IMPROVING THE SEVENTH GRADE STUDENTS’ DESCRIPTIVE PARAGRAPH WRITING ACHIEVEMENT BY USING INDIVIDUAL PICTURES AT SMPN 4 JEMBER IN THE 2013/2014 ACADEMIC YEAR

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  I certify that the content of the thesis of work which has been carried out since the official commencement date of the approved thesis title; this thesis has not beensubmitted previously, in whole or in a part, to qualify for any other academic award; ethics procedures and guidelines of thesis writing from the university and the facultyhave been followed. I hereby grant to the University of Jember the right to archive and to reproduce and communicate to the public my thesis or project in whole or in a part in the University/Faculty Libraries in all forms of media, now or hereafter known.

LETTER OF STATEMENT AUTHENCITY

  I certify that the content of the thesis of work which has been carried out since the official commencement date of the approved thesis title; this thesis has not beensubmitted previously, in whole or in a part, to qualify for any other academic award; ethics procedures and guidelines of thesis writing from the university and the facultyhave been followed. I hereby grant to the University of Jember the right to archive and to reproduce and communicate to the public my thesis or project in whole or in a part in the University/Faculty Libraries in all forms of media, now or hereafter known.

APPROVAL OF THE EXAMINATION COMMITTEE

  This thesis is approved and received by the examination committee of the Faculty of Teacher Training and Education of Jember University. MOTTO ‘Let me to write our strength, we can catch the world’(Benjamin Franklin) Digital Repository Universitas JemberDigital Repository Universitas Jember ACKNOWLEDGMENT First and foremost, I would like to express my gratitude to God, the mostGracious and the most Merciful.

THE LIST OF APPENDICES

  The primary data were obtained by writing test, which was done in eachCycle consisting preparation of the action, the implementation of the action, classroom observation and evaluation, reflection of the action. Dealing with the result of the data analysis and discussion, it was revealed that teaching writing through individualpictures could improve the seventh grade students’ descriptive writing achievement Digital Repository Universitas JemberDigital Repository Universitas Jember who got score ≥ 75 or more increased from 70% in the first cycle to 88% in the second cycle.

I. INTRODUCTION This chapter discusses some aspects dealing with the topic of the research

  Wright (1990:17) states that there are some roles of individual pictures in writing development as (a) Individual pictures can motivate the studentsand make them eager to take part, (b) Individual pictures contribute to the context in which language is being used, (c) Individual pictures bring the world into theclassroom; and (d) Individual pictures can be described in an objective way or interrupted or responded to subjectively. The StudentsThe actions given to the students can motivate and improve their writing skill because they are able to express their ideas in the paragraphwriting by using individual pictures and provide a better way to students in writing meaningful and grammatical correct sentences in the form ofdescriptive paragraph writing.

II. RELATED LITERATURE REVIEW

  This chapter reviews the theories related to the research problems covering the definitions of writing, the writing process, writing achievement, descriptive paragraphwriting, types of pictures, procedures of using individual pictures in writing, the advantages of individual pictures, and action hypothesis. In this research, writing means the ability to link words and thoughts Digital Repository Universitas JemberDigital Repository Universitas Jember which involved a series of steps to produce written messages in the form of descriptive paragraph writing.

2.2 The Writing Process

  2.2.6 Writing the Final Draft Writing the final draft is the last step to decide whether it is the best form or Digital Repository Universitas JemberDigital Repository Universitas Jember In this research, the researcher only used some steps in teaching writing a descriptive paragraph by using individual pictures. The students were asked to write a descriptive Digital Repository Universitas JemberDigital Repository Universitas Jember this research, the grammar errors investigated, in this research, covered the following categories: 1) simple present tense errors, 2) the misuse of using articles, and 3) themisuse of prepotitions and the misuse of singular/plural nuns.

2.3.2 Vocabulary

  On this point, Farbrain and Winch (1996:81) say that punctuation is a variety of devices that a writer uses in order to help readers understand the meaning of a piece of writing. Based on the components described above, the components of mechanics that were used as writing indicators in this research were the use of punctuation marks Digital Repository Universitas JemberDigital Repository Universitas Jember because they were used by the students in writing a descriptive paragrpah by using individual pictures.

2.3.4 Organization

  It means that in each sentence of the paragraph shows clear connection to the main idea which is stated in the topicsentence. In this point, Bram (1995:20) states that a paragraph is said to be unified if it is unified by mutually supported sentences that express one main idea of the topicsentence only.

b. Coherence

  In this research, the type of writing that was taught to the research subjects was a paragraph writing that contained the element of paragraph, namely a topicsentence, supporting sentence and a concluding sentence (optional). Based on the types of the pictures, the research used the individual pictures because the pictures were simple and appropriate to apply in teaching a descriptiveparagraph writing.

2.8.2 Pictures as Media in Writing

  The teacher showed the individual picture and gave the example of how to write a descriptive paragraph based on the picture. The use of individual pictures could improve the seventh grade students’ active participation in the teaching learning process of writing a descriptive paragraphby using individual pictures at SMPN 4 Jember in the 2013/2014 academic year.

2.10 Action Hypothesis

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III. RESEARCH METHODS This chapter presents the research methods that will be applied in the research

  This classroom action research was conducted with the cycle model in which each cycle covered the activities of the planning of the action, theimplementing of the action, class observation and evaluation, data analysis and reflection of the action (Elliott, 1991). Since the result of writing test and the results of observation did not achieve the standard mean score requirement, the action was continued to the secondcycle by revising the weak aspects to produce lesson plans for the second cycle.

3.4.1 Writing Test

  In subjective test, the candidates must think of what to say and then express their ideas as well as possible, while in objective test, the candidateshave to weigh up carefully all the alternatives and select the best one. Based on KTSP 2006, the basic competence of writing activity is expressing the meaning of a short simple paragraph in the form of descriptive in the context of dailylife based on the individual pictures given.

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  Criteria Score Table 3.2 The Scoring Criteria of the Students’ Descriptive Paragraph Writing 1 Digital Repository Universitas JemberDigital Repository Universitas Jember Digital Repository Universitas JemberDigital Repository Universitas Jember Based on the scoring criteria above, the researcher used the scoring criteria of the students’ descriptive text writing in Table 3.1. For instance, the redmarker was used to indicate grammar errors, the blue marker was used to indicate the vocabulary errors, the black marker was used to indicate the mechanical errors, thegreen marker was used to indicate the organization errors and the orange marker was used to indicate the content error.

3.5 Research Procedures

  In this classroom action research, the action of each cycle was implemented in four stages of activities in each cycle, namely (1) the planning of the action, (2) theimplementation of the action, (3) the observation and evaluation, (4) the data analysis and reflection of the action. The indicators of the students’ participation to be evaluated were as follows; 1) paying attention tothe teacher, 2) answering the teacher’s oral questions, 3) asking the questions about the material, 4) doing the writing exercise (generating the ideas based on thepicture, organizing the ideas in the form of sentences, rewrite the sentences into a good descriptive paragraph by adding some information).

3.5.4 Reflection of the Action

  The result of the reflection in the first cycle was used as a guide to produce the lesson plan in the second cycle by revising some weak aspects in the firstcycle. 3.6.1 Writing Achievement Writing achievement in this research dealt with the scores of the students’ writing test after the students were given the action that was they were taught writinga descriptive paragraph by using individual pictures.

3.6.3 Individual Pictures

  In this research, theindividual pictures used as the media in teaching descriptive paragraph writing were the pictures of animals (for the first meeting) and the pictures of famous people (forthe second meeting). The results of the observation were analyzed quantitatively to find the percentage of the students’ active participation in the teaching learning process writing by usingindividual pictures.

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