basic questioning with picture
DESCRIPTION
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THE EFFECTIVENESS OF USING BASIC QUESTIONING
WITH PICTURE TO IMPROVE THE STUDENTS’
DESCRIPTIVE WRITING SKILL
(An Experimental Research at the Seventh Grade of SMP N 31 Semarang
in the Academic Year of 2011/2012)
THESIS
Submitted in Partial Fulfillment of the Requirement for Gaining
The Degree of Bachelor in English Language Education
By:
ULIN NI’MAH
Student Number : 083411054
TARBIYAH FACULTY
WALISONGO STATE INSTITUTE FOR ISLAMIC STUDIES
SEMARANG
2012
ii
THESIS PROJECT STATEMENT
I am, the student with the following identity:
Name : Ulin Ni‟mah
Student Number : 083411054
Department : English Language Education
certify that this is definitely my own work. I am completely responsible for the
content of this thesis. Other writer‟s opinions or findings included in the thesis are
quoted or cited in accordance with ethical standards.
Semarang, 30th
April 2012
The Writer,
ULIN NI’MAH
NIM. 083411054
iii
KEMENTERIAN AGAMA
INSTITUT AGAMA ISLAM NEGERI WALISONGO
FAKULTAS TARBIYAH
Jl. Prof. Dr. Hamka (Kampus II) Ngaliyan Semarang
Telp. 024-7601295 Fax. 7615387 Semarang
RATIFICATION
Thesis with the following identification:
Title : The Effectiveness of Using Basic Questioning with
Picture to Improve the Students’ Descriptive
Writing Skill
Name of student : Ulin Ni‟mah
Student Number : 083411054
Department : Tadris
Field of Study : English Language Education
had been ratified by the board of examiners of Education Faculty of Walisongo
State Institute for Islamic Studies and can be received as one of any requirement
for gaining the Bachelor Degree in English Language Education.
Semarang, 26th
June 2012
THE BOARD OF EXAMINERS
Examiner I, Examiner II,
Drs. Sugeng Ristiyanto, M. Ag Muhammad Nafi Annury, M. Pd.
NIP. 19650819 200302 1 001 NIP. 19780719 200501 1 007
Examiner III, Examiner IV,
Dra. Siti Mariam, M. Pd Siti Tarwiyah, S.S., M. Hum
NIP. 19650727 199203 2 002 NIP. 19721108 199903 2 001
Advisor I, Advisor II,
Muhammad Nafi Annury, M. Pd. Dr. Ahwan Fanani, M.Ag.
NIP. 19780719 200501 1 007 NIP. 19780930 200312 1 001
iv
ADVISOR NOTE Semarang, 4th
May 2012
To
The Dean of Education Faculty
Walisongo State Institute for Islamic Studies
Assalamu’alaikum Wr. Wb.
I inform that I have given guidance, briefing and correction to whatever extent
necessary of the following thesis identification:
Title : The Effectiveness of Using Basic Questioning with Picture
to Improve the Students’ Descriptive Writing Skill
Name of student : Ulin Ni‟mah
Student Number : 083411054
Department : Tadris
Field of Study : English Language Education
I state that the thesis is ready to be submitted to Education Faculty Walisongo
State Institute for Islamic Studies to be examined at Munaqasyah session.
Wassalamu’alaikum Wr. Wb.
Advisor I,
Muhammad Nafi Annury, M. Pd.
NIP. 19780719 200501 1 007
v
ADVISOR NOTE Semarang, 3rd
May 2012
To
The Dean of Education Faculty
Walisongo State Institute for Islamic Studies
Assalamu’alaikum Wr. Wb.
I inform that I have given guidance, briefing and correction to whatever extent
necessary of the following thesis identification:
Title : The Effectiveness of Using Basic Questioning with Picture
to Improve the Students’ Descriptive Writing Skill
Name of student : Ulin Ni‟mah
Student Number : 083411054
Department : Tadris
Field of Study : English Language Education
I state that the thesis is ready to be submitted to Education Faculty Walisongo
State Institute for Islamic Studies to be examined at Munaqasyah session.
Wassalamu’alaikum Wr. Wb.
Advisor II,
Dr. Ahwan Fanani, M.Ag.
vi
ABSTRACT
Title : The Effectiveness of Using Basic Questioning
with Picture to Improve the Students‟
Descriptive Writing Skill (An Experimental
Research with the Seventh Grade of SMPN 31
Semarang in the Academic Year of 2011/2012)
Writer : Ulin Ni‟mah
Student Number : 083411054
This thesis discusses the effectiveness of using basic questioning with
picture to improve the students‟ descriptive writing skill. The background of the
study is the students often face difficulties in writing descriptive texts, so the
writer wants to help the students to write a descriptive text well by using basic
questioning with picture. The study is aimed at responding the question: How is
the effectiveness of using basic questioning with picture to improve the students‟
descriptive writing skill? The topic is discussed through the experimental research
at the seventh grade of SMP N 31 Semarang in the academic year of 2011/2012.
Class VII E and VII F are used as the data source to find out the effectiveness of
using basic questioning with picture to improve the students‟ descriptive writing
skill. The data is gathered through test and docummentation.
In taking the sample, the writer used simple random sampling technique.
Class VII E was chosen as experimental class who were taught writing descriptive
text using basic questioning with picture and class VII F as control class who were
taught writing descriptive text without using basic questioning with picture. The
instrument used to collect the data was writing test or essay test. The assessment
of the test result was focused on the five elements of writing (contents,
organization, vocabulary, grammar and mechanic).
The technique to analyze the data was t-test formula. It was used to
determine whether there is or there is not a significant difference between the
average score of the experimental and the control class. The average of post- test
of experiment class was 71.17 which were higher than the average of post test of
the control class 57.83. Based on the calculation result of t-test is obtained tcount (8.581) was higher than the ttable (1.67). Since the tcount was higher than ttable, the
hypothesis is accepted. It means that there is a significant difference in writing
skill improvement between students who are taught writing descriptive text by
using basic questioning with picture and those who are taught by lecturing (
without basic questioning with picture).
Based on the result of this research, the writer suggests that basic
questioning with picture may be used as alternative technique in teaching writing
especially in teaching writing descriptive text, in order that the students are able to
write more easily and more interesting in writing activity.
vii
TRANSLITERASI ARAB-LATIN
Penulisan transliterasi huruf-huruf Arab Latin dalam skripsi ini berpedoman pada
SKB Menteri Agama dan Menteri Pendidikan dan Kebudayaan R.I. Nomor:
158/1987 dan Nomor: 0543b/U/1987. Penyimpangan penulisan kata sandang [al-]
disengaja secara konsisten agar sesuai teks Arabnya.
t ط a ا
z ظ b ب
„ ع t ت
g غ s ث
f ف j ج
q ق h ح
k ك kh خ
l ل d د
m م ż ذ
n ن r ر
w و z ز
h ه s س
‟ ء s ش
y ي s ص
d ض
Bacaan Mad: Bacaan Diftong:
a = a panjang = au
i = I panjang اي = a
ū = u panjang
viii
ACKNOWLEDGMENT
الرحيم الرحمه بسم هلل
First and foremost, I would like to express gratitude to Allah SWT, the
Almighty God for the blessing, kindness, and inspiration in lending me to
accomplish the final project. Without Him, I couldn‟t stay patient and in control in
writing this final project from the first page to the last page.
Second, Shalawat and Salam always dedicated to our beloved prophet
Muhammad SAW, the last prophet and the prophet who had brought us from the
darkness to the brightness.
The writer realizes that this final project can not be completed without the
help of others. Many people who have already helped me during the writing this
final project and it would be impossible to mention of all them. I wish, however,
to give my sincerest gratitude and appreciation to all persons until this thesis can
be completely finished. The Effectiveness of Using Basic Questioning with
Picture to Improve the Students’ Descriptive Writing Skill (An Experimental
Research with the Seventh Grade of SMPN 31 Semarang in the Academic Year
of 2011/2012) is a thesis for readers who want to know the use of basic
questioning with picture to improve the students‟ descriptive writing skill.
Therefore, I would like to extend my appreciation to all of them, especially to:
1. DR. Suja‟i, M.Ag. as the Dean of Tarbiyah Faculty
2. Siti Tarwiyah, M.Hum. as the Head of English Department
3. M. Nafi annury, M.Pd. as the first thesis advisor and Dr. Ahwan Fanani,
M.Ag. as the second thesis advisor who both had the responsibility for their
patience in providing careful guidance, helpful corrections, very good advice
as well as suggestion and encouragement during the consultation. There is no
single word that I can say except, “Thank you very much for guiding me as
good as my parent. You are nice lecturers.”
4. All lecturers in English Department of Tarbiyah Faculty for valuable
knowledge, and advice during the years of my study.
ix
5. Library official who always gives good service related with the references in
this thesis so that the writer could done this thesis well.
6. Endang Sarwo Sri, S. Pd. as the head of SMPN 31 Semarang who has given
permission for doing the research and Tulus Widodo, S. Pd. as the English
teacher of the seventh grade students of SMPN 31 Semarang.
7. The deepest gratitude for my lovely parents (Mr. Sarwi and Mrs. Siti Sulastri),
my elder sisters (Mbak Ibah, mbak Sholikati, & mbak Sholikatun), my brother
in law (Slameto and M. Iksan) who always support emotionally and materially
with prayer, love, and patience.
8. Dear deary (Sugeng Raharjo, SE) who always give motivation and support to
finish this thesis.
9. Dearest friends; Anis, Nila, Rina, Neny, Zaenab, Ely, Arif, and all my friends
in GENG ROWO TBI B 2008. Thanks for sweet moments.
10. My friends in Ms. H. Munawaroh‟s boarding house at Perum. Bank Niaga
blok D2 (Mb. Nely, Mb. Trima, Zahra, Nurul, Nila, Alim, Lala, Mida, and
Nunung), thanks for your motivation and your sweet moments.
11. All of my friends who always gives motivation, support and helping to finish
this study.
Semarang, 30th
April 2012
The writer,
Ulin Ni’mah
NIM. 083411054
x
DEDICATION
In the name of Allah the Beneficent and the Merciful,
the final project is dedicated for the special one,
My lovely parents (Mr. Sarwi and Ms. Siti Sulastri)
love and respect are always for them.
Thanks a lot for all your everything given to me
Because of your love, pray, support, motivation,
contributions and sacrifice
Allah confers thousands of pleasantness
xi
MOTTO
When there is a will, there is a way
Science without religion is blind
Religion without science is limp
So, between science and religion must balance
xii
TABLE OF CONTENT
TITLE .................................................................................................................... i
THESIS STATEMENT ........................................................................................ ii
RATIFICATION NOTE ....................................................................................... iii
APPROVAL .......................................................................................................... iv
ABSTRACT .......................................................................................................... vi
TRANSLITERATION .......................................................................................... vii
ACKNOWLEDGEMENT .................................................................................... viii
DEDICATION ...................................................................................................... x
MOTTO................................................................................................................. xi
TABLE OF CONTENT ........................................................................................ xii
CHAPTER I : INTRODUCTION
A. Background of the Research ............................................... 1
B. Research Question ............................................................... 4
C. Objective of the Study ......................................................... 5
D. Pedagogical Significance ..................................................... 5
CHAPTER II : REVIEW OF THE RELATED LITERATURE
A. Previous Research ................................................................ 6
B. Theoretical Review .............................................................. 7
1. General Concept of Writing ............................................ 7
a. Definition of Writing................................................. 7
b. Writing Process………………………………. ........ 8
c. Requirements for Good Writing………………. ...... 10
d. Principles for Teaching Writing………………. . ..... 12
e. Teaching Writing for Junior High School………….. 13
2. Genre ............................................................................... 15
a. Definition of Genre. .................................................. 15
b. Kinds of Genre. ......................................................... 16
c. Descriptive Text. ....................................................... 17
xiii
3. Basic Questioning .......................................................... 19
a. Definition of Question............................................... 19
b. Types of Question ..................................................... 21
c. The use of Basic Questioning ……………………… 22
4. Concept of Picture ........................................................... 23
a. Definition of Picture .................................................. 23
b. Types of Picture ........................................................ 24
c. Picture as Teaching Media…………………………. 25
d. Picture to Teach Writing……………………… ....... 26
e. Teaching Descriptive Writing by Using Basic
Questioning with Picture……………………………. 26
f. The Effectiveness of Using Basic Questioning with
Picture to Improve the Students‟ Descriptive Writing
Skill .......................................................................... 27
C. Hypothesis ............................................................................ 28
CHAPTER III: RESEARCH METHODOLOGY
A. Research Design ................................................................... 29
B. Research Setting ................................................................... 30
C. Population and Sample ......................................................... 30
D. Sampling Technique.............................................................. 30
E. Variable and Indicator ........................................................... 32
F. Technique Data Collection ................................................... 33
G. Technique Data Analysis ..................................................... 34
H. Research Procedure .............................................................. 40
CHAPTER IV: RESEARCH FINDING AND DISCUSSION
A. Description of the Research Finding ..................................... 43
B. Data Analysis and the Hypothesis Test ................................. 50
1. Analysis Phase First………………………………….. .. 50
2. Analysis Phase End……………………………….. ....... 53
C. Discussions of the Research Findings ................................... 56
xiv
D. Limitations of Research ........................................................ 57
CHAPTER V: CONCLUSION AND SUGGESTION
A. Conclusions ........................................................................... 59
B. Suggestions ........................................................................... 60
BIBLIOGRAPHY
LIST OF TABLE
LIST OF CHART
APPENDICES
CURRICULUM VITAE
xv
LIST OF APPENDICES
List of Appendix
1. List of Students‟ Name of the Experimental Class
2. List of Students‟ Name of the Control Class
3. The Pre-test Score of the Experimental Class
4. The Pre-test Score of the Control Class
5. The Post-test Score of the Experimental Class
6. The Post-test Score of the Control Class
7. Score of Writing Test
8. Normality Test of Pre Test (Experimental Class)
9. Normality Test of Pre Test (Control Class)
10. Normality Test of Post Test (Experimental Class)
11. Normality Test of Post Test (Control Class)
12. Homogeneity Test of Pre Test
13. Homogeneity Test of Post Test
14. The Average Similarity Test of Pre-test of the Experiment and the Control
Classes
15. The Average Similarity Test of Post-test of the Experiment and the Control
Classes
16. Lesson Plan for Experimental Class
17. Lesson Plan for Control Class
18. Instrument Pre Test
19. Instrument Post Test
xvi
LIST OF TABLES
Table 1 List of Population, 30.
Table 2 Percentage of the Element of writing, 34.
Table 3 Scoring Guidance and the Explanation of Criterion, 35.
Table 4 The Lowest Score and the Highest Score Element of Writing, 44.
Table 5 Frequency Distribution Score of Pre-test of the Experiment Class,
44.
Table 6 Frequency Distribution Score of Pre-test of the Control Class, 46.
Table 7 Frequency Distribution Score of Post-test of the Experiment Class,
47.
Table 8 Frequency Distribution Score of Post-test of the Control Class, 48.
Table 9 The Result Average Score of the Pre-test and Post-test of the
Experimental and control Classes, 49.
Table 10 Score of pre-test experimental and control classes, 50.
Table 11 The result of normality pre-test of experiment and control classes,
51.
Table 12 The result of homogeneity pre-test of experiment and control
classes, 51.
Table 13 The average similarity test of pre-test of experimental and control
classes, 52.
Table 14 The result of normality post-test of experiment and control classes,
53.
Table 15 The result of homogeneity post-test of experiment and control
classes, 54.
Table 16 The score of post test of experimental and control classes, 55.
Table 17 Result of computation t-test, 56
xvii
LIST OF CHART
Chart 1 Histogram Frequency Distribution Score of Pre-test of the Experiment
class, 45.
Chart 2 Histogram Frequency Distribution Score of Pre-test of the Control
Class, 46.
Chart 3 Histogram Frequency Distribution Score of Post-test of the Experiment,
47.
Chart 4 Histogram Frequency Distribution Score of Post-test of the Control
Class, 49.
xviii
CURRICULUM VITAE
Name : Ulin Ni‟mah
Student‟s Number : 083411054
Place and Date of Birth : Pati, April 11th
, 1990
Home Address : Ds. Tawangrejo Rt. 04/Rw. 01 – Winong – Pati
Recent Address : Perum Bank Niaga blok D2 – Ngaliyan – Semarang
Phone : 085641062514/085740200114
E-mail : [email protected]
Education :
TK PGRI 01 Tawangrejo-Winong-Pati graduated in 1996
MI Roudlotusysyubban Tawangrejo-Winong-Pati graduated in 2002
MTs. Roudlotusysyubban Tawangrejo-Winong-Pati graduated in 2005
MA Roudlotusysyubban Tawangrejo-Winong-Pati graduated in 2008
Tarbiyah Faculty of IAIN Walisongo Semarang
Semarang, 30th
April 2012
Ulin Ni’mah
NIM. 083411054
1
CHAPTER I
INTRODUCTION
A. Background of the Study
Writing is one of the four language skills besides speaking, listening,
and reading which are given emphasis in second language learning and it is
put in the curriculum. In writing, people can express their ideas or convey
feeling or a piece of information fluently and accurately. Writing is an
effective action for the students to improve their skill. By writing, they also
convey a piece of information effectively. In Indonesia those four skills are
taught integratedly. On the School Based-Curriculum or KTSP, writing is one
of the important skills in English. It is based on the standard and basic
competencies in teaching and learning process.
According to the concept and the function of English at Junior High
School, the teaching of English has three purposes, those are: develop the
competence to communicate in spoken and written form (listening, speaking,
reading and writing) to reach functional literacy level, grow the awareness of
the reality and importance of English as case of the foreign languages to
increase the nation competition on global society, develop the comprehension
of the culture and language interrelation and broaden the culture.1 The
explanation of the first aim above, the students should have the competence in
discourse, the competence of understanding and making text in written and
spoken form realized in four competencies; listening, speaking, reading and
writing integrated to reach functional literacy level. Therefore, writing is one
of the competencies that must be developed in the Junior High School based
KTSP.
In learning English, there are four skills that we should notice. Those
are listening, speaking, reading and writing. We are listening before speaking,
and reading before writing. Compared of those four skills, writing is
1Departemen Pendidikan Nasional, Kurikulum 2004, Standar Kompetensi Mata Pelajaran
Bahasa Inggris, (Jakarta: Depdiknas, 2003), p. 7.
2
considered as the most difficult skill to be mastered. In fact, not all the
theories are suitable with the reality happened. The students have been taught
how to write well, but they still find difficulties. The teacher has taught how
to write a good descriptive text, but they still confuse how to write it.
In Islam, writing also considered as one of the important skills. Angel
Gabriel conveyed a revelation from Allah SWT to prophet Muhammad SAW
related to writing skill. It was stated in the holy Quran Sura Al-„alaq verse 4-
5:
“Who taught by the pen. Taught man what he did not know.”2
The word “Qalam” in verse 4 has meaning the tool to write (pen). It
means that pen is used to write, and the result of using pen is written text.
Based on those verses, Allah SWT explained that He taught human being by
pen (qalam). The word pen implies with reading, writing, books, study and
research. By pen, human being can write their knowledge and transfer their
knowledge to another through writing. By writing, one generation can
transfer their knowledge to the next generations. It shows that the tool of
writing and writing itself have important roles.3 By writing, people will get
some information. That is why human being needs to learn how to write
correctly.
Based on the writer‟s preliminary observations when doing a practice
teaching, when the students are asked to compose a descriptive text without
using media, but many students get difficulties in writing it because they do
not have any ideas what have to be written and the students feel that writing is
boring activity. It can be concluded that the students‟ difficulties in writing
mostly caused by some factors such as: the students‟ interest in writing is low
2A. Yusuf Ali, The Holy Qur’an (Text, Translation, and Commentary), (USA: Al Rajhi
Company, 1983), p. 1761-1762. 3A. Yusuf Ali, The Holy Qur’an (Text, Translation, and Commentary), p. 1761-1762.
3
because they are not accustomed to write in English, less positive response on
writing assignments, the students feel burdened to write in English so there
are students who need long time to think although only a few sentences, there
are students who have not understand about the concept of descriptive
writing, the students get difficulties in writing descriptive text because the
teacher only explains what the generic structure and the method how to write
the descriptive text so the students have difficulties in organizing it.
Another reason is the teaching strategy used by the teachers in schools.
They still use traditional or conventional method. This method only
emphasizes the students to keep silent in the class while listening to their
teacher‟s explanation without discussion, as a result it is hard for them to
master their skills in writing. Finally, the students cannot improve their
creativity and imagination. Furthermore, students will find some difficulties
when they learn about genre and its writing. There is always danger that
students may find writing imaginatively difficult, such as in writing
descriptive text.
Descriptive text is generally taught through written text. The writer
usually finds the students of SMP get difficulties in writing, they make some
errors in both organization of ideas and in language use. It is caused by the
fact that writing in English is more difficult than Indonesian. Problem of
learning in writing is partly because the students get little practice. In writing,
students have to manage the structure and the punctuation. Many students feel
that writing is a boring activity, therefore, teaching learning process of
writing should be varied to make students feel fun during the process. One of
the ways is by using media in teaching learning process. Media can be used to
motivate students in learning. The teacher‟s creativity in using teaching aid
will increase the probability that the students will learn more and the
knowledge will retain better in their mind.
Mostly, when the teacher asks the students to write something, they do
not even know what will they write, and worse they do not have any idea at
4
all. Sometimes they feel confused although the topic is given and they just
have to write about it. By using the basic questioning, the students are able to
catch the idea about what will they write because here the teacher gives them
a key word or clues that will lead them to write more and more. It is the
teacher‟s job to make the students in the classroom, especially in the writing
class to be able to write, even master the writing skills. Maybe it seems so
difficult, but as a teacher it can be a challenge to make a better teaching and
learning process.
For that reason, an English teacher should think about method or
technique that is hoped will help the students in mastering this skill. One of
the techniques recommended by some researchers in teaching writing
descriptive text is the use of basic questioning with picture. Here, before the
students do a written activity, the teacher firstly shows a picture and gives
them key words. The teacher here gives a stimulus or key word to the
students in order to get an idea before they write. The main point of this
technique is that the teacher gives stimulus in order to the students will give
feedbacks from some questions that are given by the teacher, and the teacher
can lead them to think more, or we can say writing by guiding them using
basic questioning with picture.
Therefore, the writer wants to try a new technique that is basic
questioning with picture in order to the students will be more understand and
easier about descriptive writing.
B. Research Question
The problem that will be investigated in this study is:
How is the effectiveness of using basic questioning with picture to improve
the students‟ descriptive writing skill at the seventh grade of SMP N 31
Semarang in the academic year of 2011/2012?
5
C. Objective of the Study
Based on the statement of problem, the objective of this study is:
To find out the effectiveness of using basic questioning with picture to
improve the students‟ descriptive writing skill at the seventh grade of SMP N
31 Semarang.
D. Pedagogical Significances
The result of conducting this study hopefully will give contribution to
English teaching and learning, they are:
1. Teacher
The result of this study may show the teacher that basic
questioning with picture can be an interesting technique in teaching
descriptive writing. It will become a good stimulant to improve students‟
motivation in writing.
2. Students
The result of this study may motivate students to improve their
interest in writing, especially in writing descriptive text.
3. School
The school will make a right decision to use some techniques or
media for supporting teaching and learning process, especially to use basic
questioning with picture in writing class.
4. Readers
The readers can get more information and knowledge from this
research.
5. Writer
The writer will get information about the effectiveness of using
basic questioning with picture in teaching learning process and the
improvement of students‟ motivation in writing descriptive text after being
taught by using basic questioning with picture.
6
CHAPTER II
REVIEW OF THE RELATED LITERATURE
A. Previous Research
This research is similar to these three following previous research.
The three researchers which relevant to this research is as follows:
a. Agustin Dwi Lestari in her thesis entitled: “ The Teacher‟s Techniques of
Basic Questioning in English Classroom Activity (A Case Study of the
English Teachers of the State Senior High School 1 Subah Batang).1” In
this study, she underlined that the use of basic questioning in teaching and
learning process give some benefits for students, such as: attracting the
students‟ attention, making the students more understand about the lesson,
making the students able to think more, building the students‟ self-
confidence, encouraging the students to say or do ignoring whether their
answers are correct or incorrect, and managing the class well, making the
students well-prepared. Her thesis is similar with the writer‟s thesis in her
technique of basic questioning, but different in the learning material.
b. Ahmad Siifaus Sarif in his thesis entitled: The Use of Sketch as a Learning
aid to Improve Students‟ Writing Skill in Descriptive Text (A Classroom
Action Research at the Eight Grade of SMP H. Isriati Semarang in the
Academic Year of 2010/2011).2 The objectives of his study were to
describe the implementation and to find out the effectiveness of using
sketch as a learning aid to improve students‟ writing skill in descriptive
text. He said that using a sketch is fun and motivates students to learn
writing English easily because they can see and imagine in their real life,
furthermore the sketch is in good design and good theme. The result
1Agustin Dwi Lestari (2201404582), “The Teacher‟s Techniques of Basic Questioning in
English Classroom Activity (A Case Study of the English Teachers of the State Senior High
School 1 Subah Batang)”, (Semarang: UNNES, 2009), Unpublished. 2Ahmad Siifaus Sarif (063411084), “Use of Sketch as a Learning aid to Improve Students‟
Writing Skill in Descriptive Text (A Classroom Action Research at the Eight Grade of SMP H.
Isriati Semarang in the Academic Year of 2010/2011)”, (Semarang: IAIN Walisongo Semarang,
2010), Unpublished.
7
showed that the students‟ achievement in writing skill improve. His thesis
is similar with the writer‟s thesis in the skill and teaching material (Writing
Skill in Descriptive Text), but different in the technique or media that are
used.
c. Ely Lia Susanti in her thesis entitled: Using Wall Magazine to Improve
Students‟ Motivation in Writing of Descriptive Text (A Classroom Action
Research with Eight Grade Students of MTs. Al Hidayah Getassrabi
Gebog Kudus in the Academic Year of 2009/2010 ).3 The objectives of her
study was to describe the implementation of using wall magazine in
improving students‟ motivation in writing descriptive text after being
taught using wall magazine. The result showed that the students‟
motivation in writing descriptive text improved. Her thesis is similar with
the writer‟s thesis in the skill and teaching material (Writing of Descriptive
Text), but different in the technique or media which are used.
B. The General Concepts of Writing
1. Definition of Writing
Writing can be defined as the activity to make letters or number
on a surface, especially using pen or pencil.4 Writing is one of the four
language skills besides listening, speaking, and reading. It is an activity
in arranging words, phrases, and sentences that is grammatically correct
and appropriate with its purpose. Generally, writing can be interpreted as
the act of forming or tracing a character on paper or other suitable
materials with a pen or pencil.
According to Harmer, writing is a way to produce language and
express idea, feeling, and opinion. Furthermore he states that writing is a
process that what people write is often heavily influenced by the
3Ely Lia Susanti (3105201), “Using Wall Magazine to Improve Students‟ Motivation in
Writing of Descriptive Text (A Classroom Action Research with Eight Grade Students of MTs. Al
Hidayah Getassrabi Gebog Kudus in the Academic Year of 2009/2010)”, (Semarang: IAIN
Walisongo Semarang, 2010), Unpublished. 4Oxford University, Oxford Learner’s Pocket Dictionary, (New York: Oxford University
press, 2003), 3rd
Ed., p. 502.
8
constraints of genres, and then these elements have to be presented in
learning activities.5
The use of grammar and vocabulary correctly are very required in
writing to show how well the students‟ mastery in writing. The students
must think about the process and the use of language also. They will be
interested in writing if the kind of writing is suitable with their age,
language ability, and interest. The students will enjoy in writing about
topics that are familiar with them, such as writing about themselves, their
families, their activities, their best friends, and their hobbies.6
From the definitions above, it can be concluded that writing is the
way of producing language and expressing ideas, feelings, and opinions
in the form of letters, symbols, or words on a piece of paper by using a
pen or pencil. Writing requires students to use grammar and vocabulary
correctly to express what they want to say clearly. Students‟ writing
shows how well they are mastering the language.
2. Writing Process
Writing process is a framework for writing well and easily.
Generally the writing process consists of three stages, they are:7
a. Prewriting
In prewriting step, we think about topic and organize the ideas.
Prewriting is the thinking, talking, reading, and writing about topic
before writing a first draft. Prewriting is a way of warming up brain
before writing. There are several ways to warm up before writing:
1) Brainstorming
Brainstorming is a quick way to generate a lot of ideas on a
subject. The purpose is to make a list as many ideas as possible
without worrying about how to use them. They can include words,
5Jeremy Harmer, How to Teach Writing, (Longman: Pearson Education Limited, 2004),
p.31. 6Halim Sisilia S, Becoming A Creative Teacher, (HOoboken, NJ), p. 38.
7Karen Blanchard &
Christine Root, Ready to Write, (USA: Longman, 2003), 3
rd Ed., p. 41-44.
9
phrases, sentences, or even question. To brainstorm, there are some
steps:
(a) Begin with a broad topic.
(b) Write down as many ideas about the topic.
(c) Add more items to the list by answering the questions what,
how, when, where, why, and who.
(d) Group similar items on the list together.
(e) Cross out items that do not belong.
2) Clustering
Clustering is another prewriting technique. It is a visual
way of showing how ideas are connected using circles and lines. In
other words, clustering is an activity of drawing the ideas. To
cluster, there are some steps:
(a) Write the topic in the center of a blank piece of paper and draw
a circle around it.
(b) Write any ideas that come into mind about the topic in circles
around the main circle.
(c) Connect these ideas to the center word with a line.
(d) Think about each of new ideas, write more related ideas in
circles near the new ideas, and then connect them.
(e) Repeat this process until the ideas run out.
b. Writing
This is actually writing the first draft of the piece. After
thinking about topic and doing necessary prewriting, the next step in
the writing process is writing paragraph. When write the first draft of
the paragraph, the ideas generated from prewriting used as a guide.
When writing a paragraph, remember to:
1) Begin with a topic sentence that states the main idea.
2) Include several sentences that support the main idea.
10
3) Stick to the topic – do not include information that does not directly
support the main idea.
4) Arrange the sentences so that the order of ideas makes sense.
5) Use signal words to help the reader understand how the ideas in
paragraph are connected.
c. Revising
It is almost impossible to write a perfect paragraph on the first
time. After completing the first draft, a writer must look for ways to
improve it. This step is called revising. When revising paragraph, we
can do the following:
1) Add new ideas to support the topic.
2) Cross out sentences that do not support the topic.
3) Change the order of the sentences.
From the writing process above, the writer concludes that writing
is a process of creating, organizing, writing and revising. In the first step
of the process is creating ideas. In the second step is organizing the ideas.
In the third step is writing a rough draft. In the final step is editing a
rough draft and making revisions.
3. Requirements for Good Writing
A paragraph is a basic unit of organization in writing in which a
group of related sentences develops one main idea. The number of
sentences is unimportant; however, the paragraph should be long enough
to develop the main idea clearly. A paragraph has three major structural
parts: a topic sentence (the main idea of the paragraph), supporting
sentences (develop the topic sentence by giving reasons, examples,etc),
11
and a concluding sentence (the end of the paragraph and leaves the reader
with important point to remember).8
In writing a good paragraph, we should concern three things, they
are:
a. Unity
Unity is an important element of a good paragraph. Every
good paragraph has unity, which means that in each paragraph, only
one main idea is discussed. If you start to discuss a new idea, begin a
new paragraph.9
The unity is synonymous with oneness. It means oneness to
express the ideas in one paragraph. All sentences in a paragraph
should state on the one thing in the topic sentence. All of the sentences
stick together.
b. Coherence
Another element of good paragraph is coherence. The verb
cohere means “hold together”. In order to have coherence in writing,
the movement from one sentence to the next must be logical and
smooth. Each sentence should flow smoothly into the next one.
There are four ways to achieve coherence, they are: using
repetition of key nouns, using pronouns which refer back to key
nouns, using transition signals to show how one idea is related to the
next, and using logical order.10
In order to have good writing skill, there are two important things
that must be concerned. They are background knowledge and linguistic
knowledge. Background knowledge related to the principles and theories
8Alice Oshima and Ann Hogue, Writing Academic English, (New York: Addison Wesley
Publishing Company, 1996), p. 17. 9Alice Oshima and Ann Hogue, Writing Academic English, (USA: Addison-Wesley
Publishing Company, 1981), 2nd
Ed., p.29. 10
Alice Oshima and Ann Hogue, Writing Academic English, p. 39.
12
how to write itself, and linguistic knowledge related to the use of
punctuations, spelling, diction and grammar correctly.
4. Principles for Teaching Writing
The following are a few principles that every teacher should
consider while planning a course, whether it is a writing course, or a
course in which writing will play a part. These principles can be adapted
to the many different learning situations.11
a. Understand the students‟ reasons for writing
The greatest dissatisfaction with writing instruction comes when
the teacher‟s goals do not match the student‟s, or when the teacher‟s
goals do not match those of the school or institution in which the
student work. It is important to understand both and to convey goals to
students in ways that make sense to them.
b. Provide many opportunities for students to write
Writing almost always improves with practice. Writing is a part of
physical activities that requires practice. Practice writing should
provide students with different types of writing as well. Short
responses to a reading, journal entries, letter writing, summaries,
poetry, or any type of useful writing should be practiced in class. So
the teacher should provide many opportunities for students to write in
order to the students will become more comfortable with the act of
writing.
c. Make feedback helpful and meaningful
Students need feedback on their writing. If the teacher write
comments on students‟ papers, make sure that the students understand
the vocabulary or symbols used. Take time to discuss them in class.
The teacher should be cautious about the tone of comments. The
11
David Nunan, Practical English Language Teaching, (New York: McGraw-Hill
Companies. Inc., 2003), p. 92-96.
13
comments or feedbacks should be helpful and meaningful for the
students‟ writing.
d. Clarify for yourself, and for your students, how their writing will be
evaluated
Students often feel that the evaluation of their writing is completely
subjective. Students can help to form a rubric as well. Take class time
to ask them what they value in writing. Ask them what features make
writing enjoyable to read and what features distract from that
enjoyable. This kind of discussion has two benefits: it not only gives
students a voice in the evaluation of their own work, it also provides a
common vocabulary with which the entire class can discuss their
writing and the writing of others.
5. Teaching Writing for Junior High School
Writing as one of the four language skills has always formed part
of the syllabus in the teaching of English. Writing has always been used
as a means of reinforcing language that has been taught.12
In other words,
writing is a good way for students who learn English. They can put their
ideas on paper by paying attention on grammar rule and vocabulary.
When writing, students need more time to think. Teacher asks
students to focus on the accurate language used and what ideas they will
write. It can provoke their language development.
Teaching writing for Junior High School is not an easy job,
because the range of age of Junior High School students varies between
thirteen to fifteen years old. They can be named teenagers.
Teens are in between childhood and adulthood, so it is the period
of transition and growing. In this period, they will experience the
confusion, self-consciousness, and changing bodies and minds. They will
be very sensitive to how others perceive their changing physical and
emotional selves along with their mental capabilities. One of the most
12
Jeremy Harmer, How to Teach Writing, p. 31-32.
14
important concerns of the secondary school teacher is to keep self-esteem
high by:
a. Avoiding embarrassment of students at all costs.
b. Affirming each person‟s talents and strengths
c. Allowing mistakes and other errors to be accepted
d. De-emphasizing competition between classmates
e. Encouraging small-group work where risks can be taken more easily
by a teen.13
Based on the statement above, the researcher concludes that the
teacher‟s role is very needed to motivate students in teaching learning
process while students in a transition period. Therefore they will have
good discipline and responsibility, if a teacher encourages their students
to learn in writing in the target language.
Therefore, teens are a period of change, new experiences
learning, and instability life. Teacher should provide them with
opportunities to explore and experiment in a stable and supportive
atmosphere. Teacher‟s job is to provoke intellectual activity by helping
them be aware of constructing idea, then let them to resolve it by
themselves even though still with the teacher‟s guidance.
At the Junior High School level, students can start writing short
texts consisting of several sentences. When writing short paragraphs in
this way, the students learn to relate one sentence to the next by
connecting the sentences using pronouns and conjunctions. Students
should be introduced to this type of writing activity in steps. First, they
can be given picture prompts. By writing simple sentences to describe the
pictures, they can write a simple short paragraph or story.14
13
H. Douglas Brown, Teaching by Principles an Interactive Approach to Language
Pedagogy, (New York: A Pearson Education Company, 2001), 2nd
Ed., p. 92. 14
Halim Sisilia S, Becoming A Creative Teacher, p. 38.
15
C. Genre
1. Definition of Genre
The word genre comes from the French (and original Latin) word
for „kind‟ or „class‟. The term is widely used in rhetoric, literacy, theory,
media theory, and more recently linguistics.15
Genre is used to refer to particular text-types, not to traditional
varieties of literature. It is a type or kind of text that has social purposes,
generic structure and language feature.16
Genre is one of the most important and influential concept in
language education. Genre can be defined as a culturally specific text-
type which results from using language (written or spoken) to (help)
accomplish something.17
So genres are cultural specific and have
associated with: particular purposes, particular stages and particular
linguistic features.
Every genre has communicative purpose, generic structure and
lexicogrammatical features. Students are taught these features and a
language for talking about the language in the context of learning how
these features contribute to overall meaning of text they are writing.
The meaning of the genre intended is that students are able to
understand the concept and they would be able to identify a kind of texts
that students will have to write.
15
Alexander Mongot Jaya, et. al., English Revolution, (Jepara: MAWAS PRESS, 2008),
3rd
Ed. p. 1. 16
Departemen Pendidikan Nasional, Kurikulum 2004, Standar Kompetensi Mata
Pelajaran Bahasa Inggris, p. 36. 17
Linda Gerot and Peter Wignell, Making Sense of Functional Grammar, (Sydney: Gerd
Stabler, 1994), p. 17.
16
2. Kinds of Genre
There are twelve kinds of genre, they are:18
a. Recount
Recount is a piece of text that retells events for the purpose of
informing or entertaining.
b. Report
Report is a piece of text that describes the way things are, with
reference to a range of natural, man-made and social phenomena in
our environment.
c. Discussion
Discussion is a piece of text that presents (at least) two points
of view about an issue.
d. Explanation
Explanation is a piece of text that explains the processes
involved in the formation or working of natural or socio-cultural
phenomena.
e. Exposition (Analytical)
Exposition (Analytical) is a piece of text that persuades the
readers /listeners that something needs to get attention.
f. Exposition (Hortatory)
Exposition (Hortatory) is a piece of text that persuades the
readers /listeners that something should or should not be the case.
g. News Item
News Item is a piece of text that informs readers, listeners, and
viewers about events of the day which are considered newsworthy or
important.
h. Anecdote
Anecdote is a piece of text that shares with others an account
of an unusual or amusing incident.
18
Departemen Pendidikan Nasional, Kurikulum 2004, Standar Kompetensi Mata
Pelajaran Bahasa Inggris, p. 46-48.
17
i. Narrative
Narrative is a piece of text that amuses, entertains and deals
with actual or vicarious experience in different ways. Narratives deal
with problematic events which lead to a crisis or turning point of some
kinds, which in turn finds a resolution.
j. Procedure
Procedure is a piece of text that describes how something is
accomplished through a sequence of actions or steps.
k. Description
Description is a piece of text that describes a particular person,
place, or thing.
l. Review
Review is a piece of text that critiques an art work or event for
a public audience.
3. Descriptive Text
a. Definition of Descriptive Text
Descriptive text is a piece of text that describes a particular
person, place, or thing.19
While Boardman and Jia state that
descriptive text is a kind of text that is used to describe what
something looks like.20
Another definition about descriptive text is based on Gerot and
Wignell, it is stated that descriptive is a kind of text which is aimed to
describe a particular person, place, or thing.21
From the definitions above, the writer concludes that
descriptive text is a text which aims to describe particular things, such
as people, place, even unit of days, times of day, or season. It may be
19
Departemen Pendidikan Nasional, Kurikulum 2004, Standar Kompetensi Mata
Pelajaran Bahasa Inggris, p. 48. 20
C.A. Boardmand and Jia F., Writing to Communicative Paragraphs and Essays, (New
York: Longman, 2002), 2nd
Ed., p. 30. 21
Linda Gerot and Peter Wignell, Making Sense of Functional Grammar, p. 214.
18
used to describe more about the appearance of people, their character
or personality. Descriptive text reproduces the way things look, smell,
taste, feel, or sound.
b. Generic Structure
The generic structure of descriptive text is shown in the
following table:22
Generic Structure Function
Identification Identifies the person, place, or thing to be
described
Description Describes parts, qualities, and characteristics
c. Grammatical Features
In descriptive text, use:23
1) Specific Nouns, e.g. my car, my new house, my dog, etc.
2) Simple Present tense, e.g. I live in a simple house; the house is very
beautiful; it has a wonderful park.
3) Detailed Noun Phrase to give information about subject. E.g. I have
a white skinned girl friend, etc.
4) Some adjectives (describing, numbering, classifying), e.g. two
strong legs, sharp white fangs, etc.
5) Relating verbs to give information about subject, e.g. My mum is
really cool; it has very thick fur, etc.
6) Thinking verb or feeling verb to express personal writer view about
subject, e.g. Police believed the suspect is armed; I think it is a
clever animal, etc.
7) Action verb, e.g. Our new puppy bites our shoes; my cat eats
mouse, etc.
22
Jenny Hammound, et. al., English for Social Purposes ( A Handbook for Teachers of
Adult Literacy), (Sydney: Macquarie University, 1992), p. 78. 23
Alexander Mongot Jaya, et. al., English Revolution, p. 14.
19
8) Adverbials to give addition information about its behavior, e.g.
fast, at the tree house, etc.
9) Figurative language, like simile, metaphor. E.g. John is white as
chalk; her hair is black as ebony, etc.
The example of descriptive text:24
My Pet
I have a pet. It is a dog, and I call it Brownie
because the color is brownish yellow.
Brownie is a Chinese breed. It is small, fluffy and
cute. It has got thick brown fur. When I cuddle it, the
fur feels soft. Brownie does not like bones. Everyday it
eats soft food like steamed rice, fish or bread. Every
morning I give her milk and bread. When I am at
school, Brownie plays with my cat. They get along
well, and never fight maybe because Brownie does not
bark a lot. It treats the other animals in our house
gently, and it never eats shoes. Brownie is really a
sweet and friendly animal.
D. Basic Questioning
1. Definition of Question
According to Oxford Learner‟s Pocket Dictionary, question is
sentence, phrase, etc that asks for information.25
A question may be
either a linguistic expression used to make a request for information, This
information may be provided with an answer.26
So, the question is
24
Alexander Mongot Jaya, et. al., English Revolution, p. 47. 25
Oxford University, Oxford Learner’s Pocket Dictionary, (New York: Oxford University
press, 2003), 3rd
Ed., p. 351 26
Question, http://en.wikipedia.org/wiki/Question#Questions_and_answers, accessed on
Thursday, November 24th
, 2011 at 14.54.
Identification
n
Description
20
sentence, phrase or gesture that is used to get or ask information about
the topic.
Questioning skills are essential to good teaching. Teachers often
use questions to ensure that students are attentive and engaged, and to
assess students‟ understanding. Teachers not only need to have a clear
intent for questioning, but also need to learn how to ask the right
questions. To guide students on the learning process, it is essential to
question on learning outcome (content) as well as students‟ thinking and
learning processes.27
Patsy and Nina Spada stated that questions are
fundamental in engaging students in interaction and in exploring how
much they understand.28
Nunan, et.al. also stated in his book that teachers ask a lot of
questions. In fact, the standard interactional pattern in the classroom is
one in which the teacher asks a question, one or more students respond to
the question, and the teacher evaluates the response. It has been pointed
out that the classroom is one of the few places where the persons asking
the questions already know (or thinks they know) the answers. In terms
of management of learning, questions fulfill numerous functions in the
classroom. They can be used to elicit information, to check
understanding, and also to control behavior.29
Wajnryb also stated that language teachers ask a lot of questions.
Sinclair and Coulthard (1975) found that questions are one of the
commonest types of utterance in the discourse of classrooms. Questions
can have different purposes, for example, socializing, scene setting,
checking vocabulary, checking learning and seeking opinion.30
27
Nachamma Sockalingam, Questioning Skills to Engage Students, from
http://www.facultyfocus.com/articles/teaching-and-learning/questioning-skills-to-engage-
students/, accessed on on Tuesday, January 10th
, 2012, at 20.00. 28
Patsy M. Lightbown and Nina Spada, How Languages are Learned, (New York: Oxford
University Press, 2006 ), 3rd
Ed., p. 130. 29
David Nunan and Clarice Lamb, The Self-directed Teacher (Managing the Learning
Process), (Cambridge University Press, 1996), p. 80. 30
Ruth Wajnryb, Classroom Observation Task (A resource book for language teachers
and trainers). (Cambridge University Press. 1992, p. 46.
21
From the explanation above, the writer concludes that questioning
is a key aspect of the teaching and learning process. Questioning is
crucial to the way teachers manage the class, engage students with
content, encourage participation and increase understanding. Question
can be used to get the information, checking the students‟ understanding,
stimulating the students to think more, and asking the students‟ opinion
also.
2. Types of Question
There are three types of question:
a) Yes/no questions
A yes/no question is a question that can be answered by “yes” or
“no” (or their equivalents, such as “yeah” or “nah”, and “uh huh” or
“huh uh”).31
For example:
1. Are you studying English? -Yes, I am. (I‟m studying English)
-No, I‟m not.(I‟m not studying English)
2. Can you swim? - Yes, I can. (I can swim)
- No, I can‟t. (I can‟t swim)
b) Question-Word Questions
Question-Word Question is a question that asks for information by
using a question word: where, when, why, who, whom, what, which,
whose, and how. They cannot be answered with a yes or no.32
For
example: 1. What is your roommate doing? She is studying
2. Where do you live? I live there
c) Tag questions
A tag question is a question that is added into the end of a sentence
and usually does not need the answer. An auxiliary verb is used in a
31
Betty Schrampfer Azar, Fundamentals of English Grammar, (New Jersey:
Regents/Prentice Hall, 1992), 2nd
Ed., p. 124. 32
Betty Schrampfer Azar, Fundamentals of English Grammar, p. 128.
22
tag question. When the main verb is affirmative, the tag question is
negative. When the main verb is negative, the tag question is
affirmative.33
For example:
1. You are a student, aren‟t you? Yes, I am.
2. She is very beautiful, isn‟t she?
3. The Use of Basic Questioning
When we get in front of students, we present ourselves to be the
ones with all the answers, and then after we talk to the students, we start
asking questions as if we do not know anything we just talked about. No
wonder students get confused. As teachers, we need to come to grip with
the fact that we really do not know everything, and there is no reason to
assume that the students know nothing.34
Whereas the primary purpose of questions is to gain answers. The
purposes of question are as follows: question can help the teacher to
measure how effectively pupils are learning, assisting the teacher in
forward planning, question can be used to involve students in on-going
class work, giving students opportunities to articulate their
understanding, improving the students‟ communication skills, stimulating
the imagination into creative thinking, they can foster curiosity and
support problem-solving also.35
Before starting the lesson, the teachers can use the basic
questioning to stimulate the students in order to involve them in the
teaching learning activity, like when the teacher teaches about descriptive
text. First of all, the teacher is better to ask some questions related to the
topic. Then the teacher may ask the students to share their experience
with their friends and discuss it together. After that, the teacher explains
33
Betty Schrampfer Azar, Fundamentals of English Grammar, p. 156. 34
Ben Johnson, “The Right Way to Ask Questions in the Classroom”, from
http://www.edutopia.org/asking-questions, accessed on Thursday, November 24th
, 2011 at 14.30. 35
Learning and Teaching Toolkit Questioning, From
http://www.highland.gov.uk/learninghere/supportforschoolstaff/ltt/issuepapers/ltt-questioning.htm,
accessed on Wednesday, December 7th
, 2011, at 11.23.
23
about the descriptive text itself. Those activities will make all the
students have a guideline about the descriptive text, so it will make the
lesson more effective and interesting. Give an example first, and then
give some questionings. Here, the use of basic questioning is to give a
stimulus to make the students get an idea about the lesson that will be
discussed. The teacher starts the lesson from the easiest to the most
difficult one. So there is a systematic pattern that is used by the teacher.
E. Picture
1. Definition of Picture
Picture is description that gives you an idea in your mind of what
something is like, give somebody the information they need to be able to
understand a situation.36
Picture is representation of anything (as a person, a landscape, a
building) upon canvas, paper, or other surface, produced by means of
pointing, drawing, engraving, or photography.
Picture in this classroom can represent situation which would be
impossible to create in any other way. Many actions can be demonstrated
in a classroom, many objects can be brought into the classroom like toys,
tools, clocks, etc. Picture is one of the varieties of teaching aids which is
used to explain language meaning and construction, engage students in a
topic, or as the basis of a whole activity. In teaching writing, teachers can
use pictures – whether drawn, taken from books, newspaper and
magazine, or photographs to facilitate learning.37
From the definition above, it can be concluded that picture is one
of the media in teaching learning process to support the presentation of
the material by emphasizing the students‟ visual sense that can be used to
36
Oxford University, Oxford Learner’s Pocket Dictionary, (New York: Oxford University
press, 2003), 3rd
Ed., p. 322. 37
Jeremy Harmer, The Practice English Language Teaching, (London: Longman, 2001),
1st Ed., p. 134.
24
motivate and increase the students‟ interest in teaching and learning
process.
2. Types of Picture
According to Jeremy Harmer, pictures can be in form of
flashcard, large wall pictures, cue cards, photographs or illustrations, and
projected slide.38
a. Flashcard
It is a small card which we can hold up for students to see.
Flashcard is particularly useful for “drilling” grammar items, for
cueing different sentences, or practicing vocabulary.
b. Large wall picture
It is big enough for everyone to see detail. Sometime teachers use
large wall pictures when pointing to detail of a picture to elicit
response.
c. Cue card
It is small card which students use in pairs or group work. Teachers
put students in pair of groups and give them some cards so that when a
student picks up the top cue card in a pile he or she will say a sentence
that the card suggests.
d. Photograph or illustration
It is a photo or an image that depicts a situation or people in action.
The teacher uses it to make the situation or the action clear.
Photograph can be found in the book, newspaper, magazine, etc.
e. Projected slide.
In multimedia class, the teacher also uses it to teach. Sometimes
the teacher uses it to show the images in the big form.
38
Jeremy Harmer, The Practice English Language Teaching, 1st Ed., p. 136-137.
25
3. Picture as Teaching Media
Azhar Arsyad states that media is the instrument that can send
and transmits learning messages.39
According to Gerlach and Elly that
was adopted by Azhar Arsyad says that if media is understood globally, it
is human, material, or event which build students can get knowledge,
skill, or attitude.40
Media is very needed in teaching learning process.
Media not only can send learning messages but also sometimes entertain
students. For example, occasionally, teacher gives the students pictures in
their lesson in order to the students will be comfortable and enjoyable.
Picture is one of the teaching media that can make the students
enjoy the lesson. The use of media or aids in learning process should be
matched with curriculum used and students‟ level ability. Thus, a teacher
must have knowledge about media in teaching learning process. Media
which is used should be easy to be understood and known by the students
in order to help them mastering the material or competence which is
taught.
Media are kinds of substances that are used by a teacher during
teaching and learning process to support the presentation of the lesson.
Media have important roles in teaching and learning process. Students‟
motivation can be increased by using media in teaching.
Using medium is the main point in teaching learning process,
particularly in teaching writing class. One of media which is widely used
in teaching is picture.
By showing pictures, students can focus on their activities or they
will be interested in learning or they should be able to try to understand
picture about. It can be used to create situation for English classroom
more freely. Picture can help the students to understand the material
easily and motivate the students in teaching and learning process also.
39
Azhar Arsyad, Media Pembelajaran, (Jakarta: PT. Raja Grafindo Persada, 2003), p. 4. 40
Azhar Arsyad, Media Pembelajaran, p. 3
26
4. Picture to Teach Writing
There are several methods in teaching and learning writing.
Picture is one of ways to explain a real situation. It is very simple visual
aids that can be picked up from the magazine, newspaper, book, calendar,
etc.
Teacher is the most important actor in teaching and learning
process, especially in English subject. He or she must have an ability to
make an interesting class. Picture is one of the teaching media that can
make the students enjoy the lesson.
Among the teaching media, pictures are the common media to be
used. There are three kinds of pictures that are used in teaching and
learning process, they are:
a. Picture of individual person and individual objects.
b. Pictures of situation in which person are “doing something”.
c. A series of pictures on the paper.
In this thesis, the writer was trying to present pictures as teaching
media that can be used by the teachers in teaching descriptive writing.
Picture can be used by the students as a medium to help them in writing
descriptive text. Before the students write a descriptive paragraph, they
can use a picture to guide them in writing, so they will be easier to
compose or write it.
5. Teaching Descriptive Writing by Using Basic Questioning with
Picture
Before starting the lesson, the teachers can use the basic
questioning with picture to stimulate the students in order to involve
them in the teaching and learning activities, like when the teacher teaches
about descriptive text. First of all, the teacher explains about the
descriptive text itself and gives some examples of descriptive text. Then,
the teacher shows the students a picture related to the topic and then asks
27
some questions about the picture. After that the teacher asks the students
to make a descriptive paragraph based on the questions and pictures
given.
Those activities will make all the students have a guideline about
descriptive text, so it will make the lesson more effective and interesting.
Give an example first, and then give some questionings. Here, the use of
basic questioning with picture is to give a stimulus to make the students
get an idea about the lesson that will be discussed. The teacher starts the
lesson from the easiest to the most difficult one. The main point of this
method is that the teacher gives stimulus in order the students will give
feedbacks from some questions that are given by the teacher, and the
teacher can lead them to think more, or we can say writing by guiding
them using basic questioning with picture.
6. The Effectiveness of Using Basic Questioning with Picture to
Improve the Students’ Descriptive Writing Skill
The word effectiveness is noun from the word effective.
Effectiveness means the capability of producing an affect.41
According to
Wottuba and Wright (1975) there are some indicators of effective, they
are: good learning organization, the students‟ positive responds, the
students‟ understanding and mastering in material, and good students‟
achievements.42
It can be concluded that the effective learning is
learning that can reach the aim or objective. The objective of learning is
good students‟ achievement.
So the effectiveness of using basic questioning with picture to
improve the students‟ descriptive writing skill here, the writer hopes that
the students will have good achievement in writing descriptive text after
being taught by using basic questioning with picture.
41
AS. Hornby, Oxford Advanced Learners Dictionary of Current English (New York:
Oxford University Press, 1974), p. 277. 42
Http://Blog. Elearning. Unesa. ac. id/alim – sumarno/ effective learning, accessed on
Wednessday, June 27th
, 2012 at 11.00.
28
F. Hypothesis
Hypothesis is the assumption that possibly true or possibly wrong.
Hypothesis is the provisional answer to the problem of the research that can
be proven through the data that was collected. It is should be tested and
proven by the researcher.43
Because the hypothesis is the provisional answer,
it must be proven through investigation or analysis of the data to receive
proof whether the hypothesis could be accepted or not received.
The hypothesis of this study is that there is a significant difference in
descriptive writing skill improvement between students taught by using basic
questioning with picture and those taught using not-basic questioning with
picture or lecturing only. In this case the writing skill improvement of the
students taught by using basic questioning with picture is higher.
43
Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, (Jakarta: PT. Rineka
Cipta,2006), 13th
Ed., p. 71.
29
CHAPTER III
RESEARCH METHOD
This chapter discusses methodology that is used by the researcher in the
research. It deals with the research design, research setting, population and
sample, variables and indicators, instruments, technique of data collection, and
technique of data analysis.
A. Research Design
Before doing the research, the researcher arranged a research design.
Considering the purposes of the research and the nature of the problems, this
research is quantitative one. In this research, the researcher used true
experimental design (pretest-posttest control group design) to identify the
effectiveness of using basic questioning with picture to improve the students’
descriptive writing skill at the seventh grade of SMP N 31 Semarang in the
academic year of 2011/2012.
There are two groups in pretest-posttest control group design that are
chosen randomly, and then they are given pretest to know the initial condition
whether there is a difference between experiment group and control group.
The sketch of this design can be seen as follows:1
Explanation:
R : Experiment and control groups that are chosen randomly
O1 & O3 : Pre-test of experiment and control groups
O2 & O4 : Post-test of experiment and control groups
X : Treatment (Teaching descriptive writing by using basic questioning
with picture)
1Sugiyono, Metode Penelitian Kuantitatif Kualitatif dan R & D, (Bandung: Alfabeta,
2009), p. 76
R O1 X O2
R O3 O4
30
B. Research Setting
1. Time of the research
This research was conducted from 28 February – 20 March 2012,
counted since the proposal was submitted until the end of research.
2. Place of the research
The writer did the research at SMP N 31 Semarang which is
located in Jalan Tambakharjo Semarang Barat 50145.
C. Population, Sample and Sampling Technique
1. Population
Population is all the subject of the research.2 In other word,
population is the big research group chosen to represent all members of
group. The population of the study was the seventh grade students of SMP
N 31 Semarang in the academic year of 2011/2012. The seventh grade
Students of SMP N 31 Semarang is divided into eight classes. There are
class VII A, VII B, VII C, VII D, VII E, VII F, VII G, and VII H. There
are 30-32 students in each class. The total number of the population is 248
students.
Table 1
List of population
Class Male Female Total
VII A 16 16 32
VII B 16 16 32
VII C 16 16 32
VII D 16 16 32
VII E 18 12 30
VII F 18 12 30
VII G 14 16 30
VII H 16 14 30
Total 130 118 248
2Suharsimi Arikunto, Prosedur Penelitian : Suatu Pendekatan Praktik, (Jakarta : PT.
Rineka Cipta, 2006), 13th
Ed, p. 130.
31
2. Sample
Sample is representative of population that will be observed.3The
writer took sample in this research because the respondents are more than
100. If the respondents are less than 100, it is better to take them all as
sample.4 The important thing in this study is the aim of sampling is to
construct a sample that can represent the entire population. It means that
sample must be able to represent the whole data of population.
Sample in this research is class VII F as control class, VII E as
experimental class.
3. Sampling technique
In this research, the writer used simple random sampling
technique. It is simple because the way of taking sample from population
is done randomly without considering the strata or level of the population.
Simple random sampling technique is used if the member of population is
homogeny.5 The researcher chooses two classes as sample in this research,
they are class VII F as the control class and VII E as the experiment class.
In getting sample of the research, the writer took some procedures.
Because there are eight classes at seventh grade of SMP N 31 Semarang,
The researcher wrote down number 1 to 8 on small piece of paper. The
small piece of paper was placed in a box and well mixed, and a sample of
the required size was selected.
And the last the researcher got class VII E, and VII F as a sample.
The class VII E is as experimental class and VII F is as control class.
3Suharsimi Arikunto, Prosedur Penelitian : Suatu Pendekatan Praktik, p. 131.
4Suharsimi Arikunto, Prosedur Penelitian : Suatu Pendekatan Praktik, p. 134.
5Sugiyono, Metode Penelitian Kuantitatif Kualitatif dan R & D, ( Bandung: Alfabeta,
2009), p. 82.
32
D. Variables and Indicators
Variable refers to the object of the research that becomes the research
focus.6 There are two types of variables: Independent variable (X) and
dependent variable (Y). So, the variables in this study are:
1. The independent variable
Independent variable is variable that influences or that becomes the
cause of change or emergence the dependent variable.7 The independent
variable in this research was the use basic questioning with picture in the
teaching writing descriptive text. The experimental group learnt
descriptive writing through basic questioning with picture while the
control group learnt descriptive writing without basic questioning with
picture (by using lecturing only). The indicators are as follows:
a. The teacher gives a picture.
b. The teacher asks some questions related to the picture.
c. The students respond the teacher’s questions.
d. The students write/compose a descriptive text based on the picture.
e. The teacher gives evaluation.
2. The dependent variable
Dependent variable is variable that was affected or that became the
result because of the existence of the independent variable.8 Dependent
variable in this study was the students’ achievement on descriptive writing
which was indicated by students’ score. The indicators are as follows:
a. Content
b. Organization
c. Grammar/structure
d. Vocabulary/word choice
e. Mechanics
6Suharsimi Arikunto, Prosedur Penelitian: Suatu Pendekatan Praktik, p. 118.
7Sugiyono, Metode Penelitian Kuantitatif Kualitatif dan R & D, ( Bandung: Alfabeta,
2009), p. 39. 8Sugiyono, Metode Penelitian Kuantitatif Kualitatif dan R & D, ( Bandung: Alfabeta,
2009), p. 39.
33
E. Technique of Data Collection
To get the accurate data in this study, the researcher selects the instruments
that will be appropriate for the problem statement, there are:
1. Documentation
Documentation method is used to look for the data concerning
matters or the variable that are taken in the form of the note, transcript,
book, newspaper, magazine, inscription, notulen, lengger, agenda, etc.9 it
refers to the archival data that help the writer to collect the needed data. In
this study, this method is used to get the data that related to the object of
research such as students’ name list which are included in the population.
In this case, the data was gained by the help of the English teacher.
2. Test
Test is a set of questions or exercises and other tools which are
used to measure skill, intelligence, knowledge, and ability those are had
by individual or group.10
This method is used to get data about score of the
pre-test and post-test that was given for both of groups.
The test in this study is an essay test or subjective test. In essay
test of writing, the students are given a free chance to think as much as
possible. They can freely express and organize their ideas in written form.
a) Pre- test
Before the teacher taught new material by using basic
questioning with picture, the teacher gave a test to the students. Pre-
test was given to the experiment class and the control class. This test is
given before the experiment was run.
b) Post- test
Post-test was given to the experiment class and the control
class. The test was given in order to know the improvement of
students’ ability in writing descriptive text. The post-test was given to
the experiment class and control class after receiving treatment. The
9Suharsimi Arikunto, Prosedur Penelitian: Suatu Pendekatan Praktik, p. 158.
10Suharsimi Arikunto, Prosedur Penelitian: Suatu Pendekatan Praktik, p. 150.
34
experimental groups are taught descriptive writing through basic
questioning with picture while the control groups are taught
descriptive writing without basic questioning with picture (by using
lecturing only).
F. Techniques of Data Analysis
The writer analyzes the data through giving test to the students. It needs
some steps in analyzing the data. The following are the steps had been taken
by the writer:
1. Technique of scoring test
In measuring the test, a standard technique should be used to show
the result of research were reliable. To measure the writing test the writer
used the analysis method. According to Alice C. Omaggio, there are five
major items or categories in scoring writing, they are content,
organization, vocabulary, grammar, and mechanic.11
To analyze the students’ test in writing descriptive text, the writer
focused on the items in the elements of writing as states by Alice. The
elements of writing are content, organization, vocabulary, grammar and
mechanic.
Table 2
Percentage of The element of writing
Element of writing Score
1. The content mastery
2. The organization mastery
3. The vocabulary mastery
4. The grammar mastery
5. The mechanic mastery
30%
20%
20%
25%
5%
Total of score 100%
11
Alice C. Omaggio, Teaching Language in Context, (Boston: Heinle & Heinle
Publishers, Inc, 2001), p. 266
35
Table 3
Scoring Guidance and The explanation of Criterion.12
Item
analysis
score Criterion of scoring
Content 30-27
26-22
21-17
16-13
Excellent: knowledgeable-subtantive etc
Good: some knowledge of subject-adequate range
Fair: limited knowledge of subject-little substance
Very poor: does not show knowledge of subject-non
substantive.
Organization 20-18
17-14
13-10
9-7
Excellent: fluent expression-ideas clearly stated
Good: somewhat choopy-loosely organized but main
ideas stand out
Fair: not fluent-ideas confused or disconnected
Very poor: does not communicate-no organization
vocabulary 20-18
17-14
13-10
9-7
Excellent: sophisticated range-effective word/idiom
choice and usage
Good: adequate range-occasional errors of word/idiom
form, choice, usage, but meaning not obscured
Fair: limited range-frequent errors of word/idiom form,
choice, usage
Very poor: essentially translation- little knowledge of
english vocabulary, idioms, word form
Grammar/
Language
Use
25-22
21-18
17-11
10-5
Excellent: effective complex construction, few errors of
agreement, tense, etc
Good: effective but simple constructive in grammar.
Fair:.major problem is simple/complex construction in
grammar.
Very poor: virtually no mastery of sentence
construction rules.
Mechanic 5
4
3
2
Excellent: demonstrates mastery of conventions
Good: occasional errors of spelling, punctuation,
capitalization, etc.
Fair: frequent errors of spelling, punctuation,
capitalization, etc
Very poor: no mastery of conventions, dominated by
errors of spelling, punctuation, capitalization,
paragraphing, etc
Total of
score
100
12
Alice C. Omaggio, Teaching Language in Context, (Boston: Heinle & Heinle
Publishers, Inc, 2001), p. 266-267.
36
2. Pre-requisites Test
Before the writer determines the statistical analysis technique used,
the first the writer examined the validity sample. The way that was used
to examine the validity sample was normality and homogeneity test.
a. Normality Test
Normality test used to know the distribution data normal or not.
To find out the distribution data is used normality test with Chi-
square.13
The steps of Chi-square test as follows:
1) Determine of the range (R): the largest data reduced the
smallest data.
2) Determine the many class intervals (K) with the formula:
K= 1+ (3, 3) log n
3) Determine the length of the class, using the formula:
classofnumber
Rrangep
4) Make a frequency distribution table
5) Determine the class boundaries (bk) of each class interval.
6) Calculating of the average Xi ( x ), with the formula:
i
ii
f
xfX_
7) Calculate variance, with the formula:
)1(
)( 22
2
nn
xfxfns
iiii
8) Calculate the value of Z, with the formula:
s
xxZ
_
x = Limit class
x = Average
S = standard deviation
13
Sudjana,Metode Statistika, (Bandung: Tarsito, 2001), p.273.
37
9) Define the board area of each class interval.
10) Calculate the frequency expository (fh), with the formula:
fh = n x wide area with the n number of sample.
11) Make a list of the frequency of observation (fo), with the
frequency expository as follow:
class bk Z P L Ei
Ei
EiOi 2)(
12) Calculate the Chi-square ( 2x ), the formula:
Ei
EiOi 22 )(
13) Determine the degree of validity (df). In the calculation of
this data is arranged in the list of frequency distribution
consisting of k pieces so that the interval to determine the
criteria test used formula df = k-3, where k is the number of
class intervals and the real extent α = 0.05
14) Determine the value of 2x table.
15) Determine the distribution normality with test criteria:
If count > table so the data is not normal distribution and
other way if the count < table so the data is normal
distribution.
b. Homogeneity Test
Is used to know whether the data are homogeneous or not.
The formula is:14
Vk
VbF
Where:
Vb: bigger variance
Vk: smaller variance
14
Sudjana, Metode Statistika, p.250.
38
The hypothesis in homogeneity test are:
Ho: homogeny variance = 2
2
2
1
Ha: non homogeny variance = 2
2
2
1
If the calculation result of countF is lower that tableF
( countF < tableF ) by 5% degree of significant so Ho is accepted, it means
the data is homogeneous or both of groups have the same variance.
c. Test of the Average
It is used to examine average whether experiment group and
control group that has been decided having significant different
average.
Ho: 21
Ha: 21
The formula that is used in the t-test as follows:15
s
nn
XXt
21
2
11
with 2
)1()1(
21
2
22
2
11
nn
snsns
Where:
1X : average of experimental group
2X : average of control group
n1 : number of experiment group
n2 : number of control group
S12 : standard deviation of experiment group
S22 : standard deviation of both groups
15
Sudjana, Metode Statistika, p.239.
39
Criteria test is Ho is accepted if
211
211
ttt . Where
2
11t obtained from the distribution list t with df = (n1 + n2 -2) and
opportunities ( 2
11 ). Values for other t Ho rejected.
3. Analysis Phase End
To examine the hypothesis that have been stated, these following steps
are used.
1) Normality Test
Steps normality second step is the same as the normality test on the
initial data.
2) Homogeneity Test
Steps homogeneity second step is the same as the homogeneity test on
the initial data.
3) Hypothesis Test
Proposed hypothetical test in average similarity with the right test is as
follows:
Ho = 1 ≤ 2
Ha = 1 > 2
1 : average data of experiment group
2: average data of control group
The t-test formula is used.
5
21
21
11
nn
XXt
With
2
)1()1(
21
2
22
2
11
nn
snsns
40
Where:
1X : average of experimental group
2X : average of control group
n1 : number of experiment group
n2 : number of control group
S12 : standard deviation of experiment group
S22 : standard deviation of control group
Testing criteria that apply Ha is accepted if tablecount tt with
determinate df = ( 221 nn ) and the significant α = 5% (1- α).
G. Research procedure
In collecting data, there are some steps were taken by the writer,
they are as follows:
1. Preliminary visit (meet the administration officer)
The writer visited the school to get information about teacher and
students as participants. To gain the information, the writer asked the
administration officer.
2. Contact the headmaster
The writer asked permission to the headmaster of SMP N 31
Semarang by giving the permission letter.
3. Contact the English teacher
After getting permission from the headmaster, the writer met the
English teacher for asking his help and guidance in conducting research.
And the writer explains about test and material to students.
4. Give pre test
The writer gave the pre test to experiment and control class. They
asked to write a descriptive text based on the theme given. The pre test
was conducted on February 28, 2012 for experiment class and control
class.
41
5. Give the treatment
The activities of the experiment class were started on March 5, 2012
and end on March 19, 2012. The experiment class was given the treatment
by using basic questioning with picture as a technique in teaching writing
descriptive text text. While the activities of the control class were started
on March 6, 2012 and end on March 15, 2012. The control class was only
given a verbal explanation without using basic questioning with picture as
a technique in teaching writing descriptive text.
6. Give post test
The post test was conducted after treatment for three times, it was
given to test their understanding on writing descriptive text. It was held on
March 20, 2012.
The procedures of collecting the data could be seen in the following
table.
No Task What to prepare Date
1.
2.
3.
4.
5.
Preliminary visit (meet the
administration officer)
Contact the headmaster
Contact the English teacher
Give pre-test
Give treatment
-
Research
permission letter
-
Pre test worksheet
Lesson plan,
handbook,
worksheet,
Thursday, 2
February 2012
Monday, 6
February 2012
Monday, 6
February 2012
- Tuesday, 28
February
2012
Experiment:
- Monday, 5
March 2012
42
6.
Give post test
teaching
materials.
Post test
worksheet
- Monday, 12
March 2012
- Monday, 19
March 2012
Control:
- Tuesday, 6
March 2012
- Tuesday, 13
March 2012
- Thursday, 15
March 2012
Tuesday, 20
March 2012
43
CHAPTER IV
RESEARCH FINDING AND DISCUSSION
A. Description of Research Finding
The object of this research was divided in two classes, class VII E as the
experiment class and class VII F as control class. Learning writing descriptive
text in the experiment class by using basic questioning with picture as a
technique. While the control class by lecturing or conventional learning
(without using basic questioning with picture).
Before the analysis is done, the first test was given before and after the
students followed the learning process that was provided by the writer (pre-
test and post-test). After collecting the data, the writer scored the result of data
from the test had been given to the students. The writer scored for each items
of element of writing.
To analyze the result of the test, the first thing that should be concerned
is using the result of initial data taken from the pre-test value of experiment
class and control class. After the control and experiment conducted the
learning process, then both of the classes were given a test to obtain the data
that will be analyzed.
The data in this study were obtained from the test result, as follow:
1. Result of research
a. Analysis of scoring test
After collecting the data, the writer analyzed the result of data
from the test had been given to both of classes. In scoring writing test,
the writer scored for each element of writing as follows.
44
Table 4
The Lowest Score and the Highest Score Element of Writing
No Element of Writing The Lowest Score The Highest Score
1 Content 13 30
2 Organization 7 20
3 Vocabulary 7 20
4 Grammar 5 25
5 Mechanic 2 5
The scoring process of pre test and post test of both classes can be
seen in appendix 3-6.
b. The data of score pre-test of the experiment class
Based on the result of research in class VII E before being taught
by using basic questioning with picture in writing descriptive text the
highest score achieved is 76, the lowest is 42, the range (R) is 34, the
number of class (K) is 6, and the class interval is 6, from the calculation
)( fiXiΣ = 1641, )( 2fiXi = 91861.5, so the mean x = 54.7 with
standard deviation (S) = 8.51. The result of the calculation above is then
inputted into the table of frequency distribution as follows:
Table 5
List of Frequency Distribution Score of Pre-test of the
Experiment Class
No Interval Absolute
Frequency
Relative
Frequency (%)
1 42 – 47 7 23.33
2 48 – 53 9 30.00
3 54 – 59 4 13.33
4 60 – 65 7 23.33
5 66 – 71 2 6.67
6 72 - 77 1 3.33
45
To make easier to understand, the writer applied frequency
distribution score into charts as follows:
Chart 1
Histogram Frequency Distribution Score of Pre-test of the
Experiment class
c. The data of score pre-test of the control class
Based on the result of research in class VII F before being taught
by using conventional learning (without basic questioning with picture
as a technique) in writing descriptive text the highest score achieved is
68, the lowest score is 39, range (R) = 29, the number of class (K) = 6,
and the class interval is 5, from the calculation )( fiXiΣ = 1555,
)( 2fiXi = 81955, so the mean x = 51.83 with standard deviation (S)
= 6.83. The result of the calculation above is then inputted into the table
of frequency distribution as follows:
46
Table 6
List of Frequency Distribution Score of Pre-test of the Control Class
No Interval Absolute
Frequency
Relative
Frequency (%)
1 39 – 43 3 10.00
2 44 – 48 7 23.33
3 49 – 53 9 30.00
4 54 – 58 6 20.00
5 59 – 64 3 10.00
6 65 – 69 2 6.67
To make easier to understand, the writer applied frequency
distribution score into charts as follows:
Chart 2
Histogram Frequency Distribution Score of Pre-test of the Control
Class
d. The data of score post-test of the experiment class
Based on the result of research in class VII E after being taught by
using basic questioning with picture as a technique in writing
47
descriptive text the highest score achieved is 81, the lowest score is 60,
range (R) = 21, the number of class (K) = 6, and the class interval = 4,
from the calculation )( fiXiΣ = 2137, )( 2fiXi = 153368, so the mean
x = 71.23 with standard deviation (S) = 6.27. The result of the
calculation above is then inputted into the table of frequency
distribution as follows:
Table 7
List of Frequency Distribution Score of Post-test of the Experiment
Class
No Interval Absolute
Frequency
Relative
Frekuency(%)
1 60 – 63 4 13.33
2 64 – 67 5 16.67
3 68 – 71 7 23.33
4 72 – 75 5 16.67
5 76 – 79 6 20.00
6 80 – 83 3 10.00
To make easier to understand, the writer applied frequency
distribution score into charts as follows:
Chart 3
Histogram Frequency Distribution Score of Post-test of the Experiment
Class
0
2
4
6
8
60 – 63 64 – 67 68 – 71 72 – 75 76 – 79 80 - 83
Fre
qu
en
cy
Class Interval
48
e. The data of score post-test of the control class.
Based on the result of research in class VII F after being taught by
using conventional learning (without basic questioning with picture as a
technique) in writing descriptive text the highest score achieved is 72,
the lowest score is 47, range (R)= 25, the number of class (K) = 6, and
the class interval is 5, from the calculation )( fiXiΣ = 1740, )( 2fiXi
= 102040, so the mean x = 58.00 with standard deviation (S) = 6.21.
The result of the calculation above is then inputted into the table of
frequency distribution as follows:
Table 8
List of Frequency Distribution Score of Post-test of the Control Class
No Interval Absolute
Frequency
Relative
Frequency (%)
1 47 – 51 3 10.00
2 52 – 56 12 40.00
3 57 – 61 7 23.33
4 62 – 66 5 16.67
5 67 – 71 2 6.67
6 72 – 76 1 3.33
To make easier to understand, the writer applied frequency
distribution score into charts as follows:
49
Chart 4
Histogram Frequency Distribution Score of Post-test of the Control
Class
f. The average score of pre test and post test of the experiment class and
control class.
The data were obtained from the students’ achievement scores of
the writing descriptive text. They were pre test and post test scores from
the experimental and control classes. The average score from the
experimental class was 53.90 for the pre test and 71.17 for the post test.
While the average score for the control class was 51.17 for the pre test
and 57.83 for the post test. The following is the simple table for the pre-
test and post-test students’ average scores:
Table 9
The Result Average Score of the Pre-test and Post-test of the
Experiment and Control Classes
Class The average score of the
pre test
The average score of
the post test
Experimental 53.90 71.17
Control 51.17 66.83
The more calculation can be seen in appendix 7
0
2
4
6
8
10
12
14
47 – 51 52 – 56 57 – 61 62 – 66 67 – 71 72 - 76
Fre
qu
en
cy
Class Interval
50
Based on the table above, it can be seen that there was an
improvement of the students’ achievement in writing a descriptive text.
Each class had different achievement. The achievement of the
experimental class was higher than the control class.
B. Data Analysis And hypothesis Test
1. Analysis Phase First
It was done to know the normality and homogeneity of the initial data
in the experiment class and control class.
Table 10
Score of pre-test experiment and control classes
No Source of variance Experimental Control
1
2
3
4
5
6
N
Average
Variance
Standard deviation
Maximal score
Minimal score
30
53.90
77.82
8.82
76
42
30
51.17
53.94
7.34
68
39
The more calculations can be seen in appendix 7.
a) Normality Test of Pre-test
The normality test is used to know whether the data is normally
distributed or not. To find out the distribution data is used normality
test with Chi-square.
Ho : the data of normal distribution
Ha : the data of un normal distribution
With criteria, Ho accepted if countx2 < tablex2 with α = 5% and df =
k-3.
51
Table 11
The result of normality pre-test of experiment and control classes
No Class Test countx2 tablex2 Criteria
1 Experiment Pre-test 5.081 7.81 Normal
2 Control Pre-test 1.294 7.81 Normal
The more calculations can be seen in appendix 8 and 9
Based on the analysis above it can be seen that countx2
both of class
is lower than tablex2 ( countx2 < tablex2 ), so Ho accepted. It can be
concluded that the distribution data of experiment and control class are
normal.
b) Homogeneity Test of Pre-test
The homogeneity test is used to know whether the group sample
that was taken from population is homogeneous or not.
Ho = 2
1 = 2
2 (homogeny variance)
Ha = 2
1 2
2 (non homogeny variance)
With criteria, Ho accepted if Fcount < Ftable with = 05.0 and df =
k-1.
Table 12
The result of homogeneity pre-test of experiment and control classes
No Class Variance n Fcount Ftable Criteria
1 Experiment 77.82 30 1.443 1.86 Homogen
2 Control 53.94 30
The more calculation can be seen in appendix 12.
Based on the formula:
Fcount = varianceminimum
variancemaximum
Fcount = 1.443
52
Based on the computation above it is obtained that Fcount is lower
than Ftable, so Ho accepted. It can be concluded that the data of pre test
from experiment and control class have the same variance or
homogeneous.
c) Testing the similarity of average of the initial data between
experimental and control classes.
To test the difference of average, the writer used t-test.
Ho: 21
Ha: 21
Where:
1 : average data of experimental group
2: average data of control group
Table 13
The average similarity test of pre-test of experiment and control
classes
Source of variance Experimental control criteria
Sum
N
Average
Variance ( 2S )
Standard deviation (S)
1617
30
53.90
77.82
8.82
1535
30
51.17
53.94
7.34
same
The more calculations can be seen in appendix 14.
2
)1()1(
21
2
22
2
11
nn
snsns
= 8,11647
53
5
21
21
11
nn
XXt
t = 1,304
Ho is accepted if 2)n2α)(n1
21(1
tt2n2n1α)
21(1
t
. Based
on the computation above, by α = 5% and df = 30+30- 2 = 58 is
obtained ttable = 2.00 and tcount = 1.304. Ho is accepted if
tablecounttable ttt . So, it can be concluded that there is not
significant different of the average pre-test between experimental and
control classes, because tcount at the reception area of Ho.
2. Analysis Phase End
It was done to answer hypothesis of this research. The data used were
the result of post test of both classes. The experiment class taught by using
basic questioning with picture as a technique and the control class taught
without basic questioning with picture.
The final analysis contains the normality test, homogeneity test and
the difference average test of post test.
a. Normality test of the Post-test
Ho : the data of normal distribution
Ha : the data of un normal distribution
With criteria, Ho accepted if countx2 < tablex2 with α = 5% and df =
k-3.
Table 14
The result of normality post-test of experiment and control classes
No Class countx2 tablex2 Criteria
1 Experiment 2.606 7.81 Normal
2 Control 4.073 7.81 Normal
The more calculations can be seen in appendix 10 and 11
54
Based on the computation above it is obtained that countx2
is
lower than tablex2 by α = 5% with df = 6-3 = 3. So it can be concluded
that the distribution data of post test of experimental and control class
are normal.
b. Homogeneity test of the post-test
Ho = 2
1 = 2
2 (homogeny variance)
Ha = 2
1 2
2 (non homogeny variance)
With criteria, Ho accepted if Fcount< Ftable with = 05.0 and df =
k-1.
Table 15
The result of homogeneity post-test of experiment and control classes
No Class Variance n Fcount Ftable Criteria
1 Experiment 36.902 30 1.039 1.86 Homogen
2 Control 35.523 30
The more calculation can be seen in appendix 13.
Based on the formula:
Fcount = varianceminimum
variancemaximum
Fcount = 1.039
Based on the computation above it is obtained that Fcount is lower
than Ftable, it means that Ho accepted. It can be concluded that data of
post test of experimental and control classes have the same variance or
homogeneous.
55
c. Hypothesis Test
Hypothesis test is used to know whether there is a difference
average on post test of experimental class and control class. The data
which were used to test the hypothesis was the post- test score of both
classes. To test the difference of average used t-test.
Ho: 21 : it means there is no significant difference between the
writing skill improvement of students who were taught
by using basic questioning with picture and who were
taught by lecturing (without using basic questioning
with picture)
Ha: 21 : it means there is significant difference between the
writing skill improvement of students who were taught
by using basic questioning with picture and who were
taught by lecturing (without using basic questioning
with picture)
Ha is accepted if 2)n2(n1α)(1
tcountt
Table 16
The score of post test of experiment and control classes
No Source of variance Experimental Control
1
2
3
4
5
6
N
Average
Variance
Standard deviation
Maximal score
Minimal score
30
71.17
36.90
6.07
81
60
30
57.83
35.52
5.96
72
47
The more calculations can be seen in appendix 7.
56
Table 17
Result of computation t-test
Class n Average
(_
X )
Variance
( 2S )
Standard
dDeviation (s)
tablet countt Criteria
Experiment 30 71.17 36.90 6.07 1.67 8.581 Ha
accepted Control 30 57.83 35.52 5.96
The more calculation can be seen in appendix 15.
Based on the computation above, it is obtained that the average of
post-test of the experimental class who were taught by using basic
questioning with picture is 71.17 and standard deviation (s) is 6.07.
While the average of post test of the control class who were taught by
lecturing or conventional learning is 57.83 and standard deviation (s) is
5.96 with df = 30+30-2 = 58 by α = 5%, so obtained ttable = 1.67 from
the result of calculation t-test tcount = 8.581. It means that tcount is higher
than ttable (tcount > ttable). So Ho is rejected and Ha is accepted.
Because tcount > ttable , it can be concluded that there is a significant
difference between experimental and control classes on post-test, the
score of the experimental class is higher than the control class.
C. Discussion of the Research Finding
1. The score of initial ability ( Pre test)
Based on the calculations of normality and homogeneity test from
class VII E as the experiment class and class VII F as the control class,
both of classes are normal distribution and homogeneous.
2. The score of final ability (Post test)
The result of this research is obtained the average score of experiment
class was 71.17 which were higher than the result of control class 57.83.
The average score of experiment class was 71.17 and standard
deviation (s) was 6.07. Teaching writing in experiment class by using
57
basic questioning with picture as a technique to teach descriptive text can
encourage the students to be more active and motivated. Basic questioning
with picture as a teaching technique that can create situation in teaching
writing more interesting and make the students easier to understand the
material. It can be seen on average score of experiment class which better
result than control class.
The average score of control class was 57.83 and standard deviation
(s) was 5.96. Teaching writing in control class by using conventional
learning or lecturing to teach writing descriptive text make the students
feel bored with the material that is presented because the method too
monotone. The students still had difficulties in transferring their taught
and ideas in writing.
Based on the result of calculation t-test is obtained tcount: 8.581 and
ttable: 1.67 with α = 5 % and )2( 21 nndf . It shows that tcount > ttable
(tcount higher than ttable). So it means that there is a significant difference
between writing skill improvement of students taught by using basic
questioning with picture and taught by lecturing or conventional learning
in writing descriptive text.
D. Limitation of the Research
The writer realized that this research was not done optimally. There were
constrains and obstacles faced during the research process. Some limitations
of this research are:
1. The research is limited at SMP N 31 Semarang and just used class VII E
and class VII F as sample, so that when the same research is conducted in
other school, it is still possible that different result will be gained.
2. The limitation of the time makes this research could not be done
maximally. But it was enough to fulfill all requirements for a research.
3. The writer is still lacking of many experiences and knowledge in doing the
research. So the research is not done optimally. But the writer has done the
58
research as good as possible to do this study accordance with capability of
knowledge and the guide from advisors.
4. The research is limited at the descriptive text material for seventh year
students of Junior High School, so it is still possible that different result
will be gained at the different material.
Considering all those limitations, it is needed to do more research about
teaching writing descriptive text using the same or different technique or
media. In the hope there will be more optimal result.
59
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
The conclusion of this research is drawn in accordance with the result of
the data analysis in the previous chapter. There are some significant
differences between experiment and control class. The average score for the
experiment class was 53.90 for the pre-test and 71.17 for the post-test. While
the average score for the control class was 51.17 for the pre-test and 57.83 for
the post-test. It means that there is an improvement of the students’
achievement in writing descriptive text. Each class has different achievement.
The achievement of the experimental class is higher than the control class.
In the result of post-test of experiment class was 71.17 which where higher
than the control class 57.83. It means that writing a descriptive text by using
basic questioning with picture as a technique is better than the writing
descriptive text without basic questioning with picture.
The result of the calculation using the t-test showed that tcount: 8.581 and
ttable: 1.67 with α = 5 % and )2( 21 nndf . It means that tcount was higher
than ttable {8.581 > 1.67}. It can be concluded that there is a significant
difference in the students’ writing score of the seventh year students of SMP
N 31 Semarang in academic year of 2011/ 2012 between students who have
been taught writing a descriptive text by using basic questioning with picture
and those who have been taught by using a conventional learning or lecturing
only.
From the explanation above, it concludes that the use of basic questioning
with picture is effective to improve the students’ descriptive writing skill at
the seventh grade of SMP N 31 Semarang.
60
B. Suggestion
One of the obstacles that teacher may face in teaching and learning process
is how to make the students interested in the teaching or how to promote the
students’ interest to join the learning process well. If the students have high
interest in following the teacher, it will not be so difficult for the teacher to
teach the lesson.
Based on the result of the study, the writer suggests for English teacher,
students and next researcher as follow:
1. For the English Teacher
a. Basic questioning with picture may become alternative technique in
teaching writing especially in a descriptive text. Using basic questioning
with picture to teach writing is a good innovation. It can stimulate the
students’ interest in writing. By using basic questioning with picture, the
students are able to catch the ideas of what to write and arrange the
paragraph more easily. So the students will not find difficulties in
getting ideas in writing.
b. The teacher should match the picture with the suitable material for
Junior High School students, so that the goal of the study can be
achieved.
c. The teacher can find the references of the basic questioning with picture
from magazine, book, newspaper, internet, or make basic questioning
with picture by themselves based on their creativities in order to get the
students interest in writing activities.
d. Before teaching and learning process, the teacher should prepare the
technique or media well. It means that before using the basic
questioning with picture as a technique in teaching writing, it is better if
the teacher checks whether the text can be classified as descriptive text
or not, whether the text is appropriate to their level or not.
61
2. For the Students
a. The students should pay attention to the teacher when he or she gives
the English lesson.
b. The students encourage themselves to learn English especially writing a
descriptive text.
c. The students should learn the elements of good writing especially
grammar and its application in the writing process.
d. The students should practice their ability of writing from the simple to
the complex.
3. For the next researchers
They can make this study as their reference to conduct other
researches on the same field. They are also expected to be able to cover the
limitation about this research, they can conduct a research with the same
technique but in different genres. The writer hopes that the next researchers
can prepare everything as good as possible in doing research and can follow
up this research.
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Appendix 1
The list of the students of the experimental class
No Name Code
1 Abdul Rochmansyahid E-1
2 Agung Nur Fitriyanto E-2
3 Aldiko Bagas Pratama E-3
4 Annieke Yulia Fitriana E-4
5 Apriyanto E-5
6 Ardiangga Daya A. E-6
7 Bhaskara Dimas Satrio E-7
8 Delfina Paulin Kurnia E-8
9 Diah Agustina E-9
10 Dodi Adiansah E-10
11 Evi Tania Putri E-11
12 Faris Wafiq Sa.ifudin E-12
13 Fauzal Rizky Prasetya E-13
14 Huda Dwi Wuryanto E-14
15 Irvan Wahyu Prayoga E-15
16 Jazaul Rahmah E-16
17 Kholilul Azis E-17
18 Lavenia Novitasari P E-18
19 Luhur Andriyanto E-19
20 Mohamad Amin Rofi`i E-20
21 Nur Istiyanti E-21
22 Nur Kholifah E-22
23 Nurrohman Utomo E-23
24 Rizki Hermawan E-24
25 Ryan Nurdiansyah E-25
26 Sri Wulan Sari E-26
27 Tsania Dewi Rahmatika E-27
28 Varel Jalu Mahendra FR E-28
29 Yulianingsih E-29
30 Yuni Priska Andriani E-30
Appendix 2
The list of the students of the control class
No Name Code
1 Abdul Rochim C-1
2 Adhitya Romadhan Y P C-2
3 Agus Fatkul Hadi C-3
4 Amalia Choirul Jannah C-4
5 Bagas Galih Anggoro P C-5
6 Bahtiar Nur Sholikin C-6
7 Diah Indah Safitri C-7
8 Dimas Reza Adiputra C-8
9 Dimas Yuliandika R C-9
10 Dita Manggela Saputri C-10
11 Fatkha Safariyani C-11
12 Fauzan Adetiawan C-12
13 Febryan Wahyu N C-13
14 Galang Nuari R C-14
15 Hanissyah Putri W C-15
16 Lutvina Oktaviani C-16
17 Moh. Dwi Prasetya C-17
18 Muh. Makruf Al Bazy C-18
19 Muh. Idh-Har Sidiq C-19
20 Muh. Rizky Hidayatulloh C-20
21 Novita Dwi Lestari C-21
22 Restika Anandita P P C-22
23 Rivany Alfrieda Medya C-23
24 Selvia Ayu Anggiyani C-24
25 Singgih Tio Aprilliyanto C-25
26 Syahrul Fahmi K C-26
27 Tri Wahyuni C-27
28 Vian Tanjung Istianing C-28
29 Wahyuni Choirul Nisa' C-29
30 Yipta Yoga Prastya C-30
Appendix 3
The Pre-test Score of the Experimental Class
No Code Cont. Org. Voc. Gram. Mechanic Score
1 E-01 13 10 9 10 2 44
2 E-02 16 10 10 10 3 49
3 E-03 13 9 9 11 3 45
4 E-04 22 14 10 11 4 61
5 E-05 13 9 9 10 2 43
6 E-06 16 13 13 17 3 62
7 E-07 22 14 14 11 4 65
8 E-08 17 9 9 10 3 48
9 E-09 13 9 9 10 3 44
10 E-10 13 9 7 10 3 42
11 E-11 22 14 10 17 3 66
12 E-12 13 13 9 10 3 48
13 E-13 13 10 9 10 2 44
14 E-14 13 9 9 10 3 44
15 E-15 17 13 10 11 3 54
16 E-16 22 14 13 11 4 64
17 E-17 20 10 9 10 3 52
18 E-18 13 10 10 15 3 51
19 E-19 17 9 10 11 3 50
20 E-20 17 13 10 11 3 54
21 E-21 22 15 14 11 4 66
22 E-22 25 14 15 18 4 76
23 E-23 17 13 14 11 3 58
24 E-24 20 13 13 15 3 64
25 E-25 13 13 9 11 2 48
26 E-26 22 10 14 11 4 61
27 E-27 21 13 13 11 2 60
28 E-28 13 9 7 18 2 49
29 E-29 17 13 10 13 2 55
30 E-30 13 10 13 11 3 50
Appendix 4
The Pre-test Score of the Control Class
No Code Cont. Org. Voc. Gram. Mechanic Score
1 C-01 17 11 9 10 2 49
2 C-02 17 9 10 10 3 49
3 C-03 20 11 10 10 3 54
4 C-04 15 9 8 10 2 44
5 C-05 19 10 9 10 2 50
6 C-06 22 10 10 10 2 54
7 C-07 22 12 13 11 4 62
8 C-08 19 10 10 8 2 49
9 C-09 19 13 10 10 3 55
10 C-10 24 15 14 11 4 68
11 C-11 22 13 12 11 4 62
12 C-12 21 10 11 10 2 54
13 C-13 15 7 7 8 2 39
14 C-14 17 11 10 10 2 50
15 C-15 19 10 11 12 3 55
16 C-16 21 10 11 10 3 55
17 C-17 21 11 10 7 2 51
18 C-18 19 10 9 10 2 50
19 C-19 15 9 9 10 2 45
20 C-20 15 9 9 10 3 46
21 C-21 16 10 9 10 3 48
22 C-22 15 7 7 8 3 40
23 C-23 24 15 14 11 4 68
24 C-24 15 7 7 8 3 40
25 C-25 21 9 9 10 2 51
26 C-26 15 9 9 10 2 45
27 C-27 19 13 13 11 3 59
28 C-28 15 10 9 10 2 46
29 C-29 19 10 10 10 2 51
30 C-30 15 10 9 10 2 46
Appendix 5
The post-test Score of the Experimental Class
No Code Cont. Org. Voc. Gram. Mechanic Score
1 E-01 17 13 13 18 2 63
2 E-02 21 14 14 18 2 69
3 E-03 22 13 10 18 2 65
4 E-04 26 10 14 17 4 71
5 E-05 26 14 14 18 2 74
6 E-06 26 17 14 17 2 76
7 E-07 22 13 13 11 3 62
8 E-08 16 17 17 21 5 76
9 E-09 21 13 13 17 3 67
10 E-10 21 14 17 21 4 77
11 E-11 21 13 13 17 2 66
12 E-12 25 14 16 17 3 75
13 E-13 17 15 14 21 2 69
14 E-14 22 17 14 17 3 73
15 E-15 17 13 13 17 4 64
16 E-16 26 17 17 17 4 81
17 E-17 27 16 16 17 5 81
18 E-18 26 17 14 17 4 78
19 E-19 22 14 14 18 2 70
20 E-20 26 14 14 15 3 72
21 E-21 22 17 17 12 3 71
22 E-22 22 14 16 10 3 65
23 E-23 22 15 13 17 3 70
24 E-24 17 13 13 17 2 62
25 E-25 26 17 14 18 2 77
26 E-26 22 14 14 18 4 72
27 E-27 22 15 14 17 2 70
28 E-28 21 13 13 10 3 60
29 E-29 26 17 14 17 4 78
30 E-30 22 17 17 21 4 81
Appendix 6
The Post-test Score of the Control Class
No Code Cont. Org. Voc. Gram. Mechanic Score
1 C-01 22 13 13 17 2 67
2 C-02 22 14 10 12 2 60
3 C-03 21 10 10 11 3 55
4 C-04 21 13 10 17 3 64
5 C-05 16 13 13 11 3 56
6 C-06 17 13 10 10 2 52
7 C-07 22 14 14 10 3 63
8 C-08 21 13 13 10 2 59
9 C-09 16 13 13 11 3 56
10 C-10 17 10 13 11 3 54
11 C-11 22 14 14 18 4 72
12 C-12 22 14 13 11 2 62
13 C-13 16 9 9 11 2 47
14 C-14 16 10 10 10 3 49
15 C-15 21 14 10 11 2 58
16 C-16 21 13 13 10 3 60
17 C-17 17 10 10 10 3 50
18 C-18 20 12 10 10 3 55
19 C-19 22 14 14 11 4 65
20 C-20 22 14 14 17 3 70
21 C-21 17 13 12 11 3 56
22 C-22 21 10 13 11 3 58
23 C-23 17 13 13 11 3 57
24 C-24 17 10 9 17 3 56
25 C-25 17 13 10 10 3 53
26 C-26 20 10 10 11 3 54
27 C-27 22 13 13 11 3 62
28 C-28 17 10 12 11 3 53
29 C-29 16 10 13 10 3 52
30 C-30 17 13 13 15 2 60
Appendix 7
SCORE OF WRITING TEST
No Control Class Eksperiment Class
Code Pre-Test Post-Test Code Pre-Test Post-Test
1 C-01 49 67 E-01 44 63
2 C-02 49 60 E-02 49 69
3 C-03 54 55 E-03 45 65
4 C-04 44 64 E-04 61 71
5 C-05 50 56 E-05 43 74
6 C-06 54 52 E-06 62 76
7 C-07 62 63 E-07 65 62
8 C-08 49 59 E-08 48 76
9 C-09 55 56 E-09 44 67
10 C-10 68 54 E-10 42 77
11 C-11 62 72 E-11 66 66
12 C-12 54 62 E-12 48 75
13 C-13 39 47 E-13 44 69
14 C-14 50 49 E-14 44 73
15 C-15 55 58 E-15 54 64
16 C-16 55 60 E-16 64 81
17 C-17 51 50 E-17 52 81
18 C-18 50 55 E-18 51 78
19 C-19 45 65 E-19 50 70
20 C-20 46 70 E-20 54 72
21 C-21 48 56 E-21 66 71
22 C-22 40 58 E-22 76 65
23 C-23 68 57 E-23 58 70
24 C-24 40 56 E-24 64 62
25 C-25 51 53 E-25 48 77
26 C-26 45 54 E-26 61 72
27 C-27 59 62 E-27 60 70
28 C-28 46 53 E-28 49 60
29 C-29 51 52 E-29 55 78
30 C-30 46 60 E-30 50 81
∑ = 1535 1735 = 1617 2135
N = 30 30 = 30 30 _
X = 51.17 57.83 = 53.90 71.17
S2 = 53.94 35.52 = 77.82 36.90
S = 7.34 5.96 = 8.82 6.07
Appendix 8
NORMALITY TEST OF PRE TEST
(Experimental Group)
Hyphotesis
Ho : the data of normal distribution
Ha : the data of un normal distribution
Hypothetical Test
The formula:
k
i Ei
OiEix
1
)2
(2
Criterion:
Ho accepted if χ2 count < χ
2 table
Hypothetical Test
Maximum score : 76
Minimum score : 42
Range (R) : 76-42 = 34
Class interval (k) : 1 + 3.3 log 30 = 5.875 = 6 class
Length of the class (P) : 34/6 = 5.79 = 6
The Table of frequency distribution
Class interval fi Xi Xi2 fi.Xi fi.Xi
2
42 – 47 7 44.5 1980.25 311.5 13861.8
48 – 53 9 50.5 2550.25 454.5 22952.3
54 – 59 4 56.5 3192.25 226 12769
60 – 65 7 62.5 3906.25 437.5 27343.8
66 – 71 2 68.5 4692.25 137 9384.5
72 – 77 1 74.5 5550.25 74.5 5550.25
∑ 30 1641 91861.5
Σfi
ΣfiXix
= 30
1641 = 54.7
)1(
2)(22
nn
fiXifiXins
)130(30
2)1641(5,91861*30
s2
72.37
S = 8.51
The table of normality test
Class Limit
class
Z for the
limit
class
Probability
of Z
Wide to
Z
Ei Oi
Ei
OiEi )2
(
41.5 -1.55 -0.4396
42 - 47 0.1383 4.1 7 1.9588
47.5 -0.85 -0.3013
48 -53 0.2452 7.4 9 0.3669
53.5 -0.14 -0.0561
54 - 59 0.2698 8.1 4 2.0705
59.5 0.56 0.2137
60 - 65 0.1842 5.5 7 0.3937
65.5 1.27 0.3979
66 - 71 0.0780 2.3 2 0.0493
71.5 1.97 0.4759
72 - 77 0.0205 0.6 1 0.2427
77.5 2.68 0.4963
χ2 5.0819
With = 5% and df = 6-3=3, from the chi-square distribution table, obtained
χ2
table = 7.81. Because χ2
count is lower than χ2
table (5.081 < 7.81). So, the distribution list is
normal.
Appendix 9
NORMALITY TEST OF PRE TEST
(Control Group)
Hyphotesis
Ho : the data of normal distribution
Ha : the data of un normal distribution
Hypothetical Test
The formula:
k
i Ei
OiEix
1
)2
(2
Criterion:
Ho accepted if χ2 count < χ
2 table
Hypothetical Test
Maximum score : 68
Minimum score : 39
Range (R) : 68 - 39 = 29
Class interval (k) : 1 + 3.3 log 30 = 5. 875 = 6 class
Length of the class (P) : 29/6 = 4.937 = 5
The Table of frequency distribution
Class interval fi Xi Xi2 fi.Xi fi.Xi
2
39 – 43 3 41 1681 123 5043
44 – 48 7 46 2116 322 14812
49 – 53 9 51 2601 459 23409
54 – 58 6 56 3136 336 18816
59 – 63 3 61 3721 183 11163
64 – 68 2 66 4356 132 8712
∑ 30 1555 81955
Σfi
ΣfiXix
30
1555 = 51.8333
)1(
2)(22
nn
fiXifiXins
)130(30
2)1555(*30 81955
s2
46.70
S = 6.83
The table of normality test
Class Limit
class
Z for
the limit
class
Probability
of Z
Wide to
Z
Ei Oi
Ei
OiEi )2
(
38.5 -1.95 -0.4745
39 - 43 0.0858 2.6 3 0.0704
43.5 -1.22 -0.3887
44 - 48 0.2015 6.0 7 0.1507
48.5 -0.49 -0.1872
49 - 53 0.2835 8.5 9 0.0288
53.5 0.24 0.0963
54 - 58 0.2391 7.2 6 0.1911
58.5 0.98 0.3354
59 - 63 0.1207 3.6 3 0.1070
63.5 1.71 0.4561
64 - 68 0.0365 1.1 2 0.7466
68.5 2.44 0.4926
χ2 1.2946
With = 5% and df = 6-3=3, from the chi-square distribution table, obtained
χ2
table = 7.81. Because χ2
count is lower than χ2table (1.2946 < 7.81). So, the distribution list
is normal.
Appendix 10
NORMALITY TEST OF POST TEST
(Experimental Group)
Hyphotesis
Ho : the data of normal distribution
Ha : the data of un normal distribution
Hypothetical Test
The formula:
k
i Ei
OiEix
1
)2
(2
Criterion:
Ho accepted if χ2 count < χ
2 table
Hypothetical Test
Maximum score : 81
Minimum score : 60
Range (R) : 81 - 60 = 21
Class interval (k) : 1 + 3.3 log 30 = 5. 875 = 6 class
Length of the class (P) : 21/6 = 3.5 = 4
The Table of frequency distribution
Class interval fi Xi Xi2 fi.Xi fi.Xi
2
60 – 63 4 61.5 3782.25 246 15129
64 – 67 5 65.5 4290.25 327.5 21451.3
68 – 71 7 69.5 4830.25 486.5 33811.8
72 – 75 5 73.5 5402.25 367.5 27011.3
76 – 79 6 77.5 6006.25 465 36037.5
80 – 83 3 81.5 6642.25 244,5 19926.8
∑ 30 2137 153368
Σfi
ΣfiXix
30
2137 = 71.2333
)1(
2)(22
nn
fiXifiXins
)130(30
2)2137(*30 153368
s2
= 39.37
S = 6.27
The table of normality test
Class Limit
class
Z for the
limit class
Probability
of Z
Wide to
Z
Ei Oi
Ei
OiEi )2
(
59.5 -1.87 -0.4692
60 - 63 0.0781 2.3 4 1.1692
63.5 -1.23 -0.3911
64 - 67 0.1670 5.0 5 0.0000
67.5 -0.59 -0.2241
68 - 71 0.2410 7.2 7 0.0073
71.5 0.04 0.0169
72 - 75 0.2348 7.0 5 0.5929
75.5 0.68 0.2517
76 - 79 0.1544 4.6 6 0.4037
79.5 1.32 0.4061
80 - 83 0.0686 2.1 3 0.4328
83.5 1.95 0.4747
χ2 2.6060
With = 5% and df = 6-3=3, from the chi-square distribution table, obtained
χ2
table = 7.81. Because χ2
count is lower than χ2table (2.6060 < 7.81). So, the distribution list
is normal.
Appendix 11
NORMALITY TEST OF POST TEST
(Control Group)
Hyphotesis
Ho : the data of normal distribution
Ha : the data of un normal distribution
Hypothetical Test
The formula:
k
i Ei
OiEix
1
)2
(2
Criterion:
Ho accepted if χ2 count < χ
2 table
Hypothetical Test
Maximum score : 72
Minimum score : 47
Range (R) : 72 - 47 = 25
Class interval (k) : 1 + 3.3 log 30 = 5. 875 = 6 class
Length of the class (P) : 25/6 = 4.167 = 5
The Table of frequency distribution
Class interval fi Xi Xi2 fi.Xi fi.Xi
2
47 – 51 3 49 2401 147 7203
52 – 56 12 54 2916 648 34992
57 – 61 7 59 3481 413 24367
62 – 66 5 64 4096 320 20480
67 – 71 2 69 4761 138 9522
72 – 76 1 74 5476 74 5476
∑ 30 1740 102040
Σfi
ΣfiXix
30
1740 = 58.00
)1(
2)(22
nn
fiXifiXins
)130(30
2)1740(*30 102040
2s = 38.62
S = 6.21
The table of normality test
Class Limit
class
Z for
the limit
class
Probability
of Z
Wide to
Z
Ei Oi
Ei
OiEi )2
(
46.5 -1.85 -0.4679
47 - 51 0.1157 3.5 3 0.0637
51.5 -1.05 -0.3522
52 - 56 0.2568 7.7 12 2.3939
56.5 -0.24 -0.0954
57 - 61 0.3087 9.3 7 0.5522
61.5 0.56 0.2133
62 - 66 0.2010 6.0 5 0.1755
66.5 1.37 0.4143
67 - 71 0.0708 2.1 2 0.0072
71.5 2.17 0.4851
72 - 76 0.0135 0.4 1 0.8803
76.5 2.98 0.4985
χ2 4.0729
With = 5% and df = 6-3=3, from the chi-square distribution table, obtained
χ2
table = 7.81. Because χ2
count is lower than χ2
table (4.0729 < 7.81). So, the distribution list
is normal.
Appendix 12
HOMOGENEITY TEST OF PRE-TEST OF THE EXPERIMENT AND
CONTROL CLASSES
Hyphotesis :
Ho = 2
1 = 2
2 (homogeny variance)
Ha = 2
1 2
2 (non homogeny variance)
The calculation :
Formula:
Ho accepted if F < F 1/2α (nb-1):(nk-1)
F 1/2α (nb-1):(nk-1)
Source of variance Experimental Control
Sum
N
Average
Variance ( 2S )
Standard deviation (S)
1617
30
53.90
77.82
8.82
1535
30
51.17
53.94
7.34
F = varianceminimum
variancemaximum
F = 77.8172
= 1.443 53.9368
For α = 5% with
df 1 = n1 – 1 = 30 -1 = 29
df 2 = n2 – 1 = 30 -1 = 29
F (0.05)(29:29) = 1.86
1.4427 1.86
Because Fcount < Ftable , (1.443 < 1.86), so both of data of pre-test sample groups
have the same variant or homogeneous.
Appendix 13
HOMOGENEITY TEST OF POST-TEST OF THE EXPERIMENT AND
CONTROL CLASSES
Hyphotesis :
Ho = 2
1 = 2
2 (homogeny variance)
Ha = 2
1 2
2 (non homogeny variance)
The calculation :
Formula:
Ho accepted if F < F 1/2α (nb-1):(nk-1)
F 1/2α (nb-1):(nk-1)
Source of variance Experiment group Control group
SUM 2135 1735
N 30 30
Average 71.167 57.833
Variance ( 2S ) 36.902 35.523
Standard deviation (S) 6.075 5.960
F = varianceminimum
variancemaximum
F = 36.9023
= 1.039 35.5230
For α = 5% with
df 1 = n1 – 1 = 30 -1 = 29
df 2 = n2 – 1 = 30 -1 = 29
F (0.05)(29:29) = 1.861
1.0388 1.861
Because Fcount < Ftable , (1.039 < 1.86), so both of data of pre-test sample groups
have the same variance or homogeneous.
Appendix 14
THE AVERAGE SIMILARITY TEST OF PRE TEST OF THE EXPERIMENT
AND THE CONTROL CLASSES
Hypothesis
Ho : 21
Ha : 21
Hypothesis test
The formula:
Where
Criterion :
Ho accepted if tt )221)(211()221)(
211(
t
nnnn
Source of variance Experimental control
Sum
N
Average
Variance ( 2S )
Standard deviation (S)
1617
30
53.90
77.82
8.82
1535
30
51.17
53.94
7.34
21 n
1
n
1 s
xx t 21
2nn
1n1n s
21
2
22
2
11
ss
Based on the formula above can be obtained:
11647.8
23030
9368.531308172.77130 s
304.1
1165.8130
1
30
1
17.5190.53
t
For α =5% with df = 30+30-2=58 , obtained t(0.05)(58) = 2.00
-2.00 1.304 2.00
Based on the computation above, that by α = 5% and df = 30+30- 2 = 58 is
obtained ttable = 2.00 and tcount = 1.304. Ho is accepted if tablecounttable ttt . So, it can
be concluded that there is not significant different of the average pre-test between
experimental and control classes, because tcount at the reception area of Ho.
Appendix 15
THE AVERAGE SIMILARITY TEST OF POST TEST OF THE EXPERIMENT
AND THE CONTROL CLASSES
Hypothesis
Ho : 21
Ha : 21
Hypothesis test
The formula
Where
Criterion :
Ha accepted if tt )221)(21
1()221)(21
1(t
nnnn
Source of variance Experiment group Control group
SUM 2135 1735
N 30 30
Average 71.17 57.83
Variance (2S ) 36.90 35.52
Standard deviation
(S) 6.07 5.96
21 n
1
n
1 s
xx t 21
2nn
1n1n s
21
2
22
2
11
ss
Based on the formula above can be obtained:
0176942.6
23030
5230.351309023.36130 s
581.8
0177.630
1
30
1
83.5717.71
t
For α =5% with df = 30+30-2=58 , obtained t(0.05)(58) = 1.67
1.67 8.581
Based on the computation above, that by α = 5% and df = 30+30- 2 = 58 is
obtained ttable = 1.67 and tcount = 8.581. Ha is accepted if tablecounttable ttt >> . Because
tcount > ttable , so Ho is rejected and Ha is accepted. It can be concluded that there is a
significant difference between experimental and control classes on post test, the score of
the experimental class is higher than the control class.
Appendix 18
INSTRUMENT
Pre-test
Theme : My School
Tense : Simple Present Tense
Time allotment : 80 minutes
INSTRUCTIONS
1. Write your name and class on the right top of the paper!
2. Make a descriptive paragraph based on the theme above!
3. The paragraph must consist of 50-70 words.
4. The paragraph is written in the present tense.
5. You may open your dictionary.
GOOD LUCK…..!!!
Appendix 19
INSTRUMENT
Post-test
Theme : My Favorite Artist
Tense : Simple Present Tense
Time allotment : 80 minutes
INSTRUCTIONS
1. Write your name and class on the right top of the paper!
2. Make a descriptive paragraph based on the theme above (at least three
paragraphs)!
3. The paragraph must consist of 50-70 words.
4. The paragraph is written in the present tense.
5. You may open your dictionary.
GOOD LUCK…..!!!