THE EFFECT OF USING PICTURE SERIES ON STUDENTS’

ABILITY IN WRITING RECOUNT TEXT AT MTS

BAITURRAHMAN TALUK KUANTAN

BY
KHOLIFATUL AZIZAH
SIN. 11714200809

FACULTY OF EDUCATION AND TEACHER TRAINING

STATE ISLAMIC UNIVERSITY OF SULTAN SYARIF KASIM RIAU
PEKANBARU
1443 H/2022 M
 THE EFFECT OF USING PICTURE SERIES ON STUDENTS’
ABILITY IN WRITING RECOUNT TEXT AT MTS
BAITURRAHMAN TALUK KUANTAN

BY
KHOLIFATUL AZIZAH
SIN. 11714200809

A Thesis
Submitted as partial fulfillment of the Requirements
for Bachelor Degree of English Education
(S. Pd)

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF SULTAN SYARIF KASIM RIAU
PEKANBARU
1443 H/2022 M
ii
 ACKNOWLEDGMENT

In the name of Allah, the most Gracious and Merciful, praise belongs to

Allah Almighty. By his guidance and blessing, the researcher has accomplished

the final research paper entitled “ The Effect of Using Picture Series on Students’

Ability in Writing Recount Text at MTS Baiturrahman Taluk Kuantan”. It is a

scientific writing to fulfill one of the academic requirements to finish the bachelor

degree (S.Pd) at Department of English Education Faculty of Teacher Training

State Islamic University of Sultan Syarif Kasim Riau. Then, shalawat and salam

always be presented to the last messenger of Allah, Prophet Muhammad SAW

who has inspired and lightened many people up all around the world.

Appreciation and sincere thanks to my beloved parents, Jasmawan, S.Pd

and Fitra Yani, who has devoted all love and affection as well as moral and

material attention. May Allah SWT always bestow grace, health, and blessings in

the world and in the here after for the kindness that has given to the researcher.

Thank you so much Dad, Mom. Please keep becoming my inspiration.

The researcher would like to show her gratitude to all beloved people that

have encouraged. Motivated even helped the researcher in finishing the paper.

They are:

1. Prof. Dr. Hairunas, M.Ag., Rector of State Islamic University of Sultan Syarif

Kasim Riau Dr. Hj. Helmiati, M.Ag., as Vice Rector I, Dr. H. Mas’ud Zein,

M.Pd., as Vice Rector II, Edi Erwan, S.Pt., M.Sc., Ph.D, as Vice Rector III, and

all staff. Thanks for kindness and the encouragement.

iii
2. Dr. H. Kadar, M.Ag. the Dean of Facultyof Education and Teacher Training,

State Islamic University of Sultan Syarif Kasim Riau. Dr. H. Zarkasih, M.Ag.

as the Vice Dean I, Dr. Zubaidah Amir, MZ, M.Pd. as the Vice Dean II, and

Dr.Amirah Diniaty, M.Pd.Kons as the Vice Dean III, and all the staff. Thanks

for the kindness and encouragement.

3. Dr. Faurina Anastasia, S.S., M.Hum., the head of English Education

Department of English Education, who has given the writer correction,

suggestion, support, advice, and guidance in finishing this thesis.

4. Dr. Nur Aisyah Zulkifli, M.Pd., the Secretary of Department of English

Education, for her guidance to the researcher.

5. Dr. Dodi Settiawan, M.Pd as supervisor, thank you so much for valuable,

advice, correction, support, guidance, critics, encouragement, and motivation to

the researcher.

6. Hendrita, S.Ag., MM the principle of MTS Baiturrahman Taluk Kuantan, who

has welcomed the researcher to do the research at the school.

7. English teachers of MTS Baiturrahman Taluk Kuantan especially Beti

Nengsih, M.Pd. who has helped and suggested the researcher in doing research,

school staff officer, and all the eight grade students in 2020/2021 academic

year who have participated in the research.

8. The researcher’s beloved parents, the heroes of my life, Jasmawan S.Pd. and

Fitra Yani. This paper is dedicated to them who have given the researcher big

opportunity to experience the study from elementary until university level and

support through out the researcher’s life.

iv
9. The researcher’s family members, her beloved brother, Muhammad Iqbal S.Ip.,

Fahrup Al-Hariri and her little sister Sofia Az-zahra who always give their

suppport and moral encouragement in finishing her study.

10. The researcher’s best support system 5 Pengejar Mimpi, Masitha Rahma,

Rulia Septami, Raja Mona Rama Desni and Rizka Asfira, who always give

love, affection, care, time, kindness and everything that the researcher cannot

mention it one by one.

11. The researcher’s best friends Dwi Ayu Safitri and Intan Setia, who never stop

caring, supporting, and giving their time for the researcher. Thank you so

much.

12. Association of islamic students (HmI) who become the researcher familiy at

the university and give the researcher many unforgettable moments.

Finally, i would like to thank everybody who has important to the successful of

realization of the thesis. May Allah bless us.

Pekanbaru, February 1st, 2022

The researcher

Kholifatul Azizah
SIN.11714200809

v
 ABSTRACT

Kholifatul Azizah, (2022) The Effect of Using Picture Series on Students’

Ability in Writing Recount Text at MTS
Baiturrahman Taluk Kuantan
Writing plays as an important role in mastering the language especially in
term of English. There are some genre of writing texts that should be learn by the
students in junior high school one of them is recount text. However, after
observing and conducting interview with an English teacher at MTS Baiturrahman
Taluk Kuantan, in general, students have difficulty at telling their experience
especially personal experience. The difficulty not only in telling their
experience but also in the formation and organization of ideas, in the use of
vocabulary, grammar and mechanics. As result, students feel bored and less
motivated to write. Therefore, in order to solve the problems above, the
researcher assumes to try another technique in teaching writing recount text.
One of the alternative ways that teachers can apply in the classroom is that use
picture series as a media in teaching writing recount text. Based on problem
above, This research aimed to know how students’ ability in writing recount text
before and after being taught by using picture series and to examine wheter there
is significant effect of picture series on students’ ability in writing recount text.
This was an experimental research with a one-group pre-test and post-test design.
This research was held on August untill september 2021 at MTS Baiturrahman
Taluk Kuantan. The research population consisted of two classes of eighth grade
students from MTS Baiturrahman Taluk Kuantan. The research sample VIII 1
consisted of 22 students who were chosen by using purposive sampling technique.
In order to collect data, the researcher used a writing test to asses the students’
ability to write recount text. The result of the data analyzed showed that the mean
score of the students before being taught by using picture series was at less
category with the percentage 91%. The mean score of the students’ ability in
writing recount text after being taught by using picture series was at good
category with percentage 54,6%. The mean score of students after being taught by
using picture series (81.63) was higher that before being taught by using picture
series (55.95)

vi
 ABSTRAK

Kholifatul Azizah, (2022): Pengaruh Penggunaan Picture Series

Terhadap Kemampuan Siswa Dalam
Menulis Teks Recount Di MTs
Baiturrahman Taluk Kuantan
Menulis berperan penting dalam menguasai bahasa, terutama dalam
bahasa Inggris. Ada beberapa jenis teks penulisan yang harus dipelajari oleh para
siswa di SMP salah satunya adalah recount text. Akan tetapi setelah mengamati
dan mewawancara guru bahasa inggris di MTS Baiturrahman Taluk Kuantan,
secara umum, para siswa sulit mmenceritakan pengalaman mereka terutama
pengalaman pribadi. Kesulitan tidak hanya dalam menceritakan pengalaman
mereka tetapi juga dalam pembentukan dan penyusunan gagasan, dalam
penggunaan kosa kata, tata bahasa dan mekanika. Sebagai hasilnya siswa merasa
bosan dan kurang termotivasi untuk menulis. Oleh karena itu, dalam rangka untuk
memecahkan masalah di atas. Peneliti merekomendasikan untuk mencoba tekhnik
lain dalam mengajar menulis teks recount. Salah satu alternatif yang bisa
digunakan guru di dalam kelas adalah menggunakan picture series sebagai media
dalam belajar dan mengajar teks recount. Adapun tujuan penilitian ini adalah
untuk mengetahui kemampuan siswa dalam menulis recount teks sebelum dan
sesudah diajarkan menggunakan picture series untuk menguji apakah ada
pengaruh yang signifikan antara picture series terhadap kemampuan siswa dalam
menulis recount teks. Penelitian ini menggunakan desain pre-experimental berupa
satu kelompok pre dan post-test dengan pendekatan kuantitatif. Populasi dalam
penelitian ini adalah siswa kelas VIII MTs Baiturrahman Taluk Kuantan, yang
terdiri dari 2 kelas. Sampel penelitian ini adalah kelas VIII 1 yang berjumlah 22
siswa, yang dipilih menggunakan purposive sampling teknik. Untuk
mengumpulkan data, peniliti menggunakan tes menulis untuk mengetahui
kemampuan siswa dalam menulis recount teks. Hasil dari analisis data
menunjukkan bahwa nilai rata-rata siswa sebelum diajarkan menggunakan picture
series berada pada kategori rendah dengan persentase 91%. Nilai rata-rata dari
kemampuan siswa dalam menulis recount text dengan setelah di ajarkan
menggunakan picture series berada pada kategori baik dengan persentase 54,6%.
Nilai rata- rata siswa setelah diajar dengan menggunakan picture series (81,63)
lebih tinggi dibandingkan sebelum diajar menggunakan picture series (55,95).

vii
 ‫ملخص‬

‫خليفات العزيزة‪ :)2222( ،‬أتثري استخدام سلسلة الصور على مهارة كتابة نص اخلربة للتالميذ يف مدرسة‬
‫بيت الرمحن املتوسطة اإلسالمية اتلوك كوانتان‬

‫ل لكتابة دور مهم يف إتقان اللغة‪ ،‬خاصة يف اللغة اإلجنليزية‪ .‬ىناك عدة أنواع لكتابة النصوص اليت جيب‬
‫أن يدرسها التالميذ يف املدرسة املتوسطة‪ ،‬منها نص اخلربة‪ .‬ومع ذلك‪ ،‬بعد مالحظة معلمي اللغة اإلجنليزية وإجراء‬
‫املقابلة معهم يف مدرسة بيت الرمحن املتوسطة اإلسالمية اتلوك كوانتان‪ ،‬بشكل عام‪ ،‬جيد التالميذ صعوبة يف‬
‫حكاية خرباهتم‪ ،‬وخاصة اخلربة الشخصية‪ .‬الصعوابت ليست يف حكاية خرباهتم فقط‪ ،‬ولكن يف تكوين األفكار‬
‫وتنظيمها‪ ،‬ويف استخدام املفردات والقواعد وامليكانيكا أيضا‪ .‬والنتيجة‪ ،‬يشعر التالميذ ابمللل وما لديهم دافع‬
‫للكتابة‪ .‬لذلك‪ ،‬من أجل حل املشكالت املذكورة أعاله‪ ،‬اقرتحت الباحثة مبحاولة تقنية أخرى يف تعليم كتابة نص‬
‫اخلربة‪ .‬أحد البدائل اليت ميكن للمعلمني استخدامها يف الفصل ىو استخدام سلسلة الصور كوسيلة يف تعليم وتعلم‬
‫نص اخلربة‪ .‬الغرض من ىذا البحث ىو معرفة مهارة كتابة نص اخلربة للتالميذ قبل التعليم ابستخدام سلسلة‬
‫الصور وبعده‪ ،‬والختبار ما إذا كان ىناك أتثري كبري بني سلسلة الصور على مهارة كتابة نص اخلربة للتالميذ‪.‬‬
‫استخدم ىذا البحث تصميما قبل التجرييب يف شكل جمموعة االختبار القبلي واالختبار البعدي مبدخل كمي‪.‬‬
‫اجملتمع يف ىذا البحث تالميذ الفصل ‪ 8‬من مدرسة بيت الرمحن املتوسطة اإلسالمية اتلوك كوانتان‪ ،‬والذي يتكون‬
‫من فصلني‪ .‬وعينتو فصل اثمن ‪ ،1‬واليت تتكون من ‪ 22‬تلميذا‪ ،‬مت اختيارىم ابستخدام تقنية أخذ العينة اهلادفة‪.‬‬
‫وجلمع البياانت‪ ،‬استخدمت الباحثة االختبار التحريري ملعرفة مهارة كتابة نص اخلربة للتالميذ‪ .‬أظهرت نتائج‬
‫حتليل البياانت أن متوسط قيمة التالميذ قبل أن يتم تعليمهم ابستخدام سلسلة الصور كان يف فئة منخفضة‬
‫بنسبة ‪ .٪11‬ومتوسط قيمة مهارة كتابة نص اخلربة للتالميذ بعد تعليمهم ابستخدام سلسلة الصور يف فئة جيدة‬
‫بنسبة ‪ .٪54.6‬ومتوسط قيمة التالميذ بعد تعليمهم ابستخدام سلسلة الصور (‪ )81.63‬أعلى مما كان عليو‬
‫قبل التعليم ابستخدام سلسلة الصور (‪.)55.15‬‬

‫‪viii‬‬
 LIST OF CONTENTS

SUPERVISOR APPROVAL ........................................................................ i

EXAMINER APPROVAL ........................................................................... ii

ACKNOWLEDGEMENT ............................................................................ iii

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

ABSTRAK ..................................................................................................... vii

‫ ملخص‬................................................................................................................. viii

LIST OF CONTENTS .................................................................................. ix

LIST OF TABLES ........................................................................................ xii

LIST OF APPENDICES ............................................................................... xv

CHAPTER I INTRODUCTION

A. Background of the Problem .................................................. 1

B. The Problem of the Research ................................................ 3

1. Identification of the Problem ............................................ 3

2. Limitation of the Problem ................................................. 3

3. The Formulation of the Problem ....................................... 3

C. Objective and Significance of the Research .......................... 4

1. The Objective of the Research .......................................... 4

2. Significance of the Research ............................................. 4

D. The Definition of the Terms ................................................. 5

1. Picture Series...................................................................... 5

2. Recount Text ...................................................................... 5

ix
CHAPTER II REVIEW OF RELATED LITERATURE

A. Theoretical Framework ......................................................... 6

1. Nature of Writing ............................................................. 6

a. The Nature of writing .................................................. 7

b. The purpose of Writing .............................................. 7

c. Genres of Writing ......................................................... 7

d. Process of Writing ........................................................ 8

2. Recount Text ..................................................................... 9

a. The Nature of Recount text........................................... 9

b. Generic Structure of Recount Text .............................. 10

c. Lexical Grammatical and Language Features

in Recount Text ............................................................ 10

d. Assesing Writing Recount Text ................................... 11

3. Picture Series ..................................................................... 12

a. The Nature of Picture.................................................... 12

b. The Function of Picture ............................................... 13

c. The Procedure of Conducting Picture Series for

d. Teaching Writing of Recount Text .............................. 14

B. Relevant Research ................................................................. 14

C. Operational Concept .............................................................. 17

D. The Assumption and Hypothesis .......................................... 18

1. Assumptions ..................................................................... 18

x
 2. Hypothesis ........................................................................ 18

CHAPTER III METHOD OF THE RESEARCH

A. Research Method ................................................................... 19

B. Time and Location of the Research ....................................... 19

C. Subject and Object of the Research ...................................... 19

D. Population and Sample of the Research ................................ 20

1. Population ......................................................................... 20

2. Sample ............................................................................... 20

E. The Technique of Collecting Data ......................................... 21

F. Validity and Reliability of the Test ....................................... 22

1. Validity of writing test ..................................................... 22

2. Reliability of writing test ................................................... 23

G. Technique of Data Analysis .................................................. 24

CHAPTER IV DATA PRESENTATION AND ANALYSIS OF DATA

A. The Description of the Data .................................................. 26

B. The Data Presentation ........................................................... 26

1. The Data Presentation of Students’ Ability in Writing

Recount Text Before Being Taught by Using Picture

Series at MTS Baiturrahman Taluk Kuantan ................... 26

2. The Data Presentation of Students Ability in Writing

Recount Text After Being Taught by Using Picture

Series at MTS Baiturrahman Taluk Kuantan .................... 30

C. The Data Analysis ................................................................. 33

xi
 1. The Data Analysis of the Effect of Picture Series on

Students’ Ability in Writing Recount Text at MTS

Baiturrahman Taluk Kuantan ........................................... 33

a. The Score of the Students’ Ability in Writing Recount

Text Before Being Taught by Using Picture Series .. 34

b. The Score of the Students’ Ability in Writing Recount

Text After Being Taught by Using Picture Series ..... 35

2. The Significant Effect of Picture Series in Writing Recount

Text at Mts Baiturrahman Taluk Kuantan ........................ 36

D. Discussions ............................................................................ 38

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion ............................................................................. 40

B. Suggestion ............................................................................. 40

1. Suggestion for the Teacher ............................................... 41

2. Suggestion for the Students .............................................. 41

3. Suggestion for the Other Researcher ................................ 41

REFERENCES

APPENDICES

CURRICULUM VITAE

xii
 LIST OF TABLES

Table II.1 Hyland Scoring Rubric ................................................................ 11

Table III.1 The Population of Eight Grade of MTs Baiturrahman

Taluk Kuantan............................................................................. 20

Table III.2 Criteria of Students’ Score........................................................... 22

Table III.3 Validity of Writing Test .............................................................. 23

Table III.4 The Table of Acceptable Reliability ............................................ 24

Table III.5 The Reliability of Writing Test.................................................... 24

Table IV.1 The Data Pre Test of Students’ Ability in Writing Recount Text

Before Being Taught by Using Picture Series at MTs

Baiturrahman Taluk Kuantan...................................................... 27

Table IV.2 The Frequency of Pre-Test ……………....................................... 28

Table IV.3 The Descriptive of Pre-Test .......................................................... 29

Table IV.4 The Score Classification of Students’ Ability in Writing

Recount Text Before Being Taught by Using Picture Series at

MTS Baiturrahman Taluk Kuantan ............................................... 29

Table IV.5 The Data Post Test of Students’ Ability in Writing Recount

Text After Being Taught by Using Picture Series at MTS

Baiturrahman Taluk Kuantan ........................................................ 30

Table IV.6 The Frequency Score of Post-Test ................................................ 31

Table IV.7 The Descriptive Statistic of Post-Test........................................... 32

xiii
Table IV.8 The Score Classification of Students’ Ability in Writing

Recount Text After Being Taught by Using Picture Series at

MTS Baiturrahman Taluk Kuantan ............................................... 32

Table IV.9 The Description of Pre-Test and Post-Test .................................. 33

Table IV.10 Students’ Average Score of Pre-Test .......................................... 34

Table IV.11 Students’ Average Score of Post-Test ........................................ 35

Table IV.12 Test Normality of Pre-Test and Post-Test Class ......................... 36

Table IV.13 Data Analysis of Wilcoxon ......................................................... 37

Table IV.14 Significant Effect Between Pre-Test and Post Test Score .......... 37

xiv
 LIST OF APPENDICES

Appendix 1 The Data Pre-Test of Students’ Ability in Writing Recount Text at

MTs Baiturrahman Taluk Kuantan Before Being Taught By Using
Picture Series

Appendix 2 The Data Post-Test of Students’ Ability in Writing Recount Text at

MTs Baiturrahman Taluk Kuantan After Being Taught By Using
Picture Series

Appendix 3 Syllabus

Appendix 4 Lesson Plan

Appendix 5 Instrument of the Research

Appendix 6 Recommendation Letter

Appendix 7 Documentation

xv
 CHAPTER I

INTRODUCTION

A. Background of the Problem

Writing plays as an important role in mastering the language

especially in term of English. According to Tillema (2012), one of the most

important abilities for academic success is the ability to write. Harmer (2004)

also stated that writing is an important skill for anyone who speaks a foreign

language as well as anyone who speaks their native language. Importance of

writing is also stated in curriculum 2013. It is stated that junior high school

should provide writing as one of the mastered skills in English subject.

Additionally, in curriculum 2013, there are some genre of writing texts that

should be learn by the students in junior high school such as, narrative text,

descriptive text, report text, procedure text and recount text. There are several

ways to organize sentences in a text, one of them is recount text. In

accordance with the school curriculum, writing must be integrated into the

learning process.

However, after observing and conducting interview with an English

teacher at MTS Baiturrahman Taluk Kuantan many students still have

difficulties in writing, the students have difficulty at telling their experience

especially personal experience the difficulty not only in telling their

experience but also in the formation and organization of ideas, in the use

1
 2

of vocabulary, grammar and mechanics. As result, students feel bored and

less motivated to write.

Therefore, in order to solve the problems above, the researcher

assumes to try another technique in teaching writing recount text. One of

the alternative ways that teachers can apply in the classroom is that use

picture series as a media in teaching writing recount text. Smaldino (2005)

states that, picture series is recommended technique in teaching writing

because it has many advantages in the writing learning process. The first

picture series make the students’ interested in writing English because of

picture series is one of the visual teaching media. Another advantages is

picture series will encourage students to develop and use their

imagination, so that they will be able to write well. Then, it will also help

students in making their ideas more readable.

Most of the research has investigated the use of picture series in

teaching writing, such as; Mutmainnah et. al (2018), who did a research on

the use of picture series for the tenth grade students in SMAN 5

Pontianak. Then, Pratiwi (2016) did a classroom action research (CAR) to

investigate the use of picture series on the first grade students of SMAN 1

Sedayu. The instruments of her study were questioners, interview,

observation and test. Wahyuni, et.al (2020) the subject of her research

were the tenth-grade students of SMKN 1 Mas Ubud, this research design

was class action research (CAR). Oktaviani (2019) used purposive

 3

sampling technique in taking the sample of her research. However, in

analyzing the data, she used descriptive analysis and inferential analysis.

Therefore, this research aims to further investigate the effect of

using picture series on writing recount text by using pre-experimental

design with quantitative approach. The data analyzed with repeated

measurements. Then, the subject of the research were the eight grade

students of MTS Baiturrahman Taluk Kuantan.

Considering the identified research gap and explanation above, this

research aims to provide an alternative way of teaching writing for recount

text at junior high school level. The researcher conducted a research

entitled “The Effect of Using Picture Series on Students’ Ability in

Writing Recount Text at MTs Baiturrahman Taluk Kuantan”

B. The Problem of the Research

1. The Identification of the Problem

Based on the background of the problem, the problems can be

identified as, students have difficulty at telling their experience

especially personal experience the difficulty not only in telling their

experience but also in the formation and organization of ideas, in the

use of vocabulary, grammar and mechanics. As result, students feel

bored and less motivated to write

 4

2. Limitation of the Problem

Based on identification above, it is important to limit the probelem.

The problem focused on the effect of using picture series (as treatments)

on eight grade students’ ability in writing recount text at MTS

Baiturrahman Taluk Kuantan.

3. Formulation of the Problem

The researcher specifies the problem discussed in the following

formulated questions.

a. How is the score of eight-grade students’ ability in writing recount

text before having the treatments at MTS Baiturrahman Taluk

Kuantan?

b. How is the score of their ability in writing recount text after having

the treatments?

c. Is there any significant effect of teaching recount text by using

picture series on writing ability?

C. Objective and Significance of the Research

1. The Objective of the Research

a. To measure the score of eight-grade students’ ability in writing

recount text before having the treatments at MTS Baiturrahman Taluk

Kuantan

b. To measure the score of their ability in writing recount text after

having the treatments

 5

c. To find out whether there is any significant effect of teaching recount

text by using picture series on writing ability.

2. The Significance of the Research

In this research there are two significances of the studies namely:

The first, theoritically according to Smaldino (2005), picture

series is recommended technique in teaching writing because it has

many advantages in the writing learning process. The first picture

series make the students’ interested in writing English because of

picture series is one of the visual teaching media. Another advantages

is picture series will encourage students to develop and use their

imagination, so that they will be able to write well. Then, it will also

help students in making their ideas more readable. Therefore the

results of this study are expected to contribute significantly to the

enjoyment of picture series, especially for researchers, English

teachers and students. Then, in practically the researcher hopes this

research will give meaningful contributions not only to English teacher

but also to students. To give support for students enjoy in writing

recount text. The researcher hopes that the result of the research can be

used as references for those who want to research in teaching English.

 6

D. Definition of Key Terms

To avoid missunderstanding and better understand on the terminology

of this research, it is better to give a defenition of each term of this research.

Defenitions of the terms are explained below

1. Picture Series

According to pratiwi (2016), picture series is a picture is an illustration

that can be used as two dimensional representation of a person, place or

thing. It means that a picture series is one of the modes of communication

that can show us people, places and things. In this study picture series

refers to media in teaching and learning writing recount text.

2. Recount text

Silalahi and Pardede (2014) state that recount text is to tell what

happened in the past. Recount text tells a series of events and evaluate

their significance in some way. Additionally, recount text is a text retelss

what happened in the past.

 CHAPTER II

REVIEW OF RELATED LITERATURE

A. Theoritical Framework

1. Nature of Writing

Writing is very important aspect that should be learn by students

because given student clear information and ideas. They learn and given

understanding when they are communicating one each other and writing is

basic learn. Writing is needed to be mastered by all people, because

writing is how much of the world communicates. If we do not write, it

means that we cut ourselves from a large community. There are many

defenitions about writing that has been brought by expert.

Oshima and Hogue (2007) argue writing is the expression of the

language in the form of symbols, letters or words. Whenever we write,

consider our specific audience, that is the people will read what we have

written. According to Hyland (2003), writing is a way of sharing personal

meanings and writing courses emphasize the power of the individual to

construct his or her own view on the topic. Meanwhile writing can also be

defined as a way to communicate what we think, feel and see through

words (Elbow, 1973).

Based on the defenition above, it is possible to conclude that writing is

an importan skill and that writers must be able to communicate and

express ideas in a variety of ways depending on the level of complexity.

7
 8

Nunan (2003) also stated that writing is viewed as a form of

communication that is commonly used to express and impress.

a. Purpose of Writing

Grenville (2001) identified that there are three purposes of writing,

they are; the first, to entertain, means that it does not necessarily make the

readers laugh, built at least engages their feelings in some way. The

second, To inform, means that telss the reader about something. The

third, To persuade, means that tries to convince the reader of something.

b. Genres of Writing

The shorter list of writing’ genre based on Brown (2003) are:

1. Academic Writing

The examples are papers and general subject reports essays,

compositions academically, focused journals, short answer test

responses, technical reports, theses, dissertations, etc.

2. Job-Related Writing

The examples are messages, letters/ emails, memos, report,

schedules, labels, signs, advertisements, announcements, etc.

3. Personal Writing

The examples are letters, emails, greeting cards, invitations,

messages, notes, calendar entries, shopping lists, reminders financial,

documents, forms, questionnaires, medical reports, imigration

documents, diares, personal journals fiction

 9

c. Process of Writing

Harmer and Jeremy (2004) point out the process of writing has

four main elements, they are:

1. Planning

In the planning process, writers should think about three main

issues. The first is the purpose of their writing such as the types of

the text, the language they use and the information they choose to

include. The second is the audience they are writing for. The

shapes of writing (how is the lay out, how the paragraphs are

structured, etc. ) and the choice of language (formal or informal

tone) should be consideredby the writers in this issue. The third is

the content structure of the piece. It is about how to sequence the

facts, ideas or arguments which they have decided to include.

2. Drafting

This process is like drafting some drafts that proceed into

editing.

3. Editing

In this process many activities are happened. The writers

reread what they have written, see where it works and where it

does not and check the information which is not clear. Ambigous

and confusing. After that, they may use different form or words for
 10

the appropriate one. Also, this process is often helped by other

readers or editors who comment and make suggestions.

4. Final Version

The writer is ready to send the final written text to intended

audience. The final version will be different from original plan and

the first draft because things have changed in the editing process.

2. Recount Text

Recount is one of the genre texts that aim to retell the experiences

that has been done in the past. The experience can be a pleasant

experience, sad experience, scary experience or others that function to

entertain the readers. According to Anderson and Anderson (1997),

recount text is a piece of text that retells past events, usuallly in the order

in which they occur.

Another defenitions come from Saragih Silalahi and Pardede

(2014), who stated that recount text tells a series of events and evaluate

their significance in some way. In line with the idea above, Tri lidyawati

and Ahmand Nirwanto (2016) said that a recount text is a text that tells

about something that happened in the past in order to provide information

in chronological order of what happened.

Then, it can be conclude that recount text is the text that tell what

happened in the past and can be used to represent a person, place or thing

in two demensional.
 11

a. Generic Structure of Recount Text

Anderson and Anderson (1997) point out three generic structure

of recount text

1. A first paragraph that provides context for who, what, where, and

when. This is referred to as orientation.

2. The term events refers to a series of paragraphs that retell the events in

the order in which they occured.

3. Re-orientation or concluding paragraph may include a personal

comment or express their feelings

b. Lexical Grammatical and Language Features in Recount

Mutmainah et.al (2018) describes some significant lexical

grammatical features in recount, they are; focus on spesific participants,

use of material process and focus on temporal sequence. While, the

recount language features noted in Anderson and Anderson there are:

1. Proper nouns to identfy those mentioned in the text

2. Descriptive words to provide information such as who, what,

when, where and how

3. Use the past tense to recount the events

4. Words that indicate the sequence of events

c. Assesing Writing Recount Text

To determine how good a writing recount text is, it can be scored

using a rubric adopted from Hyland (2007). In this research, the

 12

researcher used Hyland’s rubric as an assessment tool to asses students’

recount text writing because Hyland (2007) stated that the Hyland’s

rubric focuses on the main things you saw and did, as well as who you

met, and it is compatible with the basic competition (KD) that cited on

English book of eight grade of MTS Baiturrahman Taluk Kuantan. The

Hyland’s rubric is as follows:

Score Content Structure Language

36-50 Event explicity stated Orientation gives all essential Excellent control of language
clearly documents events information Excellent use of vocabulary
evaluates their significance All necessary background provided Excellent choice of grammar
personal comment on events Account in chronological/other Appropriatee tone and style
order
Reorientation “rounds off”
Sequence
26-35 Event fairly clearly stated Fairly well-developed orientation Good control of language
includes most events Most actors and events mentioned Adequate vocabulary choices
some evaluation of events Largely chronological and coherent Varied choice of grammar
some personal comment Reorientation “rounds off’ Mainly appropriate tone
Sequence

16-25 Event only sketchy Orientation gives some information Inconsistent language control
clearly documents events Some necessary background Lack of variety in choice of
little or weak evaluation omitted grammar and vocabulary
inadequate personal Account partly coherent Inconsistent tone and style
comment Some attempt to provide
reorientation

1-15 Event not stated Missing or week orientation Little language control
no recognizable events No background provided Reader seriously disracted by
no or confused evaluation no Hapzhard and incoherent grammar errors Poor
or weak personal comment sequencing vocabulary and tone
No reorientation or includes new
Matter
 13

3. Picture Series

Picture series are one of the solution to solve the problems in

teaching writing. A picture is an illustration that can be used as

representation of person, place or thing. Harmer et.al (2002) said that

giving the students sequence pictures as the writing tasks will incite

them to be creative writers.

According Wright (2004), picture have been used for centuries to

help students understands various aspects of foreign languages. The

pictures have motivated the students, made the subjects that are

dealing with clearer, and illustrated the general idea and forms of an

object or action which are particular to a culture.

Arsyad (2015) said that picture is a kind of visual aid that can

facilitate the understanding and strength then the memory. Visual aid

is also can add the students interest and give the relationship between

the content of the subject matter and real world.

From the statements above the researcher conclude that picture is a

kind of visual instruction materials might be used more effectively to

develop their ideas to write something related to the topic and make

them more creative.

 14

a. The Function of Picture Series

According to Lentz as cited on Arsyad (2015) forward four

function of media, especially the visual media (picture) as follow:

1. The function of attention is the core that is attractive and

directing the attention of students to concentrate on the content

of subjects related to the meaning of the displayed visual or text

accompanying the subject matter. Often the begging of the lesson

the students are not interested in the subject matter or subject is

one lesson that is not liked by them so that they do not pay

attention. Media image, especially the image projected through

the overhead projector can so the and directing their attention to

the lessons they will receive.

2. Functions of effective visual media can be seen from the

enjoyment level of students when learning (or read) the text

display image or visual symbol can arouse emotions and attitudes

such as information concerning social.

3. Cognitive function of learning media can be seen from the

results that the visual medium provides a context for

understanding the text help students who are weak in reading for

organizing information in the text and recall.

 15

b. The Procedures of Conducting Picture Series for Teaching Writing of

Recount Text

Tri lidyawati & Rahmadi Nirwanto (2016) point out three

procedures of conducting picture series for teaching writing recount text.

1. In pre writing activity, the class activity is focused on

stimulating the students’ background knowledge by showing

pictures, having students brain storming on topic and explaining

the objective of the task.

2. In whislist writing activity, the class activity is focused on

guiding and assigning the students to identfy the picture, to

obtain the writing of task. They will find out their ideas and pour

in the writing. Then they develop the idea to be good writing.

3. In post writing activity, the class activity is focused on having

students revising their writing. In this sense, the teacher guide

and assign students correct their writing.

B. Relevant Research

In this research the researcher has to analyze what the point that is

focused on, inform the design, and finding the conclusion of the previous

research. It aims at avoiding plagiarism toward the designing finding of

 16

previous researchers. The research will conduct some previous research

those relevant with this research.

The first, research from Mutmainnah, et al. (2018) did research

entitled “The Use of Picture Series for Teaching Writing of Recount Text”.

The subject of their research were the tenth grade students of SMAN 5

Pontianak”. The conclusion from their research is explained shortly. Tool

of data collecting in their research was written test. The type of test was

writing paragraph of a recount text. The tests were divided into pre-test

and post-test. Picture series technique highly significantly for teaching

writing since there was a significant improvement in teaching writing

paragraph of recount text.

The second, Pratiwi (2017) also conducted a research entitled

“Improving The Tenth Grade Students’ Writing Skill By Using Picture

Series”. This research design was class action research (CAR), the subject

of this research were the first grade students of SMAN 1 Sedayu, the

instruments of this study were questioners, interview, observation and test.

The third, Wahyuni (2020) also conducted a research about picture

series, her research title is “The Use of Picture Series To Improve Writing

Skill of EFL Learners”. the subject of her research were the tenth-grade

students of SMKN 1 Mas ubud. Her research design was class action

research (CAR). Her research was carried out through implementing

Picture Series in two cycles and obtained data were analyzed

 17

quantitatively from the pre-test, post-test 1, post-test 2; then qualitatively

from the questionnaire. The conclusion of her research is picture series has

effect to be used toward students’ recount text writing ability.

The fourth Oktaviani (2019) she conducted a research entitle

“Improving Writing Skill Of Junior High School Students Through Picture

Series Media”. In her research, she used purposive sampling technique. In

analyzing the data, she used descriptive analysis and inferential analysis.

The result of her research showed that there was different mean score in

pre-test and post-test. It was proven by the result of the students’ mean

score from pretest was 36.27 and 43.20 in the post-test. It means that the

improvement of the students’ mean score was 6.93. The result of Paired

Sample t-test was 2.119 higher than t-table was 2.045. It means that the

students’ writing skill in recount text have an improvement after giving the

treatment. The result of sig (2 tailed). 0.000 is lower than 0.05, it means

that the Picture Series media can give any contribution to the students’

writing skill

Furthermore, the researcher investigated this research by using pre

experimental design with quantitative approach, the researcher used

purposive sampling and in analyzing the data, the researcher analyzed

with Repeated Measured or Related Samples. The subject of the research

was the eighth grade MTS Baiturrahman Taluk Kuantan.

 18

C. Operational Concept

To avoid misunderstanding and misinterpreting, the operational

concept will be used in this research. There are two variables in this

research, X dan Y. Variable X is as independent variable, and variable Y is

as dependent variable. In this research, variable X refers to effect of using

picture series and variable Y refers to students’ writing ability in recount

text.

a. Picture Series is an Independent Variable X

In this research, the researcher will investigate and observe the teacher

as she or he uses this strategy as a teaching writing recount text by using

picture in the classroom

There are 3 important steps in the process, according to Tri Lidyawati

& Ahmad Nirwanto (2016)

1. The teacher guiding and assigning the students to identfy the

picture, to obtain the writing of task. Adopted from Tri lidyawati &

Rahmadi Nirwanto (2016)

2. In whislist writing activity, the class activity is focused on guiding

and assigning the students to identify the picture, to obtain the

writing of task. They will find out their ideas and pour in the

writing. Then they develop the idea to be good writing

3. In post writing activity, the class activity is focused on having

students revising their writing. In this sense, the teacher guide and
 19

assign students correct their writing.

b. Writing Recount Text is an Dependent Variabel Y

There are 3 indicators of writing recount text must be achieved based

on curriculum 2013, they are:

1. The students are able to capturing contextual meanings related

to social functions, text structure and linguistic elements of oral

and written recount text

2. Students are able to write recount text related to personal

experiences in the past

3. Students are able to present their respective texts each with his

friends, orally, with speech and correct word stress

D. The Assumption and the Hypothesis

a. The Assumption

In this research, the researcher assume that picture series has a

significant effect on students’ writing recount text.

b. The Hypothesis

a. The Null Hypothesis (H0): there is a significant effect of using

picture series on students’ writing in recount text.

b. The Alternative Hypothesis (Ha): there is no a significant effect of

using picture series on students’ writing recount text

 CHAPTER III

RESEARCH METHOD

A. Research Design

The design of the research belongs to pre-experimental research.

According to Sugiyono (2012), there are three design included in pre

experimental design. Namely, one shoot case study, one group pre-test post-

test and intact group comparison. in this research, the researcher used pre-

experimental design using one group pre-test post-test design. The design is

described as follows:

01 X 02

01 = pre-test

X = Treatment

02= Post-Test

B. The Location and Time of the Research

This research was conducted from August untill September 2021. This

research was conducted at MTS Baiturrahman Taluk Kuantan it is located in

Beringin Taluk Kuantan, Kuantan Singingi district, Riau province.

C. Subject and Object of the Research

The subject of this research was the second year student of MTS

Baiturrahman Taluk Kuantan. While, object of the research was using picture

series on students’ writing ability of recount text.

20
 21

D. Population and Sample

a. Population

According to Creswell (2012), “population is a group of individuals

who have the same characteristic”. There were 42 students of eight grade at

MTS Baiturrahman Taluk Kuantan consisting of male and female students

from two classes. The population of the research can be seen as follows:

Table III.I
The Population of Eight Grade of MTS Baiturrahman Taluk Kuantan
No Classes Male Female Total
1 VIII 1 10 12 22
2 VIII 2 9 11 20

b. Sample

This research is pre-experimental design which only use one group.

The researcher used purposive sampling to take sample of this research.

According to Arikunto (2010), pusposive sampling is the process of selecting

a sample by selecting a subject that is not based on level or area, but rather on

specific purpose. Purposive sampling is an acceptable type of sampling in

particular situation. It chooses cases based on expert’s recommendation or

with a specific goal. When measuring a difficult to reach population,

purposeful sampling is commonly used. Due to covid-19 situation, the school

only allowed the researcher to select one classs. As a result, the researcher

used purposive sampling and the school choose one of it VIII.1 classes to

serve as the research sample.

 22

E. Technique of Collecting Data

In order to collect the data, the researcher used writing test. There were two

tests which are pre-test and post-test. The given pre-test to informed the students’

ability in writing recount text and the post-test to measure if any significant

effects of picture series through students’ writing recoun text. Before giving the

post-test, the students got the treatment.

The researcher scored the students’ writing ability of the eight grade students

at MTS Baiturrahman Taluk Kuantan by using a rubric which are adopted from

Hyland (2007).

Score Content Structure Language

36- Event explicity stated Orientation gives all essential Excellent control of language
50 clearly documents events information Excellent use of vocabulary
evaluates their significance All necessary background provided Excellent choice of grammar
personal comment on events Account in chronological/other Appropriatee tone and style
order
Reorientation “rounds off”
Sequence
26- Event fairly clearly stated Fairly well-developed orientation Good control of language
35 includes most events Most actors and events mentioned Adequate vocabulary choices
some evaluation of events Largely chronological and coherent Varied choice of grammar
some personal comment Reorientation “rounds off’ Mainly appropriate tone
Sequence

16- Event only sketchy Orientation gives some information Inconsistent language control
25 clearly documents events little Some necessary background Lack of variety in choice of
or weak evaluation inadequate omitted grammar and vocabulary
personalcomment Account partly coherent Inconsistent tone and style
Some attempt to provide
reorientation

1-15 Event not stated Missing or week orientation Little language control
no recognizable events No background provided Reader seriously disracted by
no or confused evaluation no Hapzhard and incoherent grammar errors Poor
or weak personal comment sequencing vocabulary and tone
No reorientation or includes new
Matter
 23

Based on the student report cards in 2013 curriculum, the category of students

score as follows:

Table III.2
Criteria of Students’ Score
Range Qualification
90-100 very good
76-89 Good
75 Enough
<74 Less

F. Validity and Reliability of Instrument

1. Validity of Writing Test

To analyze the validity of writing test, the researcher conducted a try

out by handing 13 students who was not included in the research sample.

The researcher used SPSS 22 program to analyze the data. The researcher

compare R table at significant level of 5% is 0.5529 (df N-2=11). The

observed should be higher than the R table to be considered as a valid

question. If the observed of r on the analysis of less than R table, it can be

concluded that the item is invalid and must be removed or corrected.

 24

Table III.3
Validity of Writing Test

Correlations
VAR00001 VAR00002
VAR00001 Pearson Correlation 1 .980**
Sig. (2-tailed) .000
N 13 13
**
VAR00002 Pearson Correlation .980 1
Sig. (2-tailed) .000
N 13 13
**. Correlation is significant at the 0.01 level (2-tailed).
The result of the analysis showed that the question are valid because

the R observed higher than the R table.

2. Reliability of Writing Test

Brown (2003) mentioned that a reliable test is consistent and

dependable so that the test can be measures through the scores given. In this

research, the researcher measure the reliability of the test through the rater

reliability, spesifically in inter-rater reliability. There will two raters who give

different scores. To calculate the reliability, the researcher used the SPSS

application. The table below shows the reliability test categories to establish

the questionaire’s level of accuracy.

 25

Table III.4
The Table of Acceptable Reliability

No Reliability Validity

1 >0.90 Very high

2 0.80-0.90 High

3 0.70-0.79 Reliable

4 0.60-0.69 Marginally

5 <0.60 Unacceptable low

(Cohen, Manion & Morison, 2007:506 )

Wheter to find out the data of writing test was reliable or not, the

researcher used SPSS 22 program.

Table III.5
The Realibility Statistic of Writing Test

Reliability Statistics
Cronbach's Alpha N of Items
.989 2

As shown in the table above, cronbach’s alpha was 0.989, the

value was higher than the standard cronbach alpha of 0.60. As a result, it

is possible to conclude that the test was reliable, with a very high level of

reliability.

G. Technique of Analyzing Data

Due to the design of this research is for one group pre-test and

post-test, so the data was analyzed with repeated measure or related

sample. According to Sugiyono (2011), The parametric statistic was used

 26

if the data analyzed was not normally distributed, on the other hand if the

data analyzed was not normally distributed, the parametric was used.

According to Leech (2005), Paired samples t test was used if the

dependent variable approximates normal/scale data and assumption not

markedly violated, Wilcoxon was used, if the assumption parametric

markedly violated or the data was not normally. To find out whether or

not the effect difference between using and without picture series in

teaching recount text. The data was calculated by using SPSS application

22.0 version.

The statistical hypotheses are:

Ha: is accepted if significant value < 0.05 or there is a significant

difference of using picture series in teaching recount text at MTS

Baiturrahman Taluk Kuantan

Ho: is accepted if significant value > 0.05 or there is no significant

difference of using picture series in teaching recount text at MTS

Baiturrahman Taluk Kuantan

 CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Referring to the data analysis and data presentation in chapter IV,

finally the researcher concludes that the answers of the formulation of the

problems are as follows:

1. The score of the students’ ability in writing recount text before

being taught by using picture series at MTS Baiturrahman

Taluk Kuantan was at less category

2. The score of the students’ ability in writing recount text after

being taught by using picture series at MTS Baiturrahman

Taluk Kuantan was at good category

3. The students’ ability in writing recount text after being taught

by using picture series at MTS Baiturrahman Taluk Kuantan

had higher score than before being taught by using picture

series.

B. Suggestion

Despite the fact that this study was conducted with a small number

of participants in a short period of time, the findings provide some useful

information. Based on the research conclusion above, it is known that the

students’ ability in writing recount text after being taught by using picture

series in the classroom can improve students’ writing ability. So that,

teaching by using picture series is one of the solutions for the English

41
 42

teacher in order to improve students’ ability especially the stduents’ ability

in writing skill.

1. Suggestion for the teacher

a. Teacher trains students to write in English during the teaching and

learning proces

b. The building up of creatives and enjoyable learning for students

should be developed by the English teacher

c. Teachers should support their teaching strategies by using

interesting and representative media

2. Suggestion for the students:

a. The students make such kinds of opportunities to practice writing

in English

b. The students find other people that can improve their writing

ability

c. The students expected to never feel bored in practicing their

writing in English

3. Suggestion for the other researcher:

a. The researcher expected to find the new strategy, method or

approach in order to make the stduents easy and joyful in learning

English especially in writing

b. The researcher always watch the development of education

c. The researcher are enforced to be agents of change in education

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 CURRICULUM VITAE

Kholifatul Azizah, was born on November 21, 1999 in Pl-

Kedundung. Kuantan Singingi Regency, Riau. Second daughter
of Mr. Jasmawan S.Pd and Mrs. Fitra Yani. She finished her
Elementary School at 011 Pl-Kedundung , and continued her
high school at Syafa’aturrasul Boarding School Batu Ampar,
Beringin Taluk Kuantan. and then continued her study at MAN 1 Kuantan Singingi
and finished on 2017. In 2017, she was accepted as one of the students in English
Education Department, Faculty of Education and Teacher Training, UIN Suska
Riau. On july 2020 she was doing KKN (Kuliah Kerja Nyata) program in Kuantan
Singingi. Then, she was doing Pre-Service Teacher Practice (PPL) program at SMA
Plus Terpadu Pekanbaru, on October until December 2020. She was active in
organization. She was the treasurer of Association of islamic students (HmI) UIN
Suska Riau. Then, she was the chief of public relation divison of Ikatan Pelajar
Mahasiswa Kuantan Tengah (IMKT).