CHAPTER 1 INTRODUCTION

This chapter discusses about the background of study, statement of the problem, purpose of the study, hypothesis, significance of study, limitation of the study and definition of key term.

A. Background of the study Language is something that never separates from our daily life. Language is a means of communication used by people to interact with each other. It is important that someone master the language, so that she or he can share their ideas with somebody else, no matter that the communication will be done either orally or in written manner. It is no doubt that learning the first language ( i.e. native language ) will be much easier than learning the second language especially the foreign language. English is one of the international language which has important function in human life, namely for communication and interaction with others in the entire world. It has very important role in all sectors of life, especially education. As one of the international language, English must be taught to all students in Indonesia schools. It can be started at kindergarten until senior high school or even at university. English also has become the important one to mastery by the student in every school level and our government has

already put English should be well mastered by the student. They are expected to be able to read, speak, listen, and write in English. Based on the National Education Department has made the new English curriculum, which is known as KTSP (Kurikulum Tingkat Satuan Pendidikan) or institutional curriculum. KTSP is new English curriculum that emphasizes on the Discourse competence through literary approach. It indicates that this new English curriculum places the students text creation both in oral and written. It means that the students are expected to be able to use English in four basic skills, they are: listening, speaking, reading, and writing. Writing is frequently useful as preparation from some other activity, in particular when students write sentences as introduction to discussion activities. (Harmer, 2004: 33). It means that writing is one of important skills that influences in mastering English. Writing is a long process and takes more time and energy. According to Raimes Writing is simply too complex ant too unwieldy an activity to be taught from a text book. (1983:42). It means that writing is complex activity that needs more attention in doing it. The important thing that the students should select the topic before the starting to write, but most of students usually get confused when they are going to start their writing activity. Sometimes students are not able to express their idea, their mind clearer and easier than they must do in spoken language. It is important for English teachers to modify and improve their writing teaching

technique. That is why the researcher wants to do the study on teaching writing, especially in writing narrative text. According Pardiono (2007: 94) said that, Narrative text is a type of spoken or written text that tells a story of one character or more who face certain situation. It tells of some stories such as fairy story, mysteries, science fictions, romance and horror. A narrative text also has a social function that is to amuse, entertain, and to deal with actual various experiences in different ways. The narrative text is more interest subject to do for the students because the writer sure that most of them known some stories. Related the discussion above, many techniques have been used in teaching writing as well as other subject in English. The using media is important and useful to support the teaching- learning process. They will be enjoying the lesson and Baird says that The function media in teachinglearning process is not only as aids of teaching but also give information much more effectively. Media can make class situation more alive, can interest students and attract students attention (Finocchiaro, 1993: 3). There are many kinds of media that can be used in teaching learning process, such as; real object, puppet, flash card picture series, etc. Picture series, one of media that can be used to present materials, is used to develop the students interest in learning process. By having picture series as method in teaching the researcher hopes that the students can follow the material through fun learning. It is necessary for them; they can study

easily without burden. This media given in writing lesson because the researcher though that was easier to express the picture series in paragraph. By looking at the pictures series, the students were hoped to be able to express their idea of the picture series through their writing. (Sri Sundari, 2005: 4) Writing is one of the important skills that influences in mastering English. It is the reason why the students must study it, especially in English. Narrative is one of writing activity done by the eight year students of SMP Dwi Dharma Mojowarno Jombang. There are some requirements in writing and the students usually find it difficult to study. It makes the writer decide to Using Picture Series to Improve Narrative Writing at the Eight Grade Students of SMP Dwi Dharma Mojowarno jombang.

B. Statement of the problem Based on the background, the problem can be identified as follows: 1. How is the teaching learning process of English using picture series in narrative writing? 2. How is the students achievement in teaching learning process after using picture series in narrative writing? 3. Is there any significance difference achievement between before using picture series and after using picture series in teaching narrative writing?

C. The purpose of the study Based on the statement of the problem above, the writer can decide the purpose of the study as follow: 1. To describe the teaching learning process of English using picture series in narrative writing. 2. To find out the students achievement in teaching learning process using picture series in narrative writing. 3. To know the different achievement between before using picture series and after using picture series in teaching narrative writing.

D. Hypothesis According to Suharsimi Arikunto (2002: 93), hypothesis is: Dugaan sementara atau jawaban sementara atas permasalahan penelitian di mana memerlukan data untuk menguji kebenaran dugaan tersebut (the temporary sounding or temporary answer of the research problems which need data to test the truth of that sounding). It can be said that hypothesis may be right or wrong. Therefore, it depends on the result of research.

In this study, the hypotheses are: a. Null Hypothesis There is no significant different between before using picture series and after using picture series to improve the narrative writing to eight grade of SMP Dwi Dharma Mojowarno Jombang.

b. Alternative Hypothesis There is significant different between before using picture series and after using picture series to improve the narrative writing to the eight grade of SMP Dwi Dharma Mojowarno Jombang.

E. The significance of study The writer has a great hope that this script will give an insight to the English teacher and students. a. For the English teacher From the result of this study is expected to help the researcher in improving his/ her teaching activity more specially in writing subject, beside that teacher can give great motivation to write by using pictorial materials. b. For the students The researcher expect that this study will develop the students competence in writing, because writing also encourages thinking and learning to write with the help of pictures.

F. Limitation of study The limitation in this study is very important because it helps the readers are easy to understand on it. As we know, writing is one of skills which are difficult to master because it is very complex. Whereas, writing can be used as mean of communication.

Based on the problem above, the researcher limits this study in teaching narrative writing by using picture series to the eight year students of SMP Dwi Dharma Mojowarno Jombang.

G. Definition of key term It is necessary to define the important key terms in order to avoid misinterpretation of the readers to understand the ideas presented in this study, those are follows: 1. Improve To make something better, or to become better: a course for students wishing to improve their English. (Hornby, 1995: 494) 2. Achievement Achievement is the result of the capability of a work, and the way of a person in answer the problem in education. The achievement come in the human life when they are at the school. (Suharsimi Arikunto: 2008) 3. Writing Writing is frequently useful as preparation from some other activity, in particular when students write sentences as introduction to discussion activities. (Harmer, 2004: 33) According to Raimes Writing is simply too complex ant too unwieldy an activity to be taught from a text book. (1983: 42).

4. Narrative text Narrative text is kind of text that usually happen in the past that tells a story of one character or more who face certain problematic experience and resolution with the purpose to amuse. (Pardiono, 2007: 94) 5. Picture series Picture series is couple of pictures that put together side by side which shows the sequence of actions or even. (Wright, 1990). It means that the picture has connection each other but in the separate picture.

CHAPTER 11 REVIEW OF RELATED LITERATURE

A. Teaching English in junior high school. Nowadays teaching of English becomes one of the most important subjects which is taught in a junior high school. Based on the 2006 curriculum, the objectives of teaching English in Indonesia especially in junior high school are: The students are able to develop their communicative competence both in oral and written form. There are four skill that should be mastered by the students; listening, speaking, reading, writing. All of those skills should be integrated in the development of the language. In order hand, it can be said that the objective of English teaching in Indonesia, especially in junior high school is that the students will be able to use English for communication. And communication involves the use of the four language skills. Integration of the four language skills will get the students to perceive the relationship among several skills, and provide the researchers with a great deal of flexibility in creating interesting, and motivating the lesson. B. Writing as language skills.

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In order to communicate with others, someone does not only use the oral language, but also written language since writing is also one of the language skill that people should master. Everything in our minds can be poured out in the form of composition. As Thorton says language is a knowledge in our heads, writing is a realization of that knowledge in behavior (1980:9). When someone writes, he can communicate with others who have long distance with us. Communication still happens even though there is distance among them. However there are rules that should be applied in writing in order to create an understanding and to have the same perception among those who are communicating. Writing is not just merely arranging words into sentences but it should contain meaningful words that are understandable. The reader should receive the message even though they could not see each other. The message should be able to represent the presence of writer. That is supported by Haffernan and Lincoln who states: .. Writing, then, is mean of communication you must consciously learn. And part o9f what makes it hard to learn is that written words usually have to express your meaning in your absence, have to speak all by them selves. In writing you have to communicate without facial expression, gesture, or body English of any kinds. You have to speak with words and punctuation alone(1983:3).

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Beside for communication, writing also helps learner in learning language it self. Through writing, learners are trained to explore the language. They will get used to use grammar, idioms, phrases, and then they often use the language whether in written or spoken, and automatically it will enrich their vocabularies. As Raimes claims: .first, writing reinforced the grammatical structures, idioms, and vocabularies that we have been teaching our students. Second, when our students write, they also have chances to be adventurous with the language.third, when they write necessary become very involved with the new language, the effort to express ideas. Concerning the theories above, it will be important for senior high school students to learn the writing skills. As one of the language skills, writing is also a major subject that should be taught at Senior High School since in writing, students have an opportunity to express all that they have in their mind and also everything that has happened in their life freely. As Finocciaro and Bonomo say Writing has been characterized as written thinking. Students could be encouraged to express their ideas, feelings or experiences, and thought(1983:130). Most human in universe have ideas, feeling, or experience that they need to tell to people around them. But not all of them have courage to express it verbally. Some of junior high school students experience this condition. That is why certain techniques should be applied to overcome this

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problem. Writing can be one of the media for students to express everything that they have in mind freely. C. Teaching of writing. As foreign language, English has four skills that have to be mastered by the students from Elementary school to University level. They are listening, speaking, reading, and writing. In writing skills, the problem that usually found by the students especially for Indonesia students is that they are seldom thought to use sequences in grammar area when they made a sentences. Because of Indonesia language does not recognized tense of time. When teaching writing we need to make sure that our students have some writing aim. Effective writers usually have a purpose in mind and construct their writing with a view to achieve that purpose. The most effective learning of writing skills is likely to take place when students are writing real messages for real audiences, or at least when they are performing tasks which they are likely have to do in their out of class life (harmer, 2004: 39). It means that the choice of writing tasks will depend, therefore on why students are studying English. So, the students have to make good writing and the teacher should guide them. There are many reasons for getting students to write, both in and outside classes. Writing gives them more thinking time than they get attempt spontaneous conversation. In the case of the farmer, writing is used as a practice tool to help students practice and work with language they have been studying. (Harmer, 2007:112). For example: ask a class to write five

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sentences using a given structure or using five of the new words or phrases they have been learning. Writing activities like this are designed to give emphasis to students. Most students very dispiriting if they get a piece of written work back and it is covered in red ink, underlining and crossing-out. It is a powerful visual statement of the fact that their written English is terrible. Of course, some pieces of written work are completely full of mistakes, but even in this case, over correction can have a very denotative effect. Rather than this, the teacher has to achieve a balance between being accurate and truthful, on the one hand and treating students sensitively sympathetically, on the other hand. One way of avoiding the over correction problem is for teachers to tell their students that for a particular piece of work they are only going to correct mistakes of punctuation, or only spelling or only grammar, etc. this have two advantages: it makes students concentrate on that particular aspect, and it cuts down on the correction (Harmer, 2007: 120). The most important factor in writing exercises is that students need to be personality involved in order to make the learning experience or lasting value. Writing is one of those four skills which have to be mastered in learning English. According to Curriculum Based on Competence, in ICOT phase of written cycle, the students are asked to produce their own text independently. They are expected to be able to express their ideas and write them correctly in order to be able to accept both the content and the structure.

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Moreover, based on the standard competence, the students are expected to have the ability in accurately revealing the meaning in term of short functional written text and monologue test assay in form of spoof/recount, narrative, procedure, and simple report to fulfill the daily need and popular knowledge. Meanwhile, based on the basic competence, the students are expected to: 1. Reveal the meaning inside the short functional written text such as: announcement and invitation, etc accurately to fulfill the daily communication. 2. Reveal the meaning and rhetorical step in written text accurately to fulfill the daily communication in terms of spoof/recount, narrative, procedure, and report. In this case, the students have a greet opportunity to explore all of the competence they have, so that finally it can improve the quality of education and learning. The most important factor in writing exercises is that students need to be personally involved in order to make the learning experience or lasting value. Encouraging student participation in the exercise, while at the same time refining and expanding writing skills, requires a certain pragmatic approach. The teacher should be clear on what skills he/she it trying to develop. Next, the teacher needs to decide on which means (or type of exercise) can facilitate learning of the target area. Once the target skill areas and means of implementation area defined, the teacher can then proceed to focus on what

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topic can be employed to ensure students participation. By pragmatically combining these adjectives, the teacher can expect both enthusiasm and effective learning. D. Kind of text. Texts consist of spoken or written words that have the purpose of conveying a message. Text is created by a speaker or writer. When constructing a piece of text, the speakers or writers make choices about the words used and how these words will be put together. The choice of words will depend on the purpose and context (surrounding) of the text. According to Anderson (1998: 2), there are two main categories of the text, they are: 1. Literary text It is the text used to tell about human experiences, usually in an imaginative way. Their purpose is to make the readers and listeners think, laugh, cry or are entertained, such as narrative, poem, and drama. 2. Factual text It is the text used to present information or ideas. The purpose of these texts is to inform, instruct, educate, or persuade the listeners or readers, such as explanation, report, discussion, exposition, recount, procedure, etc. There are two text types that should be taught to the eight year students (curriculum 2006), they are:

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1. Narrative text Narrative text is a type of spoken or written text that tells a story of one character or more who face certain problematic situations. (kistono, dkk, 2007: 33). The social function of narrative is to amuse, entertain, and deal with actual sensational experience. There are various kinds of narratives such as fairy stories, mysteries, science fictions, romances, horror, etc. Narrative text can be founds in short story books, magazines, novels, movies, etc. narrative are popular because they present plots which consist of complications and resolutions. They make people curious and anxious with the ends of the stories. 2. Recount text Recount is type of spoken or written text that deals with past experiences. The function is to retell some events that happened in the past for certain purposes: to inform and/ or to entertaint the listeners or readers. (Cahyono & Purnama, 2006: 47) E. Narrative text. In general, the purpose of writing narration is to tell a sequence of event. Anderson (1998: 3) states that narrative is a text that tells story and, doing so, entertains the audience. In narrative paragraph, ordering sentences and ideas must be supported with detail and organized chronologically. Narrative text is kind of text that usually happen in the past that tells a story of one character or more who face certain problematic experience and

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resolution with the purpose to amuse. (Pardiono, 2007: 94). Narrative is popular because they present plots with consist of complication and relations. They make people feel curious and anxious with the end of stories. Generic structure of narrative The generic structure of narrative text usually has five components: 1. Orientation 2. Evaluation 3. Complication 4. Resolution 5. Re- orientation : it sets the scene and introduces the participants. : a stepping back to evaluate the plight. : a crisis arises : the crisis is resolved for better or for worse. : closure of the story (optional/ stage)

Generic feature of narrative Narrative usually includes the following grammatical features: 1. Focus on specific participants 2. There are many action verbs, verbal and mental processes (verbs of perception: think, realize, feel, etc) 3. It usually uses past tense 4. Direct and direct speeches are often used 5. Descriptive language is used to create listeners or readers imagination 6. Temporal conjunctions are also used

F. Media. According to Bovee in Teda (http//www.ileic.co.id) that media is a mean that has function to bring messages. The function of media is to transfer

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the message of learning. While is learning is a process of communication between learner, teacher and the material. According to Sadiman media is should be able to be manipulated, visible, listenable and readable, and also media is form of communication in printed form or audio visual with, its means according to National Education. Besides this, the definition of media is everything that can be used to bring message from teacher to the students in order to give thought stimulation, feeling, interest, and the students attention in teaching learning process. G. Picture Series. According to Harmer Teachers have always used picture or graphics whether drawn, taken from books, news paper and magazines or photographsto facilitate learning(2001:134). Pairs of picture or pictures in sequence or series picture provide for a variety of guided and free writing exercise, a series picture provide the subject mater for writing narrative and speculating about the story beyond the pictures in the strip. Raimes says A set of parallel pictures that show a similar scene or tell a similar story provides material that offers guidance on vocabulary, sentence structure and organizing yet lets the students write about new object matter(1986:36). According to Harmer Pictures are really useful ways to prompt students into writing stories. There are a number of different task which students can be asked to undertake. Four which work well are the following (2004:69):

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For dramatic pictures (such as a man crossing a canyon on a tightrope, people in street protest, or someone who has come face-toface with a wild animal) students can be asked to write what happened next. From the picture, that has showed, students can be easy to begin their creativity in writing. They also can be easier to write what happen next depends the situation in the picture. That picture can be used as a reference point for students to discuss a cultural phenomenon and their own experience related to it. (Raimes, 1986:27) Students can be given a series pictures of random objects (an aero plane, a bicycle, a pack of card, a dog, a fire place, etc.) and hold to choose four of them and write a story which connects them. For the random object, student can use their ability what are the object that has connection each other and write down a story which related with the pictures that have chosen by them. Students can be given a series of pictures in sequence which the picture tells. A set of parallel pictures that show a similar scene provides material that offers guidance on vocabulary, sentence structure, and organization yet lets the students write about new subject matter. Students can be given a picture and a headline or caption and asked to write a story which makes sense of the picture and the words.

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From this caption, it can help the students to find out the theme or topic in each picture. It can as the first idea for beginning in their writing, because they can find the key word of the picture. H. The teaching of writing by using picture series. According to Raimes a Picture can be the basis for not just one task but many, ranging form fairly mechanical controlled composition, sentence combining exercise, or sequencing of sentence to the writing of original dialogues, letters, reports, or essays. (1983:27). A whole series of connected activities can be generated from the sources of one picture. Picture can create a bridge between the ideas in a child head and the blank piece of paper on the desk (Sifdelnick, 2000). Olhansky stated that when childrens stories one driven by visual images, their writing is transformed in many powerful ways, enriching the story making and enhancing the finished product(1995). Usually students are attracted by new things. That will encourage them to learn more about it. Therefore, a new atmosphere should be broke in writing class to arise the students interesting and motivation in learning to write. In line with this statement, Raimes on his book, points out Because everybody likes to look at the pictures, they use in the classroom provide stimulating focus for students attention. Picture brings the outside world into the classroom in a vividly concrete way(1986:28). Picture can be used as an aid to teach writing since they can motivate students in making composition

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and also bring the difference situation and a new variation of teaching learning activity at the classroom. Since experimental study only focused in teaching narrative writing from picture series, there will be further explanation about this, including the criteria in selecting good picture.

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CHAPTER III RESEARCH METHODOLOGY

A. Research Design Research method is a strategy that used by the researcher for collecting and analyzing the data which finally is to solve the problem. The present study is an experimental research. Experimental is the way to look for correlation between two factors that appeared by the researcher. Experimental always do to look for the effect of treatment. (Arikunto, 2002: 3) B. Subject of the study. 1. Population Population is the entire subject that is researched which is purpose of the research. Suharsimi Arikunto (2002: 108), if someone wants to make research in the entire element in research area is called research population. Research population can be done if a researcher wants to look at the entire event that happens in the population; therefore the subject is all of thing or someone in the population. And according to Yatim (2007: 50) population is group that consists of person, animal, things, flora that has same characteristics. According to Sutrisno Hadi in Pengantar Statistik II, the definition of population is Populasi adalah seluruh penduduk yang dimaksud untuk diselidiki yang mempunyai sifat yang sama (1997: 221).

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In order words: Population is the number of individuals who have similar characteristic and become object of research.
The population of this research is SMP Dwi Dharma Mojowarno Jombang.

2. Sample. Sample is part of population which have same characteristic. The researcher used test technique is taking the sample in this research the sample took test. . But according to Suharsimi Arikunto (2002: 112): Apabila subyek kurang dari 100, lebih baik diambil semua sehingga penelitiannya merupakan penelitian populasi. Selanjutnya jika jumlah subyeknya besar, maka dapat diambil antara 10-15% atau 20-25% atau lebih. (If the number of population is less than 100, will better take all of them, so the research is research population. If the number of population is more than 100, so can take between 10% until 15% or 20% until 25%). Hadi Sutrisno in his book Statistik II (2002: 221) that: Sebagian dari populasi disebut sampel, sampel adalah sejumlah penduduk yang jumlahnya kurang dari populasi. Related the explanation above, in doing this research, the researcher took all the object population in eight year students at SMP Dwi Dharma Mojowarno Jombang. C. Instrumentation. 1. Participant observation. 2. Test.

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Test is exercises that used to know ability, knowledge, intelligence, etc that had by individual or groups. According to Arikunto (2002: 127). In this research, the researcher only gives composition test because she wanted to identify the improvement of students composition. Test in this research was used to measure the students difficulties especially in writing. In this test, the researcher gives the students some of picture series. There are two kinds of test, they are pre- test and post- test. (1) Pre-experimental stage = pre-test This instrument is conducted before the teacher gives students any explanation to the materials in order to measure how far students know about the materials with no explanation or discussion. (2) Post-experimental stage = post-test This instrument is conducted after the teacher gives students all explanation of the teaching learning process has been held in order to measure how far students know about. The materials after they get some discussion with the teacher. 3. Data Collection. In data collection technique, two techniques are applied. They are participant observation, test. Before the data is collected, some steps should be done in conducting this study. The steps are prepared to enable the writer easy to conduct the study and get the accurate data. Here are some steps done:

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1. Getting permission to the headmaster of SMP Dwi Dharma Mojowarno Jombang where the study is conducted. 2. Choosing which class will be researched. 3. The writer observes the teaching learning process, give the test in writing class after teaching some material. 4. Recapitulation the whole data gotten. 5. Analyzing the data gotten. 4. Data Analysis. After collecting the data of the class that chosen, the next step tried to find out the difference score between pre- test and post- test of the class. Then it was analyzed by using calculation t- test. The writer used to following formula. (Arikunto, 2002: 280)

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Anderson, Mark. Kathy Anderson. 1998. Text types in English. Macmillan Education Australia PTY Ltd: Malaysia. Arikunto,Suharsimi.2002.ProsedurPenelitian,Suatu Rineka Cipta. PendekatanPraktek.Jakarta;

Ary, Donald et al. 2002. Introduction to Research in Education. Sixth Edition. United States: Wadsworrth. Cahyono, Kistiawan Dwi, Eka Purnama. 2006. Communicative Competence, Jombang: karunia Agung. Creswell, John W. 2003. Research Design Qualitative, Quantitative, and Mixed Methods Approaches. Lincoln: University of Nebraska. Susanti, Erlinda Ayu, 2008. Teaching Writing By Using Picture to the First Year of SMA AL Bairuny. Thesis. STKIP PGRI Jombang. Finnochiaro, Marry, Ph. D and Banomo, Michael. 1973. The Foreign Language Learner: aguide for teachers: New York: Regent Publishing Co. Finnochiaro and Banomo. 1993. The Foreign Language Learning and Teaching. Englewood Cliffs New Jersey: Prencite Hall. Freeman, Diane Larsen& Michael H. Long. 1991. An Introduction to Second Language Acquisition Research. Longman Group. London. Hadi ,Sutrisno, (2002), Statistic Jilid 2,Andi yogyakarta. Harmer, Jeremy.2004. How to teach writing. England : Longman. Harmer, Jeremy New Edition. 2007. How to Teach English. Malaysia: longman Hornby, AS. 1995. Oxford Advances Learners Dictionary. Oxford : Oxford University Press. Kasbulloh, Kasihani. Yuswantomo. 1999. Bahan Ajar Instructional Media. English Departement. Kistono, dkk. 2007. The Bridge English Competence, English for SMA Grade XI. Surabaya: PT. Ghalia Indonesia- Yudistira. Pardiono. 2007. Pasti Bisa! Teaching Genre- Based Writing. Yogyakarta: C.V ANDI OFFSET.

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Raimes, Ann. 1983. Techniques in Teaching Writing. England: Oxford University Press. Richards, Jack C and Theodore S.Rodgers.1986.Approaches Methods in Language Teaching. United States of America: Cambridge University Press. Riyanto, Yatim. 2007. Metodologi Penelitian Pendidikan Kualitaetif dan Kuantitatif. Surabaya. Unesa University Press. Sundari, Sri.2009. Using Picture Series to Improve the Narrative Writing Ability of The eight Grade at SMP Terpadu Tarbiyatun Nasyin. Thesis. STKIP PGRI Jombang. Scott, Wendy A and Lisbeth.2000. Teaching English to Children. Longman Keys to Language Teaching. New York. Wright, Andrew. 1990. Picture for Language Learning. Cambridge: Cambridge University Press.