Skripsi Dewi Awaliah@Watermak

THE EFFECTIVENESS OF PICTURES SERIES
TOWARDS STUDENTS WRITING SKILL IN

NARRATIVE TEXT
(A Quasi-Experimental Study at the Eleventh Grade of SMAN 4 Depok)
By:
DEWI AWALIAH
NIM: 109014000156
THE DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYA AND TEACHERS TRAINING
SYARIF HIDAYATULLAH
STATE ISLAMIC UNIVERSITY
JAKARTA
2014
ABSTRACT
Dewi Awaliah (109014000156). The Effectiveness of Picture Series towards
Students Writing Skill in Narrative Text; A Quasi-Experimental Study at the
Eleventh Grade of SMA Negeri 4 Depok academic year 2013/2014. Skripsi of
English Education Department at Faculty of Tarbiya and Teachers training of
Syarif Hidayatullah State Islamic University Jakarta. 2014.
Keyword: Narrative Text, Pictures Series
The objective of this study is to find out the empirical data concerning
whether Pictures series as media in writing narrative text is effective towards
students writing skill in narrative text. The method used in this study was
quantitative method. The design of this study was quasi experimental design.
The writer used quasi experimental design of this study to see the effectiveness
of pictures series towards students writing skill in narrative text. The result
showed that the picture series as media in writing narrative text is effective
towards students writing skill in narrative text. The result of calculation showed
that in the significance degree of 5%, the value of t-test (to) > t-table (tt) (5.514 >
1.992). According to the criteria of the test, the result showed that there is a
significant difference between students writing skill in narrative text by using
Pictures series as media and without Pictures series. It means that, the Pictures
series is effective and applicable at the eleventh grade of SMA N 4 Depok
towards students writing skill in narrative text.
iv
ABSTRAK
Dewi Awaliah (109014000156). Keefektifan Gambar Berseri Terhadap
Keterampilan Menulis Siswa dalam Teks Naratif; Sebuah Kuasi Experimental
di Kelas Sebelas SMA Negeri 4 Depok Tahun Ajaran 2013/2014. Skripsi Jurusan
Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas
Islan Negeri Syarif Hidayatullah Jakarta. 2014.
Kata kunci: Teks Naratif, Gambar Berseri
Tujuan penelitian ini adalah untuk menemukan data empiris mengenai
apakah gambar berseri efektif terhadap keterampilan menulis siswa dalam teks
naratif. Metode yang digunakan dalam penelitian ini adalah metode kuantitatif.
Desain penelitian ini adalah kuasi-eksperimental. Peneliti menggunakan desain
kuasi-eksperimental untuk melihat keefektifan gambar berseri terhadap
keterampilan menulis siswa dalam teks naratif. Hasil dari perhitungan
menunjukkan bahwa dalam taraf signifikansi 5%, hasil t-test (to) > t-table (tt)
(5.514 > 1.992). Ini menunjukkan hasil t-tes lebih tinggi dengan nilai 5.514 dari
pada t-tabel. Berdasarkan kriteria pengujian, hasil tersebut menunjukkan bahwa
terdapat perbedaan signifikan antara kemampuan siswa dalam menulis teks naratif
menggunakan gambar berseri dengan kemampuan siswa dalam menulis teks
naratif tanpa menggunakan gambar berseri. Itu berarti bahwa, gambar berseri
efektif dan dapat digunakan di kelas sebelas SMA Negeri 4 Depok terhadap
kemampuan menulis siswa dalam teks naratif.
ACKNOWLEDGEMENT
In the Name of Allah The Beneficent and The Merciful
Praise be to Allah Lord of the world who has bestowed upon the writer in
completing this skripsi. Peace and blessing upon our prophet Muhammad SAW,
his families, his companion and his followers.
This skripsi cannot be completed without a great deal of help from many
people, especially Mr. Dr. Atiq Susilo, M. A and Mrs. Atik Yuliyani, M. A,
TESOL as advisor who always gives his help, guidance, correction and suggestion
for the completion of this Skripsi.
Her deepest gratitude also goes to those who have helped her in finishing this
skripsi, they are:
1. Nurlena Rifai, M.A., Ph.D, the Dean of Faculty Tarbiya and Teachers
Training Syarif Hidayatullah State Islamic University Jakarta.
2. Drs. Syauki, M.Pd., the Head of English Education Department.
3. Nida Husna, M.Pd., MA TESOL as the writers academic advisor for her
support and motivation for the writer during finishing this skripsi.
4. Zaharil Anasy, M. Hum., as the secretary of English Eduaction
Department.
5. Dra. Hj. R. Laksmi Gantini, M. Si. as the Principal of SMA Negeri 4
Depok,
6. To any other persons whose are named cannot be mentioned one for their
contribution to the writer during finishing his skripsi.
Hopefully, this skripsi can be useful to the readers, particularly to the writer.
Also, the writer realized that this skripsi is far from being perfect. It is a pleasure
for her to receive constructive critics and suggestion from anyone who read her
skripsi for valuable improvement.
Jakarta, May 2014
The Writer
Dewi Awaliah
NIM. 109014000156
TABLE OF CONTENTS
APPROVAL. ............................................................................................
ENDORSEMENT SHEET.. ....................................................................
ii
SURAT PERNYATAAN KARYA SENDIRI............................................
iii
ABSTRACT.. ............................................................................................
iv
ABSTRAK..................................................................................................
ACKNOWLEDGEMENT.......................................................................
vi
TABLE OF CONTENTS......................................................................... vii

LIST OF TABLE...................................................................................... xi
LIST OF APPENDICES.......................................................................... x
CHAPTER I INTRODUCTION
A. Background of the Study ..................................................................... 1
B. Identification of the Problem............................................................... 3
C. Limitation of the Problem.................................................................... 3
D. Formulation of the Problem................................................................. 3
E. Objective of the Study......................................................................... 4
F. Significance of the Study....................................................................
CHAPTER II THEORETICAL FRAMEWORK

A. Theoretical Description........................................................................ 5
1. Writing............................................................................................... 5
a. The General Concept of Writing.................................................... 5
b. The Purpose for Writing................................................................. 7
2. Narrative Text.................................................................................. 7
a. General Concept of Narrative Text............................................... 7
b. The Purpose of Narrative Text...................................................... 8
3. Writing Narrative Text.................................................................... 9
a. Schematic Structures of Narrative................................................ 10
4. Pictures series.................................................................................... 12
a. Definition of Pictures series.........................................................
vii
12
b. Types of Picture and Types of Use..............................................
13
c. Function of Picture....................................................................... 14
d. Criteria for Good Picture.............................................................
15
e. Picture Sequences (Picture Series)............................................... 15

B. Previous of the Study..........................................................................
16
C. Conceptual of Framework...................................................................
17
D. Research Hypothesis............................................................................ 19
CHAPTER III RESEARCH METHODOLOGY
A. Place and Time of the Study................................................................ 20
B. Method and Design of the Study......................................................... 20
C. Population and Sample......................................................................... 21
D. Technique of Data Collecting.............................................................. 21
E. Validity and Reliability of the Instrument........................................... 22
F. Technique of Data Analysis................................................................. 26
G. Hypothesis Statistics............................................................................ 28
CHAPTER IV RESEARCH FINDINGS
A. Data Description.................................................................................. 29
1. The Data of Experiment Class........................................................ 29
2. The Data of Control Class..............................................................
31
B. Analysis of Data and Hypothesis Testing...........................................
32
1. Analysis of Pretest and Posttest.....................................................
32
2. Homogeneity of the Data ..............................................................
36
3. Hypothesis Testing.......................................................................... 37
C. Interpretation of the Data....................................................................
40
CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion............................................................................................ 42
B. Suggestion............................................................................................ 42
BIBLIOGRAPHY..................................................................................... 43
APPENDICES
viii
LIST OF TABLES
Table
Page
Table 3.1: Rating Scale of Wting Test................................................................. 22

Table 3.2: Categoritation of the Score................................................................. 26
Table 4.1: Scores of Pre-test and Post-test in the Experimental Class................ 29
Table 4.2: Scores of Pre-test and Post-test in the Controlled Class.................... 31
Table 4.3: Normality of Pre-test in Experimental Class...................................... 33
Table 4.4: Normality of Post-test in Experimental Class.................................... 34
Table 4.5: Normality of Pre-test in Controlled Class.......................................... 35
Table 4.6: Normality of Pre-test in Controlled Class.......................................... 36
ix
LIST OF APPENDICES
Page
Appendices
Appendix 1: Timeline of Research..................................................................
45
Appendix 2: Syllabus.......................................................................................
47
Appendix 3: Lesson Planning..........................................................................
49
Appendix 4: The Instrument of Research........................................................
98
Appendix 5: The Score of Test Validity and Realibility of the instrument....
106
Appendix 6 : Worksheet for Control Class......................................................
107
Appendix 7: The Score of Experiment Class...................................................
113
Appendix 8: The Score of Control Class.......................................................... 114

Appendix 9: Students Writing Test................................................................. 115
Appendix 10: Calculation of Pre-test Normality in Experiment Class............. 118
Appendix 11: Calculation of Post-test Normality in Experiment Class........... 119
Appendix 12: Calculation of Pre-test Normality in Controlled Class.............. 120
Appendix 13: Calculation of Post-test Normality in Controlled Class............. 121
Appendix 14: Tabel Distribusi Probabilitas Normal Baku..............................
122
Appendix 15: Tabel Distribusi Probabilitas t-Student..................................... 124

Appendix 16: Tabel Lylifors (Nilai Kritis Uji Lylifors)................................... 125
Appendix 17: Tabel Distribusi Sebaran F......................................................... 126
Appendix 18: Pengesahan Proposal Skripsi...................................................... 127
Appendix 19: Surat Bimbingan Skripsi............................................................ 128
Appendix 20: Surat Permohonan Izin Observasi............................................... 130
Appendix 21: Surat Pemohonan Izin Penelitian................................................ 131
Appendix 22: Surat Keterangan......................................................................... 132
CHAPTER I
INTRODUCTION
A. Background of the Study

Writing is one of skill which has to master by the eleventh grade students of
senior high school. According to Heaton, writing skill is complex and sometimes
difficult to teach, requiring mastery not only grammatical and rhetorical devices
but also of conceptual and judgmental elements.1 Then, according to Harmer on
his book The Practice of English Language Teaching, he states each skill has
difficulties for student but writing has become the most complicated skill to be
learned because writing is production skill and need a feedback.2 This case has
led to the idea that learning to write or to communicate certain idea clearly and
comprehensively is need time, effort, and concentration.
On the other hand, the objectives of writing for the students in senior high
school are required to learn and to master the functional text. Kinds of functional
texts in senior high school are narration, description and argumentation.
Especially, procedure (description) and narrative (narration) text learned by the
students in the eleventh grade of senior high school. In narrative text, students
usually asked to write a story based on the themes which are the teacher given.
Based on the situation, the writers did an observation in SMA Negeri 4 Depok at
the eleventh grade of students. Based on the writers observation, the students got
the low score in writing test. On the writing test, the students were asked to write
a narrative text based on the topic that the writer given. The score of students
writing test was bad. That was happened because of some factors. The first factor
was students have to be able to create their idea to make a narrative text. It was
not interesting enough for the students. Second, the students were lack
vocabularies. It made the students were difficulty in a writing narrative text.
J. B. Heaton, Writing English Language Test, ( New York: Longman Group, 1995),
p. 135.
2
Jeremy Harmer, The Practice of English Language Teaching, (New York:Longman

Group, 1991), p. 52.
Because the teacher just asked the student to write a narrative text without media
and realia. The last problem was students cannot make a good chronological order
in writing narrative text because the teacher did not explain how to make a good
paragraph in writing narrative text. The students have to express their idea on their
mind into a good paragraph or passage. This task is not as easy as it seems.
Students not only have to produce various sentences, but they also have to
concern on three basic elements of paragraph structure: unity, clarity, and
cohesive while constructing those sentences into a paragraph. It is evidences why
writing become the most complicated skill for the students.
On the other hand, the specific problem faced by the students in writing
narrative text is to create cohesive and systematic sentences when they write
story. According to Oshima & Hogue, narration is story writing. When we write a
narrative text, we write about events in the order that they happen. In other words,
we use time order to organize our sentences.3 Hence, they need a media to help
students in creating their ideas, making their writing cohesive or systematic and
making series of events which is constructed in a chronological order.
Media is an object that can be touched, seen, heard, and observed. One of
media which is used to help the students in writing narrative text is pictures series.
Pictures can be used to help the students in making cohesive and systematic
sentences to be the series of events which is constructed in a chronological order.
Pictures series have a number of related composite pictures linked to form a series
or sequences. It makes the students writing narrative text will be cohesive and
systematic. Pictures series also have pictures with full color. It helps the students
attracted to create their idea in writing narrative text. The students have
imagination about pictures they saw. The pictures inspire the students in
expressing their ideas into paragraph. Pictures series will be effective towards
students writing skill in narrative text because the students have motivation to
increase their potential in writing narrative text after they imagine the pictures.
Alice Oshima & Ann Hogue, Introduction to Academic Writing, ( New York: Pearson
Education, 2007), p. 24.
Based on the explanation and problems above, the writer is interested in

finding out the first and the third factors from the observation above which made
the students got the low score in writing test. The factor is media to make a good
paragraph in writing narrative text. The writer intends to conduct quasiexperimental study entitled, The Effectiveness of Pictures Series towards
Students Writing Skill in Narrative Text at the Eleventh Grade of SMA Negeri 4
Depok.
B. Identification of the Problem

Considering the important of identification of the problem, the writer
identifies the problem as follows:
1. Students are not interested in writing narrative text because of their lack of
ideas.
2. Students are lack vocabularies in writing narrative text.
3. Students cannot make good chronological order in writing narrative text.
C. Limitation of the Study

As mentioned on the background of the study above, the Pictures series is one
of the alternative solutions that can be used by the teachers in writing narrative
text in the classroom. The problem is limited on the effectiveness of pictures
series towards students writing skill in narrative text. In addition, the writer
focuses on the students at the eleventh grade of SMA Negeri 4 Depok.
D. Formulation of the Problem

Based on the background of the study, the writer would like to find out
whether the use of pictures series is effective towards students writing skill in
narrative text. To put it into focus, the problem is formulated in a research
question:
Is pictures series effective towards students writing skill in narrative text?
E. Objective of the Study

Based on the formulation of the problem above, the objective of this study is
to find out the effectiveness of pictures series towards students writing skill in
narrative text.
F. Significance of the Study

The result of this study is expected to be useful for:
1. The Teachers
The teacher, especially the English teacher will get information and
description about the effectiveness of pictures series on the students writing
skill in narrative text as a media to produce better writing.
2. The Students
After the students are researched, they have motivation in writing narrative
text using pictures series as a media to writing; and create the sentences
which are cohesive and systematic.
3. The writer
By conducting the study, the writer knows the effectiveness of pictures series
towards students writing skill in narrative text.
CHAPTER II
THEORETICAL FRAMEWORK
A. Theoretical Description
In this chapter, the writer discussed and elaborated some theories which
related to the study. The discussion focuses on writing narrative text and pictures
series.
1. Writing
a. The General Concept of Writing
Writing is a skill of English language which requires students to represent and
develop their own idea in a written form. Many students feel confuse on how to
begin to write a paragraph or get stuck on constructing certain genre of the text.
To be able to write well can be difficult even for the professionals. In writing
skill, students have to be able to create their idea in writing. It was not interesting
enough for the students. They did not have inspiration or idea in writing. When
students write something while they are also collecting things like facts and
concepts, it leads them to uncover something new. They know they will be
making significant discoveries as they write. Yet, students tend to have problems
when they started writing. Many students know they will solve problems if they
can just get started and keep on going. They have all kinds of strategies to keep
the writing flowing, particularly during early drafting since all students revise
their first drafts. When students revise their writing, it is time to reflect on their
draft and perhaps gotten comments from other people, they are ready to revise.
According to Clouse, when we revise the writing remember that its really
rewriting. Experienced writers work and rework drafts several times. With each
revision, know that you are acting like an experienced writer.1
When we create an idea in writing, it is similar as we communicate with
someone (the audience). We use our mind in communicating to other people
Barbara Fine Clouse, A Trobleshooting Guide for Writers, ( New York: McGaw-Hill,
2005), p. 4.
through written form. According to Donough and Shaw on their book Materials
and Methods in ELT: A Teachers Guide, they state that teacher should need, for
instance, to call on kinds of communicative criteria; on the concepts of product
and process; and on the role of formal language practice, to see how other skills
are. Writing too has developed many insights into the nature of language and
learning.2 It means that in writing skill the teacher has to make the concept of
product and process in writing activities. Writing has developed and accumulated
many insights in the language and learning.
It can be concluded that, writing is difficult language process because writing
is more complex than other language skill. The writer must include the entire
scope of information and provide the premises and content clearly so that a broad
audience will be able to read and understand the message.
b. The Purpose for Writing

According to Mattix, she states that purpose refers to writers aim or reason in
writing which can be stated or implied. Identifying our purpose early can help us
to keep our draft on track and select organizational strategies to fit ideas. Purpose
can be divided into two terms: general and specific.3
The General Purpose
Writing has four general purposes: to inform, to persuade, to express and to

entertain. Those can be combined in various ways.4 For example, most writing is
intended to express the writers idea about something, but it directly leads to the
secondary purpose that is to entertain the reader. Therefore, the general purposes
could combine in various ways.
The Specific Purpose
The specific purpose may be implied or stated. The purpose is invariably

implied in a theme that permeates the piece. In expository writing, the purpose is
Jo McDonough and Christopher Shaw, Materials and Methods in ELT : A Teachers

Guide (2nd Ed), (Oxford: Blackwell Publishing Ltd), 2003), p. 153.
3
Betty Mattix Dietsch, Reasoning&Writing Well : A Rhetoric, Research Guide, Reader,
and Handbook, (New York: Mc Graw Hill. 2006), p. 7.
4
Ibid.
usually stated directly for clarity either in a topic sentence or in thesis.5 In order
to be clear, writing should have a specific purpose. For clarity in our writing, we
have to revise and edit our writing. If we edit and revise our writing it will help
our paragraphs to be clear.
As what has been mentioned before, it can be concluded that the purposes of
writing are to inform, to persuade, to express and to entertain as general purpose.
As for specific purpose in writing, it is to make clarity in writing.
2. Narrative Text
a. General Concept of Narrative Text
Narrative is kinds of text which is learned in Senior High School. According
to Oshima, narrative is the kind of writing that you do when you tell a story. Use
time order words and phrases to show when each part of the story happens.6 Also
according to Phar and Buscemi, they state that the success of a personal narrative
essay based on the search for significance. The narrative essay tells a story, to be
sure, but the true value of the narrative comes from what the writer and reader
learn from it.7 It means that, narrative gives the readers or listeners a moral value
in every story. It is differentiate with other kinds of passages.
The purpose behind a story can give motive for readers or listeners. The
purpose of narrative is very important because the purpose of narrative determine
appropriateness of the narrative. It is easy to tell a good story, though some people
have a something special for telling entertaining anecdotes or short stories.
Everything you write has a purpose. According to Clouse, even something as
simple as a grocery list is written for a purpose. Writers often combine purposes
such as to relate experience, to inform, to persuade, and to entertain.
In addition, according to Regina et al., state that narrative paragraphs describe
a sequence of events in the present time. Just as common-if not more so-is
Ibid., p. 8.
Alice Oshima & Ann Hogue, Introduction to Academic Writing, ( New York: Pearson
Education, 2007), p. 35.
7
Donald Pharr, & Buscemi Santi V, Writing Today: Contexts and Options for the Real
Word. (New York: The McGraw Hill-Companies, 2005), p. 174.
6
narration that take place in the past.8 It means that when the students write
narrative paragraph that explain a sequence of events, they have to use the present
time. And when the students write a narration, they have to use the past time
included only the sentences that related to the topic. Apart from that, according to
Langan, he states that narration is storytelling, whether we are relating a single
story or several related ones. Through narration, we make a statement clear by
relating in detail something that has happened to us. In the story we tell, we
present the details in the order in which they happened.9 It means that, if the story
is detail, the reader will be able to see and understand just why the writer felt that
way.
As what has been mentioned before, it can be concluded that narrative is to
tell a story or a short story taken from personal experience, using a chronological
sequence of events. Narrative has a moral value in the story so the reader can
caught the moral value of the story. Narrative is a kind of story consisting of
series of events which is constructed in a chronological order. A narrative presents
an event ended with a revelation, insight, or lesson. It could be in the form of a
funny story or even the serious one depended on writers purpose in mind.
b. The Purpose of Narrative Text

Basically, a narrative is written to amuse the readers. The readers are
expected to enjoy the text which is being read. According to Andersons, they
state that the purpose of narrative is to present a view of the world that entertains
or informs the reader or listener.10 In means that, the purpose of narrative to
entertain or to inform the readers about the content of the story. Andersons also
state that, the aim of narrative other than providing entertainment can be to make
the audience thinks about an issue, teach them a lesson, or excite their emotions
Regina L. Smalley, Mary K. Ruettten, and Joann Rishel Kozyrev, Refining Composition
Skills: Academic Writing & Grammar, ( Boston: Heinle Cengange Learning, 2012), p. 48.
9
John Langan, College Writing Skills with Reading, (5th Ed), (New York: McGrawHill,
2000), p. 195.
10
Mark and Kathy Anderson, Text Types in English 2, (South Yarra: Macmilan,1997), p.
3.
or feelings.11 In means that narrative not only used to entertain, but also to give
moral value from the story to the readers. Moral value used to teach the reader a
lesson from the story.
As it is mentioned before, it can be concluded that a narrative or narration is
the chronological ordered story of past event consisting of the true value to be
learned by both: the reader and writer. It can be conclude that constructing a
successful narrative requires a good purposes, manageable ideas, and smooth
chronological sequence to be integrated in the story.
3. Writing Narrative Text

According to Regina et al., on their book Refining Composition Skills:
Academic Writing & Grammar, they state that narrative paragraphs usually
organize events chronologically, moving from what happened first to what
happened last.12 It means that narrative presents the events chronologically from
the first event to the last event. The followings are a good narrative paragraphcoherent and unified according to them.
The topic has been narrowed down;
The sentences are arranged logically in chronological order;
All the sentences discuss the topic.13
It means, a good narrative paragraph has a topic which is narrowed down, the
sentences are chronological order, and all the sentences only discuss the topic.
Usually the writer used time order to tell what happened first, what happened
next, what happened after that, and so on. Notice the kinds of words and phrases
used to show time order. These are called time order signals because they signal
the order in which events happen.
In addition, according to Ruetten and Pavlik state that in a narrative, the topic
in the story and the controlling idea is the writers attitude or feeling about the
event. A controlling idea helps to focus the paragraph and helps the reader
11
Ibid ., p. 6.
Regina, op. cit., p. 45.
13
Ibid., p.45.
12
10
understand the writers purpose and the writers tell in the story.14 It means that
the topic in narrative is event or problem in the story so that it needs the
controlling idea of the writer to keeping the idea based on the topic discuss in the
story. It makes the reader can catch the meaning of the story. Ruetten and Pavlik
also states, In narrative writing, the writer focuses on a particular incident to
support the main point. The incident consists of events that are linked in time. All
the events should support the controlling idea. The writer also includes words and
details that support the controlling idea.15 It means that in narrative writing, the
writer has to focus on particular of events to support the main point. The events in
narrative are chronological and it should support the controlling idea. According
to Clouse, narrative details are arranged in chronological (time) order. We start
with what happened first, and then we move to what happened next, and so forth.
Or we can also begin at the end and then flash back to the first event and proceed
in chronological order from there. Similarly, we can begin somewhere in the
middle of a story and then flash back to the beginning.16 It means that narrative
has chronological order in the story. It can start from first event to the last event or
start from the last event to the first event as flash back of the happened.
Narrative tells about actual experiences to make the reader feels what
happened in the story and feels the experience vicariously. It means that, effective
narrative provide a logical sequence of events and appropriate sensory
impressions. In writing narrative text, the author also needs to pay attention to the
schematic structures and elements of a narrative text.
a. Schematic Structures of Narrative

In constructing narrative text, there are several steps that should be
considered by the author. The elements of it are also provided to guide the readers
in reading the text. The schematic structures of narrative are:
14
Mary K. Ruetten and Cheryl Pavlik, Developing Composition Skills: Academic Writing
and Grammar (3rd Ed), (Boston: Heinle Cengange Learning, 2012), p. 32.
15
Ibid., p. 35.
16
Barbara Fine Clouse, The Student Writer: Editor and Critic (6th Ed), (New York:
McGrawHill, 2004), p. 177.
11
Orientation
This is a part in which the narrator tells the audience about who is in the
story, when the story is taking place and where the action is happening.17 It can
also be called as introductory part of a story. Therefore, the reader can figure out
what will happen next and who are involved in it.
Complication
This is the part of the story where the narrator tells about something that will
begin a chain of events. These events will affect one or more of the characters.
The complication is the trigger.18 From this part, the story begins. This is the part
where the characters totally play their role. This part also tells about the events
with the conflict or problem in the story.
Resolution
This is the part that can be found in the end of the story. This is the part of the
narrative where the complication is sorted out or the problem is solved.19 In some
narratives, the narrator includes the part which is called by coda if there is a
moral or message to be learned from the story. That is only the optional part of a
story.
As it has been mentioned before, it can be concluded that in writing narrative
text a writer has to pay attention to the schematic structures. It is very important
because a good narrative text has to consist of several parts. Schematic structures
consist of orientation, complication and resolution. In elements of narrative, there
are: point of view, characters, action and conflict, and dialogues.
17
Mark and Kathy Anderson, Text Types in English 2, (South Yarra: Macmilan,1997), p.
8.
18
Ibid ., p. 12.
Ibid ., p. 12.
19
12
4. Pictures series
a. Definition of Pictures series
According to Wright on his book Pictures for Language Learning states that,
pictures are not just an aspect of method, but through their representation of
places, objects, and people they are essential part of the overall experience. 20 It
means that, pictures can help the learners to understand the meaning of a word
because it represents the meaning of it. According to Raimes, pictures will bring
everything the outside world into the classroom in a vividly concrete way. So a
picture is a valuable resource as it provides:
1. a shared experience in the classroom;
2. a need for common language forms to use in the classroom;
3. a variety of tasks;
4. a focus of interest for students.21
Based on the theory, students will be focus and interested in writing using
picture. Students have imagination about the picture that they saw. Therefore, it
can influence to the students writing skill because they write many sentences
based on the picture and their imagination.
From the explanation above, it can be concluded that pictures series is one of
a media in study which can be used to help the teacher in delivering a material
which is given to the student. This media is used to stimulate the participation of
the student in learning process. It is needed to make learning process more
attractive. It makes the material easier to be accepted by the student. Media is
mediator between teacher and student in teaching and learning process. As one of
a media in learning process, pictures series is also intended to make students
motivation in study be increase. Pictures series are an art which is used to draw
are unmovable goods if they are arranged well.
Picture is a drawing object. It is one of visual aids that are very useful in
teaching, especially for English teaching. Pictures can really help the learners to
20
Andrew Wright, Pictures for Language Learning, (Cambridge: Cambridge University

Press, 1989), p. 2.
21
Ann Raimes, Techniques in Teaching Writing, (New York: Oxford University Press,
1983), pp. 2728.
13
ease them in comprehending the meaning of a word, a sentence, or a paragraph.

By using picture, the learners can get the imagination about the objects or the
situations. Picture consists of lines and shapes which are drawn, painted, or
printed on a surface. It also shows a person, thing, or scene.
b. Types of Picture and Types of Use

Andrew Wright explained in his book Pictures for Language Learning states
that, there are 20 types of picture that can be found, they are:22
1.)
Pictures of a single object
2.)
Pictures of one person
3.)
Pictures of famous people
4.)
Pictures of several people
5.)
Pictures of people in action
6.)
Pictures of places
7.)
Pictures from history
8.)
Picture with a lot of information
9.)
Pictures of the news
10.)
Pictures of fantasies
11.)
Pictures of maps and symbols
12.)
Pairs of pictures
13.)
Pictures and texts
14.)
Sequence of picture (Picture Series)
15.)
Related pictures
16.)
Single stimulating pictures
17.)
Ambiguous pictures
18.)
Bizarre pictures
19.)
Explanatory pictures
20.)
Student and teacher drawings
22
Wright., Op. Cit., p. 193.
14
As it is mentioned above, it can be concluded that the activities which use of

the different types of pictures are given and referred to their activity number. It is
very important that these are not seen as exclusive. The same pictures can often be
used for purposes other than those listed here. Indeed, with imagination, pictures
can be used in such a variety of ways that no definitive guide could be given.
c. Function of Picture
After identifying the definition and the types of pictures, it is also necessary to
know what the functions of pictures are. Here are some functions of picture for
the teaching-learning activity. According to Andrew Wright some functions of
pictures are:23
Structures and Vocabulary

Pictures are very useful for presenting new grammatical and vocabulary
entries. They also help to provide the situations and the contexts that light up
the meaning of words or utterances, and help the teachers to avoid giving a
long translation that might confuse the learners.
Function and Situation

Pictures can be used for the revision from one lesson to another. Pictures
also can be used as the basis of the written work, for example question
writing. Pictures also can increase the learners motivation and provide a
useful practice material.
Skills
Pictures can be useful to give the learners an opportunity to practice the
language in real context or in the situations in which they can use it to
communicate their ideas.
Based on the statements above, it can be concluded that pictures can be used
by teachers and students whatever the emphasis of the syllabus they are following.
Pictures have some functions that related to structure and vocabulary, function
and situation, and skills.
23
Ibid,. pp. 45.
15
d. Criteria for Good Picture

According to Andrew Wright, there are some characteristics for selecting the
good pictures for the learners as follows:24
The aid must be easy to prepare and organized by the teacher
The aid must be interesting for the learners, especially for the young learners.
The aid must be meaningful and authentic
The aid must be sufficient amount language

The teachers should consider those four criteria to choose a good picture in
the teaching learning for the learners.
e. Picture Sequences (Picture Series)

According to Wright, he states that picture sequence consists of cartoon strips
and instruction strips. Cartoon strips and instruction strips are potentially useful.
The strips can be kept as they are and used to contextualize a story on description
of a process.25 It means that, picture sequence need to use by the teacher to make
students think chronologically on their writing based on which describe of a
process. Another statement comes from Rimes on her book Techniques in
Teaching Writing, she states that pairs of pictures or pictures in sequences provide
for a variety of guided and free writing exercise. A picture sequences, such a
comic strip, provides the subject for writing narrative and for speculating about
the story beyond the pictures in the strip.26 It means that, picture sequences
(pictures series) provide to use in writing narrative. Because in pictures sequences
have related number to make the students create the cohesive paragraph.
Whereas, according to Scrivener, traditionally pictures stories have been used
as a starting point for writing exercises, but they are also very useful for focusing
on specific language points or as material for speaking and listening activities.
Most pictures stories seem inevitably to involve practice of the past simple and
24
Ibid,. p. 3.
Ibid,. p. 201.
26
Ann Raimes, Techniques in Teaching Writing, (New York: Oxford University Press,
1983), p. 36.
25
16
past progressive.27 It means that pictures stories as a starting point in writing

exercises. Sometimes, it is also useful in focusing other skills, like speaking and
listening activities.
B. Previous of the Study

The writer has found three relevant studies which related to this research. The
first study was taken from Mansur (2011) who studied the teaching English
entitled Improving the Students Ability in Writing Narrative Text through Series
Picture at the Tenth Grade of SMA PGRI I Tuban. The research was a classroom
action research that dealt with the use of picture series to improve the students
ability in writing narrative text at the tenth grade of SMA PGRI I Tuban. The
writer analyzed the data in a descriptive way. The result of the study showed that
(1) the implementation of picture series in teaching narrative text is effective to
use because it can attract the students and motivate them in writing. It is also
mentioned that through picture series, the students can get enough stimuli. The
students also could show their opinion about the picture so they can express their
ideas, (2) the students writing ability in narrative text after using picture series
was improved in each aspect. The students could develop the content of the story
and organized it based on the generic structure. They also used the proper
vocabularies. It made the reader understood with the whole of the story. The
average score in the first cycle was 65, and the average score in the second cycle
was 71.
The second was taken from Sarinten (2010) which entitled Improving
Students Skill in Writing Narrative Text through Picture Series at the Eighth
Grade of SMP Negeri 1 Cawas, Klaten in the Academic Year of 2009/2010. The
study was a classroom action research. It aimed at finding out whether or not
picture series can improve the students skill and motivation in writing narrative
text. The result of the study, the writer found that picture series can improve
students motivation and students skill in writing narrative text. Picture series can
27
Jim Scrivener, Learning Teaching : The Essential Guide to English Language Teaching
(3rd ed), (New York: MacMillan, 2011), p. 350.
17
improve students skill in writing narrative text and it became one of appropriate
ways in teaching writing.
The third was taken from Lihnawati (2012) which entitled The Use of
Picture Series to Improve the Writing Ability in Writing Narrative Text of the
Eleventh Students of MA. Mathalibul Huda Mlonggo. The study was action
research which consisted of two cycles. Each cycle consisted of one meeting.
Every learning process of these cycles consisted of three stages: pre-teaching,
whilst teaching, and post-teaching. The result shows the effectiveness of picture
series in improving writing ability in narrative. It is suggested that English
teachers can use picture series as an alternative media to teach writing narrative.
They also should pay attention to size, color and attractiveness of picture series
which are used.
Those previous studies above used as references for the writer in conducting
this study and also as the comparison between those relevant studies with the
study conducted by the writer this time. The study was the effectiveness of
pictures series towards students writing skill in narrative text. The differences
between this study and previous studies were the objective of this study and the
method of this study. The objective of this study was to find the effectiveness of
pictures series towards students writing skill in narrative text. The method of this
study was quantitative method and the design of this study was quasi experimental
design. The effectiveness of pictures series can be seen from the increasing of
students post-test scores in writing test.
C. Conceptual of Framework
Writing skill is one of skills which require students to represent and develop
their own idea in a written form. Many students feel confuse on how to begin
writing a paragraph or get stuck on constructing certain genre of the text.
Narrative is kinds of text which learned in Senior High School. Narrative presents
the events chronologically from the first event to the last event. When the students
write narrative paragraph that explain a sequence of events, they have to use the
present time. As the students write narration, they have to use the past time
18
including only the sentences that relate the topic. A good narrative paragraph has
a topic which is narrowed down; the sentences are chronological order, and all the
sentences which only discuss the topic. Therefore, it needs the controlling idea of
the writer to keeping the idea based on the topic discussed in the story. It also
makes the reader can catch the meaning of the story. The writer needs a media to
control the idea.
Media is mediator between teacher and student in teaching and learning
process. One of media to help the students controlled their idea in writing
narrative text is pictures series. This media is used to stimulate the participation of
the student in learning process. It is needed to make learning process more
attractive. It makes the material easier to be accepted by the student. Pictures
series is also intended to make students motivation in study increased. Pictures
series are an art which is used to draw are unmovable goods if they arranged well.
Picture is a drawing object. It is one of visual aids that are very useful in
teaching, especially for English teaching. A picture series not only provide the
students with the basic material for their composition but stimulates their
imaginative powers. Pictures can really help the learners to ease them in
comprehending the meaning of a word, a sentence, or a paragraph. By using
picture, the learners can get the imagination about the objects or the situations.
Picture consists of lines and shapes which are drawn, painted, or printed on a
surface. It also shows a person, thing, or scene. It helps the students attracted to
create their ideas in writing narrative text. The students have imagination about
pictures they saw. Pictures series have a number of related composite pictures
linked to form a series or sequences. It makes the students writing skill in
narrative text will be cohesive and systematic.
The writer thought that those definitions have close connection to one another.
It can be supported from some theories stated in this chapter by linguists. One of
the writers purposes in conducting this study is to help students solving their
problem in writing narrative text. Many linguists agreed that pictures series is
effective to be used as the media in writing narrative text. Some teachers only
19
order the students to write narrative text without a media and the students feel
confused to start writing.
Apart from that, the pictures inspire the students in expressing their ideas into
paragraph. Pictures series is suitable as a media in writing narrative text. Based on
the explanation above, the writer thought that pictures series as an alternative
writing media is effective towards students writing skill in narrative text.
D. Research Hypothesis
The hypothesis of the study can be formulated as follows:
Ha
There is a significant difference between students writing skill in

narrative text by using pictures series and without pictures series.
CHAPTER III
RESEARCH METHODOLOGY
A. Place and Time of the Study

The study was held at SMA Negeri 4 Depok. It located at Jl. Jeruk Raya No.
1 Komplek Sukatani Permai, Tapos, Depok. The writer conducted the studyabout
one month. The study was held in November 11th - 28th, 2013 at the first semester
of the year 2013/2014.
B. Method and Design of the Study

The method of this study was quantitative method. The design of this study
was quasi experimental design. The writer used quasi experimental design of
this study to see the effectiveness of pictures series towards students writing skill
in narrative text. According to Millan, the purpose of quasi experimental design
is to determine cause and effect between independent and dependent variable. A
common situation for implementing quasi-experimental study involves several
classes or schools that can be used to determine the effect of curricular materials
or teaching methods.1 In this study, pictures series was the independent variable
which may cause/influence students writing skill in narrative text as the
dependent variable.
The writer used pre-test and post-test on the control and experiment class, to
see the effectiveness of pictures series by looking pre-test, and post-test
measurement and comparing the gained scores between both classes. The
effectiveness can be seen from the improvement of students score of experiment
class in the post-test. The score was taken by the writer after student had been
given some treatments and from the comparison of both classes. The experiment
class was given the technique by using pictures series in the classroom and the
controlled class without using pictures series.
James H. McMillan, Sally Schumacher, Research in Education Evidence-Based Inquiry

6 Edition, (Boston: Allyn and Bacon, 2006), p. 24.
th
20
21
C. Population and Sample

The population of this study was eleventh grade of SMA Negeri 4 Depok. It
was consist of ten classes and each class consists of 40 students. The writer used
the purposeful sampling technique. Millan stated that, purposeful sampling
(sometimes called purposive, judgment, or judgmental sampling), the researcher
selects particular elements from the population that will be representative or
informative about the topic of interest.2 This sampling used the researchers
knowledge of the population that a judgment made the samples should be selected
to provide the best information to address the purpose of the study. The samples
are selected because of certain characteristic. In this study, the writer took average
level in their writing skill to all population as the sample. The writer has done the
pre-test in all classes of eleventh grade. Then, the sample was taken from the
score of pre-test which had average level in score of their pre-test. It was
characteristic which the writer means of the sample. Students will be purposively
selected because they have a certain characteristic. The classes for sample were
XI. IPA-6 and XI. IPS-3. Thus, the samples consist of 80 students. The XI IPS-3
as an experiment class and XI IPA-6 as a control class.
D. Technique of Data Collecting

In collecting the data, the writer used writing test. Test as the instrument of
the study. The writer asked the students to write narrative text using pictures
series. The students had to make a narrative text that consists of minimum three
paragraphs. Each paragraph consists of eight sentences and they may use two
pictures in a paragraph. They must think the cohesive, unity, and clarity in their
writing.
Ibid., p. 126.
22
E. Validity and Reliability of the Instrument

According to Hughes, to be valid a test must provide consistently accurate
measurements. It must therefore be reliable.3 Reliable based on Heaton, if the test
administer to the same candidates on different occasions, then, to the extent that it
produces differing results, its reliable.4 To make the test more valid, the writer
made commands for the tes writing. First, the writer write explicit specifications
for the test which take account of all that is known about the constructs that are to
be measured. The writer also included a representative sample of the content of
these in the test. Second, the writer use direct testing. Its reference should be
made to the research literature to confirm that measurement of the relevant
underlying construct has been demontrated using the testing techniques that are
be employed.
As a writing test, the writer could require candidates to write down a narrative
text based on the picture series. There are some requirements : minimal three
paragraphs, each paragraph consists of eight sentences and the candidates must
think the cohesive, unity, and clarity in their writing.
To administered the writing test, the writer used as analytic score in order to
be more reliable in scoring students writing. The following rating scale desived
by Jacob, et al.s (1981):5
Scoring Element
Scale
30-27
Quality
Description
Excellent to Knowledge substantive thorough

Very Good
development of thesis relevant to

assigned topic.
Content
26-22
Good to
Some knowledge of subject adequate
Average
range limited development of thesis
Arthur Hughes, Testing for Language Teachers. (Cambridge: Cambridge University

Press, 2003), p. 50.
4
J. B. Heaton, Writing English Language Test. (New York: Longman Inc., 1995), p. 162.
5
op. cit., p. 104.
23
mostly relevant to topic, but lack detail.
21-17
Fair to Poor Limited knowledge of subject little

substance inadequate development of
topic.
16-13
Very Poor
Does not show knowledge of subject non

substantive not pertinent OR not
enough to evaluate.
20-18
Excellent to Fluent
Very Good
expression
stated/supported
ideas
succinct
clearly
well
organized logical sequencing cohesive.
Organization
17-14
Good to
Somewhat choppy loosely organized but
Average
main ideas stand out limited support

logical but incomplete sequencing.
13-10
Fair to Poor Non
fluent
ideas
confused
or
disconnected lacks logical sequencing

and development.
9-7
Very Poor
Does not communicates no organization

OR not enough to evaluate.
24
20-18
Excellent to Sophisticated range effective word/idiom

Very Good
choice and usage word form mastery

appropriate register.
17-14
Good to
Adequate range occasional errors of
Average
word/idiom form, choice, usage meaning

confused or obscured.
Vocabulary
Limited
13-10
range
frequent
errors
of
Fair to Poor word/idiom form, choice usage meaning

Essentially translation little knowledge of
9-7
Very Poor
English vocabulary, idioms, word form

25-22
Excellent to Effective complex constructions few

Very Good
errors of agreement, tense, number, word

order/function,
articles,
pronouns,
prepositions.
21-18
Language Use
Good to
Effective but simple constructions minor
Average
problems in complex constructions

several errors of agreement, tense, number,
word order/function, articles, pronouns,
prepositions but meaning seldom obscured.
17-11
Fair to Poor Major
problems
in
simple/
complex
constructions frequent errors of negation,

agreement,
tense,
number,
word
25
order/function,
articles,
pronouns,
prepositions and/or fragments, run-ons,

deletions meaning confused or obscured.
10-5
Very Poor
Virtually
no
mastery
of
sentence
construction rules dominated by errors

does not communicate OR not enough to
evaluate.
Excellent to Demonstrates mastery of conventions

Very Good
few
errors
of
spelling,
punctuation,
capitalization, paragraphing.
Good to
Occasional errors of spelling, punctuation,
Average
capitalization, paragraphing but meaning

not obscured.
Mechanics
3
Fair to Poor Frequent errors of spelling, punctuation,

capitalization,
handwriting
paragraphing
meaning
confused
poor
or
obscured.
Very Poor
No mastery of conventions dominated by

errors
of
spelling,
punctuation,
capitalization, paragraphing handwriting

illegible OR not enough to evaluate.
SCORE:
Content:__ + Organization:__ + Vocabulary:__ + Language Use:__ +
Mechanics:__ = (TOTAL SCORE)
26
Categorization
Score
EXECELLENT
80 90
GOOD
70 80
FAIR
60 70
POOR
50 - 60
F. Technique of Data Analysis

In analyzing the data, the writer used ttest formula. The two classes are
compared to the independent variable, the experiment class is X variable and the
control class is Y variable. The formula of ttest is expressed as follows:6
Where:
Mx = Mean of Variable X
My = Mean of Variable Y
SE = Standard Error
Afterwards, the calculation goes to several processes as follows:7
1. Determining Mean of Variable X
2. Determining Mean of Variable Y
Anas Sudijono, Pengantar Statistik Pendidikan. (Jakarta: PT. Raja Grafindo Persada,
2008), p. 324.
7
Ibid., pp. 325--326.
27
3. Determining Standard of Deviation Score of Variable X
4. Determining Standard of Deviation Score of Variable Y
5. Determining Standard Error of Mean of Variable X
6. Determining Standard Error of Mean of Variable Y
7. Determining coefficient correlation rxy Product Moment
)(
(
(
)(
8. Determining Standard Error of Difference of Mean of Variable X and Y
)(
)(
9. Determining to
10. Determining ttable in significance level 5%, with df ( degrees of freedom)

(
28
G. Statistical Hypothesis
The statistical hypothesis of this study can be seen as:
Ho : There is no significant progress in using picturess series towards
students writing skill in narrative text.
Ha
: There is a significant progress in using pictures series towards students

writing skill in narrative text.
Ho : 1 = 2
Ha : 1 2
And then, the criteria used as follows:
1. If t-test (to) > t-table (tt) in significant degree of 0.05, Ho (null
hypothesis) is rejected. It means that the rates of mean score of the
experimental group are higher than the controlled group. The using of
pictures series is effective towads students writing skill in narrative
text.
2. If t-test (to) < t-table (tt) in significant degree of 0.05, Ho (the null
hypothesis) is accepted. It means that the rates of the means score of
the experimental group are same as or lower than the controlled group.
The using of pictures seriesis is not effective towards students writing
skill in narrative text.
CHAPTER IV
RESEARCH FINDING
A. Data Description
The data were collected from students pre-test and post-test of both
classes. The data which is obtained is described into two tables. The table 4.1
showed the students score and achievement in experiment class and the table
4.2 showed the students score and achievement in control class. Each table
has five columns; the first column showed the number of students, the second
and the third column showed pre-test and post-test scores, the fourth column
showed the gain score from pre-test and post-test, and the last column showed
the catogorization in post test score.
1. The Data of Experiment Class

Table 4.1
The Students Scores of Experiment Class
(Using Media Pictures Series)
Students
(X)
1
2
3
4
5
6
7
8
9
10
11
Pre Test
Score
50
60
63
56
66
61
56
61
55
61
51
Post Test
Score
Gained (d) Score

(Post Test-Pre Test)
28
18
17
24
12
17
24
17
24
19
27
78
78
80
80
78
78
80
78
79
80
78
29
Categorization in
Post Test Score
Good
Good
Excellent
Excellent
Good
Good
Excellent
Good
Good
Excellent
Good
30
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
38
39
X (Mean)
51
62
63
59
62
65
66
62
65
65
65
62
66
62
60
62
48
60
50
61
51
48
59
62
58
62
58
58
2312
59.28
80
78
80
78
80
80
78
79
78
80
80
80
80
80
78
78
79
75
80
79
75
75
80
79
78
78
74
80
3066
78.61
29
16
17
19
18
15
12
17
13
15
15
18
14
18
18
16
31
15
30
18
24
27
21
17
20
16
16
22
754
19.33
Excellent
Good
Excellent
Good
Excellent
Excellent
Good
Good
Good
Excellent
Excellent
Excellent
Excellent
Excellent
Good
Good
Good
Good
Excellent
Good
Good
Good
Excellent
Good
Good
Good
Good
Excellent
According to the result of pre-test and post-test from the experiment class, it
shows that the lowest score of pre-test was 48 and the highest score was 66. And
the lowest score of post-test was 74 (Good) and the highest score was 80
(Excellent). The average of pre-test was 59.28 and post-test 78.61. The average of
post-test from the students who got treatment using pictures series was higher than
31
the students from control class. In this class, student who did not pass the
minimum score was one student.
2. The Data of Control Class

Table 4.2
The Students Scores of Control Class
(Without Media Pictures Series)
Students
(Y)
Pre Test
Score
Post Test
Score
Gain Score
(Post Test-Pre Test)
Categorization in
Post Test Score
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
58
68
59
60
62
59
55
57
57
60
67
61
68
59
61
52
62
58
52
60
59
54
60
61
61
60
63
61
59
70
72
82
72
79
76
75
79
79
78
80
78
77
80
72
82
73
72
73
75
72
75
75
79
72
72
80
79
73
75
80
14
14
13
19
14
16
24
22
23
20
11
16
12
13
21
21
10
15
23
12
16
21
19
11
11
20
16
12
16
10
Good
Excellent
Good
Good
Good
Good
Good
Good
Good
Excellent
Good
Good
Excellent
Good
Excellent
Good
Good
Good
Good
Good
Good
Good
Good
Good
Good
Excellent
Good
Good
Good
Excellent
32
31
32
33
34
35
36
37
38
39
(Mean)
61
59
71
60
63
71
62
61
62
2373
60.84
72
79
82
75
78
81
75
80
79
2987
76.58
11
20
11
15
15
10
13
19
17
Good
Good
Excellent
Good
Good
Excellent
Good
Excellent
Good
616
15.79
Based on the table 4.2 above, it shows that the lowest score in pre-test was 52
and the highest score was 71 with the average of pre-test score was 60.84. Beside
that, the average of post-test score increased with the value 76.58. The highest
score of post-test was 82 (Excellent) ; the lowest score was 72 (Good) . The result
of post-test indicated that only 28 students who passed the standard of minimum
score of English Subject (KKM), and the rest got fewer than 75.
B. Analysis of Data and Hypothesis Testing

1. Analysis of Pre-test and Post-test
Before the writer calculated the value of ttest to look at the hypothesis, the
writer had to analyze the normality and homogeneity of the data. The examination
of normality was needed to know whether the data has been normally distributed.
Then, after getting the normality, the next step was calculating the homogeneity of
data. It was proposed to look at whether the data is homogeneous or
heterogeneous. The writer used the Lyllifors formula to test the normality. In this
formula, the data was transformed into the basic value. The maximum dispute (T)
got from the calculation must be in absolute value (+). The result of normality can
be seen by comparing the value of Tmax to Ttable.
The criterion of hypothesis is:
H1 : T > Ttable
Ho : T < Ttable
33
a.) Normality of Experiment Class

1.) Normality of Pre-test
Hypothesis:
H0 : Data of X is normally distributed.
H1 : Data of X is not normally distributed.
Table 4.3
Normality of Pre-test
S2 = 27.01
SD =
Mx = 59.28
Lob = 0.123587
Ltab = 0.161
= 3541.12 [59.28]2
= 3541.12 3514.11 = 27.01
Criteria of the test:

In the significant degree of 0.05, the value in the table of Lillyfors shows:
T (0,05)(30) = 0.161 (Because n=39 is not mentioned in the table of Lillyfors, the
writer used the closer value to n=39 that is n=30)
H1 : T > 0.161
Ho : T < 0.161
The result showed that Tmax < Ttable (0.123587 < 0.161).
Conclusion: In the significant degree of 0.05, H0 is accepted. It means that the
data is normally distributed.
34
2.) Normality of Post-test

Hypothesis:
Ho : Data of X is normally distributed.
H1 : Data of X is not normally distributed.
Table 4.4
Normality of Post-test
S2 = 3.34
SD =
Mx = 78.61
Lob = 0.160318
Ltab = 0.161
= 6182.87 [78.61]2
= 6182.87 6179.53 = 3.34

H1 : T > 0.161
Ho : T < 0.161
Conclusion: In the significant degree of 0.05, Ho is accepted. It means that the
35
b.) Normality of Control Class

1.) Normality of Pre-test
Hypothesis:
H0 : Data of Y is normally distributed.
H1 : Data of Y is not normally distributed.
Table 4.5
Normality of Pre-test
S2 = 20.02
SD =
My = 60.84
Lob = 0.160359
Ltab = 0.161
= 3721.56 [60.84]2
= 3721.56 3701.50 = 20.06

H1 : T > 0.161
Ho : T < 0.161
36
2). Normality of Post-test

Hypothesis:
Ho : Data of Y is normally distributed.
H1 : Data of Y is not normally distributed.
Table 4.6
Normality of Post-test
S2 = 12.71
SD =
My = 76.58
Lob = 0.155467
= 5877.20 [76.58]2
Ltab = 0.161
= 5877.20 5864.49 = 12.71

H1 : T > 0.161
Ho : T < 0.161
2. Homogeneity of the Data

Based on the calculation of normality, the writer got the result that all data in
pre-test and post-test of both experiment class and controlled class have been
normally distributed. The next step of the calculation was finding the
homogeneity of the data. The purpose of this calculation was to see whether the
data / sample in both classes were homogenous or heterogeneous.
37
Hypothesis:
Ho: The condition of experiment class is not different from controlled class.
H1: The sample of experiment class is different from controlled class.
The criteria of the test:
= 0.05
H0: F(n1-1, n2-2) < F < F(n1-1, n2-2)
H1: F > F(n1-1, n2-2)
The formula used can be seen as follows:
or
The calculation can be seen as follows:
n1-1 = 39-1 = 38
n2-1 = 39-1 = 38
F0.05(n1-1, n2-1) = 1.69 (Ftable)
From the calculation, it can be seen that F < F(n1-1, n2-2) (0.26 < 1.69).
Based on the criteria, it can be conclude that H0 is accepted. It means that the
sample in experiment class and controlled class were homogenous.
3. Hypothesis Testing
In this part, the writer calculated the data to test the hypothesis that whether
there is significant different between students writing skill in narrative text in
experiment class which pictures series and students writing skill in narrative text
in control class without pictures series. The writer calculated the data using T-test
38
formula. Two classes were compared, the experiment class was X variable and the
controlled class was Y variable.
The formula of T-test was expressed as follows:
The calculation can be seen as follows:

1. Determining Mean of variable X:
2. Determining Mean of variable Y:
3. Determining Standard of Deviation Score of Variable X:
4.
Determining Standard Error Mean of Variable X:
6.
Determining Standard of Deviation Score of Variable Y:
5.
Determining Standard Error Mean of Variable Y:
39
7.
Determining Standard Error of different Mean of Variable X and Mean of

Variable Y, with formula:
8.
Determining to with formula:
9.
Determining Degrees of Freedom (df), with formula:
The value of df 76 at the degrees of significance 5% or ttable is 1.992.

10. The Testing of Hypothesis
The statistical hypothesis of this research can be seen as:
Ho : There is no significant difference between students writing skill in
Ha : There is a significant difference between students writing skill in
40
And then, the criteria used as follows:

1. If t-test (to) > t-table (tt) in significant degree of 0.05, Ho (null
hypothesis) is rejected.
2. If t-test (to) < t-table (tt) in significant degree of 0.05, Ho (the null
hypothesis) is accepted.
C. Interpretation of the Data

In the description of the data which was taken from 39 students of
experimental class, the writer could explain briefly about the data got from the
students before they were analyzed. The description of the experimental class
which has the mean of pre-test 59.28 before using pictures series. After giving
4 times treatments for experimental class using pictures series, the writer got
the mean of post-test 78.61. So, the writer got the mean of gain score 19.33.
The smallest score in the pre-test was 48 and the highest score was 66. The
data showed in post-test that the smallest score was 74 and the highest score
was 80. It can be summarized that the lowest and the highest scores in posttest were higher than pre-test.
Meanwhile, from the description of score in controlled class which was
the writer got the mean of pre-test 60.84. In this class, the writer did not give
the students pictures series, but the writer only give a theme to writing
narrative text. After giving 4 times treatments without using pictures series,
the writer got the mean of post-test 76.58. The writer got the mean of gain
score was 15.79. It means that the gain score of experimental class was higher
in the value 16 than controlled class. The smallest score in the pre-test was 52
and the highest score was 71. The data showed in post-test that the smallest
score was 72 and the highest score was 82. It can be summarized that the
lowest and the highest score in post-test were also higher than pre-test.
Before testing the hypothesis, the writer analyzed the normality and
homogeneity of the data. The purpose of analyzing the normality was to see
whether the data got in the research has been normally distributed or not. The
result of normality can be seen by comparing the value of Tmax to Ttable.
41
Meanwhile, the purpose of analyzing the homogeneity was to see whether

the data / sample in both experimental and controlled class were homogenous
or heterogeneous. In the analyzing the normality, the result showed that both
the data of pre-test and post-test in controlled class were distributed normally.
According to criteria of the test, it can be seen in the result that Tmax (pre-test
and post-test) < Ttable (0.123587 and 0.160318 < 0.161). Both the data of pretest and post-test in experimental class also showed that they were distributed
normally. According to criteria of the test, it can be seen in the result that Tmax
(pre-test and post-test) < Ttable (0.160357 and 0.155467 < 0.161). It means that
all the data in both pre-test and post-test of experimental and control class
were distributed normally. The next result that the writer got was from the
calculation of homogeneity. The result showed that F < F(n1-1, n2-2) (5.514 >
1.992). Based on the criteria, it means that the sample in experiment class and
control class were homogenous.
The final calculation was testing the hypothesis. This was the main
calculation to answer the problem formulation of this research that whether
there is significant different between students writing skill in narrative text at
controlled class without using pictures series and students writing skill in
narrative text at experiment class which using pictures series. The writer used
T-test formula in the significance degree () of 5%. The result showed that ttest (to) > t-table (tt) (5.514 > 1.992). It means that t-test was higher in the
value 5.514 than t-table. So, the null hypothesis (Ho) is rejected. It means that
alternative hypothesis (Ha) is accepted that there is a significant difference
between students writing skill in narrative text by using pictures series and
without pictures series.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the analysis result of this research, showed that the result of Ttest formula to test the hypothesis of this research. The result showed that in
significance degree of 5%, ttest (t0) > ttable (tt) (5.514 > 1.992). It means that the
result of ttest was higher than the result of ttable. So, the null hypothesis (H0) is
rejected. It means that the answer of research problem was proven that there is
a significant difference between students writing skill in narrative text by
using pictures series and without using pictures series.
B. Suggestion
After the writer carried out the research, she would like to give some
suggestion related to the research findings and discussion. The result of this
study showed that it is effective to be applied in teaching and learning process.
There are some points that the writer might suggest:
1. The teacher should use pictures series towards students writing skill in
narrative text as a media to use in their writing. So students can
produce better writing.
2. The teachers should motivate their students to keep learning and
writing use a media. It is make the students more interested to create
the sentences in writing narrative text which is unity, cohesive and
clarity based on the pictures series.
3. The teacher should be more creative to find out the various themes of
the narrative text. The narrative text is not only found at students
guide book, but the teacher can also find it out in the narrative text
collection in internet. It is better if the teacher select the story in
narrative text that is interesting for students.
42
BIBLIOGRAPHY
Anderson, Mark. and Kathy. Text Types in English 2. South Yarra:

Macmilan,1997.
Anderson, Mark. and Kathy. Text Types in English 3. South Yarra:
Macmilan,1998.
Clouse, Barbara Fine. The Student Writer (Editor and Critic). New York: The
McGraw-Hill Companies, Inc., 2004.
Cushing Weigle, Sara. Assessing Writing. Cambridge: Cambridge University
Press, 2002.
Fine Clouse, Barbara. A Trobleshooting Guide for Writers,. New York: McGawHill, 2005.
Harmer, Jeremy. The Practice of English Language Teaching. New York:
Longman Group, 1991.
Harwell, Michael R. Research Design in Qualitative/Quantitative/Mixed Methods.
University of Minnesota, 2003.
Heaton, J. B. Writing English Language Test. New York: Longman Inc., 1995.
Hughes, Arthur. Testing for Language Teachers. Cambridge: Cambridge
University Press, 2003.
Lagares, Paula Barreiro and Justo Puerto Albandoz. Population and Sample.
Sampling Techniques. MaMaEuSch Management Mathematics for
European Schools. 2001.
Langan, John. College Writing Skills with Readings (Fifth Edition). New York:
The McGraw-Hill Companies, Inc., 2001.
Mattix Dietsch, Betty. Reasoning&Writing Well : A Rhetoric, Research Guide,
Reader, and Handbook. New York: Mc Graw Hill, 2006.
McDonough, Jo and Christopher Shaw, Materials and Methods in ELT : A
Teachers Guide (2nd Ed). Oxford: Blackwell Publishing Ltd, 2003.
Miller,Robert Keith. Motives for Writing (Fifth Edition). New York: The
McGraw-Hill Companies, Inc., 2006.
43
44
Oshima, Alice & Ann Hogue. Introduction to Academic Writing. New York:
Pearson Education, 2007
Paran, Amos. Literature in Language Teaching and Learning. Illinois: United
Graphics, 2006.
Pharr, Donald. And Buscemi Santi V. Writing Today: Contexts and Options for
the Real Word. New York: The McGraw Hill-Companies, 2005.
Raimes, Ann. Techniques in Teaching Writing. New York: Oxford University
Press, 1983.
Richard. Jack C. The Language Teaching Matrix. Cambridge: Cambridge
Ruetten, Mary K. with Cheryl Pavlik. Developing Composition Skills: Academic,
Writing and Grammar (Third Edition). Boston: Sherrise Roehr, 2012.
Scrivener, Jim. Learning Teaching : The Essential Guide to English Language
Teaching (3rd ed). New York: MacMillan, 2011.
S, Dardjowidjojo. English Teaching in Indonesia. EA Journal. 1, 2000.
Regina L. Smalley, Mary K. Ruettten, and Joann Rishel Kozyrev, Refining
Composition Skills: Academic Writing & Grammar. Boston: Heinle
Cengange Learning, 2012.
Snow, Don. From Language Learner to Language Teacher: An Introduction to
Teaching English as a Foreign Language. Virginia: Teachers of English to
Speakers of Other Language, Inc (TESOL), 2007.
Sudijono, Anas. Pengantar Statistik Pendidikan. Jakarta: Raja Grafindo Persada,
2009.
Susetyo, Budi. Statistika Untuk Analisis Data Penelitian (Dilengkapi Cara
Perhitungan dengan SPSS dan MS Office Excel. Bandung: PT Refika
Aditama, 2010.
Wright, Andrew. Pictures for Language Learning. Cambridge: Cambridge
Wright, Andrew and David Betteridfe with Michael Buckby. Games for
Language Learning (3rd Ed). Cambridge: Cambridge University Press,
2006.
Timeline of Research
No. Date
1.
Time
November 11th, 2013
Description of the Activities

Pre-test
07.00-08.30
Students write narrative text which the

title Cinderella. (Control class)
title Cinderella. (Experiment class)
11.00-12.30
2.
November 14th, 2013 07.00-08.30

title The Tale of Peter Rabbit.
(Control class)
First treatment
11.00-12.30
Students write narrative text using

pictures series which the title The Tale
of Peter Rabbit. (Experiment class)
3.
November 18th, 2013 07.00-08.30

title
Hop-O-My-Thumb.
(Control
class)
11.00-12.30
Second treatment

pictures series which the title Hop-OMy-Thumb. (Experiment class)
4.
November 21st, 2013
07.00-08.30

title The Tale of Squirrel Nutkin.
(Control class)
Third treatment
11.00-12.30

pictures series which the title The Tale
of Squirrel Nutkin. (Experiment class)
5.
November 25th, 2013 07.00-08.30
45
46
title Puss in Boots. (Control class)

Fourth treatment
11.00-12.30

pictures series which the title Puss in
Boots. (Experiment class)
6.
November 28th, 2013
07.00-08.30
Post-test

title Beauty and the Beast.
11.00-12.30

pictures series which the title Beauty
and the Beast.
Appendix 2
SILABUS
Mata Pelajaran
Kelas/Program
Semester
: Bahasa Inggris
: XI (Sebelas)
: 1 (Satu)
Standar
Kompetensi
Kompetensi Dasar
Menulis
Mengungkapkan
makna dalam teks
fungsional pendek
dan esei
sederhana
berbentuk report,
narrative dan
analytical
exposition dalam
konteks
kehidupan seharihari
Materi
Pembelajaran
Kegiatan
Pembelajaran
Indikator
Penilaia
n
Alokasi
waktu
(Menit)
Sumber/
Bahan/Alat
Tugas
2x45
Pictures
Tatap Muka:
Mengungkapkan
makna dan langkah
retorika dalam esei
yang menggunakan
ragam bahasa tulis
secara akurat, lancar,
dan berterima yang
dalam berbagai
konteks kehidupan
sehari-hari dalam
teks berbentuk
report, narrative dan
analytical exposition
Teks tulis
berbentuk
narrative
Menyampaikan
informasi yang
luas dan dalam
tentang topik/tema
materi yang akan
dipelajari;
Mendengarkan
hal-hal yang perlu
diperhatikan secara
mendalam, dalam
kegiatan menulis
teks narrative;
Mereview kembali
ciri-ciri teks tulis
47
Mengidentifikasi
makna dalam teks
narrative
Mengidentifikasi
langkah-langkah
retorika dalam teks
narrative
Menghasilkan teks
berbentuk narrative
series
worksheet
48
narrative.
Tugas Terstruktur:
Mendiskusikan
berbagai aspek
dari teks seperti
isi, struktur teks
secara
berkelompok
Membuat teks
narrative
menggunakan
pictures series
Melakukan
koreksi
teman,untuk
menyempurnakan
teks narrative
yang telah dibuat
Menyempurnakan
teks narrative
yang telah dibuat
berdasarkan hasil
koreksian,teman
sejawat
Appendix 3
Treatment 1
Rencana Pelaksanaan Pembelajaran

(RPP)
KELAS EKSPERIMEN
Nama Sekolah
Mata Pelajaran
Kelas/Semester
Standar Kompetensi
Kompetensi Dasar
Jenis teks
Aspek/Skill
Alokasi Waktu
Tahun Pelajaran
Hari/Tanggal
: SMA N 4 Depok
: Bahasa Inggris
: XI / I
:
Mengungkapkan makna dalam teks tulis fungsional pendek
dan teks monolog/esei tulis sederhana secara akurat, lancar,
dan berterima berbentuk narrative, narrative dan procedure
dalam konteks kehidupan sehari-hari dan mengakses ilmu
pengetahuan populer.
:
Mengungkapkan makan dan langkah-langkah retorika secar
akurat, lancar dan berterima menggunakan ragam bahasa
tulis dalam teks berbentuk narrative
: Functional text
: Menulis
: 2 x 45 menit
: 2013/2014
: Kamis, 14 November 2013
1. Indikator Pencapaian
1. Mengidentifikasi makna dalam teks narrative
2. Mengidentifikasi langkah-langkah retorika dalam teks narrative
3. Menulis teks berbentuk narrative
2. Pendidikan karakter
1. Dapat dipercaya
2. Kreatif
3. Komunikatif
4. Jujur
5. Tanggung Jawab
3. Tujuan Pembelajaran
Peserta didik dapat mengidentifikasi makna dalam teks narrative

Peserta didik dapat mengidentifikasi langkah-langkah retorika dalam
menulis teks narrative
Peserta didik dapat menulis teks berbentuk narrative menggunakan
media Pictures Series
49
50
4. Materi Pembelajaran
Narrative Text
What is narrative text?
A narrative is a type of spoken or written text that tells a story of one
character or more who face certain situations.It commonly gives a moral
value to the readers or listeners.
What is the purpose?
The purpose of the narrative is to entertain the readers or the listeners with
an imaginary story.
Examples of Narrative text:
Short story
Myth
Novel
Tale
Fable
Legend, etc
What is the important characteristic of narrative text?
The most important characteristic of narrative text is marked by conflict
and resolution. The form is:
Orientation : It is about the opening paragraph where the
characters of the story are introduced.
Complication : Where the problems in the story developed.
Resolution
: Where the problems in the story solved.
Language Features of Narrative
Use action verbs
Action verbs are verbs that show the performance of an action.
They are dynamic verbs that show something happening. Example:
walk, run, take, go, jump, swim, etc,.
Use of temporal conjunctions
Temporal conjuction is a type of word that is used to connect
words or groups of words and it related in time.Example: after, as
soon as, before, finally, since, while, etc.
Use past tense
The simple past indicates that an activity or situation began and
ended at a particular time in the past.
Pattern:
+
O
+
adverb of time
S
+
V2
I
wrote
a novel
one year ago
Joko
studied
English
yesterday
Armen
bought
a new camera
this mornin
Example of Narrative Text
Mouse Deer and Crocodile
One day, Mouse Deer went down to the river to take a drink. But
he knew that the crocodile might be waiting underwater to eat him, so he
51
said out loud. I wonder if the waters warm. Ill put in my leg and find
out. Of course Mouse Deer didnt put in his leg. He picked up a stick
instead and put one end into the water. Chomp! Crocodile grabbed the
stick and pulled it underwater. Mouse Deer laughed. Ha haha
Stupid crocodile! Cannot you tell the difference between a stick and a
leg? Then Mouse Deer ran off to drink somewhere else.
In the next day, Mouse Deer wanted to cross the river. He wanted
to eat the fruits on the other side of the river. He saw a floating log in the
river. He knew that Crocodile looked like a log when he floated. Mouse
Deer didnt want to be eaten by Crocodile when he crosses the river. He
had an idea. He called out loud, Crocodile! Crocodile rose from the
water, Hello, Mouse Deer. Have you come to be my lunch? Mouse Deer
smiled. Sorry, not today, Crocodile. I have orders from the King. He
wants to invite all the crocodiles in this river to a party. He wants me to
count all the crocodiles so he could prepare enough meal for you.
Really? Tell us what to do, said Crocodile. You must line up
from this side of the river to the other side, said Mouse Deer. Crocodile
then got all his friends and family. They lined up across the river. Mouse
Deer then jumped onto Crocodiles back. One, he counted. He jumped
onto the next crocodile, Two. And the next crocodile, Three. Mouse
Deer kept jumping until he arrived on the other side of the river. How
many are there? asked Crocodile. Just enough, said Mouse Deer. He
laughed as he ran to the forest.
5.
6.
Metode Pembelajaran/Teknik: Discussion

Kegiatan Belajar (Tatap Muka Terstruktur)
Pendahuluan dan Eksplorasi (15)
Guru membuka pertemuan dengan mengucapkan salam
dan memeriksa kehadiran siswa
Peserta didik diberikan warming up activity sebelum
memulai pelajaran
Peserta didik diberitahu oleh guru indikator dan tujuan
pembelajaran pada pertemuan kali ini
Elaborasi (65)
Peserta didik mendengarkan penjelasan dari guru
tentang definisi, social function, langkah-langkah
retorika/generic structure, dan linguistic features dari
narrative text
Peserta didik diberikan contoh dari narrative text
Peserta didik dibagi kedalam 8 kelompok. Masingmasing kelompok terdiri dari 5 orang.
Masing-masing kelompok diberikan Pictures Series
yang berjudul The Tale of Peter Rabbit.
Peserta didik secara berkelompok menulis teks tulis
narrative dengan menggunakan media Pictures Series;
52
Setiap peserta didik dalam kelompok nya saling

bertukar ide untuk membuat Narrative text
menggunakan Pictures Series;
Siswa diminta memperhatikan hal-hal yang dijelaskan
dalam instruksi yang ada di Pictures Series;
Masing-masing peserta didik dalam kelompok nya
membuat satu paragraf yang berisi minimal delapan
kalimat;
Penutup dan Konfirmasi (10)
Peserta didik diberi kesempatan bertanya oleh guru
sebelum kegiatan belajar mengajar berakhir
Peserta didik diberikan tugas rumah atau PR oleh guru
berupa mencari Pictures Series untuk menulis narrative
text.
7. Sumber/Bahan/Alat
Pictures Series dengan tema The Tale of Peter Rabbit from
www.tonightsbedtimestory.com
8.
Infokus
Laptop
Pedoman penilaian
Scoring Element
Scale
30-27
Quality
Description

Very Good

assigned topic.
Content
26-22
Good to
Average

21-17

topic.
16-13
Very Poor
53

enough to evaluate.
20-18
Excellent to Fluent
Very Good
expression
stated/supported
ideas
clearly
succinct
well
Organization
17-14
Good to
Average

13-10
Fair to Poor Non
fluent
ideas
confused
or

and development.
9-7
Very Poor

20-18

Very Good

17-14
Good to
Average

Vocabulary
Limited
13-10
range
frequent
errors
of

54

9-7
Very Poor

25-22

Very Good

order/function,
articles,
pronouns,
prepositions.
21-18
Language Use
Good to
Average

17-11
Fair to Poor Major
problems
in
simple/
complex

agreement,
tense,
order/function,
number,
articles,
word
pronouns,

10-5
Very Poor
Virtually
no
mastery
of
sentence

evaluate.

Very Good
few
errors
of
spelling,
punctuation,
55
Good to
Average

not obscured.
Mechanics
3

capitalization,
handwriting
paragraphing
meaning
confused
poor
or
obscured.
Very Poor

errors
of
spelling,
punctuation,

Jacob, et al.s (1981)
SCORE:
Depok, 14 November 2013

Mengetahui,
Peneliti
Dewi Awaliah
NIM. 109014000156
Treatment 2

(RPP)
KELAS EKSPERIMEN
Nama Sekolah
Mata Pelajaran
Kelas/Semester
Standar Kompetensi
Kompetensi Dasar
Jenis teks
Aspek/Skill
Alokasi Waktu
Tahun Pelajaran
Hari/Tanggal
: SMA N 4 Depok
: Bahasa Inggris
: XI / I
:
:
: Functional text
: Menulis
: 2 x 45 menit
: 2013/2014
: Senin, 18 November 2013
1. Dapat dipercaya
2. Kreatif
3. Komunikatif
4. Jujur
5. Tanggung Jawab

56
57
Narrative Text
an imaginary story.
Short story
Myth
Novel
Tale
Fable
Legend, etc
Resolution
Use action verbs
Use past tense
Pattern:
+
O
+
adverb of time
S
+
V2
I
wrote
a novel
one year ago
Joko
studied
English
yesterday
Armen
bought
a new camera
this morning
58

5.
6.

memulai pelajaran
Elaborasi (65)
narrative text
59
yang berjudul Hop-O-My-Thumb.
kalimat;
text.
Pictures Series dengan tema Hop-O-My-Thumb from
8.
Infokus
Laptop
Pedoman penilaian
Scoring Element
Scale
30-27
Quality
Description

Very Good

assigned topic.
Content
26-22
Good to
Average

21-17
60

topic.
16-13
Very Poor

enough to evaluate.
20-18
Excellent to Fluent
Very Good
expression
stated/supported
ideas
clearly
succinct
well
Organization
17-14
Good to
Average

13-10
Fair to Poor Non
fluent
ideas
confused
or

and development.
9-7
Very Poor

20-18

Very Good

17-14
Vocabulary
Good to
Average

Limited
range
frequent
errors
of
61
13-10

9-7
Very Poor

25-22

Very Good

order/function,
articles,
pronouns,
prepositions.
21-18
Language Use
Good to
Average

17-11
Fair to Poor Major
problems
in
simple/
complex

agreement,
tense,
order/function,
number,
articles,
word
pronouns,

10-5
Very Poor
Virtually
no
mastery
of
sentence

evaluate.
5

Very Good
few
errors
of
spelling,
punctuation,
62
Good to
Average

not obscured.
Mechanics

capitalization,
handwriting
paragraphing
meaning
confused
poor
or
obscured.
Very Poor

errors
of
spelling,
punctuation,

SCORE:

Mengetahui,
Peneliti
Dewi Awaliah
NIM. 109014000156
Treatment 3

(RPP)
KELAS EKSPERIMEN
Nama Sekolah
Mata Pelajaran
Kelas/Semester
Standar Kompetensi
Kompetensi Dasar
Jenis teks
Aspek/Skill
Alokasi Waktu
Tahun Pelajaran
Hari/Tanggal
: SMA N 4 Depok
: Bahasa Inggris
: XI / I
:
:
: Functional text
: Menulis
: 2 x 45 menit
: 2013/2014
1. Dapat dipercaya
2. Kreatif
3. Komunikatif
4. Jujur
5. Tanggung Jawab

63
64
Narrative Text
an imaginary story.
Short story
Myth
Novel
Tale
Fable
Legend, etc
Resolution
Use action verbs
Use past tense
Pattern:
+
O
+
adverb of time
S
+
V2
I
wrote
a novel
one year ago
Joko
studied
English
yesterday
Armen
bought
a new camera
this morning
65

5.
6.

memulai pelajaran
Elaborasi (65)
narrative text
66
yang berjudul The Tale of Squirrel Nutkin.
kalimat;
text.
Pictures Series dengan tema The Tale of Squirrel Nutkin from
8.
Infokus
Laptop
Pedoman penilaian
Scoring Element
Scale
30-27
Quality
Description

Very Good

assigned topic.
Content
26-22
Good to
Average

21-17
67

topic.
16-13
Very Poor

enough to evaluate.
20-18
Excellent to Fluent
Very Good
expression
stated/supported
ideas
clearly
succinct
well
Organization
17-14
Good to
Average

13-10
Fair to Poor Non
fluent
ideas
confused
or

and development.
9-7
Very Poor

20-18

Very Good

17-14
Good to
Average

Vocabulary
13-10
Fair to Poor Limited
range
frequent
errors
of
68
word/idiom form, choice usage meaning

9-7
Very Poor

25-22

Very Good

order/function,
articles,
pronouns,
prepositions.
21-18
Language Use
Good to
Average

17-11
Fair to Poor Major
problems
in
simple/
complex

agreement,
tense,
order/function,
number,
articles,
word
pronouns,

10-5
Very Poor
Virtually
no
mastery
of
sentence

evaluate.
69
Very Good
few
errors
of
spelling,
punctuation,
Good to
Average

not obscured.
Mechanics
3

capitalization,
handwriting
paragraphing
meaning
confused
poor
or
obscured.
Very Poor

errors
of
spelling,
punctuation,

SCORE:

Mengetahui,
Peneliti
Dewi Awaliah
NIM. 109014000156
Treatment 4

(RPP)
KELAS EKSPERIMEN
Nama Sekolah
Mata Pelajaran
Kelas/Semester
Standar Kompetensi
Kompetensi Dasar
Jenis teks
Aspek/Skill
Alokasi Waktu
Tahun Pelajaran
Hari/Tanggal
: SMA N 4 Depok
: Bahasa Inggris
: XI / I
:
:
: Functional text
: Menulis
: 2 x 45 menit
: 2013/2014
1. Dapat dipercaya
2. Kreatif
3. Komunikatif
4. Jujur
5. Tanggung Jawab

70
71
Narrative Text
an imaginary story.
Short story
Myth
Novel
Tale
Fable
Legend, etc
Resolution
Use action verbs
Use past tense
Pattern:
+
O
+
adverb of time
S
+
V2
I
wrote
a novel
one year ago
Joko
studied
English
yesterday
Armen
bought
a new camera
this morning
72

5.
6.

memulai pelajaran
Elaborasi (65)
narrative text
73
yang berjudul Puss in Boots.
kalimat;
text.
Pictures Series dengan tema Puss in Boots from
8.
Infokus
Laptop
Pedoman penilaian
Scoring Element
Scale
30-27
Quality
Description

Very Good

assigned topic.
Content
26-22
Good to
Average

21-17
74

topic.
16-13
Very Poor

enough to evaluate.
20-18
Excellent to Fluent
Very Good
expression
stated/supported
ideas
clearly
succinct
well
Organization
17-14
Good to
Average

13-10
Fair to Poor Non
fluent
ideas
confused
or

and development.
9-7
Very Poor

20-18

Very Good

17-14
Vocabulary
Good to
Average

Limited
range
frequent
errors
of
75
13-10

9-7
Very Poor

25-22

Very Good

order/function,
articles,
pronouns,
prepositions.
21-18
Language Use
Good to
Average

17-11
Fair to Poor Major
problems
in
simple/
complex

agreement,
tense,
order/function,
number,
articles,
word
pronouns,

10-5
Very Poor
Virtually
no
mastery
of
sentence

evaluate.
76
Very Good
few
errors
of
spelling,
punctuation,
Good to
Average

not obscured.
Mechanics
3

capitalization,
handwriting
paragraphing
meaning
confused
poor
or
obscured.
Very Poor

errors
of
spelling,
punctuation,

SCORE:
Mengetahui,
Peneliti
Dewi Awaliah
NIM. 109014000156

(RPP)
KELAS KONTROL
Nama Sekolah
Mata Pelajaran
Kelas/Semester
Standar Kompetensi
Kompetensi Dasar
Jenis teks
Aspek/Skill
Alokasi Waktu
Tahun Pelajaran
Hari/Tanggal
: SMA N 4 Depok
: Bahasa Inggris
: XI / I
:
:
: Functional text
: Menulis
: 2 x 45 menit
: 2013/2014
1. Dapat dipercaya
2. Kreatif
3. Komunikatif
4. Jujur
5. Tanggung Jawab

Peserta didik dapat menulis teks berbentuk narrative
Narrative Text
77
78

an imaginary story.
Myth
Short story
Tale
Novel
Fable
Legend, etc
Resolution
Use action verbs
Use past tense
Pattern:
S
+
V2
+
O
+
adverb of time
I
wrote
a novel
one year ago
Joko
studied
English
yesterday
Armen
bought
a new camera
this morning
79
5.
6.

memulai pelajaran
Elaborasi (65)
narrative text
Masing-masing kelompok diberikan Worksheet;dengan
tema narrative The Tale of Peter Rabbit.
narrative;
bertukar ide untuk membuat Narrative text;
dalam instruksi yang ada di Worksheet;;
kalimat;
80

berupa menulis narrative text.
Worksheet;
8.
Infokus
Laptop
Pedoman penilaian
Scoring Element
Scale
30-27
Quality
Description

Very Good

assigned topic.
Content
26-22
Good to
Average

21-17

topic.
16-13
Very Poor

enough to evaluate.
20-18
Excellent to Fluent
Very Good
expression
stated/supported
ideas
succinct
clearly
well
81
17-14
Organization
Good to
Average

13-10
Fair to Poor Non
fluent
ideas
confused
or

and development.
9-7
Very Poor

20-18

Very Good

17-14
Good to
Average

Vocabulary
Limited
13-10
range
frequent
errors
of

9-7
Very Poor

25-22

Very Good

order/function,
prepositions.
articles,
pronouns,
82
21-18
Language Use
Good to
Average

17-11
Fair to Poor Major
problems
in
simple/
complex

agreement,
tense,
order/function,
number,
articles,
word
pronouns,

10-5
Very Poor
Virtually
no
mastery
of
sentence

evaluate.

Very Good
few
errors
of
spelling,
punctuation,
Mechanics
4
Good to
Average

not obscured.

capitalization,
handwriting
obscured.
paragraphing
meaning
confused
poor
or
83
Very Poor

errors
of
spelling,
punctuation,

SCORE:

Mengetahui,
Peneliti
Dewi Awaliah
NIM. 109014000156

(RPP)
KELAS KONTROL
Nama Sekolah
Mata Pelajaran
Kelas/Semester
Standar Kompetensi
Kompetensi Dasar
Jenis teks
Aspek/Skill
Alokasi Waktu
Tahun Pelajaran
Hari/Tanggal
: SMA N 4 Depok
: Bahasa Inggris
: XI / I
:
:
: Functional text
: Menulis
: 2 x 45 menit
: 2013/2014
1. Dapat dipercaya
2. Kreatif
3. Komunikatif
4. Jujur
5. Tanggung Jawab

Narrative Text
84
85

an imaginary story.
Myth
Short story
Tale
Novel
Fable
Legend, etc
Resolution
Use action verbs
Use past tense
Pattern:
S
+
V2
+
O
+
adverb of time
I
wrote
a novel
one year ago
Joko
studied
English
yesterday
Armen
bought
a new camera
this morning
86
5.
6.

memulai pelajaran
Elaborasi (65)
narrative text
Masing-masing kelompok diberikan Worksheet;dengan
tema narrative Hop-O-My-Thumb.
narrative;
87

kalimat;
Worksheet;
8.
Infokus
Laptop
Pedoman penilaian
Scoring Element
Scale
30-27
Quality
Description

Very Good

assigned topic.
Content
26-22
Good to
Average

21-17

topic.
16-13
Very Poor

enough to evaluate.
20-18
Excellent to Fluent
Very Good
expression
stated/supported
ideas
succinct
clearly
well
88
Organization
17-14
Good to
Average

13-10
Fair to Poor Non
fluent
ideas
confused
or

and development.
9-7
Very Poor

20-18

Very Good

17-14
Good to
Average

Vocabulary
Limited
13-10
range
frequent
errors
of

9-7
Very Poor

25-22

Very Good
89
order/function,
articles,
pronouns,
prepositions.
21-18
Language Use
Good to
Average

17-11
Fair to Poor Major
problems
in
simple/
complex

agreement,
tense,
order/function,
number,
articles,
word
pronouns,

10-5
Very Poor
Virtually
no
mastery
of
sentence

evaluate.

Very Good
few
errors
of
spelling,
punctuation,
Mechanics
Good to
Average

not obscured.

capitalization,
paragraphing
poor
90
handwriting
meaning
confused
or
obscured.
Very Poor

errors
of
spelling,
punctuation,

SCORE:

Mengetahui,
Peneliti
Dewi Awaliah
NIM. 109014000156

(RPP)
KELAS KONTROL
Nama Sekolah
Mata Pelajaran
Kelas/Semester
Standar Kompetensi
Kompetensi Dasar
Jenis teks
Aspek/Skill
Alokasi Waktu
Tahun Pelajaran
Hari/Tanggal
: SMA N 4 Depok
: Bahasa Inggris
: XI / I
:
:
: Functional text
: Menulis
: 2 x 45 menit
: 2013/2014
1. Dapat dipercaya
2. Kreatif
3. Komunikatif
4. Jujur
5. Tanggung Jawab

Narrative Text
91
92

an imaginary story.
Myth
Short story
Tale
Novel
Fable
Legend, etc
Resolution
Use action verbs
Use past tense
Pattern:
S
+
V2
+
O
+
adverb of time
I
wrote
a novel
one year ago
Joko
studied
English
yesterday
Armen
bought
a new camera
this morning
93
5.
6.

memulai pelajaran
Elaborasi (65)
narrative text
Masing-masing kelompok diberikan Worksheet; dengan
tema narrative The Tale of Squirrel Nutkin.
narrative;
94

kalimat;
Worksheet;
8.
Infokus
Laptop
Pedoman penilaian
Scoring Element
Scale
30-27
Quality
Description

Very Good

assigned topic.
Content
26-22
Good to
Average

21-17

topic.
16-13
Very Poor

enough to evaluate.
20-18
Excellent to Fluent
Very Good
expression
stated/supported
ideas
succinct
clearly
well
95
Organization
17-14
Good to
Average

13-10
Fair to Poor Non
fluent
ideas
confused
or

and development.
9-7
Very Poor

20-18

Very Good

17-14
Good to
Average

Vocabulary
Limited
13-10
range
frequent
errors
of

9-7
Very Poor

25-22

Very Good
96
order/function,
articles,
pronouns,
prepositions.
21-18
Language Use
Good to
Average

17-11
Fair to Poor Major
problems
in
simple/
complex

agreement,
tense,
order/function,
number,
articles,
word
pronouns,

10-5
Very Poor
Virtually
no
mastery
of
sentence

evaluate.

Very Good
few
errors
of
spelling,
punctuation,
Mechanics
Good to
Average

not obscured.

capitalization,
paragraphing
poor
97
handwriting
meaning
confused
or
obscured.
Very Poor

errors
of
spelling,
punctuation,

SCORE:

Mengetahui,
Peneliti
Dewi Awaliah
NIM. 109014000156
Appendix 4
Instrument of the Test
Name: ................................
Class: .................................
Write a narrative text using the pictures series with the title Cinderella or the Little Glass
Slipper!
Requirement:
Make a narrative text based on these picture series. They are some requirements:
a. Minimal three paragraphs
b. Each paragraph consists of eight sentences
c. You may use two pictures in a paragraph
d. You must think the cohesive, unity, and clarity in your writing
98

Name: ................................
Class: .................................
Write a narrative text using the pictures series with the title The Tale of Peter Rabbit!
Requirement:
a. Minimal five paragraphs
99
100
From "The Tale Of Peter Rabbit" by Beatrix Potter
Illustrations by Beatrix Potter
100

Name: ................................
Class: .................................
Write a narrative text using the pictures series with the title The Tale of Squirrel Nutkin!
Requirement:
101
102
From "The Tale Of Squirrel Nutkin" by Beatrix Potter
Illustrations by Beatrix Potter

Name: ................................
Class: .................................
Write a narrative text using the pictures series with the title Puss in Boots!
Requirement:
From "The Fairy Book" by Miss Mulock
Illustrations by Gustave Dor
103

Name: ................................
Class: .................................
Write a narrative text using the pictures series with the title Beauty and the Beast!
Requirement:
b. Each paragraph consists of sixth sentences
d. You must think the coherence, unity, and clarity in your writing
From "The Fairy Book" by Miss Mulock

Illustrations by Walter Crane
105

Name: ................................
Class: .................................
Write a narrative text using the pictures series with the title Hop-O-My-Thumb!
Requirement:
d. You must think the coherence, unity, and clarity in your writing
LicenseFrom "The Fairy Book" by Miss Mulock
Illustrations by Felix Lorioux
104
Appendix 5
MADRASAH ALIYAH DAIL KHAIRAAT
JL.PETA BARAT KALIDERES
JAKARTA BARAT
INTER-RATER PADA UJI VALIDITAS INSTRUMENT WRITING
NARRATIVE TEXT
KELAS XI IPS
No
NAMA
Rater 1
Rater 2
(English Teacher)
(Writer)
STUDENT 1
68
65
STUDENT 2
72
75
STUDENT 3
70
70
STUDENT 4
72
70
STUDENT 5
66
67
STUDENT 6
68
65
STUDENT 7
75
78
STUDENT 8
80
80
STUDENT 9
70
68
10
STUDENT 10
78
78
11
STUDENT 11
80
80
12
STUDENT 12
78
75
13
STUDENT 13
65
68
14
STUDENT 14
73
73
15
STUDENT 15
76
78
16
STUDENT 16
80
80
17
STUDENT 17
72
75
18
STUDENT 18
75
75
19
STUDENT 19
80
80
20
STUDENT 20
75
75
TOTAL
1473
1475
Mean
73.65
73.75
106
Appendik 6
CONTROL CLASS WORKSHEET

(Pre-test)
Name: ................................
Class: .................................
Write a narrative text using the pictures series with the title Cinderella or the
Little Glass Slipper!
Requirement:
c. You must think the cohesive, unity, and clarity in your writing
107
108

Name: ................................
Class: .................................
Write a narrative text using the pictures series with the title The Tale of Peter
Rabbit!
Requirement:
109

Name: ................................
Class: .................................
Write a narrative text using the pictures series with the title Hop-O-My!
Requirement:
110
Name: ................................
Class: .................................
Write a narrative text using the pictures series with the title The Tale of Squirrel
Nutkin!
Requirement:
111
Name: ................................
Class: .................................
Write a narrative text using the pictures series with the title Puss in Boots!
Requirement:
112

(Post-test)
Name: ................................
Class: .................................
Write a narrative text using the pictures series with the title Beauty and the
Beast!
Requirement:
c. You must think the cohesive, unity, and clarity in your
writing

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THE EFFECTIVENESS OF PICTURES SERIES

TOWARDS STUDENTS WRITING SKILL IN

THE DEPARTMENT OF ENGLISH EDUCATION

ENDORSEMENT SHEET.. ....................................................................

SURAT PERNYATAAN KARYA SENDIRI............................................

TABLE OF CONTENTS......................................................................... vii

CHAPTER II THEORETICAL FRAMEWORK

b. Types of Picture and Types of Use..............................................

e. Picture Sequences (Picture Series)............................................... 15

B. Analysis of Data and Hypothesis Testing...........................................

1. Analysis of Pretest and Posttest.....................................................

2. Homogeneity of the Data ..............................................................

CHAPTER V CONCLUSION AND SUGGESTION

Table 3.1: Rating Scale of Wting Test................................................................. 22

Appendix 3: Lesson Planning..........................................................................

Appendix 4: The Instrument of Research........................................................

Appendix 5: The Score of Test Validity and Realibility of the instrument....

Appendix 6 : Worksheet for Control Class......................................................

Appendix 7: The Score of Experiment Class...................................................

Appendix 8: The Score of Control Class.......................................................... 114

Appendix 15: Tabel Distribusi Probabilitas t-Student..................................... 124

A. Background of the Study

Jeremy Harmer, The Practice of English Language Teaching, (New York:Longman

Based on the explanation and problems above, the writer is interested in

B. Identification of the Problem

C. Limitation of the Study

D. Formulation of the Problem

E. Objective of the Study

F. Significance of the Study

b. The Purpose for Writing

The General Purpose

Writing has four general purposes: to inform, to persuade, to express and to

The Specific Purpose

The specific purpose may be implied or stated. The purpose is invariably

Jo McDonough and Christopher Shaw, Materials and Methods in ELT : A Teachers

b. The Purpose of Narrative Text

3. Writing Narrative Text

The topic has been narrowed down;

The sentences are arranged logically in chronological order;

All the sentences discuss the topic.13

a. Schematic Structures of Narrative

Andrew Wright, Pictures for Language Learning, (Cambridge: Cambridge University

ease them in comprehending the meaning of a word, a sentence, or a paragraph.

b. Types of Picture and Types of Use

Pictures of a single object

Pictures of one person

Pictures of famous people

Pictures of several people

Pictures of people in action

Pictures from history

Picture with a lot of information

Pictures of the news

Pictures of maps and symbols

Pictures and texts

Sequence of picture (Picture Series)

Single stimulating pictures

Student and teacher drawings

Wright., Op. Cit., p. 193.

As it is mentioned above, it can be concluded that the activities which use of

Structures and Vocabulary

Function and Situation

Ibid,. pp. 45.

d. Criteria for Good Picture

The aid must be easy to prepare and organized by the teacher