ISSN 2337-6384 JP3, Volume 3, No. 14, Agustus 2014infodiknas.com/wp-content/uploads/2015/01/JP-3...ISSN 2337-6384 JP3, Volume 3, No. 14, Agustus 2014 335 because the results of the

ISSN 2337-6384 JP3, Volume 3, No. 14, Agustus 2014

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THE DIFFERENCES OF READING COMPREHENSION ABILITY OF STUDENTS

WITH ANALYTIC AND GLOBAL COGNITIVE STYLES

Dimyati As ’Ari

(Mahasiswa Jurusan Pendidikan Bahasa Inggris FKIP Unisma)

e-mail: dimyati [email protected]

Abstract. The purpose of this study was to find out whether there was difference

ability of students with analytic cognitive style and students with global cognitive

style on reading ability. In this study, cognitive style sometimes refers to learning

style. The research design in this study was ex post facto studies. The subject of this

study was second grade students at MA AL-MA’ARIF SINGOSARI in exact science

I class, and it consists of 45 students and the population was 315 students.

Meanwhile, the instruments to collect a data were questionnaire and test. The

researchers analyze the data by using independent t-test. After computing the data,

the result of the value t-observe is lower than t-critical. It means the alternative

hypothesis was rejected and the null hypothesis was accepted. Thus, the study found

that there were no significant differences between analytic and global cognitive

styles in reading ability. The researcher offered suggestions future researchers to

conduct a study about the correlation between students’ cognitive style preference

and the students’ reading ability.

Key words: Reading, Cognitive Style, Reading Ability

INTRODUCTION

Reading is also something crucial and

indispensable for the students because the

success of their study depends on the greater

part of their ability to read. If their reading

ability is poor, they are likely to fail in their

study or at least they will have difficulty in

making progress. Every learner has different

ability in reading because they had different

cognitive style. Each learner has different for

acquiring, processing information, making

decision, and problem solving from the

environment Van Patten and Benati (2010)

defined learning style sometimes referred to

as cognitive style. Cognitive styles refer to

someone’s overall preferences for learning

and processing information.

El-Koumy (2001) investigated the

effect of matching vs. mismatching

instructional approaches with analytic and

global learning styles on EAP students’

reading achievement. The results of the study

revealed that students whose global and

analytic learning styles were mismatched with

instructional approaches showed greater

achievement in reading comprehension than

those students whose learning styles were

matched. Kozhevnikov, Kosslyn, Shephard

(2005) also demonstrate that object imagers

encoded and processed images holistically, as

a single perceptual unit. Whereas spatial

imagers generated and processed images

analytically, part by part. For example, when

reading fiction, an object visualizer usually


334

forms a clear and and bright mental picture of

a scene or room that has been described. A

spatial visualize, when thinking of a building,

usually imagines its blueprint rather than a

specific concrete building (Blazenkova &

Kozhevnikov, 2008).

METHOD

The research design in this study can

be classified into ex post facto method

because the data investigated in this study

were gathered from existent information. Ex-

Post facto research measures the cause-and

effect relationship without manipulating the

independent variables (Latief, 2012).

Population and sample

The researcher chose random-

sampling technique because the researcher

wanted to take the data in population of

second grade students at MA AL-MA’ARIF

Singosari. The numbers of population were

315 students, divided into seven classes. They

were: two classes of exact science, two

classes of language classes, and three classes

of social science. Each class consists of 32 up

to 45 students.

In this study, the sample was the

students of the exact science I, which consist

of 45 students. Since the population was big,

it was impossible to use all of it, so only 45

students where 14 of them were males and the

rest of them 31 were female. The samples of

the study were determined by means of quota

random sampling technique with lottery

system. After conducting the research, the

total students that can be categorized into

cognitive style only 24 students.12 students

were classified into analytical learners and 12

students were classified into 12 global

learners.

Research Instruments

In this study, the instruments used to

collect the data study activities were

questionnaire and test. The questionnaire used

to find the cognitive style preference by

students. The test in this study used to know

the students English reading ability.

Procedure of Data Collection

The procedure of data collection was

distributed the questionnaire to the student of

language major of second grade, and the

researcher explained the way of filling the

questionnaire to the students , so that there

was no misunderstanding about the fill of the

questionnaire. Next, the researcher use test to

know the students reading ability. Finally, the

researcher calculates the answer of the

questionnaire and test to get result.

Procedure of Data Analysis

The first analysis was questionnaire

analysis. This analysis was conducted to

determine the student in analytic and global

cognitive style preference. The second

analysis was test analysis. This analysis was

carried out to find the students’ reading ability.

To compare the means of both groups, an

independent t- test was used. Some

requirements for using the t-test have been

met. The analysis of the data used manual

computation.

FINDING AND DISCUSSION

It is found that reading comprehension

mean score of the analytic students with N =

12 is 63.1 and standard deviation is 35.5.

Meanwhile, the reading comprehension mean

score of the global students with N =12 found

67.2, and standard deviation is 157.1. The

next computation is calculating the standard

error of differences between means (SDx).

This computation found out that the SDx is

2.9. The final computation is to find the value

of t critical. The values of the ratio (obtained

t), is – 1.414. This computation used level of

significant .0.05. The t- table for one tailed

test is 1.701. If the obtained t is smaller than

t-table, so the alternative hypothesis is

rejected and the null hypothesis is accepted.

In this study means, that there are no

differences of reading ability of students with

analytic and global cognitive styles at MA

AL-MA’ARIF SINGOSARI.

The theory that stated by Klavis and

Stephenson (1996) show that analytic and

global learner approach many task differently

in reading. However, based on the statement

problem on chapter I, the researcher found

that the research is different with the theory,


335

because the results of the research show that it

is not significant. Based on their reading

ability, the reading ability is not too different.

In addition, the researcher concludes that

analytic cognitive style is no better than

global cognitive style and on the contrary in

reading ability. The theory stated that analytic

students tend to slower reader on the good

reading comprehension. The implications for

second language acquisition are numerous. It

has been found that person who are

conceptually analytic tend to make fewer

errors in reading than global students Kagan

(as cited in Brown, 2006). Therefore, it

depends on how the students can connect their

cognitive style in learning process. The

research with shows difference, usually the

result shows that there is no significant

difference between the variables.

CONCLUSIONS AND SUGGESTIONS

The result of the data analysis show

that the differences of reading ability of

students with analytic and global cognitive

style at second grade students at MA AL-

MA’ARIF SINGOSARI is not significant.

Because based on the computation, the ratio

between analytic and global students in

reading ability is -1.414, and the level of

significance this study is 0.05, where the t

table for one tailed test is 1.701. So, the t

observe is lower than t critical.

In conclusions, this study describes

about the student different cognitive style that

decided into analytic and global. Besides that,

this study also describes about students

reading ability. Based on the research, the

writer has two results. And the results are:

analytic and global students have the same

number of students which are 12 students in

each group, and the students that cannot be

classified into analytic and global are 21

students. For future researchers can also

conduct a study to find the correlation

between students’ cognitive style preference

and the students’ reading ability. Furthermore,

future researchers can develop a research

about cognitive style and reading ability but

in different problem and another cognitive

style.

REFERENCES

Agustine, D.S. (2007). A Descriptive Study of

Teaching Reading Comprehension at

SMAN 2 Probolinggo. Unpublished

skripsi. Malang: FKIP UNISMA.

Analytic and Sequential Learning. (n.d).

Discover your best Study Methods.

Retrieved April 14, 2014, from

http://www.homeworktips.about.com/ana

lytic.html

Brown, H.D. (2006). Theory of learning: An

interactive approach to langiage

pedagogy (4th

edition). Pearson-Longman:

Cambridge.

Blazenkova, O., & Kozhevnikov, M. (2008).

The new object spatial-verbal cognitive

style model: Theory and measurement.

Applied cognitive psychology. 23, (1),

638-663

Cook, D. A. (2005). Learning and cognitive

styles in web-based learning:

Theory,evidence, and application .

Academic Medicine. 80, (5), 226-278

Day, R. Richard., & Park, J. (2005).

Developing reading comprehension

questions. Reading in a foreign

language.17, (1), 1-8

Ekowati, Yanik. (2005). A Study of

Correlation between interest in reading

and readingchievement of the second

semester of English Department of

UnismaMalang: Unpublished skripsi.

El-Koumy, A. (2001). The Effect of Matching

versus Mismatching Instructional

Approach With Cognitive Styles on EAP

Students’ Achievement in Reading

Comprehension.Proceedings of the 7th

EFL Skills Conference . The American

University in Cairo: CACE.

Hedgcock, J. (2009). Teaching Readers of

English. Student texts, and contexts:

Routledge: New York.

Klavis & Stephenson (1996). Global and

Analytic learners. Team Learning. 45, (5),

234-268

Kozhevnikov, M. (2007). Cognitive styles in

the context of modern psychology:

http://www.homeworktips.about.com/analytic.html

http://www.homeworktips.about.com/analytic.html


336

Toward integrated framework.

Psychological Bulletin, 133, (3), 464–481.

Kozhevnikov, M., Kosslyn, S. M., &

Shephard, J. (2005). Spatial versus object

visualizers:A new characterization of

visual cognitive style. Memory &

Cognition. 33,(4), 710-726

Latief, M. Adnan. (2012). Research Methods

on Language Learning An Introduction.

The Learning Community. (n.d). Global

versus analytic. Retrieved April, 14, 2014,

from

http://www.thelearningcommunity.us/res

ources- format/tips-for-parents/global-

vs.- analyticlerners-aspx

Van Patten, Bill., and Benati, G. Alessandro.

(2010). Key Terms. In Second Language

Acquisition.


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IMPROVING WRITIING SKILL OF THE FIRST GRADE STUDENTS

IN WRITING A NARRATIVE TEXT BY USING PICTURE SERIES

Dyah Mrih Lestari


[email protected]

Abstract. The aim of this article was to improve students’ writing skill. Research

design in this study was Classroom Action Research (CAR). This study carried out

some steps; they were planning, action, observation, and reflection. The subject of the

study was the students of the X-6 class that consisting of 47 students. The instruments

were used to collect the data were observation checklist, field note, and test. This

research was conducted in one cycle that consisted of four meetings. The findings of

this research showed that the implementation of Picture Series can improve students’

achievement in writing narrative text. It was showed that their mean score of the test

was 79.14 after the implementation of this technique, so the criteria of study were

succeeded. In short, the implementation of Picture Series Technique improved

students writing skill in writing a narrative text at first grade of MA AL-Maarif

Singosari Malang.

Key words: Writing skill, narrative text and picture series

INTRODUCTION

Writing is one of the language skills

that should be mastered in learning language.

Most of the students consider that writing is

the hardest skill to master, because the ability

to write in foreign language is more

complicated than the ability to speak, read, or

listen. It is hard to teach students how to write

because it involves many components such as

structure, vocabulary, punctuation, and

spelling (Harmer, 2007: 323). By asking

students to write, students can improve and

express their ideas into written form.

Moreover Nystrand (1989:75) said that

“writing is a matter of elaborating text in

accordance with what the writer can

reasonably assume that the reader knows and

expect, and the process of reading is a matter

of predicting text in accord with what the

reader assume”.

The teahers can use picture series

technique when teaching writing for students

to solve the students’ difficulty. The goal of

this technique is to help students enjoy and

interest in the learning writing, so the students

can have a good imagination and creativity to

write. According to Harmer (2007) said that

Pictures is one of the variety of teaching aids

which is used to explain language meaning

construction, engage students in a topic, or as

the basis of a whole activity.

Therefore, the researcher wants to

conduct a research to improve the students

writing skill. The research problem of this

study is “How can picture series improve

students’ writing skill in writing a narrative

text at the First Grade Students of MA Al-


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Maarif Singosari Malang?”. Based on the

research problem, the purpose of this study is

to describe the way picture series can improve

the students’ ability in writing a narrative text

at the First Grade Students of MA Al-Maarif

Singosari Malang.

METHOD

The researcher used Classroom Action

Research as research design. According to

Latief (2012:144). “Classroom action research

is an effective media in improving the quality

of English teacher’s performance in

instruction as well as students’ achievement

in learning English in classrooms”. The

research design was chosen to improve the

learning and teaching activities in her

classroom.

Based on the preliminary study, the

researcher used Picture Series Technique in

order to improve the students writing skill

that influence their score.

From illustration above, in this study,

the researcher took first grade students or

class X-6 of MA Al-Maarif Singosari Malang.

This study carried out some steps. Firstly, the,

researcher explained about narrative text and

divided the students into several groups. Then,

the researcher gave them the series of picture

and asked them to understand about the

pictures. After that, the teacher asked them to

make an outline and rough draft with their

group. Then, they submitted their work. And

finally, the researcher gave them a writing test

to make a narrative text about “The golden

cucumber” individually.

The subject in this study is the

students of first grade at MA Al-Maarif

Singosari Malang. The researcher take this

class because they are low in writing skill.

The number of first grade students in MA Al

Maarif Singosari Malang is 47 students. In

this study, the researcher used some

instruments to collect data such as

observation checklist, field note and test.

Reflection is the last stage of cycle in

which the researcher and the teacher

evaluated the effect of the action that has been

implemented towards the teaching and

learning in the classroom. The research will

be successful if the average score of writing

test are increase from 70 (given by the teacher)

and more than 75% students get score above

the standard minimum scores (75). In contrast,

if 75% of the students’ score don’t increase

from 70 to 75, the research will be continued

to next cycle until meet the criteria of success.

FINDINGS AND DISCUSSIONS

The result of this study indicated that

the implementation of Picture Seres can

improve students’ ability in writing narrative

text. It was showed that their mean score of

the test was 79.14 after the implementation of

this technique, so the criteria of study were

succeeded. The result of the test showed that

the students writing skill was improve. It

could be seen that the students’ mean score

before implementing this technique was 70.

While after implementing this technique 77%

of 47 students got the score ≥ 75 in which the

mean score was 79.14. The increasing

of the mean of students writing score become

79.14 showed that the researcher was

successful to get the criteria of success that

was the students’ mean score was 79.14. So,

the researcher concluded that the use of

picture series could increase students’ ability

of narrative text at MA Al-Maarif Singosari

Malang. It meant that the researcher did not

need to revise the plan and the researcher

stopped the research because the criteria of

success had been fulfilled. The findings of

this study also correlated with Raimes

(1983:27) that by using Picture Series

Technique is to provide a stimulating focus

for students’ attention. They had a positive

attitude, because in this technique not only the

high students who helped high student, but

also high students helped the low students. So,

they could follow the instruction of this

technique effectively.

Finally, the improvement of writing

skill of the First Grade at MA Al-Maarif

Singosari Malang by using Picture Series has

been successful, because the criteria of

success were reached. So, the researcher

stopped this research without continue to the

next cycle.


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Based on the result of this research

which was conducted only one cycle, it meant

that, in the cycle 1 the researcher has been

successful to improve the students’ writing

skill by using picture series technique. In this

research, the researcher tried to take the

conclusion based on the result of the study

that had been served in the previous chapter.

The researcher concluded that Picture Series

Technique was able to improve students

writing skill in writing a narrative text. Based

on the data had been collected by researcher

through test, Picture Series Technique could

stimulate students to express their ideas and

also motivated them when they write a

narrative text.

The suggestions for the English

teacher, they can use picture series as one

alternative in teaching strategy. Besides, the

teacher should explain clearly about narrative

text, generic structure of narrative text and the

students’ writing product, because not all the

students understand narratives and they

cannot write well.

For the students should not afraid of

making mistake when they write in English.

Besides that, the students not are shy to

express the ideas when writing a text. For the

future researchers, the researchers should

continue this kind of research and conduct to

the next research by using picture series.

Because strategy has succeeded to improve

students’ writing skill, and made it easy for

the students’ to write paragraphs or sentences.

Future researchers should conduct a similar

study on other skills such as Listening,

Speaking and Reading at other level of

students for the improvement of teaching

English.

REFERENCES

Brown, H. D. 2003. Teaching by Principles.

(Second Edition). New York: Addison

Westley Lonman, Inc.

Klasek, C. B. 1972. International Media in

Modern School. London: Macmillan

Press.

Latief, Adnan, H.M. 2012. Penelitian

Tindakan Kelas Pembelajaran

Bahasa Inggris. Jurnal Ilmu

Pendidikan. UM Press.

Latuheru, J. D. 1988. Media Pembelajaran

dalam Proses Belajar Mengajar Masa

Kini. Jakarta: P3G

Nystrand.1989. Writing English Language

Test. New york: Longman.

Pillai, Prabhakar. 2012. Why Are Writing

Skills Important. Buzzle. (Online).

Accessed on December 13th

, 2013.

http:///www./Buzzle.com/why-are-

writing-skills-important.html.

Raimes, A. 1983. Techniques in Teaching

Writing. New York: Oxford

University Press.

Walsh, K. 2010. The Importance of Writing

Skills: Online Tools to Encourage

Success. (online).

Wright, A. 1992. Picture for Language

Learning. Cambridge: Cambridge

University press

http://www.buzzle.com/authors.asp?author=16156

http://www./Buzzle.com/why-are-writing-skills-important.html

http://www./Buzzle.com/why-are-writing-skills-important.html


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THE EFFECT OF MOTION PICTURES AND STILL PICTURES ON NARRATIVE

WRITING SKILL OF THE SECOND GRADE STUDENTS

Siti Nurul Azizah


Abstract. This study aims at knowing whether students taught by using motion

pictures media have different achievement in narrative writing skill from students

taught using still pictures media. This study used quasi-experimental research design

as the researcher did not use non-randomized sample. The population of this study was

the second students of MTS AL MAARIF 01 Singosari Malang, but the sample of this

study was 51 students, 27 students of VIII F were in experimental group and 24

students of VIII H were in control group. This study utilized seven meetings. One

meeting was for pretest, one meeting was for modeling, four meetings were for

applying treatment, and the other was for posttest. The researcher applied different

treatments of both groups. Motion pictures were given in experimental group, whereas

still pictures were given in control group. The hypothesis of this study stated the

students taught using motion pictures media have different writing achievement on

narrative skill from students taught using still pictures media of the second students of

MTS AL MAARIF 01 Singosari Malang. The result of this study was students taught

using motion pictures media have different writing achievement on narrative skill

from students taught using still pictures media of the second students of MTS AL

MAARIF 01 Singosari Malang, and it showed that still pictures media were better than

motion pictures as media in teaching narrative writing text.

Key Words: Effect, Motion Pictures, Still Pictures, narrative Text, and Writing Skill

INTRODUCTION

Writing skill is one of production skill.

According Richards and Renandya, writing is

the most difficult skill because the learners

master in developing and generating ideas

(2002:303). Brown (2003:218) states that the

ability to write has become an indispensable

skill and our global literature community.

Learning to write is a process of discovering

and organizing ideas, putting on paper, and

reshaping and revising them. People are able

to share their idea, feeling, or anything that is

their mind. It can be written by hand or by

typing. Harmer (2007:19) explains that

writing process was more complex than this,

of course, and the various stages of drafting,

reviewing, re-drafting, and writing, etc. He

also explained that the writing process was at

least as important as the product, and even in

exam writing task, the students, ability to plan

(quickly) and later read back through what

they have written in order to make any

necessary correction which is extremely

important. in writing process, it consists of

some stages, such as drafting, revising,

prewriting, etc. It is impossible for teachers if


341

they do not media in teaching learning

process. Media are divided to be some kinds

of media, such as pictures, song, cards,

movies, etc. According Longman dictionary

(2000:308), a picture is a representation made

by painting, drawing, or photograph.

Although, motion pictures are series pictures

that have the illusion of moving image. The

use of pictures in teaching learning English is

able to give stimulation for writing-habit

activities (Brown, 2007:330). The writer

selects pictures, especially still pictures and

motion pictures as media in teaching narrative

text. Pictures are simple media and easy to get

because they can be found in magazine,

newspaper, and so on. After that, picture can

represent the material of teaching learning so

the students can be easy to understand. In

teaching narrative text, the teacher sometimes

gave same materials, but the teacher used

different treatments, still pictures and motion

pictures. This study concerned the effect of

still pictures and motion pictures on narrative

writing skill of the second grade students of

MTs AL MAARIF 01 Singosari Malang.

METHOD

Latif (2012:94) describes that there are

three kinds of experimental design. They are

true experimental design, quasi-experimental

design and pre experimental design The

writer applied quasi-experimental and

selected two groups pretest-posttest design,

this design chosen under following reasons:

1. This study chosen two class (control and

experimental) and given test to measure

the quality of students’ writing

assignment before used still pictures and

motion pictures in teaching learning

process.

2. This study gave different treatment

students in control and experimental class

by using still pictures and motion pictures

in their narrative writing achievement.

3. This study gave posttest to know the

effectiveness of still pictures and motion

pictures in students’ narrative writing skill

4. The writer used nonrandomized sample.

In this study, the writer used the population in

the second grade students of MTs AL

MAARIF 01 Singosari Malang. The

researcher did not use all students of VIII F

and VIII H, so the writer used two groups that

had not different amount of samples. The

writer used 24 students of VIII F as controlled

group and 27 students of VIII H as

experimental group.

In the making test, the writer made

test based on the English book for Students

class VIII. After that, the writer used most of

stories from Indonesia as topic, so it made

students easy to develop their idea to write the

story. In addition, the test had content validity

of the narrative writing material that had been

taught by their teacher.

After the writer analyzed the reliability, the

result was matched with the table below. In

this research, it was found the different result

of reliability analysis. In the pretest, the

reliability was 0.889. It meant that the data in

pretest was high reliability. In posttest, the

reliability was 0.839. It meant that the data in

the posttest was high reliability. In the result

of study, both pretest and posttest were

believable because they had high reliability.

The data analysis was done after the writer

collected the data by using test. The data was

only analyzed by using SPSS version 20.

According, Mistar (2013) ANCOVA was

chosen the following reasons:

The scores of two groups (control and

experimental group) be compared were

independent of each other.

The subject of this study were two groups

(control and experimental group), and the

researcher gave them to measure the

quality of their writing skill before and

after treatment.

RESULT AND DISCUSSION

In this study, the results were reported

based on the analysis of the data and the

procedures of the collecting the data, was

described in the previous chapter. In this

analysis, the study compared the result of

posttest of experimental group and the result

of posttest of control group to know the

students’ narrative writing skill before and

after the treatment. These media were chosen


342

as the writer utilized two classes,

experimental group and control group.

In this research, the hypothesis stated

that students taught using motion pictures

media had different writing achievement on

narrative skill from students taught using still

pictures media of the second grade of MTs

AL MAARIF 01 Singosari Malang. In

addition, the null hypothesis stated that

students taught using motion pictures media

and students taught using still pictures media

had not different writing achievement on

narrative writing skill of the second grade of

MTs AL MAARIF 01 Singosari Malang was

not accepted because the obtained t-value is

22.583 and the critical for significant with 48

degree of freedom at 0.01level of significance

was 5.08. According Brown (2003:227),

picture sequence is a sequence of three to six

pictures depicting a story line can provide a

suitable stimulus for written production. In

study, why the students taught using still

pictures have better achievement than

students taught using motion pictures on

narrative writing text, it can be explained by

some reasons below:

The first, the different media use could

make different students’ enthusiastic. The

students’ score of control group was higher

than students’ score of experimental group,

although the students of experimental group

were more active than students of control

group. Based on Harjanto (2002:48-49),

picture is easy to get and to be used by

individual or group. The second is when the

teacher played motion pictures, the students

just focused it without paying attention the

characters, the plot, and setting of the story.

According Harjanto (2002:96), film without

sound does not have explanation when film is

being played. The third is the teacher just

played motion pictures two times when the

students forgot so they wrote the story based

on what they remembered. In control group,

students could looked still pictures when they

forgot the story. Based on Harjanto (2002:96),

the audience gets difficulties because the

scene which had played is difficult to replay.

It expects if film is played a whole of story.

The last is still pictures were often used than

motion pictures so the students of control

group were easy to follow the instruction and

they had habitual to use it.

The pretest score of control group was

higher than the pretest score of experimental

group. It meant that the students’ ability of

control group were better that students’ ability

of experimental group. The difference could

be looked from their means score (see table

4.5 and table 4.6). The average of pretest

score of control group was 44.79 and the

average of pretest score of experimental

group was 38.70, while the average of posttest

score of control group was 55.19 and the

average of posttest score of experimental

group was 40.30. the comparisons of the both

control group and experimental group

intended to know the significance the effect of

treatment on the students’ score on narrative

writing text, and obtained t-observed is

25.287, while the required critical value of it

was 5.08 using two tailed significant on 0.01

level of degree significant.

Brown stated that picture sequences

were able to provide the appropriate stimulus

for written production (2003:227). According

Harjanto (2002:48-49), picture has some

advantages. They are 1) concrete, 2) not limit

time and space, 3) can explain a situasion, 4)

cheap and easy to get, and 5) easy to be used

by individual or group. In addition, the study

of Widiastuti (2012) under the title

“Improving Students Descriptive Text

Writing Skill by using pictures at the second

grade of SMP N 1 Prambon Sidoarjo in

academic year 2011/2012’. The aim of her

study was to know what the picture is

appropriate to be implementation in

descriptive text to improve students’ writing

skill. The result of this research was using

pictures in descriptive text to improve

students’ writing skill had successes. It could

show significant result that students could be

easier to understand and construct their

knowledge.

Furthermore, the explanations above,

it was obvious that still pictures were

appropriate media for teaching writing in

English, and still pictures interested students

in narrative writing text. It could be


343

concluded that students taught by using still

pictures were better than students taught by

using motion pictures.

CONCLUSIONS AND SUGGESSTION

The conclusions were presented based

on the data that has been analyzed in previous

chapter. From the data analysis in previous

chapter, there was significant difference of

using media, still pictures and motion pictures

as treatment on narrative writing skill of MTs

AL MAARIF 01 Singosari Malang.

Therefore, still pictures are better than motion

pictures in teaching narrative writing text.

After that, still pictures have significant effect

as media in teaching narrative text, and it

means that still pictures are effective as media

of learning, especially in narrative text.

The writer suggested to the teacher

that should use still pictures as media in

teaching narrative writing text because it was

more effective than motion pictures. The next

suggestion for the students, the students that

should understand what the appropriate media

to increase their writing ability. The last for

future research, the writer should use this

study as reference and this media in other

different research design or skill.

REFERENCES

Brown, H. D. (2003). Language Assessment;

Principles and Classroom Practices.

Pearson Longman.

Harjanto. (1997). Perencanaan Pengajaran.

Jakarta: Rineka Cipta.

Harmer, J. (2001). The Practice of English

Language Teaching. Third Edition.

Pearson Longman: Cambridge.

Latif, A. M. (2012). Research Methods on

language Learning an Introduction.

Malang: Universitas Negeri Malang.

Longman Advanced Learner’s Dictionary:

international New Students’ Edition.

Mistar J. (2013). Handouts Statistics for

Language Teaching Studies. Malang:

FKIP UNISMA.

Richards, J. and Renandya, W. A. (2002).

Methodology in Language Teaching.

First Published. Cambridge University

Press. The United States of America.

Widiastuti. (2012). Improving Students

Descriptive text writing Skill by Using

Pictures at the Second Grade of SMp N

1 Prambon Sidoarjo in Academic Year

2011/2012.Unpublished Sarjana Thesis.

Malang: Universitas Islam Malang.


344

IMPROVING STUDENTS’ SPEAKING ABILITY BY USING PRESENTATION,

PRACTICE AND PRODUCTION

Slamet Mudofar


[email protected]

Abstract. The aim of this study was to improve students’ speaking ability

Presentation, Practice and Production. The research design of this study was

Classroom Action Research (CAR). The subject of this study was second grade

students of SMAN 1 Malang, and it consists of 35 students, 15 of them were male

and 20 of them were female. This study used collaborative action research design

which consists of four steps. Those are planning, implementing, observing, and

reflecting. The data was collected by giving the test to the students. A preliminary

test; the students’ average score in preliminary test was 73. However the standard

minimum mastery is 78. The result of the study indicated that the average of the

students was 81.27. The data are obtained from the implementation of Presentation,

Practice and Production technique in improving students’ speaking ability. To

summarize, it can be concluded that the used of Presentation, Practice and

Production could improve students’ speaking ability. It is suggested for the English

teachers to use such technique to make the students’ actively participate in the

classroom activities.

Key words: Improving, Presentation, Practice and Production, Speaking Ability.

INTRODUCTION

In this era, almost all countries in the

world use English as their first or second

language and English has become

international language. This case shows that

English becomes the most common language

that is used by entire people in the world.

People use it as the tool to communicate with

people in different countries. Harmer

(2007:13) states that English is language that

is used by people who have different first

language. Also, English has significant role in

many fields such as medicine, engineering,

and education.

In line with the statement above,

English is developed as one of the primary

lesson in curriculum in every country. In

Indonesia, English has been taught since

primary school, even kindergarten, till tertiary

school. Moreover in junior and senior high

school it becomes compulsory subject that

includes in national final examination.

English has four basic skills. They are

listening, speaking, reading, and writing.

Among those four skills, some people admit

that the most prominent skill is speaking

because that will be the measurement of how

well the foreign language. Therefore it is

believed that globalization is the reason why

we develop and learn English. Nunan (1991:

39) states that “Mastering the art of speaking

is the most important aspect or learning in a

mailto:[email protected]


345

second or foreign language and success is

measured in term of the ability to carry out a

conversation in language”.

Based on the observation in the

preliminary study which has been conducted

by the researcher, in teaching English at XI.A

grade science of SMAN 1 Malang, the teacher

taught the student, especially in teaching

speaking skill, the methodology which has

been used is not significant appropriate by

using GTM (Grammar Translation Method).

The teacher asked students to write and

memorize some formula or pattern of the

sentence by ignoring the oral practice for the

sentences that have been memorized. This

method only focuses on the teacher not on the

students, so it makes the students passive in

learning English especially in speaking skill.

In addition, when the researcher gave spoken

test to the students, they are still low in

speaking performance. The result of the test

showed that the students’ average score are

73, while the standard minimum score is 78.

The effect of the teacher’s method

which is used in that class influences the

teaching of speaking resulted in various

problems coming up. First, student’s lack of

vocabulary makes them unable to say a word

during the class activity. Second, the students

seldom practice using English as their

communication. The third, the students are

lack of confidence to communicate in English

in the class, for example when the teacher

asks them to come forward to have a

conversation with their classmates, several of

them refuse it.

From the problems above, the

researcher is really interested in giving a

solution for the teacher to implement one of

the teaching methodologies, namely

Presentation, Practice, and Production which

it is known as PPP (Harmer: 2007).

METHOD

Latief (2011:144) stated that

“Classroom Action Research is an effective

media in improving the quality of English

teachers’ performance in instruction as well

as students’ achievement in learning English

in classroom. CAR is research design which

used to improve the quality of the teaching

and learning in the class. In this research, the

researcher was involved in the action teaching

and learning process, collecting and analyzing

data, also making conclusion and report. On

the other hands, the problems of this research

came from the difficulties of students to speak

up during speaking classroom activity. So, the

focus of this research was to introduce the

students to an English teaching strategy which

can improve their speaking ability.

This classroom action research was

conducted at XI grade of SMAN 1 Malang,

which is located on Jl Tugu Utara No. 1

Malang. The researcher carried out the

research with the students of XI grade of

SMAN 1 Malang that the numbers of students

were 35 students as the subject, 15 of them

were male and 20 of them were female. The

researcher chose this class because most of

the students in this class have difficulties in

oral communication, lack of motivation, were

afraid to speak English, and less practice

speaking using English language. By

conducting this research hopefully the

researcher could improve students’ speaking

ability and their interest to learn English.

Kemmis, Taggart and Nixon (2014: 19)

state that procedures of conducting action

research consisted of four steps, planning the

action, implementing the planning, observing

and reflecting. Before doing those steps, it

was preceded by preliminary study. The

purpose of preliminary study was to identify

the problems that should be solved. After

finding out the problems, the researcher

constructed the general planning. Then, the

planning was implemented and observed,

while the reflection was conducted to identify

all facts including the success and failure as

well as the effect of implementation.

Before the researcher conduct the

research, the researcher conducted the

preliminary study to know what the problem

was faced by students in teaching speaking in

the classroom. In this stage, the researcher

interviewed the English teacher of the first

grade students of SMAN 1 Malang to get

information about the result of students’

study. The researcher also did the observation


346

with the English teacher to know about the

teaching and learning process. The researcher

found out that students got low score in

speaking because of some factors, they are:

students were afraid of making mistake and

shy to practice their speaking ability. The

students were afraid to express their idea

when the teacher practices them to discuses.

Students do not have enough vocabularies.

The mean students’ score were under the

standard score in that school, which the score

were 73 while the school basis of the

minimum mastery learning standard was, 78.

Based on the problem that the students faced

above, the researcher conducted the research

by using new teaching technique. This

technique was Presentation, Practice and

Production technique.

In this stage, the researcher focused on

the use of Presentation, Practice and

Production technique to improve students

speaking ability. The researcher prepared the

teaching technique, lesson plan, preparing

material and the criteria of success.

FINDING AND DISCUSSION The findings of this research were

presented based on the data that was found in

the cycle. The data were obtained from the

test, questionnaire, and observation sheet.

Before conducting the research, the

researcher had conducted observation on 3rd

April 2014. Based on the preliminary study,

the researcher got information from the

teacher that there were seven classes of the XI

grade science students of SMAN 1 Malang,

class XI.A.1 up to XI. A. 7. The researcher

chose class XI.A.1 as the research subject

based on the recommendation from the

teacher. From the English teacher, the

researcher got information that some of the

students of class XI.A.1 were less motivated,

lacked of interest and got unsatisfied score in

their speaking test. In addition, the researcher

also directly conducted speaking test to get

their raw score. The test was in form of oral

presentation under the topic “salesman”.

Students were asked to promote something in

front of the class orally. The researcher and

teacher assessed them. Based on the test, the

mean score was 73 and the lowest score was

65, while standard minimum score that should

be reached by the students was 78. Based on

the findings of preliminary study the

researcher interpreted that students of XI.A.1

class needed a suitable technique to improve

their speaking competence. That is by using

PPP (Presentation, Practice and Production)

technique

This segment discusses the result of

this research based on the relevant theories

under the study of using Presentation, Practice

and Production technique to improve

students’ speaking ability of the second grade

of SMAN 1 Malang. Ur (1996: 120) has

indicated some characteristics of successful

speaking activity: maximum foreign talk,

even participation, high motivation and right

level language.

The procedures of implementing

Presentation, Practice and Production

technique are described as follows: 1) the

researcher began the lesson by greeting,

checking their attendance list, and giving

stimulus related to the material, 2) before

coming to the main activity, the researcher

brainstorming activity. It can be done by

activating their schemata related to the topic

or asking them whether there were some

vocabularies that they did not know the

meaning, 3) the researcher gave instruction

what they should do, 4) the researcher

explained or presented the material, 5) then

they practiced the material, 6) they were

given the time to create new sentences, 7)

they produced or explored their idea related to

the topic and context.

The objectives of this study were not

only improving their speaking ability, but also

their interest toward using Presentation,

Practice and Production technique in learning

speaking. So, in this study the researcher used

some instruments during implementation,

such as observation checklist, test and

questionnaire.

The result of the test showed that

students’ score improved after implementing

teaching speaking using Presentation, Practice

and Production technique. The students’ mean

score of the test was 81 and > 80% of them


347

passed the standard minimum score, while the

mean of the score that was gotten from

preliminary study was 73 and only 20% of

them could pass the standard minimum score.

It means that, Presentation, Practice

and Production technique is one of effective

techniques in learning in the process of

learning and teaching especially, speaking. A

variation on audio-legalism in British-based

teaching and elsewhere is the procedure most

often referred to as PPP (Presentation,

Practice and Production) (Harmer: 2007).

Based on the questionnaire, it

indicated that students were enthusiastic and

interested in learning speaking by using

Presentation, Practice and Production

technique since it was enjoyable. Moreover

they responded that learning speaking by

using Presentation, Practice and Production

technique made them easier to understand

what the teacher’s explanation, especially in

speaking, made their motivation and

vocabulary improved. After learning speaking

by using Presentation, Practice and

Production technique, they found that

speaking was easy and Presentation, Practice

and Production technique was appropriate

technique for them.

Besides, observation checklist showed that

students’ quality of learning activity in the

class improved day by day. Finally, the

implementation of using Presentation,

Practice and Production technique and

material increased the students’ speaking

performance of XI grade of SMAN 1 Malang.

CONCLUSIONS AND SUGGESTIONS The result of the test showed that

students’ score improved after implementing

teaching speaking using Presentation, Practice

and Production technique. The students’ mean

score of the test was 81 and 80% of them

passed the standard minimum score. While

the mean of raw score that was gotten from

preliminary study was 73 and only 20 % of

them could pass the standard minimum score.

Based on the findings, some suggestions

need to be put forward in order to improve the

quality of teaching learning process.

The teacher can use Presentation, Practice

and Production technique as an alternative

technique in teaching speaking.

The teacher should make the students into

heterogeneous group. So the students with

higher ability can teach the students with

lower ability.

In the end of the teaching learning

process, it is better for the teacher to correct

students’ single mistake in order that it does

not become ongoing mistake.

This research is conducted under

classroom action research design. Further

researchers can use Presentation, Practice and

Production technique though Experimental

research design. So, they can compare the

effectiveness of Presentation, Practice and

Production technique with another technique.

They can continue this research with

different population or grade, or conduct

similar research for different skill, such as

reading skill.

REFERENCES

Brown, H. Douglas. 2003. Language

Assessment: Principles and Classroom

Practices. England: Longman.

Brown, H. Douglas. 2007. Teaching by

Principles an Interactive Approach to

Language Pedagogy, Third Edition.

England: Longman.

Brown, H. Douglas, 2001. Principle of

Language Learning And Teaching. New

York: Prentice Hall.

Fakultas Keguruan dan Ilmu Pendidikan.

2013. Pedoman Penulisan KaryaIlmiah.

Malang:FKIP UNISMA.

Harmer, Jeremy. 2007. The practice of

English Language Teaching, Fourth

Edition. England: Longman.


English Language Teaching. New

York: Longman.

Jack Richards C. and Willy A. Renandya,

2002. Methodology In Language

Teaching, USA: Cambrige University

Press.

Kemmis, el all. 2014 The Action Research

Planner. Springer.


348

Latief, Mohammad Adnan. 2011. Research

Methods on Language Learning: an

Introduction. Malang: Universitas Islam

Malang.

Mistar, Junaidi. 2011. Hand out Statistics for

Language Teaching Studies. Malang:

Universitas Islam Malang.

Nunan, David. 1991. Language Teaching

Methodology. A Textbook for Teachers.

London : Prentice hall international

Ltd.

Parida, B.R. 2007. Improving English

Teaching. Role of Psycho-Social

Factors. New Delhi: Discovery

Publishing House.

Ur, Penny. 1999. A course in language

teaching: Practice and theory. United

Kingdom: Cambridge: Cambridge

University press.


349

THE EFFECT OF DIFFERENT FORMATS OF READING COMPREHENSION TESTS

ON STUDENTS’ SCORE

Slamet Taufiq


[email protected]

Abstract. This article aims at knowing which one is better between multiple choice

format and short answer format in the test of reading comprehension. Multiple

choice is the test format which the answer is chosen only one, while short answer is

the test format which the answer is to write the answers based on the passage. The

research design in this study is quantitative research in the form of experimental

design. The subject of this study is eleventh grade of Billingual Science program,

and it consists of 25 students. In this study, there was only one group which got two

different tests of reading comprehension. The first test was using multiple choice

format with 50 items and the second test was using short answer format with 30

items the questions in this study were taken from national final examination and

from students’ book in. The finding of this study is students have better score tested

with multiple choice test than short answer test. during the process of the test,

students added knowledge from what they read.

Key words: multiple choice format, short answer format, and reading

comprehension

INTRODUCTION

Talking about reading, it is well

known that reading is one of receptive skills.

Receptive skills are skills where meaning is

distracted from the discourse (Harmer,

2007:265). It means that students have to

think to get meaning from what they read in

order to improve their progress.

Reading is ability to understand text in

printed form. It can also be defined as

comprehension, interaction of symbols,

decoding, mental process, and interactive

process (Cahyono & Mukminatien, 2011:57).

Reading is the change that takes place in

one’s knowledge as a result of having

interacted with a text. In order that the readers

understand the text, they must understand

what the writer means first. Reading is a

passive skill because the readers can only read

from written text

The researcher tried to give

comparison by taking just two test. They are:

multiple choice format, and short answer

format. These are strategies that are really

different from the others. In multiple choice

format, students can just take for granted for

the answer and it is easy to be scored as soon

as possible (Brown, 2003:194). While in the

short answer format, Brown (2003) stated that

“it is not so easy as multiple choice format. It

is the alternative way to conduct a test that is

designed with the reading pessage presented,



350

and the test taker reads the questions that

must be answered in a sentence or two”

(P.207).

Students that are tested by using

multiple choice format tend to answer as they

know the answers because the test is passive,

and it is very easy for them to guess the

answers if they do not know even though the

answers are wrong. It is certainly correct if

they choose the answers as the researcher

wants. Meanwhile, it is different from short

answer format. Many students tend to think

first before they answer because they can not

directly write. They should think about the

structure even though it is just the simple

sentence.

Therefore, the researcher wanted to

conduct a research to know which one has

the higher score between multiple choice

format and short answer format. The

research problem of this study is ““do

students have better scores in the test of

reading comprehension with multiple choice

format than short answer format?” based on

the research problem, the purpose of this

study is to know which one has higher score

in reading with multiple choice format and

short answer format.

METHOD

The researcher used quantitative

research in the form of one shoot experiment

as research design. Experimental method

manipulates and controls the cause variable

and proceeds to observe the change in the

affect variable (Latief, 2012:92). The

researcher used pre-experimental design or it

is called One-Group with multiple

assessment, so there were one group tested

twice. There was no control and experiment

group. The researcher gave two kinds of test

formats.

The researcher used only one group of

the subject. The students were got two

different types of test format. Firstly, the

researcher conducted the first test on May 7,

2014. The time to do the test was 80 minutes

for multiple choice test, and the researcher

took score 2 for the first test since it consisted

of 50 items. The next test was conducted on

May 12, 2014. In the second test, the

researcher took score 3.3 from 30 items of

short answer test, and the time was also 80

minutes. In order to know which was better

test for students’ score, the researcher

collected the score of both tests, and they

were compared. Then, the score of the tests

was used to determine which test had better

English score.

The subject in this study is the

students of grade eleventh of bilingual science

program at MAN Malang I in Malang city.

Because the class only one class, the

researcher took the students from grade

eleventh. The number of students from this

class was 25 students, and the researcher took

one group in this study as one group with

multiple assessment.

The instrument used to collect the data

in this research is test. The reading test which

the researcher used is the stategy book to do

national final examination of English and

students book for students in senior high

school. The researcher conduct the test under

consideration of teachers at MAN Malang I.

For the test itself, the researcher used

some question from strategy book to do

national final examination in the year 2010

and the students book in the year 2011. The

first test, the students got 50 items of Multiple

choice test, and the next test, the students got

30 items with short answer test.

The data was analyzed using t-test

because it compared between two means.

There are two types of t-test, they are:

dependent t-test and independent t-test.

Because the researcher only used one group,

the researcher used dependent t-test to

analyze the data and to test hypothesis.


The data analyzed using dependent t-

test. Then the researcher tested the research

hypothesis and the null hypothesis. The

observed t-value that the researcher got from

the data analysis is compared with the critical

t-value from the tables of critical t-values

at .05 level of significance. The critical value

of “t” with the degree of freedom (df) = N-1,

whereas 25-1=24 with level of


351

significance .05 is 1.711, the observed t-value

is 2.518, and the critical t-value of degree of

freedom (df) is one tailed or directional test.

So, observed t-value is higher than critical t-

value. It means that the student have better

score in the test of reading comprehension

with multiple choice test than short answer

test.

It is showed that the different formats

of reading comprehension tests gave different

students’ score even though both tests

conducted in the same class. Multiple choice

format gave better score for students than

short answer format.it is also because of some

factors. Djiwandono (2011:42) argued that

multiple choice test has many over plus,

namely: (1) chance to guess the answer, (2)

covering large material, (3) the simple way of

answering, (4) easy to control the answer, and

(5) simple analysis of the test. Meanwhile,

short answer test usually used wh-question

words. The answer to these questions are

given with brief and short answer, without

whole and complete sentence because the

shorter the answer, the more appropriate and

the better the result (Djiwandono, 2011:68).

Finally, the finding shows that both

tests had different scores. It can be said that

multiple choice test gives better score than

short answer test. The evidence is known

from the students’ score that support their

comprehension. Meanwhile, it is different

from the second test or short answer test that

the score is not so high as the first test.

CONCLUSION AND SUGGESTION

Based on the hypothesis testing, it is

clearly known that the students have better

score in the test of reading comprehension

with multiple choice format than short answer

format at MAN Malang I. The researcher

considered that it is also possible to

implement test using multiple choice format

in other senior high school. However, it is not

good if testing reading comprehension with

only multiple choice format to get reliable

score of students’ ability.

The suggestion for the teachers, The

English teachers should use multiple choice

test combined with other formats of the tests

for reading comprehension in order that

students get better achievement as proven

from the result of this study. Then the

teachers should choose the appropriate

supplementary materials related to the topic

of teaching English in order to be understood.

For the future researcher, because this

study investigated the effect of different

formats of reading comprehension tests on

students’ score, it is better for the next

researchers to conduct their research with

other skills and investigate other types of

formats to get more reliable and better score

from students. Then for the next researchers,

they should add more than two formats, so

they can enlarge their understanding about

English.

In addition, the last suggestion is

directed to Department of Education Affairs.

As the researcher knows that the department

has power to improve education system in

this country. The Researcher suggests that the

quality of teachers should be improved

because the quality of students depends upon

the quality of the teachers.

REFERENCES

Brown, H. D. 2003. Language Assessment

Principles and Classroom Practices.

California: Longman.

Cahyono, B.Y. and Mukminatien, N. 2011.

Techniques and Strategies to Enhance

English Language Learning. Malang:

State University of Malang.

Djiwandono. M. S. 2011. Tes Bahasa

Pegangan Bagi Pegangan Pengajar

Bahasa. Jakarta: PT Index.

Latief, M. A. 2012. Research Method on

Language Learning. Malang: State

University of Malang.

Harmer, J. 2007. The Practice of English

Language Teaching. Pearson: Longman

.


352

IMPROVING STUDENTS’ SPEAKING ABILITY BY USING CTL METHOD

OF THE FIRST GRADE STUDENTS

Sugeng Prayitno

(Mahasiswa Jurusan Pendidian Bahasa Inggris FKIP Unisma)

e-mail: [email protected]

Abstract. This study is aimed to improve students’ speaking through implementing

CTL Method. CTL Method is method in which students should connect the student

real life context with the academic subject. This study used Classroom Action

Research as the research design and the subject was class B of first grade students of

MTs Al Ma’arif Malang which consists of 22 students. The procedure of the study

consisted of four main steps: planning an action, implementation, observation, and

reflection. The instruments used to collect the data were field note, observation

checklist, and speaking test. The result of this study indicated that the

implementation of CTL Method can improve students’ speaking ability. 68.81 % of

students’ speaking score improved from 61.45 in average to 72.36 after the

implementation of the method. It also was recognized from field note and

observation checklist that students become more active in doing the activities during

learning and teaching process.

Key Words: Improving speaking skill, CTL Method, and Classroom Action

Research

INTRODUCTION English become the most important

language in the world. At present, learning

English as a foreign language is very

importance, since English is the key to the

international currencies of technology and

commerce (Robert butler, 1978:6). As

international language, learning English

become popular in some of country. As like in

Indonesia, English become one subject that be

mastered. And many society began realize

about this fact.

Actually, there are four basics skill

that should be mastered in Junior High school.

They are speaking, reading, writing, and

listening. In Junior High school, each skill

needs more understanding for the student.

Because their level up to intermediate level

and this is a new change for them improve the

new language that different with their first

language or mother language. It is not easy to

master all the skills. There must be one

important skill that covers the whole skills.

Based on the statement above

speaking is the one of the language skill that

must be taught at the seventh up to the ninth

grade Students at junior high school.

Speaking is one of the most essential skills in

language teaching and learning. Moreover, to

some extents, it becomes a basic skill that

needs to be developed and practiced actively

and continuously during the teaching learning



353

process. As stated by Nunan (1991:39),

“Speaking is the single most important aspect

of learning foreign language and success is

measured in terms of the ability to carry out a

conversation in the language”. It shows that

speaking covers not only knowledge of

language features, but also the process of

information itself.

Most students are exposed by English

at school only so that the teachers

significantly play important role to help

students to cultivate English speaking habit.

Teachers should build up students’ confidence

little by little instead of putting high

expectation for them in creating instant

fluency and spontaneous speak in English.

Good motivation and method seem a good

way to encourage students to always try to

speak. On the other hand, good method in the

way the materials are delivered to the students

may provide good result in speaking as well.

Basically, there are several methods in

language teaching and learning. One of the

methods of teaching and learning is

Contextual Teaching and Learning (CTL).

Berns and Erickson (2001) said that

Contextual teaching and learning is a

conception of teaching and learning that helps

teachers relate subject matter content to real

world situations and motivates students to

make connections between knowledge and its

applications to their lives as family members,

citizens, and workers and engage in the hard

work that learning requires. Another expert

said Sears (2001:2) states, “Contextual

teaching and learning (CTL) is a concept that

helps teachers relates subject matter to real-

world situations”.

Student were effected environment

factor problems, they less to speak English

until being not to be active, and they less

understand don’t know of how to speak

English in daily-activity context.

Related with the statements above and

the problems above, the researcher is

interested in improving speaking ability at

MTs AL MAARIF MALANG because there

is a data that this school has a number of

speaking ability that can be possible to

improve especially in first grade in B class.

The standard minimum score is 70 and the

average speaking ability point in this class

was 61.45. The researcher would like to

improve this speaking ability up to 70 in

average because that reason, the researcher

will conduct the research to improve the

students’ speaking ability of MTs AL

MAARIF by title “Improving the Students’

Speaking Ability by Using Contextual

Teaching and Learning Method on the First

Grade Students of MTs AL MAARIF

MALANG”.

METHOD In this research, this study belongs to

category of classroom Action Research

(CAR). Classroom Action Research English

Instruction (Ghony Djunaidy, 2008:2) is an

approach to English teacher’s professional

development and to improve student’s

learning in which English teacher

systematically collect data and reflect on their

works and make changes in their classroom

practices. The study involved in observing

teacher’s practice, student’s learning

difficulty and classroom learning environment

for the purpose of planning, implementing,

observing, and reflecting the action. The

result of the reflection gives feedback for the

improvement of the plan in the previous one.

The final product of classroom action

research in speaking is a newly developed

instructional strategy for presenting writing

material.

The researcher conducted the study at

MTs AL MAARIF which located on Jl. Umar

Sidiq Bocek, Karangploso. The researcher

taken seventh grade of students in B class and

the class is consists of 22 students.

Before conducting the research, the

researcher started with a preliminary study to

analyze, identify, and get the data in

accordance with factual and real condition of

the classroom. Therefore, the researcher

knows the condition of the students before

implementing this method. The researcher

observe classroom and interview the teacher.

The researchers get the problems about the

speaking. The researcher conducted pre-test

to know the ability of the students on


354

speaking and the score test of the students less

standard score minimum 70.

The target of the success in this study is

the first the students improve their English

achievement, especially speaking ability and

the second is the students improve and get

more active in communicative speaking such

as conversation and as indicators that the

criteria are completed as follows:

The criteria of success are that almost all

the students can improve their writing when

60% of them will get the expected scores. The

speaking score targeted by the researcher is

70. The students can be active in teaching and

learning process.

There The procedure of this study as

follow before teaching, the teacher greeting to

them and guide them to pray together and

check the students’ attendance in B class. In

the early learning process, researcher started

by giving the brainstorming first about lesson

will be learnt such as introducing, greeting,

thanking, and leaving-greeting. The

researcher ask to students, “what do you

understand about the introduction to each

other person and how to introduce anyone

well”? Examples:

“Hallo, how are you?” “Good morning, how

are you getting on?”

I am fine, thank you. I am very well

“May I introduce myself?” “Can I introduce

myself?” my name is Michael

There were some students answer and were

not, but they were enthusiast to learn with me.

Before then, I have to carry out about CTL

method that I will use. Then, I explained to

them about method. Afterward, the researcher

gives the text conversation first which still

has relation with lesson they will be leant.

The researcher then gives comprehension and

explanation about lesson. Researcher gives

few minutes to understand the text

conversation. The researcher read the text

conversation, instructed them to follow what I

read. I ask them, come forward to practice by

using the text with any partner. Belong to the

researcher if there were student were not

brave with their friend. In the end of time, the

researcher give the motivation about “how

important is speaking English for student”.

Before close the meeting one, the researcher

give the reviewing learning process before

the researcher give the lesson will be learnt by

them for next meeting. The lesson tomorrow

we are going learn about thanking, and

leaving-taking. Researcher asks them

feedback about the lesson before the

researcher closes the learning activities. The

researcher gives homework to make the

introducing and greeting. The program closed

by praying together.

For the second meeting, researcher

invited all of the students to pray together

then, check the students’ attendance. The

researcher reviewed the previous material,

about “The introducing and Greeting to

anyone”. The researcher started to give the

brainstorming then just, by asking the “any

students knows about the thanking and

leaving-taking?” At early, the researcher

gives the modeling “the thanking and leaving-

taking”, examples:

“Thank you so much for your help. Thank lot.

I appreciate your hand”.

“Good bye, see you later, see you tomorrow”.

The researcher explained the material

followed with some students by mean of the

students more know clearly. Then, the

researcher then asks them to getting the pair

as partner to practice the speaking

conversation, divided the pair-work. The

researcher invite one by one for student to

model with partner in which the student

choose in the front of class. After some few

minutes, they have practiced. The researcher

give the steps of activities to be used the

practical in front of class “from greeting,

introducing, thanking, and leaving-taking”.

For knowing the students’ comprehension, the

researcher is modeled for twenty minutes then,

ask with a student with partner to practice in

forward before going to the front of class.

Before that, the researcher gives the drilling

and read first for them to make sure that the

researcher knows their reading and clearly in

conversation when they practice in forward

well. The researcher gives the homework to

be done at home as result of learning

evaluation in the class activity.


355

Third meeting is the last meeting,

researcher tries not to change the pair, but

have exchange the name of text conversation

with using their own name. It can make them

naturally for them practice. Example:

“Michael as Rudi, and Elizabeth is as suci and

so forth”. The researcher give 20 minutes for

them make preparation practice learning

conversation before the researcher will

continue for real test in the four cycle it mean

have mean for making the students more

prepare. Before that, researcher also make it

clearly about of “what steps will they speak in

front of class”, so, researcher read in the

blackboard “. (1) Greeting, (2) Introducing, (3)

Asking about something, (4) saying thanking,

and (5) Leaving-greeting. After teaching

learning in the class has done finished, the

researcher will continue for fourth meeting by

purpose is to make the students understand

and accustomed use the daily expression

above. So, the researcher closed by prays

together with students

The activities in the last meeting was

doing the test, but before starting the test

researcher asked them to prepare and remind

each of students to do test by themselves. The

form of test is conversation directly with their

partner before. But, the researcher give for

them time 15 minutes to make preparation

with their pair and remind and also sharpen

the comprehension.

After the implementation of four

meeting, the researcher did the reflection.

Reflection is needed for the enhancement of

the second cycle if the criteria of success the

action are not complete. The result of the first

cycle is indicating the progress and the

weakness of the action. Reflection will give

progress for the researcher to take plan and

revise to go second circle.

In reflection the researcher was going

to know everything have to change to make

progress in doing the second circle. The circle

of action will do until third circle by

researcher. The researcher is making progress

of plan and revise until the last action and get

the criteria of success are completed.

FINDINGS AND DISCUSSIONS In this study the researcher found the

real problem that the students faced, like

internal factor, less understand how to speak

English and their speaking score were low. In

order to get authentic evidence, the researcher

conducted the first test.

The implementation of the action was

presented by describing the activities done in

each cycle of research. It was covered

planning, observing, implementation, and

reflection. Research findings were finished by

the supporting data. The important data

obtained during the action research were

presented by describing the activities done in

a cycle of the research covering the

implementation, the observation, and the

reflection of the action.

The researcher improved students’

speaking ability by Contextual Teaching and

Learning of the second grade of MTs AL

MAARIF The researcher prepared classroom

action research in 1 cycle with some steps as

follows: Presenting the short dialogue,

Rehearsing of oral-monologue, Questioning,

Consider in-depth, Giving conclusion,

Interpretative activities, Oral product

activities, Giving the job, and Evaluation.

For first meeting the researcher gives

braining-storming about CTL and motivation.

Then, explain the main or core of the lesson

in the lesson trough asking understand some

of the expression in the text conversation.

Then, giving the example to read the text and

ask them to follow by as the modeling after

teacher. Just, the teacher gives the evaluation.

The second meeting the researcher, the

teacher reviewed last material and he give

new material and asking them about it. The

teacher practices it with students and asks

them to get the pair to practice and teacher

give 5 minutes to understand it and try to drill

before come forward. And teacher instructed

to do the home work by making the different

sentence.

In third meeting, the teacher will change

the name of the text conversation with their

own name and give their opportunity to

practice, but the teacher reviewed the material

meeting one and two, the teacher give steps of


356

practice for the conversation before doing the

test.

Fourth meeting or test, the teacher did the

test for the students’ speaking achievement

trough their last partner. By giving 15 minutes

for the students make the preparation. Its

purpose is to make sure theme ready to

conduct test. The computation of test showed

that the students improved their speaking

ability. Besides that, it showed that the

students more active in the process of

teaching and learning using Contextual

Teaching and Learning Method while

learning in classroom activity. The result of

the test showed among 22 students, 7 of 22

students did not reach the criteria of success

that given by the researcher with score 70. So,

the students who passed the test were 15

students which consisted of 5 students got 72,

7 students got 72, 3 students got 80. It

indicated that the criteria of success of this

study were complete.

Based on the observation, the result of the

action in this cycle was satisfying. The use of

Contextual Teaching and Learning improved

the students’ speaking ability. The

improvement could be identified from the

mean score of the criteria of success and the

result of the test after treatments. There were

three points for the reflection in this cycle:

The mean score of the students found

72 from the result of the test, it showed that

15 students were successful or 68% students

got score ≥ 70. It means that, the criteria of

success were reached. Teaching-learning,

especially in speaking skill by Contextual

Teaching and Learning Method successful.

Based on the result of speaking test that the

mean score of the class more that SKM that

decided in the school. It means that the

researcher did not need to revise the plan and

did not need to continue to the next cycle

CONCLUSIONS AND SUGGESTIONS Based on the result of this research, it

can be concluded as follows: The use CTL

method as method in teaching speaking skill

improved the students’ achievement

significantly, such as the students’ accent,

grammar, vocabulary, and comprehension.

The students’ mean score before was only

61.45 After being treated for forth meeting,

then conducting the test in the forth meeting

that the students’ mean score improved up to

72.36. Consequently, the students were able

to speak English fluency and most of them do

it well enough; also their accent was better

that before, but sometimes they still some

errors in grammar and find some difficulties

in pronouncing some word.

The implementation of using CTL

method as the method and strategy for

teaching speaking at first grade of MTs AL

MAARIF successfully improved the students’

speaking ability well. This research was

successful because of some reasons:

First, the class atmosphere during the

implementation was good and the students

support to do this method in their class.

Second, the student’s interest learned the

material of Contextual Teaching and

Learning, such as learning interdependent

group.

The students have positive respond

naturally to be role in conversation in

practicing in front of the class. Furthermore,

the students can practice in speaking

togetherness when being come forward front

of the class to do the text conversation

duologue.

To sum up, CTL method is a kind of

method that can help the students in speaking

during the teaching and learning process, CTL

is useful for the students to make them

construct and inquiry their capability to speak

reflectivity in English speaking learning.

Those some the reasons why CTL method

really helps the students in speaking English.

Suggestion for teacher, speaking for

the students is considered to be the difficult

subject. The students felt worry and shy when

being speaks. It deals with the way the

teachers in teaching speaking. The teachers

have to use the appropriate technique and

method unless the students will get shyness

and not have the self-confidence and also less

connect with academic-learning activity

naturally to learn lesson in the subject. That is

why the teachers should apply the CTL


357

method in teaching speaking. The students

will not felt like that. Automatically, the

teaching and learning process can run well

and the object can be achieved.

For The students should not be afraid

of making many mistakes in speaking. They

learn by doing. If they got mistakes it could

make them study from their mistakes to be the

best. Besides that, the student should practice

by themselves at home so that their speaking

skills get better and better. The

implementation of this research trough using

CTL method in improving the students’

speaking skills. It is expected that the result of

the study can be used as the additional

reference for further research in different

context that will give the contribution in

teaching English speaking.

REFERENCES

Butler, Robert, 1978, Handbook of Practical

Writing, McGraw-hill, Inc, New York

Bern.

Robert. G. Erickson. Patricia. M. 2001.

Contextual Teaching and Learning:

Preparing Students for the New

Economy. [online]. Available at:

http://www.nccte.org. Assessed on:

May 31, 2014.

Sears, Susan. 2002. Contextual teaching and

Learning: A Primer for Effective

Instruction. Bloomington: Phi

Delta Kappa Educational Foundation .


Methodology: A Textbook for Teachers.

London: Prentice Hall International.

Butler, Robert, 1978, Handbook of Practical

Writing, McGraw-hill, Inc, New York

Johnson, Elaine B. 2010. Contextual

Teaching and Learning: Menjadikan

Kegiatan Belajar-

Mengajar Mengasyikkan dan Bermakna.

Bandung: Kaifa Learning.

Ghony, Djunaidy, 2008, Penelitian

Tindakan Kelas, UIN-Malang

press, Malang.


358

USING PICTURE SERIES AS MEDIA TO IMPROVE

STUDENTS’ WRITING SKILL

Suti


E-mail: [email protected]

Abstract. This research was aimed to examine how Picture Series media can improve

writing skill at the eight grade of MTs. Hasyim Asy’ari Batu. The researcher

implemented Classroom Action Research (CAR) in order to improve students’ writing

skill by using Picture Series as media. The subject of study was the students of the

VIIID class consisting of 30 students. This study carried out some steps; they were

planning, action, observation, and reflection. Picture series was appropriate media to

solve the problem, and it to achieve students’ writing on MTs. Hasyim Asy’ari Batu.

The processes in picture series as media are: first, the researcher gave picture series to

the students and then the students choose one picture as their know. Second, the

students make a outline and rough draft before make a good narrative text based on the

picture given individually. Third, they do in group it can be four or five students and

discuss to revise their works. Fourth, the students share the result to the whole class

about the discussion by displaying the text. The researcher used test, observation

checklist, and questionnaire to collect the data during teaching and learning process.

The research was conducted in one cycle that consisted of four meetings. The finding

of this research disclosed that the Picture Series as media could improve students’

writing skill. Based on the result of this research, the research improved the students’

skill at the eight grade of MTs Hasyim Asy’ari Batu successfully.

Key words: Picture Series, writing skill

INTRODUCTION In globalization era, people need an

international language to keep communication

of relationship among countries. English is an

international language that many people use

it. Every country has an alternative method to

teach English for children. Japanese

Learning English involved four skills.

Those are listening, speaking, reading, and

writing. Based on the observation the

researcher found the following problems. The

first problem, the students had limited

vocabulary. It proved that many students

write repetition words in other sentences. It

means that the teacher was more active than

the students. She kept explaining the lesson in

the front of the class. The second problem, the

students felt bored in writing activities.

Boring activity made some students was very

crowded, and played with their friend. The

last problem the students did not know about

the right writing style and it made them

confused to organize the idea. They did not

know well how to put the sentences in

chronologically order of the story, which was

the orientation, complication or resolution.



359

The researcher is interested in using

Picture Series media as an alternative

strategy. According to Wright (1997:72-74),

picture series are pictures which show some

actions or events in chronological order. They

usually tell some short of stories, but they

may also be use to depict a process how to

make something. In addition, picture series

can highlight certain language features and it

can illustrate a story or a process.

From statement above about Picture

Series media, it is kind of cooperative

learning. The students share and discuss with

their group. The more students discuss the

easier to students to learn. The importance of

this media is that the learning in community is

more efficient than learning individually.

Therefore, the researcher will give new media

to help the teacher of English subject to be

applied. This statement above became the

reason why the researcher wants to conduct a

research using the title “Improving Students’

writing skill of narrative text by using picture

series at the eight grade of MTs Hasyim

Asy’ari Batu”.

METHOD

In this research, the researcher used

Classroom Action Research (CAR). CAR is a

simple research to solve the problem usually

done by a teacher. Nowadays, Classroom

Action Research is not a new research design

in education because education faculty often

conducted seminars or training activities for

the teachers or trainers to introduce this

design. According to Harmer (1991) defines

that classroom action research is the name of

teaching learning procedures to improve

aspects of teaching and to evaluate the

success or appropriacy of certain activities

and procedures. It is especially used get

maximum result in their study. In this

research, the researcher is involved in the

teaching and learning process, collecting and

analyzing data, also making conclusion and

report.

Latief (2012:144) said that classroom

action research for English subject was to

develop a strategy or undeveloped strategy of

teaching and learning process in order to

solve the problem that the teacher and

students have. It is especially used to get

maximum result in their study. The focus of

this research is to introduce the students to the

English teaching media which is able to

improve their writing skill. The aim of this

research was to improve the teaching and

learning process in classroom, especially the

writing skill at the eight grade of MTs

Hasyim Asy’ari Batu. Before doing the

research, the researcher did preliminary study

of the individual students in order to know the

prior ability of the students in advance.

The setting of this research was the

first grade of the eight grade of MTs Hasyim

Asy’ari Batu. This class consisted of third

teen students. The location was in the eight

grade of MTs Hasyim Asy’ari Batu. The

subject of this research was one class of the

eight grade of MTs Hasyim Asy’ari Batu.

A wide variety of picture series is

available in the text book, comics and in

cartoon strip in magazines for the teacher to

copy enlarge In this study, the researcher and

collaborator teacher observed all the reaction

that students make to this action. For

collecting data, the researcher needed a test, a

piece of observation paper during teaching

and learning process using Picture Series as

media, and questionnaire sheet. All of these

were used the researcher as instrument to

collect the data. For the test, the researcher

asks the students to countinue about their

work in previous meeting.

FINDINGS AND DISCUSSION

Based on the data, the result of the test

showed that the students’ writing skill

improved. The result of test or the final

activities showed that the students’ lowest

score was 52 and the highest score was 89, it

can be conclude that the mean of students’

score was 75.5. Because the mean score was

improved since the Minimum Mastery

Learning Standard (SKBM) at MTs Hasyim

Asy’ari Batu was 65. The result of the test in

this cycle had been fulfilled the criteria of

success that 26 student of 30 students success.

It means that 75.5 % of the students got score

≥ 65 as the standard minimum mastery


360

learning from the school and also the students

were active during the teaching and learning

process. Therefore, the researcher did not

need to continue the next cycle.

The result of questionnaire sheet

stated that mostly students strongly agreed to

all the questions related to the Picture Series

media. It meant that the students are more

motivated in studyingwriting after the

implementation of Picture Series media in the

classroom. But, there were two students that

answered slightly agree in item students seven

and eight. The seventh item talked about

enjoying students in the classroom when

studying writing skill through Picture Series

media. The eighth item talked about situation

of students whether they were fun and

interesting when they studied reading skill

through Picture Series in the class. So, based

on the data, the students’ motivation

significantly increased because of

implementation of Picture Series media.

Based on the previous data, improving

writing skill through Picture Series media was

effective. In the other words, the students’

writing skill improved. So, Picture Series

media increased the students’ writing skill

and motivation to learn writing skill.

The process of teaching learning in the

class, of course based on the syllabus, lesson

plan, and some other sources. In Picture

Series media learning and teaching process,

students provided authentic text that they had

to share and communicate each other. In the

individual work, the students were not

allowed to ask the other students. Then in

group time, the students just shared their idea

to each group in order that they could find out

their own understanding. In this activity, the

students were more active, argumentative, and

selective. And the last activity was Share with

their group. Every group had to share the

ideas which they discussed in group.

In this study, the mean score was 75.5,

and more than 50% of the students scored

more than 65 in the first cycle. The researcher

found some difficulties of this media in the

class exactly in the eight grade of MTs

Hasyim Asy’ari Batu. The first difficulty was

some students came late to the class because

of the rain in the morning. So, the researcher

had to wait the student who came late to the

class in several minutes. It made the

researcher had to economize the time

maximally. The second difficulty was the

students were crowded in the first time before

beginning the class but, the researcher

shortened the time to begin the class with

discipline time. Based on the result of

implementation of Picture Series in cycle one.

It discussed the essential activities in

improving writing skill using Picture Series as

media in second year students, and the

objective of the study. The researcher used a

picture series as media to improve writing

skill especially in the eighth grade of MTs

Hasyim Asy’ari Batu. Harmer (2007;330)

says “pictures can provide stimulation for

writing habit –activities”. Therefore, they

could describe picture or write description of

the picture that they want to write, and it was

very useful interested when researcher had

initiative to modify write a narrative

paragraph added by picture series as the

media. The use of Picture Series media really

invited the students to be active in teaching

learning process moreover when the

researcher asked them to make narrative text

based on the picture series given as

stimulation to the students. Writing can be

interpreted as communication that we must

consciously learn.

According to Noor (1981), picture

series is a number of related composite

pictures linked from a series or sequence. It

means a number of picture have relation each

other to make a series or sequence. A picture

series is an illustration of picture that can be

used as two dimensional representation of

person, place or thing (Rivai & Sudjana,

1991:12). It means that picture is one of the

media of communication that can show

people, place, and thing that far from us. The

writing skill must be finally interpreted as the

ability to set out in writing a series of ideas,

e.g. composition (Morris, 1953: 109). Writing

is a way to produce language which the

people do naturally when they speak, (Meyers,

2005: 2). Writing is communicating with

others in a verbal a way. Writing is also an


361

action or a process of discovering and

organizing the ideas.

In addition, the researcher felt

satisfied because the students’ achievement of

writing skill increased. And based on the

questionnaire sheet of students, most of the

students of VIID class were interested in

Picture Series media to be implemented in the

classroom. In the other word, this media was

success for improving students’ writing skill.

CONCLUSION AND SUGGESTIONS

In this study, the researcher concluded

that the students’ writing skill increased after

the implementation of picture series media in

the grade VIIID at MTs Hasyim Asy’ari Batu.

It stated from the result of the final score that

was 89, and more than 50% of the students

got the result more than 75.5. During the

process of teaching learning, the students

were active and enthusiastic. The class was

enjoyable and interesting during teaching and

learning process. It could be seen from the

activities in group, and they shared about their

understanding of their works. According to

Wright (1997:18) says, pictures can help to

teach listening, speaking, reading, and writing

and allow the teacher to integrate these skills

constructively.

In the teaching and learning process of

English in these activities, the eight grade of

MTs Hasyim Asy’ari Batu was interested in

and enthusiastic in learning when Picture

Series media was implemented. The first

activity was thinking time individually related

to the topic, then pairing work activity, and

the last was sharing. They learned from their

self and societies. The activities in Picture

Series media matched to the material given.

The suggestions are directed to

English teacher. English teacher should think

about using Picture Series media in order to

the students get better achievement in writing

skill as proven from the result of this research.

This media is also important not only in

improving writing skill, but also in speaking

and reading skill. It will be better to the

teachers if they use any kind of techniques or

media to be used for teaching the students in

class.

To the Next Researcher, in this study,

researcher had many weaknesses such as the

researcher just used the paper work. Since the

research was Classroom Action Research

(CAR) in which the result could be used for

next researcher that have same condition, it

was advisable that the next researcher can

improve the quality of teaching English using

Picture Series media for different skill, such

as speaking and writing, or applying Picture

Series media to improve students’ English

achievement.

REFERENCES

Farida, Arie Isnatul. 2011. The Use of Picture

Series as Teaching Media to Improve

Writing Skill of Narrative text at Eight

Grade Students of SMP Negeri 1

Karangploso Malang.

Thesis; Islamic University of Malang Faculty

of Teacher Training and Education

English Departement.


English Language Teaching. (

edition completely revised and updated).

New york; Longman.

Latief,Adnan.2012. Research Methods on

Language Learning an

Itroduction.(completely revised and

updated).

Taufiqurrahman Ach.2013.Improving Writing

Achievement Using Picture-Write-Pair-

Share in Second Year Student at MTs.

Azzainiyah 02 Karanganyar Paiton

Probolinggo. Unpublished Thesis;

Islamic University of Malang Faculty of

Teacher Training and Education English

Departement


362

.

THE EFFECTIVENESS OF USING PICTURE SERIES ON STUDENTS’

WRITING ACHIEVEMENT

Taufiqurrahman



Abstract. This research is conducted to know the effectiveness of picture series

on writing ability at the second grade of MTs. Hasyim Asy’ari Batu. This research

applied pre-experimental design. The subject of this research was the second

grade of MTs. Hasyim Asy’ari Batu. Pretest and posttest is used in this research.

The researcher used dependent t-test to analyze the score of pretest and posttest.

In this study used dependent t-test. The result of computation t-value was 15.252.

It was compared with the table of critical value at the level of significant.05 ‘df’

27 was 1.703. It means that there was significant different score between students

who used picture series than those who did not use picture series. In addition,

picture series is effective media to teach writing ability at the second grade of

MTs. Hasyim Asy’ari Batu. Picture series can make students interesting so they

have high motivation to learn English, Furthermore, picture series are helpful in

teaching and learning process the activity in the classroom become enjoy and fun.

So, the teacher can used picture series as a media in teaching writing, For further

researchers, who want to conduct a similar research about picture series they may

use different aspects investigated, research design, and research area.

Keywords: Picture series, writing achievement

INTRODUCTION In learning English, there are four

language skills that should be learn, they are

listening, reading, speaking, and writing,

(Litasari, 2010). Writing is one of the skills

that learned in the English class. According to

Nining (2013), in writing subject usually

occurred in selecting appropriate vocabulary,

organizing information, generating ideas,

making grammatical sentences and

punctuation, spelling, and mechanics in

writing. It cause to the student not interest in

learning English. It really needs creative

efforts from the English teachers to conduct

the process of teaching-learning. To be more

interesting, then the teacher have to create

many ways to explain the subject so that it

can be understood by the student. Based on

the researcher and English teacher’s

discussion the researcher found some problem

that accor to the students’ writing ability,

most of them got score under 75, it is because

they have low motivation that they are not

interested in doing the task since writing

activities are not interesting for them, and

they got difficulty in choosing an appropriate

words and grammar how to be a good

sentence.

Based on the case above, a certain

technique is needed to help or to motivate the



363

students, so the students are expected to get

highest score, and to be able to write a good

sentence. The researcher purposed picture

series to be applied in the second grade of

MTs. Hasyim Asy’ari Batu. According to

Rachmadie (2002), he stated that pictures are

very useful and effective media in EFL

teaching.

Picture series is chosen based on a few

reason, picture series was suitable technique

in teaching learning process, and also the

students not felt bored when they learn by

using this technique. According to Feuteun in

Husna (2013:39), “we live in a world

dominated by visual massage” it means that

visual massage like pictures can stimulate the

student’s ideas. “Pictures can also be used for

creative language use, whether they are in a

book or on cue card, magazine, and wall

pictures” (Harmer, 1988).

According to Sukartiwi (1996), there

are some advantages that can be reached by

using pictures ; 1, To increase students`

motivation 2, To prevent students` boredom

in joining the teaching and learning process 3,

To make the teaching and learning process

more systematic 4, To make the students

easier in catching their teacher’s instruction.

Harmer (1988), stated that pictures are

important to makes students to guess what is

coming in the next lesson. Thus students

might look at a picture and try to predict what

it shows. Picture can also used for creative

language use, whether the picture in a book or

wall picture, teacher might apply it to students

to write a sentence or a text based on the

picture.

This research was conducted at MTs.

Hasyim Asy’ari Batu. The researcher took the

subject of class B in the second grade that

consists of 31 students, 14 female students

and 17 male students. Class B is chosen based

on a few reasons, such as the English teacher

gave researcher class B as the subject because

they have to focus for all subjects because

they have final examination. So, it was

impossible for researcher to apply the

randomization in grouping the subject into

one group, and other reason that the

researcher got from English teacher that their

writing achievement still below the standard.

METHOD

In this study the researcher used pre-

experimental design. According to Latief

(2012), stated that one group pre-test-post-test

design is used only one group, than gives pre-

test, treatment and post-test.

The researcher used pre-experimental

research design with applies one group

pretest-posttest design. Because only one

class in the research.

From the statement above, it has been

clear that the researcher used pre-

experimental design to evidence whether

picture series gives better writing score of

students’ writing ability.

The experimental design is illustrated as

follow :

Table 3.1 One Group Pre-test-Post-test

Design

Pre-test Independent

Variable Post-test

YI Picture series Y2

In this design measurement was

conducted twice. The first measurement was

conducted before giving the treatment that is

called pre-test. The second measurement

conducted after giving the treatment that is

called post-test.

The one group pre-test post-test design

involves one group which is pretest, exposed

to a treatment, and post-test. The success of

the treatment is determined by comparing pre-

test and post-test scores (Latif, 2012)


The result of the finding was taken

from the data collected from pre-test and post-

test that have been done at MTs. Hasyim

Asy’ari Batu that consist of 31 students, there

were three students because they joined extra

circular, so the total number of the students

was 28 students who participate in this

research.

The pre-test was administered on 19

May 2014, applying the treatment to the

subject was administered on 20 and 30 May


364

2014, and administering a posttest again

measuring the dependent variable that was

administered on 31 May 2014.

By conducting this research, the

researcher found the average of pre-test was

50.53, the average of post-test was 81.96. The

total number of the students (N) = 28, the

differences between pre-test and post-test

( ) = 880, and total of the square of

differences between pre-test and post test

( ) = 30850.

It means that there was significant

difference between students who taught by

picture series than those who did not use

picture series.

From the finding above it can interpret

that there were differences between students’

scores on pre-test and post-test that analyzed

by using dependent t-test.

This research used pre-experimental

design with applies one group pre-test post-

test design. The finding indicated that the

achievement between students who used

picture series than those who did not use

picture series were significantly different. The

students who used picture series had higher

score than those who did not use picture

series.

Before doing the treatment in this

research, the researcher made lesson plan to

control and manage the material which would

be taught and manage the time. In the lesson

plan there was more activities, the teacher

should prepare the plan to maximize activities

which can be done in the limited time. The

student’s conditions which interest, active,

and enthusiast make class are controlled, so

the researcher also should made lesson plan

which was appropriate with student’s

activities.

Based on the statement, it can viewed

that the student progress in their ability has

become increasing after being treated with

picture series which has been held in the

school. Hadiansya (2007) in his study

reported that there was a significant different

in the students’ writing achievement between

students who used picture series than those

who did not use picture series.

Thus, the media are needed in the

teaching learning process, the activity in the

classroom become enjoy, happy, more

interesting, the students can understood how

to write and improve their ideas more easily

and clearly, and it can increase the students’

writing achievement. To improve the

students’ ability, teacher must develop their

own filling system because it should represent

their individual needs and circumstances. The

most useful one for teaching and learning,

resources available for the instructional media

like picture series. According to Sharoes in

Zaini (2011:95), stated that “Pictures can

stimulate expression, develop understanding,

add spice, and variety to verbal lesson, and

provided opportunities, for individual or

group study”. Pictures series is one of good

ways to improve students’ writing

achievement since it can help them to

organize the words into a paragraph, give a bit

fun, make them feel more relaxed and help

them to generate the needed words to

construct a paragraph or essay.

According to Thornbury (2014) he

stated that “we predict, deduce, and infer, not

only from what we hear and read but from

what we see around us and from what we

remember having seen”. It means that the

students not only could write what they saw

in the picture, but they could predict, deduce

or infer further action or occurrence which

would happen about picture.

In this study the use of picture series is

proven by the data that was collected from

pre-test and post-test score. The finding

showed that there was a significant difference

between students who taught by picture series

than those who did not used picture series. It

was proven by the significant differences of

students mean scores of pre-test and post-test.

The result of the computation discussed in the

setting 4.2 shows the result of the t-value than

determine the significant of the result, it was

compared with the table of critical t-value at

the level of significant.05 and ‘df’ 27 was

1.706. There was significant difference score

between the students who taught by picture


365

series than those who did not used picture

series, so the null hypothesis (H0) is rejected

and the alternative hypothesis (H1) is accepted.

Based on the test value, it can be concluded

that the differences between pre-test and post-

test was statistically significant. In other word,

the result of post-test was higher than pre-test.

There were some effects of using

picture series on the writing achievement.

Picture series was an attractive media to teach

students, picture series made students

interested in teaching learning process, they

enjoyable and enthusiastic to learn writing.

The teaching learning process was relaxed

and fun so their attention to pay attention to

the lesson was higher than before.


This chapter presents the conclusion

of the research finding in relation to its

discussion, and suggestions for English

teacher and farther researcher related to the

finding of the study.

Conclusion

After conducting this research, it can

be stated that teachers’ role is very important

in improving students’ achievement. Teacher

who used instructional media in teaching

learning activity can help the students to

improve their ability. It makes the students

interested in joining the lesson. They did not

feel bored anymore in joining English lesson.

According to Gerngross in Zaini (2011:99)

stated that “using pictures in order to make

communication in the foreign language class

more lively, natural and stimulating in order

to train specific areas of language”. As

language teacher, using media in teaching and

learning activity enhance language teaching.

After researcher analyzed the pre-test

and post-test by using dependent t-test, it

found the t value was 15.252. However, t

critical with df 27 at 05 level of significant

was 1.703 it mean that t value was higher than

t critical.

The result of the analysis show that

the effectiveness of using picture series was

successfully. Based on the hypothesis testing,

it is clearly known that there was a significant

difference on students’ writing ability who

taught with picture series than those who

taught without picture series.

Based on the explanation above shows

that the teaching writing using picture series

is effective to be applied or used in the

teaching and learning process in the second

grade of MTs. Hasyim Asy’ari Batu.

Suggestion

Based on the conclusion above, the

suggestions are offered. For the teacher, it is

suggested to English teachers to use picture

series to lead students get many ides or more

easily in doing writing activity. The English

teacher can apply picture series for many

kinds of paragraph, so that can develop

students’ writing achievement. For other

researcher, in this research have many

weaknesses. So, for other researchers who

want to conduct a further research about

picture series with difference aspect

investigated, research design, and research

area.

REFERENCES

Alexander. 1996. First thing first, New

Concept English

Carol. Wahyuni. 1986. Writing a Foreight

language is the power and skill to use

vocabulary and structure: Cambridge

University Press.

Faridah, Roihanatul. 2012. Using Picture

Series to Improve Procedure Text

Writing Skill of Seventh grade Students

of MTs. Al-Rosyid Bojonegoro. Islamic

University of Malang.


Language Teaching, fourth edition

Printed in the UK by Ashford Colour

Press Ltd.

Hadiansyah, 2007. The Effectiveness of Using

Picture File on Writing Achievement at

SMP

Muhammadiah 06 Dau Malang

Husna, J. 2013 Improving Speaking Ability of

the Eight Grade Student of Mts Miftahul

Ulum Pronojiwo Lumajang Using

Random Picture

Islamic University of Malang.


366

Jacob and Heaton. 1997. Testing ESL

Composition Profile: A Practical

Approach. Rowley MA. New Bury

House.

Latief, Muhammad Adnan. 2012. Tanya

Jawab Metode Penelitian Pembelajaran

Bahasa: penerbit Universitas Negeri

Malang.

Litasari.2010.http://www.pbs.org/wgbh/misun

derstoodminds/writingdiffs.html

(Accessed date 20th

of July 2013).

Muhammad, Zaini. 2011, Using Picture

Series to Improve Students’ Writing

Ability A classroom action research at

MTs. Kembangkerang

Nining. 2013. Teaching Writing. Online on

June 21, 2014 from

http;//theaple.monster.com

Noor A.Y.1981. Preparing and Using Aids

for English language teaching.

Renkema, J. 1998. Discourse Studies an

Introductory textbook. Publishing

company Amsterdam/Phildelphilia

Sumadi, Suryabrata. 1983. Metodologi

Penelitian. Jakarta: Rajawali Pers.

Sofiyatun. 2012. Improving students’ writing

ability with using picture series at SMP

6 Sumenep Islamic University of

Malang

Sabarun. 2007. Improving students’ writing

ability of the tenth students of MAN

Lamongan though picture series

Islamic University of Malang

Thornbury. Online on 27 May,

2014fromhttp://www.British.ca/htm/Co

uncil/TeachingEnglish/841process6b1c

bf.htm.

http://www.pbs.org/wgbh/misunderstoodminds/writingdiffs.html

http://www.pbs.org/wgbh/misunderstoodminds/writingdiffs.html

http://www.british.ca/htm/Council/TeachingEnglish/841process6b1c

http://www.british.ca/htm/Council/TeachingEnglish/841process6b1c


367

THE USE OF VISUAL MEDIA TO IMPROVE STUDENTS’ ABILITY IN WRITING

DESCRIPTIVE PARAGRAPH

Teguh Imam Santoso


[email protected]

Abstract: This study used Classroom Action Research as the research design. The

subject of this study was one class of the eighth grade students in MTs. Al-Ma’arif

that consisted of 42 students. The procedure of the research consisted of four main

steps: planning, implementation, observation, and reflection. The data analysis in

observation used quantitative and qualitative data. The quantitative data was obtained

from the students writing test while the qualitative data was obtained from

observation checklist and field notes. The research consisted of three meetings in one

cycle. From the test, the mean score of the final test was 77.83, and the students who

reached KKM were 78.57%. From the qualitative data, it found that the students

were involved enthusiastically in the process of writing. The findings showed that the

use of visual media can improve the students writing skill. Based on the result, the

English teacher is suggested to apply visual media in teaching writing, because it can

solve the students’ problem in generating ideas. It is also suggested that the use of

visual media is needed to be explored further in different grades, skills, levels of

education, not only in writing activity but also in other activities.

Keywords: descriptive paragraph, visual media, writing ability

INTRODUCTION

Writing can be seen as a media to

express ideas, feeling, and thoughts, it is also

as a useful publication tool. It is very effective

to spread out ideas, thoughts, politics, culture

through books, magazines, journals, and news

papers. In addition, it can be said that writing

is an effective tool to overspread idea

massively to ask the readers understand what

is written by the writer. Writing involves

more than just producing words and sentences.

In writing, a writer should be able to write a

series of words and sentences which are

grammatically and logically correct, so that

the reader can possibly understand what the

writer has in his/her mind or what his/her

purpose is. Brown (2000:348) mentions three

stages of writing process. The stages include

pre-writing, drafting, and revising. Langan

(2008:17) also points out that the writing

process includes four stages: prewriting,

writing the first draft, revising, editing and

proofreading. All the opinions above contain

similar ideas meaning that when students

produce a piece of writing, they will go

through between the stages in which they

make revision for the improvement of their

writing until finishing final draft.

In learning English, there are some of

genres that must be mastered by students. One

of genre is descriptive paragraph.

Theoretically, according to Evawina (2010:7)



368

descriptive paragraph is a paragraph vividly

portrays a person, place, or thing in such way

that the reader can visualize the topic and

enter into the writer experience. Based on the

researcher’s observation during teaching

practice at MTs. Almaarif 01 Singosari

Malang, the students’ ability in writing

descriptive paragraph was still low and

unsatisfactory. The students assumed that

writing was very difficult, so the students

were passive and feel bored in writing

learning process. Especially to write a

descriptive paragraph, they lack in vocabulary,

spelling and grammar, so the students had

difficulty to express their ideas.

In addition the result of writing test

showed that the mean score of the class were

67. In other hand the minimum pasting grade

which be achieved by students is 75. It means

that they still failed to write English well. The

result of interview to the teacher also showed

that the teacher seldom taught writing to the

students through visual media as like picture,

real object, flashcard and etc. He just

explained the patterns and gave the example

of the text, and then he asked the students to

write a certain topic without any guidance.

According to Harmer (2007:330) the teacher

should be capable to motivate the students,

create the right condition for the generation of

ideas, persuade them of the usefulness of the

activity, and encourage them to make as much

effort as possible for maximum benefit. The

material used should also be able to stimulate

the students’ creativity. It is not enough to

rely on the textbook only. That’s why the

instructional media is needed to support the

students learning in writing. The instructional

media can create a nice condition and a good

design of material. It can make the students

fell enjoyable to join the class.

In this research, the researcher uses

visual media to increase the quality of the

teaching learning process and to maximize the

students’ writing ability achievement. The

researcher believes that the use of visual

media can lead the students into the joyful

and enjoyable atmosphere, so that one above

also can lead them to forget their common

impression upon the difficulty of English

rules. According to Susilana and Riyana (in

Jannah, 2013:195) using visual media has

some functions in teaching and learning

descriptive writing. One of the functions is to

enlarge dissection and experiments in

crowded classroom. The second functions is it

can give more messages with a limited time.

From those statements above, the researcher

conducted a research to improve student’s

ability in writing descriptive paragraph by

using visual media at The Eighth Grade

Students of MTs. Al-Maarif 01 Singosari

Malang.

METHOD

The researcher used a Classroom Action

Research (CAR) as the design of his study,

since this research directed to the strategy of

teaching learning process to improve the

student’s writing ability. The researcher used

CAR as the research design for a number of

reasons: The researcher was absolutely certain

that ability in writing descriptive paragraph of

the eighth grade students could be improved

by using the visual media. In addition, he had

no doubt about the student’s expectation to

have joyful atmosphere during the English

had been the most complicated subject they

had ever learnt. According to Borgia (in

Latief, 2012:145) classroom action research

starts from teachers’ serious concern about

their success in their own instructions, their

students’ learning progress, their students’

behavior, their students’ learning problems,

and the learning environment, which they

always assess throughout the whole process

of instruction for the purpose of planning,

implementing, and evaluating improvement.

Therefore, the purpose of classroom action

research is to solve the problem in the

classroom, in this research the problem is

come from eighth grade students of MTs. Al

Ma’arif Singosari in writing.

This research was conducted at MTs.

Almaarif 01 Singosari Malang. It is located at

Jl. Masjid No.33 Singosari, the Regency of

Malang, the Province of East Java. There

were three reasons why the researcher

selected this school as the setting of research.

Firstly, MTs. Alma’arif 01 Singosari is a


369

school where the researcher teaches English

at eighth when the researcher hold the

practice teaching (PPL) for two months.

Second, the school, where the researcher

teaches has not applied the use of visual

media in improving the student’s ability in the

process of writing descriptive paragraph.

Meanwhile, almost every student finds the

difficulties in expressing the idea through the

written form, equally, they have poor ability

in composing descriptive paragraph. Third,

actually, English is not the favorite course in

MTs. Alma’arif 01 Singosari, because the

basic lesson of MTs itself is Islamic religion.

So, the researcher fells that he wants to

change the less interest and motivation in

improving the writing ability into the more

developed intention to learn. There are eight

classes of the eighth grade, class A-H in the

second grade, but the researcher took one

class as the subject of his study. The subject

of the research was the eighth grade students

of VII-B of the second semester in the

academic year of 2014/2015 which consists of

42 students.

Before doing the research, the

researcher interviewed the English teacher at

the second grade students of MTs. Almaarif

01 Singosari to get information about the

result of the students study and researcher

also took the students’ score. The data showed

that the average score of pretest was 67

whereas the standard score was 75. It could be

seen that almost of students’ writing skill is

still low. Based on this condition, the

researcher needs to implement visual media to

improve their writing ability. Criteria of

success were set up to determine whether the

action in the research was successfully

completed or not. The criteria of success for

Classroom Action Research are derived from

the classroom problems to be solved and the

classroom goals to be achieved. Students’

academic achievement is one criteria of

success. The minimum mastery of criterion

(KKM) considering English subject gains

score 75. So this study is regarded successful

if 75% of students attain the score equal or

greater than 75 as the minimum mastery

criterion for English subject. If the study

meets those criteria, thus the study is called

successful, but if it has not met those criteria,

it is called not successful yet and need

improvement to meet the targets. The

successful action is proven by the test and

observation notes.

To improve students’ writing skill, the

researcher prepared 3 meetings in a cycle, 2

meetings were for research implementation in

teaching and learning process using visual

media and the last meeting is used to conduct

the test.

In the first meeting, the researcher

explained and gave an example about

descriptive paragraph in prewriting, then ask

the students to make brainstorm their ideas

through visual media that researcher already

showed. Visual media also was used to

support the lesson as the media. For the class

activity, the researcher prepared things. Such

as copying descriptive paragraph from

researcher example and some pictures of

famous people as media. After students make

brainstorm their ideas, then they finished the

first draft.

In the second meeting the researcher

asked the students to revise in pair their first

draft that they already made in the previous

meeting, and make the final draft. It is aimed

to improve student’s descriptive writing skill.

That was described in the lesson plan. After

they finish the final draft, the researcher asked

them to submit their work and scored by

analyze it using scoring rubric.

For the third meeting, the researcher

planed to give the test to know the students’

writing achievement after implementing

visual media in teaching English. The test was

about the writing by described students’ idol

based on the picture that have prepared before

by the students in home.


This part presents the result of

analysis data from test, observation checklist,

and field notes. In the process teaching

learning, in the eighth grade students seemed

enthusiastic in learning descriptive writing

when visual media were used. The students

were also enthusiastic when the researcher


370

showed the pictures in the whiteboard. Many

students raised their hands when the

researcher asked them to give some

description about the pictures.

In order to determine the success and

failure of the action, the researcher made a

reflection on the implementation of the action.

The reflection was focused on the analysis of

the teaching and learning process. The

analysis was based on the obtained data from

the observation checklist and the field notes.

Based on the data from the research

instrument, it is found that using visual media

could improve students’ writing skill,

especially in writing descriptive paragraph.

The data shown that almost most of students

got better score after implementing visual

media than their own test before

implementing visual media in preliminary

study. Overall, most of student got

improvement in all aspects of writing

(organization, grammar, mechanism, and

content). However, the significant

improvement could be seen in grammar and

mechanism. The students’ improvement also

come from students’ interesting and

enjoyment during organize their ideas in

implementing visual media. The research

proved that the percentage of students who

reach KKM (standard minimum of the school)

was 78.57% from 42 students. It means that 9

students didn’t pass the test, and there are 33

students reached the standard minimum of the

school and criteria of success. So, it was

reached the criteria of success, there is (1)

75% or 32 students’ achieve the score 75.

Then it could conclude that the

implementation of visual media was an

effective way to solve the students’ problem

in generating and organizing ideas.

In Ahmadun’s study (2011), picture

was used as visual media to generate students’

ideas. The picture should be appropriate with

the material. They should support the material

in order to make the students easily

understand and comprehend the material. A

picture is an illustration of picture that can be

used as a two dimensional visual

representation of person, place, or thing

(Nana Sudjana & Ahmad Rivai, 2007:12). By

describing pictures the students can express

their ability, idea, feeling as possible as freely

in writing and spoken. Beside that, using

visual media (picture or real object) will help

the students associate what they saw with

their real life experience. Often students who

have good imagination, they imagine and tell

what they have seen without guide from

researcher. Jannah (2013) also proved that

visual media can improve students’

descriptive paragraph by improving the

percentage of students score, students’

involvement in the writing activity, and

learning process. As Arsyad (2002:30) said

that the combination of paragraph and picture

can interest the student attention. It also can

help students raise the attention in focusing a

subject and to make them active in learning

process.

From the explanation above, the

researcher can concluded that descriptive

writing skill was improved because of the

implementation of using visual media strategy

in the teaching and learning activities. The

successful of this action can be seen by the

score of the students’ written product from

preliminary study, students’ test in the class

meeting, and the students’ final test in the last

meeting.


This study was concerned on the

implementation of visual media to improve

writing ability at eighth grade students of

MTs. Al Ma’arif 01 Singosari Malang.

Related to the findings and discussions, it was

concluded that the use of visual media on the

teaching of descriptive paragraph was

successful. This media can be an effective

way in solving students’ problem in

generating ideas, this media implemented in

prewriting stage that continue by peer

evaluation in editing and write the final draft.

The main processes of implementation of

visual media in teaching writing were as

follows:

In the process teaching learning, the

researcher used following some procedure

during the implementation, they are: (1)

researcher gave the students the example of


371

descriptive paragraph by using visual media.

Then, the researcher and students discussed

about descriptive paragraph that given. (2) the

researcher chose the topic. (3) the researcher

gave students worksheet of the questions

related to the topic then it is answered by

students. (4) the students wrote a descriptive

paragraph by saw the media. (5) the students

exchanged the work to their pair then correct,

edit, and revise it. They checked the writing

component as like grammar, content,

mechanics, and organization of the paragraph

(6) after accepting the feedback from peer, the

students write their final writing.

All the writing stage was done by the

students in the second meeting, and it proved

that the implementation of visual media in

prewriting stage was successful to solve

students’ problem in generating ideas, the

successfulness shown by students who reach

score above 75 after implementing visual

media, there were 78.57% from 42 students. It

means that 33 students’ success reached score

75. And the last meeting was the time for the

researcher conducted the test to measure

students’ writing achievement after

implementing visual media.

REFERENCES

Ahmadun. 2011. The Effectiveness of Using

Visual Media to Improve Descriptive

Text Writing Skill. Thesis was not

published. Semarang: IKIP PGRI

Blanchard, K. & Christina R. 1994. Ready to

Write: A First Composition Text, 2nd

Ed.

Longman: Pearson Education.

Brown, H. Douglas. 2000. Principles of

Language Learning and Teaching, 4th

Ed. White Plain, New York: Pearson

Education.

Brown, H. Douglas. 2000. Teaching by

Principles: An Interactive Approach to

Language Pedagogy, 2nd

Ed. New York:

San Francisco state university: Wesley.

Longman, Inc.

Evawina, E. 2010. Improving Students’

Achievement on Writing Descriptive

Paragraph through the Application of

Student Team Achievement Division.

Thesis was not published. Medan: State

University of Medan.

Folse, Keith, S. 2009. Key to Teaching

Grammar to English Language

Learners: A Practical Handbook. New

York: University of Michigan Press.


Language Teaching, 4th

Ed. England:

Pearson Education Limited.

Jannah, N, 2013. The Use of Visual Media to

Improve Descriptive Text in Writing

Skill. JP3, (Online), Vol 1, No. 13,

Agustus 2013. (http://www.fkipunisma.

ac.id, accessed in 25 May 2014)

Langan, J. 2008. College writing skills with

readings, 7th

Ed. New York: Mc Graw-

Hill Companies, Inc.

Latief, M. A. 2012. Research Methods on

Language Learning An Introduction.

Malang: UM Press.

Lindsay C. & Knight P. 2007. Learning and

Teaching English: A Course for

Teachers. New York: Oxford

University Press.

Nunan, David. 2003. Practical English

Language Teaching. New York: Mc

Graw-Hill.


Methodology: a Textbook for Teacher.

London: Prentice Hall.

Oshima, A & Hogue, A. 2007. Introduction to

Academic English, 3rd

Ed. USA:

Pearson Longman.

Richard, Jack C. & Renandya. 2002.

Methodology in Language teaching: an

Anthology of Current Practice. New

York: Cambridge University Press.

Ur, Penny. 1999. A Course in language

Teaching: Practice and Theory.

Cambridge: Cambridge University

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White, R & V. Arndt. 1997. Process Writing.

Harlow: Longman.


372

IMPROVING READING COMPREHENSION SKILL OF THE SECOND GRADE

STUDENTS BY USING CIRC TECHNIQUE

Try Ammalia Khoirunnisaa’


[email protected]

Abstract. The aim of this research was to improve students’ reading comprehension

skill. Based on preliminary study, most of the students of the second grade students

of MTs Almaarif 01 Singosari Malang have problems with reading comprehension.

Their mean reading score was 65 whereas the minimum mastery learning standard

was 75. The researcher used CIRC (Cooperation Integrated Reading and

Composition) technique to solve those problems. The design of this study is

classroom action research (CAR). There were 42 subjects in this research. The

instruments used to collect the data in this research were observation check lists,

field notes, and test. The finding showed that CIRC technique improved students’

reading comprehension skill. The teaching procedures are; (1) dividing students into

some groups (4-5 students), (2) distributing journals, (3) complete incomplete

sentences in paragraphs, (4) find the main idea, (5) present the result and give

feedback, (6) drawing the conclusion, (7) closing the meeting. There were 83% of

the students who passed the minimum mastery learning standard while the mean

score was 84.

Key Words: CIRC and reading comprehension

INTRODUCTION

Teaching reading at Junior High School

is focused on reading for learning. Students

need to read every day although it only a few

minutes. Through reading students can

develop their vocabulary, pronunciation,

intonation, and etc. Through reading, people

can transfer their emotion of new knowledge.

Reading is kind of process including words,

understanding, and fluency and absorb the

texts in order has meaning (Leipzig: 2013).

Reading comprehension is the ability to read

text, process and understand the meaning.

Students who can convey their ideas and

arguments or can give the solution of the

problem of the text, so they understand that

what they read. Moreover, if they are

accustomed to read, so they can easily to

understand and to find the main idea of the

texts. Daiek and Anter (2004: 5) states that

“to read successfully, you need to constantly

connect what you already know about the

information to the author has written”. It

means that the reader should understand what

that they are read based on the authors write.

According to Simanjuntak (1998: 4, in

Yossuke, 2011), ”Reading comprehension is

not just reading aloudly voice but reading is

established to understand the meaning of

words, sentences, and paragraph as well as

sense relationship among the ideas”. It is

important for reader to understand the


373

meaning and also the main idea of the passage

when they read. So, it can be called that we

understand what we are read.

In Indonesia, curriculum is very crucial

to support the education in school.

Curriculum is a set of plan that include the

purpose, content, material to teach in order to

achieve the aim of education (Ladjid, 2005: 4).

In MTs Almaarif 01 Singosari Malang using

school based curriculum to assess teaching

and learning process. Refer to Junior High

Syllabus particularly for the second grade;

students must be able to understand recount

text.

Connecting to the research, the

researcher here is an English teacher that has

done a preliminary study. The students have

low reading comprehension skill. There are

25 students get under 75 (that is 65), while the

basis of the school standard is 75. That

condition showed that reading comprehension

especially in recount text for the second grade

students of MTs Almaarif 01 in second

semester have some general problems in

reading activity including supporting details,

difficult to understand the text, finding

synonym, less of exercises, and finding the

main idea. Moreover, they lack of vocabulary.

Lacking of vocabulary and less of exercises

caused them having low reading interest and

difficult in understanding texts, so their

reading score was low. Besides that, the

teacher still uses conventional technique in

their class. It is called TCL (Teacher Centered

Learning). TCL is a system learning which is

teacher become the center of teaching and

learning activities and students only get the

material from the teacher. So, students tend to

be passive and it make the students’

absorption was weak because they just

listening to the teacher without got from other

source. The researcher used one of technique

of cooperative learning to overcome the

students’ problems. That is “CIRC

(Cooperative Integrated Reading and

Composition)”. According to (Irma: 2013)

Improving learning outcomes especially in

solving the problem in the form of problem-

solving. Besides that, Davidson ( 1990: 8-9,

in Kagan, 1997: 17) explained that

cooperative learning are an exercise that

teacher divide students into some groups

completion, discussion, or usually resolution,

working in small groups, encourage

cooperation and work together, and every

student can share and give opinion with others.

According to Gomleksiz ( 1993, in Malino,

2013),“Cooperative learning is an in-class

learning approach which is used to help

learners develop a positive image both for

themselves and their peers, and to improve

problem solving and critical thinking skills in

order to encourage learners in terms of social

skills based on cooperation”. According to

The Online Teacher Resource website

described that cooperative learning is the

good way in learning which are have five

components (individual accountability,

positive interdependence, interaction with

others, process of group, and small group).

CIRC technique was developing in

Baltimore at 1987 which the purpose to

improve reading and writing achievement

students (Sukarto: 2010). Through CIRC

technique students have much opportunity to

share in class especially in understanding the

text. One of the purpose of CIRC technique is

to increase the opportunity of students in

reading such as giving feedback in their

activity and also drilled them how to response

each other in learning the material (Slavin,

2005: 202).


conduct a research to improve the students’

reading comprehension skill.

METHOD

The design of this study is classroom

action research (CAR). As stated by Latief

(2012:144) that CAR is an effective media in

improving quality of English teachers’

performance in instruction as well as

students’ achievement in learning English in

classroom. So, CAR can help the success in

students learning process. CAR is designed to

improve the student’s reading comprehension

through CIRC (Cooperative Integrated

Reading and Composition) technique.

According to Madden (2004), CIRC

technique was built of cooperative learning


374

model that engaged students to discuss or

interaction in reading comprehension by

working in group.

This research conducted at MTs

Alma’arif 01 Singosari Malang in beginning

of March 2014. The researcher took one class,

VIII-B. The subject of class VIII-B were 42

students (28 girls and 14 boys).

The researcher implemented CIRC

technique to improve students’ reading

comprehension. She conducted four meetings

in her research. Three meetings for

implementation of CIRC technique and one

meeting for evaluation. If the first cycle

succeeds and gets satisfactory result, the

researcher stopped and made a report. But if

not, the second cycle would be continued.

CIRC technique has six steps, but the

researcher add one step to complete

incomplete the sentences in paragraphs by

using complete sentence in order they also

could increase their vocabulary. The

implementation stage is that the students are;

(1) dividing students into small groups that

consist of 4 until 5 students, (2) distributing

clipping or journal based on the topic, (3)

completing incomplete sentences in

paragraphs, (4) writing the main idea on the

paper, (5) presenting their result and give

feedback, (6) drawing the conclusion together,

and (7) closing the meeting.

In this study, the researcher evaluates

the teaching and learning process. It was

conducted when the implementation was

conducting in the classroom activities. The

researcher used some instruments that

consisting of ; (1) observation check lists, the

aim of this instrument is to know the

development of students during the teaching

and learning process, (2) field notes, the aim

of this instrument is to know the progress of

students interest in reading comprehension, (3)

test, the purpose of this instrument is to

measure how far the students’ reading

comprehension skill improve. She took the

data from the result of the observation and the

final work of the students. The researcher

used 30 questions of reading comprehension

test. There were 15 multiple choice questions,

10 true-false questions, and 5 essay questions

that related to reading comprehension about

recount text, because it enables the researcher

to measure the improvement in their learning

before the test gave to the students, it made

valid and reliable. “Validity addresses

whether your research explains or measures

what you said you would be measuring or

explaining” (Wahyuni, 2012: 36). Reliability

refers to the consistency of test scores-that is,

how consistent they are from one

measurement to another (Gronlund and Linn,

1990: 77). So, the test can called reliable if

the score can consistent in more one test or

another researcher.

Reflecting is the important way in

order to know whether the implementation is

successful or not. If 75% of students got score

75, the research will be stopped. On the other

hand, if the students’ score wasn’t increase

from 65 to 75, the research will be continued

to the next cycle until the measurement get

success.


The research findings were completed

by the supporting data. Based on the finding

in meeting I, all the activities run well based

on the lesson plan but those needed

improvement. The students were crowded

because they still unusual with this technique.

The researcher found that the students were

unmotivated, passive, and bored with the

teaching and learning process. Based on the

finding in meeting II, all of the activities were

done base on the lesson plan gradually. The

students had good achievement in their

learning than previous meeting. They were

more motivated, active, and more enjoy in

following the technique. Based on the finding

in meeting III, almost all of students have

great improvement in following the steps in

CIRC technique. The students became

enthusiastic in sharing their opinions,

disciplined, and enjoy the teaching and

learning process. They were interested and

enjoyed in reading, they could convey their

sharing with their good opinions. Moreover,

they looked happy and relaxed with the

technique that it made students encourage to

express their idea. In the last meeting, the data


375

showed that there were 83% of the students

who passed the minimum mastery learning

standard while the mean score was 84. The

researcher presented the detail of the data in

table 4.1 below.

Table 4.1 the Recapitulation of the Test

Recapitulation

Students passed the criteria

of success

35

Students failed the test 7

Students were absent 0

Total of Students 42

Percentage of students

passed the test

83%

Percentage of students failed

the test

17%

Total percentage 100%

The mean score 84

Based on the table above, all of

students (42 students) joined the test. There

were 35 students passed the criteria of success

with the percentage 83%, 7 students failed the

test with the percentage 17%. The procedure

of CIRC technique has six steps, but the

researcher add one step to complete

incomplete the sentences in paragraphs by

using complete sentence in order they also

could increase their vocabulary. The

implementation stage is that the students are;

(1) dividing students into small groups that

consist of 4 until 5 students, (2) distributing

clipping or journal based on the topic, (3)

completing incomplete sentences in

paragraphs, (4) writing the main idea on the

paper, (5) presenting their result and give

feedback, (6) drawing the conclusion together,

and (7) closing the meeting. Thus, the result

of this test had been fulfilled the criteria of

success of this research.


Based on the research finding

presented in the previous chapter, it can be

concluded that the students’ reading

comprehension skill was successfully

improved through CIRC technique.

Kurniawan (2012: 6) argued that “CIRC

technique guides teachers in motivating

students to work in group at the same or

different level”. It showed that the mean score

of the students’ reading comprehension skill

was improved from 65 to 84.

The procedures of CIRC technique in

this research were six steps. According to

Suprijono (2009: 130-131), steps in CIRC are

teacher divides students into small groups that

consist 4-5 students, distributing clipping or

journal based on the topic of learning,

students work with their group to find the

main idea of the texts and write it on the

paper, they present the result, drawing the

conclusion together, and closing. But, the

researcher add one step in order the students

could improve their vocabulary too by using

complete sentences strategy. So, the following

of steps included: (1) deciding students into

four until five persons in CIRC technique, (2)

distributing clipping or journal based on the

topic of learning, (3) completing the sentences

in paragraph, (4) working with their group to

find the main idea of the texts and write it on

the paper, (5) presenting the result of their

group discussion, (6) drawing the conclusion

about the text or journal together, (7) closing.

The students acquire the process of teaching

in understanding text such as how to identify

the main idea and how to make conclusion

(Slavin, 2005: 209).

In brief, CIRC technique had

successfully improved students’ reading

comprehension skill of the second grade

students of MTs Almaarif 01 Singosari

Malang. Moreover, this technique could

enrich the students’ vocabularies.

Concerning teaching reading

comprehension to the students, it is suggested

to the teachers consider CIRC technique in

the process of teaching and learning reading

to improve the reading comprehension skill of

their students in other grades. Considering

that the researcher had limited time in

implementing CIRC technique to improve the

reading comprehension skill of the second

grade students of MTs Almaarif 01 Singosari

Malang, the researcher suggests for future

researchers to conduct an experimental


376

research related to this technique in other

skills.

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http://yoyoii.blogspot.com/2011/06/definition-reading-comprehension.html


377

EFFECTIVENESS OF ORAL COMMUNICATION STRATEGY TRAINING

FOR EFL LEARNERS

Uswatun Khasanah



Abstract. This article aims at knowing the effect of giving training in using oral

communication strategy on EFL learners’ strategy use and on their speaking ability.

Oral communication strategies are techniques used by non-native speakers to help

them solve some speaking problems that they faced. The research design in this

study is quantitative research in the form of experimental design with applying One-

Group Pre-test Post-test. The subjects of this study are students of second semester of

English Department, which consist of 19 students. There was only one group in this

study, which got pre-test in form of strategy questionnaire that consist of 12

statements before giving treatment and post-test in form of the same strategy

questionnaire and spoken test in form of explaining 10 Indonesian texts and 10

pictures after giving treatment. The training gave in six meetings treatment by giving

the students examples when and how to use the strategies. The finding of this study

is there are effects of giving oral communication strategy training on students’

strategy use and on their speaking ability. Through giving training in using strategy,

the students’ awareness is increased; it helps them to use the strategy as often as they

need in solving their speaking problem. Therefore, they can keep their speaking more

fluently and make their conversation longer.

Key words: Oral communication strategy training, test

INTRODUCTION

Speaking is the main skill that has an

important role in language because the main

purpose of learning foreign language is the

ability to communicate using the target

language. Nunan (1991) stated that mastering

the art of speaking is the most important

aspect of learning a second or foreign

language and success in measured in terms of

the ability to carry out a conversation in

language. English include four basic skills;

they are listening, speaking, reading, and

writing. Among these skills speaking is more

emphasized than others. This is because

generally people use speaking as a means of

communication in daily activities. Although

people cannot ignore the significant of writing,

as another form of communication, speaking

is still more popular to the people.

English is as a foreign language in

Indonesia. Indonesian people as non-native

speakers sometimes get difficulties in solving

some problems when they are speaking

English, such as lack of vocabularies to

describe what they want to say, lack of

information, pronunciation, and confidence.

To overcome those problems there are

some strategies that enable to help the


378

learners of English. Some researchers

conducted the studies related to this case.

Littlewood (1994) define

communication strategies as: first, the ability

of second language learners to anticipate the

difficulty when they want to express their

meaning by avoiding or modifying their

communicative intent. Second, the ability of

second language learners to solve the problem

when they are involved in speaking by trying

to search the alternative way in getting

meaning across.

Litllewood also explain the main

characteristic of communication strategies.

“The main distinguishing characteristic of

communication strategies is that it occurs

when a learners becomes aware of a problem

with which his current knowledge has

difficulty in coping” (1994:83). Moreover, he

said that the speech production process is

further itself raised to a higher level of

consciousness.

Furthermore, Ellis (1985) explained two

key concepts figure of communication

strategies. First, communication strategies are

conscious. Varadi (1973) in Ellis (1985:181)

define communication strategies are

“consciously employ by the learner in order to

reduce or replace some element of meaning or

form in the initial plan.” Second,

communication strategies are problem-

oriented. “They are employed by the learner

because he lacks or cannot gain access to the

linguistic resources required to express an

intended meaning.”

Færch & Kasper (1982) in Ellis

(1985:182-185) provide the typology of

communication strategies which refer to

production. They classify communication

strategies into two major types: reduction

strategies and achievement strategies.

Reduction strategies has two types, (1) formal

reduction strategies; (2) functional reduction

strategies. Achievement strategies have two

major types: (1) compensatory strategies and

(2) retrieval strategies.

To sum up the explanations above it can

be can be concluded that communication

strategies are the way used by L2 learners to

anticipate or solve the problem in speaking

when there is a gap between their knowledge

and their communicative intent. This speech

production happens consciously when the

learners aware about the problem rose.

It is believed that communication

strategies has an important role for language

learners’ competence in learning target

language. As McDonough (1995) and Oxford

(1996) said in Yaman, Irgin, Kavasoglu

(2013), “language learners need to use

communication strategies because the use of

specific communication strategies plays a

great role in learning the target language.

Language learners need to use communication

strategies to overcome difficulties in

communication.”

Those, the writer interested in carrying

out research at English Department of Islamic

University of Malang, because the writer

knows in that place, Communication Strategy

especially for speaking has never been

introduced, also it has never been taught

explicitly and trained to the students. In this

study, the researcher will train the students in

applying communication strategy in their

speaking. It is believes that instruction has a

role to orient the learners and focus their

attention on a given topic included

communication strategy techniques will be

given.

The researcher hopes that

communication strategies can help EFL

learners in English Department of Islamic

University of Malang to solve their

communication problem in oral English and

then it can help students to have longer

conversation with the interlocutor. In this

present study the researcher wants to know

the effect of giving oral communication

strategies training on learners’ performance

and the effect of communication strategies in

their speaking ability.


conduct a research to know the effect of

giving oral communication strategy

instruction for EFL learners. And the research

problems of this study are (1)”Do the EFL

learners of English Department of Islamic

University of Malang have better performance

in using Communication Strategy after they


379

were trained using Oral Communication

Strategy than before trained in using Oral

Communication Strategy training?”

(2) “Do the EFL learners of English

Department of Islamic University of Malang

have better speaking ability after they were

trained in using Oral Communication Strategy

than before trained in using Oral

Communication Strategy?”

METHOD The research design used in this study

was quantitative research in the form of One-

Group Pre-test Post-test experiment. Based on

Ary, Jacob, and Razavich (1997:247) a One-

Group design usually involves three steps: 1)

administering a pretest measuring the

dependent variable; 2) applying the

experimental treatment X to the subjects; and

3) administering a posttest again measuring

the dependent variable.

In this study, the researcher used one

class where there was no control group as the

comparison. The researcher gave test to the

subjects twice; pre-test and post-test. Then the

scores from pre-test and post-test were

analyzed to find out the difference between

pre- and post-test results in order to know

which one higher than the other.

The test for pre-test was in form of

questionnaire while the test for post-test was

in form of the same questionnaire and spoken

test. The questionnaire was a strategy

questionnaire that consists of 12 statements.

The spoken test was in form of explaining

Indonesian texts and pictures provided by the

researcher. The students were asked to

explain one text and one picture and the

research recorded them to make easy in

giving the score.

The population of this study was

students of second semester of English

department of Islamic University of Malang.

There are 5 classes; A, B, C, D, and E. The

researcher took E class as the sample of the

study where the total of the students was 19.

In this study, there was one technique

used, it was training in using oral

communication strategy. The oral

communication strategy was independent

variable, while the dependent variable was the

students’ performance in using oral

communication strategy and their speaking

ability.

The treatment was in second to

seventh meeting. During the oral lessons the

students engaged in a variety of group

discussion task involving some topics from

the course book and some of them decided by

the researcher and the students. Before task

was being started, the researcher informed

some oral communication strategies that will

be applied during task. The researcher also

gave training of using those strategies. The

students received six communication

strategies in six meetings; stalling or time

gaining strategies (using fillers, or hesitation.

E.g. mmm, Well, let me think..),

circumlocution, getting help, using self-

repetition, using self-correction, asking for

clarification.

In this study the researcher used

questionnaire and spoken test as the

instrument and to collect the data. The

questionnaire used is a strategy questionnaire

and speaking test in form of explaining

Indonesian texts and pictures.

The strategy questionnaire consists of

12 statements, which involve 6 strategy given

to the students. The students also had a

speaking test. Each student got one

Indonesian text and a picture. They should

explain them by using English.

The data in this study was analyzed by

using t-test. There are two types of t-tests,

these are: dependent t-test and independent t-

test. The type used was dependent t-test

where only one group in this study. This is to

test the hypothesis.


The data was analyzed by dependent t-

test. In this study the researcher uses SPSS

version 20 t-test. After analyzing the data, the

researcher tested the null (H0) hypothesis

whether the score is accepted or rejected.

Based on the data analysis, the t-value

for the first research question is 9.724. Then,

the t-value was compared with the value of t-

critical from the table of critical at level of


380

significant .001. The t-critical at level of

significant of .001 with the degree of freedom

(df) 18 is 3.922. Therefore, t-value for both

of the two research questions is higher than t-

critical. It means that there are significance

difference students’ performance in using

communication strategy and students’

speaking ability. The sum score of post-test is

higher than the sum score of pre-test.

Based on the analysis of questionnaire

given for pre-test, the researcher found that

most of the students did not know about

communication strategy for speaking. So

that’s why the researcher should introduce the

strategy and train the students why, when and

how they use the communication strategy to

help them solve their speaking problem.

The training in using oral

communication strategy also gave the effect

on students’ speaking ability. This is because

they aware about the strategy and use the

strategy when they faced the problem when

they are speaking to keep their speaking

and/or their conversation

longer. The use of communication strategy for

students’ speaking help Language learners

need to use communication strategies to

overcome difficulties in communication

(McDonough, 1995 and Oxford,1996 said in

Yaman, Irgin, Kavasoglu, 2013).

This finding supports the findings of

the previous studies. Lam (2006) where his

research focused on effects of oral

communication strategy teaching (OCST) on

learners’ performance and on strategy use.

The finding showed that the treatment class

had better performance than the comparison

class. He also used multi-method approach

where the effect was on young L2 learners

tend to rely on Bedrock Strategies in oral

communication strategy task. Lam (2010)

concluded based on his study that focused on

effect of giving strategy instruction for ESL

learners in term or proficiency level, the

strategy instruction affect more low-

proficiency students than high-proficiency

students.

Finally, the giving of oral

communication strategy training gives

significance difference on students’ score in

strategy use and their speaking ability. As has

been explained in the finding of this study,

the EFL learners need to be trained in using

oral communication strategy, in order to give

them chance to know the strategy they can

use in their communication especially in

speaking.


The result for the first research question

showed there was significance different score

of students’ performance in using

communication strategy after giving treatment.

The null hypothesis was rejected and the

alternative hypothesis was accepted. From the

explanation the researcher can conclude that:

1. The giving of Oral Communication

Strategy (OCS) training rise students’

awareness about the strategy they can use

in solving speaking problem.

2. The giving of Oral Communication

Strategy (OCS) training gave positive

effect on students’ performance in using

communication strategies.

Then the result for the second research

question showed the higher score on

students’ speaking ability in posttest than

the score in pretest.

1. There is a significant difference of Oral

Communication Strategy (OCS) training

before and after giving treatment.

2. There is a positive effect of giving Oral

Communication (OCS) Strategy on

students’ speaking ability.

From the conclusions of both research

problems, furthermore the researcher agrees

that Oral Communication Strategy (OCS) is

teachable.

Based on the conclusion above, the

writer gave suggestions related to the study to:

The English teacher

Because the training of OCS gave effect

on students’ performance, it is good for the

teachers to try to give the communication

strategy explicitly to English learners.

The learners

It is better for the EFL learners to apply

the appropriate OCS in their speaking in order

to make their speaking more fluent.

The future researcher


381

For future researchers who interested

in conducting researches about

communication strategy, the writer suggested

to choose others kind of communication

strategy and try to give the treatment in

different and most nice way.

REFFERENCES

Abdu, Muhammad. 2006. Teaching

Techniques of Spoken English as Foreign

Language for Adults Beginner at STAI

Ma’had Aly Al Hikam Malang. Malang:

Universitas Islam Malang

Ary, Donald., Jacobs, Lucy Cheser., &

Razavich, Asghar. 1979. Introduction to

Research in Education. Second edition:

United State of America.

Cahyono, Bambang Yudi, & Utami Widiati.

2011. The Teaching of English as a

Foreign Language in Indonesia. Malang:

State University of Malang press


Methodology. Sydney: Macquarie

university.

Dörnyei, Z. 1995. On the teachability of

communication strategies. TESOL

Quarterly. 29 (21), 55-85.

Ellis, R. 1985. Understanding Second

Language Acquisition. Oxford: Oxford

University Press.

Ellis, R. 1997 (Ed). Second Language

Acquisition. Oxford: Oxford

University Press.

Lam, Wendy Y.K. 2010. Implementing

Communication Strategy Instruction in

the ESL Oral Classroom: What do low-

proficiency learners tell us?.TESL

Canada Journa,l 27(2), 14-17.

Lam, Y.K.2006.Gauging the Effects of ESL

Oral Communication Strategy Teaching:

A Multi-method Approach. Electronic

Journal of Foreign Language Teaching.

3(2).

Littlewood, William T. 1984. Foreign and

Second Language Learning. Cambridge:

Cambridge University Press

Maleki, A. 2010. Technique to Teach

Communication Strategy. [Electoric

version]. 1 (5), 640-646

Yaman,Saziye.,Irgin, Pelin., &

Kavasoğlugin,Mehtap. 2013.

Communication Strategies: Implications

for EFL University Students.

International E-Journal. 3(2).

Ya-ni, Zhang. 2007. Communication

strategies and Foreign Language

Learning [Electronic version]. 5(4), 44-

48.


382

USING FILMS AS INSTRUCTIONAL MEDIA TO IMPROVE LISTENING ABILITY

AT SECOND GRADE OF JUNIOR HIGH SCHOOL

Wahyuningsih



Abstract. The study is focus using films as instructional media to improve listening

ability at second grade of MTs AlMaarif 01 Singosari. The students have difficulties

to fill the listening material which given by the teacher. This situation made the

students get bored, they were not enthusiastic to hear, and they were inactive.

Therefore, they were less motivated on the learning and teaching process. In addition,

the researcher found that the student’s listening score was low. This study used

Classroom Action Research as the research design. The data analysis in observation

used quantitative and qualitative data. The steps of applying films are easy. First, the

research explained about film. Second, the researcher gave the students script of film.

Third, the students watch the film. Four, asked the students to make note while they

watching film. Fifth, after the studnts watch film, the researcher divided the students

into group. Sixth, the students discuss. Seventh, the researcher handout students

worksheet and did the task. Eight, asked the students some vocabulary. The findings

of the research showed the use of films can improve the students listening skill. It

was proved by the result of the test, the student’s score in which the average score

was 79.52.

Key Words: English Film, Listening Ability

INTRODUCTION

English as a foreign language in this

country has been regarded as the first foreign

language which learn from elementary school

to university level, even in some cities

English has been taught since level

kindergarten and it has also has been as a

subject of the national curriculum. Thus,

English become one of the important

subject’s taught in any level of education field

in Indonesia.

Learning English involves four skills.

They are listening, reading, writing, and

speaking. It is known that speaking and

writing are called productive skills. While

listening and reading are called receptive

skills. In this occasion is focuses on listening.

Beare (as cited in Susanti, 2012) says that

teaching listening skills is one of the most

difficult tasks for any English as second

language. This is because successful listening

skills are required over time and with lots of

practice and there are no rules as in grammar

teaching, so it is make the students frustating.

According to Miller (as cited in Khudriyah,

2010) listening is very difficult and active

process. In listening, students always meet the

same and new pronunciation; because of this

many of students are still confused

comprehending sentence.


383

It is known, students have problem in

listening and understanding what they hear.

The teacher should be responsible for these

difficulties. The teacher should consider

various ways how to explain about English

subject to the students well. Sometimes,

teaching English in class seem that learners

are not interested in studying. Avoiding

difficulties, the teacher ought to get effective

way, good material and appropriate teaching

media to enable students’ good listening skill.

Students can start listening to songs, watching

tv show, film and tape recorder. In order to

make them interested in learning, and make

them motivate in learning, it is suggested that

English teachers should using media in their

teaching and learning process and the class

will be more meaningful and enjoyable.

In teaching and learning, teacher has

many ways for using the media to help

students in listening, such as games, pictures,

songs, poems, video and VCD. So, this

learning material is concerned with the media

for teaching English. It is also important to

improve teachers’ knowledge about the

instructional media in presenting materials.

Through media, it is help students

understanding and motivated them in learning

English.

In the other hand, the English teacher in

MTS AlMaarif 01 Singosari never using film

or others as media in teaching listening.

When teaching listening, the teacher using

traditional method which just read the subject

by himself. So, that make students feel bored

and they did not pay attention and there is no

motivation of the students. Based on

interview the English teacher, in this case the

students also lack in pronunciations and

memorized their vocabulary. It is make them

difficult to understanding while they listening.

It is shows which the mean of their listening

score is 50.87. Whereas the minimum

standard mastery of listening subject in this

school is 75. According to Briggs (1970)

defines media are physical means which are

used to send messages to the students and

stimulate them to learn. According to Scanlan

(1997) that instructional media encompasses

all the materials and physical means an

instructor and teacher might use to implement

instruction and facilitate learners'

achievement of instructional objectives. So,

that is why the researcher using film in this

research, because films are not only used for

entertainment but they also can provide

approach for language teaching and learning.

METHOD

The design of the research is

Classroom Action Research (CAR). Arikunto

et all (2010) states that Classroom Action

Research is self-reflection done by teachers in

the class which an action with the purpose of

improving both their teaching and students’

learning.

In this research, the researcher involved

in the action teaching and learning process

collecting data also making a conclusion and

report. The result of this study research is the

process in teaching listening to the students

by using film technique. However, if the

research fails, the researcher will revise the

plan of the action.

The subjects are 40, consisting of 24

females and 16 males. The second grade

students choose as the subjects of research

because of the basis of the result of class

observation that they have low ability in

listening skill, because most of the students

have low motivation in learning listening skill.

The researcher conducted the study that

consists two cycles. The cycle consists of

three meetings, two meetings for research

implementation and the last meeting was for

conducting listening test. The researcher used

three instruments those are field note,

observation sheet, and writing test to obtain

the data.

The data analyzed were qualitative and

quantitative data. The quantitative data

obtained from the result of students’ listening

test, and the qualitative data were obtained

from the observation and field notes.


The research findings were presented

according cycle I and cycle II. The findings

were obtained from the test, observation

checklist, and field notes during the action.


384

The findings of this study showed that the

implementation of using films as instructional

media in teaching listening had enhanced the

students’ ability in listening. It is showed the

students’ average scores in cycle II was 79.52.

The data gotten from observation sheet,

field notes, and listening test were analyzed,

evaluated, and reflected. The result of

observation sheet showed that the students

were active, motivated, and enjoy while

teaching and learning process. And the

researcher found some important notes that

had to be marked. First, the result of field note

showed that all of students were more active

to participate in listening class. Second, the

students had a little in the firts cycle, but in

second cycle got many of new vocabulary.

Third, Over all teaching English by using

English film was interested and enjoyable to

conduct in learning English.

And the result of listening test showed

that all of the students can increased their

score. This score based on KKM.

Improving listening skill by English film

was effective. In other word, the students

listening skill were improved. This finding

exclusively related to the statement was

Wagner (as cited in Adriyati, 2006) the use of

video/film texts allows listeners to use the

non-verbal components of communication

that can help them in processing and

comprehending audio input. Students had

much of participation and motivation to learn

listening skill. Beside it, all of the student’s

successes to improve listening skill were

suitable with targeted.

The student’s vocabulary increased as

they were finding new storage word in film. It

is mean that the students would be

strangeness the difficult word. The students

tried to understand and know how to acquire

and the new vocabulary appropriately.

Arcario (1993) and Lonergan (1984)

point out that the extended context:

interesting context, rich visual imagery, and

often exagerated actions and gestures of film

provide students with multi-sensory input that

is close to what they find in real life

communication. The information in film had

taught students rich knowledge, thus the

students acquired a great deal of information

and variation to be presented when speaker

describe something.

Finally, requirements support students

listening skill to be better had been provided

in film. English film was good technique to

teaching listening skill. It made students

interest and improved their listening skill.

CONCLUSIONS AND SUGGESSTIONS

The researcher draws the conclusion based

on the study that had done and presented in

the previous chapter. Based on the result of

the analyzed data, it was concluded that the

improving students listening skill on English

achievement of second grade at Mts AlMaarif

01 Singosari by using English film can

increase students listening skill. It showed

that students average score of the second

grade listening ability was 79.52, it means

that students achievement improve students

listening skill on English achievement of

second grade at Mts AlMaarif 01 Singosari in

listening had reported positive effect and the

technique to improving listening skill by

using English film was successful because the

score reached above the target score 75.

Finally, this technique implied that it

could be used by the researcher of listening

class to develop and improve the students

listening ability with any other activity and

style based on the students interested.

In this final part of the study, the

researcher wants to share some suggestions:

For the teacher, Considering that the used

of using English film in teaching listening

could improve the students learning process

as well as their achievement in listening skill.

It is better for the teacher to implement this

method one of the alternatives that can be

used in teaching and learning of listening skill.

It is better for the teacher to be more creative

to get students attention in leading question,

instruction and explanation. The teachers are

suggested to invite and encourage the students

to do the activities as getting involved in the

class discussion, reporting the result of their

works to the class, and giving comment and

response on that report. The teacher is

suggested to use more English film. That will


385

be used to create enjoyable experience for the

students and to keep the classroom alive.

For the Students, The students should be

more active in teaching and learning process

using English film. They had to find material

to teach them self. The students also can

modify the way they learn listening by using

English film, and they can choose other film

which the best for them.

For the School, The school should

provide adequate media for teaching English.

Since English is too difficult for them, they

need some media to help them follow the

lesson. So, the school must give more

facilities to support in teaching English.

Further Researcher, Since this study

include two English films, it is suggested for

further researcher to implement this method

use more English film and interest film.

Meanwhile, for further researchers are

suggested to conduct research with other

media which improve the students listening in

English learning and can expand the scope of

the study. It is also suggested future

researcher to implement this method in

experiment design research.

REFERENCES

Adriyati, wienny. Using and Authentic

Selected Film for Teaching Listening

and Speaking. available at :

http://www.unisbank.ac.id/ojs/index.ph

p/fbib1/article/download/422/pdf.

Accessed April 12, 2014.

Arikunto, Suharsimi, Suhardjono, dan

Supardi. 2010. Penelitian Tindakan

Kelas. Jakarta: Bumi Aksara.

Briggs, L.J. (ed.) (1977). Instructional Design:

Principles and Applications New Jersey.

Available at:

http://www.uab.edu/instructional

media/cdm/media.htm. Accessed

December 01, 2013.

Brown, H.,Douglas. 2001. Teaching by

Principles an Interactive Approach to

Language Pedagogy. San Frasisco State

University.

Champoux, Joseph E. 2007. Film as Teaching

Resource. Available at : http://www.

[email protected]. Com. Accessed

April 12, 2014.

Khudriyah, Siti. 2010. Improving Student’s

Listening Skill of Second grade at Mts

AlMaarif 01 Singosari by Using English

Movie. Unpublished Thesis. UNISMA.

Liao, Stella. Listening Strategies and

Applications in EFL Classroom.

Available at :

http://www.pdflisteningstrategiesandap

plicationsinEFL. Accessed April 12,

2014.

Scanlan, Craigh. L. Instructional Media:

Selection and Use. Available at:

http://www.uab.edu/instructional

media/cdm/media.htm. Accessed

December 01, 2013.

http://www.unisbank.ac.id/ojs/index.php/fbib1/article/download/422/pdf

http://www.unisbank.ac.id/ojs/index.php/fbib1/article/download/422/pdf

http://www.uab.edu/instructional%20media/cdm/media.htm.%20Accessed%20December%2001




http://www.pdflisteningstrategiesand/





386

THE EFFECTIVENESS OF PICTURES AIDED TEXT ON STUDENTS’

COMPREHENSION IN READING SKILL

Wiwin Tinuk Puji Rahayu



Abstract: This articles aims at knowing the effect of pictures aided text in reading

skill. The researcher wants to know which one the better comprehension of read use

picture aided text or read without picture aided text in reading skill. The research

design in this study is experimental design. The subject of this study is the first grade

of junior high school of SMP Islam Almaarif 01 Singosari Malang, and it consists of

37 students. There was only one group in this study, which got two different of

reading test, the first is read without picture aided text and the second read use

picture aided text. Each question consists of 20 items, in this test the researcher use

the same text but different question to know their comprehend in text and in form of

multiple choice. The findings of this study showed that the first grade students of

SMP Islam Almaarif 01 Singosari Malang who read with picture aided text have

better comprehension than who read without picture aided text

Key Word: Picture aided text, Students’ Comprehension, Reading Skill

INTRODUCTION

Reading is a receptive skill. This

means that reading is a process in which

students do not produce but receive, deal with

and understand a language. Reading is one of

those skills that are not easy as people think.

In reading process, students are expected to

have knowledge. When a student understands

what they read, they will get some

information that they can share or

communicate with other people. It can be

concluded that reading is the important skill

to improve the ability of people to

communicate with others whether on written

or spoken. Because reading is the important

skill, that the students are needed to read

various texts to get information or to have

knowledge.

According to Harmer (2007; 178)

“Pictures enhance the text, giving readers (or

students) an extra visual dimension to what

they are reading.” It means that text with use

picture can give the readers some of

imaginations about contain of text itself..

According to Oxford dictionary

(2008:330) stated that picture is a painting,

drawing, or photograph that shows a scene, a

person or thing. In a book, a picture is an

illustration that accompanies the text, often in

a child’s picture book. Picture can help the

students to understand about contain of text

and not make the students bored when they

read text. Some of the students don’t like read

because they are not enthusiastic to read text.

Picture has many kinds of advantages.

According to Gerlach (2013) they are

inexpensive and widely available, they


387

provide common experiences for an entire

group, the visual detail make it possible to

study subject, which would turn to be

impossible, they can help you to prevent and

correct disconcertion, they offer a stimulus to

further study, reading and research visual

avoidances is power tool, they help to focus

attention and to develop critical judgment,

they are easily manipulated.


conduct a research to know of the effect of

picture aided text, especially in reading test.

The researcher problem of this study is “Do

students who read with picture aided text have

better comprehension than students who read

without picture aided text in reading skill at

the first grade students of SMP Islam

Almaarif 01 Singosari Malang?” And there

are two hypothesis of this study. The first is

alternative hypothesis is The students who

read with picture aided text have better

comprehension than students who read

without picture aided text in reading skill.

And the second is the students who read with

picture aided text do not have better

comprehension than students who read

without picture aided text in reading skill.

Based on the researcher problem, the purpose

of the study tries to measure the effectiveness

of picture aided text on students’

comprehension in reading skill at the first

grade students of SMP Islam Almaarif 01

Singosari Malang.

The previous study conducted by

Rummilah (2012) “Improving Reading

Comphension By Using Picture Series as

teaching Media of First Grade Students at

Mts. Al-Maarif 01 Singosari” and this

research was classroom action research. The

result of study is the use of pictures series as

teaching media could improve the students

reading comprehension.

The next previous study conducted by

Nikmah (2009) “Teaching English using

Pictures to Students of SMA Wahid Hasyim

Malang” and this research was classroom

action research. The result of study is

teaching English using pictures can improve

the speaking ability of students.

METHOD

The researcher used quantitative

design. Latif (2012: 94) stated that

experimental design have many variation

include true experimental, quasi experimental,

pre-experimental, or factorial designs. This

research used pre-experimental. In this

research, the researcher used pre-experimental

design in form of one group pre-test-post-test

design.

In this study, the researcher used one

group to collect the data. The first is pre-test

and the second is post-test. In the pre-test the

researcher give the students text without

picture aided text at the first grade of SMP

Islam Almaarif 01 Singosari Malang. And the

post-test the researcher give the students text

with picture aided text at the first grade of

SMP Islam Almaarif 01 Singosari Malang.

And finally, the researcher compared the

score of pre-test and post-test.

A population is the all the inhabitants

of a particular place. According to Ary,

Jacobs, & Razavieh (1979: 129) stated that

population is the larger group. The population

is student of the first grade at SMP Islam

Almaarif 01 Singosari Malang with the total

number of 274 students and the researcher

taken shuffle. The researcher took sample in

V11 F because they have selected from seven

classes. After defining the population, the

researcher selected the sample. According to

Gay (1987: 103) stated that sample is one that

is representative of the population from which

it was selected. The sample of this study was

the student at first grade of SMP Islam

Almaarif 01 Singosari.

The data in this study was analyzed by

using t-test. According to Mistar (2007; 30)

“the t-test is used when the researcher

compare two means to find the significant of

the difference between two”. There are two

types of t-test, there are independent t-test and

dependent t-test. Because only one group in

this study, the researcher used dependent t-

test to analyze the data and in order testing the

hypothesis.


388


The data was analyzed by dependent t-

test. The researcher tested the alternative

hypothesis (H1) and the null hypothesis (HO)

whether the use of picture aided text is

rejected or accepted. In correlation with the

research problem, the findings showed that

student who read with use picture aided text

have significant better result than students

who read without picture aided text. Therefor,

from the result above showed that the

alternative hypothesis (H1) is accepted and

the null hypothesis (HO) is rejected. It was

proven by the difference of students means

score of the pre-test and the post-test. The

mean score of post-test was 67.58 and pre-

test was 64.59. The result t-test measurement

of the post-test of read use picture aided text

(X) and the pre-test read without picture aided

text (Y).The t-observed was 6.6, while the t-

critical on 0.01 level of significant is 2.457,

so the t-observed was higher that t-critical

showed that there is significant difference of

reading comprehension between read with use

picture aided text and read without picture

aided text.

Picture is one of media that can be more

effective in learning process. Especially in

reading, reading with use picture can help the

students to read text. For example, picture can

help the students to awaken their imagination

when they read. According to Harmer (2013;

178) “Pictures enhance the text, giving

readers (or students) an extra visual

dimension to what they are reading.” It means

that text with use picture can give the readers

some of imaginations about contain of text

itself. The reader can understand the text with

look the picture.


From the hypothesis testing the

researcher found that the hypothesis H1 is

accepted and the Ho is rejected. Therefore,

from result of the hypothesis showed that

student who read with use picture aided text

have significant better result than students

who read without picture aided text. It was

proven by test score both read without picture

aided text and read with picture aided text.

The researcher found the mean of the test

with read with use picture aided text was

67.58 which higher than the mean of test with

read without picture aided text was 64.59.

And proven by the score of t-observed 6.6

which higher than t-critical with df 36 is

2.457. It can be concluded that read with use

picture aided text was more affective to

increase students’ comprehension in reading

skill than read without picture aided text.

The suggestion for the English teacher

are the English teacher should think about

using picture in reading in order to get better

comprehension as proven from the result of

this study. And The teacher should make a

good condition when the student read a text

and awaken the imagination of the students

when they read.The suggestion for the next

researcher are The next researchers are

expected to take longer time to conduct such

study in order to enlarge the treatment and to

be able to improve English reading

comprehension. And The next researchers

should do the research intensively so that the

result can be reliable, valid, and accountable.

REFERENCE

Ary, Donald. Jacobs, L.C. Razavieh,

Asghar.(1979). Introduction to

Reasearch in Education. (Second

Edition). Holt, Rinehart and Winston, inc.

USA.

Arikunto, Suharsimi. (2002). Prosedur

Penelitian. Rineka Cipta. Jakarta

Gay.L.R. 1987. Educational Research

Competencies for Analysis and

Apllication. Third Edition: A Bell &

Howell Information Company.

Columbus Ohio

Harmer, J. (2007). The Practices of English

Language Teaching. England

Latif,A. (2012). Research Methods on

Language Learning an Introduction.

State university of Malang.

Ko, A. (2011). The advantages and

Disadvantages of Picture used , (online),

http://05128800.blogspot.com/2011/06/a

dvantages-and-disadvantages-of-

picture.html accessed November 6, 2013

http://05128800.blogspot.com/2011/06/advantages-and-disadvantages-of-picture.html




389

Mistar, Junaidi. (2013). Statistics for ELT

Studies. Islamic University of Malang.

Nikmah. (2009). Teaching English using

pictures to students of SMA Wahid

Hasyim Malang. Skripsi. English

Educational Departement, Faculty of

Teacher Training and Education,

Islamic University of Malang.

Oxford Dictionary. (2008). Oxford New York.

Rummilah, 2012. Improving reading

comprehension by using picture series a

teaching media of frist grade students at MTS.

Al-Maarif 01 Singosari. Skripsi, English

Departement, Faculty of Teacher Training

and Education Islamic University of Malang

.


390

Documents

ISSN 2337-6384 JP3, Volume 3, No. 14, Agustus 2014infodiknas.com/wp-content/uploads/2015/01/JP-3...ISSN 2337-6384 JP3, Volume 3, No. 14, Agustus 2014 335 because the results of the