thesis s.1
TRANSCRIPT
Critical Value of Students’ Distribution (t)
df Two-tailed test level of significance One-tailed test level of significance
.05 .01 .05 .011 12.706 63.557 6.314 31.8212 4.303 9.925 2.920 6.9653 3.182 5.841 2.353 4.5414 2.776 4.604 2.132 3.7475 2.571 4.032 2.015 3.3656 2.447 3.707 1.943 3.1437 2.365 3.499 1.895 2.9988 2.306 3.355 1.860 2.8969 2.262 3.250 1.833 2.821
10 2.228 3.169 1.812 2.76411 2.201 3.106 1.796 2.71812 2.179 3.055 1.782 2.68113 2.160 3.012 1.771 2.65014 2.145 2.977 1.761 2.62415 2.131 2.947 1.753 2.60216 2.120 2.921 1.746 2.58317 2.110 2.898 1.740 2.56718 2.101 2.078 1.734 2.55219 2.093 2.861 1.729 2.53920 2.086 2.845 1.725 2.52821 2.080 2.831 1.721 2.51822 2.074 2.819 1.717 2.50823 2.069 2.807 1.714 2.50024 2.064 2.797 1.711 2.49225 2.060 2.787 1.708 2.48526 2.056 2.779 1.706 2.47927 2.052 2.771 1.703 2.47328 2.048 2.763 1.701 2.46729 2.045 2.756 1.699 2.46230 2.042 2.750 1.697 2.45740 2.021 2.704 1.684 2.42360 2.000 2.660 1.671 2.390
120 1.980 2.617 1.658 2.358 1.960 2.576 1.645 2.326
CURRICULUM VITAE
ANDI ASRIFAN, was born 31st of October, 1985 in a
small village, Lancirang, Sidrap regency. He lives at Jl.
Handayani No. 93 RT.02 RW.07 Parepare 91112. He is the
first son of his parents, Drs. Andi. S Rifai, S.Pd, and
Nasirah. He went to kindergarten at Aisyah 2 Parepare in
1990 and finished 1992. And then, he continued his study
at elementary school at the SD Negeri 48 Parepare in 1992
and finished in 1998. He continued his study at SMP Negeri 2 Parepare in 1998
and finished in 2000. And then, he continued his study at SMA Negeri 1 Parepare
in 2000 and finished in 2003. And then, he continued his study the S1 program of
English Education Department of Universitas Muhammadiyah Parepare
(UMPAR) in academic year 2003/2004. He was active in many parts of
organizational background namely the main secretary of English Students
Association Universitas Muhammadiyah Parepare (HMJ-Bahasa Inggris
UMPAR) in 2005-2006, The chief of English Satellite Study Club Universitas
Muhammadiyah Parepare (ESSC-UMPAR) in 2005-2006, The chief of organizing
committee at Aksi Intelektual Anak Bangsa III Se-Ajatappareng Universitas
Muhammadiyah Parepare in 2005, Students Village Coordinator at KKN UMPAR
2006 in BuluE village Soppeng regency, Instructor and pioneer of English-Camp
Universitas Muhammadiyah Parepare (UMPAR) in 2006, The local guide of
Dinas Pariwisata Seni dan Budaya Parepare in 2006-2007, Secretary of
Technology and Sciences Department of Muhammadiyah Students Association
Branch Parepare (PC.IMM Kota Parepare) in 2006-now, etc.
E-mail: [email protected]
USING PICTURES IN INCREASING THE STUDENTS’ ABILITY TO WRITE DESCRIPTIVE COMPOSITION AT SMA NEGERI 1 PAREPARE
A THESIS
Submitted to the Department of English Education Faculty of Teachers Training and Education of Muhammadiyah University of Parepare
In part Fulfillment of the Requirements for The Degree of Sarjana Pendidikan (S.Pd)
BY
ANDI ASRIFAN203 110 463
ENGLISH DEPARTMENTFAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
UNIVERSITAS MUHAMMADIYAH PAREPARE(UMPAR)
2007
PERSETUJUAN PEMBIMBING
Skripsi dengan judul: Using Pictures in Increasing the Students’ Ability to
Write Descriptive Composition at SMA Negeri 1
Parepare
Atas nama saudara :
Nama : ANDI ASRIFAN
Nim : 203 110 463
Jurusan : Pendidikan Bahasa Inggris
Fakultas : Keguruan dan Ilmu Pendidikan
Setelah diperiksa/ diteliti ulang, maka dinyatakan telah memenuhi persyaratan
untuk diujikan.
Parepare, Juli 2007
Pembimbing:
1. Prof. Dr. Muhammad Amin Rasyid, M.A (........................................)
2. Irvan Al Rajab, S.Pd, M.Hum (........................................)
PENGESAHAN UJIAN SKRIPSI
Skripsi atas nama: ANDI ASRIFAN, NIM: 203 110 463 diterima oleh
panitia ujian skripsi Fakultas Keguruan dan Ilmu Pendidikan (FKIP) Universitas
Muhammadiyah Parepare (UMPAR) dengan SK Nomor:
1805/KEP-FKIP/II.3.AU/D/1428/2007 tanggal 5 Sya’ban 1428 H bertepatan
dengan tanggal 18 Agustus 2007 untuk memenuhi sebagian persyaratan
memperoleh gelar Sarjana Pendidikan (S.Pd) yang dipertahankan di depan penguji
pada hari Kamis tanggal 23 Agustus 2007.
PANITIA UJIAN
1. Ketua : Dra. Rafi’ah Nur, M.Hum (....................................)
2. Sekretaris : Ammang Latifa, S.Pd, M.Hum (....................................)
PENGUJI
1. Penguji I : Prof. H. M. Asfah Rahman, M.Ed, Ph.D (....................................)
2. Penguji II : Ammang Latifa, S.Pd, M.Hum (....................................)
3. Penguji III : Muzakkar Hanafi, S.Pd, M.A. Tesol (....................................)
Disahkan oleh:
Dekan Fakultas Keguruan dan Ilmu Pendidikan Universitas Muhammadiyah Parepare (UMPAR)
Drs. H. Ramlan, M.PdNBM. 798 572
Mengetahui:
Ketua Jurusan Pendidikan Bahasa Inggris
Dra. Rafi’ah Nur, M.HumNBM. 954 821
ABSTRACT
Andi Asrifan, 2007. Using Pictures in Increasing the Students’ Ability to Write Descriptive Composition at SMA Negeri 1 Parepare. Thesis, FKIP Universitas Muhammadiyah Parepare. Supervised by Muhammad Amin Rasyid and Irvan Al Rajab.
The objective of the research was to find out whether using pictures was able to increase the ability of the students of SMA Negeri 1 Parepare to write descriptive composition.
This research employed Quasi-experimental method that applied experimental and control class. The population was the second year students (XI) of SMA Negeri 1 Parepare in 2006-2007 academic years. Total number of population was 322 students and two classes of them were taken as sample by using random sampling technique, class XI exact 1 as experimental class and class XI exact 3 as control class. The number of each class was 37 students. The instrument used in this research was to write descriptive composition.
The result of this research showed that the experimental group got the mean score (70.95) while the control group got mean score (64.46). This showed that there was significant difference between the students who were taught by using pictures and those who were taught without pictures.
The result of the t-test value (2.63) was greater than t-table ( = 0.05: 72 = 2.000). This means that H1 was accepted. The study concluded that teaching writing by using pictures increased the students’ ability to write descriptive composition at SMA Negeri 1 Parepare.
ACKNOWLEDGEMENTS
Alhamdulillahi Rabbil Alamin, without the blessing of the almighty Allah
SWT, the researcher would have never been able to begin and finish writing this
thesis. The researcher realizes that this thesis could have never been completed
without the assistance of a number of people. Therefore, the researcher would
very much like to acknowledge them.
Drs. Syarifuddin Yusuf, M.Si, the rector of Universitas Muhammadiyah
Parepare.
He is grateful to the Dean of FKIP (Faculty of Teachers Training and
Education) Universitas Muhammadiyah Parepare Drs. H. Ramlan, M.Pd for his
help, advice and encouragement.
His deepest gratitude is due to his first consultant Prof. Dr. Muhammad
Amin Rasyid, M.A, to his second consultant Irvan Al Rajab, S.Pd, M.Hum, who
patiently guided and supported by providing his suggestion, motivation, and
corrections.
The lectures and the staff of Universitas Muhammadiyah Parepare for their
guidance during the years of his study.
His endless gratitude goes to the headmaster and the teachers of English of
SMA Negeri 1 Parepare for their permission that the researcher could carry out
research in this school.
His deepest thanks are due to the students of the first years students of
SMA Negeri1 Parepare, especially for class XI exact 1 and class XI exact 3 who
sanctified their activities and time for being the sample in this researcher.
Many thanks also for friends, Sawal, Tajuddin, Nirwana, Satriani,
Nurjannah Idris, Mursal, Irwan, and for all who have given their help to the
writing of this thesis.
His endless thanks go to my valentine Haryanti and all the executive board
of English Students Association of Universitas Muhammadiyah Parepare (HIMA
Bahasa Inggris UMPAR) who always patiently support, motivate and pray for his
achievement.
His loveliest appreciation goes to his beloved father Drs. A.S. Rifai, S.Pd,
his mother Nasirah, his sister Andi Putri Nurhidayani, and all his relatives who
always expect for the best of his and pray all the time for his success.
May the Almighty Allah SWT bless us now and forever.
Parepare, 2007
ANDI ASRIFAN
TABLE OF CONTENTS
Page
HALAMAN JUDUL ............................................................................................. i
PERSETUJUAN PEMBIMBING ......................................................................... ii
HALAMAN PENGESAHAN ...............................................................................iii
ABSTRACT ......................................................................................................... iv
ACKNOWLEDGMENTS .................................................................................... v
TABLE OF CONTENTS .................................................................................... vii
LIST OF TABLES .................................................................................................ix
LIST OF APPENDIXES ....................................................................................... x
CHAPTER I : INTRODUCTION
A. Background ........................................................................ 1
B. Problem statement .............................................................. 3
C. Objectives of the research .................................................. 3
D. Significant of the research ................................................. 3
E. The scope of the research ............................................... 4
CHAPTER II : REVIEW OF RELATED LITERATURE
A. The previous related research findings .............................. 6
B. Some pertinent ideas .......................................................... 8
1. Teaching writing skill at senior high school across the
competency based curriculum 2004
(The KBK 2004) ...........................................................8
2. Writing ....................................................................... 10
2.1 Descriptive composition ...................................... 15
2.2 The principles of writing descriptive essay ..........16
2.3 Characteristics of a descriptive writing .................17
2.4 Developing description .........................................18
3. Pictures ........................................................................19
3.1 The concept of pictures .........................................19
3.2 The feature of pictures ..........................................19
3.3 The advantages in using pictures
to teach writing .....................................................20
C. Resume ..............................................................................22
D. Conceptual framework ......................................................22
E. Hypothesis .........................................................................25
CHAPTER III : RESEARCH METHOD
A. Research design ................................................................26
B. Research variables and operational definition of
the research variables .......................................................27
C. Population and sample ......................................................28
D. Instrument of the research .................................................28
E. Procedure of collecting data ..............................................29
F. Technique of data analysis ................................................32
CHAPTER IV : FINDING AND DISCUSSION
A. Finding .......................................................................... 37
B. Discussion .....................................................................47
CHAPTER V : CONCLUSION AND SUGGESTION
A. Conclusion .................................................................... 49
B. Suggestion ....................................................................49
BIBLIOGRAPHY ................................................................................................51
APPENDIXES ......................................................................................................54
DISTRIBUTION OF t ..........................................................................................99
CURRICULUM VITAE .....................................................................................100
LIST OF TABLES
Page
Table 1. The rate percentage of the score of experimental .................................. 36
Table 2. The rate percentage of the score of control ............................................ 37
Table 3. The mean score and standard deviation of the students’ pre-test. ..........38
Table 4. The t-test of the students’ pre-test ...........................................................38
Table 5. The mean score and standard deviation of the students’ post-test. .........39
Table 6. The t-test of the students’ post-test .........................................................39
Table 7. The sample result of the student’s writing for the control class..............39
Table 8. The sample result of the student’s writing for the experimental class.....39
LIST OF APPENDIXES
Page
APPENDIX A. The Pre-Test and Post-Test ........................................................47
APPENDIX B. The Application of T-Test Formula for Pre-Test .......................49
APPENDIX C. The Application of T-Test Formula for Post-Test .....................52
APPENDIX D. The Raw Score of the Students’ Writing on Pre-Test.................55
APPENDIX E. The Raw Score of the Students’ Writing on Post-Test...............56
APPENDIX F. Rencana Pengajaran ...................................................................57
APPENDIX G. Teaching materials ...................................................................73
APPENDIX H. Sample students writing on Pre-test and Post-test
(Control Class) .......................................................................... 79
APPENDIX I. Sample students writing on Pre-test and Post-test
(Experimental Class) ................................................................. 84
CHAPTER I
INTRODUCTION
This chapter deals with background, problem statement, objectives of the
research, significance of the research and scope of the research.
A. Background
Basically in the early of 2004, Indonesia embraced the Competence Based
Curriculum (the KBK) which was oriented to develop the discourse competence
specifically: ability to communicate and leading the students to practice it
everyday for instance in teaching writing skill through pictures that taken from
natural resource. Descriptive writing is one type of texts which must be applied in
ladder of SMA / MA which written in the Curriculum Based Competence 2004
(KBK 2004). The understanding of descriptive writing is that writing that uses
concrete and specific details those appeals to one or more of the reader's five
senses
Writing as a language production is considered a difficult subject for
students. Usually, students have many ideas and experience but they cannot
explain or describe into the written form.
Many ways have been used by the teacher in teaching writing especially in
descriptive composition. However sometimes he/she does not much attention to
the students’ interest in and purpose of writing. Sometimes students write only for
assignment purpose not for communicative purposes. This indicates that students
are not interest in their writing. One type of writing that sometimes makes the
students difficult to compose the topic is descriptive writing. Allami and
Salmani-Nodoushan (2007) state:
“Description is another type of writing. It is often suggested that description be presented after narration. Description is a little more troublesome for students because it is, in fact, the first step towards reasoning. In writing descriptive paragraphs the students need to think of the important details they want to put into their compositions. They should be informed as to which pieces of information are needed for their specific compositions. Pictures can still be used to provide the students with the theme of their compositions. After looking carefully at the pictures, the students should judge what is essential to put into their writing”.
This problem appeared at the students of SMA Negeri 1 Parepare where
the writing skill of the students was still low especially in writing descriptive.
Some techniques and approaches have been employed in teaching writing,
nevertheless it was still less to give interest to the students in teaching writing.
This problem was found by the researcher when teaching at SMA Negeri 1
Parepare through teaching practicum 2 (PPL 2) for 2 months (eight meetings).
Drawings and illustrations were a very important part of beginning
writing. Beside that, they liked to describe something through pictures comparing
others. Illustrations were a way for the students to understand new concepts or
vocabulary in a context that made them meaningful and more readily internalized
by the learner. Illustrations also enabled the students to link new concepts and
vocabulary to prior knowledge by visually showing the connection between
different concepts. I had had many students who had had a love and talents in art
which help them develop their interest in writing because they could see the
connection between the ways writing could influence art and the way art could
influence their writing.
Based the explanation above and the survey, the researcher was interested
to research about writing entitled “Using Pictures in Increasing the Students’
Ability to Write Descriptive Composition at SMA Negeri 1 Parepare”.
B. Problem Statement
Based on the above problems’ background, the researcher put forward
problem statement as follow:
Can the use of pictures increase the ability of the students of SMA Negeri
1 Parepare to write descriptive composition?
C. Objective of the research
The aim of conducting of this research was at finding out whether using
pictures was able to increase the ability of the students of SMA Negeri 1 Parepare
to write descriptive composition
D. Significance of the research
The results of the research were expected to be valuable input in learning-
teaching process of English as described as follow:
1. For teachers of English to use it in their teaching method.
2. For students to give motivation to improve their English, and as a
technique in learning English.
3. For the next researchers as a contribution of opinion that can be taken
as references in research concerning in the same area.
E. Scope of the research
This research was focused on the study of the students’ achievement on
learning writing descriptive composition through pictures at the XI year students
of SMA Negeri 1 Parepare in 2006-2007 academic year.
1. By discipline, this research was limited to the field of applied
linguistics which talked about the teaching subjects in term of writing
skill.
2. By content, this research was restricted in one genre of the
Competency Based Curriculum 2004 (the KBK 2004) that is
descriptive writing. In this case, the social function was instructed to
describe a particular person, place or thing. It is generic structure was
limited to identify phenomenon and to describe parts, qualities,
characteristics (Depdiknas, 2003: 81). The basic competence for
writing was to put forward the various meaning by the developing
steps of rhetoric correctly in the written text of descriptive, narrative,
anecdote, analytical exposition (without recommendation), and
hortatory exposition (with recommendation) it emphasis of the manner
of written language. One of indicators attainment of linguistic
competence which printed in the competency based curriculum 2004
was; writing various texts particularly in descriptive form. The
researcher would teach descriptive writing, in this case; descriptive
writing through picture. In this research, the researcher limited the
category of pictures was photographs with consideration of teaching
requirement namely which related to the glimpse of Parepare that
divided into four topics specifically Tourism objects, markets,
educational institutions, and hotels. Beside that, using photographs
were easy to get and accuracy for the topic given.
3. By activity, the researcher used two ways in teaching writing, they are:
a. For the experimental group, the researcher taught writing by using
pictures. The researcher gave pictures about the glimpse of
Parepare in four different topics and then the students are
instructed to write a descriptive composition through those
pictures.
b. For the control group, the researcher taught writing by using
conventional way. The researcher gave only the topics and then the
students are instructed to write a descriptive composition through
those topics without any pictures.
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter deals with previous related research findings, some pertinent
ideas, conceptual framework and hypothesis.
A. The previous related research findings
There have been some researchers done related to this research some of
them are stated below:
1. Kasman (2003: 25) in his research on using remedial teaching to improve the
writing ability of SLTP students finds that based on the data there is a
significant difference between pre-test and post-test. It means that remedial
teaching is effective to improve the students writing descriptive composition.
2. Awaluddin (2006: 37) conducted a research on improving writing skill on the
second year students of SMP Negeri 1 Duampanua Kabupaten Pinrang by
using spider web. It is concluded that if the second year students are taught
with writing material through procedures prescribed to a spider web
technique, so their writing skill will improve. It is proved by the mean score
obtained for their pre-test only (47.96) after the students were given
treatments, the mean score of post-test was (80.51) and t-test value (54.08) is
greater than t-table value in level 5% = 2.021
3. Nakhdah (2004: 23) in her research on the ability of the second year students
of SLTP Negeri 9 parepare to write guided composition in English finds that
the second year students of SLTP Negeri 9 Parepare have ability to write
English guided composition which is fairly good. It is proved by the result of
test I and test II. The result of the both test show, the total average is 204, so
the mean score of both test is 6.8 which is classified as the fairly good
classification.
4. Subroto (2003: 31) who reported in his research the ability of the third year
students of SMA Negeri 4 Parepare to use irregular verbs in writing narration
concludes that the third year students of SMA Negeri 4 Parepare are not quite
able to use irregular verbs in writing narration. This can be proved by mean
score 5, 64 which classified fair score.
5. Sitti Rahma (2005: 61) in her research on improving the students’ ability to
write descriptive paragraph through direct observation. Based on the data, the
researcher concluded that write descriptive paragraph about anything
especially the place through direct observation can be improved the students
writing English. Because the researcher compared with the students write
descriptive about the place without direct observation has very difference.
Based on explanation of previous related findings above we can say that
the ability of students in writing still need deed process. So, the teacher should
find out another technique to make this subject fun to be learnt particularly for the
students in order that they were easy to understand in writing. Therefore, the
researcher believed that the use of pictures was effective in increasing the
students’ ability in writing descriptive composition.
B. Some Pertinent ideas
This sub-chapter contains some pertinent ideas that are related to this
research, which cover: teaching writing skill at senior high school (SMA) across
the 2004 Competency – Based Curriculum (the KBK 2004), writing, descriptive
composition, the principles of writing descriptive essay, picture, the concept of
picture, the featured picture, and the advantages in using pictures to teach writing.
1. Teaching writing skill at senior high school across the Competency Based
Curriculum 2004 (The KBK 2004)
Hornby AS (1974: 886) defines that teaching is the way to show
somebody how to do something so that they will be able to do it themselves, and
to give somebody to learn something or to tell or show somebody how to do
something that they can already do well, and probably better than oneself.
Anonim (2007b) defines the meaning of teaching are:
a. The profession of a teacher; "he prepared for teaching while still in college";
"pedagogy is recognized as an important profession". The synonyms of
teaching term are instruction and pedagogy.
b. The activities of educating or instructing or teaching; activities that impart
knowledge or skill.
Anonim (2007c) states about teaching namely: In education, teachers are
those who teach students or pupils, often a course of study or a practical skill,
including learning and thinking skills. There are many different ways to teach and
help students to learn. This way is often referred to as the teacher's pedagogy.
When deciding what teaching method to use, a teacher will need to consider
students' background knowledge, environment, and their learning goals. Smith
(2007) proposes operational definitions of teaching i.e. the action of a person who
teaches; the profession of a teacher, teaching is imparting knowledge or skill.
The competency-based curriculum or also called CBC was a new
curriculum in educational system of Indonesia and have been applied since 2004
although there are some schools had begun to apply it before. By materials, in fact
this curriculum was not different with the 1994 curriculum; it is difference was
only seen at the students’ way in learning at the classroom (Anonim, 2007f)
Teaching writing at the senior high school (SMA) is one of the basic
substances that must be applied for the attainment of students’ competence.
Actually in practice, the students must have a specific competence after learning.
Thus the learners’ competence is the learners’ description of a particular
performance in combination between knowledge and ability which can be
observed and measured (Rajab, 2005: 18-19).
This issue is relevant to the standard competence which is effective for life
and long-life study and must be reached by the students for their experience.
Teaching English especially in senior high school (SMA) at the class XI, Puskur-
Balitbang Depdiknas (2004: 16) affirms the standard competence namely: to
communicate orally or in written form by using various language forms fluently
and accurately in transactional discourse and monologue; especially in the
descriptive dialogue, narrative, anecdote, analytical exposition (without
recommendation), and hortatory exposition (with recommendation) which flange
to variation of interpersonal meaning. The basic competence in teaching writing in
senior high school (SMA) at the class XI explicitly is to put forward the various
meaning by developing correct steps of rhetoric, in the written text in the form of
descriptive, narrative, anecdote, analytical exposition (without recommendation),
and hortatory exposition (with recommendation) by emphasizing at the manner of
written language. In this case, the teachers are given the policy in looking the
various different sources for different text in the Competency Based Curriculum
2004 which will be taught at the classroom; for instance, the use of pictures in
teaching writing process that flange for the descriptive text.
2. Writing
Writing is a continuous process of thinking, organizing, re-thinking and re-
organizing. Writing involved a number of steps or activities. The writers
sometimes go through the same process, whether they are writing a short letter to
a friend, an assignment from their teacher, thesis until a dissertation for a
doctorate degree.
In this study, the researcher would like to explain the students’ ability to
write descriptive composition. Talking about composition we will come to discuss
the point in writing paragraph.
Paragraph is a series of sentences all relating to the same topic or central
ideas. The aim of all paragraphs is to communicate to the reader that idea clearly
and effectively. There is no hard and fast rule about the length of a paragraph; it
will depend on the topic and what the writer wants to say or the instruction from
teachers/ researcher. The paragraph should be long enough to develop the idea
expressed in the topic sentence sufficiently. It should do what it sets out to do in
the topic sentence. If the topic sentence states that will be explaining the view of
Parepare city, without forgetting about the tourism object, local government,
market, educational situation and many things about Parepare city. Regardless of
length, the paragraph should contain only one idea. Any irrelevant sentences must
be eliminated from the paragraph to ensure that it maintains unity.
Anonim (2006) defines the paragraph structure in academic writing
namely:
a. Main idea: The point/issue of the paragraph is expressed in the first sentence
of each paragraph
b. Explanation: A further explanation/clarification of the point/issue is provided
in the next sentence or two
c. Illustration: The point or issue is supported with indirect quotes/paraphrases in
the remaining sentence or sentences
Actually a paragraph is a unit of writing that consists of one or more
sentences focusing on a single idea or topic. According to Anonim (2007g)
proposes the paragraph structure include are:
a. Topic Sentence: This sentence outlines the main idea that will be presented in
the paragraph.
b. Support Details or Examples: This is the part of the paragraph that presents
details, facts, examples, quotes and arguments that support the main idea.
c. Conclusion Sentence: This sentence summarizes the main idea of the
paragraph. It may also lead the reader to the topic of the next paragraph.
Rajab (2005: 28) proposes there are three types of paragraph namely;
introductory, body and conclusion. The introductory paragraph lets the reader
know what the essay will be about. An essay has body paragraph, which develop
the topic stated in the introduction, in the same way that supporting sentences
develop the topic sentence in a paragraph. The body paragraph usually the longest
part of the essay, contain support for the thesis (sentences). An essay contains a
concluding paragraph, just as a paragraph contains a concluding sentence. The
concluding paragraph summarizes the information in the essay or many contain
the writer’s opinion or prediction of the topic. Heard & Tucker (2007: 92) states
that a concluding paragraph may involve:
a. A summary of the main points
b. A restatement of the ideas in the thesis (sentences) statement
c. A final comment about the topic
d. A prediction
e. A recommendation
f. A possible solution
g. The writer’s opinion
Anonim (2004a) proposes some methods to make sure the paragraph are
well-developed:
a. Using examples and illustrations
b. Citing data (facts, statistics, evidence, details, and others)
c. Examining testimony (what other people say such as quotes and paraphrases)
d. Using an anecdote or story
e. Defining terms in the paragraph
f. Comparing and contrast
g. Evaluating causes and reasons
h. Examining effects and consequences
i. Analyzing the topic
j. Describing the topic
k. Offering a chronology of an event (time segments)
Seven steps in writing process are offered by Heard & Tucker (2007) i.e.
assessing the assignment, generating ideas, organizing ideas, writing the first
draft, revising, editing, and publishing. The illustration the writing process above,
the researcher would like to explain through diagram below:
Figure 2: The process in writing.
The writing process series contains an ordered sequence of four stages,
associating, outlining, drafting, and revising. The four stages, seemingly coming
one after another, virtually come together during the writing process. This is
because the brain keeps working continuously during writing. During the
associating stage, writers generate ideas and sort out the useless ones by means of
background knowledge, i.e. personal prior knowledge and experience. Practically,
a little bit imagination can actually help generate ideas. During the outlining stage,
writes organize the ideas to draw up an outline in ordered arrangement. During the
drafting stage, writers use grammatical items (e.g. grammatical rules and patterns)
and lexical units (e.g. words, phrases, and idioms) to make sentences and
paragraphs. During the revising stage, writers proofread, correct and improve the
draft.
Associating
Outlining
Drafting
Revising
Finished Work
The writing Process
2.1 Descriptive composition
One type of text presented in the competency based curriculum 2004 is
descriptive text and must be passed by the students in senior high school (SMA).
In this case, the students are expected able to describe and dispense their idea and
knowledge into written text.
Descriptive composition is perhaps one of the most difficult skills for
students to really master. Particularly in senior high school have great difficulty
determining what information someone else might need to know in order to
describe an experience accurately. Still, descriptive writing is foundational to all
other forms of writing. Descriptive writing paints a picture in the reader's mind; it
uses words to describe feelings, sights, sounds, taste, scents and touch. Common
examples include the pictures of their city, school, their classmates, etc. Wishon
and Burks (1968: 322) states:
“Description gives sense impressions – the feel, sound, taste, smell, and look of things. Emotion may be described, too – feeling such as happiness, fear, loneliness, gloom, joy. Description helps the reader, through his imagination, to visualize a scene or a person or to understand a sensation or an emotion”
Breston in Rahma (2005: 7) proposes two types of description which will
find most useful namely description of a place and description of the person. In
the same page, Rahma states that how to organize and write the descriptions,
follow these steps below:
a. Begin the descriptions with a topic sentences that introduce the person, place
or object and if it is possible the general impression of the object.
b. Present the supporting sensory details and logical order using chronological
order, or order importance if we use chorological order, present the details in
the order in which they exist in space. For example: from left to right, top to
bottom, or from to back. If we use order by importance we may start with least
important details. Continue with the most important details. With east details
the other hand, we must capture the readers authentic by starting with the
strongest details and continue with less striking details reinforce the
impression created by the first details.
c. Use the transitional words and phrase and emphasize the order of the
description.
d. Place each group of related details in a paragraph if the details contain many
details.
e. Conclude with a sentence that restate the general impression or indicates the
end of description.
2.2 The principles of writing descriptive essay
Anonim (2004b) proposes three principles in writing descriptive essay:
a. A descriptive essay has one, clear dominant impression. The dominant
impression guides the author's selection of detail and is thereby made clear to
the reader in the thesis sentence.
b. A descriptive essay can be objective or subjective, giving the author a wide
choice of tone, diction and attitude.
c. The purpose of a purely descriptive essay is to involve the reader enough so he
or she can actually visualize the things being described. Therefore, it is
important to use specific and concrete details.
2.3 Characteristics of a descriptive writing:
Anonim (2005) proposes some characteristics of a descriptive writing
specifically:
a. Vividly descriptive details
Elaborate on sensory details including how it looks, sound, feel, smell
b. Figurative language may be used
Using words, phrases, symbols, and ideas such as simile, hyperbole, metaphor,
symbolism and personification in such as way as to evoke mental images and
sense impressions
c. Showing, not telling
Use vivid and precise adjectives, adverbs and verbs when describing the topic
Anonim (2007d) defines characteristics of good descriptive writing
namely:
a. Good descriptive writing includes many vivid sensory those paint a picture
and appeals to all of the reader’s senses of sight, hearing, touch, smell and
taste when appropriate. Descriptive writing may also paint pictures of the
feelings the person, place or thing invokes in the writer.
b. Good descriptive writing often makes use of figurative language such as
analogies, similes and metaphors to help paint the picture in the reader’s mind.
c. Good descriptive writing uses precise language. General adjectives, nouns,
and passive verbs do not have a place in good descriptive writing. Use specific
adjectives and nouns and strong action verbs to give life to the pictures you
are painting in the reader’s mind.
d. Good descriptive writing is organized. Some ways to organized descriptive
writing include: chronological (time), spatial (location), and order of
importance. When describing a person, you might begin with a physical
description, followed by how that person thinks, feels and acts.
2.4 Developing Description
Description creates a word picture, a clear image in readers mind is the
common denominator in all writing specially, for instance in the topic of tourism
object in Parepare in this case Lumpue beach; description questions like these:
- Where is the Lumpue beach located?
- How far from the Lumpue beach to the central of the city?
- How can we go there?
- Why is Lumpue beach attractive?
- Is there as attractive place in the beach?
- When are there visitors in the beach?
- Why that is called Lumpue beach?
- Etc
3. Picture
3.1 The concept of picture
Anonim (2007a) proposes four definitions of picture, they are:
a. The art of painting; representation by painting.
b. A representation of anything (as a person, a landscape, a building) upon
canvas, paper, or other surface, produced by means of painting, drawing,
engraving, photography, etc.; a representation in colors. By extension, a
figure; a model.
c. An image or resemblance; a representation, either to the eye or to the mind;
that which, by its likeness, brings vividly to mind some other thing; as, a child
is the picture of his father; the man is the picture of grief.
d. To draw or paint a resemblance of; to delineate; to represent; to form or
present an ideal likeness of; to bring before the mind.
According to Hornby in Oxford Advanced Learner’s Dictionary of Current
English (1974: 631), picture is painting, drawing, sketch of something, especially
as a work of art.
3.2 The feature of picture
Anonim (2007e) states there are eight features of pictures criteria namely:
a. It is of high quality.
b. It is of high resolution. It is of sufficiently high resolution to allow quality
reproductions. Images should be at least 1000 pixels in resolution in width or
height to be supported, unless they are of historical significance or animated;
even larger sizes are generally preferred.
c. It is a photograph, diagram, image or animation.
d. It has a free license. It is available in the public domain or under a free license.
e. It adds value to an article and helps readers to understand an article. The
encyclopedic value of the image is given priority over its artistic value.
f. It is accurate. It is supported by facts in the article or references cited on the
image page.
g. It is pleasing to the eye. It is taken or created in a manner which best illustrates
the subject of the image. The picture makes readers want to know more.
h. It has a good caption. The picture is displayed with a descriptive, informative
and complete caption.
i. It is neutral. An image illustrates the subject objectively and does not promote
a particular agenda or point of view.
3.3 The advantages of using pictures to teach writing
Culham (2000) states the advantages in using pictures book to teach
writing as:
“Picture books can be a highly visual and motivating means to teach students about quality writing … using Picture Books in Middle and High School to Teach Writing. The 20-minute video shows actual students using picture books as models to help organize their thoughts in meaningful ways, to explore new topics, and to share multiple viewpoints about a similar topic. Using picture books, students can try out effective writing techniques (such as interesting leads and conclusions), examine how an author uses specific and precise word choice, and see how an edited and polished piece of work should be presented …”
While Werff (2003) defines those pictures from magazines are a source of
varied classroom activities in the areas of speaking, listening, writing, vocabulary
and grammar. With pictures we can:
“Teach, practice, or review new vocabulary; do guided practice (drills); Practice grammatical structures; Practice listening comprehension; do writing activities; do semi-guided or free speaking practice such as problem solving activities, role plays, discussions, etc”.
Brinks (2001) assumes the importance of using pictures in his articles in
title “Round Robin Writing Using a Picture File”. He states:
“…collect the stories and pictures, and we read and write them together. Students love to see while describe what happened to their character and how the stories ended. We usually laugh at the conclusions… another productive way to use the file is to teach writing paragraphs of descriptions. After detailing the characteristics of a descriptive paragraph and reviewing the importance of adjectives, each student is again given a picture …”
Following his articles, he formulates some questions in teaching writing
through Round Robin’s pictures file namely:
“Who is this person?”“Where is this person?”“What is this person doing?”“When is this person doing this?”“Why are they doing it?”“How did it end?”
Picture can be found almost everywhere like in magazines, album,
textbooks, outdoor either as signs, at billboards, on cans, or even just somewhere
on the walls. Picture as visual aids can be helpful to the teachers of foreign
language in a number of different ways. It can brighten up the classroom and
bring more variety into language lessons. Pictures give students motivation to
develop their ability (Andriani, 2006: 18)
C. Resume
Based on some findings and pertinent ideas, the researcher concludes that
descriptive writing is one of the skills at the KBK 2004 (Competency Based
Curriculum 2004) which must be applied at senior high school (SMA). Pictures
are media in teaching descriptive writing at the classroom. Sometimes pictures are
really worth a thousand words. Sometimes it is easier to express an idea through a
picture. The explicative role suggests that pictures can express ideas better than
words in certain situations and make the students’ interest to describe their ideas,
imaginations, experiences, knowledge, etc in purpose supporting their descriptive
writing.
The students can be motivated and interested to use this written production
in English. Teaching descriptive writing by using pictures can make the English
teachers and the second year students of SMA Negeri 1 Parepare easier to increase
the teaching and learning process of writing subject.
D. Conceptual Framework
The psycholinguist Lenneberg as in Rajab (2005: 26) once noted about the
writing skill in a discussion of “species specific” human behavior that human
beings universally learn to walk and talk. He compared this skill with swimming
and writing that are bound to culturally specific, learned behaviors. He argued that
this skill would only be achieved if we enter such a literate society of which we
should be a part. And since it is a specific and learned behavior, there should be
someone to teach the skill. In short, this skill can only be achieved through
learning.
A student will face difficult problem to keep in an idea if he/she does not
own knowledge and large experience in learning it. It means that to describe an
idea in a composition, it needs an impression in order that the topic which will be
composed is easy to describe by their mind. Occasionally in course to concept an
idea that will be poured in a composition, the student will feel difficulty without
being supported by pictures in each discussion. Jarvis (2002) says that:
“Many of the ESL students I have had in my classes have preferred to draw pictures first because they can include many concepts that they would not be able to express verbally. Drawings and illustrations are a very important part of beginning writing…"
The conceptual frameworks in this research were systematically explained
below:
1. Input
In this research the researcher used some teaching materials as the
independent variable of this research, and the teaching material would be set
in the lesson plan.
2. Process
The research conducted in the classroom by giving treatment to the students.
Then, the researcher taught two different classes which are taken randomly by
using conventional technique and by using pictures.
3. Output
The treatment that was given in the process of the research was evaluated by
looking at indicator of the students’ achievement in increasing their writing
skill.
The conceptual framework could be described in a diagram as follow:
Process
Output
INPUTTeaching Writing
Experimental Class
With pictures
Control Class
Conventional technique
The Students’ Writing Skill
E. Hypothesis
Based on the conceptual framework, the researcher put forward the
hypothesis, namely:
1. The Alternative Hypothesis (H1): there was a significance difference between
the students who were taught by using pictures and whom were not taught by
using pictures (conventional technique).
2. The Null Hypothesis (H0): there was no significance difference between the
students who were taught by using pictures and whom were not taught by
using pictures (conventional technique).
CHAPTER III
RESEARCH METHOD
This chapter covers the research design, research variables and operational
definition of the research variables, population and sample, instrument of the
research, procedure of collecting data, and technique of data analysis.
A. Research Design
This research used a quasi-experimental design that applied the pretest -
posttest non-equivalent control group design. This design is presented as follows:
01 E 02
01 C 02
(Gay, 1981:201)
Where :
E : Experimental (treated by using pictures)
C : Control (treated by using conventional technique)
01 : Pre-test
02 : Post-test
B. Research variables and their operational definition
1. Variables
There were two variables involved in this research namely:
independent variable and the dependent variable. Independent variable was
teaching writing descriptive composition through pictures and dependent
variable was the students’ writing skill.
2. Operational definition of the research variables
It had been mentioned above that the variables of the research were
teaching writing descriptive composition through pictures and the students’
writing skill.
a. Independent variable. The independent variable was the use of pictures
which would be used by the researcher. That was discussion by using
several topics about the glimpse of Parepare city namely: tourism objects,
markets, educational institution, and hotels. One of class will be
distributed pictures of them (experimental group) and another just the
topics (conventional group).
b. Dependent variable. The dependent variable was the student’s writing
skill. This skill would be based on the basic competence in the
competency based curriculum 2004 (the KBK 2004) that was to put
forward the various meaning with the development steps of rhetoric
correctly in the written text of descriptive, narrative, anecdote, analytical
exposition (without recommendation), and hortatory exposition (with
recommendation) with emphasis at the manner of written language
C. Population and sample
1. Population
The population of this research was the second year students (XI) of
SMA Negeri 1 Parepare in 2006-2007 academic years. It contained 9 classes
spread into 3 programs namely: exact, social, and language program. Exact
program consisted of five classes; social program consisted of three classes;
and language program consisted of one class. Class XI exact 1 consisted of 37
students, class XI exact 2 consisted of 39 students, class XI exact 3 consisted
of 37 students, class XI exact 4 consisted of 37 students, class XI exact 5
consisted of 38 students, class XI social 1 consisted of 37 students, class XI
social 2 consisted of 37 students, class XI social 3 consisted of 38 students,
class XI language 1 consisted of 22 students. Therefore the total number of the
population was 322 students.
2. Sample
The sample was taken by using cluster random sampling techniques,
due to the total of population was big; one among the programs was taken
randomly, then two classes are taken randomly. Class XI exact 1 as
experimental group and class XI exact 3 as control group.
D. Instrument of the research
To collect the data, the researcher utilized a writing test as the instrument.
The test applied for pre-test and post-test. The pretest aimed at finding out the
prior writing of the students; while post-test aimed at finding out the students’
writing skill after treatment was given (teaching with pictures and with
conventional method). This activity was also intended to find out whether the
students still kept holding of the materials after the treatment
E. Procedure of collecting data
The procedure of the research involved the following steps:
1. Pre-test gave conducting treatment at the first meeting the following
procedures:
a. The researcher explained what the students are going to do and
distribute the writing test for the two class which took randomly, to
know the students’ ability in writing descriptive composition before
treatment
b. The researcher gave score to the students’ result test.
2. Treatment
After giving a pre-test, the researcher treated each group. The
researcher gave the treatment for four times, each meeting runs for 90
minutes. The experimental group was treated by using picture in writing
descriptive composition while the control group by conventional method. Both
groups were treated with the same materials related to theme “the glimpse of
Parepare City” with some topics, namely tourism objects, markets, educational
institution, and hotels.
a. The Experimental Group
1) In the first meeting, the researcher introduced the writing
description include: definition, step and what thing could be
enclosed in our writing. And then, instructed the students to make
writing composition about “tourism object” through pictures of it.
2) In the second meeting, the researcher invited the pictures of
markets. And then asked the students to compose those pictures
based on the instruction which will be given.
3) In the third meeting, the researcher raised the topic about
educational institutions in Parepare. The students were given
pictures and they had to compose those pictures.
4) In the fourth meeting, the researcher gave the topic about hotels in
Parepare, and then shared the pictures which talks about the topic
and asks the students again to try to make a composition through
the picture based on the instruction that are given.
The researcher gave the pictures every meeting or each material
with time allocation is 90 minutes (2 X 45 minutes). The steps in
teaching writing by using pictures are:
1) The researcher gave greeting for the students.
2) The researcher checked list the name of students in class.
3) The researcher gave a motivation to each student before teaching
the material.
4) The researcher introduced pictures in helping to write descriptive
composition.
5) The researcher gave the pictures to each student that talk about the
asking topic.
6) The researcher gave example about the material orally.
7) The researcher gave chance to each student to ask for unclearly
material.
8) The researcher instructed the students to compose the topic based
on the picture shown.
b. Control Group
The students were taught in 2 X 45 minutes for every meeting. The
steps in teaching writing by conventional way namely:
1) The researcher gave greeting for the students.
2) The researcher checked the students in class.
3) The researcher gave a motivation to each student before teach the
material.
4) The researcher prepared the list of the topics.
5) The researcher explained the topic in theme “the glimpse of
Parepare”
6) The researcher gave example about the material orally at the
blackboard.
7) The researcher gave chance to each student to ask for unclearly
material.
8) The researcher instructed the students to make a composition based
on the topic taken.
3. Post-test
a. After giving the treatment (for experiment and control group), the
students were given a set of writing test both experimental and control
group.
b. The researcher gave score of the students’ result test.
F. Technique of data analysis
Some formulas were applied in this research to process the data as follows:
1. The students’ score was tabulated by using the following criteria:
Criteria Score Weight
1. Smoothness
a. Very smooth, understandable and very effective in
using simple and compound sentences.
b. Quite smooth, mostly easy to understand and effective
with compound sentences.
c. Smooth and too difficult to understand, by using
almost simple sentences and quite effective.
d. Jerky style, need hard working to understand, so many
confusing compound sentences.
e. Very jerky, difficult to understand, using almost all
simple sentences and using words abundantly.
5
4
3
2
1
25
2. Grammar
a. One or two mistakes
b. Some mistakes
c. One or two deep mistakes
d. Some mistakes those are difficult to understand
e. Many serious mistakes, unable to master in arrange
sentences and almost unable to understand.
3. Vocabulary
a. Uses words correctly and variously
b. Uses words correctly
c. Uses words correct enough and limitedly
d. Uses words limitedly and clean enough
e. Uses words limitedly and wrong
4. Spelling
a. No mistakes
b. One or two mistakes
c. Some mistakes, but no do not bother the
communication and understandable
d. Some mistakes and bother the communication
understood difficulty
e. Many mistakes.
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
25
25
25
Depdiknas (2005: 11)
2. Calculating the student’s score:
Student’s correct answer
Score = x Weight
Maximum Score
3. The researcher gave the raw score of that would be classified into five levels
as follows:
a. 86 – 100 Classified as very good
b. 71 – 85 Classified as good
c. 56 – 70 Classified as fair
d. 41 – 55 Classified as poor
e. ≤ 40 Classified as very poor
(Depdiknas, 2005: 2)
4. To calculate the mean score between the result of pre-test and post-test both
experimental and control group, the researcher used the following formula:
Where:
X : Mean score
∑ X : Total rows
N : The number of student
(Gay, 1981: 298)
XX
N
5. To calculate the value of t-test to identify the difference between two means of
the tests, formula used is:
Where:
t : test of significance
X1 : mean scores of experimental class
X2 : mean scores of experimental class
SS1 : the sum of squares of experimental class
SS2 : the sum of squares of control class
n1 : total number of subject of experimental class
n2 : total number of subject of control class
X1 : the sum of all the squares of experimental class
X2 : the sum of all the squares of control class
( X1)1 : the sum of scores of experimental class
( X2)2 : the sum of scores of control class
(Gay, 1981: 326-328)
6. Criteria of testing hypothesis
21
21 1
1
( )X
SS Xn
22
22 2
2
( )X
SS Xn
1 2
1 2
1 2 1 2
1 12
X Xt
SS SSn n n n
The statistical hypothesis in this research is as follows:
HO :
H1 :
Where is experimental group and is control group.
To test the hypothesis, the researcher used two-tailed test with (0.05) level of
significance for independent sample. The degrees of freedom (df) in (N1 + N2
– 2). So, (37 + 37 – 2 = 72). For = 0.05 and df = (72) the table is (2.000).
a. If t-table > t-test, HO was accepted, H1 was rejected. It means that teaching
writing by using pictures could not increase the students’ ability to write
descriptive composition.
b. If t-table t-test, HO was rejected, H1 was accepted. It means that teaching
writing by using pictures could increase the students’ ability to write
descriptive composition.
CHAPTER IV
1 2
FINDING AND DISCUSSION
In this chapter, the researcher presents the result of the research, namely
findings and discussion.
A. Findings
The findings obtained through the writing test in the second year students
of SMA Negeri 1 Parepare, 2006-2007 academic year were presented as follows:
1. The rate percentage of the students’ score obtained through test
The pre-test and post-test result of the students for experimental group is
tabulated as follows:
a. Experimental Group
Table 1
The rate percentage of the score of experimental
No Classification RangePre-Test Post-Test
F % F %
1 Very good 86 - 100 0 0 3 8.11
2 Good 71 - 85 4 10.81 14 37.84
3 Fair 56 - 70 16 43.24 14 37.84
4 Poor 41 - 55 17 45.95 6 16.22
5 Very poor ≤ 40 0 - 0 -
Total 37 100 37 100
The table above shows that before giving treatment in writing, the students
were categorized poor, and after giving the treatment, the achievement of the
students was categorized as fair and good. It means that the students’ ability in
writing by using pictures had improved significantly. The classification of the
score of experimental group is presented in Table 1. This table shows that before
giving treatment, 4 (10.81%) students were in good classification, 16 (43.24%)
students were in fair classification, and 17 (45.95%) students were in poor
classification. After giving treatment, 3 (8.11%) out of 37 students were in very
good classification, 14 (37.84%) students were in good classification, 14 (37.84%)
students were in fair classification, 6 (16.22%) students were in poor
classification, and none of them in very poor classification.
b. Control group
Table 2
The rate percentage of the score of control
No Classification RangePre-Test Post-Test
F % F %
1 Very good 86 - 1000 0
1 2.70
2 Good 71 - 857 18.92
8 21.62
3 Fair 56 - 7011 29.73
13 35.14
4 Poor 41 - 5515 40.54
15 40.54
5 Very poor ≤ 404 10.81
0 -
Total37 100
37 100
Based on the table above, we can see that before teaching of writing without
pictures, the students’ achievement writing was poor. The classification of the
control group is presented in Table 2. The table shows that before teaching writing
without pictures, most the students’ scores were in poor classification. 7 (18.92%)
students were in good classification, 11 (28.73%) students were in fair
classification, 15 (40.54%) students were in poor classification, 4 (10.81%)
students were in very poor classification. After teaching writing without pictures
where, 1 (2.70%) student out of 37 students were in very good classification, 8
(21.62%) students were in good classification, 13 (35.14%) students were in fair
classification, 15 (40.54%) students were in poor classification, while none of the
students were in very poor classification.
2. The mean score and standard deviation of the students’ pre-test
Table 3
The mean score and standard deviation of the students’ pre-test.
Group Mean score Standard Deviation
Experimental 61.76 10.77
Control 57.03 14.54
After calculating the result of the students’ pre-test, the mean and the
standard deviation of both groups are presented in The Table 3. The table above
shows that the mean score obtained by the students in experimental group (61.76)
is greater than the control (57.03); it reveals that the mean score of the pre-test
obtained by the students in both are different. In order to know whether or not the
mean difference of both groups is statically significant at the level of significant
5% (0.005), degree of freedom (n1 + n2 – 2) 72, the result of calculation is shown
as follows:
Table 4
The t-test of the students’ pre-test
Variable t-test value t-table value
Pre-test 1.64 2.000
The table above shows that the t-test value (1.64) is smaller then the t-table
value of the students’ pre-test (2.000). Based on the result above, there is
significant difference between the two mean scores.
3. The mean score and standard deviation of the students’ post-test
Having included the students’ pre-test, the next test to be analyzed is post-
test. The following is the table that describes that the mean score and standard
deviation of the students’ post-test in both groups.
Table 5
The mean score and standard deviation of the students’ post-test.
Group Mean score Standard Deviation
Experimental 70.95 11.62
Control 64.46 10.12
The table above that the mean score obtained the students in experimental
group (70.95) is greater than control group (64.46). It appears that the mean score
of the post-test obtained by the students in both group are different. In order to
know whether or not the mean difference of both groups is statically significant at
the level of significance 5% (0.05), degree of freedom (n1 + n2 – 2) is 72. The
result of calculation is shown as follow:
Table 6
The t-test of the students’ post-test
Variable t-test value t-table value
Post-test 2.63 2.000
The table shows that the t-test value (2.63) is greater then the t-table value
(2.000). Based on this result, it is concluded that the difference of both means is
statically significant.
Sample students writing descriptive through conventional method for control class
(Pre-test)
Karlina: (Pre-test)
My hobby is shopping. I have my hobby since still smp. paint In time I go
shopping do together and my friend. I to shopping all sorts of accsesories. point in
time I go to shopping and my friend. I most like shopping. Blouse, Trousers, and
ALL sorts necklace and sandal. After I and my friends tired for shopping, I and my
friend convinent for break In food cart.
Moment I and my mother go shopping for lgen country, I very very gladly,
because I can buy Blouse, Trousers, bag and shoes is very very beautiful. Moment
I shopping in lgen country much the fashion very beatiful and good blouse amd
troushers. Blouse which bought in lgen country, matter not same. In serious
country we self and it’s price enough different in Indonesia country.
- The smoothness of this sample was (1) because very jerky, difficult to
understand, using almost all simple sentences and using words abundantly.
- The grammar of this sample was (1) because many serious mistakes, unable to
master in arrange sentences and almost unable to understand.
- The vocabulary of this sample was (2) because Uses words limitedly and clean
enough
- The spelling of this sample was (2) because some mistakes and bother the
communication understood difficulty.
Sample students writing descriptive through conventional method for control class
(post-test)
Karlina: (Post-test)
In the 5 years later SMAN 1 in Parepare will breed quick more than ago. The
school to have the center city Parepare exactly In Matahari street will more and
more attention by junior high school ended.
In will more and more Fabulous begin from building, I complemantary school
and also this students the building in this school already fomons and decks.
The students not more to ascend ledder for to ascend in the 5 floor, because it
already to use a good device this is a elevator every classroom have 4 camera in
each angle and also have: TV, AC, Computer, projector, and etc.
In different flank it library will more and more to advance because in library
already not have more a book, but computer in the deep programme to put away
various kinds book together with this contents. So the students it is necessary to
difficuld for to fetch a book.
In this school will the students more and more smart. Every students to fetch a
laptop in school and no fetch a book. Every course to accept by the student will to
put into him laptop for to course in name.
This students much to be able champion from deck vegency, to arrive to deck
international.
- The smoothness of this sample was (3) because Smooth and too difficult to
understand, by using almost simple sentences and quite effective.
- The grammar of this sample was (2) because some mistakes those are difficult
to understand
- The vocabulary of this sample was (3) because Uses words correct enough and
limitedly
- The spelling of this sample was (3) because some mistakes, but no do not
bother the communication and understandable
Sample students writing descriptive through pictures for experimental class (Pre-
test)
Khaeriyah: (Pre-test)
My name is khaeriyah. I am study in senior high school 1 pare pare. I am usually
do activity not difficult example watching TV, reading history, listening to the
music, Playing basket ball, cook and etc. in the mean while some hobby’s that I
am like it is watching TV because watching TV something make me happy and
we can get information that we then know. Program that usually to step forward in
the TV exmple new, hissues, Film and sinetron.
The TV usually some channel example Indosiar, Tpi, Anteve, RCTI, SCTV, Trans
TV. HBO act. This channel the have digerence the program not some, the have
some is to step forward hissue, criminals new, film, and sinetron.
The program to step forward in RCTI example Buser, silet, Seputar indonesia, and
some sinetron. The program to step forward in SCTV exam. Ada gossip, Buletin
Siang, and some sinetron example, Cinderella, Inikah cinta, and etc. The program
to step Forward in RCTI exam sinetron some as Si entong, ect.
The watching TV something make me happy something make me borring. In
order that borring we not can borring along along. watching TV with along can
invluenc ower eye.
- The smoothness of this sample was (3) because Smooth and too difficult to
understand, by using almost simple sentences and quite effective.
- The grammar of this sample was (2) because some mistakes those are difficult
to understand
- The vocabulary of this sample was (2) because uses words limitedly and clean
enough
- The spelling of this sample was (2) because some mistakes and bother the
communication understood difficulty
Sample students writing descriptive through pictures for experimental class (Post-
test)
Khaeriyah: (Post-test)
As we know, that SMA Neg.1 Pare-pare is the favorite and fomous school in the
Pare-pare City. We know that SMA Neg.1 Pare-pare has problem, but I think
that its not reason for development. Beside that, SMA Neg.1 pare-pare has many
excelalant, like in sports program and in the academic Program.
According to me, in the next five, I want to SMA Neg.1 pare-pare fomous not
only in the other city, but also in the other country. We know that for because
populer in the internasional world, we must to labour. So I want the community
of SMA Neg.1 pare-pare to cooperate for can because populer in the international
world. I want the building of SMA 1 pare-pare Visible simple, but when the
people enter in its location, they will feet proud. The facility of SMA Neg.1 pare-
pare is complete. The students study with use laptop, the teacher is Indonesia
people, but they can speak english, prancis, arabic, etc language good.
I want too, SMA Neg.1 pare-pare has leasson plant, likes every 2 week the
students go out tour for study.
- The smoothness of this sample was (4) because quite smooth, mostly easy to
understand and effective with compound sentences.
- The grammar of this sample was (4) because some mistakes
- The vocabulary of this sample was (4) because uses words correctly
- The spelling of this sample was (4) because one or two mistakes
Table 7
The sample result of the student’s writing for the control class
Criteria penilaianScore
Pre-test Post-testSmoothness 1 3Grammar 1 2
Vocabulary 2 3Spelling 2 3
Where:
The pre-test value:
The post-test value:
The table shows that the post-test value (55) is greater then the pre-test value (30).
Based on this result, it is concluded that the difference of both means is a little
significant difference.
Table 8
The sample result of the student’s writing for the experimental class
Criteria penilaianScore
Pre-test Post-testSmoothness 2 4Grammar 2 4
Vocabulary 3 4Spelling 2 4
Where:
The pre-test value:
The post-test value:
The table shows that the post-test value (80) is greater then the pre-test
value (45). Based on this result, it is concluded that the difference of both means
is statically significant.
It is proved that the use of pictures in teaching writing to the second year
students of SMA Negeri 1 Parepare has a significant influence in increasing the
students’ ability to write descriptive composition although teaching descriptive
writing through the conventional method (without pictures) has influenced the
students’ writing achievement. Nevertheless, the difference result of student
writing achievement between pre-test and post-test at the control class is lower
than experimental class. It showed that the control class only 25 (55 – 30), while
the experimental class was 35 (80 – 45).
B. Discussion
Before giving treatment, the students’ achievement in writing was
categorized poor, which was proven by the percentage of the total score of pre-test
for the two groups (experimental and control group). The students’ mean score
from the pre-test obtained by the students in the experimental group is 61.76
greater than the result of the students’ pre-test in the control group was 57.03. On
the other hand the result of statistical t-test value is smaller (1.64) than t-table
(2.000) for 0.05 (5%) level of significance, degree of freedom (n1 + n2 – 2) 72. It
means that there was no significance difference between experimental group and
control group.
After giving treatment for four times to each group, the students’
achievement in writing for experimental is 3 (8.11%) out of 37 students were in
very good classification, 14 (37.84%) students were in good classification, 14
(37.84%) students were in fair classification, 6 (16.22%) students were in poor
classification, while none of them in very poor classification. The students’
mean score from the post-test obtained by the students in the experimental group
(70.95) is greater than students in the control group (64.46). It appears that the
mean score of the post-test obtained by the students in both group are different
where t-test value (2.63) greater than t-table value (2.000) for 0.05 (5%) level of
significant, degree of freedom (n1 + n2 – 2) 72. It means that the achievement of
the students who were treated by using pictures in writing descriptive composition
had a significant difference between the students who were taught by using
conventional method.
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter content of two sub-chapters namely conclusion ad suggestion.
A. Conclusion
Based on the findings and the discussion presented in the previous chapter,
the researcher tries to conclude this research that focus on the students’ ability in
writing descriptive composition through pictures. It is proved that the use of
pictures in teaching writing to the second year students of SMA Negeri 1 Parepare
has a significant influence in increasing the students’ ability to write descriptive
composition.
It is supported by the data, in which the mean score of the students in the
pre-test from the experimental group (61.76) has been improved in the post-test,
in which the students mean score is 70.95. In applying the t-test formula for the
students post-test for both groups, it is found that the t-test value is much higher
than the value of the t-table.
B. Suggestion
Based on the conclusion presented in the previous sub-chapter, the
researcher tried to give some suggestions for the future research about the English
teaching method as follows:
1. Writing is an important part in mastering of English besides reading, speaking,
and listening.
2. In order to improve the English writing ability, the teacher of English should
use pictures to motivate the students to write especially descriptive
composition.
3. Writing descriptive composition through pictures can motivate people
especially the students, because they can express their idea; imagination,
inspiration, experience and knowledge.
4. The teacher should create the fun atmosphere in order that the students enjoy
learning writing activity.
5. The teacher of English should give the students homework and review their
lesson.
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Appendix A
Instrument Penelitian
Sekolah : SMA Negeri 1 Parepare Mata Pelajaran : Bahasa Inggris Program : IPATingkat : XI (Sebelas)Tahun Ajaran : 2006/2007
Pre-Test
You should spend no more than 90 minutes on this task. Get a piece of paper and
write down anything at all that comes into you head. Write this down in English.
Remember there is a limit on the number of words you can use. That means you
can really only write three or four paragraphs (about 250 – 300 words). Use your
notes and plan what you will talk about in each paragraph before you start writing.
Try and be imaginative and descriptive.
Here is the topic for your writing composition:
YOUR FAVORITE HOBBY OR LEISURE ACTIVITY
The last, you should also use your own ideas, knowledge and experience and
support your argument by examples and by relevant evidence.
Instrument Penelitian
Sekolah : SMA Negeri 1 Parepare Mata Pelajaran : Bahasa Inggris Program : IPATingkat : XI (Sebelas)Tahun Ajaran : 2006/2007
Post-Test
You should spend no more than 90 minutes on this task. Get a piece of paper and
write down anything at all that comes into you head. Write this down in English.
Remember there is a limit on the number of words you can use. That means you
can really only write three or four paragraphs (about 250 – 300 words). Use your
notes and plan what you will talk about in each paragraph before you start writing.
Try and be imaginative and descriptive.
Here is the topic for your writing composition:
WHAT NEW CHANGE WOULD YOU LIKE TO SEE HERE IN YOUR
SCHOOL (SMA NEGERI 1 PAREPARE) IN THE NEXT 5 YEARS?
The last, you should also use your own ideas, knowledge and experience and
support your argument by examples and by relevant evidence.
XX
N 2285
37X 63.76X
Appendix B
The Application of T-Test Formula for Pre-Test
Experimental Group
Dik :
X1 = 2285 X1
2 = 145325
21
21 1
1
( )X
SS Xn
2
1(2285)
14532537
SS
15221225
14532537
SS
1 145325 141114.19SS
1 4210.81SS
1
1
SSSd
n
4210.81
37Sd
113.81Sd
10.77Sd
XX
N 2110
37X 57.03X
22
22 2
2
( )X
SS Xn
2
2(2110)
12815037
SS
24452100
12815037
SS
2 128150 120327.03SS = -
2 7822.97SS =
Control Group
Dik :
X2 = 2110 X2
2 = 128150
1 2
1 2
1 2 1 2
1 1
2
X Xt
SS SS
n n n n
61.76 57.03
4210.81 7822.97 1 137 37 2 37 37
t
4.73
12033.78 272 37
t
4.73
167.14 0.05t
4.73
8.36t
4.73
2.89t
1.64t
2
2
SSSd
n
211.43Sd
14.54Sd
t-test = 1.64t-table = 2.000
Appendix C
1 2 2Df n n
72Df
37 37 2Df
XX
N 2625
37X 70.95X
The Application of T-Test Formula for Post-Test
Experimental Group
Dik :
X1 = 2625 X1
2 = 191225
Control Group
21
21 1
1
( )X
SS Xn
2
1(2625)
19122537
SS
16890625
19122537
SS
1 191225 186233.11SS
1 4991.89SS
1
1
SSSd
n
4991.89
37Sd
134.92Sd
11.62Sd
XX
N 2385
37X 64.46X
22
22 2
2
( )X
SS Xn
2
2(2385)
15752537
SS
25688225
15752537
SS
2 157525 153735.81SS
2 3789.19SS
Dik :
X2 = 2385 X2
2 = 157525
1 2
1 2
1 2 1 2
1 1
2
X Xt
SS SS
n n n n
70.95 64.46
4991.89 3789.19 1 137 37 2 37 37
t
6.49
8781.08 272 37
t
6.49
121.96 0.05t
6.49
6.098t
6.49
2.47t
2.63t
2
2
SSSd
n
3789.19
37Sd
102.41Sd
10.12Sd
t-test = 2.63t-table = 2.000
Appendix D
The Raw Score of the Students’ Writing on Pre-Test
1 2 2Df n n
72Df
37 37 2Df
NoExperimental Group Control Group
X1 X12 X2 X2
2
1 70 4900 30 9002 55 3025 65 42253 65 4225 45 20254 50 2500 75 56255 50 2500 50 25006 45 2025 65 42257 65 4225 65 42258 55 3025 45 20259 50 2500 50 250010 65 4225 70 490011 70 4900 50 250012 75 5625 75 562513 70 4900 65 422514 55 3025 50 250015 80 6400 70 490016 55 3025 50 250017 50 2500 75 562518 55 3025 45 202519 70 4900 30 90020 70 4900 30 90021 70 4900 55 302522 75 5625 45 202523 55 3025 75 562524 55 3025 70 490025 60 3600 70 490026 50 2500 60 360027 85 7225 45 202528 70 4900 80 640029 50 2500 75 562530 50 2500 50 250031 65 4225 65 422532 80 6400 50 250033 50 2500 30 90034 70 4900 75 562535 75 5625 45 202536 50 2500 50 250037 55 3025 70 4900
SUM 2285 145325 2110 128150Men. S 61.76 3927.70 57.03 3463.51St. Dev 10.77 - 14.54 -
Appendix E
The raw score of the students’ writing on post-test
NoExperimental Group Control Group
X1 X12 X2 X2
2
1 65 4225 75 56252 75 5625 55 30253 75 5625 65 42254 75 5625 65 42255 65 4225 55 30256 90 8100 55 30257 55 3025 55 30258 70 4900 70 49009 55 3025 85 722510 65 4225 80 640011 65 4225 55 302512 85 7225 65 422513 85 7225 65 422514 50 2500 55 302515 70 4900 55 302516 80 6400 65 422517 80 6400 65 422518 85 7225 55 302519 85 7225 55 302520 90 8100 65 422521 55 3025 80 640022 80 6400 75 562523 65 4225 55 302524 70 4900 80 640025 50 2500 75 562526 70 4900 65 422527 75 5625 55 302528 90 8100 55 302529 60 3600 50 250030 50 2500 60 360031 60 3600 70 490032 80 6400 55 302533 80 6400 90 810034 70 4900 65 422535 70 4900 75 562536 60 3600 55 302537 75 5625 65 4225
SUM 2625 191225 2385 157525Men. S 70.95 5168.24 64.46 4257.43St. Dev 11.62 - 10.12 -
Appendix FRENCANA PENGAJARAN 1
Experimental group
Sekolah : SMA Negeri 1 Parepare Mata pelajaran : Bahasa Inggris Kelas/semester : XI/ IIWaktu : 2 X 45 Menit
I. Standar Kompetensi : Berkomunikasi lisan dan tertulis menggunakan ragam bahasa yang sesuai dengan lancar dan akurat dalam wacana interaksional dan monolog, terutama dalam wacana berbentuk descriptive, narrative, anekdot, eksposisi analitis (tanpa rekomendasi), dan eksposisi hortatory (dengan rekomendasi) yang mengarah kepada variasi makna interpersonal.
II. Kompetensi Dasar : Mengungkapkan berbagai makna dengan langlah-langkah pengembangan retorika yang benar di dalam teks tertulis berbentuk descriptive
III. Materi pokok : Menulis IV. Theme : The glimpse of Parepare city V. Sub-theme/ topic : Tourism objects VI. Indikator : Menuliskan berbagai jenis teks terutama yang
berbentuk descriptive.
No Indikator pencapaian kompetensi siswa6.1 Kognitif
Mengungkapkan ide ke dalam sebuah tulisan yang berkaitan dengan topic pembicaraan
Psikomotor Berkomunikasi secara lisan dan tertulis Bekerjasama dengan siswa lain Afektif Menyadari kekuasaan Tuhan Mengenal eksistensi diri dan potensi diri
VII. Kegiatan Pembelajaran :
No Rincian kegiatan siswa Alokasi Waktu
1
Awal:- Tegur sapa/ mengecek kehadiran - Diberikan persepsi kepada siswa - Memberikan motivasi untuk memulai pelajaran
15 menit
2 Inti:- Menjelaskan langkah-langkah dalam mengarang- Memperkenalkan tema dan topic pembicaraan - Mendistribusikan gambar akan topic bahasan yang
akan dibicarakan (tourism objects) - Menuangkan ide akan gambar ke dalam sebuah
60 menit
tulisan
3Penutup: - Mengoreksi hasil siswa - Menyimpulkan
15 menit
VIII. Sumber dan alatInternet source, buku paket bahasa inggris “Functional English” Tiga Serangkai, Gambar dari Dinas Pariwisata, seni dan budaya kota Parepare.
IX. PenilaianJenis tagihan:
1. Tugas individuBentuk instrument:
1. Uraian singkat
Parepare, 2007
RENCANA PENGAJARAN 2
Experimental group
Mengetahui,Kepala SMA Negeri 1 Parepare
Drs. PalemmuiNIP. 131 634 803
Peneliti,
Andi Asrifan NIM. 203 110 463
Sekolah : SMA Negeri 1 Parepare Mata pelajaran : Bahasa Inggris Kelas/semester : XI/ IIWaktu : 2 X 45 Menit
I. Standar Kompetensi : Berkomunikasi lisan dan tertulis menggunakan ragam bahasa yang sesuai dengan lancar dan akurat dalam wacana interaksional dan monolog, terutama dalam wacana berbentuk descriptive, narrative, anekdot, eksposisi analitis (tanpa rekomendasi), dan eksposisi hortatory (dengan rekomendasi) yang mengarah kepada variasi makna interpersonal.
II. Kompetensi Dasar : Mengungkapkan berbagai makna dengan langlah-langkah pengembangan retorika yang benar di dalam teks tertulis berbentuk descriptive
III. Materi pokok : Menulis IV. Theme : The glimpse of Parepare city V. Sub-theme/ topic : MarketsVI. Indikator : Menuliskan berbagai jenis teks terutama yang
berbentuk descriptive.
No Indikator pencapaian kompetensi siswa6.1 Kognitif
Mengungkapkan ide ke dalam sebuah tulisan yang berkaitan dengan topic pembicaraan
Psikomotor Berkomunikasi secara lisan dan tertulis Bekerjasama dengan siswa lain Afektif Menyadari kekuasaan Tuhan Mengenal eksistensi diri dan potensi diri
VII. Kegiatan Pembelajaran :
No Rincian kegiatan siswa Alokasi Waktu
1
Awal:- Tegur sapa/ mengecek kehadiran - Diberikan persepsi kepada siswa - Memberikan motivasi untuk memulai pelajaran
15 menit
2
Inti:- Memperkenalkan tema dan topic pembicaraan - Mendistribusikan gambar akan topic bahasan yang
akan dibicarakan (markets)- Menuangkan ide akan gambar ke dalam sebuah
tulisan
60 menit
3Penutup: - Mengoreksi hasil siswa - Menyimpulkan
15 menit
VIII. Sumber dan alatInternet source, buku paket bahasa inggris “Functional English” Tiga Serangkai, Gambar dari Dinas Pariwisata, seni dan budaya kota Parepare.
IX. PenilaianJenis tagihan:
1. Tugas individuBentuk instrument:
1. Uraian singkat
Parepare, 2007
RENCANA PENGAJARAN 3
Experimental group
Mengetahui,Kepala SMA Negeri 1 Parepare
Drs. PalemmuiNIP. 131 634 803
Peneliti,
Andi Asrifan NIM. 203 110 463
Sekolah : SMA Negeri 1 Parepare Mata pelajaran : Bahasa Inggris Kelas/semester : XI/ IIWaktu : 2 X 45 Menit
I. Standar Kompetensi : Berkomunikasi lisan dan tertulis menggunakan ragam bahasa yang sesuai dengan lancar dan akurat dalam wacana interaksional dan monolog, terutama dalam wacana berbentuk descriptive, narrative, anekdot, eksposisi analitis (tanpa rekomendasi), dan eksposisi hortatory (dengan rekomendasi) yang mengarah kepada variasi makna interpersonal.
II. Kompetensi Dasar : Mengungkapkan berbagai makna dengan langlah-langkah pengembangan retorika yang benar di dalam teks tertulis berbentuk descriptive
III. Materi pokok : Menulis IV. Theme : The glimpse of Parepare city V. Sub-theme/ topic : Educational Institutions VI. Indikator : Menuliskan berbagai jenis teks terutama yang
berbentuk descriptive.
No Indikator pencapaian kompetensi siswa6.1 Kognitif
Mengungkapkan ide ke dalam sebuah tulisan yang berkaitan dengan topic pembicaraan
Psikomotor Berkomunikasi secara lisan dan tertulis Bekerjasama dengan siswa lain Afektif Menyadari kekuasaan Tuhan Mengenal eksistensi diri dan potensi diri
VII. Kegiatan Pembelajaran :
No Rincian kegiatan siswa Alokasi Waktu
1
Awal:- Tegur sapa/ mengecek kehadiran - Diberikan persepsi kepada siswa - Memberikan motivasi untuk memulai pelajaran
15 menit
2
Inti:- Memperkenalkan tema dan topic pembicaraan - Mendistribusikan gambar akan topic bahasan yang
akan dibicarakan (educational institutions)- Menuangkan ide akan gambar ke dalam sebuah
tulisan
60 menit
3Penutup: - Mengoreksi hasil siswa - Menyimpulkan
15 menit
VIII. Sumber dan alatInternet source, buku paket bahasa inggris “Functional English” Tiga Serangkai, gambar dari Dinas Pariwisata, seni dan budaya kota Parepare.
IX. PenilaianJenis tagihan:
1. Tugas individuBentuk instrument:
1. Uraian singkat
Parepare, 2007
RENCANA PENGAJARAN 4
Experimental group
Mengetahui,Kepala SMA Negeri 1 Parepare
Drs. PalemmuiNIP. 131 634 803
Peneliti,
Andi Asrifan NIM. 203 110 463
Sekolah : SMA Negeri 1 Parepare Mata pelajaran : Bahasa Inggris Kelas/semester : XI/ IIWaktu : 2 X 45 Menit
I. Standar Kompetensi : Berkomunikasi lisan dan tertulis menggunakan ragam bahasa yang sesuai dengan lancar dan akurat dalam wacana interaksional dan monolog, terutama dalam wacana berbentuk descriptive, narrative, anekdot, eksposisi analitis (tanpa rekomendasi), dan eksposisi hortatory (dengan rekomendasi) yang mengarah kepada variasi makna interpersonal.
II. Kompetensi Dasar : Mengungkapkan berbagai makna dengan langlah-langkah pengembangan retorika yang benar di dalam teks tertulis berbentuk descriptive
III. Materi pokok : Menulis IV. Theme : The glimpse of Parepare city V. Sub-theme/ topic : Hotels VI. Indikator : Menuliskan berbagai jenis teks terutama yang
berbentuk descriptive.
No Indikator pencapaian kompetensi siswa6.1 Kognitif
Mengungkapkan ide ke dalam sebuah tulisan yang berkaitan dengan topic pembicaraan
Psikomotor Berkomunikasi secara lisan dan tertulis Bekerjasama dengan siswa lain Afektif Menyadari kekuasaan Tuhan Mengenal eksistensi diri dan potensi diri
VII. Kegiatan Pembelajaran :
No Rincian kegiatan siswa Alokasi Waktu
1
Awal:- Tegur sapa/ mengecek kehadiran - Diberikan persepsi kepada siswa - Memberikan motivasi untuk memulai pelajaran
15 menit
2 Inti:- Memperkenalkan tema dan topic pembicaraan - Mendistribusikan gambar akan topic bahasan yang
akan dibicarakan (hotels)- Menuangkan ide akan gambar ke dalam sebuah
60 menit
tulisan
3Penutup: - Mengoreksi hasil siswa - Menyimpulkan
15 menit
VIII. Sumber dan alatInternet source, buku paket bahasa inggris “Functional English” Tiga Serangkai, gambar dari Dinas Pariwisata, seni dan budaya kota Parepare.
IX. PenilaianJenis tagihan:
1. Tugas individuBentuk instrument:
1. Uraian singkat
Parepare, 2007
RENCANA PENGAJARAN 1
Mengetahui,Kepala SMA Negeri 1 Parepare
Drs. PalemmuiNIP. 131 634 803
Peneliti,
Andi Asrifan NIM. 203 110 463
Control group
Sekolah : SMA Negeri 1 Parepare Mata pelajaran : Bahasa Inggris Kelas/semester : XI/ IIWaktu : 2 X 45 Menit
I. Standar Kompetensi : Berkomunikasi lisan dan tertulis menggunakan ragam bahasa yang sesuai dengan lancar dan akurat dalam wacana interaksional dan monolog, terutama dalam wacana berbentuk descriptive, narrative, anekdot, eksposisi analitis (tanpa rekomendasi), dan eksposisi hortatory (dengan rekomendasi) yang mengarah kepada variasi makna interpersonal.
II. Kompetensi Dasar : Mengungkapkan berbagai makna dengan langlah-langkah pengembangan retorika yang benar di dalam teks tertulis berbentuk descriptive
III. Materi pokok : Menulis IV. Theme : The glimpse of Parepare city V. Sub-theme/ topic : Tourism objects VI. Indikator : Menuliskan berbagai jenis teks terutama yang
berbentuk descriptive.
No Indikator pencapaian kompetensi siswa6.1 Kognitif
Mengungkapkan ide ke dalam sebuah tulisan yang berkaitan dengan topic pembicaraan
Psikomotor Berkomunikasi secara lisan dan tertulis Bekerjasama dengan siswa lain Afektif Menyadari kekuasaan Tuhan Mengenal eksistensi diri dan potensi diri
VII. Kegiatan Pembelajaran :
No Rincian kegiatan siswa Alokasi Waktu
1
Awal:- Tegur sapa/ mengecek kehadiran - Diberikan persepsi kepada siswa - Memberikan motivasi untuk memulai pelajaran
15 menit
2 Inti:- Memperkenalkan tema dan topic pembicaraan - Menjelaskan langkah-langkah dalam menulis
60 menit
- Memberikan selebaran kecil akan topic bahasan yang akan dibicarakan (tourism objects)
- Menuangkan idea dan imaginative akan topic yang diberikan
3Penutup: - Mengoreksi hasil siswa - Menyimpulkan
15 menit
VIII. Sumber dan alatInternet source, buku paket bahasa inggris “Functional English” Tiga Serangkai, gambar dari Dinas Pariwisata, seni dan budaya kota Parepare.
IX. PenilaianJenis tagihan:
1. Tugas individuBentuk instrument:
1. Uraian singkat
Parepare, 2007
Mengetahui,Kepala SMA Negeri 1 Parepare
Drs. PalemmuiNIP. 131 634 803
Peneliti,
Andi Asrifan NIM. 203 110 463
RENCANA PENGAJARAN 2
Control group
Sekolah : SMA Negeri 1 Parepare Mata pelajaran : Bahasa Inggris Kelas/semester : XI/ IIWaktu : 2 X 45 Menit
I. Standar Kompetensi : Berkomunikasi lisan dan tertulis menggunakan ragam bahasa yang sesuai dengan lancar dan akurat dalam wacana interaksional dan monolog, terutama dalam wacana berbentuk descriptive, narrative, anekdot, eksposisi analitis (tanpa rekomendasi), dan eksposisi hortatory (dengan rekomendasi) yang mengarah kepada variasi makna interpersonal.
II. Kompetensi Dasar : Mengungkapkan berbagai makna dengan langlah-langkah pengembangan retorika yang benar di dalam teks tertulis berbentuk descriptive
III. Materi pokok : Menulis IV. Theme : The glimpse of Parepare city V. Sub-theme/ topic : MarketsVI. Indikator : Menuliskan berbagai jenis teks terutama yang
berbentuk descriptive.
No Indikator pencapaian kompetensi siswa6.1 Kognitif
Mengungkapkan ide ke dalam sebuah tulisan yang berkaitan dengan topic pembicaraan
Psikomotor Berkomunikasi secara lisan dan tertulis Bekerjasama dengan siswa lain Afektif Menyadari kekuasaan Tuhan Mengenal eksistensi diri dan potensi diri
VII. Kegiatan Pembelajaran :
No Rincian kegiatan siswa Alokasi Waktu
1
Awal:- Tegur sapa/ mengecek kehadiran - Diberikan persepsi kepada siswa - Memberikan motivasi untuk memulai pelajaran
15 menit
2 Inti:- Memperkenalkan tema dan topic pembicaraan
60 menit
- Memberikan selebaran kecil akan topic bahasan yang akan dibicarakan (markets)
- Menuangkan idea dan imaginative akan topic yang diberikan
3Penutup: - Mengoreksi hasil siswa - Menyimpulkan
15 menit
VIII. Sumber dan alatInternet source, buku paket bahasa inggris “Functional English” Tiga Serangkai, gambar dari Dinas Pariwisata, seni dan budaya kota Parepare.
IX. PenilaianJenis tagihan:
1. Tugas individuBentuk instrument:
1. Uraian singkat
Parepare, 2007
Mengetahui,Kepala SMA Negeri 1 Parepare
Drs. PalemmuiNIP. 131 634 803
Peneliti,
Andi Asrifan NIM. 203 110 463
RENCANA PENGAJARAN 3
Control group
Sekolah : SMA Negeri 1 Parepare Mata pelajaran : Bahasa Inggris Kelas/semester : XI/ IIWaktu : 2 X 45 Menit
I. Standar Kompetensi : Berkomunikasi lisan dan tertulis menggunakan ragam bahasa yang sesuai dengan lancar dan akurat dalam wacana interaksional dan monolog, terutama dalam wacana berbentuk descriptive, narrative, anekdot, eksposisi analitis (tanpa rekomendasi), dan eksposisi hortatory (dengan rekomendasi) yang mengarah kepada variasi makna interpersonal.
II. Kompetensi Dasar : Mengungkapkan berbagai makna dengan langlah-langkah pengembangan retorika yang benar di dalam teks tertulis berbentuk descriptive
III. Materi pokok : Menulis IV. Theme : The glimpse of Parepare city V. Sub-theme/ topic : Educational Institutions VI. Indikator : Menuliskan berbagai jenis teks terutama yang
berbentuk descriptive.
No Indikator pencapaian kompetensi siswa6.1 Kognitif
Mengungkapkan ide ke dalam sebuah tulisan yang berkaitan dengan topic pembicaraan
Psikomotor Berkomunikasi secara lisan dan tertulis Bekerjasama dengan siswa lain Afektif Menyadari kekuasaan Tuhan Mengenal eksistensi diri dan potensi diri
VII. Kegiatan Pembelajaran :
No Rincian kegiatan siswa Alokasi Waktu
1
Awal:- Tegur sapa/ mengecek kehadiran - Diberikan persepsi kepada siswa - Memberikan motivasi untuk memulai pelajaran
15 menit
2 Inti:- Memperkenalkan tema dan topic pembicaraan
60 menit
- Memberikan selebaran kecil akan topic bahasan yang akan dibicarakan (educational institutions)
- Menuangkan idea dan imaginative akan topic yang diberikan
3Penutup: - Mengoreksi hasil siswa - Menyimpulkan
15 menit
VIII. Sumber dan alatInternet source, buku paket bahasa inggris “Functional English” Tiga Serangkai, gambar dari Dinas Pariwisata, seni dan budaya kota Parepare.
IX. PenilaianJenis tagihan:
1. Tugas individuBentuk instrument:
1. Uraian singkat
Parepare, 2007
Mengetahui,Kepala SMA Negeri 1 Parepare
Drs. PalemmuiNIP. 131 634 803
Peneliti,
Andi Asrifan NIM. 203 110 463
RENCANA PENGAJARAN 4
Control group
Sekolah : SMA Negeri 1 Parepare Mata pelajaran : Bahasa Inggris Kelas/semester : XI/ II Waktu : 2 X 45 Menit
I. Standar Kompetensi : Berkomunikasi lisan dan tertulis menggunakan ragam bahasa yang sesuai dengan lancar dan akurat dalam wacana interaksional dan monolog, terutama dalam wacana berbentuk descriptive, narrative, anekdot, eksposisi analitis (tanpa rekomendasi), dan eksposisi hortatory (dengan rekomendasi) yang mengarah kepada variasi makna interpersonal.
II. Kompetensi Dasar : Mengungkapkan berbagai makna dengan langlah-langkah pengembangan retorika yang benar di dalam teks tertulis berbentuk descriptive
III. Materi pokok : Menulis IV. Theme : The glimpse of Parepare city V. Sub-theme/ topic : Hotels VI. Indikator : Menuliskan berbagai jenis teks terutama yang
berbentuk descriptive.
No Indikator pencapaian kompetensi siswa6.1 Kognitif
Mengungkapkan ide ke dalam sebuah tulisan yang berkaitan dengan topic pembicaraan
Psikomotor Berkomunikasi secara lisan dan tertulis Bekerjasama dengan siswa lain Afektif Menyadari kekuasaan Tuhan Mengenal eksistensi diri dan potensi diri
VII. Kegiatan Pembelajaran :
No Rincian kegiatan siswa Alokasi Waktu
1
Awal:- Tegur sapa/ mengecek kehadiran - Diberikan persepsi kepada siswa - Memberikan motivasi untuk memulai pelajaran
15 menit
2 Inti:- Memperkenalkan tema dan topic pembicaraan
60 menit
- Memberikan selebaran kecil akan topic bahasan yang akan dibicarakan (hotels)
- Menuangkan idea dan imaginative akan topic yang diberikan
3Penutup: - Mengoreksi hasil siswa - Menyimpulkan
15 menit
VIII. Sumber dan alatInternet source, buku paket bahasa inggris “Functional English” Tiga Serangkai, gambar dari Dinas Pariwisata, seni dan budaya kota Parepare.
IX. PenilaianJenis tagihan:
1. Tugas individuBentuk instrument:
1. Uraian singkat
Parepare, 2007
Mengetahui,Kepala SMA Negeri 1 Parepare
Drs. PalemmuiNIP. 131 634 803
Peneliti,
Andi Asrifan NIM. 203 110 463
LEMBARAN PENGESAHAN
Skripsi dengan judul: Using Pictures in Increasing the Students’ Ability to
Write Descriptive Composition at SMA Negeri 1
Parepare
Menyatakan bahwa mahasiswa di bawah ini:
Nama : ANDI ASRIFAN
Nim : 203 110 463
Jurusan : Bahasa Inggris
Fakultas : Keguruan dan Ilmu Pendidikan
Setelah diperiksa/ diteliti ulang dan memenuhi persyaratan untuk diseminarkan
dalam Seminar proposal Jurusan Bahasa Inggris.
Parepare, 2007
Pembimbing:
1. Prof. Dr. Muhammad Amin Rasyid, M.A (...........................................)
2. Irvan Al Rajab, S.Pd. M.Hum (...........................................)
USING PICTURES IN INCREASING THE STUDENTS’ ABILITY TO WRITE DESCRIPTIVE COMPOSITION AT SMA NEGERI 1 PAREPARE
A THESIS
BY
ANDI ASRIFAN203 110 463
ENGLISH DEPARTMENTFAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
UNIVERSITAS MUHAMMADIYAH PAREPARE(UMPAR)
2007
Senin 10 September 2007,
halte bus angkutan kota Universitas Muhammadiyah Parepare
menampung Deportan Tim2,
entah apa yang kan diangkat,
perih menyayat saudaraku,
dari bibir getirmu,
terselip doa keperihan,
apa dan mengapa?.
Dibalik ramelau yang terlewati,
ada misteri antaramu dan mereka.
Mutasi panjang,
menuju keabadian nafas,
insan melewati mayapada.
Dari kegersangan sahara,
Bak hidup di tengah oase,
Interpretasikan keagungan AL-JABBAR.
Sementara bersimbah celotoh,
Kemalangan yang meradang nadi hitam,
menengok jelek kelam,
Disudut senja kau mengurai penyesalan bersama tarian ADZAN
Magrib.
Remaja ‘malam’ di ujung keremangan kota.
Alunan usiamu bukan jaminan,
Dalam mengatakan,”aku belum mengerti hitam putih”
Tabuh sendrakala disela iqamat,
Bertanyalah pada heningnya hari,
Masikah esok ada waktu tuk berbenah ??
Sbb usia bukanlah rumus yang dapat dijabarkan !!!
KUPERSEMBAHKAN KARYA INI UNTUK AYAH, BUNDA SERTA SAUDARAKU TERCINTA …
`
CHAPTER ICHAPTER IIntroductionIntroduction
CHAPTER IICHAPTER IIReview of Review of Related Related
LiteratureLiterature
CHAPTER IIICHAPTER IIIResearch Research Method Method
CHAPTER IVCHAPTER IVFinding and Finding and DiscussionDiscussion
CHAPTER VCHAPTER VConclusion and Conclusion and
Suggestion Suggestion
Bibliography Bibliography
AppendixesAppendixes
