Exposure Journal 48
USING PICTURE MEDIA TO ENHANCE WRITING ABILITY IN
PROCEDURE TEXT
Mewa Ameliah 1.
Ummi Khaerati Syam 2.
Nunung Anugrawati 3.
Ismail Sangkala 4.
Nurdevi Bte Abdul 5 English Education Department Faculty of Teacher Training and Education Makassar Muhammadiyah University ameliah@gmail.
ABSTRACT
The use of procedure text is described how something is accomplished through a sequence of actions or steps.
Students can find procedure texts in game rules, cooking recipes, and using ATM machines.
It is helpful for the students in learning procedure in This research aimed at finding out the improvement of studentsAo writing ability in procedure text by using picture media at the Eleventh Grade of SMA Negeri 2 Takalar.
employed Classroom Action research.
This research consisted of two cycles.
One cycle had been conducted, wherein cycle consisted of four meetings.
It employed the writing test as an instrument.
A number of subjects of the research were 33 students in class eleventh conducted with 24 women and 9 men.
The results of the student's writing test in the cycle I had good scores.
In the cycle I, the studentsAo achievement of content was 7.
In the other hand, the studentsAo achievement of organization in cycle I was 7.
From the findings indicated that the studentsAo achievement in writing ability in cycle 1 reached the standard target achievement KKM 7.
From these findings, the researcher concluded that by using Picture Media could improve the studentsAo writing ability in procedure text at the eleventh grade of SMA Negeri 2 Takalar.
Keywords: Writing ability, procedure text, picture media, and classroom action
INTRODUCTION
Procedure text is a text designed to describe how something is accomplished through a sequence of actions or steps.
Here, the procedure text is not only a text learned at school but also the one found in the daily life.
Students can find procedure texts in game rules, cooking recipes, using ATM machines.
Those are examples of the authentic texts of procedure texts that students can find in the daily life.
It is helpful for the students in learning procedure writing.
The image is processed into concepts and whole dimensions of thought.
So, reading process not only involve physical processing .
y using eye.
but also mental processing .
y using prior knowledg.
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1 May 2019 English Education Department Exposure Journal 49 Referring to above condition, the writer believes that writing is a skill that needs extra works to be mastered.
The purpose of teaching writing is to improve studentsAo ability write effectively.
Crimmon .
Sais that writing is hard work.
Therefore, students need many practices to apply their writing ability.
Writing is an effective way to communicate and express our thoughts, feelings, and opinions to others.
The study will be focused on writing a procedure text which one of the materials in English lesson for SMA Negeri 2 Takalar especially on the first year Procedure is one of text that is to help the readers how to do, use, or make something completely.
Sometimes, the students create the procedure text without care about the generic structure specifically.
They also get problem in using imperative verb and temporal conjunction.
Therefore, the result of learning procedure text is not optimal.
Based on the result interview of the English teacher at second year of SMA Negeri 2 Takalar, the Teacher said that the mean score of the studentsAo achievement in writing English at 2017-2018 academic year is very low, it is about 5,00 and the target score is about 7,5.
In this case, the students have to writing with good, and the teacher must select the suitable material to teach it.
The research statement was does picture as media improves the studentsAo writing ability at the Eleventh Grade of SMA Negeri 2 Takalar? In addition, the main objective of this research was to find out the studentsAo writing ability by using picture media at the eleventh grade of SMA Negeri 2 Takalar.
The significance of the research were:
Theoretically, the result of the research theoretically.
It expects to be useful as new information for science or knowledge especially in teaching technique in writing.
Practically:
For the students, it can help the result of this research expect the students to understand about English, especially when they will read the text and to make them interested to read anything, especially English text.
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1 May 2019 English Education Department Exposure Journal 50 For the English teacher, it expects to be very useful references to create some strategies how to make their learning and teaching process For the curriculum designer, it expects to be a consideration in arranging a For the next researcher, the result of this research expects to be useful information and to create another idea about the good technique to improve the writing ability.
This study focused on the classroom action research of the teaching writing procedure text by using picture media.
The effectiveness of the method identified after comparing between the studentsAo result before and after applying the method through the learning process.
LITERATURE REVIEW
Concept of Procedure Text Procedure text is one of the texts in genre-based approach.
In this research, procedure text is a piece of writing that tell us in formation of making or doing something through several steps or directions.
The example of procedure texts includes cooking recipes, direction to find a place, rules game, manual instruction sofa tool, science experiment.
However, the procedural texts that are used in this research are cooking recipes and manual steps of doing something.
Concept of Picture Media Picture is one of the media that can be used by the teacher in teaching writing skill.
In this case, it focuses on teaching writing procedure text for junior high school.
Pictures are a type of media, which is very interesting to study especially the various pictures.
and pictures that the students like are the colorful and amusing pictures (Hornby, 1980:.
(Heaton, 1986:.
Picture can be a common base that leads to a variety of language activities.
By using picture, students can focus in special sentence, structure and language form.
It clears that picture can help and increase the studentsAo ability in writing.
In addition, variety of pictures with various objects Vol.
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1 May 2019 English Education Department Exposure Journal 51 can avoid a boring class situation as well as prevent the students from getting METHOD Research Design The research design used in this research was Classroom Action Research (CAR).
The purpose of Classroom Action Research was to solve the problem in learning English.
The research divided the cycle of this research into two cycles, cycle 1 and cycle 2, where each cycle consisted of four phases, planning, action, observation, and reflection.
This classroom action research conducted at SMA Negeri 2 Takalar.
It was applied at the eleventh grade studentsAo in 2017/2018 academic year in class XI IPA 3 that consists of 33 students.
There were some methods of collecting the data.
They are test cycle 1 that consist of four phases planning, action, observation and reflection.
In this research instrument that used to collect the data were observation sheet and writing test.
Observation sheet Observation sheet is aimed to find out the studentsAo data about their presence and activeness in learning process.
Writing test Writing test aimed to get information about studentsAo writing improvement after teaching and learning process in procedure text by using picture Vol.
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1 May 2019 English Education Department Exposure Journal 52 Technique of Data Analysis To collect the data is done with the following procedures:
Content Unity Table 1.
Indicator of Students Writing in Content of Unity Classification Excellent Score Indicator Transition from one sentence is constructed and provides reader with clear understanding that sentence.
Very Good Some transition of sentence evidence Good There are few transitional markers or repetitive transitional markers Fairly Good No transitional markers Fair No evidence of sentence Completeness Table 2.
Indicator of Students Writing in Content of Completeness Classification Excellent Score Indicator Shows a clear understanding of writing, sentence and personal experience.
Very Good Shows a good understanding of writing, sentence and personal experience.
Good Shows some understanding of writing.
Sentence and less personal experience.
Fairly Good Shows a little evidence of sentence Fair No evidence of concept of writing.
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1 May 2019 English Education Department Exposure Journal 53 Organization Coherence Table 3.
Indicator of Students Writing in Organization of Coherence Classification Excellent Score Indicator They construct sentence effectively and excellent of using personal experience.
They construct sentence effectively and Very Good Very good of using personal experience.
Good They construct sentence effectively and good of personal experience.
Fairly Good Fair They construct sentence not effectively fairly good of using personal experience.
They construct sentence not effectively and fair of using personal experience.
In giving score with the studentsAo ability in writing some categories the researcher used as follows:
To calculate the mean score of the studentsAo test result.
The researcher will use the following formula:
EuX Notation:
: Mean Score EuX : Total Scorer : A Number of Students To know the percentage of the studentsAo increase by applying the following P = iAiAiAiA X 100 % Where:
P = Percentage Vol.
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1 May 2019 English Education Department Exposure Journal 54 Fq = Number of frequency N = Number of sample To classify the studentsAo score, there are seven classifications which will be used as follow:
Table 4.
Indicator of Classify the StudentsAo Score
Classifications Score
7-8,5
5-6,5
Very good Good Average 3-4,5 1-2,5 Poor Very poor To analyze the studentsAo participation in research toward the material and activities in teaching and learning process by checklist.
The studentsAo active participation described followed:
Table 5.
Indicator of StudentsAo Activeness Score The studentsAo Active Participation Very Active StudentsAo respond material very active Active Fairly active Not active StudentsAo respond to the material actively StudentsAo respond to the material just once or twice.
Students just sit down during the activity without doing Indicator Percentage the studentsAo participation through the following formula:
4 xN Where:
: Percentage : Sum of all the studentsAo score : Total of students Vol.
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FINDINGS
The use of Picture Media in the form of teaching English Writing skills could improve the studentsAo content of cycle I in the following table.
Table 6.
The StudentsAo Improvement in Content .
nity and completenes.
DAeT
Indicators Improvement
Score
Score
DT -CI
Unity Completeness OcX The table above shows the studentsAo writing skill in content for unity and completeness as the result of calculating of the diagnostic test and studentsAo test cycle I, where the studentsAo score in diagnostic test is different from the studentsAo test in cycle I.
The score for unity in diagnostic test is 6.
90%) in cycle I is 8 .
%).
The score for completeness in diagnostic test is 6.
80%) in cycle I 54 .
40%).
The mean score in diagnostic test is 6.
30 %) in cycle I is 77 .
70 %).
The assessment of cycle I was greater than diagnostic test and classified as good.
The application of Picture Media as one of teaching method of English writing can assess the studentsAo progress of writing skill as shown in the following Table 7.
The StudentsAo Improvement in Organization of Coherence Indicators Coherence OcX DAeT Improvement Score Score DT Ae CI Vol.
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1 May 2019 English Education Department Exposure Journal 56 The table above shows the studentsAo writing skill in organization of coherence as the result of calculating of the diagnostic test and studentsAo test, where the studentsAo score in diagnostic test is different from the studentsAo test in cycle I.
The score for coherence in diagnostic test is 6.
60%) in cycle I is 31 .
10%).
The mean score in diagnostic test is 6.
16, the studentsAo test in cycle I is 7.
The achievement of cycle I is greater than diagnostic test .
> 61.
60%) and classified as good.
Table 8.
The StudentsAo Improvement in Writing Ability for Content and Organization Variables Content Organization OcX DAeT Cycle I Improvement % Score Score DT AeCI The table above indicates that there are improvement of the studentsAo writing skills from D-Test to cycle I, which in D-Test the studentsAo mean score .
40%) and categorized as average achievement.
After evaluation in cycle I the studentsAo writing skill becomes .
40%) and categorized as good.
The improvement of studentsAo writing skill achievement from D-Test to cycle I .
29%).
The result of observation of the studentsAo activeness in teaching and learning process through observation sheet it can be seen clearly through the following table:
Table 9.
The Percentage of the StudentsAo Activeness Cycle Cycle I Persentage StudentsAo Activeness MEETING (%) Average Score The table above explains about the average of the studentsAo activeness in giving materials teaching and learning process through observation sheet by Vol.
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1 May 2019 English Education Department Exposure Journal 57 The table above shows the process the studentsAo activity in each Based on the indicator of the students activeness in the first meeting, where 5 students got very active, 9 students got active, 14 students got fairly active, and 5 students got not active.
In the second meetings, where 3 students got very active, 20 students got active, and 10 students got fairly active.
In the third meetings, 7 students got very active, 22 students got active, and 4 students got fairly active.
In the fourth meetings, 14 students got very active, 17 students got active, and 2 students got fairly active.
The percentages of the cycle I from the first meeting to the fourth meeting are 60.
6%, 69.
6%, 77.
2% and 84%.
The average score in cycle I is 291%.
DISCUSSION
In this part, the discussion covering the interpretation of finding derived from the result of findings is based on the problem statement.
To know clearly the discussion of finding in writing project, following is presented:
Content The improvement of the studentsAo skills to write good paragraphs through Picture Media has an effective effect.
Where, the teacher finds in the diagnostic test in content of unity that the students get score about 6.
39, it means that it is not far from the target, and then after implies the Picture Media.
the students get score about 8 in the cycle I.
In the diagnostic test in content of completeness the teacher finds that the students get score about 6.
21, and then after implies the Picture Media, the students get score about 7.
54 in cycle I.
It means that the target has been achieved and the research not continues to the next cycle.
Following is presented the improvement of studentsAo content percentage as the result of teaching learning observation:
Unity The percentage of the studentsAo content of unity in writing indicates that 28 students .
84%) get average, 5 students .
15%) get good.
After taking an Vol.
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1 May 2019 English Education Department Exposure Journal 58 action in cycle I through Picture Media Experience, the percentage of the studentsAo content of unity is 30 students .
90%) get good, and 3 students .
09%) get very good.
Completeness The percentage of the studentsAo content of completeness in writing indicates that 29 students .
87%) get average, 4 students .
12%) get good.
After taking an action in cycle I through Picture Media Experience, the percentage of the studentsAo content of completeness is 33 students .
%) get good.
Organization After implementation of Picture Media in the class, the teacher finds that the mean score of diagnostic test in organization is 6.
And in the cycle I, the students get 7.
The percentage of the studentsAo organization of coherence in diagnostic-test indicates that 31 students .
93%) get average, and 2 students .
06%) get good.
After taking an action in cycle I through Picture Media, the percentage of the studentsAo organization of coherence is 32 students .
96%) get average, and 1 student .
03%) get very good.
The result above also proves that the use of Picture Media is able to improve the studentsAo organization of coherence where the result of cycle I is higher than diagnostic-test (Cycle I>Diagnostic-Tes.
Observation Result of StudentsAo Participation Based on the indicator of the students activeness in the first meeting, where 5 students got very active, 9 students got active, 14 students got fairly active, and 5 students got not active.
In the second meetings, where 3 students got very active, 20 students got active, and 10 students got fairly active.
In the third meetings, 7 students got very active, 22 students got active, and 4 students got fairly active.
In the fourth meetings, 14 students got very active, 17 students got active, and 2 students got fairly active.
The percentages of the cycle I from the first meeting to the fourth meeting are 60.
6%, 69.
6%, 77.
2% and 84%.
addition, the average score in cycle I is 291%.
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CONCLUSION
Based on the findings and discussion in the previous chapter, the researcher inferential in the following conclusion.
The studentsAo writing ability in writing content of diagnostic test is 6.
33, in cycle I is 7.
The studentsAo progress from the diagnostic test to the cycle I is The studentsAo writing ability in writing organization of diagnostic test is 6.
the cycle I is 7.
The studentsAo progress from the diagnostic test to the cycle I is 3.
The studentsAo activeness in the first meeting of cycle I is 60.
After repair the weakness and take action in teaching and learning process by using Picture Media, the studentsAo activeness becomes 84% in the last meeting of cycle I.
Its mean that the use of Picture Media is able to improve the studentsAo activeness in learning English especially in teaching writing.
REFERENCES