SKRIPSI Jurusan Sastra Inggris - Fakultas Sastra UM, 2012

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using picture sequences to improve the ability of eleventh graders in writing narrative texts

Bety Dwi Ayuningtyas

Abstrak


ABTRACT

 

Ayuningtyas, Bety Dwi. 2012. Using Picture Sequences to Improve the Ability of Eleventh Graders at SMAN 1 Srengat Blitar in Writing Narrative Texts. S1 Thesis, English Department, Faculty of Letters, State University of Malang. Advisor: Anik Nunuk Wulyani, S. Pd, M. Pd.

 

Keywords: Picture sequences, writing, narrative.

 

Narrative text is an essential text to be mastered by the senior high school students. In this case, the narrative text being learnt is narrative writing. Based on the results of preliminary study, the eleventh graders got low score in writing class. Twenty (66.67%) students scored below 75 as the minimum passing score which is from the school policy. Besides, they were lack of vocabulary and tenses mastery. Twenty nine (96.67%) students were lack of vocabulary. Furthermore, five (16.67%) students found difficulties in generating and expressing ideas and seven (23.33%) students found difficulties in developing ideas. Based on the problem, this research was conducted to answer the research question on how the ability of eleventh graders at SMAN 1 Srengat in writing narrative texts can be improved by using picture sequences as instructional media.

The researcher used Classroom Action Research (CAR) design. The subjects of the study were Eleventh Graders of Science Program (XI IIA1) at SMAN 1 Srengat- Blitar consisted of thirty students. The researcher involved a collaborator to assist her. The collaborator was the English teacher at XI IIA1 Class. This Classroom Action Research involved four phases in a cycle: planning the action, implementing the action, observing the action, and reflecting on the observation.

This study was conducted in one cycle consisted of two meetings. The data were obtained through two observation checklists, questionnaire, and the students’ final writing product.In the cycle, it was found that the students participated well in the teaching and learning process. The percentages showed that, thirty (100%) students paid attention to the researcher’s explanations, 23 (76.66%) students were active to ask and answer the questions, thirty (100%) students did peer editing in group of four students, thirty (100%) students were active in writing final draft after revising and editing. Moreover, 93.33% or 28 students received score more than 75 from the final writing product. Thus, the students had reached the criteria of success, 75% out of the students. The reseacher had succeeded to implement the picture sequences in the narrative writing class. Therefore, the researcher stopped the action in a single cycle.

Based on the result of this study, it could be concluded that picture sequences could improve the ability of eleventh graders particularly Eleventh graders of science program in writing narrative essay. All students’ score were improved eventhough only 28 (93.33%) students got score above 75, as the criteria of success. The picture sequences were succeeded in helping the students in generating, expressing, and developing the ideas in writing narrative essay. It also helped the students in mastering vocabulary. The students’ attitudes also increased because the use of picture sequences could attract their attention.

Finally, it is suggested that the English teacher of SMAN 1 Srengat use picture sequences in teaching and writing especially narrative writing since it can solve the students’ problem in writing itself. For other English teacher in general, the result of this study is suggested to be used as reference in the teaching and learning process, particularly for narrative writing ability. For further reseacher, it is suggested to use picture sequences in conducting research in other skil, for example speaking skill because writing and speaking belong to productive skills and in other genre, such as recount text and procedure text. Besides, it is suggested that the similar research can be conducted in different setting like primary school (elementary school) to write a simple story.