THE IMPORTANCE of USING PICTURE IN TEACHING WRITTEN COMPOSITION to STUDENTS’ ABILITY (An Experimental to the First year student at MTsN 2 Banda Aceh Banda Aceh)

CHAPTER I

INTRODUCTION

A. Background of Study

            English is foreign language and a global language. English is as a lesson in every school in Indonesia since decade year before. It learned from elementary school, junior high school, senior high school and until university level. Education is not only learned at school or other formal place. But, education can be learned in every where and every time.

            Writing skill is more difficult to learn. It needs some aspects of English such as mastery of structure or grammar and vocabulary. Indeed, the students who have ideas and master many vocabularies can not write a good composition. Writing paragraph is the process of putting ideas down on the paper to transform thoughts in words, to sharpen the main ideas to give them structure and coherent organization.”[1]

             A creative teacher always trains a student to master lesson he has given especially in writing. The teacher is as a motivator helps the students to write idea and point of view through writing. The teachers usually teach the students by using grammar translation method that ask the students structure pattern and make it in paragraph, it is full of theory.

            As we know, junior high school students are still teenager who prefers playing to studying. So, in this research, the writer applies teaching writing composition by using pictures. The writer chooses to teach writing in MTsN 2 Banda Aceh  because it is a difficult skill in English.

            In addition, pictures can help the students to express their ideas and student will more understand the material which given by the teacher. Teacher can give some pictures to express the material and then stimulating the student to speak English by using pictures. These activities make students more active in the learning process and at the same time make their learning more meaningful and fun for them

Students will more understand the material and easier to make a new idea by using pictures because they do not only listen to the material but also see it. Different learners approach at task with a different set of skill and preferred strategies. We have all heard people say that they can not learn something until they have seen it.[2]

Based on explanation above the writer would make the research deeper about it. It will be done in the first students at MTsN 2 Banda Aceh. The witer will teach written composition by using pictures and conducting it into a thesis under the title “The importance of using picture in teaching written composition to students’ ability.”

B. Terminology

To make the topic clear, it is necessary to explain some terms much further in order to avoid misunderstanding as follows:

1. Teaching

     . Teaching is words of teacher or ideas of particular person of group.[3]  The word teaching derived from “teach” by adding “ing” means to give lesson to students in a school, collage, and university. Therefore, teaching means to direct and instruct student in teaching and learning process and all thing concerning to it. Teaching is a process of transferring knowledge for student to learn something. Teaching is words of teacher or ideas of particular person of group.[4] 

Teaching means the process of giving or transferring knowledge from a teacher to the students. The main goal is the students can understand with the material which is given by the teacher. In teaching every teacher has their own method to make the students can understand easier. Different level will create different method. Every step in teaching process requires continual interaction between teacher and pupil, while every step in the learning process requires continual effort on the part of pupil[5] In this research, the writer will teach writing by using pictures.

2. Writing

            Writing is only imperfect representation of speech and involves extra problems of orthography; the transfer in learning from the spoken to the written form is greater than the reserve. [6] In other words, writing is starting idea and knowledge on the paper using code or symbol for communication. Here, the writer will ask the students to make paragraph based on the picture.

3. Picture

Anything which can be seen while the language is being spoken a visual aid (Donn Byrne:1980)[7]. Pictures will helpful students a lot in understanding the situation and memorizing vocabularies. Actually, when teacher used the pictures as their media in teaching they have activated two from five senses. And it betters that explanation, because the pictures can explain clearly the teacher’s explanation. The writer will use the picture of the procedure to make drinking of food.

C. Research Question

            To guide this study two main question were identified:

 1.  Does the use of picture improve the students’ ability in written composition?

 2. What are the problems faced by the students in learning written composition by using picture?

D. The Purpose of the Study

            The purposes of the study are:

1. To find out the students’ ability in written composition by using picture.
2. To find out the problems faced by the students in written composition by using picture.

E. The Postulates and Hypothesis

1. The Hypothesis

The hypothesis of the study can stated as follow:

The students who are taught written composition by using sentences get higher score than the students who are taught without using picture.

2. The Postulates

            This study was carried out on the following postulates:

1. Using picture in learning written composition make students easier in writing the ideas and sentences.
2. Student can enjoy studying written composition by using picture.

F. The Method of the Study

To obtain the data of the study, the writer conducted field research and library research.

a. Field Research

1. Test

 The tests that will be given by the writer to the students are pre test and post test. The writer took two classes and divided the classes into experimental group (EG) and Control Group (CG) students. For the EG students the writer treated the experimental treatment (using picture) while for the CG students, the writer treated the CG students by not by using picture.

The writer gives a pre test to both EG students and CG students. This kind of test given is aimed at knowing the students’ ability in written composition.

The writer processed and analyzes the collected data by using a t-test formula as suggested by Arikunto (1996:301) [8] as stated below:

Mx – My

T             =

∑x^{2 +} ∑y²

N ( N – 1 )             

Where: -Mx     = Mean score of the group X

            -My     = Mean score of the group Y

            -∑x²      = Total squared deviation of X

-∑x²      = Total squared deviation of Y

- N       = Samples

2. Interview

            Interview was used in order to know the problems faced by the students in mastering vocabulary. It consists of 5 questions.

b. Library Research

            To complete the research, the writer read some books as her references and to find the review from the expert.

G. Population and Sample

The population of this study consists of all the students of MTsN 2 Banda Aceh. The samples of this study were two classes that consists 30 students. One class was as experiment class who taught by using picture and another one was control group who is taught not by using picture.

H.    Organization of the Study

The thesis consist of five chapter, the first chapter deals with introduction, background of the study, the problem of the study, the purpose of the study, the hypothesis and the postulates of the study, the method of the study, the population and sample and the organization of the study. Chapter two concerned with review literature. Chapter three deals with the information of the school where the experiment and observation are done. Chapter four deals with the result of the study. Chapter five consists of conclusions and suggestion. 

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[1] H. Douglass Brown, Teaching by Principles (An Interactive Approach to Language Pedagogy), New York : Longman, 2001. p. 41.

[2] Pasty. 1993. Language Learning and Teaching. England. Longman Group. p. 85

[3] (A.S. Hornby, Oxford Advanced Learner's Dictionary of Current English, (New York; Oxford University Press, Sixth Edition,2000) P.1506).

[4] (A.S. Hornby, Oxford Advanced Learner's Dictionary of Current English, (New York; Oxford University Press, Sixth Edition,2000) P.1506).

[5] [5]Donn Byrne. English Teaching Perspective. Longman. 1950. p. 69

[6] Donn Byrne Op cit, p. 97

            [7] . Donn Nyrne. Op Cit. p.103

[8]Arikunto, Suharmi.1996. Metode Penulisan Karya Ilmiah. Jakarta: PT.Gramedia Indonesia. Page:301