Thesis S.1

Critical Value of Students’ Distribution (t)

df 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 40 60 12 0 

Two-tailed test level of significance One-tailed test level of significance .05 .01 .05 .01 12.706 63.557 6.314 31.821 4.303 9.925 2.920 6.965 3.182 5.841 2.353 4.541 2.776 4.604 2.132 3.747 2.571 4.032 2.015 3.365 2.447 3.707 1.943 3.143 2.365 3.499 1.895 2.998 2.306 3.355 1.860 2.896 2.262 3.250 1.833 2.821 2.228 3.169 1.812 2.764 2.201 3.106 1.796 2.718 2.179 3.055 1.782 2.681 2.160 3.012 1.771 2.650 2.145 2.977 1.761 2.624 2.131 2.947 1.753 2.602 2.120 2.921 1.746 2.583 2.110 2.898 1.740 2.567 2.101 2.078 1.734 2.552 2.093 2.861 1.729 2.539 2.086 2.845 1.725 2.528 2.080 2.831 1.721 2.518 2.074 2.819 1.717 2.508 2.069 2.807 1.714 2.500 2.064 2.797 1.711 2.492 2.060 2.787 1.708 2.485 2.056 2.779 1.706 2.479 2.052 2.771 1.703 2.473 2.048 2.763 1.701 2.467 2.045 2.756 1.699 2.462 2.042 2.750 1.697 2.457 2.021 2.704 1.684 2.423 2.000 2.660 1.671 2.390 1.980 1.960

2.617 2.576

1.658 1.645

2.358 2.326

CURRICULUM VITAE

ANDI ASRIFAN, was born 31st of October, 1985 in a small village, Lancirang, Sidrap regency. He lives at Jl. Handayani No. 93 RT.02 RW.07 Parepare 91112. He is the first son of his parents, Drs. Andi. S Rifai, S.Pd, and Nasirah. He went to kindergarten at Aisyah 2 Parepare in 1990 and finished 1992. And then, he continued his study at elementary school at the SD Negeri 48 Parepare in 1992 and finished in 1998. He continued his study at SMP Negeri 2 Parepare in 1998 and finished in 2000. And then, he continued his study at SMA Negeri 1 Parepare in 2000 and finished in 2003. And then, he continued his study the S1 program of English Education Department of Universitas Muhammadiyah Parepare (UMPAR) in academic year 2003/2004. He was active in many parts of organizational background namely the main secretary of English Students Association Universitas Muhammadiyah Parepare (HMJ-Bahasa Inggris UMPAR) in 2005-2006, The chief of English Satellite Study Club Universitas Muhammadiyah Parepare (ESSC-UMPAR) in 2005-2006, The chief of organizing committee at Aksi Intelektual Anak Bangsa III Se-Ajatappareng Universitas Muhammadiyah Parepare in 2005, Students Village Coordinator at KKN UMPAR 2006 in BuluE village Soppeng regency, Instructor and pioneer of English-Camp Universitas Muhammadiyah Parepare (UMPAR) in 2006, The local guide of Dinas Pariwisata Seni dan Budaya Parepare in 2006-2007, Secretary of Technology and Sciences Department of Muhammadiyah Students Association Branch Parepare (PC.IMM Kota Parepare) in 2006-now, etc.

E-mail: [email protected] USING PICTURES IN INCREASING THE STUDENTS’ ABILITY TO WRITE DESCRIPTIVE COMPOSITION AT SMA NEGERI 1 PAREPARE

A THESIS Submitted to the Department of English Education Faculty of Teachers Training and Education of Muhammadiyah University of Parepare In part Fulfillment of the Requirements for The Degree of Sarjana Pendidikan (S.Pd)

BY ANDI ASRIFAN 203 110 463

ENGLISH DEPARTMENT FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN UNIVERSITAS MUHAMMADIYAH PAREPARE (UMPAR)

2007 PERSETUJUAN PEMBIMBING

Skripsi dengan judul: Using Pictures in Increasing the Students’ Ability to Write

Descriptive Composition at SMA Negeri 1

Parepare

Atas nama saudara

:

Nama

: ANDI ASRIFAN

Nim

: 203 110 463

Jurusan

: Pendidikan Bahasa Inggris

Fakultas

: Keguruan dan Ilmu Pendidikan

Setelah diperiksa/ diteliti ulang, maka dinyatakan telah memenuhi persyaratan untuk diujikan. Parepare,

Juli 2007

Pembimbing: 1. Prof. Dr. Muhammad Amin Rasyid, M.A

(........................................)

2. Irvan Al Rajab, S.Pd, M.Hum

(........................................)

PENGESAHAN UJIAN SKRIPSI Skripsi atas nama: ANDI ASRIFAN, NIM: 203 110 463 diterima oleh panitia ujian skripsi Fakultas Keguruan dan Ilmu Pendidikan (FKIP) Universitas Muhammadiyah

Parepare

(UMPAR)

dengan

SK

Nomor:

1805/KEP-

FKIP/II.3.AU/D/1428/2007 tanggal 5 Sya’ban 1428 H bertepatan dengan tanggal 18 Agustus 2007 untuk memenuhi sebagian persyaratan memperoleh gelar Sarjana Pendidikan (S.Pd) yang dipertahankan di depan penguji pada hari Kamis tanggal 23 Agustus 2007. PANITIA UJIAN 1. Ketua

: Dra. Rafi’ah Nur, M.Hum

2. Sekretaris : Ammang Latifa, S.Pd, M.Hum

(....................................) (....................................)

PENGUJI 1. Penguji I : Prof. H. M. Asfah Rahman, M.Ed, Ph.D (....................................) 2. Penguji II : Ammang Latifa, S.Pd, M.Hum

(....................................)

3. Penguji III : Muzakkar Hanafi, S.Pd, M.A. Tesol

(....................................)

Disahkan oleh:

Mengetahui:

Dekan Fakultas Keguruan dan Ilmu Pendidikan Universitas Muhammadiyah Parepare (UMPAR)

Ketua Jurusan Pendidikan Bahasa Inggris

Drs. H. Ramlan, M.Pd NBM. 798 572

Dra. Rafi’ah Nur, M.Hum NBM. 954 821

ABSTRACT Andi Asrifan, 2007. Using Pictures in Increasing the Students’ Ability to Write Descriptive Composition at SMA Negeri 1 Parepare. Thesis, FKIP Universitas Muhammadiyah Parepare. Supervised by Muhammad Amin Rasyid and Irvan Al Rajab. The objective of the research was to find out whether using pictures was able to increase the ability of the students of SMA Negeri 1 Parepare to write descriptive composition. This research employed Quasi-experimental method that applied experimental and control class. The population was the second year students (XI) of SMA Negeri 1 Parepare in 2006-2007 academic years. Total number of population was 322 students and two classes of them were taken as sample by using random sampling technique, class XI exact 1 as experimental class and class XI exact 3 as control class. The number of each class was 37 students. The instrument used in this research was to write descriptive composition. The result of this research showed that the experimental group got the mean score (70.95) while the control group got mean score (64.46). This showed that there was significant difference between the students who were taught by using pictures and those who were taught without pictures. The result of the t-test value (2.63) was greater than t-table (  = 0.05: 72 = 2.000). This means that H1 was accepted. The study concluded that teaching writing by using pictures increased the students’ ability to write descriptive composition at SMA Negeri 1 Parepare.

ACKNOWLEDGEMENTS

Alhamdulillahi Rabbil Alamin, without the blessing of the almighty Allah SWT, the researcher would have never been able to begin and finish writing this thesis. The researcher realizes that this thesis could have never been completed without the assistance of a number of people. Therefore, the researcher would very much like to acknowledge them. Drs. Syarifuddin Yusuf, M.Si, the rector of Universitas Muhammadiyah Parepare. He is grateful to the Dean of FKIP (Faculty of Teachers Training and Education) Universitas Muhammadiyah Parepare Drs. H. Ramlan, M.Pd for his help, advice and encouragement. His deepest gratitude is due to his first consultant Prof. Dr. Muhammad Amin Rasyid, M.A, to his second consultant Irvan Al Rajab, S.Pd, M.Hum, who patiently guided and supported by providing his suggestion, motivation, and corrections. The lectures and the staff of Universitas Muhammadiyah Parepare for their guidance during the years of his study. His endless gratitude goes to the headmaster and the teachers of English of SMA Negeri 1 Parepare for their permission that the researcher could carry out research in this school.

His deepest thanks are due to the students of the first years students of SMA Negeri1 Parepare, especially for class XI exact 1 and class XI exact 3 who sanctified their activities and time for being the sample in this researcher. Many thanks also for friends, Sawal, Tajuddin, Nirwana, Satriani, Nurjannah Idris, Mursal, Irwan, and for all who have given their help to the writing of this thesis. His endless thanks go to my valentine Haryanti and all the executive board of English Students Association of Universitas Muhammadiyah Parepare (HIMA Bahasa Inggris UMPAR) who always patiently support, motivate and pray for his achievement. His loveliest appreciation goes to his beloved father Drs. A.S. Rifai, S.Pd, his mother Nasirah, his sister Andi Putri Nurhidayani, and all his relatives who always expect for the best of his and pray all the time for his success.

May the Almighty Allah SWT bless us now and forever.

Parepare,

2007

ANDI ASRIFAN

TABLE OF CONTENTS Page HALAMAN JUDUL ............................................................................................. i PERSETUJUAN PEMBIMBING ......................................................................... ii HALAMAN PENGESAHAN ...............................................................................iii ABSTRACT .......................................................................................................... iv ACKNOWLEDGMENTS .................................................................................... v TABLE OF CONTENTS ..................................................................................... vii LIST OF TABLES .................................................................................................ix LIST OF APPENDIXES ........................................................................................ x CHAPTER I

: INTRODUCTION A. Background ........................................................................ 1 B. Problem statement .............................................................. 3 C. Objectives of the research .................................................. 3 D. Significant of the research ................................................. 3 E. The scope of the research ............................................... 4

CHAPTER II

: REVIEW OF RELATED LITERATURE A. The previous related research findings .............................. 6 B. Some pertinent ideas .......................................................... 8 1. Teaching writing skill at senior high school across the competency based curriculum 2004 (The KBK 2004) ...........................................................8 2. Writing ....................................................................... 10 2.1 Descriptive composition ...................................... 15 2.2 The principles of writing descriptive essay ..........16 2.3 Characteristics of a descriptive writing .................17 2.4 Developing description .........................................18 3. Pictures ........................................................................19

3.1 The concept of pictures .........................................19 3.2 The feature of pictures ..........................................19 3.3 The advantages in using pictures to teach writing .....................................................20 C. Resume ..............................................................................22 D. Conceptual framework ......................................................22 E. Hypothesis .........................................................................25 CHAPTER III : RESEARCH METHOD A. Research design ................................................................26 B. Research variables and operational definition of the research variables .......................................................27 C. Population and sample ......................................................28 D. Instrument of the research .................................................28 E. Procedure of collecting data ..............................................29 F. Technique of data analysis ................................................32 CHAPTER IV : FINDING AND DISCUSSION A. Finding .......................................................................... 37 B. Discussion .....................................................................47 CHAPTER V

: CONCLUSION AND SUGGESTION A. Conclusion .................................................................... 49 B. Suggestion ....................................................................49

BIBLIOGRAPHY ................................................................................................51 APPENDIXES ......................................................................................................54 DISTRIBUTION OF t ..........................................................................................99 CURRICULUM VITAE .....................................................................................100

LIST OF TABLES

Page

Table 1. The rate percentage of the score of experimental .................................. 36 Table 2. The rate percentage of the score of control ............................................ 37 Table 3. The mean score and standard deviation of the students’ pre-test. ...........38 Table 4. The t-test of the students’ pre-test ...........................................................38 Table 5. The mean score and standard deviation of the students’ post-test. .........39 Table 6. The t-test of the students’ post-test ..........................................................39 Table 7. The sample result of the student’s writing for the control class...............39 Table 8. The sample result of the student’s writing for the experimental class.....39

LIST OF APPENDIXES

Page

APPENDIX A. The Pre-Test and Post-Test ........................................................47 APPENDIX B. The Application of T-Test Formula for Pre-Test ........................49 APPENDIX C. The Application of T-Test Formula for Post-Test ......................52 APPENDIX D. The Raw Score of the Students’ Writing on Pre-Test.................55 APPENDIX E. The Raw Score of the Students’ Writing on Post-Test................56 APPENDIX F. Rencana Pengajaran ...................................................................57 APPENDIX G. Teaching materials ...................................................................73 APPENDIX H. Sample students writing on Pre-test and Post-test (Control Class) .......................................................................... 79 APPENDIX I. Sample students writing on Pre-test and Post-test (Experimental Class) ................................................................. 84

CHAPTER I INTRODUCTION

This chapter deals with background, problem statement, objectives of the research, significance of the research and scope of the research.

A. Background Basically in the early of 2004, Indonesia embraced the Competence Based Curriculum (the KBK) which was oriented to develop the discourse competence specifically: ability to communicate and leading the students to practice it everyday for instance in teaching writing skill through pictures that taken from natural resource. Descriptive writing is one type of texts which must be applied in ladder of SMA / MA which written in the Curriculum Based Competence 2004 (KBK 2004). The understanding of descriptive writing is that writing that uses concrete and specific details those appeals to one or more of the reader's five senses Writing as a language production is considered a difficult subject for students. Usually, students have many ideas and experience but they cannot explain or describe into the written form. Many ways have been used by the teacher in teaching writing especially in descriptive composition. However sometimes he/she does not much attention to the students’ interest in and purpose of writing. Sometimes students write only for assignment purpose not for communicative purposes. This indicates that students

are not interest in their writing. One type of writing that sometimes makes the students difficult to compose the topic is descriptive writing. Allami and SalmaniNodoushan (2007) state: “Description is another type of writing. It is often suggested that description be presented after narration. Description is a little more troublesome for students because it is, in fact, the first step towards reasoning. In writing descriptive paragraphs the students need to think of the important details they want to put into their compositions. They should be informed as to which pieces of information are needed for their specific compositions. Pictures can still be used to provide the students with the theme of their compositions. After looking carefully at the pictures, the students should judge what is essential to put into their writing”. This problem appeared at the students of SMA Negeri 1 Parepare where the writing skill of the students was still low especially in writing descriptive. Some techniques and approaches have been employed in teaching writing, nevertheless it was still less to give interest to the students in teaching writing. This problem was found by the researcher when teaching at SMA Negeri 1 Parepare through teaching practicum 2 (PPL 2) for 2 months (eight meetings). Drawings and illustrations were a very important part of beginning writing. Beside that, they liked to describe something through pictures comparing others. Illustrations were a way for the students to understand new concepts or vocabulary in a context that made them meaningful and more readily internalized by the learner. Illustrations also enabled the students to link new concepts and vocabulary to prior knowledge by visually showing the connection between different concepts. I had had many students who had had a love and talents in art which help them develop their interest in writing because they could see the

connection between the ways writing could influence art and the way art could influence their writing. Based the explanation above and the survey, the researcher was interested to research about writing entitled “Using Pictures in Increasing the Students’ Ability to Write Descriptive Composition at SMA Negeri 1 Parepare”.

B. Problem Statement Based on the above problems’ background, the researcher put forward problem statement as follow: Can the use of pictures increase the ability of the students of SMA Negeri 1 Parepare to write descriptive composition?

C. Objective of the research The aim of conducting of this research was at finding out whether using pictures was able to increase the ability of the students of SMA Negeri 1 Parepare to write descriptive composition

D. Significance of the research The results of the research were expected to be valuable input in learningteaching process of English as described as follow: 1. For teachers of English to use it in their teaching method.

2. For students to give motivation to improve their English, and as a technique in learning English. 3. For the next researchers as a contribution of opinion that can be taken as references in research concerning in the same area.

E. Scope of the research This research was focused on the study of the students’ achievement on learning writing descriptive composition through pictures at the XI year students of SMA Negeri 1 Parepare in 2006-2007 academic year. 1. By discipline, this research was limited to the field of applied linguistics which talked about the teaching subjects in term of writing skill. 2. By content, this research was restricted in one genre of the Competency Based Curriculum 2004 (the KBK 2004) that is descriptive writing. In this case, the social function was instructed to describe a particular person, place or thing. It is generic structure was limited to identify phenomenon and to describe parts, qualities, characteristics (Depdiknas, 2003: 81). The basic competence for writing was to put forward the various meaning by the developing steps of rhetoric correctly in the written text of descriptive, narrative, anecdote,

analytical exposition (without recommendation), and

hortatory exposition (with recommendation) it emphasis of the manner of written language. One of indicators attainment of linguistic

competence which printed in the competency based curriculum 2004 was; writing various texts particularly in descriptive form. The researcher would teach descriptive writing, in this case; descriptive writing through picture. In this research, the researcher limited the category of pictures was photographs with consideration of teaching requirement namely which related to the glimpse of Parepare that divided into four topics specifically Tourism objects, markets, educational institutions, and hotels. Beside that, using photographs were easy to get and accuracy for the topic given.

3. By activity, the researcher used two ways in teaching writing, they are: a. For the experimental group, the researcher taught writing by using pictures. The researcher gave pictures about the glimpse of Parepare in four different topics and then the students are instructed to write a descriptive composition through those pictures. b. For the control group, the researcher taught writing by using conventional way. The researcher gave only the topics and then the students are instructed to write a descriptive composition through those topics without any pictures.

CHAPTER II REVIEW OF RELATED LITERATURE

This chapter deals with previous related research findings, some pertinent ideas, conceptual framework and hypothesis.

A. The previous related research findings There have been some researchers done related to this research some of them are stated below: 1.

Kasman (2003: 25) in his research on using remedial teaching to improve the writing ability of SLTP students finds that based on the data there is a significant difference between pre-test and post-test. It means that remedial teaching is effective to improve the students writing descriptive composition.

2.

Awaluddin (2006: 37) conducted a research on improving writing skill on the second year students of SMP Negeri 1 Duampanua Kabupaten Pinrang by using spider web. It is concluded that if the second year students are taught with writing material through procedures prescribed to a spider web technique, so their writing skill will improve. It is proved by the mean score obtained for their pre-test only (47.96) after the students were given treatments, the mean score of post-test was (80.51) and t-test value (54.08) is greater than t-table value in level 5% = 2.021

3.

Nakhdah (2004: 23) in her research on the ability of the second year students of SLTP Negeri 9 parepare to write guided composition in English finds that

the second year students of SLTP Negeri 9 Parepare have ability to write English guided composition which is fairly good. It is proved by the result of test I and test II. The result of the both test show, the total average is 204, so the mean score of both test is 6.8 which is classified as the fairly good classification. 4.

Subroto (2003: 31) who reported in his research the ability of the third year students of SMA Negeri 4 Parepare to use irregular verbs in writing narration concludes that the third year students of SMA Negeri 4 Parepare are not quite able to use irregular verbs in writing narration. This can be proved by mean score 5, 64 which classified fair score.

5.

Sitti Rahma (2005: 61) in her research on improving the students’ ability to write descriptive paragraph through direct observation. Based on the data, the researcher concluded that write descriptive paragraph about anything especially the place through direct observation can be improved the students writing English. Because the researcher compared with the students write descriptive about the place without direct observation has very difference. Based on explanation of previous related findings above we can say that

the ability of students in writing still need deed process. So, the teacher should find out another technique to make this subject fun to be learnt particularly for the students in order that they were easy to understand in writing. Therefore, the researcher believed that the use of pictures was effective in increasing the students’ ability in writing descriptive composition.

B. Some Pertinent ideas This sub-chapter contains some pertinent ideas that are related to this research, which cover: teaching writing skill at senior high school (SMA) across the 2004 Competency – Based Curriculum (the KBK 2004), writing, descriptive composition, the principles of writing descriptive essay, picture, the concept of picture, the featured picture, and the advantages in using pictures to teach writing.

1.

Teaching writing skill at senior high school across the Competency Based Curriculum 2004 (The KBK 2004)

Hornby AS (1974: 886) defines that teaching is the way to show somebody how to do something so that they will be able to do it themselves, and to give somebody to learn something or to tell or show somebody how to do something that they can already do well, and probably better than oneself. Anonim (2007b) defines the meaning of teaching are: a. The profession of a teacher; "he prepared for teaching while still in college"; "pedagogy is recognized as an important profession". The synonyms of teaching term are instruction and pedagogy. b. The activities of educating or instructing or teaching; activities that impart knowledge or skill. Anonim (2007c) states about teaching namely: In education, teachers are those who teach students or pupils, often a course of study or a practical skill, including learning and thinking skills. There are many different ways to teach and

help students to learn. This way is often referred to as the teacher's pedagogy. When deciding what teaching method to use, a teacher will need to consider students' background knowledge, environment, and their learning goals. Smith (2007) proposes operational definitions of teaching i.e. the action of a person who teaches; the profession of a teacher, teaching is imparting knowledge or skill. The competency-based curriculum or also called CBC was a new curriculum in educational system of Indonesia and have been applied since 2004 although there are some schools had begun to apply it before. By materials, in fact this curriculum was not different with the 1994 curriculum; it is difference was only seen at the students’ way in learning at the classroom (Anonim, 2007f) Teaching writing at the senior high school (SMA) is one of the basic substances that must be applied for the attainment of students’ competence. Actually in practice, the students must have a specific competence after learning. Thus the learners’ competence is the learners’ description of a particular performance in combination between knowledge and ability which can be observed and measured (Rajab, 2005: 18-19). This issue is relevant to the standard competence which is effective for life and long-life study and must be reached by the students for their experience. Teaching English especially in senior high school (SMA) at the class XI, PuskurBalitbang Depdiknas (2004: 16) affirms the standard competence namely: to communicate orally or in written form by using various language forms fluently and accurately in transactional discourse and monologue; especially in the descriptive dialogue, narrative, anecdote, analytical exposition (without

recommendation), and hortatory exposition (with recommendation) which flange to variation of interpersonal meaning. The basic competence in teaching writing in senior high school (SMA) at the class XI explicitly is to put forward the various meaning by developing correct steps of rhetoric, in the written text in the form of descriptive, narrative, anecdote, analytical exposition (without recommendation), and hortatory exposition (with recommendation) by emphasizing at the manner of written language. In this case, the teachers are given the policy in looking the various different sources for different text in the Competency Based Curriculum 2004 which will be taught at the classroom; for instance, the use of pictures in teaching writing process that flange for the descriptive text.

2.

Writing

Writing is a continuous process of thinking, organizing, re-thinking and reorganizing. Writing involved a number of steps or activities. The writers sometimes go through the same process, whether they are writing a short letter to a friend, an assignment from their teacher, thesis until a dissertation for a doctorate degree. In this study, the researcher would like to explain the students’ ability to write descriptive composition. Talking about composition we will come to discuss the point in writing paragraph. Paragraph is a series of sentences all relating to the same topic or central ideas. The aim of all paragraphs is to communicate to the reader that idea clearly

and effectively. There is no hard and fast rule about the length of a paragraph; it will depend on the topic and what the writer wants to say or the instruction from teachers/ researcher. The paragraph should be long enough to develop the idea expressed in the topic sentence sufficiently. It should do what it sets out to do in the topic sentence. If the topic sentence states that will be explaining the view of Parepare city, without forgetting about the tourism object, local government, market, educational situation and many things about Parepare city. Regardless of length, the paragraph should contain only one idea. Any irrelevant sentences must be eliminated from the paragraph to ensure that it maintains unity. Anonim (2006) defines the paragraph structure in academic writing namely: a. Main idea: The point/issue of the paragraph is expressed in the first sentence of each paragraph b. Explanation: A further explanation/clarification of the point/issue is provided in the next sentence or two c. Illustration: The point or issue is supported with indirect quotes/paraphrases in the remaining sentence or sentences Actually a paragraph is a unit of writing that consists of one or more sentences focusing on a single idea or topic. According to Anonim (2007g) proposes the paragraph structure include are: a. Topic Sentence: This sentence outlines the main idea that will be presented in the paragraph.

b. Support Details or Examples: This is the part of the paragraph that presents details, facts, examples, quotes and arguments that support the main idea. c. Conclusion Sentence: This sentence summarizes the main idea of the paragraph. It may also lead the reader to the topic of the next paragraph. Rajab (2005: 28) proposes there are three types of paragraph namely; introductory, body and conclusion. The introductory paragraph lets the reader know what the essay will be about. An essay has body paragraph, which develop the topic stated in the introduction, in the same way that supporting sentences develop the topic sentence in a paragraph. The body paragraph usually the longest part of the essay, contain support for the thesis (sentences). An essay contains a concluding paragraph, just as a paragraph contains a concluding sentence. The concluding paragraph summarizes the information in the essay or many contain the writer’s opinion or prediction of the topic. Heard & Tucker (2007: 92) states that a concluding paragraph may involve: a. A summary of the main points b. A restatement of the ideas in the thesis (sentences) statement c. A final comment about the topic d. A prediction e. A recommendation f. A possible solution g. The writer’s opinion Anonim (2004a) proposes some methods to make sure the paragraph are well-developed:

a. Using examples and illustrations b. Citing data (facts, statistics, evidence, details, and others) c. Examining testimony (what other people say such as quotes and paraphrases) d. Using an anecdote or story e. Defining terms in the paragraph f. Comparing and contrast g. Evaluating causes and reasons h. Examining effects and consequences i. Analyzing the topic j. Describing the topic k. Offering a chronology of an event (time segments) Seven steps in writing process are offered by Heard & Tucker (2007) i.e. assessing the assignment, generating ideas, organizing ideas, writing the first draft, revising, editing, and publishing. The illustration the writing process above, the researcher would like to explain through diagram below:

Associating

Outlining The writing Process Drafting

Revising

Finished Work

Figure 2: The process in writing. The writing process series contains an ordered sequence of four stages, associating, outlining, drafting, and revising. The four stages, seemingly coming one after another, virtually come together during the writing process. This is because the brain keeps working continuously during writing. During the associating stage, writers generate ideas and sort out the useless ones by means of background knowledge, i.e. personal prior knowledge and experience. Practically, a little bit imagination can actually help generate ideas. During the outlining stage, writes organize the ideas to draw up an outline in ordered arrangement. During the drafting stage, writers use grammatical items (e.g. grammatical rules and patterns) and lexical units (e.g. words, phrases, and idioms) to make sentences and paragraphs. During the revising stage, writers proofread, correct and improve the draft.

2.1 Descriptive composition One type of text presented in the competency based curriculum 2004 is descriptive text and must be passed by the students in senior high school (SMA). In this case, the students are expected able to describe and dispense their idea and knowledge into written text. Descriptive composition is perhaps one of the most difficult skills for students to really master. Particularly in senior high school have great difficulty determining what information someone else might need to know in order to describe an experience accurately. Still, descriptive writing is foundational to all other forms of writing. Descriptive writing paints a picture in the reader's mind; it uses words to describe feelings, sights, sounds, taste, scents and touch. Common examples include the pictures of their city, school, their classmates, etc. Wishon and Burks (1968: 322) states: “Description gives sense impressions – the feel, sound, taste, smell, and look of things. Emotion may be described, too – feeling such as happiness, fear, loneliness, gloom, joy. Description helps the reader, through his imagination, to visualize a scene or a person or to understand a sensation or an emotion” Breston in Rahma (2005: 7) proposes two types of description which will find most useful namely description of a place and description of the person. In the same page, Rahma states that how to organize and write the descriptions, follow these steps below: a. Begin the descriptions with a topic sentences that introduce the person, place or object and if it is possible the general impression of the object.

b. Present the supporting sensory details and logical order using chronological order, or order importance if we use chorological order, present the details in the order in which they exist in space. For example: from left to right, top to bottom, or from to back. If we use order by importance we may start with least important details. Continue with the most important details. With east details the other hand, we must capture the readers authentic by starting with the strongest details and continue with less striking details reinforce the impression created by the first details. c. Use the transitional words and phrase and emphasize the order of the description. d. Place each group of related details in a paragraph if the details contain many details. e. Conclude with a sentence that restate the general impression or indicates the end of description. 2.2 The principles of writing descriptive essay Anonim (2004b) proposes three principles in writing descriptive essay: a. A descriptive essay has one, clear dominant impression. The dominant impression guides the author's selection of detail and is thereby made clear to the reader in the thesis sentence. b. A descriptive essay can be objective or subjective, giving the author a wide choice of tone, diction and attitude.

c. The purpose of a purely descriptive essay is to involve the reader enough so he or she can actually visualize the things being described. Therefore, it is important to use specific and concrete details. 2.3 Characteristics of a descriptive writing: Anonim (2005) proposes some characteristics of a descriptive writing specifically: a. Vividly descriptive details Elaborate on sensory details including how it looks, sound, feel, smell b. Figurative language may be used Using words, phrases, symbols, and ideas such as simile, hyperbole, metaphor, symbolism and personification in such as way as to evoke mental images and sense impressions c. Showing, not telling Use vivid and precise adjectives, adverbs and verbs when describing the topic

Anonim (2007d) defines characteristics of good descriptive writing namely: a. Good descriptive writing includes many vivid sensory those paint a picture and appeals to all of the reader’s senses of sight, hearing, touch, smell and taste when appropriate. Descriptive writing may also paint pictures of the feelings the person, place or thing invokes in the writer. b. Good descriptive writing often makes use of figurative language such as analogies, similes and metaphors to help paint the picture in the reader’s mind.

c. Good descriptive writing uses precise language. General adjectives, nouns, and passive verbs do not have a place in good descriptive writing. Use specific adjectives and nouns and strong action verbs to give life to the pictures you are painting in the reader’s mind. d. Good descriptive writing is organized. Some ways to organized descriptive writing include: chronological (time), spatial (location), and order of importance. When describing a person, you might begin with a physical description, followed by how that person thinks, feels and acts. 2.4 Developing Description Description creates a word picture, a clear image in readers mind is the common denominator in all writing specially, for instance in the topic of tourism object in Parepare in this case Lumpue beach; description questions like these: -

Where is the Lumpue beach located?

-

How far from the Lumpue beach to the central of the city?

-

How can we go there?

-

Why is Lumpue beach attractive?

-

Is there as attractive place in the beach?

-

When are there visitors in the beach?

-

Why that is called Lumpue beach?

-

Etc

3.

Picture

3.1 The concept of picture Anonim (2007a) proposes four definitions of picture, they are: a. The art of painting; representation by painting. b. A representation of anything (as a person, a landscape, a building) upon canvas, paper, or other surface, produced by means of painting, drawing, engraving, photography, etc.; a representation in colors. By extension, a figure; a model. c. An image or resemblance; a representation, either to the eye or to the mind; that which, by its likeness, brings vividly to mind some other thing; as, a child is the picture of his father; the man is the picture of grief. d. To draw or paint a resemblance of; to delineate; to represent; to form or present an ideal likeness of; to bring before the mind. According to Hornby in Oxford Advanced Learner’s Dictionary of Current English (1974: 631), picture is painting, drawing, sketch of something, especially as a work of art. 3.2 The feature of picture Anonim (2007e) states there are eight features of pictures criteria namely: a. It is of high quality. b. It is of high resolution. It is of sufficiently high resolution to allow quality reproductions. Images should be at least 1000 pixels in resolution in width or height to be supported, unless they are of historical significance or animated; even larger sizes are generally preferred.

c. It is a photograph, diagram, image or animation. d. It has a free license. It is available in the public domain or under a free license. e. It adds value to an article and helps readers to understand an article. The encyclopedic value of the image is given priority over its artistic value. f. It is accurate. It is supported by facts in the article or references cited on the image page. g. It is pleasing to the eye. It is taken or created in a manner which best illustrates the subject of the image. The picture makes readers want to know more. h. It has a good caption. The picture is displayed with a descriptive, informative and complete caption. i. It is neutral. An image illustrates the subject objectively and does not promote a particular agenda or point of view. 3.3 The advantages of using pictures to teach writing Culham (2000) states the advantages in using pictures book to teach writing as: “Picture books can be a highly visual and motivating means to teach students about quality writing … using Picture Books in Middle and High School to Teach Writing. The 20-minute video shows actual students using picture books as models to help organize their thoughts in meaningful ways, to explore new topics, and to share multiple viewpoints about a similar topic. Using picture books, students can try out effective writing techniques (such as interesting leads and conclusions), examine how an author uses specific and precise word choice, and see how an edited and polished piece of work should be presented …”

While Werff (2003) defines those pictures from magazines are a source of varied classroom activities in the areas of speaking, listening, writing, vocabulary and grammar. With pictures we can: “Teach, practice, or review new vocabulary; do guided practice (drills); Practice grammatical structures; Practice listening comprehension; do writing activities; do semi-guided or free speaking practice such as problem solving activities, role plays, discussions, etc”. Brinks (2001) assumes the importance of using pictures in his articles in title “Round Robin Writing Using a Picture File”. He states: “…collect the stories and pictures, and we read and write them together. Students love to see while describe what happened to their character and how the stories ended. We usually laugh at the conclusions… another productive way to use the file is to teach writing paragraphs of descriptions. After detailing the characteristics of a descriptive paragraph and reviewing the importance of adjectives, each student is again given a picture …” Following his articles, he formulates some questions in teaching writing through Round Robin’s pictures file namely: “Who is this person?” “Where is this person?” “What is this person doing?” “When is this person doing this?” “Why are they doing it?” “How did it end?” Picture can be found almost everywhere like in magazines, album, textbooks, outdoor either as signs, at billboards, on cans, or even just somewhere on the walls. Picture as visual aids can be helpful to the teachers of foreign language in a number of different ways. It can brighten up the classroom and

bring more variety into language lessons. Pictures give students motivation to develop their ability (Andriani, 2006: 18)

C. Resume Based on some findings and pertinent ideas, the researcher concludes that descriptive writing is one of the skills at the KBK 2004 (Competency Based Curriculum 2004) which must be applied at senior high school (SMA). Pictures are media in teaching descriptive writing at the classroom. Sometimes pictures are really worth a thousand words. Sometimes it is easier to express an idea through a picture. The explicative role suggests that pictures can express ideas better than words in certain situations and make the students’ interest to describe their ideas, imaginations, experiences, knowledge, etc in purpose supporting their descriptive writing. The students can be motivated and interested to use this written production in English. Teaching descriptive writing by using pictures can make the English teachers and the second year students of SMA Negeri 1 Parepare easier to increase the teaching and learning process of writing subject.

D. Conceptual Framework The psycholinguist Lenneberg as in Rajab (2005: 26) once noted about the writing skill in a discussion of “species specific” human behavior that human beings universally learn to walk and talk. He compared this skill with swimming

and writing that are bound to culturally specific, learned behaviors. He argued that this skill would only be achieved if we enter such a literate society of which we should be a part. And since it is a specific and learned behavior, there should be someone to teach the skill. In short, this skill can only be achieved through learning. A student will face difficult problem to keep in an idea if he/she does not own knowledge and large experience in learning it. It means that to describe an idea in a composition, it needs an impression in order that the topic which will be composed is easy to describe by their mind. Occasionally in course to concept an idea that will be poured in a composition, the student will feel difficulty without being supported by pictures in each discussion. Jarvis (2002) says that: “Many of the ESL students I have had in my classes have preferred to draw pictures first because they can include many concepts that they would not be able to express verbally. Drawings and illustrations are a very important part of beginning writing…" The conceptual frameworks in this research were systematically explained below: 1. Input In this research the researcher used some teaching materials as the independent variable of this research, and the teaching material would be set in the lesson plan. 2. Process

The research conducted in the classroom by giving treatment to the students. Then, the researcher taught two different classes which are taken randomly by using conventional technique and by using pictures. 3. Output The treatment that was given in the process of the research was evaluated by looking at indicator of the students’ achievement in increasing their writing skill.

The conceptual framework could be described in a diagram as follow:

INPUT Teaching Writing

Experimental Class

With pictures

Control Class

Process

Output

The Students’ Writing Skill

Conventional technique

E. Hypothesis Based on the conceptual framework, the researcher put forward the hypothesis, namely: 1.

The Alternative Hypothesis (H1): there was a significance difference between the students who were taught by using pictures and whom were not taught by using pictures (conventional technique).

2.

The Null Hypothesis (H0): there was no significance difference between the students who were taught by using pictures and whom were not taught by using pictures (conventional technique).

CHAPTER III RESEARCH METHOD

This chapter covers the research design, research variables and operational definition of the research variables, population and sample, instrument of the research, procedure of collecting data, and technique of data analysis.

A. Research Design This research used a quasi-experimental design that applied the pretest -posttest non-equivalent control group design. This design is presented as follows:

01

E

02

01

C

02 (Gay, 1981:201)

Where

: E

: Experimental (treated by using pictures)

C

: Control (treated by using conventional technique)

01

: Pre-test

02

: Post-test

B. Research variables and their operational definition 1. Variables There were two variables involved in this research namely: independent variable and the dependent variable. Independent variable was teaching writing descriptive composition through pictures and dependent variable was the students’ writing skill. 2. Operational definition of the research variables It had been mentioned above that the variables of the research were teaching writing descriptive composition through pictures and the students’ writing skill. a. Independent variable. The independent variable was the use of pictures which would be used by the researcher. That was discussion by using several topics about the glimpse of Parepare city namely: tourism objects, markets, educational institution, and hotels. One of class will be distributed pictures of them (experimental group) and another just the topics (conventional group). b. Dependent variable. The dependent variable was the student’s writing skill. This skill would be based on the basic competence in the competency based curriculum 2004 (the KBK 2004) that was to put forward the

various meaning with the development steps of rhetoric correctly in the written text of descriptive, narrative, anecdote, (without

recommendation),

and

analytical exposition

hortatory

exposition

(with

recommendation) with emphasis at the manner of written language C. Population and sample 1. Population The population of this research was the second year students (XI) of SMA Negeri 1 Parepare in 2006-2007 academic years. It contained 9 classes spread into 3 programs namely: exact, social, and language program. Exact program consisted of five classes; social program consisted of three classes; and language program consisted of one class. Class XI exact 1 consisted of 37 students, class XI exact 2 consisted of 39 students, class XI exact 3 consisted of 37 students, class XI exact 4 consisted of 37 students, class XI exact 5 consisted of 38 students, class XI social 1 consisted of 37 students, class XI social 2 consisted of 37 students, class XI social 3 consisted of 38 students, class XI language 1 consisted of 22 students. Therefore the total number of the population was 322 students. 2. Sample The sample was taken by using cluster random sampling techniques, due to the total of population was big; one among the programs was taken randomly, then two classes are taken randomly. Class XI exact 1 as experimental group and class XI exact 3 as control group.

D. Instrument of the research To collect the data, the researcher utilized a writing test as the instrument. The test applied for pre-test and post-test. The pretest aimed at finding out the prior writing of the students; while post-test aimed at finding out the students’ writing skill after treatment was given (teaching with pictures and with conventional method). This activity was also intended to find out whether the students still kept holding of the materials after the treatment

E. Procedure of collecting data The procedure of the research involved the following steps: 1. Pre-test gave conducting treatment at the first meeting the following procedures: a. The researcher explained what the students are going to do and distribute the writing test for the two class which took randomly, to know the students’ ability in writing descriptive composition before treatment b. The researcher gave score to the students’ result test. 2. Treatment After giving a pre-test, the researcher treated each group. The researcher gave the treatment for four times, each meeting runs for 90 minutes. The experimental group was treated by using picture in writing descriptive composition while the control group by conventional method. Both

groups were treated with the same materials related to theme “the glimpse of Parepare City” with some topics, namely tourism objects, markets, educational institution, and hotels. a. The Experimental Group 1) In the first meeting, the researcher introduced the writing description include: definition, step and what thing could be enclosed in our writing. And then, instructed the students to make writing composition about “tourism object” through pictures of it. 2) In the second meeting, the researcher invited the pictures of markets. And then asked the students to compose those pictures based on the instruction which will be given. 3) In the third meeting, the researcher raised the topic about educational institutions in Parepare. The students were given pictures and they had to compose those pictures. 4) In the fourth meeting, the researcher gave the topic about hotels in Parepare, and then shared the pictures which talks about the topic and asks the students again to try to make a composition through the picture based on the instruction that are given. The researcher gave the pictures every meeting or each material with time allocation is 90 minutes (2 X 45 minutes). The steps in teaching writing by using pictures are: 1) The researcher gave greeting for the students. 2) The researcher checked list the name of students in class.

3) The researcher gave a motivation to each student before teaching the material. 4) The researcher introduced pictures in helping to write descriptive composition. 5) The researcher gave the pictures to each student that talk about the asking topic. 6) The researcher gave example about the material orally. 7) The researcher gave chance to each student to ask for unclearly material. 8) The researcher instructed the students to compose the topic based on the picture shown. b. Control Group The students were taught in 2 X 45 minutes for every meeting. The steps in teaching writing by conventional way namely: 1) The researcher gave greeting for the students. 2) The researcher checked the students in class. 3) The researcher gave a motivation to each student before teach the material. 4) The researcher prepared the list of the topics. 5) The researcher explained the topic in theme “the glimpse of Parepare” 6) The researcher gave example about the material orally at the blackboard.

7) The researcher gave chance to each student to ask for unclearly material. 8) The researcher instructed the students to make a composition based on the topic taken. 3. Post-test a. After giving the treatment (for experiment and control group), the students were given a set of writing test both experimental and control group. b. The researcher gave score of the students’ result test.

F.

Technique of data analysis Some formulas were applied in this research to process the data as follows:

1. The students’ score was tabulated by using the following criteria:

Criteria

Score

a. Very smooth, understandable and very effective in

5

Weight

1. Smoothness

using simple and compound sentences. b. Quite smooth, mostly easy to understand and effective

4

with compound sentences. c. Smooth and too difficult to understand, by using

3

almost simple sentences and quite effective. d. Jerky style, need hard working to understand, so many

2

25

confusing compound sentences. e. Very jerky, difficult to understand, using almost all

1

simple sentences and using words abundantly. 2. Grammar a. One or two mistakes

5

b. Some mistakes

4

c. One or two deep mistakes

3

d. Some mistakes those are difficult to understand

2

e. Many serious mistakes, unable to master in arrange

1

25

sentences and almost unable to understand. 3. Vocabulary a. Uses words correctly and variously

5

b. Uses words correctly

4

c. Uses words correct enough and limitedly

3

d. Uses words limitedly and clean enough

2

e. Uses words limitedly and wrong

1

25

4. Spelling a. No mistakes

5

b. One or two mistakes

4

c. Some mistakes, but no do not bother the

3

communication and understandable d. Some mistakes and bother the communication understood difficulty

2

25

e. Many mistakes.

1 Depdiknas (2005: 11)

2. Calculating the student’s score: Student’s correct answer Score =

x Weight Maximum Score

3. The researcher gave the raw score of that would be classified into five levels as follows: a. 86 – 100

Classified as very good

b. 71 – 85

Classified as good

c. 56 – 70

Classified as fair

d. 41 – 55

Classified as poor

e.

Classified as very poor

≤ 40

(Depdiknas, 2005: 2) 4. To calculate the mean score between the result of pre-test and post-test both experimental and control group, the researcher used the following formula:

X

X N

Where: X

: Mean score

∑ X : Total rows

N

: The number of student (Gay, 1981: 298)

5. To calculate the value of t-test to identify the difference between two means of the tests, formula used is: X1 X

t 

2

SS 1  SS 2   1 1     n2   n1  n 2  2   n1  



(X 

SS 1   X 12  

 )2  

1



n1 

SS 2   X 2 2  

(X

2

 )2  

n2

Where: t

: test of significance

X1

: mean scores of experimental class

X2

: mean scores of experimental class

SS1

: the sum of squares of experimental class

SS2

: the sum of squares of control class

n1

: total number of subject of experimental class

n2

: total number of subject of control class

∑

X1

: the sum of all the squares of experimental class

∑

X2

: the sum of all the squares of control class

( ∑ X1)1

: the sum of scores of experimental class

( ∑ X2)2

: the sum of scores of control class (Gay, 1981: 326-328)

6. Criteria of testing hypothesis The statistical hypothesis in this research is as follows: HO :

1   2

H1 :

1   2

Where  1 is experimental group and  2 is control group. To test the hypothesis, the researcher used two-tailed test with (0.05) level of significance for independent sample. The degrees of freedom (df) in (N1 + N2 – 2). So, (37 + 37 – 2 = 72). For  = 0.05 and df = (72) the table is (2.000). a. If t-table > t-test, HO was accepted, H1 was rejected. It means that teaching writing by using pictures could not increase the students’ ability to write descriptive composition. b. If t-table ≤ t-test, HO was rejected, H1 was accepted. It means that teaching writing by using pictures could increase the students’ ability to write descriptive composition.

CHAPTER IV FINDING AND DISCUSSION

In this chapter, the researcher presents the result of the research, namely findings and discussion.

A. Findings The findings obtained through the writing test in the second year students of SMA Negeri 1 Parepare, 2006-2007 academic year were presented as follows:

1. The rate percentage of the students’ score obtained through test The pre-test and post-test result of the students for experimental group is tabulated as follows: a. Experimental Group Table 1 The rate percentage of the score of experimental No

Classification

Range

1 2 3 4 5

Very good Good Fair Poor Very poor Total

86 - 100 71 - 85 56 - 70 41 - 55 ≤ 40

Pre-Test F 0 4 16 17 0 37

% 0 10.81 43.24 45.95 100

Post-Test F 3 14 14 6 0 37

% 8.11 37.84 37.84 16.22 100

The table above shows that before giving treatment in writing, the students were categorized poor, and after giving the treatment, the achievement of the students was categorized as fair and good. It means that the students’ ability in writing by using pictures had improved significantly. The classification of the score of experimental group is presented in Table 1. This table shows that before giving treatment, 4 (10.81%) students were in good classification, 16 (43.24%) students were in fair classification, and 17 (45.95%) students were in poor classification. After giving treatment, 3 (8.11%) out of 37 students were in very good classification, 14 (37.84%) students were in good classification, 14 (37.84%) students were in fair classification, 6 (16.22%) students were in poor classification, and none of them in very poor classification. b. Control group

Table 2 The rate percentage of the score of control No 1 2 3 4 5

Classification Very good Good Fair Poor Very poor Total

Range 86 - 100 71 - 85 56 - 70 41 - 55 ≤ 40

Pre-Test F 0 7 11 15 4 37

% 0 18.92 29.73 40.54 10.81 100

Post-Test F 1 8 13 15 0 37

% 2.70 21.62 35.14 40.54 100

Based on the table above, we can see that before teaching of writing without pictures, the students’ achievement writing was poor. The classification of the control group is presented in Table 2. The table shows that before teaching writing

without pictures, most the students’ scores were in poor classification. 7 (18.92%) students were in good classification, 11 (28.73%) students were in fair classification, 15 (40.54%) students were in poor classification, 4 (10.81%) students were in very poor classification. After teaching writing without pictures where, 1 (2.70%) student out of 37 students were in very good classification, 8 (21.62%) students were in good classification, 13 (35.14%) students were in fair classification, 15 (40.54%) students were in poor classification, while none of the students were in very poor classification. 2. The mean score and standard deviation of the students’ pre-test Table 3 The mean score and standard deviation of the students’ pre-test. Group Experimental Control

Mean score 61.76 57.03

Standard Deviation 10.77 14.54

After calculating the result of the students’ pre-test, the mean and the standard deviation of both groups are presented in The Table 3. The table above shows that the mean score obtained by the students in experimental group (61.76) is greater than the control (57.03); it reveals that the mean score of the pre-test obtained by the students in both are different. In order to know whether or not the mean difference of both groups is statically significant at the level of significant 5% (0.005), degree of freedom (n1 + n2 – 2) 72, the result of calculation is shown as follows: Table 4 The t-test of the students’ pre-test

Variable Pre-test

t-test value 1.64

t-table value 2.000

The table above shows that the t-test value (1.64) is smaller then the t-table value of the students’ pre-test (2.000). Based on the result above, there is significant difference between the two mean scores. 3. The mean score and standard deviation of the students’ post-test Having included the students’ pre-test, the next test to be analyzed is posttest. The following is the table that describes that the mean score and standard deviation of the students’ post-test in both groups. Table 5 The mean score and standard deviation of the students’ post-test. Group Experimental Control

Mean score 70.95 64.46

Standard Deviation 11.62 10.12

The table above that the mean score obtained the students in experimental group (70.95) is greater than control group (64.46). It appears that the mean score of the post-test obtained by the students in both group are different. In order to know whether or not the mean difference of both groups is statically significant at the level of significance 5% (0.05), degree of freedom (n1 + n2 – 2) is 72. The result of calculation is shown as follow: Table 6 The t-test of the students’ post-test Variable Post-test

t-test value 2.63

t-table value 2.000

The table shows that the t-test value (2.63) is greater then the t-table value (2.000). Based on this result, it is concluded that the difference of both means is statically significant.

Sample students writing descriptive through conventional method for control class (Pre-test) Karlina: (Pre-test) My hobby is shopping. I have my hobby since still smp. paint In time I go shopping do together and my friend. I to shopping all sorts of accsesories. point in time I go to shopping and my friend. I most like shopping. Blouse, Trousers, and ALL sorts necklace and sandal. After I and my friends tired for shopping, I and my friend convinent for break In food cart. Moment I and my mother go shopping for lgen country, I very very gladly, because I can buy Blouse, Trousers, bag and shoes is very very beautiful. Moment I shopping in lgen country much the fashion very beatiful and good blouse amd troushers. Blouse which bought in lgen country, matter not same. In serious country we self and it’s price enough different in Indonesia country.

- The smoothness of this sample was (1) because very jerky, difficult to understand, using almost all simple sentences and using words abundantly. - The grammar of this sample was (1) because many serious mistakes, unable to master in arrange sentences and almost unable to understand.

- The vocabulary of this sample was (2) because Uses words limitedly and clean enough - The spelling of this sample was (2) because some mistakes and bother the communication understood difficulty.

Sample students writing descriptive through conventional method for control class (post-test) Karlina: (Post-test) In the 5 years later SMAN 1 in Parepare will breed quick more than ago. The school to have the center city Parepare exactly In Matahari street will more and more attention by junior high school ended. In will more and more Fabulous begin from building, I complemantary school and also this students the building in this school already fomons and decks. The students not more to ascend ledder for to ascend in the 5 floor, because it already to use a good device this is a elevator every classroom have 4 camera in each angle and also have: TV, AC, Computer, projector, and etc. In different flank it library will more and more to advance because in library already not have more a book, but computer in the deep programme to put away various kinds book together with this contents. So the students it is necessary to difficuld for to fetch a book. In this school will the students more and more smart. Every students to fetch a laptop in school and no fetch a book. Every course to accept by the student will to put into him laptop for to course in name.

This students much to be able champion from deck vegency, to arrive to deck international.

- The smoothness of this sample was (3) because Smooth and too difficult to understand, by using almost simple sentences and quite effective. - The grammar of this sample was (2) because some mistakes those are difficult to understand - The vocabulary of this sample was (3) because Uses words correct enough and limitedly - The spelling of this sample was (3) because some mistakes, but no do not bother the communication and understandable

Sample students writing descriptive through pictures for experimental class (Pretest) Khaeriyah: (Pre-test) My name is khaeriyah. I am study in senior high school 1 pare pare. I am usually do activity not difficult example watching TV, reading history, listening to the music, Playing basket ball, cook and etc. in the mean while some hobby’s that I am like it is watching TV because watching TV something make me happy and we can get information that we then know. Program that usually to step forward in the TV exmple new, hissues, Film and sinetron.

The TV usually some channel example Indosiar, Tpi, Anteve, RCTI, SCTV, Trans TV. HBO act. This channel the have digerence the program not some, the have some is to step forward hissue, criminals new, film, and sinetron. The program to step forward in RCTI example Buser, silet, Seputar indonesia, and some sinetron. The program to step forward in SCTV exam. Ada gossip, Buletin Siang, and some sinetron example, Cinderella, Inikah cinta, and etc. The program to step Forward in RCTI exam sinetron some as Si entong, ect. The watching TV something make me happy something make me borring. In order that borring we not can borring along along. watching TV with along can invluenc ower eye.

- The smoothness of this sample was (3) because Smooth and too difficult to understand, by using almost simple sentences and quite effective. - The grammar of this sample was (2) because some mistakes those are difficult to understand - The vocabulary of this sample was (2) because uses words limitedly and clean enough - The spelling of this sample was (2) because some mistakes and bother the communication understood difficulty

Sample students writing descriptive through pictures for experimental class (Posttest) Khaeriyah: (Post-test)

As we know, that SMA Neg.1 Pare-pare is the favorite and fomous school in the Pare-pare City. We know that SMA Neg.1 Pare-pare has problem, but I think that its not reason for development. Beside that, SMA Neg.1 pare-pare has many excelalant, like in sports program and in the academic Program. According to me, in the next five, I want to SMA Neg.1 pare-pare fomous not only in the other city, but also in the other country. We know that for because populer in the internasional world, we must to labour. So I want the community of SMA Neg.1 pare-pare to cooperate for can because populer in the international world. I want the building of SMA 1 pare-pare Visible simple, but when the people enter in its location, they will feet proud. The facility of SMA Neg.1 parepare is complete. The students study with use laptop, the teacher is Indonesia people, but they can speak english, prancis, arabic, etc language good. I want too, SMA Neg.1 pare-pare has leasson plant, likes every 2 week the students go out tour for study.

- The smoothness of this sample was (4) because quite smooth, mostly easy to understand and effective with compound sentences. - The grammar of this sample was (4) because some mistakes - The vocabulary of this sample was (4) because uses words correctly - The spelling of this sample was (4) because one or two mistakes Table 7 The sample result of the student’s writing for the control class

Criteria penilaian Smoothness Grammar Vocabulary Spelling

Score Pre-test 1 1 2 2

Post-test 3 2 3 3

Where: The pre-test value: 1 +1 + 2 + 2 X 100 = 30 20

The post-test value: 3 + 2 +3 +3 X 100 = 55 20

The table shows that the post-test value (55) is greater then the pre-test value (30). Based on this result, it is concluded that the difference of both means is a little significant difference. Table 8 The sample result of the student’s writing for the experimental class

Criteria penilaian Smoothness Grammar Vocabulary Spelling

Where: The pre-test value:

Score Pre-test 2 2 3 2

Post-test 4 4 4 4

2 + 2 +3 + 2 X 100 = 45 20

The post-test value: 4 +4 +4 +4 X 100 = 80 20

The table shows that the post-test value (80) is greater then the pre-test value (45). Based on this result, it is concluded that the difference of both means is statically significant.

It is proved that the use of pictures in teaching writing to the second year students of SMA Negeri 1 Parepare has a significant influence in increasing the students’ ability to write descriptive composition although teaching descriptive writing through the conventional method (without pictures) has influenced the students’ writing achievement. Nevertheless, the difference result of student writing achievement between pre-test and post-test at the control class is lower than experimental class. It showed that the control class only 25 (55 – 30), while the experimental class was 35 (80 – 45).

B. Discussion Before giving treatment, the students’ achievement in writing was categorized poor, which was proven by the percentage of the total score of pre-test for the two groups (experimental and control group). The students’ mean score from the pre-test obtained by the students in the experimental group is 61.76 greater than the result of the students’ pre-test in the control group was 57.03. On

the other hand the result of statistical t-test value is smaller (1.64) than t-table (2.000) for 0.05 (5%) level of significance, degree of freedom (n1 + n2 – 2) 72. It means that there was no significance difference between experimental group and control group. After giving treatment for four times to each group, the students’ achievement in writing for experimental is 3 (8.11%) out of 37 students were in very good classification, 14 (37.84%) students were in good classification, 14 (37.84%) students were in fair classification, 6 (16.22%) students were in poor classification, while none of them in very poor classification.

The students’

mean score from the post-test obtained by the students in the experimental group (70.95) is greater than students in the control group (64.46). It appears that the mean score of the post-test obtained by the students in both group are different where t-test value (2.63) greater than t-table value (2.000) for 0.05 (5%) level of significant, degree of freedom (n1 + n2 – 2) 72. It means that the achievement of the students who were treated by using pictures in writing descriptive composition had a significant difference between the students who were taught by using conventional method.

CHAPTER V CONCLUSION AND SUGGESTION

This chapter content of two sub-chapters namely conclusion ad suggestion.

A. Conclusion Based on the findings and the discussion presented in the previous chapter, the researcher tries to conclude this research that focus on the students’ ability in writing descriptive composition through pictures. It is proved that the use of pictures in teaching writing to the second year students of SMA Negeri 1 Parepare has a significant influence in increasing the students’ ability to write descriptive composition. It is supported by the data, in which the mean score of the students in the pre-test from the experimental group (61.76) has been improved in the post-test, in which the students mean score is 70.95. In applying the t-test formula for the students post-test for both groups, it is found that the t-test value is much higher than the value of the t-table.

B. Suggestion Based on the conclusion presented in the previous sub-chapter, the researcher tried to give some suggestions for the future research about the English teaching method as follows: 1. Writing is an important part in mastering of English besides reading, speaking, and listening.

2. In order to improve the English writing ability, the teacher of English should use pictures to motivate the students to write especially descriptive composition. 3. Writing descriptive composition through pictures can motivate people especially the students, because they can express their idea; imagination, inspiration, experience and knowledge. 4. The teacher should create the fun atmosphere in order that the students enjoy learning writing activity. 5. The teacher of English should give the students homework and review their lesson.

BIBLIOGRAPHY

Abuslam, M Idrus., Djaali., Rahman, M.Asfah. 1996. Pedoman Praktis Penelitian & Penulisan Karya Tulis Ilmiah. Lembaga Penelitian IKIP Ujung Pandang. Allami, Hamid & Salmani-Nodoushan, Ali.M. 2007. Cognitive Orientation in Teaching Writing. Articles resources for teachers and students of English. Karen’s Linguistics Issues. (Online), (http://www3.telus.net/linguisticsissues/cognitive, retrieved March 9, 2007) Andriani, Ina. 2006. Improving Vocabulary Mastery of the Second Year Students of SMP Negeri 1 Parepare by Using Mimicry – Memorization. Thesis. FKIP Universitas Muhammadiyah Parepare. Anonim. 2004a. The Paragraph. (http://owl.english.purdue.edu/handouts/general/gl_prgph.html, March 9, 2007)

(Online), retrieved

__________. 2004b. Writing Descriptions. (Online), (http://owl.english.purdue.edu/handouts/general/gl_describe.html, retrieved March 9, 2007) __________. 2005. Descriptive Writing. (http://www.thewritingsite.org/resources/genre/descriptive.asp, on August 24, 2007) __________. 2006. Paragraph Structure. (http://www.usq.edu.au/ltsu/alsonline/acwrite/struct.htm, March 9, 2007)

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__________. 2007a. Definition of Picture. (Online), (http://www.brainydictionary.com/words/pi/picture202820.html, retrieved March 9, 2007) __________. 2007b. Definition: Teaching. (Online), (http://dict.die.net/teaching/”, retrieved March 16, 2007) __________. 2007c. Definition of Teaching. (Online), (http://en.wikipedia.org/wiki/Teaching, retrieved March 16, 2007) __________. 2007d. Descriptive Writing. (http://www.booknutsreadingclub.com/descriptivewriting.html, on August 24, 2007)

(Online), retrieved

_________. 2007e. Featured Picture Criteria. (Online), (http://en.wikipedia.org/wiki/Wikipedia:Featured_picture_criteria, retrieved January 18, 2007) __________. 2007f. Kurikulum Berbasis Kompetensi. (http://id.wikipedia.org/wiki/Kurikulum_berbasis_kompetensi, March 16, 2007)

(Online), retrieved

__________. 2007g. Paragraph Structure Graphic Organizers. (Online), (http://www.enchantedlearning.com/graphicorganizers/paragraph/, retrieved March 9, 2007) Awaluddin 2006. Improving Writing Skill of the Second Year Students of SMA Negeri 1 Duampanua Kabupaten Pinrang by Using Spider Web. Thesis. FKIP Universitas Muhammadiyah Parepare. Brinks, Robyn. 2001. Round Robin Writing Using a Picture File. Teaching Tips and Memorable Methods; Corner Editor: Ayse G. Stromsdorfer (Online), (http://www.midtesol.org/Newsletter/01-1ttb.htm, retrieved March 9, 2007) Culham, Ruth. 2000. Pictures Books Can Help Middle Schoolers Write Better. Northwest Report. (Online), (file:///H:/Writing%208/Picture%20Books%20Can%20Help%20Middle% 20Schoolers%20Write%20Better%20Northwest%20Report.htm, retrieved March 9, 2007) Departemen Pendidikan Nasional. 2003. Kurikulum 2004: Standar Kompetensi Mata Pelajaran Bahasa Inggris Sekolah Menengah Atas dan Madrasah Aliah. Jakarta: Puskur Balitbang Depdiknas ___________________________. 2004. Kurikulum 2004: Standar Kompetensi Mata Pelajaran Bahasa Inggris Sekolah Menengah Atas dan Madrasah Aliah. Jakarta: Puskur Balitbang Depdiknas. Dirjen Pendidikan Dasar dan Menengah. 2005. Peraturan Direktorat Jenderal Pendidikan Dasar dan Menengah Tentang Penilaian Perkembangan Anak Didik. Jakarta: Depdiknas Fatmawati. 2006. Improving Students’ Writing Ability through Real Object Observation. Thesis. FKIP Universitas Muhammadiyah Parepare. Gay, L.R. 1981. Educational Research; Competencies for Analysis & Application (Second Edition). Charles E. Merrilill Publishing Company. A bell & Howell Company.

Heard, James & Tucker, Ted. 2007. Advanced Writing. An accelerated Method for University Students; An advanced writing course designed specifically for the needs of Korean University Students Hornby, AS. 1974. Oxford Advanced Learner’s Dictionary of Current English. The Third Edition. Oxford University Press. Jabu, B. 2007. Classroom Action Research: Penulisan Kajian Pustaka. Condev PT. Inco, Universitas Negeri Makassar, Pemerintah Kabupaten Luwu Timur. Jarvis, Daniel J. 2002. The Process Writing Method. The Internet TESL Journal, Vol. VIII, No. 7, July 2002. (Online), (http://iteslj.org/Techniques/JarvisWriting.html, retrieved January 20, 2007) Kasman, M. 2003. Using Remedial Teaching to Improve the Writing Ability of SLTP Students. Thesis. FKIP Universitas Muhammadiyah Parepare. Nakhdah. 2004. The Ability of the Second Year Students of SMP Negeri 9 Parepare to Write Guided Composition in English. Thesis. FKIP Universitas Muhammadiyah Parepare. Rahma, Sitti. 2005. Improving the Students’ Ability to Write Descriptive Paragraph through Direct Observation. Thesis. FKIP Universitas Muhammadiyah Parepare. Rajab, Irvan.Al. 2005. The Role of 2004 Competence Based Curriculum in Improving the Students’ Ability in Writing Narrative Composition. Makassar. Hasanuddin University. Subroto, H. 2003. The Ability of the Third Year Students of SMU Negeri 4 Parepare to Use Verbs in Writing Narration. Thesis. FKIP Universitas Muhammadiyah Parepare. Smith’s, B.O. 2007. Operational Definitions of Teaching. (Online), (www.Phy.Ilstu.Edu/Pte/310content/Teachlearn/Teaching_Learning.Ppt, retrieved March 16, 2007) Werff,

Van.Der.J. 2003. Using Pictures from Magazines The Internet TESL Journal, Vol. IX, No. 7, July 2003 (Online), (http://iteslj.org/Techniques/Werff-Pictures.html, retrieved March 9, 2007)

Wishon George.E & Burk, Julia.M. 1968. Let’s Write English. Litton Educational Publishing, Inc.

Appendix A Instrument Penelitian Sekolah Mata Pelajaran Program Tingkat Tahun Ajaran

: : : : :

SMA Negeri 1 Parepare Bahasa Inggris IPA XI (Sebelas) 2006/2007

Pre-Test You should spend no more than 90 minutes on this task. Get a piece of paper and write down anything at all that comes into you head. Write this down in English. Remember there is a limit on the number of words you can use. That means you can really only write three or four paragraphs (about 250 – 300 words). Use your notes and plan what you will talk about in each paragraph before you start writing. Try and be imaginative and descriptive. Here is the topic for your writing composition: YOUR FAVORITE HOBBY OR LEISURE ACTIVITY The last, you should also use your own ideas, knowledge and experience and support your argument by examples and by relevant evidence.

Instrument Penelitian Sekolah Mata Pelajaran Program Tingkat Tahun Ajaran

: : : : :

SMA Negeri 1 Parepare Bahasa Inggris IPA XI (Sebelas) 2006/2007

Post-Test You should spend no more than 90 minutes on this task. Get a piece of paper and write down anything at all that comes into you head. Write this down in English. Remember there is a limit on the number of words you can use. That means you can really only write three or four paragraphs (about 250 – 300 words). Use your notes and plan what you will talk about in each paragraph before you start writing. Try and be imaginative and descriptive. Here is the topic for your writing composition: WHAT NEW CHANGE WOULD YOU LIKE TO SEE HERE IN YOUR SCHOOL (SMA NEGERI 1 PAREPARE) IN THE NEXT 5 YEARS? The last, you should also use your own ideas, knowledge and experience and support your argument by examples and by relevant evidence.

Appendix B The Application of T-Test Formula for Pre-Test Experimental Group Dik

:

X

X

∑ ∑

X

X1 X12

N

2285 37

= 2285 = 145325



SS 1   X 12

2  ( X 1)    n1

SS 1  145325 

(2285) 2 37

SS 1  145325 

5221225 37

SS 1  145325  141114.19 SS 1  4210.81 Sd 

SS 1 n1

Sd 

4210.81 37

Sd  113.81 Sd  10.77

X  63.76

Control Group Dik

:

X

X

∑ ∑

X

N

X2

= 2110

X22

= 128150

2110 37



SS 2   X 2 2

2   ( X 2)    n2

SS 2  128150 

(2110) 2 37

SS 2  128150 

4452100 37

SS 2 = 128150 - 120327.03 SS 2 = 7822.97

Sd 

SS 2 n2

Sd 

7822.97 37

Sd  211.43 Sd  14.54

X  57.03

X1 X

t 

2

SS 1  SS 2   1 1     n2   n1  n 2  2   n1  

t

t

t

t

t

61.76  57.03

1   4210.81  7822.97   1     37  37  2    37 37  4.73

 12033.78   2     72    37  4.73

 167.14   0.05 4.73

8.36 4.73

2.89 t  1.64 t-test = 1.64 t-table = 2.000 Df  n1  n 2  2 Df  37  37  2 Df  72

Appendix C The Application of T-Test Formula for Post-Test Experimental Group Dik

:

X

X

∑ ∑

X

X1 X12

N

2625 37

= 2625 = 191225



SS 1   X 12

2  ( X 1)    n1

SS 1  191225 

(2625) 2 37

SS 1  191225 

6890625 37

SS 1  191225  186233.11 SS 1  4991.89 Sd 

SS 1 n1

Sd 

4991.89 37

Sd  134.92 Sd  11.62

X  70.95

Control Group Dik

:

X X

X

N

∑ ∑

X2

= 2385

X22

= 157525

2385 37



SS 2   X 2 2

2   ( X 2)    n2

SS 2  157525 

(2385) 2 37

SS 2  157525 

5688225 37

SS 2  157525  153735.81 SS 2  3789.19

Sd 

SS 2 n2

Sd 

3789.19 37

Sd  102.41 Sd  10.12

X  64.46

X1 X

t 

2

SS 1  SS 2   1 1     n2   n1  n 2  2   n1  

t

t

t

t

t

70.95  64.46

1   4991.89  3789.19   1     37  37  2    37 37  6.49

 8781.08   2     72    37  6.49

 121.96   0.05 6.49

6.098 6.49

2.47

t  2.63

t-test = 2.63 t-table = 2.000 Df  n1  n 2  2 Df  37  37  2 Df  72

Appendix D The Raw Score of the Students’ Writing on Pre-Test

No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 SUM Men. S St. Dev

∑

Experimental Group X1

70 55 65 50 50 45 65 55 50 65 70 75 70 55 80 55 50 55 70 70 70 75 55 55 60 50 85 70 50 50 65 80 50 70 75 50 55 2285 61.76 10.77

∑

X12

4900 3025 4225 2500 2500 2025 4225 3025 2500 4225 4900 5625 4900 3025 6400 3025 2500 3025 4900 4900 4900 5625 3025 3025 3600 2500 7225 4900 2500 2500 4225 6400 2500 4900 5625 2500 3025 145325 3927.70 -

∑

Control Group X2

30 65 45 75 50 65 65 45 50 70 50 75 65 50 70 50 75 45 30 30 55 45 75 70 70 60 45 80 75 50 65 50 30 75 45 50 70 2110 57.03 14.54

∑

X22

900 4225 2025 5625 2500 4225 4225 2025 2500 4900 2500 5625 4225 2500 4900 2500 5625 2025 900 900 3025 2025 5625 4900 4900 3600 2025 6400 5625 2500 4225 2500 900 5625 2025 2500 4900 128150 3463.51 -

Appendix E The raw score of the students’ writing on post-test

No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 SUM Men. S St. Dev

∑

Experimental Group X1

65 75 75 75 65 90 55 70 55 65 65 85 85 50 70 80 80 85 85 90 55 80 65 70 50 70 75 90 60 50 60 80 80 70 70 60 75 2625 70.95 11.62

∑

X1

2

4225 5625 5625 5625 4225 8100 3025 4900 3025 4225 4225 7225 7225 2500 4900 6400 6400 7225 7225 8100 3025 6400 4225 4900 2500 4900 5625 8100 3600 2500 3600 6400 6400 4900 4900 3600 5625 191225 5168.24 -

∑

Control Group X2

75 55 65 65 55 55 55 70 85 80 55 65 65 55 55 65 65 55 55 65 80 75 55 80 75 65 55 55 50 60 70 55 90 65 75 55 65 2385 64.46 10.12

∑

X22

5625 3025 4225 4225 3025 3025 3025 4900 7225 6400 3025 4225 4225 3025 3025 4225 4225 3025 3025 4225 6400 5625 3025 6400 5625 4225 3025 3025 2500 3600 4900 3025 8100 4225 5625 3025 4225 157525 4257.43 -

Appendix F

RENCANA PENGAJARAN 1 Experimental group Sekolah Mata pelajaran Kelas/semester Waktu I.

II. III. IV. V. VI. No 6.1

VII.

: : : :

SMA Negeri 1 Parepare Bahasa Inggris XI/ II 2 X 45 Menit

Standar Kompetensi : Berkomunikasi lisan dan tertulis menggunakan ragam bahasa yang sesuai dengan lancar dan akurat dalam wacana interaksional dan monolog, terutama dalam wacana berbentuk descriptive, narrative, anekdot, eksposisi analitis (tanpa rekomendasi), dan eksposisi hortatory (dengan rekomendasi) yang mengarah kepada variasi makna interpersonal. Kompetensi Dasar : Mengungkapkan berbagai makna dengan langlah-langkah pengembangan retorika yang benar di dalam teks tertulis berbentuk descriptive Materi pokok : Menulis Theme : The glimpse of Parepare city Sub-theme/ topic : Tourism objects Indikator : Menuliskan berbagai jenis teks terutama yang berbentuk descriptive. Indikator pencapaian kompetensi siswa Kognitif  Mengungkapkan ide ke dalam sebuah tulisan yang berkaitan dengan topic pembicaraan Psikomotor  Berkomunikasi secara lisan dan tertulis  Bekerjasama dengan siswa lain Afektif  Menyadari kekuasaan Tuhan  Mengenal eksistensi diri dan potensi diri Kegiatan Pembelajaran

:

No Rincian kegiatan siswa Awal: - Tegur sapa/ mengecek kehadiran 1 - Diberikan persepsi kepada siswa - Memberikan motivasi untuk memulai pelajaran 2 Inti:

Alokasi Waktu 15 menit 60 menit

3

- Menjelaskan langkah-langkah dalam mengarang - Memperkenalkan tema dan topic pembicaraan - Mendistribusikan gambar akan topic bahasan yang akan dibicarakan (tourism objects) - Menuangkan ide akan gambar ke dalam sebuah tulisan Penutup: - Mengoreksi hasil siswa - Menyimpulkan

15 menit

VIII.

Sumber dan alat Internet source, buku paket bahasa inggris “Functional English” Tiga Serangkai, Gambar dari Dinas Pariwisata, seni dan budaya kota Parepare.

IX.

Penilaian Jenis tagihan: 1. Tugas individu Bentuk instrument: 1. Uraian singkat

Parepare,

2007

Mengetahui, Kepala SMA Negeri 1 Parepare

Peneliti,

Drs. Palemmui NIP. 131 634 803

Andi Asrifan NIM. 203 110 463

RENCANA PENGAJARAN 2 Experimental group Sekolah Mata pelajaran Kelas/semester Waktu I.

II. III. IV. V. VI. No 6.1

VII.

: : : :

SMA Negeri 1 Parepare Bahasa Inggris XI/ II 2 X 45 Menit

Standar Kompetensi : Berkomunikasi lisan dan tertulis menggunakan ragam bahasa yang sesuai dengan lancar dan akurat dalam wacana interaksional dan monolog, terutama dalam wacana berbentuk descriptive, narrative, anekdot, eksposisi analitis (tanpa rekomendasi), dan eksposisi hortatory (dengan rekomendasi) yang mengarah kepada variasi makna interpersonal. Kompetensi Dasar : Mengungkapkan berbagai makna dengan langlahlangkah pengembangan retorika yang benar di dalam teks tertulis berbentuk descriptive Materi pokok : Menulis Theme : The glimpse of Parepare city Sub-theme/ topic : Markets Indikator : Menuliskan berbagai jenis teks terutama yang berbentuk descriptive. Indikator pencapaian kompetensi siswa Kognitif  Mengungkapkan ide ke dalam sebuah tulisan yang berkaitan dengan topic pembicaraan Psikomotor  Berkomunikasi secara lisan dan tertulis  Bekerjasama dengan siswa lain Afektif  Menyadari kekuasaan Tuhan  Mengenal eksistensi diri dan potensi diri Kegiatan Pembelajaran

:

No Rincian kegiatan siswa Awal: - Tegur sapa/ mengecek kehadiran 1 - Diberikan persepsi kepada siswa - Memberikan motivasi untuk memulai pelajaran 2 Inti: - Memperkenalkan tema dan topic pembicaraan

Alokasi Waktu 15 menit 60 menit

3

- Mendistribusikan gambar akan topic bahasan yang akan dibicarakan (markets) - Menuangkan ide akan gambar ke dalam sebuah tulisan Penutup: - Mengoreksi hasil siswa - Menyimpulkan

15 menit

VIII.

Sumber dan alat Internet source, buku paket bahasa inggris “Functional English” Tiga Serangkai, Gambar dari Dinas Pariwisata, seni dan budaya kota Parepare.

IX.

Penilaian Jenis tagihan: 1. Tugas individu Bentuk instrument: 1. Uraian singkat

Parepare,

2007

Mengetahui, Kepala SMA Negeri 1 Parepare

Peneliti,

Drs. Palemmui NIP. 131 634 803

Andi Asrifan NIM. 203 110 463

RENCANA PENGAJARAN 3 Experimental group Sekolah Mata pelajaran Kelas/semester Waktu I.

II. III. IV. V. VI. No 6.1

VII.

: : : :

SMA Negeri 1 Parepare Bahasa Inggris XI/ II 2 X 45 Menit

Standar Kompetensi : Berkomunikasi lisan dan tertulis menggunakan ragam bahasa yang sesuai dengan lancar dan akurat dalam wacana interaksional dan monolog, terutama dalam wacana berbentuk descriptive, narrative, anekdot, eksposisi analitis (tanpa rekomendasi), dan eksposisi hortatory (dengan rekomendasi) yang mengarah kepada variasi makna interpersonal. Kompetensi Dasar : Mengungkapkan berbagai makna dengan langlahlangkah pengembangan retorika yang benar di dalam teks tertulis berbentuk descriptive Materi pokok : Menulis Theme : The glimpse of Parepare city Sub-theme/ topic : Educational Institutions Indikator : Menuliskan berbagai jenis teks terutama yang berbentuk descriptive. Indikator pencapaian kompetensi siswa Kognitif  Mengungkapkan ide ke dalam sebuah tulisan yang berkaitan dengan topic pembicaraan Psikomotor  Berkomunikasi secara lisan dan tertulis  Bekerjasama dengan siswa lain Afektif  Menyadari kekuasaan Tuhan  Mengenal eksistensi diri dan potensi diri Kegiatan Pembelajaran

:

No Rincian kegiatan siswa Awal: - Tegur sapa/ mengecek kehadiran 1 - Diberikan persepsi kepada siswa - Memberikan motivasi untuk memulai pelajaran 2 Inti: - Memperkenalkan tema dan topic pembicaraan

Alokasi Waktu 15 menit 60 menit

3

- Mendistribusikan gambar akan topic bahasan yang akan dibicarakan (educational institutions) - Menuangkan ide akan gambar ke dalam sebuah tulisan Penutup: - Mengoreksi hasil siswa - Menyimpulkan

15 menit

VIII.

Sumber dan alat Internet source, buku paket bahasa inggris “Functional English” Tiga Serangkai, gambar dari Dinas Pariwisata, seni dan budaya kota Parepare.

IX.

Penilaian Jenis tagihan: 1. Tugas individu Bentuk instrument: 1. Uraian singkat

Parepare,

2007

Mengetahui, Kepala SMA Negeri 1 Parepare

Peneliti,

Drs. Palemmui NIP. 131 634 803

Andi Asrifan NIM. 203 110 463

RENCANA PENGAJARAN 4 Experimental group Sekolah Mata pelajaran Kelas/semester Waktu I.

II. III. IV. V. VI. No 6.1

VII.

: : : :

SMA Negeri 1 Parepare Bahasa Inggris XI/ II 2 X 45 Menit

Standar Kompetensi : Berkomunikasi lisan dan tertulis menggunakan ragam bahasa yang sesuai dengan lancar dan akurat dalam wacana interaksional dan monolog, terutama dalam wacana berbentuk descriptive, narrative, anekdot, eksposisi analitis (tanpa rekomendasi), dan eksposisi hortatory (dengan rekomendasi) yang mengarah kepada variasi makna interpersonal. Kompetensi Dasar : Mengungkapkan berbagai makna dengan langlahlangkah pengembangan retorika yang benar di dalam teks tertulis berbentuk descriptive Materi pokok : Menulis Theme : The glimpse of Parepare city Sub-theme/ topic : Hotels Indikator : Menuliskan berbagai jenis teks terutama yang berbentuk descriptive. Indikator pencapaian kompetensi siswa Kognitif  Mengungkapkan ide ke dalam sebuah tulisan yang berkaitan dengan topic pembicaraan Psikomotor  Berkomunikasi secara lisan dan tertulis  Bekerjasama dengan siswa lain Afektif  Menyadari kekuasaan Tuhan  Mengenal eksistensi diri dan potensi diri Kegiatan Pembelajaran

:

No Rincian kegiatan siswa Awal: - Tegur sapa/ mengecek kehadiran 1 - Diberikan persepsi kepada siswa - Memberikan motivasi untuk memulai pelajaran 2 Inti: - Memperkenalkan tema dan topic pembicaraan

Alokasi Waktu 15 menit 60 menit

3

- Mendistribusikan gambar akan topic bahasan yang akan dibicarakan (hotels) - Menuangkan ide akan gambar ke dalam sebuah tulisan Penutup: - Mengoreksi hasil siswa - Menyimpulkan

15 menit

VIII.

Sumber dan alat Internet source, buku paket bahasa inggris “Functional English” Tiga Serangkai, gambar dari Dinas Pariwisata, seni dan budaya kota Parepare.

IX.

Penilaian Jenis tagihan: 1. Tugas individu Bentuk instrument: 1. Uraian singkat Parepare,

2007

Mengetahui, Kepala SMA Negeri 1 Parepare

Peneliti,

Drs. Palemmui NIP. 131 634 803

Andi Asrifan NIM. 203 110 463

RENCANA PENGAJARAN 1 Control group Sekolah Mata pelajaran Kelas/semester Waktu I.

II. III. IV. V. VI. No 6.1

VII.

: : : :

SMA Negeri 1 Parepare Bahasa Inggris XI/ II 2 X 45 Menit

Standar Kompetensi : Berkomunikasi lisan dan tertulis menggunakan ragam bahasa yang sesuai dengan lancar dan akurat dalam wacana interaksional dan monolog, terutama dalam wacana berbentuk descriptive, narrative, anekdot, eksposisi analitis (tanpa rekomendasi), dan eksposisi hortatory (dengan rekomendasi) yang mengarah kepada variasi makna interpersonal. Kompetensi Dasar : Mengungkapkan berbagai makna dengan langlahlangkah pengembangan retorika yang benar di dalam teks tertulis berbentuk descriptive Materi pokok : Menulis Theme : The glimpse of Parepare city Sub-theme/ topic : Tourism objects Indikator : Menuliskan berbagai jenis teks terutama yang berbentuk descriptive. Indikator pencapaian kompetensi siswa Kognitif  Mengungkapkan ide ke dalam sebuah tulisan yang berkaitan dengan topic pembicaraan Psikomotor  Berkomunikasi secara lisan dan tertulis  Bekerjasama dengan siswa lain Afektif  Menyadari kekuasaan Tuhan  Mengenal eksistensi diri dan potensi diri Kegiatan Pembelajaran

:

No Rincian kegiatan siswa Awal: - Tegur sapa/ mengecek kehadiran 1 - Diberikan persepsi kepada siswa - Memberikan motivasi untuk memulai pelajaran 2 Inti: - Memperkenalkan tema dan topic pembicaraan

Alokasi Waktu 15 menit 60 menit

3

- Menjelaskan langkah-langkah dalam menulis - Memberikan selebaran kecil akan topic bahasan yang akan dibicarakan (tourism objects) - Menuangkan idea dan imaginative akan topic yang diberikan Penutup: - Mengoreksi hasil siswa - Menyimpulkan

15 menit

VIII.

Sumber dan alat Internet source, buku paket bahasa inggris “Functional English” Tiga Serangkai, gambar dari Dinas Pariwisata, seni dan budaya kota Parepare.

IX.

Penilaian Jenis tagihan: 1. Tugas individu Bentuk instrument: 1. Uraian singkat

Parepare,

2007

Mengetahui, Kepala SMA Negeri 1 Parepare

Peneliti,

Drs. Palemmui NIP. 131 634 803

Andi Asrifan NIM. 203 110 463

RENCANA PENGAJARAN 2 Control group Sekolah Mata pelajaran Kelas/semester Waktu I.

II. III. IV. V. VI. No 6.1

VII.

: : : :

SMA Negeri 1 Parepare Bahasa Inggris XI/ II 2 X 45 Menit

Standar Kompetensi : Berkomunikasi lisan dan tertulis menggunakan ragam bahasa yang sesuai dengan lancar dan akurat dalam wacana interaksional dan monolog, terutama dalam wacana berbentuk descriptive, narrative, anekdot, eksposisi analitis (tanpa rekomendasi), dan eksposisi hortatory (dengan rekomendasi) yang mengarah kepada variasi makna interpersonal. Kompetensi Dasar : Mengungkapkan berbagai makna dengan langlahlangkah pengembangan retorika yang benar di dalam teks tertulis berbentuk descriptive Materi pokok : Menulis Theme : The glimpse of Parepare city Sub-theme/ topic : Markets Indikator : Menuliskan berbagai jenis teks terutama yang berbentuk descriptive. Indikator pencapaian kompetensi siswa Kognitif  Mengungkapkan ide ke dalam sebuah tulisan yang berkaitan dengan topic pembicaraan Psikomotor  Berkomunikasi secara lisan dan tertulis  Bekerjasama dengan siswa lain Afektif  Menyadari kekuasaan Tuhan  Mengenal eksistensi diri dan potensi diri Kegiatan Pembelajaran

:

No Rincian kegiatan siswa Awal: - Tegur sapa/ mengecek kehadiran 1 - Diberikan persepsi kepada siswa - Memberikan motivasi untuk memulai pelajaran 2 Inti: - Memperkenalkan tema dan topic pembicaraan

Alokasi Waktu 15 menit 60 menit

3

- Memberikan selebaran kecil akan topic bahasan yang akan dibicarakan (markets) - Menuangkan idea dan imaginative akan topic yang diberikan Penutup: - Mengoreksi hasil siswa - Menyimpulkan

15 menit

VIII.

Sumber dan alat Internet source, buku paket bahasa inggris “Functional English” Tiga Serangkai, gambar dari Dinas Pariwisata, seni dan budaya kota Parepare.

IX.

Penilaian Jenis tagihan: 1. Tugas individu Bentuk instrument: 1. Uraian singkat

Parepare,

2007

Mengetahui, Kepala SMA Negeri 1 Parepare

Peneliti,

Drs. Palemmui NIP. 131 634 803

Andi Asrifan NIM. 203 110 463

RENCANA PENGAJARAN 3 Control group Sekolah Mata pelajaran Kelas/semester Waktu I.

II. III. IV. V. VI. No 6.1

VII.

: : : :

SMA Negeri 1 Parepare Bahasa Inggris XI/ II 2 X 45 Menit

Standar Kompetensi : Berkomunikasi lisan dan tertulis menggunakan ragam bahasa yang sesuai dengan lancar dan akurat dalam wacana interaksional dan monolog, terutama dalam wacana berbentuk descriptive, narrative, anekdot, eksposisi analitis (tanpa rekomendasi), dan eksposisi hortatory (dengan rekomendasi) yang mengarah kepada variasi makna interpersonal. Kompetensi Dasar : Mengungkapkan berbagai makna dengan langlahlangkah pengembangan retorika yang benar di dalam teks tertulis berbentuk descriptive Materi pokok : Menulis Theme : The glimpse of Parepare city Sub-theme/ topic : Educational Institutions Indikator : Menuliskan berbagai jenis teks terutama yang berbentuk descriptive. Indikator pencapaian kompetensi siswa Kognitif  Mengungkapkan ide ke dalam sebuah tulisan yang berkaitan dengan topic pembicaraan Psikomotor  Berkomunikasi secara lisan dan tertulis  Bekerjasama dengan siswa lain Afektif  Menyadari kekuasaan Tuhan  Mengenal eksistensi diri dan potensi diri Kegiatan Pembelajaran

:

No Rincian kegiatan siswa Awal: - Tegur sapa/ mengecek kehadiran 1 - Diberikan persepsi kepada siswa - Memberikan motivasi untuk memulai pelajaran 2 Inti: - Memperkenalkan tema dan topic pembicaraan

Alokasi Waktu 15 menit 60 menit

3

- Memberikan selebaran kecil akan topic bahasan yang akan dibicarakan (educational institutions) - Menuangkan idea dan imaginative akan topic yang diberikan Penutup: - Mengoreksi hasil siswa - Menyimpulkan

15 menit

VIII.

Sumber dan alat Internet source, buku paket bahasa inggris “Functional English” Tiga Serangkai, gambar dari Dinas Pariwisata, seni dan budaya kota Parepare.

IX.

Penilaian Jenis tagihan: 1. Tugas individu Bentuk instrument: 1. Uraian singkat

Parepare,

2007

Mengetahui, Kepala SMA Negeri 1 Parepare

Peneliti,

Drs. Palemmui NIP. 131 634 803

Andi Asrifan NIM. 203 110 463

RENCANA PENGAJARAN 4 Control group Sekolah Mata pelajaran Kelas/semester Waktu I.

II. III. IV. V. VI. No 6.1

VII.

: : : :

SMA Negeri 1 Parepare Bahasa Inggris XI/ II 2 X 45 Menit

Standar Kompetensi : Berkomunikasi lisan dan tertulis menggunakan ragam bahasa yang sesuai dengan lancar dan akurat dalam wacana interaksional dan monolog, terutama dalam wacana berbentuk descriptive, narrative, anekdot, eksposisi analitis (tanpa rekomendasi), dan eksposisi hortatory (dengan rekomendasi) yang mengarah kepada variasi makna interpersonal. Kompetensi Dasar : Mengungkapkan berbagai makna dengan langlahlangkah pengembangan retorika yang benar di dalam teks tertulis berbentuk descriptive Materi pokok : Menulis Theme : The glimpse of Parepare city Sub-theme/ topic : Hotels Indikator : Menuliskan berbagai jenis teks terutama yang berbentuk descriptive. Indikator pencapaian kompetensi siswa Kognitif  Mengungkapkan ide ke dalam sebuah tulisan yang berkaitan dengan topic pembicaraan Psikomotor  Berkomunikasi secara lisan dan tertulis  Bekerjasama dengan siswa lain Afektif  Menyadari kekuasaan Tuhan  Mengenal eksistensi diri dan potensi diri Kegiatan Pembelajaran

:

No Rincian kegiatan siswa Awal: - Tegur sapa/ mengecek kehadiran 1 - Diberikan persepsi kepada siswa - Memberikan motivasi untuk memulai pelajaran 2 Inti: - Memperkenalkan tema dan topic pembicaraan

Alokasi Waktu 15 menit 60 menit

3

- Memberikan selebaran kecil akan topic bahasan yang akan dibicarakan (hotels) - Menuangkan idea dan imaginative akan topic yang diberikan Penutup: - Mengoreksi hasil siswa - Menyimpulkan

15 menit

VIII.

Sumber dan alat Internet source, buku paket bahasa inggris “Functional English” Tiga Serangkai, gambar dari Dinas Pariwisata, seni dan budaya kota Parepare.

IX.

Penilaian Jenis tagihan: 1. Tugas individu Bentuk instrument: 1. Uraian singkat Parepare,

2007

Mengetahui, Kepala SMA Negeri 1 Parepare

Peneliti,

Drs. Palemmui NIP. 131 634 803

Andi Asrifan NIM. 203 110 463

LEMBARAN PENGESAHAN

Skripsi dengan judul: Using Pictures in Increasing the Students’ Ability to Write

Descriptive Composition at SMA Negeri 1

Parepare

Menyatakan bahwa mahasiswa di bawah ini: Nama

: ANDI ASRIFAN

Nim

: 203 110 463

Jurusan

: Bahasa Inggris

Fakultas

: Keguruan dan Ilmu Pendidikan

Setelah diperiksa/ diteliti ulang dan memenuhi persyaratan untuk diseminarkan dalam Seminar proposal Jurusan Bahasa Inggris.

Parepare,

Pembimbing: 1. Prof. Dr. Muhammad Amin Rasyid, M.A

( )

2007

2. Irvan Al Rajab, S.Pd. M.Hum

( )

USING PICTURES IN INCREASING THE STUDENTS’ ABILITY TO WRITE DESCRIPTIVE COMPOSITION AT SMA NEGERI 1 PAREPARE

A THESIS

BY ANDI ASRIFAN 203 110 463

ENGLISH DEPARTMENT FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN UNIVERSITAS MUHAMMADIYAH PAREPARE (UMPAR) 2007

Senin 10 September 2007,

halte bus angkutan kota Universitas Muhammadiyah Parepare menampung Deportan Tim2, entah apa yang kan diangkat, perih menyayat saudaraku, dari bibir getirmu, terselip doa keperihan, apa dan mengapa?. Dibalik ramelau yang terlewati, ada misteri antaramu dan mereka.

Mutasi panjang, menuju keabadian nafas, insan melewati mayapada. Dari kegersangan sahara, Bak hidup di tengah oase, Interpretasikan keagungan AL-JABBAR. Sementara bersimbah celotoh, Kemalangan yang meradang nadi hitam, menengok jelek kelam, Disudut senja kau mengurai penyesalan bersama tarian ADZAN Magrib. Remaja ‘malam’ di ujung keremangan kota. Alunan usiamu bukan jaminan, Dalam mengatakan,”aku belum mengerti hitam putih” Tabuh sendrakala disela iqamat, Bertanyalah pada heningnya hari,

Masikah esok ada waktu tuk berbenah ?? Sbb usia bukanlah rumus yang dapat dijabarkan !!!

KUPERSEMBAHKAN KARYA INI UNTUK AYAH, BUNDA SERTA SAUDARAKU TERCINTA …

`

CHAPTER I Introduction

CHAPTER II Review of Related

CHAPTER III Research Method

CHAPTER IV Finding and Discussion

CHAPTER V Conclusion and Suggestion

Bibliography

Appendixes