The effects of using series picture media in students’ writing procedure
text
Ni Made Rai Pradnyandari
English department
State University of Gorontalo
December 2012
The effects of using series
picture media in students’ writing procedure text
Introduction
Background
Writing is considered as hardest skill to master than other skill. Writing becomes
difficult because it involves of many aspects such as structure, vocabulary, punctuation,
and spelling. The difficulties not only in master those elements, but also the carefulness
in choosing topic, accuracy of a sentences and developing an idea. Writing
instruction will be boring if it is teaching in different time by the same way.
According to Khoii (2011) one reason for lack of student learning outcomes in
writing is traditional way of teaching.
The usage of creative and varied method will yield good results of
learning. Students should be introduced with new approach that make them
interest in learning. Teachers are demand to be careful in choosing the approach
or methods in teaching writing to make writing become easy to be learned. It
can be the applying of series picture media.
The usages of picture media in
instruct writing has been applied by many researchers. Ambarwati., Ariani.,
& Dian., (2009) who conducted a
research entitled “Penggunaan Media Gambar untuk Meningkatkan
Keterampilan Menulis Karangan Deskripsi Siswa.” The research design was
classroom action research with three stages in elementary school. In the first stage writing ability of students
in aspects of accuracy of the content and themes, sentence coherence,
complexity (correct use of words and terms), the use of spelling and
punctuation, and neatness form of composition and writing, by used colorless
pictures with folio paper size showed the result about 14%. Second stage,
students were tested by colour picture media with A3 paper size. The result
showed about 33% in aspects of the accuracy of the content of the theme, the
coherence of the sentence, the complexity of the (correct use of words and
terms), the use of spelling and punctuation, and neatness form of composition
and writing. Third stage was used colour picture media with asturo paper size. It
showed the result about 53 %.
Related to
research upon, Putra (2003) examined the use of series picture media in writing
narration paragraph. The research observed the use of series picture media in
enhance students’ motivation and students’ skill in writing. The research was
done in three circles; the result showed the use of series picture media
motivate students in writing. Students learned in happy, freedom, active and
productive in the result it overcome students’ psychology problem. The used of
series picture media simplify, clearly, create students inspiration and make
students more active. Those reason supported the reason of series picture media
stimulate students motivation in learning.
Based on research upon,
show that the usages of series picture media enhance students’ ability in
writing, however the raising of the result not to high. It shows that series
picture media not too effective to applying in elementary school. The
implementation of picture media will give good result when it is apply in
senior high school. In senior high school, students master more vocabulary. Besides,
students has deep understanding in aspects of accuracy of the content and
themes, sentence coherence, complexity (correct use of words and terms), the
use of spelling and punctuation, and neatness form of composition and writing
in this level. Based on those reason, the implementations of picture media are
more effective to apply in senior high school than in elementary school.
The
efficiency of the implementation of series picture media in writing give
several advantages for some elements. First, the usages of series picture media
help students in improve their ability in writing. Series picture media enable
students to explore their idea about the pictures. Second, series picture can
be a media that supports the teachers to organize the process of learning and
the use of time wisely. This media can be apply in classroom and also outdoor.
Third, series picture media adding job to increase the economy of the people
who like to drawing. In the other word, the usage of series picture media as a
prize for the painter.
Because the
usage of picture series in learning carry many advantage, this research purpose
to find out whether the usage of series picture media can improve students’
ability in writing procedure text in level senior high school.
Research Question
1.
Can pictures series media improve the students’
in writing procedure text ability?
Hypothesis
1. The usage of series picture media can
improve students’ ability in writing procedure text
Research purpose
1. To find out whether the use of series
picture media can improve students’ ability in writing procedure text.
2. To find out whether usage of series
picture media has many deficiency to students in learning.
3. To find out the extent of picture media students
can develop students' ideas in writing procedure
text.
Significance of study
This research is conducted in order that it gives many advantages to some elements. First, the usages of series picture
media help students in improve their ability in writing. Series picture media
enable students to explore their idea about the pictures. Second, series
picture can be a media that supports the teachers to organize the process of learning and
the use of time wisely. This media
can be apply in classroom and also outdoor. Third, series picture media adding
job to increase the economy of the people who like to drawing.
Delimitation
In this research, the writer limits the study only in the use of series picture media in writing descriptive
paragraph. Because this research only focuses on procedure text, the material
is limited about descriptive only. In procedure text, the materials focus on
how to make or how to use something. The sample is limited to first grade of
senior high school with the average age of 15 until 16 years old.
Definitions
This part will discuss about definition of many
word or phrase that are considered as uncommon word or phrase.
Series picture media
Series picture media is a story
or effort in preparing writing by translating the visual message content of
picture series into another form of language. Picture series media is a media which
presents a story in pictures (kamus
besar bahasa Indonesia as cited in Permata, 2009). The characteristic of the story or
event is continuously or related. Continuously means that the first story in
the pictures related with second story, third and so on. So all of the pictures
presented has a correlation event from the beginning to the end of the
story.
Procedure text
According to Aditya (2009), procedure
text is a text that is designed to describe how something is used or make through a sequence of actions or steps. It explains
how people perform different processes in a sequence of steps in making or using something. This text uses simple present
tense, often imperative sentences. It also uses the temporal conjunction such
as first, second, then, next, finally, etc.
Literature Review
This chapter tells about the
effectiveness of series picture media in writing. The effectiveness of series
picture media consist of the roles of series picture media to stimulate
students’ motivation and the role of series picture media in enhance students’
ability in writing. In the other hand, this chapter tells about the deficiency of
picture media.
The
effectiveness of series picture media
Series picture media is
considered by many studies as effective media in writing. The effectiveness of
series picture media can be the roles of this media stimulate students’
motivation and the role of this method in enhance students’ ability in writing.
Series
picture media stimulate students’ motivations
Media is one thing that is
offered by many experts as a tool to increase the interest and motivations of
the study. Syam (2008) connected the use of serial picture with students’
intrinsic and extrinsic motivation. He found that the using of serial picture
input can motivate the students to write an essay as indicated by the mean
score of intrinsic motivation about 3.50. That was classifying as high
motivation. Extrinsic motivation was high classification where it mean score
3.97. The extrinsic motivation was higher than intrinsic one. Students’ were
motivated because they had two tendencies; a tendency to achieve success and a
tendency to avoid failure. Indeed, the students were motivated because they
like what they were doing, they learned the using of media and integrated
instruction.
Related to
research upon, many researcher examined the role of series picture media in
stimulate motivation in various types of writing. Putra (2003) examined the use
of series picture media in writing narration paragraph. The research observed
the use of series picture media in enhance students’ motivation and students’
skill in writing. The research was done in three circles; the result showed the
use of series picture media motivate students in writing. Students learned in
happy, freedom, active and productive in the result it overcome students’
psychology problem. The used of series picture media simplify, clearly, create
students inspiration and make students more active. Those reason supported the
reason of series picture media stimulate students motivation in learning.
In the same relation, Sagita
(2009) observed the intrinsic motivation in research dealing with writing
narration by using a media that is series pictures. She found that the usage of
series picture media can attract the attention of students to be more focused.
Pictures could create the students’ inspirations, their wishes to know the
content of the message of that picture and write it in a composition
(motivation). Pictures could trigger the student’s creativity through various
languages. In addition, pictures have some powers, pictures are able to clarify
a problem. It means that by seeing the clear pictures, the students would
understand more about the topic being taught.
Series picture media enhance students ability in writing
Series picture
image as ones effective media to improving students’ ability in writing. The
usage of series picture media as an effective media because it has many
chronological illustrations. It is obvious that the students need something
concrete to elicit ideas such as going to the places they will describe, or
presenting realia, or displaying photos or pictures. In other words, the
students need a context.
The use of
the picture series also promoted the students’ positive behavior toward the
learning process. This is supported by the observation that is done by
Ambarwati, F., Ariani, H., & Dian, Y.C. (2009). Ambarwati et.al viewed the
series pictures media stimulate students’ imagination in describing pictures
like the real situation, in addition the reader be able to feel, visualize, and
listen the writer expression. Ambarwati et.al examined their research design
through classroom action research with three stages.
First stage
was used colorless pictures with folio paper size. Second stage used colour
picture media with A3 paper size; third stage used colour picture media with
asturo paper size. The results of this study indicated that using media images
enhance students' skills in writing descriptions. In the first stage writing
ability of students in aspects of accuracy of the content and themes, sentence
coherence, complexity (correct use of words and terms), the use of spelling and
punctuation, and neatness form of composition and writing, showed the result
about 14%. Colorless pictures were considered as less clearly visible media and
tend to be boring.
Writing
ability in aspects of the accuracy of the content of the theme, the coherence
of the sentence, the complexity of the (correct use of words and terms), the
use of spelling and punctuation, and neatness form of composition and writing,
in second stage showed the result about 33%. It was happen because the
constraints that exist in the first cycle were repaired in the second cycle.
They also
found colour picture media with asturo paper size enhance students writing
skills in aspects of accuracy of the content of the theme, the coherence of the
sentence, the complexity of the (correct use of words and terms), the use of
spelling and punctuation, and neatness form of composition and writing. It
showed the result about 53 %. The available of pictures media enhance students’
ability in writing in each stage. This research
related with the work of Santoso., Triyono.,
& Budi (2012) who proved the usage of series picture media enhance
students’ ability in writing.
Santoso
et.al (2012) accomplished research through classroom action research. The
result of analysis showed that illustrates that the use of series picture media
can improve students' writing ability. It could be seen that the result of
students’ writing becomes higher after using series picture as the media. The
first circle showed the result about 77,82. There were an increasing in second
circle about 84,76 and and the third cycle increased to 86.39. It is visible from the results students'
writing in the form of essay and calculated from 25 students. The use of picture media in improving students'
skills in writing is not only done through classroom action research but also
in other methods. The use of picture media in improving students' skills in writing
is not only done through classroom action research but also in other methods.
Sa’diyah, H. (2010),
organized a questionnaire to investigate
the strength of series picture media in writing. The questionnaire was taken in
a class that consisted of 28 students, 13 males and 15 females with an average
age of sixteen years old. The questionnaire data indicated that the majority of
the students (94%) were interested in the pictures and 82% of them thought that
the learning activity using the picture-series was joyful. Almost all of them
(90%) found it fun to use the picture series as an aid to writing, and the
majority (85%) of them agreed that the media could help them focus their
description. All of them (100%) said that the pictures were helpful in generating
ideas. Therefore, the majority of them (82%) would like to have picture aids to
do writing assignments.
The deficiency of picture media
The use of
picture media in teaching demand the students to be creative in interprets the
story in the pictures. Sometimes the interpretation is successful and sometimes
fails. Fitriani (2011) analyzed this failure
could have been caused by several factors, such as psychological barriers (related
interests, attitudes, confidence, intelligence, and knowledge), physical
barriers such as fatigue, limited power sensing devices, and health recipients.
Another factor is the influence of cultural barriers (such as differences in
customs, social norms, beliefs and values of the model), and environmental
barriers are obstacles that caused by the circumstances surrounding circumstances. Therefore, more
needs to be analyzed about the meaning, position, function, classification, and
characteristics of some types of media, to gain an overview and understanding
before using or likely produce the instructional media.
In the other hand, Media Pembelajaran (2008) examined the
Instructors must be smart in using the media image because picture media has
several disadvantages. First, the picture only emphasized on sensory the
perception of eyes. Second, picture of objects that were not too complex has less
effective of learning activities. Third, the size is very limited for large
groups. Media Pembelajaran also explained that picture media became useful if
it possess some characteristic. First, media images must be authentic. The
image must be honestly described the situation likes a man looking at the
actual image. Second, media images should be simple. Third, image size should
be relative. Images can increase or decrease the actual object during image can
be seen clearly by the students. Fourth, not every good picture is a good
medium. As a good media, picture should have positive point from the art and in
accordance with the learning objectives that instructor wants to be
accomplished.
Methodology
This part
discuss about methodology include method, setting, population and sample, data
collection, data analysis, validity and reliability test.
Method
This research is design by
quantitative research. Nursyahidah (2012) state quantitative approach is a
study that is done to know the effect of the treatment or intervention to
research subject. In the other hand, experimental studies in education aims to
assess the effect of treatment education on students’ behavior or testing
hypotheses about the presence or absence of the influence of the action when
compared with other measure. This research will use the types of true
experiment.
Nursyahidah (2012) state that true
experiment is a type of research where the researchers are able to control all external
variables that influence the running of the experiment. It makes the internal
validity be very high. Sample that is used as experiment and control group are
taken randomly from certain population, it is a primary characteristic of true
experiment. In other words the true experiments there must be a control group
and random sampling. Afterwards, she mentions there are several types of true
experimental design: pretest-posttes
control group design, posttest-only control group design, extensions of true
experimental design, multigroup design, randomized block design, Latin square
design, and factorial design. From those designs of true experiments, this
research will focus on one design only that is posttest-only control group
design.
Posttest-only
control group design participants are randomly assigned to groups but neither group gets a
pretest (Miller, 2012). In this
design, one class will be get interventions called by treatment group and the
class without any intervention is called control group. Control group act as a
comparison group only. Chart of posttest-only control design:
|
(EG) R
|
X
|
O1
|
|
(CG) R
|
|
O2
|
Notes:
EG : experiment group
CG : control group
X : treatment
O1 : result after treatment for
the experiment group
O2 : result for the control
group
Miller (2012) mentions the two
advantages of using posttest-only control design in research. First, sample
randomization is assumed that it has equated the
groups at pretest. So that researchers do not need to make observations that
are too long to find a class that does have the same characteristics or abilities.
Second, For one thing, it is less costly and
time-consuming to implement as you only have half the data to collect. It also
has a design advantage that we will come to in the next lesson. This approach
is very simple and easy to realize. By give the treatment to one group only as
an effective manner to find out the role of series picture in improving
students’ ability in writing.
Setting
This research will be take place in SMA
Negeri 1 Randangan that located in
Motolohu the district of Pohuwato on January 2013. There are three grades in this
school, started from first grade through three grades. First grade consist of
four classes, second grade consist of six classes and third class consist of
six classes. There is science department, social department and language
department in this school. Moreover, the population of this research is the
student first grades.
This school is the
only one senior high school in there. Thus make this school is sought by the
students in Randangan. In fact, SMA Negeri 1 Randangan has two English teachers
in this school. The insufficient of teacher make the learning process not too
maximal. Moreover, there is language department in this school. The teacher
needs appropriate method in teaching English in order to get the effectively of
the result of learning. That’s why this research is very suitable to be
conducted in SMA Negeri 1 Randangan.
Population and Sample
Population
Population of this
research is all of the class Ten of SMA
Negeri 1 Randangan academic year of 2012-2013. This grade consists of fourth
classes. Specification of the population will serving in table below:
|
Class
|
Students
|
|
Xa
|
25
|
|
Xb
|
25
|
|
Xc
|
26
|
|
Xd
|
26
|
|
Total
|
102
|
The first grade of this senior
high school is very suitable to be the population of this research because of
many reasons. First, existences of four classes support the removal of sample
randomly. Second, there is only one teacher to instruct all the classes. The
limitation of the teacher make the teaching-learning process especially writing
does not running well. Third, the use of series picture media can be a solution
to help teacher in instruct writing skill.
Sample
Sample of this research will
determine by cluster random sampling. This method considers all population has
similar opportunity to be the sample of this research. According to Susetiyono
and Hinduan (2010), cluster random sampling is the combination of cluster
sampling with simple random sampling. The removal of sample is done by determining
the control class (CC) and the experimental class (EC) of the four classes that
are the members of the population. The determining of control class and
experiment class will do by rolling four pieces of paper. Two of the paper will
be written by CC and EC and then shake them. The head of each class take one
paper. After the paper is opened, it is obtained the result that class Xa gets
the paper inscribed CC, and class Xc gets the paper inscribed EC. Thus, the
sample of this research will be class Xa and Xc.
Data
Collection
Process of data collection in this research is divided into Instrumentation
and Procedure. Instrumentation is tools or instruments that will be used in
research process. Procedure is the way how to use all of the instruments in
research.
Instrumentation
This research will conduct by
instrumentation such as observation and test. Observation is first step in this
research. Observation will do before the analyzing process. Observation in this
research aims to observe the characteristic of the students before give an
intervention or treatment. Observation will help the researcher in determine
class that will take in research.
After observation, the
procedures of this research will continue with test. Test is process to give
the treatment for the students. The type of this test is structured test that
has been prepared. Test in this test is done by give some picture series to
test the hypothesis whether the use of series picture media improving students
ability in writing.
Procedure
Procedure of this research
divided into fourth steps. First, accomplish the structured observation.
Structured observation means that observation that had been designed
systematically from the place, time and what things that will be observed. Second, choosing material which reliable with
curriculum and syllabus. Third, give a treatment. This research is focus on posttest-only control group design that
involves of experiment group and control group. Based on this design, the
treatment (series picture media) only give to experiment group for a month and
there is no treatment to control group. After treatment, the research continues
by give post test to experiment group and control group. Fourth, give a test to
observe the result of treatment that has been given. The result of experiment
and control group will compare in this part. This part also will show the
effectiveness of series picture media in writing.
Data analysis
This
research will analyze by SPSS. How to use
SPSS to analyze data (2012) state SPSS
is a complete and comprehensive system for analyzing data. SPSS can take any
type of file and use the information to tabulate reports, charts, plots and
trends. Furthermore, this research will analyze by SPSS type of compare mean
with the design is Paired-samples t test. According to Wijaya (2012),
paired-samples t test is a kind of SPSS that is used in balance test of pair
sample. This analysis usually use in experimental research. In this case, the
researchers want to know the result differentiations after treatment.
The process of data analysis
by using paired-samples t test:
1. Fill the Coolum about students’ pos-test
and give credit
2. Click analyze then choose compare mean à paired sample t test
3. Block the variable post-test of control and experiment group that inform
the post test result after the treatment. After that, enter both of them into
paired variables.
4. Click option type the interval in 95%, and then click continuo and ok.
O. Validity
Validity is a measure that shows the levels of validity of an instrument. a
valid instrument has high validity. Validity test instrument conducted to find
out how much the instrument is able to reflect the contents of the study in
accordance with the terms and nature of the measure. This means that each item
instrument has really described the overall content or nature of the basic
concepts wake drafting instruments. This test use product moment correlation formula
that is presented by Pearson as cited in Arikunto (2010).
Notes:
∑X =
Score total points matter
∑X2 =
Squares total score of each item
∑Y = Total score of respondents
∑Y2 = Total score Squares
∑XY = Correlation of scores with the total score of each item
N = The number of respondents
In this research the test is
valid if the validity coefficient is rxy ≥ 0.388 while the test is
invalid if the validity coefficient is about ≤ 0.388. This standard is taken
from r table product moment
correlation with significant standard is 5 %, which accommodates with the total
of student of another class about 26 total students.
P.
Reliability
Wahab (2011) state that
reliability describes the consistency and regularity of measurement tools that
is used. The measure is consistent if the measurer itself provides results that
do not change and will same relatively when repeated. It means that the test
will gives same result however that test sent in different occasions. To test
the reliability, this research will use Alpha Cronbach formula (Noor, 2011):
Where the Alfa formula is:
In this research, the result of learning is reliable if the reliability
coefficient is the rii ≥ 0.496 that constitute of 26 students with
significant standard is 1 %. Arikunto (2010) states that Alpha Cronbach formula
is suitable formula to research that do not use score 1 to assess each item of
test or question.
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