i

THE USE OF PICTURES TO IMPROVE STUDENTS`

WRITING SKILL IN DEVELOPING IDEAS

(A Classroom Action Research in Class VIII of SMP Negeri 2 Ngargoyoso

in the Academic Year of 2015/ 2016)

THESIS

HANOVA SATRIA PRIYAMBADA

K2211039

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

SEBELAS MARET UNIVERSITY

SURAKARTA

2017

ii

PRONOUNCEMENT

This is to certify that I myself write this thesis entitled “THE USE OF

PICTURES TO IMPROVE STUDENTS` WRITING SKILL IN DEVELOPING

IDEAS (A Classroom Action Research in Class VIII of SMP Negeri 2 Ngargoyoso

in the Academic Year of 2015/ 2016)”. It is not a product of plagiarism or made by

others. Everything related to others’ are written in quotation, the sources of which

are listed on the bibliography.

If then, this pronouncement proves wrong, I am ready to receive any

academic punishment.

Surakarta, September 2017

Hanova Satria Priyambada

iii

THE USE OF PICTURES TO IMPROVE STUDENTS`

WRITING SKILL IN DEVELOPING IDEAS

(A Classroom Action Research in Class VIII of SMP Negeri 2 Ngargoyoso

in the Academic Year of 2015/ 2016)

Thesis By:

Hanova Satria Priyambada

K2211039

Submitted to Teacher Training and Education Faculty of

Sebelas Maret University to Fulfill One of the Requirements for

Getting the Undergraduate Degree of Education in English

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

SEBELAS MARET UNIVERSITY

2017

iv

CONSULTANTS APPROVAL

This thesis has been approved by the consultants to be examined by the

Board of Thesis Examiners of Teacher Training and Education Faculty, Sebelas

Maret University.

TITLE : THE USE OF PICTURES TO IMPROVE STUDENTS`

WRITING SKILL IN DEVELOPING IDEAS (A Classroom

Action Research in Class VIII of SMP Negeri 2 Ngargoyoso in

the Academic Year of 2015/ 2016)

NAME : HANOVA SATRIA PRIYAMBADA

NIM : K2211039

On : September 2017

Approved by:

Consultant I Consultant II

Drs. Gunarso Susilohadi, M.Ed, TESOL Hefy Sulistyawati, S.S., M.Pd

NIP. 19540315 198503 1 002 NIP. 19781208 200112 2 002

v

LEGALIZATION OF EXAMINERS

This thesis has been examined by the Board of Thesis Examiners of Teacher

Training and Education Faculty of Sebelas Maret University and accepted as partial

fulfilment for the requirements for achieving Undergraduate Degree of Education

in English.

Day:

Date:

The Board of Examiners

1. Chairman

Teguh Sarosa, S.S., M.Hum.

NIP. 19730205 200604 1 001

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

2. Secretary

Hasan Zainnuri, S.Pd., M.Pd.

NIP. 19890324 201504 1 004

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

3. Examiner I:

Drs. Gunarso Susilohadi, M.Ed, TESOL

NIP. 19540315 198503 1 002

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

4. Examiner II:

Hefy Sulistyawati, S.S., M.Pd

NIP. 1978120 8200112 2 002

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

Teacher Training and Education Faculty

Sebelas Maret University

The Dean,

Prof. Dr. Joko Nurkamto, M.Pd.

NIP. 19610124 198702 1 001

vi

ABSTRACT

Hanova Satria Priyambada. K2211039. 2017. THE USE OF PICTURES TO

IMPROVE STUDENTS` WRITING SKILL IN DEVELOPING IDEAS (A

Classroom Action Research in Class VIII of SMP Negeri 2 Ngargoyoso in the

Academic Year of 2015/ 2016). Teacher Training and Education Faculty.

Sebelas Maret University.

The objectives of this research are (1) To invaestigate how pictures can be

implemented effectively in improving the students’ developing ideas in writing; (2)

To describe to what extent pictures can improve the students’ developing ideas in

writing.

The research design used in this study is a classroom action research which

was conducted in two cycles. Each cycle consisted of planning, action, observation,

and reflection. The research data were collected using qualitative and quantitative

technique. In collecting qualitative data the writer used interview, observation and

documentation. While the quantitative data were obtained from the writing test that

consists of pre-test and post-test. The technique of analyzing the data is qualitative

one consisting of data reduction, data display and conclusion. The quantitative data

were analyzed by comparing the mean score of pre-test and post-test.

Based on the research findings, it can be concluded that the implementation

of pictures in developing ideas in writing class at the eighth grade class of SMP

Negeri 2 Ngargoyoso is effective. The result of this research showed that

implementation of pictures will be effective to improve students’ developing ideas

in writing if the pictures were printed in big size with high resolution, the pictures

should be modified with various learning activities such as flash card game, and in

the learning activities the students work in group. If the teaching and learning

activity run effectively the students’ developing ideas skill will improved. The

student’s writing mean score in the pre-test was 62.69; it improved to 71.92 in post-

test I and 79.29 in post-test II. The implementation of pictures gives good impact

in the classroom situation. The use of pictures changes the classroom situation to

be more active and interactive. Pictures can also attract the students to join the

teaching learning process.

Keywords: developing ideas, pictures, writing skill

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MOTTO

Realizing that our life will one day break apart is why each moment is precious.

When you make a mistake, laugh!

That way, no one is laughing at you,

They are laughing with you.

The way of peace is to learn to be at peace

In the middle of imperfection,

To be able to accept people

Even though they are far from perfect.

-Ajahn Brahm-

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DEDICATION

This thesis is whole-heartedly dedicated to:

My Parents

Sugeng Priyono, S.Kep.Ns. and Wiwik Sudaryatmi, Amd.Keb

For their endless love and prayer

All ‘teachers’ in my life

For the countless knowledge and inspirations

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ACKNOWLEDGEMENT

Alhamdulillahirrabil’alamin

All praises be to Allah SWT, the Almighty, for His blessing so that the

writer is finally able to finish this thesis as one of the requirements for achieving

Undergraduate Degree in English Department, Teacher Training and Education

Faculty, Sebelas Maret Surakarta University. This thesis will never be completed

without the assistance of many people. The writer would like to express his greatest

gratitude and respect to the following:

1. Prof. Dr. Joko Nurkamto, M.Pd. as the Dean of Teacher Training and

Education Faculty of Sebelas Maret University.

2. Teguh Sarosa, S.S., M.Hum. as the head of English Education Department

of Teacher Training and Education Faculty.

3. Drs. Gunarso Susilohadi, M.Ed, TESOL., the first consultant for all his time

to read in details the thesis, his guidance, advice, critical comments, and

patience of every step in the process from the very beginning of the project

to make this thesis better.

4. The second consultant, Hefy Sulistyawati, S.S., M.Pd., for her kind help,

support, advice and patience to make this thesis better.

5. Drs. A. Handoko Pudjobroto. the academic consultant, for the motivation,

kindness, and advice.

6. All the lecturers of English Education Department for countless knowledge

and inspiration during the study.

7. Sudarmi, S.Pd., the English teacher who helped the writer a lot during the

research, and the students of VIII C of SMP N 2 Ngargoyoso 2015/2016,

for their cooperation during the research.

8. The sincerest thanks are directed to the writer’s beloved parents, Sugeng

Priyono and Wiwik Sudaryatmi, his dearest brother and sister, Okky Satria

Briliando, Royhan Zacky Satria and Chika Showaz Azmifala for the great

loves, prayers, and supports to finish this thesis.

x

9. The sincerest thanks are directed to Subkhan Setiaji and Siti Nurjanah for

supports and prayers to finish this thesis.

10. The most special thanks are given to Nurfie Rahmadani Azzahra, S.Pd.,

M.Pd., for the nice and warm and for all her time to help, love and support

during the writer’s project.

11. The greatest thanks are also directed to RINDUEKUSTIK (Mukhlis Uciez,

Afif Apip, Arvan Apank, Dhimas Dhimsy, Moris Virgiawan, Rizka Qiu,

Wismoyo Wismoyan, Tegar Eponk, and Anggry) for their help, suggestions,

laughing, cares and also for the happiness.

12. Thanks are also given to his friends in Class SBI of EED 2011, and all

students of English Education 2011 FKIP UNS, thanks for motivations and

laughs.

13. Finally thanks a million to the writer’s big family for all their attentions and

prayers.

Realizing that this thesis is far from being perfect, the writer would be very

pleased for all the comment, criticism, and suggestion to make this thesis better.

The writer hopes that this thesis would be useful for the readers especially for those

who are interested in teaching-learning process.

Surakarta, September 2017

Hanova Satria Priyambada

xi

TABLE OF CONTENTS

TITLE OF THE RESEARCH .................................................................................. i

PRONOUNCEMENT ............................................................................................. ii

SUBMISSION ....................................................................................................... iii

APPROVAL OF CONSULTANTS ....................................................................... iv

APPROVAL OF THE BOARD EXAMINERS ..................................................... v

ABSTRACT ........................................................................................................... vi

MOTTO ................................................................................................................ vii

DEDICATION ..................................................................................................... viii

ACKNOWLEDGEMENT ..................................................................................... ix

TABLE OF CONTENTS ....................................................................................... xi

LIST OF APPENDICES ...................................................................................... xiii

LIST OF TABLES ............................................................................................... xiv

LIST OF FIGURES .............................................................................................. xv

CHAPTER I INTRODUCTION

A. Background of the Study ............................................................... 1

B. Problem Statements ....................................................................... 4

C. The Objective of the Study ............................................................ 4

D. The Benefit of the Research .......................................................... 5

CHAPTER II THEORETICAL REVIEW

A. The Nature of Writing ................................................................... 6

1. The Definition of Writing ......................................................... 6

2. The Purpose of Writing ............................................................ 7

3. The Process of Writing ............................................................. 7

4. The Characteristic of Good Writing ......................................... 8

5. The Difficulties in Writing ....................................................... 9

6. Macroskills and Microskills of Writing ................................. 10

7. Writing Indicator .................................................................... 10

8. Teaching Writing .................................................................... 11

xii

B. Developing Ideas ......................................................................... 13

1. Indicator of Developing Ideas ................................................. 15

2. Assessing Developing Ideas in Writing ................................. 16

C. Picture .......................................................................................... 18

1. Definition of Picture ................................................................ 18

2. Advantages of Picture ............................................................. 19

3. Disadvantages of Picture ......................................................... 20

4. The Sources of Picture ............................................................ 21

5. Teaching Writing Using Picture.............................................. 24

D. Rationale .................................................................................... 26

CHAPTER III RESEARCH METHODOLOGY

A. Context of the Research .............................................................. 28

B. Research Method ......................................................................... 29

C. The Model of Action Research.................................................... 30

D. The Procedure of the Action Research ........................................ 30

E. Reasons of Choosing CAR .......................................................... 31

F. Technique of Collecting Data ...................................................... 31

G. Techniques of Analyzing Data .................................................... 32

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION

A. Research Findings ....................................................................... 35

B. Discussion ................................................................................... 59

CHAPTER V CONCLUSION, IMPLICATION AND SUGGESTION

A. Conclusion ................................................................................... 65

B. Implication ................................................................................... 67

C. Suggestion ................................................................................... 67

BIBLIOGRAPHY ................................................................................................. 69

APPENDICES ...................................................................................................... 72

xiii

LIST OF TABLES

Table 1.1 Students’ Pre Test .............................................................................. 3

Table 2.1 Scoring Rubric of Developing Ideas ................................................... 17

Table 2.2 The Range of Scores of Each Writing Component ............................. 18

Table 3.1 The Scedule of the Research ............................................................... 28

Table 4.1 Pre-research Findings .......................................................................... 36

Table 4.2 The Overview of The Implementation of The Research ..................... 38

Table 4.3 The Overall Implementation of Cycle 1 ............................................. 38

Table 4.4 Students’ Post-Test 1 Mean Score ...................................................... 46

Table 4.5 The Overall Implementation of Cycle 2 ............................................. 50

Table 4.6 Students’ Post-Test 2 Mean Score ...................................................... 55

Table 4.7 The Summary of Research Findings ................................................... 57

Table 4.8 The Improvement of Students’ Writing Skills .................................... 58

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LIST OF FIGURES

Figure 3.1 The Model of Action Research .......................................................... 30

Figure 3.2 The Steps of Analyzing Data ............................................................. 34

xv

LIST OF APPENDICES

1. Appendix 1 Pre-reserach Observation and Analysis ................................. 72

2. Appendix 2 Sample of Students Pre-test ................................................... 75

3. Appendix 3 Pre-Test Score ....................................................................... 79

4. Appendix 4 Teacher's pre-research interview ........................................... 80

5. Appendix 5 Students' pre-reserach interview ............................................ 82

6. Appendix 6 RPP Cycle I .......................................................................... 87

7. Appendix 7 Sample of Students Post-test-1 .............................................. 99

8. Appendix 8 Score of Post-test-1 ............................................................. 103

9. Appendix 9 Cycle-1-Field-Note .............................................................. 104

10. Appendix 10 RPP Cycle 2 ...................................................................... 111

11. Appendix 11 Sample of Students Post-test-2 ......................................... 121

12. Appendix 12 Sample of Students Task ................................................... 125

13. Appendix 13 Score of Post-test-2 ........................................................... 127

14. Appendix 14 Cycle-2-Field-Note ............................................................ 128

1. Table 2.1 The Scoring of Writing Based on Ganesee and Usphur (1997) 15

2. Table 2.2 Potential Pros and Cons of Peer Feedback by Hyland (2003) .. 20

3. Table 2.4 Correction Codes by Hyland (2003) ........................................ 23

4. Table 3.1 Research Timeline..................................................................... 25

5. Table 3.2 The Process of Data Analysis ................................................... 30

6. Table 4.1 Pre-research Findings ................................................................ 32

7. Table 4.2 The Overview of The Implementation entation of Cycle 1 ...... 65