IMPROVING THE SEVENTH GRADE STUDENTS’ACHIEVEMENT IN WRITING A DESCRIPTIVE PARAGRAPH BY USING INDIVIDUAL PICTURES AT SMPN 2 DRINGU

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STATEMENT OF THESIS AUTHENTICITY

  I certify that the content of the thesis is the result of my work which has been carried out since the official commencement date of the approved thesis title, this thesis hasnot been submitted previously, in whole or in part, to qualify for any other academic award; ethics procedures and guidelines of thesis writing from the university and thefaculty have been followed. I hereby grant to the University of Jember the right to archive and to reproduce and communicate to the public my thesis of project in whole or in part in theUniversity/Faculty libraries in all forms of media, now or here after known.

APPROVAL OF THE EXAMINATION COMMITTEE

  The preliminary study conducted in the forms of observation and interview with the English teacher of the seventh grade students of SMPN 2 Dringu revealedthat most of the seventh grade students of SMPN 2 Dringu, especially class VII A, faced some difficulties in writing a paragraph in terms of finding and generating theideas, putting them into right words, phrase, and constructing sentences in the grammatically correct. In this research, the researcher used individual pictures in teaching a descriptive paragraph writing to the students because the researcher believed thatindividual pictures could improve the seventh grade students’ achievement in writing a descriptive paragraph and their participation in the teaching learning process of th writing.

CHAPTER 1. INTRODUCTION In this chapter, some aspects will be presented. These include background of

  It was intended to get the basic information about the students’active participation during the teaching learningprocess of English and to get the information about the previous score of writing test. Therefore, to solve thestudents lacked of vocabulary, by looking at the pictures that each picture contains of different objects and vocabularies, it would help the students understand directlyabout the meaning of the words and easier to remember new vocabulary that they got.

CHAPTER 2. REVIEW OF RELATED LITERATURE This chapter presents the theories related to the research problems. They cover

  the definitions of writing, the aspects of writing, descriptive paragraph, definition of pictures, the types of picture used in writing, the advantages and disadvantages ofusing pictures as media in writing, the procedures of using individual pictures in writing, and research hypothesis. It means, if there are many mistakes done by the writer in mechanics the reader mightnot understand the message that the writer wants to deliver in a sentence and make the meaning ambiguous.

e. Colon (:) Use a colon to introduce a list or a series

  In writing a good paragraph there are three structural parts thatare very important and should be considered by the students to help tie the paragraph to the idea in the topic sentence. In writing a descriptive paragraph, the students should use the sensory imagery, the word sensory imagery is related to the sense of sight, sound, touch,smell and taste that which to be describing, Fabien (2014).

a. Use of particular noun (for example an actor)

  In thisresearch, interview was used to get the data about the curriculum used in teaching writing, the students’ problem in learning English writing, the technique and mediaapplied by the English teacher in teaching writing and the percentage of students’ active participation in the teaching learning process of writing. The use of the individual pictures in writing a descriptive paragraph could improve the student’s writing achievement if the result of the writing test showed that atleast 75% of the students could get score ≥ 70 in the writing test in each cycle In this research, there were two kinds of data were analyzed.

CHAPTER 4. RESEARCH RESULT AND DISCUSSION This chapter discusses the results of the actions in the first and the second

  Further, the activities in the second cycle were the same as in the first cycle that covered the planning of the action, the implementation of the action, the classroomobservation and evaluation, and the reflection of the action. Based on the results of the students’ writing test, it could be seen that the result of the students writing achievement test in the First Cycle did not achieve thetarget score required of this research was 75% of the students who got the score ≥ 70 in the writing test was only 67.74%.

CHAPTER 5. CONCLUSION AND SUGGESTION This chapter deals with the conclusion of the research and some suggestions. Each point is presented respectively in the following sections

  The English TeacherBased on the result of this research, the English teacher is suggested to consider the use of individual pictures as instructional media to teach writing in theclassroom. The Future ResearchersIt is suggested to the future researchers to use these research results as information and input to conduct a further research dealing with the improvement ofthe students’writing achievement in other genres of the paragraph or text by using different research design such as an experimental research or the same researchdesign but with other levels of students at different schools.

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