1) Effect of Photo Grid Towards Students' Ability in Writing Recount Text at Sman 3 Palangka Raya

EFFECT OF PHOTO GRID TOWARDS STUDENTS’ ABILITY
IN WRITING RECOUNT TEXT AT SMAN 3 PALANGKA RAYA
BY
NINDA SARI
STATE ISLAMIC INSTITUTE OF PALANGKARAYA

1438 H / 2017 M
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EFFECT OF PHOTO GRID TOWARDS STUDENTS’ ABILITY IN
WRITING RECOUNT TEXT AT SMAN 3 PALANGKA RAYA
THESIS
Presented to
State Islamic Institute of Palangka Raya
in Partial Fulfillment of the Requirements
for the Degree of Sarjana in English Language Education
BY
NINDA SARI
NIM 1201120783
STATE ISLAMIC INSTITUTE OF PALANGKA RAYA

FACULTY OF TEACHER TRAINING AND EDUCATION
DEPARTMENT OF LANGUAGE EDUCATION
STUDY PROGRAM OF ENGLISH EDUCATION
2017 M / 1438 H
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MOTTO AND DEDICATION
“... Like garden of flowers unfolding in the morning sun

may our special days unfold into happinnes…”
(“Fobulous Flowers”)
This Thesis is dedicated to:

My beloved Father Rusmin Noryakin and Mother Siti
Fatma for their valuable endless prayer, sacrifice, and
support. My beloved brothers Erwin Sanjaya ,Ernandi
Saputra and My pathner Fadlyannor Cahyadi, SE
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ABSTRACT
Sari,Ninda. 2017.Effect of Photo Grid Towards Students’ Ability in Writing Recount
Text atSMAN 3 Palangka Raya. Thesis, Departmentof Language Education,
Faculty of Teacher Training and Education, State Islamic Institute ofPalangka
Raya.Advisors:(I) M.Zaini Miftah, M.Pd., (II)Zaitun Qamariah, M.Pd.
Keywords:Effect, Photo Grid, Writing Ability, and Recount Text
The purpose of this research was to measure the effect of Photo Grid media
towards’ ability in writing recount text at SMAN 3 Palangka Raya.
It was used quantitative approach with pre experimental design. In this

theinstruments of collecting the data were using test and documentation.First test,this
study was uses writing test about recount paragraph writing with different topic. Pretest
student’ write recount text on past experince. Posttest Students’ write recount text
impelemtation on photo Grid as media.Second, Documentation researcher in this research
will collecting some information data classes, the students’ name list, syllabi, and score of
students and video.The population of the study were the eleventh grade of SMAN 3
Palangka Raya which consisted five classes of 40 students. Sample the research takes
sciene class. For analyzed it was used ttable formula to test the hypothesis.
The result of this study shows that value of ttable = 4.932 higher than the ttable = 2.02
with level significant 5%, the result of testing hypothesis determine,the alternative
hypothesis (Ha) stating that thesis significant the effect of using Photo Grid towards
students’ ability in writing recount text at SMAN 3 Palangka Raya is accepted but is
lower and Ho stating is there is no significant effect of using photo Grid towards students’
ability in writing recount text at SMAN 3 Palangka Raya. Therefore teaching writing
effect of using photo Grid towards students’ ability in writing recount teks at SMAN 3
Palangka Raya is 5% significant level. So there is not significant effect using Photo Grid
in writing recount text using photo Grid.
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ABSTRAK
Sari,Ninda. 2017.EfekPhoto Grid Terhadap Kemampuan Siswa dalam Menulis Teks
Recount di SMAN 3 Palangka RayaSkripsi, Jurusan Pendidikan Bahasa, Fakultas
Tarbiyah danIlmu Keguruan,InstitutAgamaIslam Negeri PalangkaRaya.
Pembimbing: (I) M.ZainiMiftah, M.Pd(II)Zaitun Qamariah, M.Pd
Kata kunci: Efek, Photo Grid, Kemampuan, Menulis, Recount Teks
Tujuan dari penelitianini adalahmengukur efekPhoto Grid terhadap kemampuan

siswa dalam menulis teks recount di SMAN 3 Palangka Raya.
Dalam penelitian ini mengunakan pendekatan kuantitatif dengan design pre-

experimental.Instrumen atau alat yang digunakan peneliti untuk mengumpulkan data
terbagi dalam dua jenis. Pertama, test yaitu mendapatkan data dengam cara menulis teks
recount dengan topik yang berbeda. Pra-uji siswa menulis teks recount. Pasca-uji siswa
menulis teks recount tetapi di aplikasikankedalam Photo Grid sebagai media. Dokumentasi
peneliti mendapatkan data dari nilai siswa, syllabus, daftar nama dan video.Populasi
penelitian ini adalah siswa kelas sebelas SMN 3 Palangka Raya yang terdiri dari lima
kelas yang masig masing kelas berjumlah 40 siswa. Sampel adalah diambil dari
IPA.Penulis telah menganalisis menggunakan ttable formula untuk menguji hipotesis.
Hasil penelitian ini menunjukan bahwa tobserved= 4.932 lebih tinggi dari ttable=2.02
dengan signifikan level 5%.Hasil dari tes hipotesis menetapkan hipotesis alternatif (Ha)
Menyatakan bahwa terdapat pengaruh pada penggunaan teknik Photo Grid terhadap skor
menulis siswa kelas sebelas di SMAN 3 Palangka Raya efektif di level signifikan 5%. Ho
menyatkan tidak terdapat pengaruh signifikan pada penggunaan Photo Grid terhadap skor
siswa menulis teks recount di SMAN 3 Palangka Raya. Maka dari itu dari itu pengaruh
menulis menggunkan Photo Grid terhadap skor siswa SMAN 3 Palangka Raya efektif di
level 5%. Jadi tiadak ada efek yang signifikan dalam kemampuan siswa menuis teks
recount menggukan Photo Grid.
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ACKNOWLEDGEMENTS
The writer would like to express her sincere gratitude to Allah SWT., for the
blessing bestowed in her whole life particularly during the thesis writing without which
this thesis would not have come to its final form. Sholawat and salam always be
bestowed to the last prophet Muhammad SAW., having shown us the role of life to
make our life true.
Her appreciation is addressed to:
1. Dean of Faculty of Teacher Training and Education o f t h e S t a t e I s l a m i c
I n s t i t u t e o f P a l a n g k a R a ya , D r s . F a h m i , M . P d . , for his invaluable
assistance both in academic and administrative matters.
2. Vice Dean i n Academi c Affairs, Dra. Hj. Raudh atu l J ennah,
M . P d . , for her invaluable assistance both in academic and administrative
matters.
3. C h a i r o f D e p a r t m e n t o f L a n g u a g e E d u c a t i o n , Santi Erlina, M . Pd.,
for her invaluable assistance both in academic and administrative matters.
4. chair of Study Program of English Education, M. Zaini Miftah, M.Pd., for his
invaluable assistance both in acaademic and administrative matters
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5. Her thesis advisors, M.Zaini Miftah, M.Pd and Zaitun Qamariah, M.Pd for their
generous advice, valuable guidance and elaborated correction during their busy
time to the completion of her thesis.
6. Both the members of the board of examiners, for their corrections, comments
and suggestions which are profitable to the accomplishing of this thesis.
7. All lecturers of Study Program of English Education from whom she got in-
depth knowledge of English and English teaching.
8. The principal of SMAN 3 Palalangka Raya and,for Nampung S.Pd his
permission to take research at the school.
9. Her classmates of Study Program of English Education, especially the 2012
period, for the support in sadness and happiness during the study in
undergraduate program and for their spirits to accomplish her study.
10. Her beloved parents, Rusmin Noryakin and Siti Fatma, for their moral
support and endless prayer so that she is able to finish her study. May Allah
SWT bless them all .Amin
Palangka Raya, April 2017

The writer,
Ninda Sari
NIM 1201120783
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TABLE OF CONTENTS
COVER ............................................................................................................... i
COVER (Second Page) ....................................................................................... ii
ADVISOR APPROVAL ..................................................................................... iii
THESIS APPROVAL ......................................................................................... iv
MOTTO AND DEDICATION ........................................................................... v
DECLARATION OF AUTHORSHIP ................................................................ vi
ABSTRACT ....................................................................................................... vii
ABSTRAK (Indonesia) ....................................................................................... viii
ACKNOWLEDGEMENTS ................................................................................ ix
TABLE OF CONTENTS .................................................................................... xi
LIST OF TABLES .............................................................................................. xiii
LIST OF FIGURES ............................................................................................xxiv
LIST OF APPENDICES ..................................................................................... xv
LIST OF ABBREVIATIONS ............................................................................. xvi
CHAPTER I INTRODUCTION
A. Background of the Study..................................................... 1
B. Research Problem................................................................ 4
C. Objective of the Study......................................................... 4
D. Hypothesis of the Study ...................................................... 4
E. Assumption ......................................................................... 4
F. Scope and Limitation .......................................................... 5
G. Significance of the Study .................................................... 5
H. Definition of Key Terms ..................................................... 5
CHAPTER II REVIEW OF RELATED LITERATURE

A. Related studies .................................................................... 8
B. Writing ................................................................................ 11
1. Nature Of Writing ......................................................... 11
2. Writing Process ............................................................. 11
3. Writing Ability .............................................................. 13
4. Kind of Writing ............................................................. 14
5. Writing Assessment ...................................................... 14
C. Recount Text ....................................................................... 16
1. Generic Structure of Recount ........................................ 17
2. Language Feature of Recount ....................................... 17
3. Constructing a Written Recount Text ........................... 17
4. Scoring Guide of Writing Test ...................................... 19
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D. Teaching English Writing Using Window Movie Maker .. 26
E. Teaching Writing For Senior High School ......................... 27
CHAPTER III RESEARCH METHOD

A. Research Design .................................................................. 24
B. Population and Sample........................................................ 26
1. Population ..................................................................... 26
2. Sample ........................................................................... 26
C. Research Instrument ............................................................ 27
1. Test ................................................................................ 27
2. Documentation .............................................................. 28
3. Instrument Reability ...................................................... 28
4. Instrument Validty ........................................................ 30
D. Data Collection Procedure .................................................. 32
E. Data Analysis Procedure ..................................................... 35
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
A. Data Presentation ................................................................ 40
B. Research Findings ............................................................... 58
1. Testing Normality and Homoginity (Linierity) ............ 59
2. Interpretation of the Results .......................................... 73
C. Discussion ........................................................................... 74
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion .......................................................................... 70
B. Suggestion .......................................................................... 70
REFERENCES
APPENDICES
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LIST OF TABLE
Table Page
2.1 Criteria of Assesment in Writing Recount text ................................. 17
3.1 Design of Pre-test and Post-test ....................................................... 25
3.2 Table of Instrument ........................................................................... 26
3.3 Table of Topic .................................................................................. 27
3.4 The Interpretation of Correlation Pearson Product Moment............. 29
3.5 The Signification of Content Validty ................................................ 30
3.6 Procedure of Learning Using Movie Maker ..................................... 32
3.7 Collecting the Score of the Students Work sheet Result.................... 35
4.1 Pre-test Score By the First Rater and Second Rater ........................... 38
4.2 The Combination of Final Pretest Score ........................................... 42
4.3 Frequency Distribution of the Pretest Score ..................................... 45
4.4 Post-test Score By the First Rater and Second Rater ......................... 45
4.5 The Combination of Final Post-test Score ......................................... 52
4.6 Frequency Distribution of the Posttest Scorer ................................... 53
4.7 The Improvement of Students’ Score ................................................. 55
4.8 Testing Normality of Pretest ............................................................... 58
4.9 Testing Normality of Posttest............................................................... 60
4.10 Homogenity ........................................................................................ 60
4.11 Pearson Product Moment Correlation of Pre-test .............................. 61
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4.12 Pearson Product Moment Correlation of Post Test .......................... 63
4.13 The Item-Total Statiscs of Pretest ...................................................... 67
4.14 The Reliability Statistic of Pretest...................................................... 67
4.15 The Item-Total Statiscs of Post-Test ................................................. 68
4.16 The Reliability Statistic of Post-Test ................................................ 68
4.17 The Table of Students’ Score ............................................................ 69
4.18 The Result of T-Test Using Manual Calculation .............................. 73
4.19 The Result of Paired Samle Test Using SPSS 18.0 .......................... 73
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LIST OF FIGURES
FIGURES ................................................................................................... PAGE
4.6 Distribution of the Pretest Score ........................................................... 48
4.8 Distribution of the Post-test Score ........................................................ 55
4.7 The Improvement of Students’ Score ................................................... 56
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LIST OF APPENDICES
Appendix I :Syllabus
Appendix II : Lesson Plan
: Meeting 1 & 2
: Meeting 3 & 4
Appendix III : Research Shedule
Appendix IV :Instruments
Appendix V : Letters
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LIST OF ABBREVIATIONS
Df : Degree of freedom
SD : Standart Deviation
SE : Standart Error
SEM : Standar Error of the Mean
MD : Mean of Different
Ha : Alternative Hypothesis
Ho : Null Hypothesis
SPSS : Statistical Package for the Social Sciences
SMAN : Sekolah Menengah Atas Negri
R1 : Rater I
R2 : Rater II
ICT : Information Communication Technology
M : Mean
F : Frequncys
N : Number of Case
T : Test
CN : Code Number
C : Content Orientation
SE : Sequent Event
RE : Reoriantation
V : Vocabulary
G : Grammar
S : Spelling
P :Punctuation
TS : Total Score
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CURRICULUM VITAE
1. Name : Ninda Sari

2. Place, Date of Birth : Pantai Laga, 03 Maret 1993
3. Religion : Muslim
4. Nationality : Indonesia
5. Marital Status : University students
6. Address : Puruk Cahu
7. Email Address :Nindasari124@gmail.com
8. Phone : 085252616248
9. Education Background :
a. Elementary School : SDN 2 Puruk Cahu
b. Junior High School : SMPN 2 Puruk Cahu
c. Senior High School : SMAN 1 Murung Raya
d. University : IAIN Palangaka Raya
10. Organization Experience :
a. Scout Organization
11. Achievement/Scientific Writing :
a. Thesis
12. Experience of Academic Program :
a. English Education Program Study
Palangka Raya, 2 Juni 2017
The Writer
Ninda Sari
NIM 1201120783
xviii
1
CHAPTER I
INTRODUCTION
This chapter present background of the study, research problem,
objective of the study, hypothesis of the study, assumption, scope and limitation,
significance of the study and definition of key terms..
A. Background of the study
Based on Ni (2015:3) Use of ICT on writing skill to support and change
the teaching and learning process in many subject areas ICT has positive impact
on students’ performances in primary schools particularly in English language and
less in science. Students learn new skills: analytical, including improvements in
writing ,ICT also develop some writing skills: spelling, grammar, punctuation,
editing and re-drafting Still new technologies encourage independent and active
learning, and students’ responsibility for their own learning.
In this research the writer has done theobservation .
Based on the observation at SMAN 3 Palanga Raya ( 8 August 2016) in
this schoolthe writer find out that had score the student low in writing , they have
problem in writing such as less of vocabulary, grammar error, and difficulty of
expressing ideas in writing”
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Kumar, Vani, & Patted (2016:176) Photo Grid application lets you create
your own photo story. All you need to do is select a grid, select few of your
photographs and create a collage of your choice.As you can see, the most
important factors that make this app different from other photo editing
applications is that creativity and talent of an individual are given more priority
than inbuilt features which can be used as it is.
Nurkhamidah, (2011:23)Purpose of choosing this topicis giving the
students one teaching activity to write recount text, by using movie maker.writing
recount text will be not as difficult as before. The importance of this research will
by having a new technique in writing, the writer hopes that the students would not
fell it is difficult to write recount text, so by having a good experience in writing
the students will not fell learning English difficult.
Base on Saputri. (2014:14)The Importance of writing in classcan be easy
for students in improving their writing, writing is the activity or work of writing
stories, and the way that you use written words to express your ideas or opinions.
So, everything that has a relation with daily life it can be easy for college students
in improving their writing. Like a recount that tells about something that
happened in the past.
Based on Samuel and Ede (2005:105)The importance of ICT is quitean
evidence from the educational perspective. Though the chalkboard, textbooks,
radio/television and film have been used for educational purpose over the years,
none has quite impacted on the educational process like the computer.
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B. Research Problem
Based on background above, the problem of the study is: Is there any
significant effect of using Photo Grid towards ability in writing recount text an
eleventh grade of SMAN 3 Palangkaraya?
C. Objective of The Study
The objective of this study is to measure effect of using Photo Grid
towards ability in writing recount text at eleventh grade of SMAN 3
Palangkaraya.
D. Hypotheses of The Study
Hypotheses isproposition that will be tested for its truth, or is it a
temporary answer toward the research question. There are two hypotheses on
this research;
They were alternative hypotheses (Ha) and null hypotheses (H0).
1. Alternative Hypotheses (Ha)
Teaching writing using Photo Grid gives effect to the eleventh-grade
students at SMAN 3 Palangkaraya.
2. Null Hypotheses (H0)
Teaching writing using Photo Grid does not give effect to the eleventh
grade students at SMAN 3 Palangkaraya.
E. Assumption
1. Photo Grid are effect techniques to improve the students’ writing ability.
2. The students’ writing recount paragraph will better when teacher using
photogrid techniques.
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F. Scope and Limitation
The scope of this study is only measure the effect of using Photo Grid.
Especially the effect of Photo Grid to writing for eleventh grade students at
SMAN 3 Palangkaraya in academic year 2016/2017. Meanwhile, the subject
of the study iseleventh grade students of SMAN 3 of Palangka Raya
especially XI A as the subject of study.
G. Significance of The Study
This study has theoretical and practical significances: Theoretically:
this study enables up to understand more about the uses of photogrid
technique in teaching learning process that can be used to improve the quality
of the writing recount text.
Practically: the study is the alternative way to improve the students’
ability in writing recount text at SMA-N 3 Palangka Raya, as one of
alternative technique that can be used by English teacher in teaching writing
of recount text, and as contribution for those who want to use strategy in
teaching learning process.Photo Grid as media to improving students writing
ability in writing recount text.
H. Definition of Key Terms
The following are some definition of important terms that are used in
the study:
1. The effect
Ary, Jacobs and Razavieh(2010 : 640) Isa measure of the strength of
the relationshipbetween two variables shown by the differencebetween

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two means calculated that has been gotten after treatment.In this study
effect means Helps student understand the magnitude of differences found
in writing and essential for students to understand the full impact of her
work target students in order to encourage to improve your
comprehension and understanding.
2. Photo Grid
Kumar, Vani, & Patted (2016:176) Photo Grid is photo collage tool
that will help you combine several images from a device into just one,
even applying different styles and effects to create the perfect resul. In this
study photogrid means paragraph mediaused in teaching recount text.
Photogrid will be made by students and the product is video in the form of
recount paragraph.
3. Writing ability
Gould, DiYanni,.& Smith,(1989:23) Writingability the skill to makes a
series of related text-making activities: generating, arranging and
developing ideas in sentences: drafting, shaping, rereading the text,
editing, and revising. In this study writing ability means the student’s
ability in write a recount paragraph.
4. Recount text
Rugayamanan(2015:24)Recounttextuses simple past tense or past
perfect tense in its phrase. Recount text retell about past event. Recount
text use adverbs of time, for example: when, one day, once upon a time,
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last holiday, after, before, and other.In this study means Recount text is
text as paragraph tells about student personal experience.

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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter provided the review of related literature that discussed related
literature according to the research’s point of view. It isconsistedwriting, recount
text, writing assessment, and teaching by principle.
A. Previous studies
First Based on Kumar, Vani, & Patted (2016:176) While Photo Collage
started out as a handy app to create collages of your favorite photos, it now
includes many more useful features and options that will help you make beautiful
and creative images (and videos) in next to no time.
Second Kodoatei(2013: 24)states that visual media has great potential as
ateaching aid to develop writing skills and can provide both contexts
andstimulation for a variety of activities. Visual media are the tools in
teachingaspects of the language such as phonology, vocabulary and grammar.
This mediaalso can develop the different language skills such as listening,
speaking, readingand writing. Moreover, the use of visualisation can get the pupils
interested andawakened their thought to be more creative thinker. This can create
naturalsituations and active teaching and learning for the use of language as a
means ofcommunication.
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Third, indah(2010:11)Photograph or picture is one of visual aids that can
be used inteaching and learning English. It creates the situation for learning
classesand interestinguseful in process writing recount textIt isappropriate with
writing recount text because recount text use toreconstruct past experiences by
retelling events and incident in order inwhich they have occurred. So the writer
choose photograph as visualmedia to improving writing recount text.
Second Zaki (2014: 3)By answering the research question and testing the
hypothesis, we hope to find answers to whether tools such as the three tools
described in this article facilitate intrinsic motivation and thus function as a lever
to German language and culture learning. This area of research is termed “CALL”
(Computer-Assisted Language Learning) and is defined as: “the search for and
study of applications of the computer in language teaching and learning.
In addition, the differences between the previous studies with the
researcher are related to the approach of the study that is used. This study was
experimental research; it was conducted in writing ability by technique. The
purpose of the study is to know the effect teacher technique give effect at
students’ writing ability especially on writing recount text. The level that will be
used in Senior High School at Eleventh graders, the purpose of this research is to
improve students’ writing skill.
B. Writing
1. Nature Of Writing
Honrby (1982:1383) There are some definitions of writing that are
taken from resources, According to Oxford Advanced Learner's dictionary

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that writing is the activity or occupation of writing e.g. books, stories or
articles.Brown also states that writing is indeed a thinking process.
Dullay (1982: 226) gives statement that writing is only mode in which
both linguistics manipulation task and communication task have been
given.
In the other words, Fauziati (2011: 151) states that writing as a
process is oriented towards work in progress and the development of new
skills, rather than merely evaluative task, the classroom practices,
therefore, will vary from each other. Based on the statements, it can be
concluded that writing is active. Productive more clearly, writing is an act
or process to produce some information in their mind that should be
express into writing form. Writing will be the best if the students guide on
the rules defined. It usually refers to contents, organization, grammatical,
usage and mechanics, sentence structure, mastery on vocabulary andso on.
2. WritingProcess
Based on Butle (2010:31) Writing Process as a method of helping
student writers has always, to my knowledge, been conceived of as a set of
discrete stages wherein a writer engages in certain activities designed to
solve particular problems unique to that stage.There are three steps in
writing process, they are prewriting, writing, and revising. All of those
steps are important to make our writing better and systematic.

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a. Prewriting
Blanchard and Root( 2003:41) Prewriting is the first step; it is
preparation step before writing process. Prewriting gives warming up
the brain to gathering the ideas to write about. There are several ways
to warm up before we write.Prewritingisa preparation
forwriteandthegetting-ready-to- writestagewhichislikea warming-
upforthe athletes.
b. Drafting
Time Writing,(2015:15)Drafting means writing a preliminary
version of a work that you will later revise. It means getting your idea
on paper, so that you can work with them. In addition, drafting is the
time to rummage through ideas accumulated during prewriting and
unfold them into sentences and paragraphs.Draftingisastage
designedtoallowthewriterstoputtheirideason paperwithoutworrying
aboutmechanics or neatness.
c. Revising
The students review and reexamine the text to see how
effectively they have communicated their ideas to the reader. Revising
is not a simple activity of checking language errors but it is done to
improve global content and organization of the ideas so the writer’s
intention is clearer for the reader. The goal of this phase of the writing
process is to improve the draft.Revisingistomakethe writingclearer and
more interesting to the readers.

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d. Editing
At this stage, the students are focused on tidying up their works
as they prepare the final draft to be evaluated by the teacher. The main
activity done by the students at this stage is editing their mistakes on
grammar, spelling, punctuation, sentences, diction and etc.
Tompkins&Hoskisson assertthat theediting
stageprimarilyfocusesonthecontent ofstudents'writing.
e. Publishing
Miftah ( 2012:191) In this last step of the writingprocess, the
final writing is shared with the group. Sharing can be accomplished in
a variety of ways, and with the help of computers, it can even be
printed or published online”. Inpublishing stage,students
bringtheircompositions lifebypublishingthem or sharing them orally
with an appropriateaudience. It means thattheysharedtheir
writingswithreal audiencesofclassmates, otherstudents,parents
andcommunity.
3. Writing Ability
Kern(2000:172)Writing is functional communication, making
learners possible to create imagined worlds of their own design. Writing as
one of four language skills is considered as a difficult skill because the
writer should make some aspects in writing such as content, organization,
purpose, vocabulary, punctuation, and spelling in a balance way.

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4. Kind of Writing
a. Paragraph
Mark and Kathy (1997:38) Paragraph is a piece of written text.
It contains several sentences. It can be classified into three parts; they
are the beginning, body and the ending. As a text, a paragraph contains
several sentences which can be classified into three parts.
b. Essay
King(2011:5) Essay is a paragraph that you expand because your
subjectis too complex to cover in a single paragraph. The first
paragraph, the introductory paragraph, contains a sentence with the
main idea of your essay (the thesis statement). Next come several
paragraphs that elaborate on your main idea (body paragraphs) and a
concluding paragraph that summarizes the points you made.
5. Writing Assessment
Siahaan and Shinoda(2008:143) Assessment is a written English
text in which the writer explains the process. This involves in the
formation (evolution) of a sosiocultural phenomenon as a natural
phenomenon.
Johnson and Andrew (2011:213-216)Assessment of any kind
should inform our instruction. That is, we assess to see how students are
doing, to see how well we’re teaching, and to getsense of what skills need
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to be taught. The writing assessmentform(WAF) can be used to document
students’ growth while inviting them to experiencesuccess. In the teaching
of writing we can focus on the product of that writing process itself.
When concentrating on the product we are only interested in the
aim of a task and in the end product. Those who advocate a process
approach to writing, however pay attention to the various stages that any
piece of writing goes through. By spending time with learners on pre-
writing phrases, editing, redrafting, and finally publishing their work, a
process approach aims to get to the heart of the various skills that should
be employed when writing.
Johnson and Andrew (2011:258) Procces writing is simply not
appropriate, either because classroom time is limited, or because we want
students to write quickly as part of communication game, or when working
alone, we want them to compose a letter or brief story on the spot.
Wahyuni and Syukur (2012:78) “Product assessment is measuring
students’ result of the test toward students’ ability in making result of
work and the quality result of students’. In assessing students’ result there
are two concept assessments, the first one is student assessment is the
choice and the second is the way in using the instruments and procedure.
Besides that, there are three types in product assessment in assessing
toward technique quality or the results.

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1. Planning
Assessing students’ ability in organizing, developing and
designing the product.
2. Processing
Assessing students’ ability in selecting and using the material,
instrument, and the technique
3. Appraisal
Assessing the students’ product based on the criteria that had
decided
C. Recount Text
Mark and Kathy(1997: 48)Recount are used to relate experiences or retell
events for the purpose of informing, entertaining or reflecting. It tells about
something that happened in the past. The details in a recount can include what
happened, who was involved, where it took place, when it happened and why
it occurred. A writer or speaker uses a recount to tell us about a story or an
event. Recounts can be personal, factual or imaginative. Personal recount is
retelling an activity that the writer has been personally involved in and may be
used to build the relationship between the writer and the reader e.g. anecdote,
diary journal, personal letter.
1. Generic Structure of Recount
Generic structure or rhetorical structure is a package of events in a
text. This generic structure will explain how the stages move through to
15
attain the purpose. Every genre has its generic structure, so do the recount.
The generic structure of recount are :
a. Orientation : Introducing the participant, place, and time.
( when, where, who, etc )
b. Events : Describing series of event that happened in the past ( what
happened)
c. Reorientation : Closure of the events. It is optional. Stating personal
comment of the writer to the story
2. Language Feature of Recount
Mark and Kathy(1997:50)Language features are about general
grammatical pattern to form the information, message, and idea ineffective
sentences, especially in this case. Language features of recount are:
a. Introducing participant : I, we, they, my family, etc.
b. Using Temporal Sequence : Then, first, etc.
c. Using linking verb : was, were, went, met, etc.
d. Using action verb : look, go, see, etc.
e. Using Simple Past Tense
3. Constructing a Written Recount Text
Mark and Kathy(1997:51) “Board of studies the steps for constructing
of written recount text are”:
a. The First paragraph that give background information about who,
what, where and when. It is called on orientation.

16
b. A record of events usually recounted in chronological order, named;
event 1, event 2, event 3.
c. A personal comment and or evaluative remarks, which are interspersed
throughout the record of events named evaluation.
d. A reorientation which “rounds off “the sequences of events or retell
about what happened in the end.
Example
My Holiday
On Saturday, I went to mount Bromo. I stayed at Nisa and
Orientatio Ahmad`s house at CemaraLawang, Probolinggo. It has a big garden with

n
lots of colorful flowers and fishpond.
On Sunday, Nisa and I saw Batok Mount and went on the scenic
ride on horseback. It was scary. Then we went to get a closes look at the
Event
mountain. We took pictures of the beautiful sceneries there. On Monday,
we went to the zoo at Wonokromo. We saw cookatoos having a shower.
In the afternoon I went home. It was fun. It is so interesting for

Re-orientation me and my friends. We enjoyed our holiday and spent our day happily.
4. Scoring Guide of Writing Test
Table 2.1.Yusnits (2011: 9)Criteriaof Assessment in WritingRecount.
The items to be
No. Score Description
evaluated
1 Content Orientin 7 Showthecompletepartsoforient

17
ationthatarethepeople
involved,thetime,theplacesandt
hesituationwhichmake the
readersunderstandandinterestto
readastory.
Wellfocusedideabasedonthetop
icofanactivity.
6 Doesnotshowonepartoforientati
on,e.gthereisnoplace. Therefore
the readers havenotreceived
the complete
informationfromthestory.
Thewriterfocusesideabasedonth
etopicofanactivity.
5 Does not show two parts of the
orientation,therefore
thereadersgetconfusedthestory
given.
The writer focuses idea based
on the topic of an activity.
4 Does not show three parts of
the orientation, therefore the
story is hard to understand for

18
the readers.
The writer not focuses idea
based on the topic of an
activity.
3 Directly explains the events
without orientation.
The writer not focuses idea
based on the topic of an
activity
Sequentofevents
2 7 State two events/more in a
logical and has write in each
events that make the story flow
in coherence.
6 State two events but has no
unity in each event that disturb
the coherence of story.

19
5 Stated only one event and the
story haveunity so the story is
easy to understand.
4 Stated only one event and the
story have to unity so the story
is not easy to understand.
3 Show the complete parts of
reorientation that are signals
the end, summarize the story
and leaves his/her comment.
Therefore, readers get the idea
of story
Re-orientation
3 7 The idea of personal opinion
about the topic or event is
clear.
Does not show one part of re-
orientation, but the reader still
get the idea of the story.
6 The idea of personal opinion
about the topic orevent is

20
unclear.Does not show two
parts of reorientation, but the
reader still get the idea of the
story.
unclear.End the story with
short comment but the reader
still get the idea of the story.
unclear.
End the story without any
comment, signal or summary
so the reader do not realized
that story is finish.
unclear.
Vocabulary
4 20 The paragraph shows that the
usage of words such as noun,

21
action, verbs, conjunction and
adjectives is used
appropriately.
15 1-3 errors of words form such
as noun, action verbs,
conjunction and adjective show
in the paragraph but the
meaning is not obscured.
in the paragraph and the
in the paragraph and the
1 More than 9 errors of words
form, so the paragraph does not
show that the writer
understandthe usage of words
such as noun action verb and

22
conjunction.
Grammar
5 15 The paragraph contains
complete sentences and correct
in
form of past tense.
10 Mostly complete sentence,
there are 1-3 errors in form of
past tense.
5 There are 4-6 errors in form of
past tense
3 There are 7-9 errors in form of
past tense.
1 More than 9 errors in form of
past tense, so the paragraph
shows that the writer does not
master the grammar or not
enough to be evaluated in form
of past tense.
Spelling
6 15 The words are correct in
writing, so the writer is good
inspelling.
23
10 Makes 1-3 errors in spelling in
the story.
the story
thestory
1 More than 9 errors in spelling
in the story.
Punctuation
7 15 The paragraph shows that there
are no mistakes in punctuation
and capitalization so the
paragraph is exceptionally easy
to read.
10 The paragraph shows that 1/2
mistakes in using punctuation
and capitalization but the
paragraph is still easy to read.

24
1 The paragraph shows more
than 7 mistakes in using
punctuation and capitalization,
the writer does not master the
usage of punctuation and
capitalization.
D. Photo Grid
1. Defenition
Kumar, Vani, & Patted (2016:176) Photo grid is photo collage tool that
will help you combine several images from a device into just one, even
applying different styles and effects to create the perfect resul. Photo grid
is application and we are more concerned about the advancements made in
technology once such important advancement in Android mobile phone
application is creative inproposed creative photo grid application we are
providing both static and dynamic photo frame option which implemented
using object oriented concept.
2. Characteristics
 Various filters and light effects.

25
 The stretch and photo-in-photo features
 Plenty of background images for collages
3. Advantage of Photo Grid
 Very easy to use and install.
 Allows you to edit images and create videos
4. Teaching English Writing UsingPhoto Grid
According to kumar (2016: 177) Before entering the classroom with the video to
teach the students. Actually the teacher had created her own video which
suitable to teach her students and appropriate with the ability of her students.
The stepwas starting from.
 Process creating the video by photogrid application
 The implementation of video in pre-writing activity
 The implementation of photogrid video in whilst-writing activity, the
implementation of photogrid video in post-writing activity”.
E. Teaching Writing For Senior High School
Muflikhati( 2012:.22)Writing is one of the compulsory subjects for
students of Senior High schools. English learning in Senior High schools is
aimed at making the students be able to gain functional level in order to
communicate both in written and spoken forms. In order to reach those targets
in learning English, there are some relevant matters which are important to be
known by teachers of English. The first one is the regulation issued by the
Ministry of Education in the Standard of Content. The other one is the age
range of Senior High School students.

26
27
CHAPTER III
RESEARCH METHOD
This chapter, the writer described; research design, population and sample,
research instrument, data collection procedures, and data analysis procedures.
A. Research Design
The researcher used Pre-Experimental design. The design of this study
is experimental design because the researcher wants to measure the effect of
using movie maker in teaching recount text.
Ary (1985:260) This research study uses quantitative approach. A
quantitative approach is one in which the investigators primarily uses
postpositive claim for developing knowledge (i.e., cause and effect thinking,
reduction to specific variables and hypotheses and question, use of
measurement and observation, and the test of theories) employs strategies of
inquiry such as experiment and survey and collect data on predetermined
instrument that yield statistics data. According to Ary, (2010:648)
“quantitative research was inquiry employing operational definitions to
generate numeric data to answer predetermined hypotheses or questions”. It
uses quantitative approach because quantitative is the data that of all number
using statistic data.
Ary (1985:380) The study is the one group pretest-posttest design usually
involves three steps : (1) administering a pretest measuring the dependent
variable; (2) applying the experimental treatment X to the subjects; (3)
administering a posttest, again measuring the dependent variable. Differences
27
28
attributed to application of the experimental treatment are then evaluated by
comparing the pretest and posttest score.
Table 3.1. Design of Pre-test and Post-test
Pre-test Treatment Post-test
YI X Y2
here :
X: Treatment
Y1: Pre – test
Y2: Post – test
B. Population and Sample
1. Population
Ary ( 2010:647) States “The Population is the large group to which a
research wishes to generalize; it includes all member of a defined class of
people, events or object”.
According to Arikunto (2000:108) The population is the whole of
the research subject, if someone wants to research all of the elements in
research area his research is called population research on census study.
In this research, the population is tenth-year students of SMAN 3
Palangka Raya The Population of the research is language class grade
tenth students in the academic years 2016/2017 of SMAN 3 Palangka
Raya which consisted of 40 students. Since there is only one group of

29
language class of tenth grade, so obliviously it will be taken as the
population research.
2. Sample
The Sample is a part of the population. According to Ary,
(2010:647) “Sample is a group selected from the population for
observation in a study”. For the sample, the researcher takes a class to be
the sample. This study uses purposive sampling for it. In this research,
become sample are all the Students of language class grade
The researcher chooses this class as the object of his research
because the duration of English Learning in this class is longer than others
class. The researcher hopes this research is going to be finished earlier.
C. Research Instrument
Table 3.2. Table of Instrument
No Ii Instrument Form O Object
1 1 1 Test Writing test T To know students

ability in writing
recount text
2 Documentation Using photogrid To measuring
Students’ ability in
writing recount text
using movie maker
1. Test
Furchan (2004: 268) Test is measurement tool that very important for
education research. This study was uses writing test about recount
paragraph writing with different topic. Like the table for pre-test,
treatment, and post-test, they are:

30
Table 3.3. Table of Topics
Pre-Test Treatment Post-Test
Holiday Using English Language Unforgettable Story
in all English Subject
The researcher was collect the data from pretest and posttest. From
them find the effect using photogrid in recount paragraph in writing.
Pretest was be give in first before treatment. The last test is posttest. It to
compare the pretest scores to the posttest scores. In the treatment the
researcher will teach in recount paragraph with teacher technique for find
the effect to the student’s score.
The writer gave pre-test was held on Monday, November 7, 2016
period 11.30-13.00 wich followed by 40 students. Then writer gave
treatment on Monday,November 17 and 21 2016 period 11.30-13.00
which 40 students. The writer gave post-test was on Monday, November
28, 2017 wich followes by 40 studentds. The time allocation at SMAN 3
Palangka Raya.
2. Documentation
Documentation is one way to support the data with directly from
the place of research, activity, photos,videoa that the relevant research and
data. The researcher in this research will collect some information data
classes, the students’ name list, syllabi, and score of students.

31
3. Instrument Reliability
Ary ( 2010: 236) Reliability is a necessary characteristic of any good
test for it to be valid at all. A test must first be reliable as a measuring
instrument.
Hellriegel (1998:631) In addition, reliability is the accuracy of the
measurement and the consistency of result”. It is the degree of consistency
with which it measures whatever it is measuring. In this case, to score
composition as fairly and consistently as possible, the writer uses inter-rater
method (test of reliability). Inter-rater reliability is the consistency of the
judgment of several raters on how they see a phenomenon or interpret the
responses of the subjects.
In this case, the two raters are employed to score the students’ writing.
The two raters are the writer and a person which mastered the writing lesson
based on writer’s perception. One important thing in using the inter rater
method in rating process is focused with the training of the raters. It can
maximize the accuracy of the writing assessment. It makes the raters be
consistent in scoring and avoid subjectivity of the raters in scoring. For this
purpose, the training will done to get inter rater agreement in order to give
reliable scores to students’ writing product. The first thing that need in this
case, the two raters must competence toward the test and have good
qualification. The second is both of the rater should scored it by using scoring
guide based on the ability or the criterion of the test.

32
Hartono (2011:86) The third one it is scored the test based on the scoring
two raters and Which use person product-moment correlation to measure the
test whether it is reliable or not.
( )( )
rxy =
√* ( ) +* ( ) +
Notice :
rxy : The Coefficient of Correlation
∑X : Total Value of Score X
∑Y : Total Value of Score Y
∑XY : Multiplication Result between Score X and Score Y
N : Number of Students
Ridwan (2004:110) “To know the validity level of the instrument, the
result of the test would be interprets to the criteria as follows”.
Table 3.4 The Interpretation of Correlation Pearson Product Moment
Coefission Criteria
0.800 – 1.000 Very High Validity
0.600 – 0.799 High Validity
0.400 – 0.599 Fair VaLidity
0.200 – 0.399 Poor Validity
0.001 – 0.199 Very Poor Validity

33
4. Instrument Validity
A validity test or measure is one which measures what is intended to
measure. Validity must always be examined with respect to the use which is to
be made of the values obtained from the measurement procedure.
a. Content Validity
Brown (2000:388) Content validity is a requirement of the test
performance that being to measuring. The study is use recount paragraph
test that is based on syllabi of the second semester. The test will be
measured the students’ writing ability.
Table 3.5. The Signification of Content Validity
Indicator of the Study Type of Test Total Question
Students are able to write a text Performance test One question and Five
in form of recount text based Instructions
on the components of the
recount itself
b. Face Validity
Face validity of test is when the test is indeed testing what it claims
to the test; the samples of the test is the actual content of what the learner
has achieved or expects to achieve. The types of face validity, if the test
items look right to other testers, teacher, indicators and test. The types of test
items, which will use in this research, can be suitable to the others at the
same level in college students.

34
For face validity of the test items as follow:
1. The test use written test it test instruction.
2. The evaluation by test based on scoring system.
3. Kind of the test is writing recount text.
4. The Language of items used English
5. The test is suitable with syllabus of SMAN 3 Palangka Raya.
D. Data Collection Procedures
To get the data that was need in the study , there are few of ways to
does it, they are :
1. Preparation
a. The study chooses the place of SMAN 3 Palangka Raya Jl.G.boss
induk on November 7 2016
b. The study gives information for the instance that related to show this
study.
c. The study was given the pre-test to the students.
2. Implementation
The study given the treatment by used movie maker in teaching
recount text.
35
Table 3.6. Procedure of learning Using Photogrid
Steps Teacher Activity
Meeting 1
1 The teacher greets the students and open the lesson plan.
The teacher prepares the condution of class.
2 The teacher introduce herself and checks the student
presents list.
The teacher asks some question about students’ experince.
The teacher introduce the material will be discussed.
3 The writer gave pre-test
The pre-test was given to both classes that would be
assigned as the sample of the study of the on November 7
2016. The pres-test was in the writing test. The teacher give
a topic.
Meeting 2
2 The teacher introduce herself and checks the student
presents list. The teacher asks some question about
students’ experince.
3 The teacher introduce the material will be discussed.
The teacher gave treatment the students. The teacher was

36
given teatments by teaching movie maker on November 7
2016.
4 The teacher give handout then explain and gives example
about recount text to students.
5 The teacher prepares movie maker according to recount
text.
6 The teacher give model how to video using movie maker
that related to the topic.
The teacher asks the question about recount and photogrid
to the students.
The teacher give motivation to the students
Meeting 3
2 The teacher and checks the student presents list.
The teacher introduce the material will be discussed.
3 The teacher gave treatment the students. The teacher was
given treatments by teaching movie maker on November 7
2016.
4 The teacher give handout then explain and gives example
about recount text to students. The teacher prepares

37
photogrid according to recount text.
5 The teacher give model how to video using photogrid that
6 related to the topic.
The teacher asks the question about recount and photogrid
maker to the students.
The teacher give motivation to the students.
Meeting 4
The teacher prepares the conduction of class.
2 The teacher checks the student presents list.
3 The writer gave post-test to both of class after giving the
treatments. The post-test was administered on November
28, 2016.
3. Conclusion
a. The study given the test to the students.
b. The study calculates the result of test.
c. The study puts the data to the table had been prepare.
E. Data Analysis Procedure
In order to analyze the data, the study was does some way
procedures:
38
Table 3.7. Collecting the score of the student work sheet result
Code of Students Experimental Class
Y X
S SUM (∑)
Where:
Y : Pretest
X : Posttest
1. Tabulating the data into the distribution of frequency of the score table,
then founnd out the mean of students’ score, standard deviation, and
standard error of variable by used the formulas bellow:
a. Mean
Where:
M = Mean
F = Frequency
= The sum of
X= The scores
b. Measuring the sum of standard deviation.
∑ (∑ )
√ ( )
39
Where:
SD = Standard deviation
∑ = The square deviation sum of experimental group
= The total number of respondents
Anas Sudijono (2012:282) “Measuring the standard error”.
Where:
SEM = Standard error of the mean
SD = Standard deviation
N = Number of case
1 = Bilangan konstan
3. The study used normality test. It used normality of the data found the
normal distribution or not.
4. The study used homogeneity test. It used relatively to found the same
variant or not.
5. Riduawan (2010:157) ”Then the study applied all of them into t-test formula.
That purpose to was there is effect or teacher feedback in writing or not.
The formula was”:
6. The last, the study was calculate degree of freedom (d.f) by used formula:
Where:
MD = Mean of Different
40
SEMD = Standard error of the mean
= T Test
By the criteria:
If ttest ≥ ttable, Ha is accepted and Ho is rejected
If ttest ≤ ttable, Ha is rejected and Ho is accepted
7. The last, the study calculate degree of freedom (d.f) by using formula:
df = N-1
After getting t-count, then the study compared with it to t-table of
certain significant level. If the t-count is higher than t-table, it means that
there is positive effect of Teacher Feedback in teaching writing. The
point was writer hypothesis is accepted. In contrary, the t-count is lower
than t-table, the writer is not accepted.
8. In addition, the writer used SPSS 18 program to compare the data.

41
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
This chapter covers the data presentation, research findings and
discussion.
A. The Data Presentation
This section describes the obtained data of the students’ writing score
after and before treatment by photogrid . The presented data consisted of
Mean, Standard Deviation, Standards Error, table and figure.
1. The Description Data of Pretest Score
The students’ score were distributed by the following table in order
to analyze the students’ ability before conducting the treatment. The table
score were combined between first and second rater, and the next table
were provided combine both of averages and the final scores.
Table 4.1. Pretest Score By the First Rater and Second Rater
CN R C SE RE V G S P TS
1 6 6 6 10 10 15 10 74
N1 2 6 6 6 10 10 10 10 68
1 7 6 7 15 10 15 10 82
N2 2 6 6 7 15 15 10 10 81
N3 1 7 6 7 15 10 10 10 76
42
2 7 6 6 10 10 15 10 75
N4 1 5 5 5 5 10 5 5 47
2 6 6 6 5 10 5 5 50
38
1 6 7 6 10 10 10 10 69
N5 2 6 6 7 10 10 10 10 69
1 5 5 5 10 5 10 5 52
N6 2 6 6 6 10 5 10 5 56
1 6 6 6 15 10 15 10 81
N7 2 6 6 7 15 10 10 10 75
1 5 5 5 5 10 5 5 47
N8 2 6 6 6 6 6 6 5 48
1 7 6 6 15 10 10 15 81
N9 2 7 6 6 15 10 10 15 81
1 6 6 7 10 10 15 10 75
N10 2 7 6 6 15 10 15 10 81
1 7 7 7 15 10 15 10 83
N11 2 7 6 7 15 10 15 10 82
1 7 6 7 10 10 15 10 76
N12 2 6 6 7 15 10 10 10 75
1 7 7 6 15 10 10 15 82
N13 2 6 6 7 15 10 10 15 81
N14 1 7 6 7 15 10 15 10 82
43
2 6 6 6 15 10 15 10 80
N15 1 7 7 7 15 10 15 10 83
2 6 6 7 15 10 15 10 81
1 6 6 6 10 10 10 10 68
N16 2 6 6 7 10 10 10 10 69
1 7 6 7 15 10 10 15 82
N17 2 7 6 6 15 10 10 15 81
1 7 6 7 10 10 10 10 70
N18 2 6 6 7 10 10 10 10 69
1 7 6 6 10 10 10 10 69
N19 2 6 6 6 10 10 10 10 68
1 6 6 6 10 10 10 10 68
N20 2 6 6 6 10 10 10 10 68
1 7 6 6 15 10 15 10 81
N21 2 6 6 7 15 10 15 10 81
1 6 6 6 10 10 10 5 62
N22 2 7 6 6 10 10 10 5 63
1 7 6 6 10 10 10 10 69
N23 2 7 6 6 10 10 10 10 69
1 6 6 6 10 10 10 5 62
N24 2 6 6 6 10 10 10 5 62
N25 1 6 7 7 15 10 15 10 82
44
2 7 6 6 15 10 15 10 81
N26 1 6 6 7 10 10 10 10 69
2 6 6 6 10 10 10 10 68
1 7 6 6 10 10 15 10 75
N27 2 6 6 6 10 10 15 10 74
1 6 6 6 10 10 10 10 68
N28 2 7 6 6 10 10 10 10 69
1 6 5 5 10 10 10 5 60
N29 2 6 6 6 10 10 10 5 62
1 7 6 6 10 10 15 10 75
N30 2 7 6 6 10 10 15 10 75
1 6 6 7 10 10 10 10 69
N31 2 6 7 7 10 10 10 10 70
1 6 6 6 10 10 10 5 62
N32 2 6 6 7 10 10 10 5 63
1 6 6 6 10 10 10 5 62
N33 2 6 7 6 10 10 10 5 63
1 6 6 6 10 10 10 5 62
N34 2 6 7 6 10 10 10 5 63
1 6 6 6 10 10 10 10 68
N35 2 6 6 6 10 10 10 10 68
N36 1 6 6 6 10 10 10 5 62
45
2 6 6 6 10 10 10 5 62
N37 1 6 6 6 10 10 10 5 62
2 6 7 6 10 10 10 5 63
1 7 6 7 10 10 10 10 70
N38 2 7 7 6 10 10 10 10 70
1 6 7 6 10 10 10 10 69
N39 2 6 7 6 10 10 10 10 69
1 6 6 7 10 10 10 10 69
N40 2 6 6 7 10 10 10 10 69
The table above is the combination of each components of pretest
score by first rater (R1) and second Rater (R2). And the next
tablecombines the score into the final score.
Table 4.2. The Combination ofFinal Pretest Score
Scored by Final
CODE RI RII Score
N1 74 68 71
N2 82 81 81
N3 76 75 75
N4 47 50 48
N5 69 69 69
N6 52 56 54
46
N7 81 75 78
N8 47 48 47
N9 81 81 81
N10 75 81 78
N11 83 82 82
N12 76 75 75
N13 82 81 81
N14 82 80 81
N15 83 81 82
N16 68 69 68
N17 82 81 81
N18 70 69 69
N19 69 68 68
N20 68 68 68
N21 62 81 71
N22 69 63 66
N23 62 69 65
N24 82 62 72
N25 82 81 81
N26 69 68 68
N27 75 74 74
N28 68 69 68
47
N29 60 62 61
N30 75 75 75
N31 69 70 69
N32 62 63 62
N33 62 63 62
N34 62 63 62
N35 68 68 68
N36 62 62 62
N37 62 63 62
N38 70 70 70
N39 69 69 69
N40 69 69 69
Sum (∑) 2806 2802 2793
Average 70,15 70,05 69,825
Lowest 47 48 47
Highest 83 81 81
Based on the data combine from pretest score of first rater (R1)
and second rater (R2), it shows that the highest score is83, the lowest score
is 47 and average is 69. After that, the writer used table Frequency
Distribution of the Pretest Score.

48
Table 4.3. Frequency Distribution of the Pretest Score
Score (X) Frequency (F)
47 1
48 1
54 1
61 1
62 4
65 1
66 1
68 7
69 5
70 1
71 2
72 1
74 1
75 3
78 2
81 6
82 1
Score ∑=40
49
The table explains the distribution of students’ pretest score that
shows the frequency in each scores with the total frequency is 40 seem
like the total number of students. Next, the data can also be seen in the
following figure.
8
7
6
5
4
3
2
1
0
47 48 54 61 62 65 66 68 69 70 71 72 74 75 78 81 82
Figure 4.1.The Distribution of Pretest Score
Based on the figure above about the distribution of pretest score,
that there are ten students with47,48,54,65,66,70,7274,and82. There are
twosstudents eachpeople get score71 and 78. There areseventstudents with
68 and There arefive students with 69 and six students with 81
2. The Data Presentation of Posttest
The students’ score were distributed by following table in order to
analyze the students’ ability before conducting the treatment. The study
combines the table score between first and second rater, and the next table
50
for combining both of scores found averages of scores and found the final
scores.
Table 4.4.Posttest Score By the First Rater and Second Rater
Code
Name Rater C SE RE V G S P TS
1 7 7 6 15 10 10 10 76
N1 2 6 7 7 15 10 10 10 76
1 7 7 6 10 10 15 10 76
N2 2 6 7 6 10 10 15 10 75
1 7 7 7 15 10 15 10 83
N3 2 6 7 6 15 10 15 10 81
1 6 6 7 10 10 10 10 69
N4 2 7 7 6 10 10 10 10 70
1 7 6 7 15 10 15 10 82
N5 2 7 6 6 15 10 15 10 81
1 6 7 7 15 10 10 10 76
N6 2 7 6 6 15 10 10 10 75
1 6 7 6 10 10 10 10 69
N7 2 7 6 6 10 10 10 10 69
1 7 7 6 15 15 15 10 88
N8 2 6 7 6 15 15 15 10 87
51
1 6 6 6 10 10 10 10 68
N9 2 7 6 6 10 10 10 10 69
N10 1 7 7 6 15 10 15 10 82
2 7 6 6 15 10 15 10 81
1 7 6 7 10 10 15 10 76
N11 2 6 7 6 10 10 15 10 75
1 7 6 6 15 10 15 10 81
N12 2 7 6 6 15 10 15 10 81
1 7 7 6 10 15 15 10 82
N13 2 7 7 6 10 10 15 10 76
1 7 6 7 15 10 15 10 82
N14 2 7 7 6 15 10 15 10 82
1 7 7 6 15 10 15 10 82
N15 2 6 7 6 10 10 10 10 69
1 7 6 7 10 10 15 10 76
N16 2 6 7 6 10 10 15 10 75
1 7 6 7 15 10 15 10 82
N17 2 7 6 7 15 10 10 10 76
1 7 7 6 10 10 10 10 70
N18 2 6 7 6 10 10 10 10 69
1 7 6 6 15 10 10 10 75
N19 2 7 7 7 15 10 10 10 77
52
1 7 6 7 10 10 10 10 70
N20 2 7 6 6 15 15 10 10 81
1 7 7 7 10 10 10 10 71
N21 2 6 6 7 10 10 15 10 75
1 7 7 6 15 10 15 10 82
N22 2 6 7 6 15 10 15 10 81
1 7 6 6 10 10 10 10 69
N23 2 6 7 6 10 10 10 10 69
1 7 6 7 15 10 15 10 82
N24 2 7 7 6 15 10 15 10 82
1 6 7 6 10 15 15 10 81
N25 2 6 7 6 10 10 15 10 75
1 7 6 7 10 10 15 10 76
N26 2 6 7 7 10 15 15 10 82
1 7 6 6 15 10 15 10 81
N27 2 7 6 7 15 10 15 10 82
1 7 6 7 15 10 15 10 82
N28 2 7 6 6 15 10 15 10 81
1 7 7 7 10 10 10 10 71
N29 2 6 6 6 10 10 10 10 68
1 7 7 7 10 10 15 10 77
N30 2 7 6 6 10 10 15 10 75
53
1 7 6 7 15 10 15 10 82
N31 2 6 7 7 15 10 15 10 82
N32 1 7 7 6 10 10 15 10 76
2 6 6 6 10 15 15 10 80
1 7 7 6 10 10 10 10 70
N33 2 6 7 6 15 10 10 10 75
1 7 7 7 10 15 10 10 77
N34 2 6 7 6 15 10 10 10 75
1 7 6 6 10 10 15 10 75
N35 2 6 7 7 10 15 15 10 82
1 7 7 7 15 15 10 10 83
N36 2 6 7 6 15 10 15 10 81
1 6 7 6 15 10 15 10 81
N37 2 7 6 7 10 15 15 10 82
1 7 6 7 15 10 10 10 76
N38 2 6 7 6 15 10 15 10 81
N39 1 7 7 7 15 10 10 10 77
2 6 6 7 15 10 15 10 81
N40 1 7 6 7 15 10 15 10 82
2 7 7 7 15 10 15 10 83
54
The table above is the combination of each components of posttest
score by first rater (R1) and second Rater (R2). And in the next table, the
study combines the score becomes the final score.
Table 4.5. The Combination of Final Posttest Score
Scored by Final
CODE RI RII Score
N1 76 76 76
N2 76 75 75
N3 83 81 82
N4 69 70 69
N5 82 81 81
N6 79 75 77
N7 69 69 69
N8 88 81 84
N9 68 69 68
N10 82 81 81
N11 76 75 75
N12 81 81 81
N13 82 76 79
N14 82 82 82
N15 82 69 75
55
N16 76 75 75
N17 82 76 79
N18 70 69 69
N19 75 77 76
N20 70 81 75
N21 71 75 73
N22 82 81 81
N23 69 69 69
N24 82 82 82
N25 81 75 78
N26 76 82 79
N27 81 82 81
N28 82 81 81
N29 71 68 69
N30 77 75 76
N31 82 82 82
N32 76 80 78
N33 70 75 72
N34 77 75 76
N35 75 82 78
N36 83 81 82
N37 81 82 81
56
N38 76 81 78
N39 77 81 79
N40 82 83 82
Sum
(∑) 3099 3091 3085
Average 77,475 77,275 77,125
Lowest 68 69 69
Highest 82 83 82
Based on the data combination from pretest score of first rater (R1)
and second rater (R2), it shows the highest score is 82the lowest score is
68 and average is 77After that, the writer used table Frequency
Distribution of the Posttest Score.
Table 4.6.Frequency Distribution of the Posttest Score
Score(X) Frequency (F)
68 1
69 5
72 1
73 1
75 5
76 4
57
77 1
78 4
79 4
81 7
82 6
84 1
Score ∑F=40
The distribution of students’ posttest score can also be seen in the
following figure of the distribution of posttest.
0
68 69 72 73 75 76 77 78 79 81 82 84
Figure 4.2.The Distribution of Posttest Score
Based on the figure above about the distribution of posttest score,
that are five students with 68,72, 73, 77 and 84. There are twostudents
58
with score 69 and 75. There are trhee, students get score 76, 78 and 79.
There are one students 81 and one students get 82.
2. The Data Comparing of Pretest and Posttest
Thestudy showed the improvement of students’ score used table
improvement.
Table 4.7. The Improvement of Students’ Score
CODE (X) (Y) Improvement
N1 71 76 5
N2 81 75 -6
N3 75 82 7
N4 48 69 21
N5 69 81 12
N6 54 77 23
N7 78 69 -9
N8 47 84 37
N9 81 68 -13
N10 78 81 3
N11 82 75 -7
N12 75 81 6
N13 81 79 -2
N14 81 82 1
59
N15 82 75 -7
N16 68 75 7
N17 81 79 -2
N18 69 69 0
N19 68 76 8
N20 68 75 7
N21 71 73 2
N22 66 81 15
N23 65 69 4
N24 72 82 10
N25 81 78 -3
N26 68 79 11
N27 74 81 7
N28 68 81 13
N29 61 69 8
N30 75 76 1
N31 69 82 13
N32 62 78 16
N33 62 72 10
N34 62 76 14
N35 68 78 10
N36 62 82 20
60
N37 62 81 19
N38 70 78 8
N39 69 79 10
N40 69 82 13
Sum
(∑) 2793 3085 292
Average 69,825 77,125 7,3
Lowest 47 68 -3
Highest 81 82 37
Based on the data above, it is almost all of students experienced
improvement score from pretest to posttest. The highest score was 81 and
the lowest score was -3.
The study showed each student experienced improve that by grafic
below.
61
90
80
70 Pettren(Pretest)
60
50
40
30
20
10
0
N1
N4
N7
N10
N31
N13
N16
N19
N22
N25
N28
N34
N37
N40
Figure 4.10.Improvement of Students’ Score
Based on the figure above about the improvement of students’
scorethat there were average experienced improving level of score from 1
to 15 point.
B. Research Finding
1. Analysis Result of Pretest and Posttest
a. Normality of Pretest and Posttest
The writer calculated normality of pretest and posttest used One
Sample Kolmogrov-Smirnov Test by SPSS.

62
Table 4.8.Testing Normality of Pretest
One-Sample Kolmogorov-Smirnov Test
x y
N 40 40
a,b
Normal Parameters Mean 67,05 67,10
Std. Deviation 3,486 3,433
Most Extreme Differences Absolute ,237 ,210
Positive ,129 ,128
Negative -,237 -,210
Kolmogorov-Smirnov Z 1,499 1,328
Asymp. Sig. (2-tailed) ,022 ,059
a. Test distribution is Normal.
b. Calculated from data.
The table represents the result of homogeneity test calculation used the
SPPSS 18.0 program. Knowing the homogeneity of data, the formula
could be seen as follows:
If 0.05 > Sig. = Not homogeny distribution
If 0.05 < Sig = Homogeny distribution
Based on data above, the significant data is 0.210>0.05. it could be
concluded the data is normal distribution.
a). Homogeny distribution.

63
Table 4.9.Testing Normality of Posttest
One-Sample Kolmogorov-Smirnov Test
x Y
N 40 40
a,b
Normal Parameters Mean 77,47 77,28
Std. Deviation 5,149 4,755
Most Extreme Differences Absolute ,203 ,258
Positive ,121 ,135
Negative -,203 -,258
Kolmogorov-Smirnov Z 1,285 1,633
Asymp. Sig. (2-tailed) ,074 ,010
a. Test distribution is Normal.
b. H b. Calculated from data.
omogenity of pretest and posttest
Table 4.10.Homogenity
Test of Homogeneity of Variances
Levene Statistic df1 df2 Sig.
,582 6 30 ,741
c. Validity of Pretest and Posttest
In this study, the study calculated validity of pretest and posttest
using
Pearson Product Moment Correlation Test.

64
Table 4.11.Pearson Product Moment Correlation of Pre-test
CODE Rater I Rater II
(N) (X) (Y) XY X2 Y2
N1 74 68 5032 5476 4624
N2 82 81 6642 6724 6561
N3 76 75 5700 5776 5625
N4 47 50 2350 2209 2500
N5 69 69 4761 4761 4761
N6 52 56 2912 2704 3136
N7 81 75 6075 6561 5625
N8 47 48 2256 2209 2304
N9 81 81 6561 6561 6561
N10 75 81 6075 5625 6561
N11 83 82 6806 6889 6724
N12 76 75 5700 5776 5625
N13 82 81 6642 6724 6561
N14 82 80 6560 6724 6400
N15 83 81 6723 6889 6561
N16 68 69 4692 4624 4761
N17 82 81 6642 6724 6561
N18 70 69 4830 4900 4761
N19 69 68 4692 4761 4624

65
N20 68 68 4624 4624 4624
N21 62 81 5022 3844 6561
N22 69 63 4347 4761 3969
N23 62 69 4278 3844 4761
N24 82 62 5084 6724 3844
N25 82 81 6642 6724 6561
N26 69 68 4692 4761 4624
N27 75 74 5550 5625 5476
N28 68 69 4692 4624 4761
N29 60 62 3720 3600 3844
N30 75 75 5625 5625 5625
N31 69 70 4830 4761 4900
N32 62 63 3906 3844 3969
N33 62 63 3906 3844 3969
N34 62 63 3906 3844 3969
N35 68 68 4624 4624 4624
N36 62 62 3844 3844 3844
N37 62 63 3906 3844 3969
N38 70 70 4900 4900 4900
N39 69 69 4761 4761 4761
N40 69 69 4761 4761 4761
∑N=40 ∑X=2806 ∑Y=2802 ∑XY199271 ∑X2=200400 ∑Y2=199152

66
∑ (∑ )(∑ )
√* ∑ (∑ ) +* ∑ (∑ ) +
( )( )
√* ( ) +* ( ) +
√* +* +
0.8478/0.847
The result of test took by rater I and rater II. And the study
accounted the degree of freedom (df) with formula:
Df = N-nr
= 40-2
= 38
Based on the result, it find that the value of “rxy” is 0.847 than value of
“rtable” at the 1% significance level or 0.847> 0.402. It means the test is valid and
include at level of high validity.
Table 4.12.Pearson Product Moment Correlation of Post-test
CODE Rater I Rater II
(N) (X) (Y) XY X2 Y2
N1 76 76 5776 5776 5776
N2 76 75 5700 5776 5625

67
N3 83 81 6723 6889 6561
N4 69 70 4830 4761 4900
N5 82 81 6642 6724 6561
N6 79 75 5925 6241 5625
N7 69 69 4761 4761 4761
N8 88 81 7128 7744 6561
N9 68 69 4692 4624 4761
N10 82 81 6642 6724 6561
N11 76 75 5700 5776 5625
N12 81 81 6561 6561 6561
N13 82 76 6232 6724 5776
N14 82 82 6724 6724 6724
N15 82 69 5658 6724 4761
N16 76 75 5700 5776 5625
N17 82 76 6232 6724 5776
N18 70 69 4830 4900 4761
N19 75 77 5775 5625 5929
N20 70 81 5670 4900 6561
N21 71 75 5325 5041 5625
N22 82 81 6642 6724 6561
N23 69 69 4761 4761 4761
N24 82 82 6724 6724 6724

68
N25 81 75 6075 6561 5625
N26 76 82 6232 5776 6724
N27 81 82 6642 6561 6724
N28 82 81 6642 6724 6561
N29 71 68 4828 5041 4624
N30 77 75 5775 5929 5625
N31 82 82 6724 6724 6724
N32 76 80 6080 5776 6400
N33 70 75 5250 4900 5625
N34 77 75 5775 5929 5625
N35 75 82 6150 5625 6724
N36 83 81 6723 6889 6561
N37 81 82 6642 6561 6724
N38 76 81 6156 5776 6561
N39 77 81 6237 5929 6561
N40 82 83 6806 6724 6889
∑N=40 ∑x=3099 ∑Y=3091 ∑XY=240090 ∑X2=241129 ∑Y2=239739
∑ (∑ )(∑ )
√* ∑ (∑ ) +* ∑ (∑ ) +
( )( )
√ ( ) +* ( ) +
69
( +* +
√* +* +
0.4442/0.44
The result of test took by rater I and rater II. And the study
accounted the degree of freedom (df) with formula:
df = N-nr
= 40-2
= 38
Based on the result, it finds that the value of “rxy” was 0.864 than
value of “rtable” at the 1% significance level or 0.444.> 0.402.. It means
the test is valid and include at level fair validty.
d. Reliability of Pretest and Posttest

70
Table 4.13. The Item-Total Statistics of Pretest
Item-Total Statistics
Corrected Item- Cronbach's
Scale Mean if Scale Variance Total Alpha if Item
Item Deleted if Item Deleted Correlation Deleted
Contenr 106,95 218,484 ,699 ,685
Sequent 107,42 230,196 ,377 ,709
Reorientation 106,50 203,068 ,312 ,693
Vocabulary 97,47 135,175 ,680 ,578
Grammar 100,11 211,718 ,276 ,699
Spelling 97,47 152,472 ,525 ,638
Punctuation 101,71 133,887 ,575 ,626
Table 4.14. The Reliability Statistic of Pretest
Reliability Statistics
Cronbach's
Alpha N of Items
,703 7
The result of r11 = 0.703 with 7 items and rtable of Product Moment
is df= N- 2; 40 – 2 = 38, the level of significant 1%, so rtable = 0.402.
Clearly at the criteria :
If r11> rtable it means reliable
If r11< rtable it means unreliable

71
Based on the calculating above, the result is if r11= 0.703> rtable =
0.402, it concludes that the first item (Pretest) is reliable.
Table 4.15.The Item-Total Statistics of Posttest
Item-Total Statistics
Corrected Item- Cronbach's
Scale Mean if Scale Variance Total Alpha if Item
Item Deleted if Item Deleted Correlation Deleted

T
Content 119,10 63,990 ,135 ,159
a
Sequent 119,23 65,102 -,008 ,178
Reorientation
b 119,65 63,823 ,115 ,158
Vocabulary 107,48 33,846 ,141 ,057

l
Grammar 110,90 57,374 -,051 ,253
e
Spelling 105,90 39,682 ,139 ,063
Punctuation 112,15 58,849 ,166 ,113
Table.16.The Reliability Statistic of Posttest
Reliability Statistics
Cronbach's
Alpha N of Items
,171 7
The result of r11 = 0.171with 7 items and rtable of Product Moment is
df= N- 1; 40 – 2 = 38, the level of significant 1%, so rtable = 0.402.
Clearly at the criteria :

72
If r11> rtable it means reliable
If r11< rtable it means unreliable
Based on the calculating above, the result is If r11= 0.171< rtable =
0.402, it concludes that the second item (Posttest) is reliable.
2. Analysis of Testing Hypothesis
In this study, the study showed the table of students’ score and
calculated scores finding the testing hypothesis used Paired Sample T
Test by manual calculating and SPSS 18.0 Program.
a) Testing Hypothesis Using Manual Calculation.
Table 4.17.The Table of Students’ Score
D= D2
CODE (X) (Y) (Y-X)
N1 71 76 5 25
N2 81 75 -6 36
N3 75 82 7 49
N4 48 69 21 441
N5 69 81 12 144
N6 54 77 23 529
N7 78 69 -9 81
N8 47 84 37 1369
N9 81 68 -13 169
N10 78 81 3 9
73
N11 82 75 -7 49
N12 75 81 6 36
N13 81 79 -2 4
N14 81 82 1 1
N15 82 75 -7 49
N16 68 75 7 49
N17 81 79 -2 4
N18 69 69 0 0
N19 68 76 8 64
N20 68 75 7 49
N21 71 73 2 4
N22 66 81 15 225
N23 65 69 4 16
N24 72 82 10 100
N25 81 78 -3 9
N26 68 79 11 121
N27 74 81 7 49
N28 68 81 13 169
N29 61 69 8 64
N30 75 76 1 1
N31 69 82 13 169
N32 62 78 16 256
74
N33 62 72 10 100
N34 62 76 14 196
N35 68 78 10 100
N36 62 82 20 400
N37 62 81 19 361
N38 70 78 8 64
N39 69 79 10 100
N40 69 82 13 169
Sum(∑) 2793 3085 292 5830
1) Mean
= = 7.3
2) Calculating Standard Deviation of Differences
∑ (∑ )
√
( )
( )
=√
( )
=√
= 9.246
3) Calculating Standard Error

75
= 1.480
The calculation above refers to the result of the mean
calculation of experiment group is 7.3, standard deviation is
6.024and the result of standard error is 1.480 to verify the
hypothesis, the writer used the formula as follow:
df = (N-2)
= 40-2
= 38
The study interpreted of hypothesis with the result of mean,
standard deviation, standard error, to, and df of the data to get the
tobserved. The result of tobserved compared by ttable for finding the
significant level. The result of T-Test shows on the table.
The study interpreted of hypothesis with the result of mean,
standard deviation, standard error, to, and df of the data to get the
76
tobserved. The result of tobserved compared by ttable for finding the
significant level. The result of T-Test shows on the table.
Table 4.18.The Result of T-Test Using Manual Calculation
ttable
tobserved Df
5% < tobserved > 1%
T
2.02< tobserved > 2.71 38
h
table shows the result of T-Test using Manual Calculation that
interpreting is tobserved ; is higher than ttable at the 5% level on 2.02
or > 2,02 and at the 1 % level on 2.71 or > 2.71. It means
that Ha is accepted and Ho is rejected. Based on the result of
calculation, there is significant effect of “photogrid” technique on
Writing Skill in Recount Text Students of SMA-N 3 Palangka Raya.
b) Testing Hypothesis Using SPSS 18.0 Program
Table 4.19. The Result of T-Test Using Manual Calculation
Paired Samples Test
Paired Differences
95% Confidence Interval
Std. Std. Error of the Difference Sig. (2-
Mean Deviation Mean Lower Upper t dpSf tailed)
Pair x-y -7,300 9,738 1,540 -10,414 -4,186 -4,741 39 ,000
1
77
The calculating data by SPSS 18 program represents result with statically
mean is -7.300 Standard Deviation is 9.738, Standard Error is 1.540 and t test is -
4.741
C. Discussion
The result of the study that teacher give effect for student on students
writing. Teacher f correcting grammatical and lexical errors in order to
convey the intended meaning.
The result of data analysis shows that is of calculation stating that
there is significant effect of photogrid on Writing Ability in Recount Text
Development at Second Semester Students of SMA-N 3 Palangka Raya. It
shows using ttest., and it finds the value of ttest is higher than ttable at 5% and
1%levelsignificance.Theresult2.02< > 2.71. In short, Ha (Alternative
Hypothesis) is accepted and there is significant effect of photgrid technique
on Writing Ability in Recount Text at Second Semester Students of SMA-N
3 Palangka Raya. In contrary, the Ho (Null Hypothesis) is rejected and there
is no significant at Second Semester Students of SMA-N 3 Palangka Raya
The correlation between the result and the theory stated byindah
Photograph or picture is one of visual aids that can be used inteaching and
learning English. It creates the situation for learning classesand
interestinguseful in process writing recount textIt isappropriate with writing
recount text because recount text use toreconstruct past experiences by
retelling events and incident in order inwhich they have occurred. So the
78
writer choose photograph as visualmedia to improving writing recount text.
Its support byZaki ”Using Photostory, MovieMaker and Voki to motivate
Danish Upper Secondary Students to learn German language and
culture”There are strong indications that Movie Maker has the ability to
facilitate intrinsic motivation because it is perceived as a tool that is fun to
work with, thus resulting in a higher degree of student participation.
In addition, the writer explains each meeting on teaching using this
technique.The study asks some knowledge that they knew and what are
problems that they have when write recount text. They mention some
difficulties their ideas with easily on their writing. After that, the study give
test (Pretest) with test item that made an recount text. The finding is the
lowest score: 47, the highest: 70, and mean: 83,
And then, giving posttest find their result of product writing after
giving treatment. The result is the lowest score: 68; frequency: , the highest:
83, and mean 83. Therefore, the product writing of posttest there is
improvement the numbers of words in each paragraph and the student more
enjoy using movie maker technique.

79
CHAPTER V
CONCLUSION AND SUGGESTION
In this chapter, the writer would like to answer the problem of the study
and give suggestion for students, lecturers, and writer. By analyzing the data, the
problem of the study are as follow:
A. Conclusion
The objective of the study as states in chapter I: is there any significant
effect ofThephotogrid on Writing Ability in Recount Text at SMA-N 3
Palangka Raya in Palangka Raya
Based on the result of data analysis shows that there are the
significantly value of ttest., and it finds value of ttest is higer than ttable at 5% and
1 % level significance. The result 2.02 < > 2.71. In short, Ha (Alternative
Hypothesis); there is significant effect ofphotogrid on Writing Ability in
Recount Text at SMA-N 3 Palangka Raya is accepted. Meanwhile, the Ho
(Null Hypothesis); there is no significant effect photogrid on Writing Ability in
Recount Text at SMA-N 3 Palangkaraya is rejected.
B. Suggestion
1. For Students
The writer recommended when the student want to write paragraph,
especially recount text that make their writing easier to express, to think,
and to organize can use Teacher. Photogrid in paragraph. It focuses on
organization on developing the idea at the introductory and body
paragraph.
80
2. For Teacher
In order to the teacher can use the photogrid in Recount Text in
teaching writing that also help student and improve their writing. That
teacher movie maker give effect for student on students writing. Teacher
correcting grammatical and lexical errors in order to convey the intended
meaning
3. For the Researchers
Based on the result of the study, it can be seen that Teachermovie
maker gave significant effect on the student’s score in writing recount
text but is lower effect. The writer recommends for the next researchers
who want to conduct the study related to the writing of recount text with
other interesting teacher on other level of subject.

81
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1) Effect of Photo Grid Towards Students' Ability in Writing Recount Text at Sman 3 Palangka Raya

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EFFECT OF PHOTO GRID TOWARDS STUDENTS’ ABILITY

IN WRITING RECOUNT TEXT AT SMAN 3 PALANGKA RAYA

STATE ISLAMIC INSTITUTE OF PALANGKARAYA

STATE ISLAMIC INSTITUTE OF PALANGKA RAYA

“... Like garden of flowers unfolding in the morning sun

This Thesis is dedicated to:

It was used quantitative approach with pre experimental design. In this

Kata kunci: Efek, Photo Grid, Kemampuan, Menulis, Recount Teks

Tujuan dari penelitianini adalahmengukur efekPhoto Grid terhadap kemampuan

Dalam penelitian ini mengunakan pendekatan kuantitatif dengan design pre-

make our life true.

Her appreciation is addressed to:

1. Dean of Faculty of Teacher Training and Education o f t h e S t a t e I s l a m i c

I n s t i t u t e o f P a l a n g k a R a ya , D r s . F a h m i , M . P d . , for his invaluable

assistance both in academic and administrative matters.

2. Vice Dean i n Academi c Affairs, Dra. Hj. Raudh atu l J ennah,

M . P d . , for her invaluable assistance both in academic and administrative

3. C h a i r o f D e p a r t m e n t o f L a n g u a g e E d u c a t i o n , Santi Erlina, M . Pd.,

for her invaluable assistance both in academic and administrative matters.

invaluable assistance both in acaademic and administrative matters

time to the completion of her thesis.

and suggestions which are profitable to the accomplishing of this thesis.

depth knowledge of English and English teaching.

8. The principal of SMAN 3 Palalangka Raya and,for Nampung S.Pd his

permission to take research at the school.

9. Her classmates of Study Program of English Education, especially the 2012

undergraduate program and for their spirits to accomplish her study.

SWT bless them all .Amin

Palangka Raya, April 2017

CHAPTER II REVIEW OF RELATED LITERATURE

CHAPTER III RESEARCH METHOD

2.1 Criteria of Assesment in Writing Recount text ................................. 17

3.1 Design of Pre-test and Post-test ....................................................... 25

3.2 Table of Instrument ........................................................................... 26

3.3 Table of Topic .................................................................................. 27

3.4 The Interpretation of Correlation Pearson Product Moment............. 29

3.5 The Signification of Content Validty ................................................ 30

3.6 Procedure of Learning Using Movie Maker ..................................... 32

3.7 Collecting the Score of the Students Work sheet Result.................... 35

4.2 The Combination of Final Pretest Score ........................................... 42

4.3 Frequency Distribution of the Pretest Score ..................................... 45

4.5 The Combination of Final Post-test Score ......................................... 52

4.6 Frequency Distribution of the Posttest Scorer ................................... 53

4.7 The Improvement of Students’ Score ................................................. 55

4.8 Testing Normality of Pretest ............................................................... 58

4.9 Testing Normality of Posttest............................................................... 60

4.10 Homogenity ........................................................................................ 60

4.11 Pearson Product Moment Correlation of Pre-test .............................. 61

4.13 The Item-Total Statiscs of Pretest ...................................................... 67

4.14 The Reliability Statistic of Pretest...................................................... 67

4.15 The Item-Total Statiscs of Post-Test ................................................. 68

4.16 The Reliability Statistic of Post-Test ................................................ 68

4.17 The Table of Students’ Score ............................................................ 69

4.18 The Result of T-Test Using Manual Calculation .............................. 73

1. Name : Ninda Sari

This chapter present background of the study, research problem,

significance of the study and definition of key terms..

A. Background of the study

Based on Ni (2015:3) Use of ICT on writing skill to support and change

on students’ performances in primary schools particularly in English language and

less in science. Students learn new skills: analytical, including improvements in

learning, and students’ responsibility for their own learning.

In this research the writer has done theobservation .