IX A Semester : Odd School



No Name Scores


1 S1 4 4 4 4 4 20

2 S2 4 4 4 4 4 20

3 S3 4 4 4 4 4 20

4 S4 4 4 4 4 4 20

5 S5 4 4 3 4 4 19

6 S6 4 4 4 4 4 20

7 S7 4 4 4 4 4 20

8 S8 4 4 4 4 4 20

9 S9 4 4 4 4 4 20

10 S10 4 3 4 3 4 18

11 S11 4 4 4 4 4 20

12 S12 4 4 4 4 4 20

13 S13 3 3 3 3 4 16

14 S14 4 4 4 5 4 21

15 S15 4 4 4 4 4 20

16 S16 4 3 3 4 3 17

17 S17 4 4 4 4 4 20

18 S18 4 4 4 4 4 20

19 S19 4 4 4 4 4 20

20 S20 5 4 5 5 4 23

21 S21 4 4 4 3 4 19

22 S22 5 4 4 4 4 21

23 S23 4 4 3 3 4 18

24 S24 4 4 3 4 4 19

25 S25 4 3 4 4 4 19

26 S26 4 4 3 4 4 19

27 S27 4 4 4 4 4 20

28 S28 4 4 4 4 4 20

29 S29 3 4 4 4 4 19

30 S30 4 4 3 4 4 19

31 S31 3 4 4 4 4 19

32 S32 4 4 4 4 4 20

Total 127 124 122 126 127 626

Final Scores

Maximal Scores 960 800 640 480 320 3200

Average Scores 3.96875 3.875 3.8125 3.9375 3.96875 19.5625

Percentage 13.23% 15.50% 19.06% 26.25% 39.69% 22.75%


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147

SCORES OF POST-TEST FROM SECOND CORRECTOR

Subject

: English Class

: IX A

Semester

: Odd School



1 2 3 4 5

24 20 12 12 8 76

24 20 16 12 8 80

24 20 16 12 8 80

24 20 16 12 8 80

24 20 16 12 8 80

24 20 12 12 8 76

24 20 16 12 8 80

24 20 16 12 8 80

24 20 16 12 8 80

24 15 16 9 8 72

24 20 16 12 8 80

24 20 16 12 8 80

18 15 16 9 8 66

24 20 12 15 8 79

24 20 16 12 8 80

24 15 16 12 8 75

24 20 12 12 6 74

24 20 16 12 8 80

24 20 16 12 8 80

30 20 16 15 8 89

24 20 20 9 8 81

30 20 16 12 8 86

24 20 16 9 8 77

24 20 12 12 8 76

24 15 12 12 8 71

24 20 16 12 8 80

24 20 12 12 8 76

24 20 16 12 8 80

18 20 16 12 8 74

24 20 16 12 8 80

18 20 12 12 8 70

24 20 16 12 8 80

762 620 484 378 254 2498

960 800 640 480 320 3200

23.8125 19.375 15.125 11.8125 7.9375 78.0625

79.38% 77.50% 75.63% 78.75% 79.38% 78.13%

78.0625


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148

THE RESULT OF THE INTER-RATER SCORE OF POST-TEST

Subject : English Class : IX A Semester : Even School : MTs NW 1 Kembang Kerang



1 S1 80 76 78

2 S2 80 80 80

3 S3 80 80 80

4 S4 80 80 80

5 S5 75 80 77.5

6 S6 80 76 78

7 S7 80 80 80

8 S8 75 80 77.5

9 S9 80 80 80

10 S10 74 72 73

11 S11 80 80 80

12 S12 80 80 80

13 S13 75 66 70.5

14 S14 74 79 76.5

15 S15 80 80 80

16 S16 80 75 77.5

17 S17 80 74 77

18 S18 80 80 80

19 S19 80 80 80

20 S20 89 89 89

21 S21 74 81 77.5

22 S22 94 86 90

23 S23 77 77 77

24 S24 80 76 78

25 S25 73 71 72

26 S26 75 80 77.5

27 S27 80 76 78

28 S28 80 80 80

29 S29 71 74 72.5

30 S30 80 81 80.5

31 S31 77 70 73.5

32 S32 80 80 80

Total 2523 2499 2511

Average score 78.84375 78.09375 78.46875 Max. Organization 23.812 23.812 23.812 30 Content 19.531 19.375 19.453 25 Grammar 15.75 15.125 15.4375 20 Vocabulary 11.8125 11.812 11.81225 15 Mechanic 7.937 7.937 7.937 10

78.843 78.061 78.452 100


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149

The Improvement of Students’ Achievement from Pre-test to Post-test


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150

t-tes of non independent Between Pre-test and Cycle I

S.N Pre-test Cycle I D D²

1 49 57 8 64 2 53 61 8 64 3 47 55.5 8.5 72.25 4 57.5 64 6.5 42.25 5 52 54 2 4 6 46 56.5 10.5 110.25 7 53 56 3 9 8 50.5 51.5 1 1 9 50.5 52 1.5 2.25

10 45 48.5 3.5 12.25 11 48 54 6 36 12 49 50 1 1 13 49.5 57 7.5 56.25 14 53 55.5 2.5 6.25 15 61 59.5 -1.5 2.25 16 56 56 0 0 17 51.5 51 -0.5 0.25 18 48 53.5 5.5 30.25 19 57 55.5 -1.5 2.25 20 66 77.5 11.5 132.25 21 50.5 59 8.5 72.25 22 65 70 5 25 23 47.5 55 7.5 56.25 24 48 52 4 16 25 49 60.5 11.5 132.25 26 52 51.5 -0.5 0.25 27 51 52.5 1.5 2.25 28 53 59 6 36 29 55.5 65 9.5 90.25 30 46 52.5 6.5 42.25 31 51 53 2 4 32 50 55.3 5.3 28.09

∑ 1661 1810.8 149.8 1152.84


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151

t-test of non independent between the Pre-test and Cycle I

Because to( 93818881.6 ) is higher than tt(31, 0,05)(1.960) or to > tt, it can be concluded that there is a significant different between the result of the Pre-test and Cycle I .

93818881.60.67470778

68125.4

45523059.0

68125.4

99258875.451

68125.4

)132(3232

)8.149(84.1152

68125.4

)132(3232

)8.149(84.1152

32

8.149

)1(

D²222)(

====

-

-

=

-

-

=

-

å-

=

ånn

n

Dt

D


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152

t-tes of non independent

Between Cycle I and Cycle II

S.N Cycle I Cycle II D D² 1 57 62.5 5.5 30.25 2 61 73 12 144 3 55.5 52.5 -3 9 4 64 63.5 -0.5 0.25 5 54 66.5 12.5 156.25 6 56.5 62 5.5 30.25 7 56 70.5 14.5 210.25 8 51.5 63 11.5 132.25 9 52 66.5 14.5 210.25

10 48.5 67 18.5 342.25 11 54 54.5 0.5 0.25 12 50 67.5 17.5 306.25 13 57 63.5 6.5 42.25 14 55.5 70.5 15 225 15 59.5 69 9.5 0 16 56 60 4 16 17 51 67 16 256 18 53.5 60 6.5 42.25 19 55.5 69.5 14 196 20 77.5 80 2.5 6.25 21 59 64.5 5.5 30.25 22 70 74.5 4.5 20.25 23 55 62.5 7.5 56.25 24 52 62.5 10.5 110.25 25 60.5 63.5 3 9 26 51.5 66 14.5 210.25 27 52.5 62 9.5 90.25 28 59 69 10 100 29 65 67.5 2.5 6.25 30 52.5 65 12.5 156.25 31 53 63 10 100 32 55.3 65.5 10.2 104.04

∑ 1810.8 2094 283.2 3348.29


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153

t-test of non independent between Cycle I and Cycle II Because to(9.60618172) is higher than tt(31, 0,05)(1.960) or to > tt, it can be concluded that there is a significant different between the result of Cycle I and Cycle II.

9.606181720.92128176

85.8

0.84876008

85.8

992841.97

85.8

)132(3232

)2.283(3348.29

85.8

)132(3232

)2.283(3348.29

32

2.283

)1(

D²222)(

====

-

-

=

-

-

=

-

å-

=

ånn

n

Dt

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154

t-tes of non independent Between Cycle II and Post-test

S.N Cycle II Post-test

D D²

1 62.5 78 15.5 240.25 2 73 80 7 49 3 3 80 77 5929 4 63.5 80 16.5 272.25 5 66.5 77.5 11 121 6 62 78 16 256 7 70.5 80 9.5 90.25 8 63 77.5 14.5 210.25 9 66.5 80 13.5 182.25

10 67 73 6 36 11 54.5 80 25.5 650.25 12 67.5 80 12.5 156.25 13 63.5 70.5 7 49 14 70.5 76.5 6 36 15 69 80 11 121 16 60 77.5 17.5 306.25 17 67 77 10 100 18 60 80 20 400 19 69.5 80 10.5 110.25 20 80 89 9 81 21 64.5 77.5 13 169 22 74.5 90 15.5 240.25 23 62.5 77 14.5 210.25 24 62.5 78 15.5 240.25 25 63.5 72 8.5 72.25 26 66 77.5 11.5 132.25 27 62 78 16 256 28 69 80 11 121 29 67.5 72.5 5 25 30 65 80.5 15.5 240.25 31 63 73.5 10.5 110.25 32 65.5 80 14.5 210.25

∑ 2044.5 2511 466.5 11423.25


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155

t-test of non independent between Cycle II and the Post-test

Because to( 26.75330675 ) is higher than tt(31, 0,05)(1.960) or to > tt, it can be concluded that there is a significant different between the result of Cycle II and the Post-test .

26.7533067562.15866471

14.578125

44.65983335

14.578125

99284622.55468

14.578125

)132(3232

)466.5(11423.25

14.578125

)132(3232

)466.5(11423.25

32

466.5

)1(

D²222)(

====

-

-

=

-

-

=

-

å-

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ånn

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156

t-tes of non independent Between Pre-test and Post-test

S.N Pre-test Post-test D D² 1 49 78 29 841 2 53 80 27 729 3 47 80 33 1089 4 57.5 80 22.5 506.25 5 52 77.5 25.5 650.25 6 46 78 32 1024 7 53 80 27 729 8 50.5 77.5 27 729 9 50.5 80 29.5 870.25

10 45 73 28 784 11 48 80 32 1024 12 49 80 31 961 13 49.5 70.5 21 441 14 53 76.5 23.5 552.25 15 61 80 19 361 16 56 77.5 21.5 462.25 17 51.5 77 25.5 650.25 18 48 80 32 1024 19 57 80 23 529 20 66 89 23 529 21 50.5 77.5 27 729 22 65 90 25 625 23 47.5 77 29.5 870.25 24 48 78 30 900 25 49 72 23 529 26 52 77.5 25.5 650.25 27 51 78 27 729 28 53 80 27 729 29 55.5 72.5 17 289 30 46 80.5 34.5 1190.25 31 51 73.5 22.5 506.25 32 50 80 30 900

∑ 1661 2511 850 23132.5


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157

t-test of non independent between Pre-test and Post-test

Because to( 335.5322709 ) is higher than tt(31, 0,05)(1.960) or to > tt, it can be concluded that there is a significant different between the result of the Pre-test and the Post-test.

335.532270950.74755987

26.5625

60.55884576

26.5625

992554.375

26.5625

)132(3232

)5.439(23132.5

26.5625

)132(3232

)5.439(23132.5

32

850

)1(

D²222)(

====

-

-

=

-

-

=

-

å-

=

ånn

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158

QUESTIONAIRES BEFORE TREATMENT TO THE STUDENTS (KUISIONER UNTUK SISWA SEBELUM PERLAKUAN)

Name ……………………………………

Class:……………………………………

What difficulties do you still finding in writing a procedure text?

a. In understanding lexical meaning

b. In understanding contextual meaning

c. In choosing words

d. In applying words in a sentence

e. In spelling

f. In redundant information

g. In using the parts of speech

h. In arranging the sentence

i. In using punctuation

j. In using preposition

k. In using articles

l. In Exploring ideas

m. In applying generic structure: goal, material/equipment, and steps.

n. In applying language features:

1). In using imperative verbs 2). In using action verb 3). In using connective to arrange the activities 4). In using adverbial to show the time, place, and accurate step

4. List other difficulties and why it is difficult …………………………………………………………………………. …………………………………………………………………………

5. Write what you hope or want in writing class.

………………………………………………………………………… …………………………………………………………………………


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159

Recapitulation of Students’ Difficulties in writing Procedure Texts before Treatment

No Difficulties in Writing Procedure Texts Number of Students

Percentage

a. In understanding lexical meaning 30 94% b. In understanding contextual meaning 32 100% c. In choosing words 28 88% d. In applying words in a sentence 24 75% e. In spelling 24 75% f. In redundant information 21 66% g. In using the parts of speech 25 78% h. In arranging the sentence 27 84% i. In using punctuation 17 53% j. In using preposition 23 72% k. In using articles 26 81% l. In Exploring ideas 29 91% m. In applying generic structure: goal,

material, and steps. 27 84% n. In applying language features: 1) In using imperative verbs 21 66% 2) In using action verb 20 63% 3) In using connective to arrange the

activities 24 75% 4) In using adverbial to show the time,

place, and accurate steps. 23 72%


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160

QUESTIONAIRES AFTER TREATMENT TO THE STUDENTS

(KUISIONER UNTUK SISWA SETELAH PERLAKUAN)

Jawablah setiap pertanyaan di bawah ini dengan cara menyilang huruf a, b, atau c. tanpa dipengaruhi oleh siapapun. 1. Apakah anda dapat memahami pesan dari setiap gambar yang diberikan?

a. Ya b. Tidak c. Tidak tahu

2. Apkah anda dapat mengidentifikasi unsur generic structure dan language feature teks prosedur? a. Ya b. Tidak c. Tidak tahu

3. Apakah dengan menggunakan gambar berseri pemahaman anda tentang unsur generic structure dan language feature teks prosedur lebih jelas? a. Ya b. Tidak c. Tidak tahu

4. Apakah anda dapat menyusun teks prosedur berdasarkan gambar berseri? a. Ya b. Tidak c. Tidak tahu

5. Apakah dengan menggunakan gambar berseri anda lebih mudah menyusun teks prosedur? a. Ya b. Tidak c. Tidak tahu

6. Apakah anda merasa senang menggunakan gambar berseri untuk mempelajari dan menyusun teks prosedur? a. Ya b. Tidak c. Tidak tahu Kesan dan pesan:


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161

Recapitulation of students’ Questionnaire Answers after Treatment (Rekapitulasi hasil jawaban kuisioner siswa setelah perlakuan)

No Pertanyaan Ya Kadang- kadang

Tidak Tidak tahu

1 Apakah anda dapat memahami pesan dari setiap gambar yang diberikan?

31

1 0 0

96.875% 3.125% 0% 0%

2 Apakah anda dapat mengidentifikasi unsur generic structure dan language feature teks procedure?

32

0 0 0

100% 0% 0% 0%

3

Apakah denggan menggunakan gambar berseri pemahaman anda tentang unsur generic structure dan language feature teks prosedur lebih jelas?

32

0 0 0

100% 0% 0% 0%

4 Apkah anda dapat menyusun teks prosedur berdasarkan gambar berseri?

32

0 0 0

100% 0% 0% 0%

5 Apakah dengan menggunakan gambar berseri anda lebih mudah menyusun teks prosedur?

32

0 0 0

100% 0% 0% 0%

6 Apakah anda merasa senang menggunakan gambar berseri untuk mempelajari dan menyusun teks prosedur?

32

0 0 0

100% 0% 0% 0%


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Pedoman wawancara dengan guru

(The interview guidance to the teacher)

Hal-hal yang ditanyakan dalam wawancara adalah sebagai berikut:

1. Pembelajaran bahasa Inggris di kelas IX A MTs NW 1 Kembang Kerang

pada umumnya.

2. Metode pengajaran yang digunakan untuk mengajar menulis teks.

3. Respon siswa ketika menulis teks.

4. Kemampuan siswa dalam menulis teks

5. Kesulitan siswa dalam menulis teks

6. Siswa yang menonjol khususnya untuk mata pelajaran bahasa Inggris.

7. Siswa yang perlu perhatian khusus.

8. Pemahaman tentang Genre based approach.

Pedoman waancara dengan siswa

(The interview guidance to the students)

Hal-hal yang ditanyakan dalam wawancara adalah sebagai berikut

1. Sikap siswa terhadap pelajaran bahasa Inggris

2. Perasaan siswa ketika diminta menulis teks

3. Kesulitan siswa dalam menulis teks

4. Pengajaran yang diinginkan siswa khususnya untuk menulis teks

5. Respon siswa terhadap pembelajaran bahasa Inggris yang diikuti

6. Pemahaman siswa terhadap materi yang disampaikan

Adapted from “Penelitian dan Penilaian Pendidikan, (Nana Sudjana, 2009: 102)


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Hasil wawancara sebelum perlakuan dengan guru

(The result of interview before treatment to the teacher)

Day/date : Saturday, 29th of Jan. 2011

Interviewer (X) : Muhammad Zaini, S.Pd

Interviewee (Y) : Shabrin, SS

X :Good morning, pak Shabrin.

Y : Good morning, pak . Ada yang bisa saya bantu, pak?

X : Maaf pak, bisa mengganggu sebentar?

Y : Oh silahkan, as long as I can.

X : Gimana kesan pak Shabrin mengajar di kelas IX A?

T : Biasa-biasa aja pak. Bapak kan maklum tidak seperti di sekolah negeri.

X : Sudah pernah ngasi materi writing pada mereka, pak?

Y : Sudah pak, sekali kalau nggak salah.

X : Hanya sekali doang? Kok bisa begitu pak?

Y : Ya, gimana lagi pak, kita kan dituntut ngejar tayang (materi).

X : Gimana tanggapan mereka ketika saudara ngasi materi menulis?

Y : Dingin responnya, terutama pada saat saya meminta mereka untuk

menulis teks.

X : Gimana pak hasil writing mereka?

Y : Ya, begitulah, sangat kurang pak.

X : Pak, untuk pengajaran writing, tehnik apa yang pak Shabrin berikan?

Y : Ya, saya berikan contoh, kemudian saya jelaskan dan memberikan

mereka beberapa latihan.


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X : Cara penilaiannya gimana pak?

Y : Saya hanya memfokuskan pada isi dan grammarnya saja pak

X : Kesulitan yang mereka rasakan dalam menulis apa pak?

Y : Cara memulai menulis, kosa kata terbatas, cara merangkai kata-kata

menjadi paragraf, kesulitan mengembangkan ide.

X : Untuk grammarnya pak?

Y : Ya masih payah, pak

X : Pak Shabrin, bisa nggak nyebutin siswa yang bagus Inggrisnya.

Y : Muhammad Zainuddin, panggilannya Ceng.

X : Kalau yang perlu mendapatkan perhatian,siapa saja?

Y : Ismail, pak.

X : Ma’af pak, gimana cara saudara menyampaikan materi bahasa Inggris?

Y : Saya masih memakai cara konvensional, kok pak.

X :Pak, sudah pernah menyampaikan materi dengan genre based approach?

Y : Saya belum begitu paham dengan itu, pak tapi untungnya buku yang saya

pakai banyak membantu untuk memahaminya.

X : Oke Pak, terimakasih atas waktu dan kesediaannya untuk berbagi.


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Hasil wawancara sebelum perlakuan dengan siswa

(The result of interview before treatment to the students)

Day/date : Sunday, 7th of February 2011

Interviewer (Guru) : Muhammad Zaini

Interviewee (Siswa) : 1.Muhammad Zainuddin(Eceng)

2.Muhyidin

3.Suharno

1. Guru dengan Muhammad Zainuddin (Eceng)

Guru : Assalamualaikum Ceng, bisa ngobrol sebentar?

Siswa : Ada apa ya pak?

Guru : Ceng, suka nggak pelajaran bahasa Inggris?

Siswa : suka, pak.

Guru : materi pelajaran bahasa Inggras itu kan banyak, ada listening, speaking,

writing, reading, grammar, dan masih ada yang lainnya. Yang mana

yang kamu anggap paling sulit?

Siswa : Writing pak.

Guru : Kesulitanmu di apanya?

Siswa : Terus terang pak, saya itu ndak suka nulis pak, dan kesulitan saya ketika

nulis adalah cara memulai nulis pak, kosa kata saya cuma sedikit dan cara

merangkai kata-kata saya juga bingung grammar saya juga payah.

Guru : Kalau untuk menemukan ide sulit nggak?

Siswa : Wah itu malah yang lebih sulit lagi, karna saya betul-betul tidak terbiasa

menulis, pak.


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Guru : lha! terus gimana caranya supaya menulis itu jadi mudah, menurutmu?

Siswa : Ya dikasi contoh dulu, dikasi tahu caranya, lalu dikasi latihan yang

cukup, pak.

Guru : Ya sudah, besok kita coba saranmu, terima kasih waktunya nak.

Siswa : Sama-sama pak.

2. Guru dengan Muhyidin

Guru : Pagi Yid, bisa ngobrol sebentar?

Siswa : Bisa, pak. Ada apa ya pak?

Guru : Nggak ada apa-apa kok. ngomong-ngomong kamu suka nggak

pelajaran bahasa inggris?

Siswa : Suka sekali, bahkan salah satu pelajaran favoritku pak.

Guru : Materi pelajaran bahasa inggris itu kan banyak, ada listening, speaking,

writing, reading, grammar, dan masih ada yang lainnya. Yang mana

yang paling kamu anggap paling sulit

Siswa: Writing, pak.

Guru: Kalau menulis teks, sulit nggak?

Siswa: Ya sulit juga sih, tapi saya suka nulis meskipun bukan dalam bahasa

Inggris.

Guru: yang masih kamu rasa sulit yang mana dalam menulis?

Siswa: Kosa katanya dan cara merangkainya pak.

Guru : Kalau untuk menemukan ide, sulit nggak?

Siswa: itu juga, pak.

Guru: Gurumu sudah pernah ngasih pelajaran menulis apa?


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Siswa: teks prosedur, pak.

Guru: Gimana perasaanmu ketika kamu di suruh menulis teks itu?

Siswa: Biasa-biasa saja pak. Ya saya coba semampu saya.

Guru: Kamu tahu nggak manfaat mempelajari teks prosedur?

Siswa: Ya tahu pak, untuk memberitahukan langkah-langkah membuat sesuatu

atau mengerjakan seauatu.

Guru: Kamu masih ingat teks organizernya?

Siswa: Text organizer itu apa sih pak, saya kok baru mendengar istilah itu.

Guru: Text organizer itu tata cara membuat sebuah sebuah teks yang memuat

apa-apa yang harus ada pada masing-masing jenis teks.

Siswa: Apa dengan teks organizer itu menulis jadi lebih mudah,pak?

Guru: O ya, sudah barang tentu. Ya sudah kalau begitu kita coba saja besok.

Terima kasih ya, sudah bisa ngobrol

Siswa: Sama-sama, pak


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Hasil wawancara dengan siswa setelah perlakuan

(The result of interview after cycle I to the students)

Day/date : 15th of March 2011


Interviewee (Siswa) : 1. Muhammad Zainuddin(Eceng)

2. Muhyidin

3. Suharno

1. Guru dengan Muhammad Zainuddin(Eceng)

Guru: Ceng, saya mau ngobrol dengan kamu sebentar, bisa kan

Siswa: Iya pak, ada apa, pak.

Guru: Saya mau tanya tentang pelajaran bahasa Inggris yang baru saja kamu

terima tadi, gimana pendapatmu?

Siswa: Menyenangkan, terutama cara pak guru menyampaikan cara menulis

prosedur dengan pictures, betul-betul membantu dan mempermudah

dalam menulis, pak. Kan kita tinggal merangkai kata-kata yang ada di

….apa tadi pak?

Guru: picture series maksudmu?

Siswa: Iya, picture series, pak

Guru: Apa kamu masih mempunyai kesulitan yang lainnya

Siswa: Ada, pak?

Guru: Apa kesulitanmu?

Siswa: Mengembangkan ide dan kosa katanya, pak.


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Guru: Oh…itu, kamu bisa mengatasinya dengan cara banyak latihan dan banyak

membaca, ya sudah kita coba pecahkan masalahmu di pertemuan

mendatang.

2. Guru dan Muhyidin

Guru: Yid, saya mau ngobrol dengan kamu sebentar

Siswa: Ada apa, pak?

Guru: Apa kesan kamu tentang pelajaran bahasa Inggris hari ini?

Siswa: Menyenangkan, pak

Guru: Apa penjelasan saya tadi bisa kamu terima, meskipun sebagaian besar saya

sampaikan dalam bahasa Inggris?

Siswa: Cukup jelas pak, meskipun juga ada sebagian yang kurang bisa dimengerti,

tapi pak guru selalu mencoba dengan mencari tahu sekiranya membuat

kita ngerti apa yang bapak maksud, yang kayak tadi pak tebakan

berhadiah untuk kata-kata yang tidak kita tahu.

Guru: Kamu masih punya kesulitan yang lain ngak, Yid?

Siswa: Masih ada, pak.

Guru: Apa kesulitanmu?

Siswa: Mengembangkan ide dan kosa katanya, pak.

Guru: Oh……..itu, kamu bisa mengatasinya dengan cara banyak latihan, banyak

membaca, dan menghafalkan kosa kata. Kalau gitu pertemuan mendatang

kita pecahkan persoalan itu. Ya sudah terima kasih sudah bisa ngobrol

dengan kamu.

Siswa: Sama-sama pak.


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3. Guru dengan Suharno

Guru: Nok, bisa kita ngobrol sebentar?

Siswa: Ada apa pak ya?

Guru: Gimana kesanmu tentang pelajaran bahasa Inggris hari ini?

Siswa: Sebetulnya menyenangkan, tapi saya masih belum faham, pak.

Guru: Apanya yang belum kamu fahami?

Siswa: Hampir semuanya pak, istilah-istilahnya yang bapak berikan tadi baru

saya dengar hari ini, pak.

Guru: Ya sudah, besok lusa kita ulang keterangan yang baru tadi saya berikan,

tapi jangan malu tanya saya atau temanmu yang sudah ngerti. Soalnya

kamu dikelas tadi nggak nanya sama sekali.

Siswa: Saya takut pak.

Guru: Jangan takut, malu bertanya sesat di jalan. Ya sudah terima kasih sudah

mau berbagi.


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Hasil wawancara setelah siklus II pada siswa

(The result of interview after cycle II to the students)

Day/date : Wednesday, 16th of March 2011


Interviewee (Siswa) : 1.Muhammad Zainuddin(Eceng)

2. Muhyidin

3.Suharno

Guru dengan Muhammad Zainuddin (Eceng), Muhyidin, dan Suharno

(secara bersama).

Guru: Sebelumnya saya minta ma’af sudah menyita waktu istirahat kalian.

Siswa: Ngak apa-apa kok pak, mau nanyai kita lagi kan pak?

Guru: Iya, saya mau tanya, apakah penjelasan dan kegiatan yang kita lakukan

selama ini sudah dapat memecahkan kesulitan kalian, jawab dengan jujur

ok?

Siswa: Alhamdulillah (Syukur) sudah sangat membantu untuk memahami apa itu

teks prosedur (Muhyidin). Apalagi bapak kan membawa peralatan-

peralatan yang dibutuhkan ke dalam kelas pak, dan langsung memberikan

contoh dan praktek cara membantu juice (Eceng). Wah itu sangat

membantu untuk mengenali benda yang sesungguhnya dan tahu apa

bahasa Inggrisnya secara langsung (Suharno).

Guru: Gimana dengan kesulitan kalian yang lain?

Siswa: Yang mana, pak?

Guru: Tentang mengembangkan ide, kosa kata dari memulai menulis, itu kan yang

kamu masih keluhkan?


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Siswa: Iya pak, tapi kita sudah banyak kemajuan karena pak wal sudah

memberikan banyak contoh dan latihan pak, jadi kita merasa sudah lebih

banyak kemajuan dibandingkan dengan sebelumnya.

Guru: Ya sudah kalau begitu, terima kasih sudah meluangkan waktu kalian

mudah-mudahan kita dapat berbincang-bincang lain waktu.

Siswa: Kami harap begitu juga, pak.


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Observation Aspects of Cycle I (Aspek Pengamatan Cycle I)

Nama Siswa: Muhibbudin (Hib) No Aspek yang Diamati/Dinilai Tingkat Kemampuan 1 2 3 4 5 1 2 3 4

Tahap BKOF a. Pemahaman siswa terhadap gambar

berseri b. Kemampuan memahami genric

structure teks prosedur c. Kemampuan memahami language

feature teks prosedur

Tahap MOT a. Pemahaman siswa terhadap teks yang

diberikan b. Kemampuan siswa mengidentifikasi

generic structure teks procedure c. Kemampuan siswa mengidentifiksi

language feature teks prosedur

Tahap JCOT a. Pemahaman siswa terhadap gambar

berseri untuk menyusun teks prosedur dengan teman kelompoknya

b. Kemampuan siswa menyusun teks prosedur berdasarkan gambar berseri

c. Kemampuan siswa menerapkan generic structure and language feature dalam menyusun teks prosedur

Tahap ICOT

a. Pemahaman siswa terhadap gambar berseri untuk menyusun teks prosedur secara individu

b. Kemampuan siswa menerapkan generic structure and language feature dalam menyusun teks prosedur

c. Kemampuan siswa menyusun teks prosedur berdasarkan gambar berseri

X

X

X

X

X

X

X

X

X

X

X

X

Keterangan: Nilai 1: Jelek Nilai 2: Kurang Nilai 3: Cukup Nilai 4: Baik Nilai 5: Sangat baik


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Observation Aspects of Cycle II (Aspek Pengamatan Cycle II)

Nama Siswa: Muhammad Zainuddin (Ceng) No Aspek yang Diamati/Dinilai Tingkat Kemampuan 1 2 3 4 5 1 2 3 4

Tahap BKOF a. Pemahaman siswa terhadap gambar

berseri b. Kemampuan memahami generic

structure teks prosedur c. Kemampuan memahami language

feature teks prosedur

Tahap MOT a. Pemahaman siswa terhadap teks

yang diberikan b. Kemampuan siswa mengidentifikasi

generic structure teks procedure c. Kemampuan siswa mengidentifiksi


Tahap JCOT a. Pemahaman siswa terhadap gambar


b. Kemampuan siswa menyusun teks prosedur berdasarkan gambar berseri

c. Kemampuan siswa menerapkan generic structure and language feature dalam menyusun teks prosedur

Tahap ICOT

a. Pemahaman siswa terhadap gambar berseri untuk menyusun teks prosedur secara individu

b. Kemampuan siswa menerapkan generic structure and language feature dalam menyusun teks prosedur

c. Kemampuan siswa menyusun teks prosedur berdasarkan gambar berseri

X X X X X X X X

X X X X



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Recapitulation of Observation Aspects of Cycle I (Rekapitulasi Aspek Pengamatan Cycle I)

No Aspek yang Diamati/Dinilai Kriteria SB B C K J 1 2 3

Identifying the generic structure of procedure

text based on picture series

Applying the language features in writing

procedure text based on picture series

Writing procedure text based on picture series

11 11 7

13 15 12

8 6 13



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Recapitulation of Observation Aspects of Cycle II

(Rekapitulasi Aspek Pengamatan Cycle II)

No Aspek yang Diamati/Dinilai Kriteria SB B C K J 1 2 3

Identifying the generic structure of procedure

text based on picture series

Applying the language features in writing

procedure text based on picture series

Writing procedure text based on picture series

5 7 6

26 24 27

1 1 2



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Recapitulation of Observation Aspects of Cycle I ( Rekapitulasi Aspek Pengamatan Cycle I)

No Aspek yang Diamati/Dinilai Kriteria SB B C K J 1 2 3 4

Tahap BKOF d. Pemahaman siswa terhadap gambar

berseri e. Kemampuan memahami generic structure

teks prosedur f. Kemampuan memahami language feature

teks prosedur

Tahap MOT d. Pemahaman siswa terhadap teks yang

diberikan e. Kemampuan siswa mengidentifikasi

generic structure teks procedure f. Kemampuan siswa mengidentifiksi


Tahap JCOT d. Pemahaman siswa terhadap gambar


e. Kemampuan siswa menyusun teks prosedur berdasarkan gambar berseri

f. Kemampuan siswa menerapkan generic structure and language feature dalam menyusun teks prosedur

Tahap ICOT

d. Pemahaman siswa terhadap gambar berseri untuk menyusun teks prosedur secara individu

e. Kemampuan siswa menerapkan generic structure and language feature dalam menyusun teks prosedur

f. Kemampuan siswa menyusun teks prosedur berdasarkan gambar berseri



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Recapitulation of Observation Aspects of Cycle II (Rekapitulasi Aspek Pengamatan Cycle II)

No Aspek yang Diamati/Dinilai Kriteria SB B C K 1 2 3 4

Tahap BKOF g. Pemahaman siswa terhadap gambar

berseri h. Kemampuan memahami generic structure

teks prosedur i. Kemampuan memahami language feature

teks prosedur

Tahap MOT g. Pemahaman siswa terhadap teks yang

diberikan h. Kemampuan siswa mengidentifikasi

generic structure teks procedure i. Kemampuan siswa mengidentifiksi


Tahap JCOT g. Pemahaman siswa terhadap gambar


h. Kemampuan siswa menyusun teks prosedur berdasarkan gambar berseri

i. Kemampuan siswa menerapkan generic structure and language feature dalam menyusun teks prosedur

Tahap ICOT

g. Pemahaman siswa terhadap gambar berseri untuk menyusun teks prosedur secara individu

h. Kemampuan siswa menerapkan generic structure and language feature dalam menyusun teks prosedur

i. Kemampuan siswa menyusun teks prosedur berdasarkan gambar berseri



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FIELD NOTE 1

Day and Date : Wednesday, 16th of February 2011

Time : 7.00-8.20 a.m


Object : IX A

Researcher : Muhammad Zaini (The writer)

Collaborator : Shabrin, SS.

Method : Observation

The observation was carried out in Class IX A that located is beside

the highway. This class consists of 32 students, they are all males. The class is

bright enough and clean. The condition of the class is comfort because there are

many windows that make air circulation well. The class is big enough, so the

students’ desks are not very close.

On the first day of the observation, the class was very crowded when

the teacher and his collaborator entered the class. However, when the teacher

greeted the students to begin the lesson, most of them gave good respond. Then

teacher engaged them enter the lesson by giving some questions most of the

students just kept silent. Some of the students tried to answer the questions

although their answers were not true. It seemed that they shy to speak up

answering the teacher’s questions.

During teaching learning activities be held, most of the students did

not give attention. They still made little conversation with their friend. On the

other hand, some of the students followed the lesson enthusiastically. They tried

to understand what the teacher explained. They looked interested in the lesson

when the teacher taught using pictures. By using pictures the teacher began to

explain the lesson which they studied that day.

The students looked serious when teacher explained generic structure

of a procedure text. The students tried to understand. The teacher gave some

examples dealing with it. It seemed that the teacher tried to explain the lesson

clearly.


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After explaining the lesson, the teacher gave some exercises to know

the students’ understanding. Some of the students did the exercises seriously.

However, most of students did not do the task seriously. They did the task while

talking with their friends. The teacher had remembered them to do the task well

but some of the students kept silent just a while. They were back talking with their

friends again. Then, the teacher explained language features of a procedure text

clearly. However, most of students still looked confused about it. The teacher

explained it again in order the students understand. To know the students’

understanding, the teacher gave the students exercises dealing with generic

structure and language features of a procedure text. The students tried to do the

exercises correctly. All of the exercises were checked together. The teaching-

learning process ran well.


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FIELD NOTE 2

Day and Date : Wednesday, 22nd of February 2011

Time : 8.20. a.m- 9.40 a.m


Object : IX A


Collaborator : Shabrin, SS


On the second day of the observation, the weather was bright when the

teaching learning activity began. In this second meeting the students’ behavior

was still the same as before. They were very noise, they talked each other with

their friend. But, as soon as the teacher and collaborator entered the class, all of

the students were silent. They gave a good respond when the teacher greeted

them.

Teaching learning activity began. The teacher tried to greet them and

explain the lesson well. The teacher explained the lesson steps by namely Joint

Construction of Text and Independent Construction of Text. It was good that the

teacher gave questions to the students and pointed the students to answer

randomly. Here, in Joint Construction of Text the teacher asked the students to do

the exercise given in pairs. Then the teacher asked the students to check their

answer together. In Independent Construction of Text the teacher asked the

students to do exercise individually.

It was good that the teacher used a picture series during teaching

learning process, Joint Construction of Text and Independent Construction of

Text. And the pictures were different for each stage. The teacher tried to use it as

optimal as possible.

The students’ respond was still lack. Most of students just kept silent

when the teacher gave them some questions. However, when the teacher

explained the students they looked serious to follow the teaching learning process.

It seemed that they tried to understand the lesson. When the students were asked


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to construct the text based on the pictures given in Joint Construction of Text and

Independent Construction of Text some of the students did the exercise seriously.

And the rest of the students did not do the exercise given seriously. The teaching

learning activity ran well.


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FIELD NOTE 3

Day and Date : Wednesday, 23rd of February 2011

Time : 07.00 a.m-08.20 a.m


Object : IX A




On the third day of the observation, the condition and situation of class

was not quiet. However, when the teacher greeted them, they responded well and

they become quite. It looked that they were ready to follow the lesson. The

weather is bright. It seemed that they enjoyed to study.

Teacher gave the students some questions to know whether the

students memorized the lesson had been given before. The students listened what

the teacher said. When the teacher explained the lesson dealing with recount text

the students listened seriously and enthusiastically. They tried to understand the

lesson. However, some of the students still talked each other with their friend.

Teacher tried to explained generic structure and language feature to the

students clearly. When the teacher explained the procedure text, the teacher used

pictures series as instructional media. The students seemed interested in joining

the class.

When the teacher gave the students exercises dealing with procedure

text, some of students tried to do the exercises seriously. On the other hand, most

of the students did not do the task seriously. The teacher tried to engage them to

do the exercises enthusiastically. The students’ respond were good. Finally the

students did the exercises seriously.

The students looked enthusiastically joining the class until time was

over. It means that the teaching learning process ran well, although the students,

sometimes, still made a little conversation with their friends. The teaching

learning activity ran well.


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FIELD NOTE 4

Day and Date : Wednesday, 2 March 2011

Time : 07.00 a.m-08.20 a.m


Object : IX A




On the fourth day of the observation, the class was rather noise. It

happened because hey just have a rest. However, they become quite after the

teacher entered the class. The class was clean but unfortunately the students forgot

to clean the blackboard.

As usual the teacher began the teaching learning by greeting the students.

The students responded well. The last meeting was the stages of Building

Knowledge of Field and Modeling of Text and in this time were Joint

Construction of Text and Independent Construction of Text. The teacher managed

the class well. He managed the class well. The first he asked the students to do

exercise in pairs. And the result of the exercises was checked together. It was

good, so the students knew their mistakes. Then, he asked the students to do the

exercise individually. All of the exercises were to construct a procedure text based

on a picture series given. The pictures were different for each stage.

The students did the exercises given seriously. They tried to do exercises

well. Some students still made a little conversation with their friends. They were

quite when the teacher remind them to keep silent. The time was over. The

teaching learning activity ran well.


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FIELD NOTE 5

Day and Date : Tuesday, 8th of March 2011

Time : 08.20 a.m-09.40 a.m


Object : IX A




On the fifth day of the observation, the students looked enthusiastically

when the teacher entered their class and greeted them as usual. The students gave

good response when the teacher gave them some questions to encourage them

entering the new topic. They tried to answer correctly, however, some of students

still kept silent. And some of them just whispered.

The teacher explained the lesson, and he tried to make his students

understand. To make the students interested in his lesson, the teacher toke real

object. The things were made as interesting as possible. Then, teacher gave the

students exercises. Here, the teacher divided the students in pairs. And then the

teacher asked the students do the exercises individually. It looked that the teacher

wanted to use the time as optimal as possible. And she tried to manage the class as

well as possible as, too.

The students did the exercises seriously and enthusiastically. It looked that

they wanted to do the exercises that make a little conversation during teaching

learning process learning quiet. They listened what the teacher explained. The

students looked seriously joining the class until the time was over. It looked that

teaching learning process ran well.


commit to user

186

FIELD NOTE 6

Day and Date : Tuesday, 9th of March 2011

Time : 07.00 a.m-08.20 a.m


Object : IX A




On the sixth day of the observation, the day was bright. It was nice to

study. It was time to continue the lesson. The class has changed. The students

were quite when the teacher entered the class. They responded the teacher’s

greeting well. The teacher gave them questions to remind them they studied

before.

Teacher gave the students exercise to make a procedure text based on

picture series given in pairs in the stage of Joint Construction of Text. And he

asked the students to construct a procedure text based on the picture series given

which different pictures than before individually in the stage of independent

Construction of Text. These steps was suitable with the lesson plan which made

by the teacher. Finally the teaching- learning activity ran well.

The students responded well. The students did the task seriously and

enthusiastically. They still made a little conversation but they talked their lesson.

The teaching-learning process ran well.