CHAPTER I
INTRODUCTION
This chapter presents background,
problem statement, objective, significance, and the scope of the research.
A.
Background
Writing is an English skill defined as
how to express ideas on a paper to form words, words to sentences, sentences to
paragraph. The ideas of writing may be from the writer’s feeling, opinion, or
may come from prior knowledge such as: result of reading book, discussion or
hear and watching TV. Things that we see can affect our thinking and view
especially in writing because everything what we want to write depends on our
thought. So, before we write, we need to determine what we write and also the
writer should have something meaningful to convey.
Mostly people have difficulties when
they want to write something, may be lack of ideas, feeling bad, or may lack of
vocabulary. Sometimes we lose of opinion and we only can write a little. It
seems that ideas as important part in constructing writing. Beside it, in
speaking we can use many ways of communication such as facial expression or
body language but differently in writing we just use words to convey
information. Keeping in our mind about choice of words, grammatical structure,
length of sentences, and organizing way so that the reader will receive the messages
we intend to convey. We have to arrange the words based on topic clearly in
order to make its meaning readable, understandable in order the readers can get
the meaning easily.
Based on some of the difficulties in
writing above, the researcher will try to use juxtaposing pictures as a medium
in learning because it has enormous potential as learning tools. In using
juxtaposing pictures the writers can see, look, and enjoy the pictures. So, it
can make the students be able to imagine what they want to write. And these
juxtaposing pictures not only illustrate a topic but also can contribute to the
context in which the language is being used and motivate students. Pictures
represent something in providing information that can help students to continue
general idea and describe it easily. It can enhance students to develop their
self-esteem in teaching and learning activities of the written language. It
makes the lesson more dynamic as imagination are aroused and as a source of
discovery. This is especially useful with those students who find it difficult
to use their imagination.
The picture provides a support and ideas
which the students can then build on more easily than invent their own story
all together. The Old saying that picture is a worth of thousands of words,
means that it can raise the production of words and a multitude of creative and
analytical thoughts. But other researcherfind out that the juxtaposing pictures
can improve writing skill just in vocabulary side. There is no significant
improvement in grammar, mechanics, content, and organization. So, the
researcher will try to limit the skill of writing just in writing description.
Referring to the statements above, the
researcher will try to study about the improvement of descriptive writing skill
by using pictures specifically juxtaposing pictures. Juxtaposing represent our
tendencies in perceiving something which compares a numbers of pictures that
placed side by side. For these reasons, the researcher took the title “Using Juxtaposing Pictures In Improving
Descriptive Writing Skill Of The Second Year Students Of SMAN 1 Alla”.
B.
Problem
Statement
The
researcher formulated the research questions as follow:
1. Does
the use of juxtaposing pictures significantly improve the ability in writing
description of the second year students of SMAN 1 Alla?
2. To
what extent does the use of juxtaposing pictures improve the ability' in
writing description particularly in five components such as content,
vocabulary, organization, language use and mechanic?
C. Objective
of the Research
This research aimed to find out whether
or not the use of juxtaposing pictures significantly improves the students’ ability
in writing description.
D.
Significance of the Research
The researcher hopes this research will
be useful and give contribution for foreign language teaching as consideration
to use pictures as a tool of stimulation and to enhance students’ attention for
more exploring ideas especially in teaching writing.
E.
The Scope of the Research
The scope of the study is limited to
improvement for descriptive writing skill of students through juxtaposing
pictures. It focuses on five criteria of good writing namely content,
mechanics, organization, language use, and vocabulary. The study was located in
SMA Negeri 1 Alla.
CHAPTER
II
REVIEW
OF RELATED LITERATURE
This
chapter deals with previous of related research findings, some pertinent ideas, theoritical framework and
hypothesis.
A. previous of Related Research
Findings
There are some research findings that
supported this research cited as
follows.
Nuraida
(2003) conducted a research under title “The writing skill of the Sixth
Semester students of English Department of Tarbiyah Faculty of IAIN Alauddin
Makassar in Free Composition”.She found that free composition could improve the
writing skill by writing freely until new ideas come.
Scott
and Treberg (1990) applied brainstorming technique in writing at the seven year
old beginners in New York. The result of that research was where the students
produced a lot of vocabulary but they were failed in mechanics of writing.
AndiNiarRezky (2009) has conducted a
research under title “improving writing skill Of The Fourth Semester Students Of English Department Of Tarbiyah And
Teacher Training Faculty Of UinAlauddin Makassar using juxtaposing pictures”.
It showed that the
students’ writing skill of the fourth semester students of English Department
of Tarbiyah and Teacher Training Faculty of UIN Alauddin Makassar was
classified as fair and after treatment using pictures the score improved just
in vocabulary aspect.
Nita Kurniawati (2009) has conducted a
research under title “an analysis of descriptive text produced by the second
year students of SMA AL-ISLAM Surakarta. It showed that there are some
strategies for the teacher in improving knowledge by using descriptive text.
Based on the previous research findings above, the researcher choose one of those methods,
that is using juxtaposing pictures ,
that may be more effective to improve students’descriptive
writing skill. The method may
give new atmosphere toward English learning process.
B.
Some
Pertinent Ideas
1.
Concept
of writing
a.
Definition of writing
Behrens,et.al (1999) define writing as a
process or an activity to mark letter or number on paper so, the people can
read it. Different from Behrens, Kroma (1988:30) and Byrne (2001:77) in Nurbaya
defined writing is expression of the writer’s idea by producing graphic symbols
to form words, words to sentences, sentences to paragraph on the paper so the
reader can follow what the writer means. Byrne in same line adds that the most
important one in writing is how to make the communication successful that is
should be readable and understandable to the reader.
b.
Forms of writing
Wishon and Burks (1980:378-383) divide
forms of writing into four divisions namely narration, description, exposition
and argumentation.
1.
Narration
Narration is the form of writing used to
relate the story of acts or events. It places occurrences in time and tells
what happened according to natural time sequences. Types of narration include
short stories, novels, and new stories, as well as large part of our everyday
social interchange in the form of letters and conversation.
2.
Description
Description reproduces the way things
look, smell, taste, feel, or sound. It may also evoke moods, such as happiness,
loneliness, or fear. It is used to create a visual image of people, places,
even of units of time-days, times of day, or seasons. It may be used also to
describe more than the outward appearance of people. It may tell about their
traits of character or personality.
3.
Exposition
Exposition is used in giving
information, making explanations, and interpreting meanings. It includes
editorials; essay, and informative and instructional material. Used in
combination with narrative, exposition supports and illustrates. Used apart
from narrative, it stands alone as an essay. Used alone or with narrative,
exposition may be developed in a number of ways as follows: (a) Process.
Exposition may be used to explain a process that is to tell how something is
made or done. (b) Definition. An explanation of what a word or a term means is
another kind of exposition. The simplest form is a statement and this applies
to dictionary definitions.(c) Analysis. It divides a subject into parts and
examines those parts. (d) Criticism. It involves evaluation, which is analyzing
and weighing strengths and weaknesses.
4. Argumentation
Argumentation is used in persuading and
convincing. It is closely related to exposition and it is often found combined
with it. The aim is to make a case or to prove or disprove a statement or
proposition. It may present arguments to persuade the reader to accept an idea
or a point of view.
2.
Concept
of descriptive writing skill
a. Definition
of descriptive writing
Some experts had
defined
descriptive writing, sometimes,
people might think that descriptive writing strives to invoke a
vivid and involved experience for the reader. Actually, descriptive writing
skill can mean much more.
According to Rita Putatunda (2010),
(in buzzle.com), means that Descriptive writing is about using the power of words
to arouse and capture the reader’s attention and create a lasting impact.
From Wikipedia, the free encyclopedia defines
that more than any other kind of writing, descriptive writing strives to invoke
a vivid and involved experience for the reader. It is often considered as one
of the most creative forms of writing since it is basically about being able to
evoke emotions in the reader through the power of words. A good descriptive
essay, for instance, has the ability to arouse the reader’s senses and create a
lasting impact on his or her mind. This effect can be achieved not through
statistics and facts, but by detailed descriptions and observations. As you
start with your descriptive writing, one of the most important things is
identifying exactly what you are setting out to describe. Usually, a
descriptive essay will include the depiction of the following: a place, a
person, a pet, an object, an experience, or a memory. Anything that you
experience or perceive about your subject can be the focal point of your
descriptive writing.
b. The
component of writing
The good writing skill can be analyzed
to group and varied skills. Heaton (1988:135) divided components writing into
five main areas. They are grammar, mechanics, vocabulary, content and
organization.
1.
Grammar
Grammar concerns about the ability to
write correct and appropriate sentences. The writer has to give attention for
preposition, tenses such as using of verbs, nouns, adjective, also conjunction
and articles. It is very important to the writer to clarify the correct usage
of point grammar because reader will be difficult to understand it. It has a
great influence so, we have to reread and review what we have written.
2.
Mechanics
It is related with the ability to use
correctly words to the written language such as using of capitalization,
punctuation, spelling. It is very important to lead the readers to understand
or recognize what the written means to express. The use of favorable mechanics
in writing will make the readers easy to the group to conveying ideas or
message of writing. The explanation as follows: a) capitalization, the use of
capitalization can clarify the ideas. If the sentences are not capitalized
correctly, ambiguous and misunderstanding will appear. It also helps to
differentiate from sentences to others. The words which are capitalized at
beginning of: the name of people, organization, first and last word of title.
b) Punctuation. Punctuation can help the readers to identify should be taken as
a unit of meaning and suggest how the units of it relate to each other. c)
Spelling. Using of spelling has three rules; they are suffixes addition, plural
formation and the change of certain words.
3.
Content
The content of writing is about the
ability to think creatively and develop thoughts, excluding all irrelevant
information. It should be blear to the readers. So, they can understand what
the messages convey and gain information from it. Also, the content of writing
should be well unity and complete because the characteristic of good writing
has unity and completeness.
4.
Vocabulary
Vocabulary is an essential part of
compose writing. The writes need vocabulary mastery well to express or write
their ideas. The effective using of words or vocabulary in writing must be
relevant with the topic to let the readers perceive and feel it. Someone who
lack of vocabulary will be difficult to compose what they are going to express
but appropriate words will help writers to compose writing.
5.
Organization
Organization is the ability to develop
ideas and topic which relevant in a united form. On the other hand, it concern
in ways of writer to arrange and organize the ideas or messages in writing.
There are many ways in process of organization writing involves coherence,
order of importance, general to specific, specific to general, chronological
order and spatial pattern.
3. Concept
of pictures
The following are some definitions that
may clearly give description about picture, they are: According to Longman (2004)
pictures defined as a description that gives you an idea of what something is
like. Whether Mclead (1983:856) defined picture in some ways below: a) As
visual representation or something such as a person or scene, produced on a
surface as in a photograph, painting, etc. b) A verbal description esp. one
that is vivid. c) A situation considered as an observable scene. d) A person or
thing resembling another.
In short, picture is an observable,
painting or drawing, visual represents of a person, scene, place, animal,
things and situation which can be seen clearly on frame or sheet of paper and
as resemble a works of pictorial art that can give you ideas. Picture give an
opportunity to review words or sentences that we have learned from textbook .It
seems that picture can help to enhance idea, explore knowledge to describe
something, which is people, place, things, etc.
1. Kinds
of Picture
Picture can be found every where and
taken from many sources such as in magazines, newspaper, books, brochures, text
book, albums, outdoor and so on. Pictures can be rendered manually such as by
drawing, painting, carving and rendered automatically by printing or computer
graphic technology or developed by combination of methods.
Wright (1989) proposed types of pictures
in eight ways, they are: 1) Pictures of single object. 2) Pictures of person
(people). 3) Pictures of place. 4) Pictures of fantasies. 5) Pictures
of maps and symbols. 6) Carton pictures. 7) Ambiguous pictures. 8) Explanatory
pictures.
Many kinds of pictures was presented
above can be developed to be a learning media to help the foreign language
students and also language teacher. But in this research, pictures are combined
in one sheet of paper or display in different topics such as topic about job
and places to go. The purpose of using picture is to help students with their
language learning by activating their prior knowledge. Pictures are just a
learning aid and used to attract learners’ attention. The two main points are
picture can increase comprehension and stimulate or expand students’
imagination with various interpretations.
2. The
Importance Picture in Teaching Writing
Picture can be used in teaching and it’s
very useful for the learners. They can provide some information of them.
Students are helped to express their ideas by looking pictures. They just pick
out the information in the picture and tell what is picture about.
Moreover, picture is better to convey
the meaning than word. It because of the human brain is the image processor
naturally, not the word processor. According to Deporter, Reardon, and Nourie
(2000), Neurologists said that 90% input sense for the brain from visual
material and brain will perceive quickly and gives reaction naturally to
symbol, icon, and for simple and strong picture. Therefore, we can say that our
brain receive information better with visual presentation such as picture or
image than non-visual or verbal language.
The function of visual learning based on
Sonneman (1997) symbol represents ideas, reminding about speaker comment and
helping to remind again some presentation before. Feldman (2005) added that
visualization is memory technique by which images are formed to help recall
material. it have several purposes such as make abstract ideas concrete,
engages multiple sense, permit us to link different bits of information
together and provides us with context
for storing information.
Based on the explanations above the
researcher concluded that picture as visual learning can help students to
remind information and link material in our brain. It as visual aids can be
helpful to the teacher of foreign language lesson. It can be brighten up the
class and bring more variety into language lesson. It can also arise the
student attention to catch the meaning of the sentences. The researcher hoped
it would make easier in learning English specially writing as an activity,
which need explore ideas.
Wright (2005:17) added differently that
pictures contribute to interest and motivation, a sense of the context of the
language and a specific reference point or stimulus. He explained that pictures
have some roles in writing such as below:
a) It
can motivate the student and make him or her want to pay attention and want to
take part.
b) Pictures
contribute to the context in which the language is being used. They bring the
world into the classroom.
c) The
pictures can be described in an objective way (“This is train”) or interpreted
(‘It’s probably a local train”) or responded to subjectively (I like travelling
by train).
d) Pictures
can cue responses to questions or cue substitutions through controlled
practice.
e) Pictures
can stimulate and provide information to be referred to in conversation,
discussion and storytelling.
Beside it, Vernon (1980:277) explained
some advantages of pictures as follows: 1) Picture is inexpensive and widely
available. 2) They provide common experience for an entire group. 3) The
visual details makeit possible to study subject which would otherwise be
impossible. 4) Pictures can help to prevent and correct
misconceptions. 5) They help to attention and to develop
critical judgment. 6) They are easy manipulated.
From explanation above the researcher
concluded that picture has many advantages as teaching tools to make the
learning process more active and communicative. It is easy to prepare, easy to
organize, interesting, meaningful and authentic and sufficient amount of
language. But any activity done in the classroom must be efficient in achieving
its purpose.
3. Juxtaposing
Pictures
Sometimes students need an opportunity
to investigate a subject, or an opportunity to express their feelings about a
subject rather than a challenge. For this reason, juxtaposing picture as one of
the visual learning materials that very suitable to use in language teaching
because students are encouraged to express feelings and ideas and to exchange
experiences while little or no emphasis is placed on whether it was right or
wrong. The researcher decided to use this kind of pictures and it was
introduced by Wright.
The Free Dictionary (2000) sited that
juxtaposing is placed side by side often for comparison or contrast. Whether
Wright (2005) described that it’s displaying number of pictures which have
different aspect of topic. By juxtaposing their different qualities of pictures
are highlighted. Students are motivated to express their ideas based on picture
then they will stimulate to compare some of advantages of the picture that they
choose. In this way, the other pictures can give ideas and rethink again what
we will write. The kind of paragraph which developed is description. Even
though it was not real description but the students should give their reasons
and explanation clearly.
The lost pedia, lost encyclopedia sited
that in literature and film, juxtaposing is the arrangement of two
opposing ideas, characters, objects, etc. side-by-side or in similar narratives
for effect. Lost often uses juxtaposition to further develop
the storyline or characters - it is applied variously to opposing emotions, abstract
concepts, character traits/values, or images.
C. Theoritical
Framework
OUTPUT
Students’
achievement
|
INPUT
Juxtaposing
pictures
|
PROCESS
Juxtaposing
pictures with teacher instructions
|
The theoretical framework of this research can
be described as in the coloumn:
The
main components above describe as follows:
INPUT
refers to the the pictures, which consist of juxtaposing pictures
PROCESS
refers to the juxtaposing pictures with teacher’s instructions
OUTPUT
refers tostudents’ achievement.
D. Hypothesis
The
hypothesis of this research is formulated as follows:
(Ho) : The
use of juxtaposing pictures does not significantly improve the students’
ability in writing description.
(H1) :The use of juxtaposing
pictures significantly improves the students’ ability in writing description.
CHAPTER III
RESEARCH METHOD
This
chapter presents research method and design, research variables, population and
sample, instrument of the research, procedure of collecting data, and technique
of data analysis.
A.
Method
and Design of the Research
1. Method
This
research will use a pre-experimental method. It will investigate the effect of
using juxtaposing pictures in improving descriptive writing skill of the
students.
2. Design
The
design of this research will use one group pretest-posttest design. The group
does the pretest (O1), get the treatment (X), and do the posttest (O2).The
comparison of the pretest and posttest cores determines the success of the
treatment. The design can be described as follows:
Pretest Treatment Posttest O1 X O2 (Gay, 2006:252)
B. Variables
of the research
The research consists of two variables.
The independent variable is using juxtaposing pictures and dependent variable
is descriptive writing skill.
C.
Population and Sample
I.
Population
The population in this researchis the second
year students of SMA N 1 Alla. This population comprises eight classes, consisting
of between 20-40 students for each class, so the total amounts of students are
251 students.
II.
Sample
To
determine the sample, the research will be use cluster random sampling
technique. One of the eight classes, that is class XI IPA1 will be taken
as the sample. The students’ number of the class is 30 students.
D.
Instrument
of the Research
The researcher will use test as
instrument, pretest and post test. The test is having the students write a
paragraph according to the title given. Test use to measure students’ descriptive
writing skill.
1. Procedures
of Collecting Data
a.
Pre-test
The pre-test will be administered on the
first meeting. It is to know the
prior ability of students in writing.
The researcher will give pretest.Pre
test use to identify students’ prior knowledge in writing. Students want to
write about profession in paragraph which given by researcher without picture.
The result of the test will be scored.
b. Treatment
After giving pretest,
the students will be given treatment.. It took time about 45 minutes every meeting.
The treatment will be done in four times. It can be seen through procedures as follows:
1) In
the first meeting, .the writer explain about the function of pictures in
constructs ideas especially for juxtaposing pictures
2) In
the second meeting, the write will explain writing description.
3) In
the third meeting, the writer will explain about how to write description by
using juxtaposing pictures, and then researcher will choose one picture and
guide students in writing description.
4) In
the fourth meeting the writer provides some pictures and will ask students to
write based on their understanding.
c.
Post test
After treatment, the researcher will
givepost test to the students to see their mastery after treatment in writing,
whether or not there will be an increase from the pre-test.
E. Technique
of Data Analysis
The data from the students will be calculated in the mean score
to find out the students’ writing ability it is aimed from ESL Composition
profile by Jacobs et al inhttp://eli.tamu.edu/resources/profile.html.
The
five components of good writing as follows:
a.
Content
b.
Organization
c.
Vocabulary
d.
Language use or grammar
e.
Mechanics
1. Scoring
and classifying the students’ ability into the following criteria:
1.
Content
To evaluate the score of the content, the writer
will use the following scale:
|
Score
|
Classification
|
Criterion
|
|
27-30
|
Very Good
|
If
the central purpose, the unity, the coherence and continuity of paragraph are
all correct
|
|
23-26
|
Good
|
If
the paragraph contained few errors of the central purposes, unity, coherence,
and continuity
|
|
20-22
|
Average
|
If
the paragraph contained some errors of the central purposes, unity,
coherence, and continuity
|
|
17-19
|
Poor
|
If
the paragraph or composition dominated by errors of the central purposes,
unity, coherence, and continuity
|
|
13-16
|
Very poor
|
If
the central purpose, unity, coherence, and continuity are all incorrect
|
2.
Vocabulary
To
evaluate the score of the vocabulary, the writer will use the following scale:
|
Score
|
Classification
|
Criterion
|
|
18-20
|
Very Good
|
If
the paragraph containing wide range of vocabulary, using effective words
|
|
15-17
|
Good
|
If
the paragraph contain occasion errors of the vocabulary but the meaning not
obscured
|
|
12-14
|
Average
|
If
the paragraph contain frequent errors of the vocabulary but the meaning
confused
|
|
9-11
|
Poor
|
If
the paragraph dominated by errors of vocabulary
|
|
5-8
|
Very poor
|
If
the vocabulary of the paragraph are all incorrect
|
3.
Organization
To
evaluate the score of the organization, the writer will use the following
scale:
|
Score
|
Classification
|
Criterion
|
|
18-20
|
Very Good
|
If
the words, sentences line up easily from a clear pattern
|
|
15-17
|
Good
|
If
the paragraph contain few errors of words
|
|
12-14
|
Average
|
If
the paragraph contain some errors of words and sentences
|
|
9-11
|
Poor
|
If
the paragraph dominated by errors of words and sentences
|
|
5-8
|
Very poor
|
If
the words in sentences and paragrpah are all incorrect
|
4.
Language
use or grammar
To
evaluate the score of the language use or grammar, the writer will use the
following scale:
|
Score
|
Classification
|
Criterion
|
|
23-25
|
Very Good
|
If
the grammar of the paragraph are all correct
|
|
20-22
|
Good
|
If
the paragraph contain few errors of grammar
|
|
16-19
|
Average
|
If
the paragraph contain some errors of grammar
|
|
9-15
|
Poor
|
If
the paragraph dominated by errors of grammar
|
|
5-8
|
Very poor
|
If
the grammar of the paragraph are all incorrect
|
5.
Mechanics
To evaluate the score of the mechanics,
the writer will use the following scale:
|
Score
|
Classification
|
Criterion
|
|
5
|
Very Good
|
If
there are no problems of spelling, puntuation, capitalization,
|
|
4
|
Good
|
If
there are few errors of spelling, capitalization, paragraphing but not
observed
|
|
3
|
Average
|
If
there are some errors of spelling, punctuatuion, capitalization, paragraphing
|
|
2
|
Poor
|
If
there are many errors of spelling, punctuation, capitalization, and
paragraphing
|
|
1
|
Very poor
|
Illegible
writing
|
(Jacobs et al )
2.
To analyze the data, the researcher
will use scale 1-100, scoring rate components of composition. The lower score
is 1 and the highest score is 100. The score will be found by calculating the
five at composition components. The following formula will be applied
X1+X2+X3+X4+X5=X
X12345=The
sum of all components of score
X=
the total score
(Jacobs et al)
3. Classifying the students’ score from
pre-test and post-test. The data that is obtained then classified by reffering
to the scoring system based on the guided provided by ESL Composition profile which
propose by Jacobs, as follows
Level
A: Score 100-88 is classified as very good writing ability
Level
B: Score 87-75 is classified as good writing ability
Level
C: Score 74-64 is classifiedas average
writing ability
Level
D: Score 63-45 isclassifiedas poor
writing ability
Level E: Score
43-34 is classified as very poor writing ability
(Jacobs et al)
4. Calculating
the mean score of each total score of the group, the following formula used:
X =
Where: X = Mean score
∑x = The
total score
N = The total
number of students
5. Calculating standard deviation of each total
score of pre-test and post-test, the writer uses the following formula:
SD =
SS= ∑x2-
Where: SD = Standard
Deviation
SS = Sum of Square
N = TheNumber of Subject
6. Calculating the value of t-test to indicate
the significance between the post-test and pre-test, the writer uses the
formula as follow:
t =
Where: t = Test of siginificance
D = The
mean score
∑D = The sum of total score of significance
∑D2 = The square of
the sum for difference
N = The total number of subject
(Gay,
2006)
