Using Picture Sequence to Improve the Eight Graders’ Ability in Writing Narrative Text at SMPN 21 Malang
| Main Author: | Ermia Eka Mardina |
|---|---|
| Format: | PeerReviewed |
| Bahasa: | ind |
| Terbitan: |
, 2011
|
| Subjects: | |
| Online Access: |
http://karya-ilmiah.um.ac.id/index.php/sastra-inggris/article/view/15478 |
Daftar Isi:
- ABSTRAK Mardina, Ermia Eka. 2011. Using Picture Sequence to Improve the Eight Graders’ Ability in Writing Narrative Text at SMPN 21 Malang. Thesis, English Department, Faculty of Letters, State University of Malang. Advisor: Siti Muniroh, Spd, M. A. Key words: writing, picture sequence, narrative texts English is considered as an important language due to the fact that it has become international language. Thus, English has to be more widely developed and used in everyday lives. Considering the importance of English the Indonesian government eventually decides to make English as a compulsory subject at secondary school level. In this case, the English is taught as a foreign language. To succeed in learning English as foreign language, English language learners have to be capable of all the language skills: listening, reading, speaking, and writing. From all the language skills, writing is considered as the most complex skill compared to the other three skills (listening, reading, and speaking). This is due to the fact that most of students find the highest difficulty in language skill lies in writing skill. Such difficulties occurred at the students of SMPN 21 Malang, particularly in class VIII.4 when the researcher conducted her preliminary study. From the students’ writing products it was found less than 50% or 21 out of 43 students reached level 3 or above from the range of level 1 up to 4 in terms of content, diction, and grammar based on criteria of success. The criteria of success was considered to be achieved when 70% or 30 out of 43 students are able to reach level 3 or above in terms of content, diction and grammar. Level 3 in this case is categorized as the passing score in terms of writing result. Their writings showed that18.6% or eight out of 43 students reached level 3 in terms of content; 2.3% or one out of 43 students reached level 3 in terms of diction; and none of the students reached level 3 in terms of grammar. The writings also showed that the students had difficulties in generating ideas into written text. In addition, less than 70 % or 30 out of 43 students showed their activeness in asking and answering questions while the teaching and learning process was conducted. Most of students looked bored and did not pay attention toward the teacher’s explanations and instructions. Hence, the use of picture sequence was proposed to improve the students’ ability in writing narrative text. The use of picture sequence was chosen as the media to stimulate the students’ ability in generating ideas in composing narrative text as well as improving the content, diction, and grammar. Picture sequence was considered as an interesting media and did not make the students feel bored. This study was done using Collaborative Classroom Action Research. The researcher was assisted by the English teacher who acted as the collaborator. As the collaborator, the English teacher observed the implementation of teaching and learning and helped the researcher designing lesson plans as well as setting the iv criteria of success. The criteria of success is reached when 70% or 30 out of 43 students’ writing products reached level 3 in terms of content, diction and grammar; and when the students’ active participations reached scale 3 or 21-30 students out of 43 students active in giving comment, asking and answering questions, paying attention to the researcher’s explanations and instructions, doing the works immediately, and collecting drafts on time. The scale 3 was determined as the passing scale from the range scale 0 up to 4 for the students’ active participations. This study was conducted in two cycles, and each cycle consisted of four stages namely planning the action, implementing the action, observing the action, and reflecting on the observation. The subjects of the study were 43 students of class VIII.4, SMP Negeri 21 Malang in 2010/2011 academic year. The data covered the students’ attitude during the implementation of teaching and learning and the students’ writing results. The data were collected using interview guide, questionnaires, observation checklists, and field notes. The criteria of success was reached after the Cycle 2 was implemented. In this study, the criteria of success was determined by the researcher with the assistance of the English teacher. The criteria of success was formulated based on (SKM: Standar Ketuntasan Minimal) used in SMPN 21 Malang. In terms of product, there were improvements shown in terms of content, diction, and grammar from the preliminary study up to Cycle 2. 27.9% or 12 out of 43 students reached level 4 and 72.1% or 32 out of 43 students reached level 3 in terms of content; 27.9% or 12 out of 43 students reached level 4 and 72.1% or 31 out of 43 students reached level 3 in terms of diction; and 20.1% or nine out of 43 students reached level 4 and 55.8% or 24 out of 43 students reached level 3. Such improvements were also shown within the students’ attitude during the teaching and learning process. 100% or 43 out of 43 of the students were actively involved in the teaching and learning process by giving comment, asking and answering questions, paying attention to the researcher’s explanations and instructions, doing the works immediately, and collecting the drafts on time. Based on the result of this study, it is suggested that the English teacher of SMPN 21 Malang use picture sequence as the media to stimulate the students’ ability generating ideas in writing narrative text. For English teachers in general, the results of this study is recommended to be used as reference to increase the students’ writing narrative ability, particularly in explaining the concepts of narrative text by using picture sequence as the media. In the believe that picture sequence can improve the speaking ability as in writing, the results of this study is suggested to be used by further researcher(s) as the reference to conduct further study using the same media for speaking skill.