The objective of this research were to improve students’ writing skill with implementation on 9th grade of SMP Negeri 2 Buduran in the academic year 2019/2020. The research aim to find whether there was any significant effect in learning achievement of writing skill between an ordinary teaching learning with taught by using picture series. The background of this research has been conducted on 9th grade of SMP Negeri 2 Buduran with high significance of students’ score before and after using picture series media. The researcher choose a quantitative method in this research and the result of the test was analyzed using t-test formula and the result was high level it means accurate for the instrument. The students’ mean pre-test and post-test score were showed that there was difference of the score which is increase the students’ writing skill using picture series. The students’ mean pre-test score is (67.66) and the mean post-test score is (81.34).
Writing skills is the most difficult skills among those four skills, because in the context of writing has two goals, there are gives the information and clarifying between the author’s mind and a reader. Also, in writing skills students demand for active and have to use grammar well. There is no doubt that writing is the most difficult skill for L2 (second language) learners to master. The difficulty lies not only in generating and organizing ideas, but also translating these ideas into readable tests in the basic Junior High School curriculum 2013 students are expected to write such as recount, descriptive, procedure, and narrative text. Furthermore, an intermediate students that still include a young learners that have a difficulties to consolidate words into paragraph. Whereas in Oxford Dictionary, “writing is produce something in written form so that people can read, perform or use it.” Students did not have any ideas to write, their minds were not enough to apply some kinds of structure in writing text.
Fundamental learning in writing skills is the practice of writing short essays, making short sentences and making articles as references in writing. In the learning process students often experience difficulties in understanding material, especially writing skills, including one of the difficult lessons because there are many aspects to it. Therefore this research was made to determine the ability of students and make updates in the learning model used by the researcher.English language teachers should be made to have a common goal of promoting the use of English in their professional assignments. In effective learning,Teachers must be explicitly cognizant of the skills and processes that are involved. In this case students also have to use their skills to get ideas and put them in written form. The structure in writing is needed to support student creativity and to know how to write L2 as a communication language.
This part of the research, the researcher focuses on writing skill that be an important part of four skills in English teaching, it refers to critical thinking because the author has to be able deliver the aim and the meaning of the text to the reader. In writing skill itself is the complicated ability among other skills, it caused in write English we have to know the vocabulary, grammar and structure. Especially grammar, if write a text without grammar it will be an empty text which is means the reader could not understand what the meaning of the text that written. Therefore, the researcher wants to apply something simple and easily understanding by the students. The researcher wants to show to the students that writing skill is a difficult lesson, yet easy to learn with some fun way and know the step of writing stages that is using Picture Series in narrative text lesson. Looking out the problems above, it is basically a young age as known as teenagers prefer to like the lesson that there are pictures in every book or other media which makes teenager not feel bored. There are a lots of media that can be used to resolve the problems of students that bored in standard teaching, like a mind-mapping, pair work, and etc.
Based on pre observation in the school of SMP Negeri 2 Buduran at class IX-H, the students are seems confused how to begin write a simple text, most of them ignored and did not care the assignment, they thought it would be discussed together with the teacher. Before the result discussed with the teacher, the students tried to wrote a very simple text and that was not a proper writing. They had no idea to express their feelings and had no vocabularies to developed what their ideas. The students were not perceived the teacher about how to compose the text because most of them were considered that writing learning is hard. The problem above is have to find out the solution, that is the reason the researcher used Picture Series to improve Students’ Writing ability. The result of pre-observation is to know the students’ weaknesses in writing skill instead another skills in English language teaching. Then the researcher decided to give the test to the students in order to improve their writing skill especially in narrative text.
Media is helpful to anybody who had spoken or unspoken words to deliver, also media can be valid argumentation rather than of language. Media also included many things such give people more effective way to understand things, lesson, and teaching something. Generally, media is often used because it makes it easier to convey information, both written and unwritten. Furthermore, the information giver can be better received by the recipient of the information because the media used is easy to understand and simple. There are several experts that stated about media. Media is a form used in conveying messages and information. In the delivery of information, often the information giver does not get a good response by the recipient of information due to the lack of a form of media that makes it easier for someone to receive information.
According to the whole explanation, picture includes one kind of media which is a visual form of a series of objects that are immortalized by painting, in designs or in portraits which are the results of human creation in capturing an event. In this research, the researcher used a picture media to facilitate students' ability of writing skills, because in this research students are still Junior High School who likes visual media. Meanwhile the media used is picture series as a form to make it easier for students and efficient to make learning more enjoyable and enjoyable. The presence of picture series also affects students in learning such as daring to imagine and creating a sentence easily. In learning process, the teacher aims to deliver and explain the material by detail. Include a media to learn about students in order to make the learning process in the class more fun and easy to understand. In learning, students often feel bored with standard material that does not use media but only with the lecture method, hence the picture series media has a large role in learning English. Picture series also helps teachers to more consistently make students understand what is conveyed by the teacher and more efficient in learning.
The research that has been collected, a quantitative research design is to collect the data. Definition of quantitative research is a research method that uses the process of data in the form of numbers as a tool to analyze and conduct research studies, especially regarding what has been examined. This methodology is quantitative because the data of the research by the own experimental and use numerical data. In the quantitative research, the researcher mentioned the two types of quantitative research, these are experimental research and non-experimental research. This research is the pre-experimental because the researcher taught the students in one experimental class by using Picture Series to improve students’ writing ability in narrative text. The nature of pre-experimental research is to examine the effect of treatment on behavior that arises as a result of treatment. Based on the statement above, it concluded that pre-experimental research is a method that used to know the effect of experiment that has done.
Pre-experimental research is conducted with a scientific approach, which is include in education. It can be teach to the students as an object for experimental research. The researcher used the pre-experimental research because the researcher wants to know the effect of using picture series as a media to improve students’ writing ability by the researcher’s own idea. The research has several types, such a pre and post-test design also the last is static group. In this research, the researcher used the pre-test and post-test design. The researcher has chosen one class to observed twice. First, the researcher was looking out the class and do the observation as a pre-test before the students got a treatment. Second, the students got a treatment as a post-test by the researcher among the observation after the students got a treatment. In this study, the researcher have to know the research design before collected a data and then concluded a research. It is important because the researcher aim to accumulate the data and analyze the research data correctly. The research design is designed to answer the problem of statement. Pre-experimental design is used by the researcher to find out that the picture series is suitable or not to improve students’ writing skill especially narrative text by using a test. To know the effective of using a picture series, the researcher have to make sure the students’ pre-test score is bigger than the pre-test, it means that picture series is a good media to improve the students’ skill.
The researcher has done for collecting data in SMPN 2 Buduran in academic year 2019/2020. The researcher used pre-experimental research and it was three times of doing collecting the data, there were tryout, pre-test and post-test. All of participant followed the researcher’s instruction during the class, especially when the researcher make sure the students to doing the task from the researcher. Some students asked to the researcher how to do the task well about narrative text, how the generic structure in narrative text chronologically. They were make sure what they wrote was right because the task is an essay and what would be the result is their writing skill. The researcher taught the students with firstly show them a presentation slide in the monitor about narrative text also how to write structurally as a generic structure that available in narrative text lesson. The first thing that was in the school doing a research on 19th July 2019. At the time, the treatment given to the students before doing the task and explain to them during the lesson especially the result of the students’ writing narrative text and short explanation about narrative text to the students for clue. Also the students done their tasks with organized. The students are cooperative with the lesson and the researcher.
The second meeting was held on 22nd July 2019 and the last was held on 23rd July 2019, the researcher gave the pre-test and post-test to the students in order to know the students’ development of narrative text after they got the treatment. The researcher provided essay in narrative text material and picture series to the students then asked them to answer with write the events organized. The pre-test was only a clue without any picture to test the students’ ability in writing narrative text and to test how they understand about generic structure in narrative text. Moreover, the post-test given after treatment which consist picture series and to know how understood the students about narrative text. From the post-test that given, the researcher would know that there is an increase of effect that using picture series in IX-H class. Statistic score that has been collected of pre-test is 2386 and for pos-test is 2847 with the mean of each pre-test is 67.66 meanwhile the mean of post-test is 81.34
The solution of the Problem
The researcher taught the students a narrative text by show them a clue as a first introduction of the lesson, also the researcher explain shortly about narrative text before the students did the task in order to understand what they are would going to do. First meeting, the researcher made test to the students with picture series then they answer with retell the events based on picture series. After giving test, the researcher gave the pre-test and post-test with the difference story of pictures series. The researcher compares the results of the highest data pre-test and post-test after doing tryout at the beginning of teaching activities. The highest pre-test score was 100 and the highest post-test score was 100. Besides that the lowest pre-test score was 49 and the lowest post-test score was 59. While the middle value of the pre-test was 67 and the mean post-test is 81 the conclusion is the mean post-test is bigger than the mean pre-test, so there is a significant increase in the value of students in writing narrative text by using picture series. From the results of the comparison of the data it can be seen that the post-test value is higher than the pre-test value before being given a tryout by the researcher.
Be based on the analysis data, the researcher showed the hypothesis testing that analysis answered a significant study is “Is there an effect of using picture series to improve students’ writing ability at 9th grade of SMPN 2 Buduran?” . The conclusion of the mean of pre-test and post-test was conducted with the final score or pre-test is 67.66 and the post-test is 81.34. Hypothesis testing result got from pre-test and post-test data. In this hypothesis research is “there is an effect or there is no effect of using picture series as a media to improve students’ writing narrative text in 9th grade of SMPN 2 Buduran”. Hypothesis testing would be discussed as follows:
Ho: There is no effect of using picture series in teaching writing narrative text in 9th grade of SMPN 2 Buduran. It means that picture is not effective to be used in writing narrative text.
Ha: There is an effect of using picture series in teaching writing narrative text in 9th grade of SMPN 2 Buduran.
It means that picture series is effective to be used in writing text. The assumption of this hypothesis as follows:
Based on the analysis of the hypothesis table above, it can be stated that the use of picture series in narrative text increases significantly and the results are good. From this study, the researcher concluded that there was an effect after using media picture series in teaching narrative. In terms of writing and understanding of images that become benchmarks in the questions posed for essays can be a benchmark for students in writing skill learning. Increasing the value of students can be seen after researchers conduct research and process data as a whole. The results obtained indicate that picture series are very valid and can be considered as media that can improve students' writing skills. Student responses are also very good and they enjoy learning in the class.
From this study, the researcher concluded that there was an effect after using media picture series in teaching narrative. In terms of writing and understanding of images that become benchmarks in the questions posed for essays can be a benchmark for students in writing skill learning. Increasing the value of students can be seen after researchers conduct research and process data as a whole. The results obtained indicate that picture series are very valid and can be considered as media that can improve students' writing skills. Student responses are also very good and they enjoy learning in the class.
The researcher’s big appreciation extends to university colleagues, friends, another whose give supports and build encouragement during this thesis. The researcher also would like to thank to all readers of this article.