THESIS
A STUDY ON THE USE OF PICTURE SERIES
TO IMPROVE WRITING ABILITY OF PROCEDURAL
TEXT OF THE EIGHTH GRADE STUDENTS’ OF SMP
NEGERI 16 KUPANG
IN THE SCHOOL YEAR 2017/2018
FLORENTINA I. HURIUBU
ENGLISH EDUCATION STUDY PROGRAM
TEACHER TRAINING AND EDUCATIONAL SCIENCES
FACULTY
WIDYA MANDIRA CATHOLIC UNIVERSITY
KUPANG
2018
i
THESIS
A STUDY ON THE USE OF PICTURE SERIES
TO IMPROVE WRITING ABILITY OF PROCEDURAL
TEXT OF THE EIGHTH GRADE STUDENTS’ OF SMP
NEGERI 16 KUPANG
IN THE SCHOOL YEAR 2017/2018
FLORENTINA I. HURIUBU
REG.NO. 121 14 014
ENGLISH EDUCATION STUDY PROGRAM
TEACHER TRAINING AND EDUCATIONAL SCIENCES
FACULTY
WIDYA MANDIRA CATHOLIC UNIVERSITY
KUPANG
2018
ii
THESIS
A STUDY ON THE USE OF PICTURE SERIES
TO IMPROVE WRITING ABILITY OF PROCEDURAL
TEXT OF THE EIGHTH GRADE STUDENTS’ OF SMP
NEGERI 16 KUPANG
IN THE SCHOOL YEAR 2017/2018
Presented in Partial Fulfillment of the Requirements
forSarjanaPendidikan Degree in English Language Education
FLORENTINA ITUNG HURIUBU
REG.NO. 121 140 14
ENGLISH EDUCATION STUDY PROGRAM
TEACHER TRANING AND EDUCATIONAL SCIENCE
FACULTY
WIDYA MANDIRA CATHOLIC UNIVERSITY
KUPANG
2018
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iv
v
MOTTO
“ASSURED AND the
BELIEVED”
(FLORENTINA I. HURIUBU)
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DEDICATION
This thesis is particularly dedicated to:
Beloved Parents (Andreas Confelus Kuma Huriubuq (the Late) and Bibiana
Kewa, S.Pd)
Beloved Brothers (Charles De Foucauld Lalang Huriubuq, S.Pd and
Marcelinus Reiki Wayan Huriubuq)
Beloved Sister ( Martha Julia Dae Huriubuq)
My almamater UNWIRA Kupang, Especially English Education Study
Program.
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ACKNOWLEDGEMENT
First and foremost, the writer praises the almighty God for His affection, power and
protection in her life especially during the process of writing this thesis. Realizing that
the writer could be complete by the assistance and contributions from others, the
writer then would like to express her sincere thanks and appreciation to people:
1. Dr. Damianus Talok, MA, the Dean of Teacher Training and Educational science
Faculty who helped the writer with all the administrative affairs so that, this study
could be done.
2. Dr. Drs. Kletus Erom, M. Hum,the head of English Study Program for the
permission and assistance so this study can be conducted.
3. Drs. Ataburan Clemens, M. Hum, her first advisor and Maria G. Djehatu, S.Pd,
M.Pd, her second advisor, for the guidance, motivation, advice, support and
criticism during the process until the completion of this writing.
4. Dr. Damianus Talok, MA and Paulus Asa, SVD. Mag. TESOL, M.Pd, the
Examiners in giving suggestion, correction for the improvement of this thesis.
5. All the lecturers of Widya Mandira Catholic University Kupang, especially the
lecturers of the English department who have given the writer valuable knowledge
during her study and also Mrs. Merry the staff of English Education Study Program
for her administrative assistance.
6. The headmaster of SMP Negeri 16 Kupang Aryandi B. Mauko, S.Pd, M. Hum who
allowed and gave the writer opportunity to conduct this study at the eighth grade
students of SMP Negeri 16 Kupang and Mrs. Rachel Riwu as the English Teacher
who helped the writer during the research.
7. The eighth grade students especially VIIIB of SMP Negeri 16 Kupang who
participated in this research.
8. Her beloved parents, sister and brothers who supported her in finishing this thesis.
9. Her beloved Uncles, Kristoforus Bela, SE, Kletus Letu Apeliling, SE and Drs.
Yohakim Kotan, Thomas Lampo, also aunts Cecilia Sri Rejeki, Germana Leto, and
Imelda Itung, SE, Maria Loka who supported her in finishing this thesis.
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10. Her beloved cousins, Lanty, Nia, Aldo, Esna,Yohan, Desty, Putry, Allan, Kristin,
Vianey Tonjo.
11. Her beloved friends Sisca Carvalho, Kakak Enny Maubanu, Nelcy Sepu, Ditha
Dohu, Try Pureklolon, Inacia Ikeng,Matelda Roslyn, Asty Wutun, Achank, Ing
Ampung, Marni Ewak, Sarah Isu, Aris Molla, Nata, Yulius, Ivan, Ussy Doceu,
Esty Atawollo, Apos Uma, Ria Lamak, Rynho Dolu, kakak Ricardus Suri, Andrea
Dotto, Alfred Malloen who helped and motivated the writer to finish this study.
12. All her friends of semester eighth of English Education Study Program.
Last but not least, the writer would like to say thanks for all those whose names
are not mentioned here for their attention, help, contribution, and support given to the
writer. She hopes that may the Almighty God Always bless them.
Kupang 2018
The writer
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ABSTRACT
This study is entitled “A STUDY ON THE USE OF PICTURE SERIES TO
IMPROVE WRITING ABILITYOF PROCEDURAL TEXT OF THE EIGHTH
GRADE STUDENTS’ OF SMP NEGERI 16 KUPANG IN THE SCHOOL
YEAR 2017/2018”. It was conducted in order to answer the following questions: (1)
Are picture series effective to improve writing ability of procedural text of the eighth
grade students of SMP Negeri 16 Kupang in the school year 2017/2018? (2) How are
picture series used to improve the writing ability of the eighth grade students of SMP
Negeri 16 Kupang in school year 2017/2018? The objectives of the study are as
follows: (1) To find out if picture series are effective to improve the writing ability of
the eight grade students of SMP Negeri 16 Kupang in the school year 2017/2018 or
not. (2) To find outhow are picture series used to improve writing ability of the eighth
grade students of SMP Negeri 16 Kupang in the school year 2017/2018. This study is
limited in three aspects of writing as proposed by John Anderson in terms of grammar,
vocabulary, and mechanics. This study used a Classroom Action Research (CAR)
which is conducted to solve studetnts’ writing ability of prcedural text. The writer did
two cycles which each cycle consists of planning,action, observatin, and reflection.
The data were gathered through quantitative data. The quantitative data were obtained
from students’ writing score of pre-test, post-test I-II. The topic for the pretest is how
to make a glass of coffee, the topic of post test I is how to prepare an fried egg, and the
topic of post test II is how to make a glass of white coffee. Based on the analysis of
data, the writer concludes that picture series are effective in teaching writing of
procedural text for the eight grade students’ of SMP Negeri 16 Kupang in the school
year 2017/2018 and there are significant differences in the results of teaching writing
by using picture series and without picture series. The students’ level of writing of
procedural text in the pre-test is average (9.41) while in the post-test I the level is very
good (15.583) and in the post- test II is very good (17.333). The pre-test was given
after they had been taught without using picture series and the post test I and II was
given after they were taught by using picture series. Seeing at the result of the
research, the suggestion might be as follows: (1) Picture series is effective to improve
students’ writing ability of procedural text. it could be seen from the following
aspects:( (a) The improvements of the students’ writing ability can be seen from the
result mean score in pre test, post tes I and post test II. The improvements involves the
students’ ability in : grammar, vocabulary, and mechanics. The improvements could be
shown from the students’ achievement score. The mean of the pre test was 9.41, post
test I was 15.583, and the post test II was 17.333.(b) The aspect of writing that was
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analyzed by the rsearcher was grammar, vocabulary, and mechanics. The level after
being thought picture series was very good, better than before used picture series.From
the statments, it could be concluded that the use of picture series in the writing class
was able to improve the students; writing ability, their attitude toward writing in the
class, and the students’ behavior. The use media of picture series in teaching writing
was not the only thing that could improve the students’ writing ability. (2) How picture
series improve the writing ability of procedure text. Picture series was implemented in
2 cycles. Where in cycle I there were 2 meetings and cycle II there was 1 meeting. It
could be seen from the aspects:(a) Picture series as teaching media helps the students
in getting and developing the idea of their writing. When the students saw the picture
series, they got the visualization how the story should be developed. They can easiliy
generate the idea and developed their writing depending on the picture.(b) Picture
series as teaching media helps the students find the appropriate vocabularies and word
choice for their writing. After seeing and observing the pictures, the students will be
enganged and motivated to find the vocabularies related to the pictures. They will try
to hard to find words for expressing what they see and feel from the pictures. The
students share the vocabularies and discuss the vocabularies with the other students
and the teacher.(c) Picture series improves students’ ability in coherence and
cohesiveness. By following picture series with the simple storyline from the beginning
into the end, the students can easly understand about the organization of the text. The
use of picture series in teaching writing can stimulate the students about simple story
that can be generated by them into a paper in order to make a well structured writing.
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TABLE OF CONTENTS
Pages
COVER .................................................................................................. i
APPROVAL SHEET ............................................................................ iv
EXAMINATION BOARD.................................................................... v
MOTTO ................................................................................................. vi
DEDICATION ...................................................................................... vii
ACKNOWLEDGEME NT ................................................................... viii
ABSTRACT ........................................................................................... x
TABLE OF CONTENTS ...................................................................... xii
CHAPTER I INTRODUCTION ......................................... 1
1.1 Background of the Study ............................................................. 1
1.2 Statement of the Problem ............................................................ 4
1.3 Objective of the Study ................................................................. 4
1.4 Significance of the Study ............................................................ 4
1.5 Scope And Limitation ................................................................. 5
1.6 Definition of Terms ..................................................................... 6
CHAPTER II REVIEW OF RELATED LITERATURE ................. 8
2.1 Theory .......................................................................................... 8
2.1.1. The Definition of Writing......................................................... 8
2.1.2. Writing Ability ......................................................................... 9
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2.1.3. Purpose of Writing ................................................................... 11
2.1.4. Benefit of Writing .................................................................... 13
2.1.5. Process of Writing .................................................................... 14
2.1.6. Teaching and Learning and Writing ......................................... 15
2.1.7. Kinds of Writing ....................................................................... 16
2.1.8. Procedure Text ......................................................................... 17
2.1.9 Media ......................................................................................... 21
2.1.10.Definiton of Media .................................................................. 21
2.1.11. Kinds of Media ....................................................................... 21
2.1.12. Picture Series .......................................................................... 22
2.1.13. Definition of Picture Series .................................................... 22
2.1.14. Teaching Writing by Using Picture Series ............................. 23
2.1.15. Kinds of Picture Series ........................................................... 24
2.1.16. Benefit of Using Picture Series................................................. 24
2.1.17. Class Action Research............................................................... 26
2.2 Preview Studies......................................................................... ... 26
2.3 Research Framework....................................................................... 29
CHAPTER III RESEARCH METHODOLOGY .............................. 32
3.1 Research Design ........................................................................... 32
3.2 Subject of the Study ..................................................................... 34
3.3 The Procedure of Research ........................................................... 35
3.4 Research Instrument ..................................................................... 36
3.5 Scoring Rubric for Writing........................................................... 37
3.6 Technique of data Anlyzing......................................................... 39
3.7 Standard of Measurement............................................................ . 40
CHAPTER IV ANALYSIS AND DATA DISCUSSION ................... 41
4.1 Data Analysis ............................................................................... 41
4.2 Discussion .................................................................................... 113
CHAPTER V CONCLUSION AND SUGGESTIONS ...................... 115
5.1 Conclusion .................................................................................... 115
5.2 Suggestion .................................................................................... 117
BIBLIOGRAPHY ................................................................................. 118
APPENDICES...................................................................................... 121
Appendix 1 Lesson Plan Cycle I........................................................... 122
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Appendix 2 Instrument of Post Test I.................................................. 128
Appendix 3 Picture Post Test II.......................................................... 129
Appendix 4 Instrument Post Test II ........................................................ 131
Appendix 5 Picture of Post Test I ........................................................... 132
Appendix 6 Lesson Plan Cycle II.......................................... ................. 134
Appendix 7 Picture Seris of Exercise..................................................... 138
Appendix 8 Pre Test ................................................................................ 140
Appendix 9 Work Sheet .......................................................................... 141
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