CHAPTER I

INTRODUCTION

A. Reseach Background

Writing is one of four English language skills that have to be acquired

for students who wants to learn English besides speaking, reading and

listening. The students could convey the arguments and their information for

what they had which it could be on the books or papers. Writing would

bring students to shared the ideas, thought and information through written

form. Students could express information, ideas and arguments from one

students to other students. Writing is the combinations of the words that

arranged by the sentences and it had the meaning to told the audience in

written form.

In teaching students in writing, it includes the skill that need to be

learned and taught in school as the objectives in syllabus. The students need

to know how to write the text. Also, the role of the teacher was neccessary

to made the students know how to express ideas in written form. Students

need to wrote and trained themselves to made good writing. Indeed, it had

more time to students to took the time in writing.

In teaching learning process it would indicate some problems. In

additions, when the researcher did observation in SMP Negeri 3 Sanggau at

grade VIII B the researcher saw the teacher taught in the class. When the

teacher explained about the material, the students paid attention. When the

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teacher asked about the material, the students said that they understood. But,

when the teacher asked the students personally, they were just silent and

they did not know what to answer the teacher’s question. Moreover, when

the teacher asked the students to write the descriptive text, it appeared some

problems. For instance, the students could not explore their ideas, then they

just asked the teacher how to write, hard to construct the ideas, and was not

well organized, especially in grammatical, punctuation and even the content.

In teaching English, media is needed by the teacher to explain the

material. The media was very helpful in teaching. By using media, learning

objectives could be achieved and material was easier to understood by the

students. The students could get interested to the media that brought the

students to think and imagine about something.

The researcher found some previous studies had already proved that

using cartoon pictures could improve students’ writing ability in descriptive

text by using cartoon pictures. First, a research by Amrizal entitled “Cartoon

as Instructional Method in Teaching Descriptive Text Writing”. Second, a

research was made by I Gede Putu Prahistana entitled Improving

Descriptive Paragraph Writing Through Animation Pictures of The Eight

Grade Students in SMPN 3 Amlapura in Academic Year 2013/2014.

According to description above, the researcher insisted that the media

would be used in teaching process is cartoon pictures. To expressed the

meaning in functional writing text and simple short essay in the descriptive

and recount to interact with their surroundings.

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Based on the result of the study above, the researcher hoped this study

could improve students' writing skills through Teaching Writing Skill by

Using Cartoon Pictures at Grade VIII of SMP Negeri 3 Sanggau.

B. Research Question

The research question in this research was “how could cartoon

pictures improve students’ writing ability in descriptive text at grade VIII of

SMPN 3 Sanggau in Academic Year of 2017/2018)?

C. Research Purpose

The purpose of this research was to find out how cartoon pictures

could improve students’ writing ability in descriptive text at grade VIII of

SMPN 3 Sanggau in Academic Year of 2017/2018)

D. Research Significouldce

1. The teacher.

To give a variable in teaching process for English teacher on how to

use cartoon pictures, give an alternative strategy in teaching writing

ability, also bring a fun way in learning of descriptive text and help the

students to solve the problem in finding the ideas of writing.

2. The students

The results of the study was student expected could be insterested and

more active in learning. It was very useful and helped students in their

writing ability.

E. Action Hypothesis

The action hypothesis was a purposed as follows :

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The use of cartoon pictures could improve students’ writing ability in

Descriptive Text at grade VIII B in SMP Negeri 3 Sanggau

F. Scope of Research

The scope of research includes research variable and terminology

1. Research Variable

This research focused on the single variable. The variable in this

research was students’ writing skill in descriptive text using cartoon

pictures

2. Terminology

To avoid ambiguity and misunderstanding, some terms in this study

were needed to be defined as follow:

a. Writing is one of skills that students should be mastered. It is an

activity to make a written message in the form of ideas, thoughts, and

opinions using the letters on a medium with a good language.

b. Descriptive text is defined as describes something such as a person or

a thing and giving the detail, especially its shape, its properties, its

size and others. Therefore, the reader could imagine what the writer’s

feeling.

c. Cartoon is a hilarious simple drawing that describes an event,

character, satire or story in two-dimensional images. In this research,

it could be use as a teaching media that draw students’ attention by its

funny and colorful picture.

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CHAPTER II

TEACHING WRITING SKILL BY USING CARTOON PICTURES

A. Cartoon

1. Understanding of Cartoon

Cartoons are visual tools which combine exaggeratedly drawn

characters with dialogues related to everyday real-life contexts in a

humorous and satirical mode (Keogh & Naylor, 2000; Stephenson &

Warwick, 2002; Coll, 2005, as cited in Sepeng, 2013:132). Furthermore,

“Cartoon is entertainment for kids, but nowadays the adults are familiar

with this term since some cartoon movies are made for the adults”,

Pratiwi (2010:87). Cartoons could be used as a media of fun learning

because it has something funny, colorful and atractive through its picture

that we could describe and it is not only entertaining for children, adults

could also be entertained.

Moreover, According to Margoon (2010:9) cartoon is an amusing,

which give a story about person, group or situation. In the process of

learning, students will concentrate to the picture, then think to the details

and make a comment about it. It is an alternative to the education system

that is fun and develop intelectual part in their brain.

Most of young people interested to cartoon. The element of humor in

cartoon could stimulate students’ passion to find out and increase the

students’ motivation to participate the learning process. Cartoon

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increases the ability of the base to make a comment on the topic. By

using cartoon, the students could combine the objects and their ideas to

solve the problem. Based on the explanation above, it could be conclude

that cartoon is not only loved by children, but also adults. Cartoon has

interesting picture that could be express and develop the ideas, also

motivate and create the opportunity to discuss by students.

2. The Advantages and Disadvantages of Cartoon

There are some advantages and disadvatages of using cartoon

picture in teaching writing.

A. The Advantages of Cartoon Pictures

There are some advantages which support In learning and teaching

cartoon, according to Holliday ve Grskovic, (2002); Brummett,

(2003); Kleeman, (2006); Uslu, (2007) cited in Eker & Karadeniz

(2014: 224) here are the advantages:

Students like entertainment in learning. Cartoon has an element of

humor which makes students to attend classes with fun atmosphere

without feeling bored. Because, teaching with smile and laugh was

more fun than teaching by only narration. This is the way for students

to learn and improve their skills. The teachers attract the students’

attention to learning object by asking something about cartoon related

to learning.

Cartoon has something important in establishing a contribution for

students to develop their skills in problem solving. The views of

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students on the cartoon is different and could make the students build

an idea that could capture some detail informations from a cartoon.

Furthermore, Teaching using cartoon prevents students from loss of

attention because of boredom, so they do not focus on the lessons and

because of the long duration of the lesson. Cartoon plays an important

role in motivating students to learn in a long time.

Cartoon has a positive contribution to the development of students'

thinking and understanding. Cartoon plays an active role in the

formation of an audience that is ready as a goal in teaching them well.

Humor in cartoon has an interesting approach to com municate to the

students. It could make students more easily to memorize the

messages that contained in the cartoon. The use of cartoon is also not

complex and has a side that easy to remember.

Learning with cartoon do not have to memorize. Cartoon has

interesting pictures and symbols that remain in students’ minds for a

long time. Moreover, cartoon has the richness and diversity of ideas

among students. It could improve the ability of students to give the

comment.

B. The Disadvantages of Cartoon Pictures

The Cartoon pictures media has some disadvantages because it

could not reach a big group, only emphasize the sense of sight and

does not involve elements audio and motion (Daryanto, 2013;19).

Unfortunately, a good media also has some infirmities such as it could

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not discussed in a grup with several students because this media is

simple and it just need a person or two person to discuss it. Moreover,

this media is a picture, so that, it does not need sound or movement.

Students’ only need to see the picture and then describe it. To generate

the ideas, audio and motion does not involved in dscriptive writing

process.

3. Procedure

There are some steps that could be implemented in teaching cartoon

picture based on Prahistana (2014:15) as followed:

a. Proposing some elicited question on what they have known about

descriptive text. The Teacher asks some questions to

students about what they already know about the

descriptive text that the teacher has explained so the

students are expected to understand about the topic

b. The researcher would explain briefly about the rules or the way in

writing good descriptive paragraph by using cartoon pictures. It is

aiming for students could understand and how to write

descriptive paragraphs well in order to get good results

c. The students are given a topic or cartoon pictures about descriptive

text. The students get a cartoon picture and then they

have to make a descriptive text based on the picture

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B. Writing

1. The Definition of Writing

Writing activity is creating the information and ideas through written

text. Most of all the activities always accompanied by the handwriting.

Sooner or later, all activities accompanied with the writing. According to

Richards and Schmidt (2002:54-55) “writing is expressing idea, concept,

feeling, opinion and experience in certain place, time and situation in

written form”. Now, writing is a tool we use in various levels of

education, from kindergarten to university. Writing is also required in a

job, the first time we apply for a job, we have to make a job application

letter, then we must create a work plan to report the results of the work

when we were hired. Therefore, writing skill needs to be taught to the

students or human being. In fact, almost every aspect of everyday life for

common people was carried out orally but all should be supported by

written form (Brown, 2004:218). Writing activities intended that after

learning activities take place student is able to express thoughts,

opinions, ideas, and feelings in a variety of writings.

2. The Process of Writing

In writing, there were some process that is required to write well.

According to Ontario Ministry of Education and Training (2005:15), the

writing process are as follow :

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a. Planning

In the first step of the writing process, students could make a plan

by generate their ideas based on the experience. While the students

create a plan, they need to know the reason why they are writing and

who will read their writing. At this point, students may determine the

form their writing will take.

b. Writing a Draft

In this phase, students write a draft. It only focuse on the message,

not the mechanics of writing. After completing the draft, the students

need to read what they wrote and decide whether it agree with what

the students thought or not. If the draft is not satisfying, the students

may choose to go back to the planning stage and begin again..

c. Revising

The focus of this step is to improve the quality of the message.

They need to determine that their ideas are clear. The students also

consider the aspects of writing such as sentence structure,

paragraphing, and vocabulary. If the students want to make some

changes, they may go back and produce a writing draft.

d. Editing

In this stage, the students need to focus on the aspects of their

writing. The students need to be taught to recheck their own writing

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by checking the spelling, grammar and punctuation. By checking the

students own writing, they could reflect their capabilities.

e. Publishing

Students now make a presentation about their writing to the

audience. Once their writing has been published, They should share

their writing with their audience. The researcher reflect the steps of

the writing process to refine ideas and it is important to remember that

not all writing could reaches the publishing stage.

3. The Aspects of Writing

To Achieve good writing and the achievement of the desired results

from by students, they need to understand the elements of writing, so that

they could know what they want to express through good writing. The

aspects of writing according to Heaton (1991:145) are as follow :

a. Content

The aspect in this section shows the text that is written based on the

development of thought, ability to think creatively and share an

relevant information that poured in written text. So that, it formed a

text with a good quality content.

b. Organization

It has relationship to the paragraphs, topic sentence, supporting

details, cohesion (the sentence in a paragraph flow smoothly from one

to another, showing a clear relationship between them) and unity

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(discuss only onemain idea in a paragraph, which is expressed in the

topic sentence)

c. Vocabulary

This component is related to the right and proper words choice to be

easily understood by the audience. The use of good words is required

to create sentences that appropriate to the content.

d. Language use

This aspect views the ability to do a correct writing and how to write a

paragraph sentences appropriately.

e. Mechanics

This point concerns with the use of correct written language by using

how to read in good spelling, correct punctuation placement, pay

attention of when using the right capitalization, and the effectivenes in

word abbreviation.

C. Teaching Writing by Using Cartoon Pictures

Cartoon is an illustration of hillarious simple drawing. In other word,

cartoon is an illustration that drawn by hand on the sheet of paper like

drawing a sketch. Most of Cartoon have funny pictures and attractive colors.

It could found in various media such as newspapers, magazines, posters and

comics.

Wai Bing & Hong (2003) cited in cited in Sepeng (2013:132) state

that cartoon is a graphical media that could either be in the form of a single
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picture or a series of pictures as in the form of a comic strip, captioned or

non-captioned, that are printed in magazines, newspapers and more

currently in books

Cartoon is a fun learning media and could attract the attention of

students to attend classes because they are ussualy interested to the

colorful ,interesting, and funny picture. Also, they like the cartoon because

they recognize it from their favourite cartoon show on television or comic

book that they read.

It is supported by Eker & Karadeniz (2014:223), “cartoon is an

effective tool and it easily detected by students”. It has been observed that

the students are normally very interested to write their imagination based on

the picture. In order to make the students acquired the knowledge, the

teacher need to teach. The activity that teacher has to do is creating a fun

learning medium by using cartoon to teach writing for students in the

classroom. Hammer (2007: 118) states that pictures or cartoons offer a

wealth of possibilities. Teacher could ask the students to write a descriptive

text of a cartoon based on the picture that is given by the teacher to students.

Next, Davis (2006:1) states that a great way to get students write up

was by giving them a cartoon storyboard and having them create tell the

story. The objective of this activity is to make the students think about the

sentences that they could use and write the text related to the picture for

what they see. Cartoon picture helps the students to write and stimulate their

ideas what they have.

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D. Descriptive Text

There are so many types of text in teaching English, such as narrative,

recount, report, descriptive and more. But in this study, the researcher

focuses on descriptive text. Descriptive could be describe as a text that

describes by something that we see. Haines (2007:42) states that description

is an account that creates a vivid mental image. Descriptive ussualy is used

to help the reader see things that are seen by the author in written text to

depicts a character , place or object clearly.

Writing descriptive text has stucture to make a correct paragraph.

Anderson and Anderson in Nadia (2013) cited in Purna (2014:12) state that

the generic structure to construct a descriptive text are:

1. Identification
Identification (introduction) is a general opening statement in the first
paragraph or the first sentence that introduces the subject of the
description to the audience. Besides, it could give the audience brief
details about the when, where, who, or what of the subject described.
2. Description
Description is a series of paragraphs about the subject where each
paragraph usually begins with a topic sentence. The topic sentence
previews the details that will be contained in the remainder of the
paragraph. Moreover, each paragraph should describe one feature of the
subject and all paragraphs build the description of the subject. The
description could be physical appearance of the subject, the qualities of
the subject like degree of beauty, excellence or value, and other
characteristics of the subject which is like the unique of the special
aspects that the subject has.
3. Conclusion
The last part of the descriptive text is optional. In this part, the
researcher concludes the text or restates the identification or description.
A conclusion is not absolutely necessary; however, it is often very
helpful to the reader because it usually concludes signals the end of the
text. In addition, it reminds the reader of the important point or in other
word it is to emphasize the reader to imagine the subject.
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So, the goal of descriptive text is to make a something could be

described vividly in order to be able to shared to the others. We could use

descriptive text to urge the audience to think and to inform about what they

experience. As a social beings, the students have to share what they feel or

what they see through descriptive text and connect with other students, so

that it establish a good feedback during the lesson.

E. Teaching Writing Ability by Using Cartoon Pictures

As part of teaching media, the use of cartoon picture as a media is

very useful to improve the quality of students’ learning. The implementation

of this media is quite fun, because the students more easily understand the

visual rather than the explanation through writing. The students also easier

to describes something than they have to retell a story or events. In addition,

the use of this media is adapted to the material and curriculum.

The subject in this resesearch is the students of VIII in SMPN 3

Sanggau. The researcher chose this class because the students had the

confusion and lack of understanding of how to describe a subject. Cartoon

pictures was very helpful in writing of descriptive text. Because, previously

the teacher rarely use the media to taught descriptive text.

In this study, teacher used cartoon picture as a theme to teach the

descriptive text. Proposing some elicited question on what they have known

about descriptive text. The researcher explained briefly about the rules or

the way in writing good descriptive paragraph by using cartoon pictures.

Then the students were given a topic or cartoon pictures about descriptive
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text. Teachers also gave some information that helped the students to get

inspiration to write a better descriptive text.

CHAPTER III

RESEARCH METHODOLOGY

A. The understanding of Classroom Action Research (CAR)

In this research, the researcher used classroom action research.

According to Cohen, Manion & Morrison (2000:226) “action research may

be used in almost any setting where a problem involving people, tasks and

procedures cries out for solution, or where some change of feature results in

a more desirable outcome. Moroeover, Huang (2010 : 93), ”Action research

is an orientation to knowledge creation that arises in a context of practice

and requires writers to work with practitioners”.

Koshy (2005 : 14) writes “action research is all about developing the

act of knowing through observation, listening, analysing, questioning and

being involved in constructing one’s own knowledge”. It means, that the

purpose of classroom action research is to develop students’ achievement in

learning process.

From the explanation above, it could be concluded that the classroom

action research is more informal and personal because the researcher does

not just do the teaching, but also do the interviews, observation, analiziing
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and questioning. The researcher also do the research assisted by teacher.

This research could also be used in any environment that has problems in

learning materials using proper procedures so that the researcher could get

the results as expected.

Figure 3.1 Classroom Action Research

(From Kemmis and Mc Taggart 1988)
Based on the figure above, the cycle of activities would described as

follows:

a. Plan

In this phase, the researcher prepared the cartoon pictures media

and arranged a lesson plan based on the teaching material. After

chose the theme, the researcher prepared the materials needed. To

support the collecting data, the researcher prepared the observation

checklist and field note.

b. Action
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Researcher implemented the plan that has been made at the

planning phase. Researcher conducted this research in two cycles.

c. Observe

In this phase, researcher observed the students' activity in the

classroom when this research is applied. Then, the researcher

collected data and gave the assessments on has been done by the

students to see how this study improved the students' writing skill

in descriptive text.

d. Reflecting

At this point, the researcher evaluated with the teacher and

described the result during teaching process of the action. The

researcher discused with the teacher about what happened and to

understand the issue that the researcher got in the classroom.

H. Subject of Research

The researcher took second year students in class VIII as the sample.

As it states about the problems in introduction, so the researcher decided to

choose VIII B as the subject of this research. Ball cited in Cohen et al

(2007 :115), in many cases purposive sampling is used in order to access

‘knowledgeable people’, i.e. those who have in-depth knowledge about

particular issues, maybe by virtue of students’ professional role, power,

access to networks, expertise or experience.

In the grade VIII of SMP Negeri 3 Sanggau, the students gave the

attention to the teacher’s explanation.When the teacher axplained them

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about the topic that they just discussed and the teacher asked “do you

understand?”, they were just quiet and do not know the answer. Moreover,

when the students were asked to write the descriptive text about things in

the classroom, they kept askng how to write it and they thought so hard. As

the result, most of them did not finish the result.

I. Technique and Tool of Collecting Data

1. Technique of Collecting Data

The appropriate technique and tool of collecting data are very

important in order to solve the problem and to gain the objectives of

out coming in this research. In this research, the researcher will use

observation and measurement technique to observe and measure the

students’ writing during conduct it.

a. Observation

Observation was the first technique in this research that could

help the researcher in reflection whether the action that has given it

could be successful to improve the students writing skill by using

cartoon picture. According to Koshy (2005) “observation as a

method for data colecting”. Data will be collected through direct

observation and it is usually an activity, a change phenomena, or

events that require direct observation.

b. Measurement

Measurement was the second technique in this research that

could help the researcher to know the students’ score every

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meeting, it made the researcher easier to analyze the improvement

of students’ writing skill from cycle to cycle. According to Colton

& Covert (2007: 60) stated “Measurement is a systematic process

for categorizing and quantifying the attributes we want to study”.

In this research, measurement technique is used for measuring

students’ achievement in learning writing after applying cartoon

pictures. In measurement, the researcher used writing test,

especially in descriptive text as the tool to measurement students’

achievement in writing skill and then, the researcher collaborated

with English teacher in SMP Negeri 3 Sanggau to observed the

students’ learning activity in the class when applying cartoon

pictures.

2. Tools of Collecting Data

The tools for collecting the data that used on this research were:

a. Observation Checklist

Observation was used to observe the students in teaching and

learning process during applying of cartoon pictures. Burns

(1999:80) states that in general observation was used to get the

information of students’ environment in learning process, this

information would be the basic assumption for arrange the test and

also method that may be used in next study.

In using of observation checklist, the researcher as the teacher w

checked the list of activity that had been be carried out when
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applying cartoon picture in the classroom and the researcher wrote

the activity in first and second cycle after using cartoon picture in

descriptive text.

b. Field Note

Field note was a note which is used by the teacher. Kawulich

(2005:25) states that field note is the primary way of capturing the

data that is collected from participant observations. It used during

teaching and learning process during applying of cartoon pictures

to the students. It used during the activity in the class. What the

occurs in the class. The role of researcher was needed to write the

activities in each cycle.

c. Test

Test was a tool that had been used to measure the students’

achievement in writing skill after applying cartoon pictures in

teaching and learning process. Subana, Rahadi and Sudrajat

(2000:28) states that test is an instrument of collecting data that

consist of questions or exercises which use to measure of

achievement, knowledge, skill, or talent that has been had by

individual or groups itself. The test was in written test form

especially in descriptive text.

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The students was given the test. It was to find out how the

students’ writing after being taught by using cartoon picture in

writing descriptive text. The students was given the picture as the

object to write and they wrote in descriptive text related on the

pictures.

J. Technique of Data Analysis

From the collecting data, the writer will get the data from observation

checklist and field note as the qualitative data and test as quantitative data to

analyze data. The data will be analyzed and described as follows:

1. The Observation

The Observation checklist was used to observe the teacher

performances, students’ activities, and the conditions in the class during

learning process. It enables the researcher to documented and reflected

the interactions and events in the classroom. The researcher wrote the

descriptions according to the data’s result of the observation that being

used in topics that being investigated. The observation checklist was a

list of students’ activity in the classroom.

2. Field Note

Field note recorded several important things that have been done in

the classroom. The researcher used this way to get documents which is

related to this research. Documentation was to documented the learning

process, the situation in classroom, students’ character in the classroom,

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students’ name, the score of the last test that related to the research and

some problem that teacher got there. It was a source for the researcher to

make a plan for the next cycle.

3. Test

In this part, the researcher analyzed students’ writing skill in

descriptive text through the result of the test in writing test. The test was

used to measure students’ progress in writing skill especially in

descriptive text by using cartoon picture. The score of writing test was

taken by considering the students skill in writing elements.

Qualitative data was derived from observation technique. Dowson

(2002:14) says that “Qualitative data is a research explores attitudes,

behavior and experiences through such methods as interviews or focus

groups”. In this research, the writer used the the model by McKennan

(1996) in Burns (1999: 157-160). The analysis as follows:

1. Assembling the data

The first step is to assemble the data you have collected over the

period of the research: field notes, journal entries, questionnaires and so

on. The initial question that began the research provide a starting point

for reading the data It useful to note down thoughts, ideas or impressions

as they occure to you during this initial examination. At this stage, broad
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patterns should begin to show up which could be compares and

constrasted to see what fits together. By scouldning the data in this way,

you begin the process of more detailed analysis by bringing up possible

patterms which you could adapt or add to as you proceed.

2. Coding the data

Once there has been some overall examination of the data, categories

or codes could be developed to identify patterns more specifically.

Coding is a process of attempting to reduce the large amount of data that

may be collected to more manageable categories of concepts, themes or

types. With closed or ranked questions, in a questionnaire for example,

responses or behaviours may be assigned to a code relatively easily.

3. Comparing the data

Once the data have been categorised in some way, comparisons could

be made to see whether themes or patterns are repeated or developed

across different data gathering techniques. At this stage you may also be

able to map frequencies of occurences, behaviours or responses. Tables

may be created using simple descriptive techniques to note frequency

counts or percentages. The main aim at this stage is to describe and

displayed the data rather than to interpret or explain them.

4. Building interpretations
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This is the point where you move beyond describing, categorising,

coding, and comparing to make some sense of the meaning of the data.

This stage demands a certain amount of creative thinkng as it is

concerned with articulating underlying concepts and developing theories

about why particular pattens of behavious, interactions or attitudes have

emerged.

5. Reporting the outcomes

The final stage involves presenting an account of the research for

others. A major consideration is to ensure that the reports sets out the

major processes of the research, and that the findings and outcomes are

well supported with examples from the data..

The quantitative data was derived from writing test of students in

every meeting. According to Dowson (2002:15), “Quantitative data is a

research generates statistics through the use of large-scale survey research.”

The quantitative data was derived from the writing test of students in every

cycle. By knowing the students’ score in each meeting, it made the writer

easier to analyzed the improvement of students’ writing skill from cycle to

cycle. To measured each cycle, the writer used the formula of mean score

which and it explained as follows:

a. Individual score of the students

The researcher would calculate the individual score of students

based on the scoring table of writing test. In scoring rubric, the

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researcher would analyze contents, organization, word choice, and

sentence fluency. Making Conclusion

b. Making Conclusion

The researcher would make conclusion from the improvement in

students’ achievement of writing skill after knowing each student’s

individual score.

CHAPTER IV

RESEARCH FINDING AND DISCUSSION

A. Research Finding

The researcher would describe about the finding to show students’

activities during research. The discussion of research finding was based the

result of the test, observation checklist, and field note. The result of the test,

observation checklist and field note will be describe as follows:

1. First Cycle

Researcher conducted the first cycle on November 13th 2017 and

November 15th 2017 with 25 students who participated the test. In this

meeting, researcher taught students and explained them about descriptive

text, and gave them examples about how to make the correct descriptive

text.

a. First Meeting (November, 13th 2017)

In this phase, the researcher prepared a lesson plan, observation

checklist and field note. Besides that, the researcher chose the
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material for learning process, and arranging the activity. After the

preparation of lesson materials, the researcher continued to the next

phase.

In this phase, researcher acted as a teacher by opening the class and

checked students’ attendance. Then, the researcher started the the

learning activity by asking “Have you ever heard about dexcriptive

text before?”, “What do you know about descriptive text?”. The

students said they have been taught about descriptive text by their

English teacher and they knew a little about it. Next, the researcher

gave the students a piece of paper. It was a picture of Woody from

Toy Story animated film series. The researcher taught the students

about descriptive text by explained the generic structure. After that,

the researcher asked the students whether they understood about the

researcher’s explanation or not.

The classroom condition during learning activity was quiet. The

students only answered the researcher’s questions without giving a

feedback. But, they obeyed what the researcher told to them. In the

end of the class, the researcher gave advice and motivation to the

students to learn more about descriptive text at home. And the class

ended by the ring of school’s bell.

b. Second Meeting (November 15th, 2017)

In this second meeting of the first cycle, the researcher still acted as

a teacher and re-explain about descriptive text and gave the students
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an example about the things around the classroom. After that, the

researcher gave a piece of paper to the students about a cartoon

picture of Spongebob Squarepants.

Before the students wrote the descriptive text, the researcher gave

some vocabularies to help the students. The students had to identified

it and then describe it based on descriptive structure. They could use

the vocabulary aids or the could make it by they own words to wrote

descriptive text based on the picture. The researcher guided students

in the process and motivate them to write.

The athmosphere of classroom during the cartoon picture

implementation was still quite. The students still obeyed the

researcher’s instructions. The students was a bit confused to do their

task, but they were shy to ask the researcher. This situation made the

researcher have to walked around to guide the students.

2. Second Cycle

The second was held on November 20th, 2017 and ended on

November 22nd, 2017. In this cycle, researcher taught more and

explained more about descriptive text. In this cycle, the researcher

focused on solutions for studens and how to improved students’ result.

a. First Meeting (November 20th, 2017)

For the first meeting of second cycle, the researcher prepared the

lesson plan that have been revised based on the result of the first

cycle. The researcher would give the students a new pictures as the
 29

topic and prepared new vocabularies as teaching aid. In addition, the

researcher also prepared observation checklist and field note.

In the classroom, the researcher gave more explaination of how to

write the descriptive text. The researcher asked a students to be an

example of descriptive text. The teacher chose a boy students who sat

in the front row as the example of descriptive text

When the researcher gave an example about this boy and asked the

students to describe the boy, the students could give the good example

about the boy. Furthermore, the researcher gave a piece of paper of

cartoon picture of Aang from Avatar animated TV series. Then, the

researcher asked the students to write down a descriptive text about

the cartoon picture to practice their knowledge about descriptive text.

The classroom during lesson was more active because the

researcher used the students’s classmate as the example of descriptive

text. The studens were joy and happy to describe their classmate.

Eventhough, the classroom became a bit noisy, but the researcher

coud control the classroom

b. Second Meeting (November, 22th 2017)

Before the test began, the researcher told the students about the

important of writing and motivated them. After the researcher gave

some motivation, the researcher gave a cartoon picture on a piece of

paper of Naruto. Furthermore, the researcher re-explain about how to

write descriptive text.

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During the test, some the students could understand how to write a

descriptive text based on teacher explanation. Yet, they still had a

vocabularies problem, but they could solve it by brought a dictionairy

or borrowed it. Most of students were active in learning process. They

were able to asked the researcher when they faced some obstacle in

writing descriptive text. They were more enjoying the activity by the

researcher guidance.

In the end of this phase, the researcher collected the students’

works to get the result and the researcher gave a short explanation

about descriptive text and some reflection to motivated the students to

be more active and they have to remind what have they learned.

c. Discussion

From the result of qualitative data gained from observation checklist

and field note, most of students were able to focus on the researcher

explanation and excited to participated the lesson activity. The students

were answered the researcher’s oral questions. It supported by the

counducive classroom condition that helped them felt comfortable during

learning process.

The qualitative data achived from students’ test. Most of the students

improved their writing ability by using cartoon pictures throught their idea

development. It was supported by Uslu (2007) cited in Eker & Karadeniz

(2014: 224), Cartoons are improving the students' critical thinking and

problem solving skills and they also allow them to express themselves, to
 31

think freely and imagine to tell their thoughts and feelings orally and in

writing. it proved that cartoon picture had been improved the students’

writing skill in descriptive text.

Moreover, Nabilah and Kusumarasdyati (2014) states that animated

cartoons as media to teach writing descriptive text made the students

become active to the lesson, do the writing well, and more motivated to

write a descriptive text. Students’ ideas to generate and more motivated to

writing were improved by used cartoon as the correct media.

Besides, researcher found some advantages and disadvantages

during teaching process. The advantages were; the students already

recognized the characteristic of cartoon that would be written as the topic of

descriptive text. The disadvantages were they confused about the generic

stuctures and some of them did not bring a dictionairy. The researcher took

this topic based on grade of students which they still had interest to cartoon

and the picture of cartoon itself was funny, colorful, recognizable, and

everyone likes it.

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CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Research conclusion is based on the research that has been conducted

in VIII B of SMP Negeri 3 Sanggau, the researcher concludes from data

analysis about implementing cartoon picture in students’ writing skill. This

media is very useful for the students because studens become more

interested in writing to describe and the students could find new

vocabularies.

Cartoon pictures media could make the students more courage and

active to asked and gave question to the researcher related to descriptive text

in learning process. The students participated the learning process joyfully

because the sudents could recognize the picture that the researcher used for

the students to described. It improve their willing to participated the lesson

and improved their idea development.

Cartoon picture as teaching media had been proved based on the

observation in first cycle and second cycle which showed the improvement
 33

of students’ writing skill in descriptive text. It could be seen from student’s

individual score from each cycle.

B. Suggestion

In this part, researcher would like to give some suggestions to be

considered by English teacher in order to the students have better writing

skill, as follows:

1. Cartoon picture is very helpful to improve students’ writing skill and it

need teacher guidance in order to make the students understand about

what they are going to do. Teacher needs to improve the way of teaching

by using cartoon picture as the one of the media of teaching.

2. Cartoon pictures could change the athmosphere in learning descriptive

text because students look at the funny and colorfull picture and it has

many thing that could be described

3. Teacher needs to know the problem that faced by students in order to the

teacher could help students to solve the problems.

.
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APPENDICES
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