THE IMPLEMENTATION OF PICTURE SERIES IN TEACHING

WRITING PROCEDURAL TEXT AT TENTH GRADE OF SMAN 1

SAKRA IN ACADEMIC YEAR 2022/2023

A THESIS

Submitted as the Partial Fulfillment of the Requirments for the Degree of

Bachelor (S-1) in English Education at the University of Mataram

By:

ZIDNI HIDAYATUL FITRI

NIM.E1D018127

ENGLISH EDUCATION PROGRAM

LANGUAGE AND ART DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MATARAM

2022

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Contents

CHAPTER I............................................................................................................1

INTRODUCTION..................................................................................................1

1.1 Background of the study..................................................................................1

1.3 Purpose of the study.........................................................................................4

1.4 Scope of the study.............................................................................................5

1.5 Significance of the study..................................................................................5

1.6 Definition of Key Terms..................................................................................6

LITERATURE REVIEW......................................................................................7

2.1 Teaching writing..............................................................................................7

2.1.1 Definition of writing....................................................................................7
2.1.2 Process of writing........................................................................................8
2.1.3 Components of good writing.......................................................................9

2.2 Teaching media..............................................................................................11

2.3 Picture series...................................................................................................12

2.3.1 The advantages of picture series...............................................................13
2.3.2 The disadvantages of picture series...........................................................13
2.3.3 Stage in teaching writing procedural text using picture series..................14

2.4 Procedural text..........................................................................................15

2.4.1 Definition of procedural text.....................................................................15
2.4.2 Generic structure of the procedural text....................................................16
2.4.3 Language feature of procedural text..........................................................17
2.4.4 The example of procedural text using picture series.................................18

2.5 Previous study................................................................................................19

2.6 Research hypothesis.......................................................................................21

CHAPTER III......................................................................................................22

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RESEARCH METHOD......................................................................................22

3.1 Research design..............................................................................................22

3.2 Variable...........................................................................................................23

3.3 Population and sample...................................................................................24

3.4 Data collection................................................................................................25

3.5 Method of data analysis.................................................................................26

CHAPTER IV.......................................................................................................28

FINDING AND DISCUSSION...........................................................................28

4.1 Finding............................................................................................................28
4.1.1 Pretest and posttest score...........................................................................28
4.1.2 The score of the writing components of the experimental and control
groups.................................................................................................................31
4.1.3 Descriptive statistic...................................................................................33
4.1.4 Test of normality.......................................................................................34
4.1.5 Test of homogeneity..................................................................................35
4.1.6 Paired sample t-test...................................................................................35
4.1.7 Independent sample t-test..........................................................................37

4.2 Discussion........................................................................................................39
4.2.1 Picture series is effective in teaching writing procedural text...................39
4.2.2 The components of the writing of the experimental group which affected
by the picture series............................................................................................40

CHAPTER V........................................................................................................41

CONCLUSION AND SUGGESTION...............................................................41

5.1 Conclusion.......................................................................................................41

5.2 Suggestion.......................................................................................................42

REFERENCES.....................................................................................................44

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 CHAPTER I

INTRODUCTION

1.1 Background of the study.

One of the language skills that must be taught at the high school

level is writing skill. Writing is a productive skill that is very important to

learn and needs to be developed by students. Through writing, students

can convey their ideas, thought, emotion, imagination, and creative

thinking (Hatina, 2017).

However, most Indonesian students who are studying English as a

foreign language think that writing is the most difficult skill to master.

Richard and Reinandya (2002) also state that the most difficult skill for

foreign language learners to master is writing. In addition, Sribagus (2018)

stated that writing is the most complicated and tiring job because it is very

complex. In the process of writing, students face many challenges because

writing requires complex components that must be involved in writing

such as organizing ideas and selecting suitable vocabulary, mechanics, and

grammar rules (Rahma, 2020). This show that writing is not a simple

activity (Setiawan R and Sujana I M, 2017). Therefore, writing requires a

lot of practice for students to improve and develop their writing skills.

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 There are various types of text are taught in high school that can be

developed through writing skills. These texts are narrative text, recount

text, argumentative text, and procedural text. In this study, the researcher

focuses on procedural text because procedural text is an English material

that is taught in the 10th grade of SMAN 1 Sakra. Procedural text is a type

of text that explains how to make, use, do and operate something through

several stages or processes. This type of text is often found in daily life

such as cooking recipes, school environment rules, health protocols during

covid-19, and others.

Based on the interview with one of the English teachers (Ms.

Hariati) in the tenth grade of SMAN 1 Sakra, there are some problems that

students did in writing procedural text, including some students have

difficulty in arranging correct English sentences, the lack of grammar,

using inappropriate vocabulary, and making mistakes in spelling words.

Meanwhile, in the 10thgrade basic competence, it is clear that students

must be able to compose procedural texts.

Related to the problem, the English teachers need to find the

appropriate strategies so that the problem can be solved such as by

applying teaching media that are following the material and needs of

students. Using suitable teaching media in teaching writing is crucial

because it can help students to produce good writing (Prawira, 2018). One

of the suitable media for teaching writing procedural text is picture series.

Gendroyono (2021) stated that the most suitable media for teaching

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writing procedural text is picture series. Picture series is the most effective

way to encourage and make students interested in participating in the

learning process (Ribak et al, 2018). In addition, picture series can also

guide students in writing procedural texts because the stories or events

contained in the picture series are clear and can be seen by students so it

can make students easier to express and develop their ideas.

By utilizing picture series in the process of teaching writing

procedural text, students will have progress in writing, as stated by

Risdayanti (2020) that the implementation of picture series can improve

students' writing skills. This is supported by previous research. Shalihah

(2015) has conducted research at SMPN 11 Bandung, the conclusion from

the results of her research is that the application of picture series can

improve students' skills in writing procedural texts. Listyaningsih Y

(2016), conducted research at SMP 4 Kayuagung, and she found that after

applying picture series in teaching writing procedure texts, student

achievement scores have increased. Another study was also conducted by

Agrippina L (2018) at SMPN 3 Mataram, the results of her research

showed that students’ ability in writing the narrative text was increased

after applying picture series.

However, these studies only focused on findings out whether

picture series could improve students writing skill, without exploring the

components of writing affected by picture series. In addition, the studies

also researched younger groups of students. It would be more insightful if

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 research of the same technique can improve the older group of students

such as senior high school students, therefore this study is going to

conduct research entitled "The implementation of picture series media in

teaching writing procedural text at tenth grade of SMAN 1 Sakra". This

study is not only focused on whether picture series is effective in teaching

writing procedural text but also focuses on an older group of students and

will examine which components of writing are affected by picture series.

1.2 Research question

1. Is picture series effective in teaching writing procedural text at tenth

grade of SMAN 1 Sakra?

2. Which components of writing increase after the implementation of

picture series in teaching writing procedural text at tenth grade of

SMAN 1 Sakra?

1.3 Purpose of the study

1. To find out whether picture series is effective in teaching writing

procedural text at tenth grade of SMAN 1 Sakra.

2. To find out which components of writing increase after the

implementation of picture series in teaching writing procedural text at

tenth grade of SMAN 1 Sakra

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1.4 Scope of the study

- There are various texts that are taught in high schools level such as

narrative text, recount text, argumentative text, and procedural text, the

focus of this research is procedural text because procedural text is one of

the English subject materials for 10th grade of SMAN 1 Sakra.

1.5 Significance of the study

1. For the teacher

- The results of this study are expected to be a motivation for

teachers in using picture series in teaching writing, especially in

teaching writing procedural text.

- Teachers can design and develop picture series according to the

material and needs of students so that learning objectives can be

fully achieved.

2. For the students

- By using picture series, students become more enthusiastic and

interested so that they are motivated to write

- By using picture series, students become focused and directed

because picture series has a clear sequence so students will easier

to express their idea.

3. For the other researcher

- This research can be used as a reference source or guide in future

research related to the picture series in teaching writing procedural

text.

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1.6 Definition of Key Terms

1. Picture series

Picture series is a picture that contains a carton strip and an instruction

strip that can be used to describe a story and explain a process (Wright,

2004). This shows that picture series can be used as a guide in creating

stories and an event.

2. Writing

Writing is an act or process of creating graphic symbols in the form of

letters or combinations of letters arranged into words, then the words are

arranged into a sentence and finally, the sentence is arranged into a text

(Byrne, 1998).

3. Procedural text

Procedural text is a kind of text that tells someone how to do something,

such as recipes and instructions. Procedural text usually starts with the

goal, which is usually stated as a topic, followed by the materials needed,

and the sequence of steps to achieve the goal (Knapp and Watkins, 2005).

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 CHAPTER II

LITERATURE REVIEW

2.1 Teaching writing

This section contains the definition of writing, the process of

writing, and the components of good writing, all of which will be

explained in detail as follow:

2.1.1 Definition of writing

According to Byrne (1998) states that writing is an act or

process of creating graphic symbols in the form of letters or

combinations of letters arranged into words, then the words are

arranged into a sentence and finally, the sentence is arranged into a

text. Besides that, Richard and Schmidt (2010), defined writing as

a process that involves the expression of ideas through complex

processes such as planning, drafting, reviewing, and revising. It

shows that writing is quite complicated to do because it goes

through a complex process from planning to revision, therefore

writing requires practice and takes a long time to complete.

According to Mustika and Udin (2017), writing is one of

the productive skills, it means that writing can be used to produce

meaningful language. Besides that, Khasanah (2015), defined

writing is an activity that involves expressing ideas, events,

emotions, or thoughts in written form which can be used to

7
 communicate with others. In addition, Fahrurozi and Waluyo U

(2018) stated that through writing, people can communicate their

idea. Writing is not only expressing ideas but telling an experience

in written form is also called a writing activity.

In conclusion, writing is a process of expressing ideas,

thoughts, feelings, events, and experiences through a complex

process. Writing has a function as a tool to communicate with other

people.

2.1.2 Process of writing

According to Oshima Alice and Ann Hogue (2007), the writing

process is as follows:

1. Prewriting

Prewriting is a strategy to get an idea. In this section, students

are asked to look for ideas to explain the topic that has been

determined. The technique suggested by Oshima and Hogue to

get the idea is the listing technique.

2. Organizing

In this stage, students will be asked to make a simple outline

from the list of words that have been made, starting by giving a

title to the outline that has been made and then writing the main

idea.

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 3. Writing

In the next stage, students will start to write sentences in a

paragraph based on the outline that has been made, students

can also add ideas that are not listed in the outline.

4. Polishing

The final step is polishing (revising and editing). In this stage,

students will re-check the writing that has been made, then

change the content of the writing if there are errors and identify

errors in grammar and punctuation. In this case, editing is

related to errors that occur in content and organizing, while

revision is related to problems in grammar, punctuation, and

mechanics.

2.1.3 Components of good writing

According to Harris (in Cahyati M 2018), states there are

five components in writing, including the following:

1. Content

In writing, the purpose and content must be clear so that it is

easier to understand by the reader. The contents should not be

too broad and not too specific.

2. Grammar

Writing also has a rule called grammar. Grammar is a set of

rules that govern the relation of words in a sentence

9
 (Risdayanti,2020). Writers must pay attention to the use of

tenses, conjunctions, nouns, verbs, adverbs, adjectives, and

prepositions. The basic components of grammar in making

correct sentences consist of a subject and a predicate, so if a

sentence does not have a subject and a predicate, it can be said

ungrammatically because it does not fulfill the basic

components. By understanding grammar, writers will be more

thorough and careful in writing.

3. Word choice

To help the readers understand what has been written, it is

necessary to be careful in choosing words that are appropriate

to their meaning and context of use. If the word choice and the

use of words are not appropriate, the reader will fail to

understand and misunderstand the contents of the text made by

the writer.

4. Organization

Good writing must be well organized and written

systematically, the writer must know whether the writing is

well organized or not. Writers also need to know what cohesion

and unity are.

5. Mechanic

This section contains spelling and punctuation. Writers need to

pay attention to spelling and punctuation when writing because

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 if there are spelling and punctuation errors, the reader will have

difficulty in understanding the contents of the text.

2.2 Teaching media

Teaching media is one of the important aspects of the learning

process. Teaching media is a tool used by teachers to convey material to

students so that it is easy to understand, Agrippina L (2018) states that

media is required to make the learning process more active and to increase

student acceptance of the material. Therefore, learning media needs to be

applied so that students are enthusiastic in learning and actively participate

in the learning process.

According to Baidawi (2016), defined teaching media are tools that

a teacher provides and brings into the classroom as an aid in the teaching

and learning process. Besides that, Sribagus (2019), state that if something

is not useful for delivering messages from teachers to students, it is not

called teaching media. This shows that teaching media is anything that can

be used to teach or convey information and can stimulate students to learn.

Based on the explanation above, the writer can conclude that

teaching media are all physical devices that can be used to convey

material, information, and messages and can stimulate students in the

learning process. By utilizing the teaching media, students will more easily

understand what is conveyed by the teacher.

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2.3 Picture series

According to Wright (2004) states that picture series is a picture

that contains a carton strip and an instruction strip that can be used to

describe a story and explain a process. This shows that picture series can

be used as a guide in creating stories and events. Besides that, Lidyawati

T (2016), picture series is the type of picture that contains a series of

objects and situations described by several pictures that have a

chronological order, this picture typically depicts a story or an event that

occurred. It means that each picture contains an event or story and these

must be in chronological order not in a random order of events or stories.

According to Rachmawati et al (2020) defined a picture series is a

collection of pictures that depicts the ongoing events of a story or action

and provides vital information. It shows that the picture contains

important information about the events that occur in each picture.

Besides that, Fitri Y et al (2017) defined a picture series is a collection of

pictures that are related to one another and are displayed in chronological

order. This shows that the first picture with another has a relationship.

Based on the explanation above, the writer concludes that the

picture series is a picture consisting of several pictures containing a story

or event that has a relationship and interrelated from one picture to another

which is arranged sequentially and each picture contains important

information.

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2.3.1 The advantages of picture series

According to Lidyawati T and Nirwanto R (2016), there are

several advantages of picture series including the following:

1. Picture series can stimulate and build student enthusiasm in writing,

which means that by picture series students become inspired in

writing because the shape of the picture series attracts their attention.

2. Picture series can explain to students the events that occurred and the

relationship of the events or stories to one another

3. Picture series can instruct students to compose a story, which means

that picture series in sequential form can be a guide for students in

arranging sentence when making stories.

4. Picture series can help students develop stories, by looking at a series

of pictures students get an idea of what events happened so that

students will more easily develop their ideas.

2.3.2 The disadvantages of picture series

According to Lidyawati T and Nirwanto R (2016), there are several

disadvantages of picture series including the following:

1. Picture series are not suitable for use during group work in the

learning process because the size of the series is small.

2. Picture series can only be seen and cannot be heard because it’s

not audiovisual media.

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 3. Picture series makes learners uncreative because picture series has

a clear sequence of stories or events so students are easy to write

what they have seen without thinking long and finally students do

not have progress.

4. Picture series is only intended for students who are learning to

create a story, event, or experience.

2.3.3 Stage in teaching writing procedural text using picture series

According to Dewi S R (2019), state the learning process in

curriculum 2013 and independent curriculum can be taught using a

scientific approach, which includes teaching English. The stages in

teaching using a scientific approach are as follows:

1. Observing

Observing means seeing, reading, hearing, and listening. At this

stage, students will observe a picture series.

2. Questioning

Questioning means asking something that becomes a problem after

students observe a picture series, this activity aims to make

students have critical thinking skills. This activity can be

conducted through discussion and work in a group.

3. Gathering information/Experimenting

This activity can be done by reading textbooks, looking for

sources of information by accessing the internet, and observing

14
 events or objects in the picture series. After that, students and their

groups try to make a procedural text based on the picture series.

4. Associating

Associating means understanding, analyzing, and linking one

concept to another, this activity can be done by analyzing,

categorizing, and concluding. At this stage, students and their

groups will be asked to analyze or determine the generic structure

and language features of the procedural text.

5. Communicating

Communicating is conveying the results of group work that can be

done orally, in writing, with pictures, diagrams, charts, etc. At this

stage, the teacher and students discuss the answer together.

These activities must be implemented in the learning

process and written systematically in the lesson plan.

2.4 Procedural text

This part contains the definition of procedural text, the generic

structure of the procedural text, the language feature of the procedural text,

and the example of a procedural text.

2.4.1 Definition of procedural text

According to Knapp and Watkins (2005), state that

procedural text is a kind of text that tells someone how to do

something, such as recipes and instructions. Procedure text usually

15
 starts with the goal, which is usually stated as a topic, followed by

the materials needed, and the sequence of steps to achieve the goal.

This shows that the procedure text has 3 generic structures. Besides

that, Oshima Alice and Hogue Ann (2007), state that procedural

text is a type of text that describes in detail how to make and do

something, starting with a headline and using words like process,

procedure, direction, suggestion, and instruction.

Based on the explanation above, the writer can conclude

that procedural text is a type of text that explains to someone how

to make, do and use something through a series of steps.

2.4.2 Generic structure of the procedural text

Every type of text must have a structure. According to Anderson

(in Margana 2018), the structure of the procedural text is as follows:

1. Goal

The goal is the main structure of the procedural text, this

section contains what the writer wants to do. For example: how

to use the Zoom application and how to make spicy fried

chicken, etc.

2. Material

Material is listed all the materials and tools that are required,

for example when someone wants to create a pencil case, then

the tools or materials needed are scissors, boxes, rulers, glue,

etc.

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 3. Method or step

This section contains the steps in making something that is

described sequentially, for example:

1. First, open packaging of energen

2. Second, put the energen into the glass

3. Next, pour hot water into the glass

4. Finally, stir the energen and it's ready to be served

2.4.3 Language feature of procedural text

Every text that we learn in high school must have language

characteristics. According to Anderson (in Margana 2018), state that

there are some of the language features of procedural text are:

1. Using temporal conjunctions, for example first, second, third,

then, next, after that, until, when, finally, and others.

2. Using simple present tense

In a procedural text, the writer uses sentences that contain facts

about how to make or do something.

3. Using imperative sentences

For example, put energen into a glass, peel the onions, chop the

carrots into small pieces, etc.

4. Using action verbs

Action verb means a verb that shows a physical action. For

example: open, pour, stir, drain, add, close, chop, peel, etc.

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 2.4.4 The example of procedural text using picture series

This is an example of procedural text by Knapp and

Watkins (2005).

Goal : How to make a cup of coffee

Materials : Coffee powder, sugar, and hot water.

Steps :

1. First, prepare a cup, spoon, coffee powder, and sugar.

2. Second, put the coffee powder into the cup.

3. Third, add enough sugar.

4. Next, pour hot water into the cup.

5. After that, use a spoon to stir it until blended.

6. Finally, the coffee is ready to drink.

2.5 Previous study

The researcher is not the first person to conduct this research, but

there are several previous studies related to this topic, including the

following:

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 The first previous study is conducted by FebriyantiNurShalihah

(2016) entitled “The use of Series Picture in improving students' writing

skills". This research focuses on procedure text, the design of this research

is pre-experimental. This research was conducted on 40 students in

seventh grade at SMPN 11 Bandung. Data collection using observation,

test, and interview. The results of this study showed that the

implementation of picture series can improve students' writing skills, it

showed by the mean score of pre-test and post-test (59.3 to 74.6), the

improvement is (15.3). The similarity from previous research with this

research is using picture series in teaching writing procedural text, the

difference lies in research designn, population, and the procedure of

collecting data.

The second is “The use of picture series in writing procedure

text” conducted by YessyListiyaningsih (2017), this study uses an

experimental method with one group pretest-posttest design, this research

was conducted on 30 students of SMPN 4 Kayuagung. The conclusion of

her study is t-test > t-table (3.189> 2000), this shows that picture series is

effectively used in teaching writing procedure text. The similarity of this

research is using picture series in teaching writing while the difference lies

in the research design and population.

The third is "The use of picture series in teaching writing

narrative text" conducted by Larissa Agrippina (2018). The population of

this study was 8th grade of SMP 3 Mataram. The design of this study was

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 quasi-experimental with a sample size of 52 students. Results of this study

show that the t-test > t-table which t-test 16.43 > t-table 2.010. The

similarity of this research is using picture series as media and using the

same method, the difference lies in the kind of text, and this research use

narrative text while the writer's study uses procedural text.

So, there are new things that distinguish this research from previous

research. The previous research focuses only on whether picture series

could improve student writing skills without exploring thecomponents of

writing affected by picture series and the population's focus on a younger

group of students. While in this study will focus on an older group such as

Senior high and the researcher not only focused to find out whether picture

seriesiseffective in teaching writing procedural text but also to find out

which components of writing increased after the implementation of picture

series in teaching writing procedural text.

2.6 Research hypothesis

1. The alternate hypothesis (Ha):

If t-test (t0) ≥ t-table (tt) at a significant level of 0.05 (95%). It means that

the null hypothesis (H0) is rejected and the alternate hypothesis (Ha) is

accepted. In another word, picture series is effective in teaching writing

procedural text at tenth grade of SMAN 1 Sakra.

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 2. Null hypothesis (H0):

If t-test (t0) < t-table (tt) at a significant level of 0.05 (95%). It means that

the null hypothesis (H0) is accepted and the alternate hypothesis (Ha) is

rejected. In another word, picture series is not effective in teaching

writing procedural text at tenth grade of SMAN 1 Sakra.

CHAPTER III

RESEARCH METHOD

3.1 Research design

The method used in this research was quasi-experimental with a

control group pretest and posttest design. According to Sugiyono (2018),

experimental research is a type of research method that is used to find the

effect of treatment. Besides that, according to Rukminingsih et al (2020),

quasi-experimental research is a type of design that involves 2 groups, 1

group as the experimental group and the other being the control group.

The characteristics of quasi-experimental research are, first the

21
experimental group is given treatment using teaching media that is tested

for effectiveness (picture series) while the control group is given treatment

using teaching media that is usually used by teachers when teaching, the

second characteristic of quasi-experimental is the samples should not be

taken randomly, non-random means that the sample cannot be taken from

every individual from all classes but can only be taken randomly based on

the class (Shadisth et al, 2002).

The aim of the study wants to find out whether picture series is

effective in teaching writing procedural text and to find out which

components of writing are affected by picture series. The research design

can be shown in table 3.1 below.

Table 3.1
Research design

Groups Pretest Treatment Posttest

Experimental group O1 X O2
Control group O3 O4

Where :

O1: Pretest for the experimental group

O2: Posttest for the experimental group
O3: Pretest for the control group
O4: Posttest for the control group
X: Treatment for the experimental group using picture series
Sugiyono (2018)

22
 Based on the table above, it can be seen that the experimental and

the control group were given a pretest and post-test, the difference was

only in the treatment. The treatment was only given to the experimental

group, namely writing procedural texts using picture series while the

control group did not use picture series in writing procedural texts, the

control group only used the method commonly used by teachers when

teaching English in class, namely the conventional method without

providing new methods or media.

3.2 Variable
There are two types of variables in this study, the first is the

independent variable and the second is the dependent variable.

1. Independent variable

According to Hatch and Farhady (1981) states that the independent

variable is the main variable that researchers want to measure and

investigate. Besides that, Sugiyono (2018), states that the independent

variable is the variable that causes the dependent variable. In this

study, the picture series is an independent variable because it is the

main variable that will be investigated by researchers and is the cause

of the emergence of the dependent variable.

2. Dependent variable

According to Hatch and Farhady (1981), the dependent variable is a

variable that is investigated and measured to determine the effect of

23
 the independent variable. Besides that, Sugiyono (2018), states that

the dependent variable is a variable that is influenced or is the effect

of the existence of an independent variable. As the dependent

variable in this study is the student's skill in writing procedural text.

3.3 Population and sample

The population of this study was the 10th grade of SMAN 1 Sakra,

East Lombok. The total number of students in 10 th grade was 281 students

divided into 11 classes namely XA, XB, XC, XD, XE, XF, XG, XH, XI,

XJ, and XK. Each class consists of 25-26 students. In this study, the

researcher chose 2 classes as the research samples because considering the

method used, namely a quasi-experimental design, the sample must

involve at least 2 groups (Rukminingsih et al, 2020). In this study, the

researcher used the cluster random sampling technique in determining the

sample. Cluster random sampling was used because the population is very

large, so the sample was taken randomly based on the class not random

individuals from all classes. Therefore, the researcher chose 2 classes as

the research sample. XE was the experimental group and XJ was the

control group.

3.4 Data collection

The instrument used to collect data in this research was a writing

test. Data was collected through pretest, treatment, and posttest.

1. Pretest

24
 Before the procedural text material was taught by the researcher,

at the first meeting the researcher gave a pre-test with the same

topic to the experimental and the control group to find out their

background knowledge or initial ability in writing procedural text.

2. Treatment

The treatment was given to the experimental group by applying

picture series in teaching writing procedural text. Meanwhile, the

control group was taught using the methods used by the teacher

when teaching in class, such as using the conventional method.

The treatment was given to both groups in this study is 3 times, as

Dewi S R (2019) said in her thesis that she gave 3 treatments to

the experimental group and the control group before giving the

post-test.

3. Post-test

After giving the pre-test and treatment, the researcher gave a post-

test to see the students' progress and to assess the student's ability

in writing procedural texts so that in the end the researcher got the

data to measure whether the students’ abilities had increased or

not. The topic on the pretest and post-test are the same as what

Fauzana V et al (2017) said, the topics given must be the same in

the pretest and post-test because if using different topics, it is

difficult to claim that the 2 different test have the same level of

difficulty because the evidence is always different.

25
3.5 Method of data analysis

In this section, the researcher assessed the results of the pretest and

post-test of the experimental and the control group using the rubric scoring

from Hughes Arthur’s book that was published in 2003 entitled ‘Testing

for Language Teachers 2nd edition’ Rubric scoring can be seen in the

appendix.

Table 3.2
Table of classification of students’ score

Score level Category

91-100 Excellent
81-90 Very Good
71-80 Good
61-70 Fair
51-60 Poor
50-34 Very poor
(Harris, 1969)
After the data was collected, the researcher analyzed the data from

the pretest and post-test results of the experimental and the control groups

using the SPSS 25 version, there were some steps to calculate the data as

follows:

1. Displaying the data

Sugiyono (2017), states that in quantitative research, displaying data can

be done in the form of graphics, tables, etc. Besides that, Hatch and

Farhady (1981), state that a table is the most common way to present

simple frequency data. In this study, the data was presented in the form of

a table containing the results of the pretest-posttest of the experimental and

26
 control group, and the result of the writing components that increased and

not in the experimental and the control groups.

2. Calculating data

After the data was presented in the form of a table, the next step was

described and calculated through SPSS 25 version.

CHAPTER IV

FINDING AND DISCUSSION

4.1 Finding

In this section, the data was presented in the form of tables 4.1, 4.2,

4.3, and 4.4 containing the results of the pretest and post-test of the

experimental and control groups, the results of the experimental class

students' writing components that increased, and did not increase after

being given treatment using picture series, and also the results of the

writing components of the control class who were not given treatment

using picture series. After the data was presented in the form of a table, the

next step was described and calculated through the SPSS 25 version which

27
 contains descriptive statistics, normality tests, homogeneity of variance,

paired sample t-test, and independent sample t-test.

4.1.1 Pretest and posttest score

a. The score of the experimental group

Table 4.1
Experimental group score (X-E)

No Student's name Pretest Posttest Different Score

score category in
posttest

1 Abi Hasanul Zukri 60 85 25 Very good

2 Abimanyu Khairil Jihad 49 89 40 Very good
3 Anggun Bunga Louvia M 50 79 29 Good
4 Aryandi Hamdani 35 66 31 Fair
5 Aulia Halimin 62 73 11 Good
6 Bq Aziza Sulistiya Rahman 65 78 13 Good
7 Bq Mayang Kencana Mulia 68 81 13 Very good
8 Bq Rizka Maisa Putri 55 82 27 Very good
9 Bayani Rohman 57 78 21 Good
10 Bq Dea Kaesa Aeta Mimi 50 75 25 Good
11 Dewi Rusmini 55 84 29 Very good
12 Indra Ahmad Yaniq 49 81 32 Very good
13 Lalu M. Khalid Abimanyu 47 82 35 Very good
14 Lalu Teguh Arya Pratama 62 80 18 Good
15 Mahendra 56 81 25 Very good
16 Mirawati 57 84 27 Very good
17 M.Fawaz 56 82 26 Very good
18 NeryAuliani 75 91 16 Excellent
19 Pina Halimatul Ula 67 82 15 Very good
20 Putri Nilasari 66 80 14 Good
21 Raenanda Agung Sadam A P 54 84 30 Very good
22 Rika Maulida 68 82 14 Very good
23 Sarika Fatira Aina 75 85 10 Very good
24 Ucik Handayani 51 83 32 Very good
25 Zurlia Anglitania Pratydina 47 78 31 Good
Average 57.44 81.00 23.56

28
 Table 4.1, shown the mean score for the pretest of the experimental group

is 57.44 and the mean score for the post-test is 81.00. From the table above, it can

be concluded that the mean score of the post-test is higher than the pretest. In

addition, the mean score of the pretest to the posttest has increased to 23.56.

In the pretest results, there were 8% of students got the good score

category, 28% got the fair score category, 36% got the poor score category and

28% got the very poor score category while in the post-test results there were 4%

got the excellent score category, 60% got very good score category, 32% got the

good score category and 4% got the fair score category.

b. The score of the control group

Table 4.2
Control group score (X-J)

No Student's name Pretest Posttest Different Score

score category in
posttest
1 Anisa Putri 76 78 2 Good
2 Aulia Rahmadani 46 73 27 Good
3 Bq Aulia Junita Anjani 55 68 13 Fair
4 Bq Eva Juliana Edi Tia 60 65 5 Fair
5 Bq Salwa Maesaroh 63 79 16 Good
6 Beni Irawan 40 72 32 Good
7 Erlin Agustin 50 81 31 Very good
8 Fadlian Jauhari 62 72 10 Good
9 Fatira Maulida Utami 56 61 5 Fair
10 Habib Rahmatullah 60 74 14 Good
11 HelmiAulia 70 72 2 Good
12 Ita Aprilian 49 54 5 Poor

29
13 M.Deni Azri Ramdhani 40 73 33 Good
14 M.Ifwat Thoriq Armand 65 79 14 Good
15 M.Akil Anggara 60 67 7 Fair
16 M.Riadi Efendi 62 65 3 Fair
17 M Syah Angga 45 71 26 Good
18 Pahrurrozi 60 70 10 Fair
19 Qurotul Aini 56 73 17 Good
20 Siti Nurhaliza 70 82 12 Very good
21 Sulista 65 71 6 Good
22 Susana Wati 62 72 10 Good
23 Tia Sulastri 60 78 18 Good
24 Tomy Bagus Pratama 53 67 14 Fair
25 Wiya Rahmayanti Putri 71 75 4 Good
Average 58.24 71.68 13.44

Table 4.2, shown the mean score of the pretest for the control

group is 58.24 and the mean score for the post-test is 71.68. From the table

above, it can be concluded that the mean score of the post-test is higher

than the pretest. In addition, the mean score of the pretest to the post-test

has increased to 13.44

In the pretest results, there were 8% of students got the good score

category, 32% got the fair score category, 36% got the poor score

category, and the remaining 24% got the very poor score category.

Meanwhile, in the post-test results, there were 8% of students got the very

good score category, 60% of students got the good score category, 28%

got the fair score category and the remaining 4% got the poor score

category.

Based on Tables 4.1 and 4.2 above, can be concluded that the mean

score of the control group in the pretest (58.24) is higher than the mean

30
 score of the experimental group (57.44), but after using picture series in

teaching writing procedural text, the mean score of post-tests the

experimental group (81.00) is higher than the control group (71.68).

4.1.2 The score of the writing components of the experimental and control
groups.
a. The writing components of the experimental group

Table 4.3
The improvement of the student's achievement in writing procedural
text using picture series

No Components of writing Average score Increase

Pretest Post-test
1 Content 18.16 25.84 7.68
2 Organization 11.84 17.36 5.52
3 Word choice/vocabulary 12.12 16.36 4.24
4 Grammar/language use 12.6 17.92 5.32
5 Mechanics 2.72 3.52 0.8
∑ 1436 2025 589
Average 57.44 81.00 23.56

From table 4.3, in general, it can be seen that the mean score of the writing

component of the experimental group (X-E students) after using picture series in

teaching writing procedural texts has increased, but if viewed specifically from

each individual, there were 3 writing components that increase by 100% including

content, organization, and grammar (Language use), while the writing

components that did not increase were 2 including word choice (vocabulary) and

mechanics, students who did not experience an increase in the writing component

(word choice) was 1 student while students who did not experience an increase in

the writing component (mechanic) were 6 students, the table from each writing

31
 component that experienced an increase and did not increase can be seen in the

appendix.

b. The writing components of the control group

Table 4.4
The improvement of the student's achievement in writing procedural
text without picture series

No Component of writing Average score Increase

Pretest Posttest
1 Content 12.28 15.16 2.88
2 Organization 11.56 14.6 3.04
3 Word choice 11.96 16.8 4.84
4 Grammar 2.72 3.32 0.6
5 Mechanics 19.72 21.8 2.08
∑ 1456 1792 336
Average 58.24 71.68 13.44

From table 4.4, it can be seen that all writing components of the control

group generally increased but when viewed specifically from each individual,

none of the components of writing in the control group increased by 100%. Table

components writing of the control group can be seen in the appendix.

4.1.3 Descriptive statistic

Table 4.5
Descriptive statistics

Std.
N Minimum Maximum Sum Mean Deviation
Std.
Statistic Statistic Statistic Statistic Statistic Error Statistic
Pretest Experimental 25 35 75 1436 57.44 1.895 9.474
Group

32
Post-Test Experimental 25 66 91 2025 81.00 .992 4.958
Group
Pretest Control Group 25 40 76 1456 58.24 1.879 9.395

Post-Test Control Group 25 54 82 1792 71.68 1.278 6.388

Valid N (listwise) 25

Based on table 4.5, it can be seen the difference score between the

experimental group (X-E) and the control group (X-J). The mean score of

the experimental group is 57.44, the highest score is 75 and the lowest

score is 35, while the mean score of the pretest in the control group is

58.24, the highest score is 76 and the lowest score is 40. It can be

concluded that in the pretest, the control group has a higher mean score

than the experimental group.

The post-test scores of both groups also have differences, the mean

score of the post-test for the experimental group is 81.00, the highest score

is 91 and the lowest score is 66, while the mean score of the post-test for

the control group is 71.68, the highest score is 82 and the lowest score is

56. It can be concluded that there is a difference in the mean score of post-

test the experimental class students after being taught using picture series

in the learning process of writing procedural texts with control class

students who were not given treatment using picture series, the control

group only taught by the conventional method.

4.1.4 Test of normality

33
 Table 4.6
Tests of normality

Kolmogorov-Smirnova Shapiro-Wilk
Class Statistic df Sig. Statistic Df Sig.
Students’ score Pretes- .119 25 .200 *
.970 25 .639
experimental
Posttest- .153 25 .137 .923 25 .059
experimental
Pretest-control .174 25 .049 .963 25 .487
Posttest-contol .138 25 .200* .950 25 .257

Based on the results of the SPSS output using the Shapiro-Wilk test in

table 4.6, it can be seen that there was a significant value for the pretest and post-

test for the experimental group and the control group. The experimental group

was 0.639 and the control group was 0.487. This proves that the pretest data is

normally distributed because the significance level was higher than 0.05, as well

as the post-test significance level of the experimental group was 0.059 and the

control group was 0.257 higher than 0.05. Table 4.6 above shows that the

significance value of the pretest and posttest of the experimental and the control

group can be concluded that the data were normally distributed.

4.1.5 Test of homogeneity

Table 4.7
Test of Homogeneity of Variance
Levene
Statistic df1 df2 Sig.
Score Based on Mean 1.274 1 48 .265
Based on Median 1.151 1 48 .289
Based on Median and 1.151 1 46.901 .289
with adjusted df

34
 Based on trimmed 1.140 1 48 .291
mean

Based on the results of SPSS output, table 4.7 shows that the significance

value base on mean pretest and post-test of the experimental and the control group

data was 0.256, provided that the significance level or probability value was more

than 0.05, it can be said that the population has the same variance. So, it can be

concluded that the population of the experimental class and control class have the

same or homogeneous variance.

4.1.6 Paired sample t-test

Table 4.8
Paired Differences
95% Confidence
Std. Std. Interval of the
Deviati Error Difference Sig. (2-
Mean on Mean Lower Upper T Df tailed)
Pair 1 Pretest - 8.431 1.686 -27.040 -20.080 -13.971 24 .000
experimental – 23.560
Post-test
experimental

Pair 2 Pretest control - 9.631 1.926 -17.415 -9.465 -6.977 24 .000

– Post-test 13.440
control

35
 Based on the output pair 1 obtained the value of Sig. (2-tailed) of 0.000 <

0.005, it can be concluded that there was a difference in the average student

learning outcomes for the pre-test and post-test of the experimental class that has

been given treatment using picture series media. Based on the output of pair 2

obtained the value of Sig. (2-tailed) of 0.000 < 0.005, it can be concluded that

there was a difference in the average student learning outcomes for the pre-test

and post-test control classes that has been given treatment using the conventional

method (without picture series).

There was a significant effect before using picture series and after using

picture series in the learning process of writing procedural text. The following

table shows the mean score before and after using the picture series.

Table 4.9
Paired Samples Statistics
Std. Std. Error
Mean N Deviation Mean
Pair 1 Pretest experimental 57.44 25 9.474 1.895
Posttest experimental 81.00 25 4.958 .992
Pair 2 Pretest control 58.24 25 9.395 1.879
Posttest control 71.68 25 6.388 1.278

4.1.7 Independent sample t-test

An Independent sample t-test was conducted to determine whether

there were differences in the post-test results of the experimental group

and the control group. The requirement in the independent sample t-test is

that the data must be normally distributed and homogeneous. From the

36
 results of the analysis of normality tests and homogeneity tests that have

been carried out by researchers in tables 4.6 and 4.7, it can be concluded

that the data were normally distributed and homogeneous. The results of

the calculation of the hypothesis test can be seen in the following table:

Table 4.10

Independent sample t-test

Levene's
Test for
Equality of
Variances t-test for Equality of Means
95%
Confidence
Sig. Interval of the
(2- Mean Std. Error Difference
F Sig. T Df tailed) Difference Difference Lower Upper
Equal variances 1.274 .265 5.763 48 .000 9.320 1.617 6.068 12.572
assumed

Equal variances 5.763 45.216 .000 9.320 1.617 6.063 12.577

not assumed

37
 Based on table 4.10, the value of sig. (2-tailed) was 0.000 < 0.05, it can be

concluded that there was a difference in the mean score of post-test results of

students who were given treatment using picture series with the students who

were not given treatment using picture series (only used the conventional

method).

From the table above, it can be seen that the t-test value is 5.763> t-table

2.011 at a significant level of 0.05, so it can be concluded that the null hypothesis

(H0) is rejected and the alternate hypothesis (Ha) is accepted. In another word,

picture series is effective in teaching writing procedural text at tenth grade of

SMAN 1 Sakra. The following was the difference in the post-test results of the

experimental group that was given treatment using picture series with the control

group who was not given treatment (conventional method)

Table 4.11

Group Statistics

Class N Mean Std. Deviation Std. Error Mean

Students’ posttest- 25 81.00 4.958 .992
score experimental
posttest-control 25 71.68 6.388 1.278

4.2 Discussion

4.2.1 Picture series is effective in teaching writing procedural text

Writing procedural texts is a skill that is assessed by teachers in

high school because it is part of the indicators of competency achievement

so students must master it. Several media can be used to improve

38
 procedural text writing skills, one of which is picture series. According to

Fauzana V (2017) states that using picture series is an effective way to

improve students' writing skills because picture series can give students

new ideas in the writing process, especially in writing procedural texts,

this is supported by the gain from pretest to posttest scores that has

increased and the writing component has also increased. In addition,

Rhamadani et al (2017) stated that picture series or picture sequences can

improve learning outcomes in writing procedural texts and every aspect of

students' writing has also increased.

From these findings, it can be seen that picture series are

effectively used in teaching writing procedural text, besides that picture

series can also improve aspects or components of students' writing. From

the results of the data described by the researcher in the previous chapter,

the researcher found differences in post-test scores between the

experimental and the control group, it can be seen from the table below:

Table 4.12

Score level Category Experimental X-E Control X-J

(Picture Series) (Conventional
Method)
91-100 Excellent 1 student (4%) -
81-90 Very Good 15 students (60%) 2 students (8%)
71-80 Good 8 students (32%) 15 students (60%)
61-70 Fair 1 student (4%) 7 students (28%)
51-60 Poor - 1 student (4%)
50-34 Very poor - -

39
4.2.2 The components of the writing of the experimental group which
affected by the picture series

Based on the results of the experimental class students' writing

analysis, there are 3 components of writing that increased 100%, namely

content, organization, and grammar and there are 2 components of writing

that did not increase 100% namely word choice and mechanics, there were

4% of students who did not experience an increase in word choice

component and there were 24% of students who did not increase in

mechanics, but in general, all students' writing components have increased

and when viewed specifically, there are 2 writing components did not

increased of 100%.

CHAPTER V

CONCLUSION AND SUGGESTION

5.1 Conclusion
Based on the results of the hypothesis in the previous chapter that

the t-test value is higher than the t-table distribution at the degree of

freedom 50-2 = 48 significant level of 0.05 (95%). This proves that picture

series was effectively used in teaching writing procedural texts at 10 th

grade of SMAN 1 Sakra. From the results of SPSS 25 version in chapter 4,

it proves that the t-test value is (5.763) while the t-table value in df 48 is

(2.011) at the significant level of 0.05 (95%), it can be concluded that Ho

40
is rejected and Ha is accepted, this shows that the implementation of

picture series in teaching writing procedural texts is more effective than

without using picture series because picture series can provide guidance

and new ideas to students when writing procedural texts so that can

improve students' ability in writing procedural texts.

The difference in the post-test average value of the experimental

group that had been given treatment using the picture series was higher

(81.00) compared to the control group which was only given treatment

with the conventional method with an average value of (71.68).In addition,

the writing component of the experimental group increased by 23.56 while

the control group only increased by 13.44.

The researcher has also analyzed all students' writing by paying

attention to each component of students' writing that was increase and not.

In general, all writing components in the experimental group increased,

but when viewed from each individual, there were 2 writing components

did not increase, namely word choice and mechanic. When compared to

the writing component between the experimental group and the control

group, it can be concluded that the writing component of the experimental

class was better than the control class because it can be seen from each

writing component of the control class that none of the components of

writing increased by 100%. If viewed in general, all the writing

components increase but if viewed specifically from each individual, there

is no 100% increase in every components of writing.

41
5.2 Suggestion

Based on the experience of the researcher in conducting a research, the

researcher would like to provide suggestions for the teachers, students, and

further researchers.

1. For the teacher

As we know, many students are not interested in learning English, but

the thing that the teacher needs to do or must anticipate to overcome

this problem is the teacher must master the material and provide

learning media that is interesting and in accordance with the students'

needs or in accordance with the learning objectives so that the students

can easily understand the material conveyed by the teacher so that the

student will enjoy the learning process and do not get bored easily.

2. For students

As students who study English as a foreign language, students should

be active in asking questions related to material that has not been

understood, not be ashamed when asked by the teacher to come to the

front of the class to write on the whiteboard, must be confident in

responding to the teacher questions and not shy in asking when finding

difficult words that do not know the meaning.

3. For other researchers

The results of this study are expected to be used as a reference for

experimental research with different variables, and different types of

42
 text and must involve a writing/speaking component that increases and

does not increase (adjust to the variable you want to take) because

from several references I found, only 2 that I found related to the

component analysis of writing increased and not.

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