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.
Q. References
Ambarwati, F., Ariani,
H., & Dian, Y.C. (2009). Improving
students’ ability in
writing essay through pictures as the media. Retrieved from http://lib.atmajaya.ac.id/default.aspx?tabID=61&src=k&id=154756.
Arikunto,
S. (2010). Prosedur penelitian: Suatu
pendekatan praktik (14th ed.). Jakarta: Rineka Cipta.
Fitria, A.
(2011). Media pembelajaran. Retrieved November 24, 2011, from http://www.slideshare.net/Aida_Fitriani/media-pembelajaran-10684041
How to Use
SPSS to Analyze Data. (2012). Retrieved November 25, 2012 from
http://www.ehow.com/how_2173052_use-spss-analyze-data.html.
Khoii, R. (2011). A
solution to the dilemma of writing in a foreign language:
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M.A.D. (2012). Posttest only, control
group. Retrieved November 26,
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F. (2012). Penelitian experiment. Retrieved
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M.T. (2009). Meningkatkan kemampuan siswa dalam menulis
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