| dc.description.abstract | Writing is complex process that needs skill, practice, and some inspirations of the writer. It requires the writer him/her self to understand the aspects of writing such as grammar, vocabulary, content, mechanic and organization. If the writer does not take care of the above writing aspects, his/her piece of writing might not be so understandable that makes its readers confused and will bring ineffective communication between the reader and the reader. It becomes a duty for English teacher in Indonesia to solve those problems by thinking of creative teaching to enhance students’ ability in writing by using media or other techniques.
The use of media is needed to help the teacher create an interesting atmosphere in the teaching learning activities for students. The English teacher should use the appropriate media in teaching writing for students. Composite Picture is one of the media which can be used by the teacher for teaching writing. Using composite pictures as the media in teaching learning process is one of ways that may have a significant effect for the students on their writing achievement.
This research was quasi experimental research which was intended to know whether the use of composite pictures on the eighth grade students’ recount paragraph writing achievement at SMPN 4 Jember in the 2014/2015 academic year was significant or not. The area of this research was SMPN 4 Jember which was chosen purposively because composite picture to teach writing has never been conducted at this school. Another reason was that the researcher got the permission to conduct a research in this school.
The Eighth Grade Students of SMPN 4 Jember were heterogeneous hence the researcher took the two classes that had the closest mean difference to determine the experimental group and the control group. The two classes were VIII A and VIII B. VIII A as the experimental group and VIII B as the control group. The experimental class VIII A was taught by using composite pictures. On the other hand, the control group VIII B was taught without using composite pictures. After conducting the activity in both classes, the researcher administered try out to other class that was VIII F. Then, the researcher administered post test.
The primary data of this research were collected from the students’ score of writing test which was collected from the posttest to compare the writing achievement of the two classes after getting treatment, and then analyzed the results by using SPSS. Based on the calculation, the result of this research showed that there was a significant effect of using composite pictures on the eighth grade students’ achievement in writing recount paragraph. It was proved by the value of t-test that was 4.857, while the value of t-table with significant level 5% and the degree of freedom 70 was 1.822. It means that the value of t-test was higher than the one of t-table (4.857>1.822). As a result, the formulated null hypothesis (Ho) was rejected, and the formulated alternate hypothesis (Hi) was accepted which means that teaching writing by using composite pictures has significant effect on the students’ achievement.
Based on the result of the research, some suggestions are proposed to the English teacher, the students, and other researchers. It is suggested the English teacher of SMPN 4 Jember that the use of composite pictures in teaching writing improve the students’ recount paragraph writing achievement because it was proved that the use composite pictures has significant effect in students’ writing achievement. For the students, it is suggested that the students of SMPN 4 Jember should be more creative in develpoing their ideas in writing a recount paragraph through the use of composite pictures. For other researchers, hopefully, it can be used as a consideration to conduct further research dealing with applying the use of composite pictures, such as, conducting a classroom action research or descriptive research. | en_US |
