plagiat merupakan tindakan tidak terpuji news item pada sma kelas sepuluh. penelitian ini berkenaan...

THE USE OF PHOTOGRAPHS IN TEACHING WRITING

NEWS ITEM TEXTS TO THE TENTH GRADE OF SMA

STUDENTS

A SARJANA PENDIDIKAN FINAL PAPER

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Maria Grafita Aprilianti

Student Number: 101214181

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2016

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

i

THE USE OF PHOTOGRAPHS IN TEACHING WRITING

NEWS ITEM TEXTS TO THE TENTH GRADE OF SMA

STUDENTS

A SARJANA PENDIDIKAN FINAL PAPER

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By


Student Number: 101214181

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2016


iv

DEDICATION PAGE

Do not be anxious about anything, but in everything by prayer

and supplication with thanksgiving let your requests be known to

God.

And the piece of God, which surpasses all understanding, will

guard your hearts and tour minds in Christ Jesus.

(Philippians 4:6-7)

I dedicated this Final Paper to:

My Greatest Lord Jesus Christ


vii

ABSTRACT

Aprilianti, Maria Grafita. (2016). The Use of Photographs in Teaching Writing

News Item Texts to the Tenth Grade of SMA Students. Yogyakarta: English

Language Education Study Program, Department of Language and Arts

Education, Faculty of Teachers Training and Education, Sanata Dharma

University.

This study investigates the use of photographs in the teaching of writing

news item texts for the tenth grade of SMA students. It deals with conditions or

relationships that exist, opinions that are held, processes that are going on, effects

that are evident, or trends that are developing.

The objective of this research is to describe how the use of photographs

gives benefits to the students’ writing news item texts ability, especially for the

tenth grade students of SMA. The students sometimes get problems in getting the

ideas and expressing it in the form of writing. Besides, the teacher should be able

to provide the students with the interesting media in teaching learning activities

In order to achieve the objective of the research, the method employed is

library research which means that all of the data were obtained from the library,

such as books, newspapers, internet and many others. Some theories that support

this study such as theory of writing, theory of writing skills, curriculum, and also

photographs, were obtained from the library. This study is considered as a

descriptive study.

Based on the theoritical analysis, it can be concluded that (1) photograph is

very helpful in teaching writing news item texts because it provides solutions to

support students with better learning atmosphere. (2) photograph makes writing

fun for students; especially in the process of their writing, (3) using photograph as

media surely helps to attract students’ attention and encourage their motivation in

learning, (4) using photograph in language teaching or for educational purposes

means helping the teacher in supporting or providing teaching material, (5)

photographs are the cheapest, the simplest, and the most practical aid that can be

used successfully in teaching language, (6) photographs help the teacher in

teaching new vocabulary and grammar as well as provide the students the basic

material for their composition.

Keywords: writing, news items text, photograph, tenth grade of SMA students


viii

ABSTRAK

Aprilianti, Maria Grafita. (2016). The Use of Photographs in Teaching Writing

News Item Texts to the Tenth Grade of SMA Students. Yogyakarta: Program Studi

Pendidikan Bahasa Inggris, Jurusan Pendidikan dan Bahasa dan Sastra, Fakultas

Keguruan dan Pendidikan, Universitas Sanata Dharma.

Penelitian ini membahas penggunaan foto untuk mengajarkan menulis

teks news item pada SMA kelas sepuluh. Penelitian ini berkenaan dengan kondsii

atau hubungan yang ada, pendapat yang menjadi pegangan, proses yang

berjalan, efek-efek yang berpengaruh dan kecenderungan yang berkembang.

Tujuan penelitian ini adalah untuk mendiskripsikan bagaimana

penggunaan foto bisa memberikan manfaat kepada pengembangan kemampuan

menulis teks News Item siswa, khususnya siswa kelas sepuluh.Tujuan penelitian

ini adalah untuk mendiskripsikan bagaimana penggunaan foto bisa memberikan

manfaat kepada pengembangan kemampuan menulis teks News Item siswa,

khususnya siswa kelas sepuluh. Siswa kadang-kadang sulit mendapatkan ide dan

menuliskan dalam bentuk tulisan. Selain itu guru juga harus mampu menyediakan

media pengajaran yang menarik bagi siswa dalam kegiatan belajar mengajar.

Untuk mencapai tujuan dari penelitian ini metode penelitian kepustakaan

dipergunakan. Artinya semua bahan penelitian diperoleh dari sumber-sumber

pustaka seperti buku-buku, koran, internet dan banyak lagi. Beberapa teori yang

mendukungpenelitian ini seperti teori menulis, kurikulum, dan juga foto-foto

diperoleh dari sumber pustaka. Penelitian ini juga dianggapsebagai penelitian

deskriptif.

Berdasarkan hasil analisis dapat disimpulkan bahwa (1) foto sangat

membantu untuk mengajarkan teks news item karena foto memberikan solusi yang

mendukung siswa dengan suasana belajar yang lebih baik, (2) foto membuat

pelajaran menulis menjadi menyenangkan bagi siswa, terutama pada proses

penulisan, (3) menggunakan media foto sebagai media mengajar, membantu

menarik perhatian siswa dan mendorong motivasi dalam belajar, (4)

menggunakan foto saat mengajar bahasa atau pada bidang pendidikan yang lain

berarti pula membantu guru dalam membuat bahan ajar, (5) foto adalah alat

bantu pengajaran yang paling murah, mudah dan praktis yang bisa dipergunakan

dalam pengajaran bahasa, (6) foto membantu guru dalam mengajarkan kosakata

baru dan tata bahasa serta menyediakan ide bagi siswa untuk karangan mereka.

Kata kunci: writing, news items text, photograph, tenth grade of SMA students


ix

ACKNOWLEDGEMENTS

In the name of Jesus Christ, the most beneficent, the most merciful,

praise to Jesus Christ. First, I would like to thank to my Greatest Lord Jesus

Christ who has given me the chance to finish this paper and for all his blessing

during the writing of this paper. This is one of my greatest days in my life.

Second, I would like to express my deepest appreciation to my advisor,

Drs. Pius Nurwidasa Prihatin, M.Ed., Ed.D. for his valuable guidance, advices,

and suggestions which are very helpful in finishing this paper. I would like to

thank for all of the lecturers in the English Language Study Program for the

knowledge, guidance, instructions and helps during the study at the university.

Besides, I would like to thank my beloved family (mother, father, brother,

and sister) for their prayer and continuous supports. I would not finish this paper

without their encouragement. I would like to thank my close friends in PBI

(Cecen, Andin, Okta) for all of the happiness and sadness we have shared. For

Priska, I thank her for all the companionship and kindness to accompany me

during the consultation. I will miss that togetherness. I also thank for Mbak Danik

and all of the secretariat staff ELESP, for the guidance of the secretariat staff.

Next, I thank my beloved boyfriend, Santoso PutuSiyar for all his helps

and prayer when I was down and unmotivated doing my paper. My gratitude also

goes to my lovely cat Omlet for always being my spirit and inspiration during

writing this paper and when I am have no motivation.


x

Last but not least, I sincerely thank everyone whose names cannot be

mentioned one by one for all the support and motivation. May God always give

His blessings to us all.



xi

TABLE OF CONTENTS

Page

TITLE PAGE ................................................................................................... i

APPROVAL PAGES ....................................................................................... ii

MOTTO AND DEDICATION PAGE ............................................................. iv

STATEMENT OF WORK’S ORIGINALITY ................................................ v

PERNYATAAN PERSETUJUAN PUBLIKASI ................................................. vi

ABSTRACT ..................................................................................................... vii

ABSTRAK ......................................................................................................... viii

ACKNOWLEDGMENTS ............................................................................... ix

TABLE OF CONTENTS ................................................................................. xi

LIST OF TABLES ........................................................................................... xii

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

A. Background of the Study ...................................................................... 1

B. Objective of the Study .......................................................................... 4

C. Approach of the Study ......................................................................... 4

CHAPTER II.DISCUSSION ......................................................................... 6

A. Theory of Writing ................................................................................ 6

B. Teaching Writing News Item Text to Tenth Grade of SMA ............... 6

C. The Use of Photographs to Teach Writing

to Tenth Grade of SMA........................................................................ 10

CHAPTER III.CONCLUSIONS .................................................................. 19

REFERENCES ................................................................................................. 21


xii

LIST OF TABLES

Table Page

2.1 Standard Competence and Basic Competence of Writing Skill for

Senior High School Students Grade X Smester 2 ......................................... 7

2.2 An Example of a News Item Text and its Generic Sturture ................... 8


1

CHAPTER I

INTRODUCTION

In this chapter, the writer presents the background information. The information is

presented in three different parts. They are background of study, approach of

study, and objective of study.

A. Background of the Study

English is one of the global languages. It means that English is used to

communicate and considered as the international standard for the language.

Almost all the aspects of life require the people to master English. Such as

education, health, occupation, and communication. Therefore, it is one of the

compulsory subjects in Indonesian schools, including in senior high schools. The

purpose of the English teaching and learning process is to develop students’

communicative competence. To have communicative competence, students need

to be able to comprehend as well as to master productive and receptive skills in

the form of four language skills: listening, speaking, reading and writing.

Therefore, the emphasis of English teaching and learning is to develop students’

four language skills.

Writing is one of the productive skills that the students need to master.

According to Brown (2001), in this globalization era, all business transaction,

records, legal documents, political and military agreements are written by a


2

writing specialist (p. 218). Writing skill has become indispensable and has high

significance in this global literature. The writing skill, at least at rudimentary

levels, is a necessary condition for achieving employment, especially in literate

cultures. Besides, Byrne (1993) states that students need to master writing because

it is important for their future needs, for occupational purposes, for academic

studies, or for personal communications (p. 98).

Based on the standards of the basic competencies stated in Kepmendiknas

no. 23/2006, senior high school students should master writing skill. In detail, that

the graduates of senior high schools must be able to comprehend and write down

some short functional texts, monologs, and essays. The examples of those texts

are procedures, descriptive, recounts, narratives, reports, news items, analytical

expositions, hortatory expositions, spoofs, explanation discussion, review, and

public speaking. For example, they are required to produce a simple text about a

current event in the form of a news item text.

Unfortunately, the potentiality of every student to write something is

different. In fact, students often have problems in exploring ideas and expressing

the ideas in the form of writing. Most of students regard that writing is a difficult

task. Not all students are ready to write their ideas when the teacher asks them to

write, even in the native language (Rivers, 1997, p. 253). Furthermore, some of

the students do not maximize their thinking to develop their ideas. In other words,

they sometimes produce not really good texts than what the teacher requires.

Therefore, teachers as the facilitators in a teaching and learning process should be

able to create media that will bring out students’ motivation and interest.


3

There are many media to that can be used in teaching English, such as

photographs, pictures, cartoon, audio, tape-recorder, television, and so on. In

many cases, they are really helpful since the use of them can lead to an interesting

learning process.

There are several core problems for teaching writing in senior high school.

First, the students have low motivation during the writing activity. For them,

writing is a complicated skill because the students have to explore ideas and

express them in form of writing, especially in writing news item text. It is

supported by Sabilah (1999), who reports that the students’ ability in English

writing skill was still far from the target stated in the curriculum. They did not

have the ability to express their ideas in written as cited in Ariningsih (2010, p. 3).

Second, the teachers use monotonous material to teach. Most English

teachers tend to use textbooks, photocopied exercises, and workbooks in their

teaching and learning process as the main sources. Similarly, Ariningsih (2010)

explains that most of the teachers do not give a lot of opportunities to the students

to practice and develop writing skill and do not give correct treatment to the

students’ writing problem. Yet, the appropriate method and technique to teach

writing effectively (p. 3) have not been found.

Third, there is the lack of media used in teaching. It is closely related to the

second problem above, since the teachers cling merely on the books, the use of

media (photographs, video, internet, etcetera.) is neglected. It is the biggest

misfortune because Munadi (2008) states that media for learning can create a


4

helpful learning process so that the students can learn effectively and efficiently

(p. 7).

In conclusion, the writer assumes that using media, such as photographs,

can provide a solution for the problems. The writer believes that the use of

photograph can motivate as well as escape the students from the boredom because

it provides motivation boost and new things in teaching writing. Therefore, the

writer suggests the use of photographs in teaching writing, especially in writing

news item text for the tenth grade students of SMA.

B. Objective of the Study

The objective of this research is to describe how the use of photographs gives

benefits to the students’ writing news item text ability, especially for the tenth

grad students of SMA.

C. Research Method

This study is a library study which means that all data were from the

library, such as books, newspapers, internet and many others. The writer obtained

the data such as theory of writing, theory of writing skills, curriculum, and also

photographs from the library.

This study is also a descriptive study. According to Ary (1990), there are

several studies subcategorized under descriptive study, they are: survey studies,

developmental studies, follow-up studies, documentary analysis, trend studies,

and correlation studies (p. 33). He also says that descriptive research is not


5

generally directed toward hypothesis testing and may measure only one variable

that involves the activity in reporting the frequency of some events (p. 38).

This study investigated the use of photographs in the teaching of writing

news item text for the tenth grade of SMA students. It dealt with conditions or

relationships that existed, opinions that were held, processes that were going on,

effects that were evident, or trends that are developing. Accompolish the

objective, the researcher used a descriptive research, namely the documentary

analysis to dig deeper on the use of photographs in teaching writing news item

text for the tenth grade of SMA students and the result would be elaborated

descriptively.


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CHAPTER II

DISCUSSIONS

This chapter consists of discussion about the theories of writing, teaching

language and the use of photographs in teaching writing, especially teaching

writing news item texts to the tenth grade students of SMA.

A. Theory of Writing

Ardianti and Esti (2013), write that in learning a language, there are four

skills; listening, speaking, reading, and writing that should be mastered by the

learners. Through listening and reading, they will understand words; while

through speaking and writing they can express their feeling and need (p.1).

Therefore, teaching and learning process of the four skills in English, including

writing skill should be the main focus of every English teacher. Uma and

Ponambala (2001) state that English is more than a subject to be learnt but a skill

(writing, reading, speaking, and listening) to be practiced and developed (p. 94).

As a result, the teaching and learning process of those skills need to be done well

in order to prepare the students to master English skillfully. The teaching and

learning of four skills in English is important because students should have

communicative abilities of writing, reading, speaking, and listening in using

English, in order to face today’s globalization era.

Writing, as the focus of this study, is considered difficult by most of the

tenth grade SMA students. The main problem they face is because of the inability


7

or the weaknesses of the students in producing the content of the writing and

arranging what they want to say in the written form. According to Brown (2001),

writing is the result of thinking, drafting, and revising procedures (p. 335). It

implies that a writer needs to think about the content of the writing first and then

arrange the ideas using appropriate language. Writing in correct forms of language

involves correct spelling, punctuation, diction, grammar, sentence, and paragraph

formation, and etcetera.

In general, a good writing is developing ideas into a paragraph consisting of

some important parts. A good paragraph consists of three major parts. They are a

topic sentence, supporting sentences, and a concluding sentence. A topic sentence

states the main idea of the paragraph. It is supported by supporting sentences

which give more details information about it. Then it is concluded by the

concluding sentence which signals the end of the paragraph and leaves the

important points.

In addition, Murcia (2003) states that writing is the production of written

words that produces a text which must be read and comprehended. In other words,

writing makes a product in the form of written texts which are used to deliver the

writer’s ideas and meanings to the readers.

Surely, the teacher cannot leave the students in their own confusion. Tenth

grade SMA students tend to give up easily when they get difficult tasks. They need

help from the teacher, as the facilitator to facilitate their learning and as

motivators to keep their motivation to write high.


8

Therefore, the writer believes that the teacher should be able to help the

students. A teacher should be a facilitator, a motivator and also a feedback

provider for the students. It also supported by Brown (2001: 340) that teacher

should be a facilitator and responder to students. As a facilitator, he offers

guidance for students to write. As a responder, he should ensure students, respond

to, and use varieties of materials and techniques. Material, techniques, and media

have to be combined in a balance without forgetting the goals.

In relation to teachers’ roles in the process of writing, Harmer (2004) also

proposes some tasks that the teachers must perform before, during, and after the

process of writing. They are 1) demonstrating, 2) motivating and provoking, 3)

supporting, 4) responding and 5) evaluating (p. 41).

The first task, according to Harmer (2004) that must be done by the teacher

in the process of writing is demonstrating (p. 41). It is a need for the students to be

able to understand writing conventions and genre constraints of particular types of

writing. As a result, the teacher has to be able to draw the two features to their

attentions.

Furthermore, Harmer (2004) also proposes the second task for the teacher in

the process of writing is motivating and provoking the students (p. 42). It is

difficult for some of the students to write in English. Besides, they sometimes

have no idea of the words used to write their messages. This is the situation where

teachers can help them by provoking them to get the ideas and then persuading

them to work on their writings.


9

Supporting the students is the third task that Harmer (2004) proposes for the

teachers to do (p. 42). In the process of writing, teachers become the main

supporters for the students when they are writing in classroom, especially when

the students face difficulties. They must be available and well-prepared to help

them solve the difficulties. Thus, the students will be motivated in doing their

writings.

Then, the next task proposes by Harmer (2004) is responding to the

students’ writing works (p. 42). The responding task refers to how the teachers

react the students’ writing works. Content and construction are the focus of this

task. After looking at the writing works produced by the students, the teachers can

give feedbacks or suggestions for the students’ improvement in writing.

Harmer (2004) also proposes the last task to do by the teacher in the process

of writing is evaluating the students’ works (p. 42). This task refers to how the

teachers will evaluate the students’ writing works and then grade them. The task is

done by the teachers to see the students’ progress in writing. As conclusion, the

teachers are required to be able to perform those tasks in the process of writing so

that the student can develop their writing skill better.

According to Brown (2001), there are some aspects that need to be

considered by the teacher in the teaching writing process, especially at the tenth

grade of SMA which belongs to teenagers (p. 92). Brown (2001) suggests that

there should be a special set of considerations applies to teaching them (p. 92). As

the result, the teaching and learning writing for the tenth grade of SMA students


10

must be designed also to help them develop their writing strategies so that they

will be able to improve their writing skill.

B. Teaching Writing News Item Text to Tenth Grade SMA

According to the curriculum by BSNP (2006), the English teaching of

Senior High School in Indonesia is to develop students’ competencies. They are

1) developing students’ oral and written competence to achieve the informational

competence which makes it possible for the students to access various knowledge,

2) developing students’ awareness of the importance of English in improving

Indonesia’s competence at the world’s level, and 3) developing students’

understanding on the relationship between cultures and language. Moreover,

according to the Regulation of Ministry of National Education no.22 year 2002

about the standard of competencies and basic competencies for the tenth grade

students of SMA Semester 2 is that they have to perform several writing

competencies as shown in the Table 2.1.

Table 2.1: Standard Competence and Basic Competence of Writing Skill for

Senior High School Students Grade X Semester 2.

Standard Competence Basic Competence

12. Expressing meaning in

short functional texts in

the forms of narrative,

descriptive and news

item in daily contexts.

12.1 Expressing meaning of short functional

written texts (such as, announcements,

advertisements, invitations, etc.)

accurately, fluently, and acceptable by

using written language in daily contexts.

12.2 Expressing meaning and rhetoric stages

accurately, fluently, and acceptable by

using written language in daily contexts in

the form of: narrative, descriptive, and

news item.


11

The table above shows that in the second semester, the tenth grade students of

SMA will learn narrative, descriptive, and news item and short functional texts.

However, in this study, the researcher only focuses on one particular text type that

is news item text.

News item text is one of text types that the students have to learn in senior

high school. Derewianka (1990) defines that news item text is to inform readers,

listeners, or viewers about events of the day which are considered newsworthy or

important (p. 46). According to Nugroho (2014) supported in her thesis. She

writes:

According to Pardiyono (2007), news item is a text which gives

information to readers about important events. It gives information about

“events of the day” (Hammond, Burn, Joice, Brosnan, and Gerot, 1992:

84). Based on Gerot and Wignel (1995), the generic structure of news item

is head line, newsworthy event, background event, and sources. Davis

(1985) adds that the language features of news item are action verbs,

saying verbs (said, added), passive verb, and direct-indirect speech (p. 8).

Writing news item text will move through a set of stages: headline,

newsworthy event, background events, and the sources. In general, a headline

contains the title of the text, that reflects the whole contents of the background

events, while the newsworthy event is the first paragraph which functions as the

summary of the whole event that tells the readers who are involved in the event or

the participants, where the event takes place, how and why the event takes place.

In brief, it recounts the event in a summary form. The background event is the


12

next paragraph that elaborates what happened, to whom and in what

circumstances. It might be written in two or three paragraphs depending on what

could be the backgrounds of the event. In brief, it elaborates what happens to

whom in what circumstances. The sources paragraph contains comments by

participants in, witnesses to, and expert on the event. These news item texts

elements can come in various orders, depending on its purposes.

The generic structure of a news item text is presented in the table below:

Table 2.2: An Example of a News Item Text and its Generic Structure

Title S’Pore to Double Arts, Media by 2012

Newsworthy event SINGAPORE: The Singapore government wants to double

the size of the country’s media, design and arts industries to

6 percent of the economy by 2012, a minister said on

Saturday.

Background event The target comes as officials have said they want the

country to move away from its stuffy, rule-bound image and

embrace more creativity as it seeks ways to sustain

economic growth.

Background event The creative industries are poised to play a significant role

in transforming our economy and society,” Lee Boon Yang,

Minister for communication and the Arts, told in a

graduation ceremony for fine arts students.

Source Singapore’s government has set aside more than S$ 200

million (US$ 116 million) over five years to invest in the

arts sector, Lee said, without giving details. – AP

Writing news item texts is somewhat similar to communicating

information through spoken language. Ideally, someone who can communicate

well using oral communication will also be able to communicate through writing.

So, writing activities should be done by integrating speaking skill and writing

skill so that students will easily generate ideas. Most students get difficulty in

generating ideas when they have to construct a text. Harmer (cited by

Ardianti and Esti: 2013) says that during the process of learning writing, students


13

have lots of difficulties. It becomes a problem because frequently writing is

relegated to the status of homework (p. 1). It happens because they lack of

exposure to a text construction, they have inadequate grammar knowledge,

and they do not use inappropriate technique.

A news item text as one of the texts proposed for the tenth grade students

of SMA should be taught in an appropriate way and with teacher’s assistance.

This is done to avoid boredom and assumption that writing is a nonsense

activity and difficult to do. Ardianti and Esti (2013) write that some students are

lack of excitement and motivation to study under the teacher’s guidance. It can be

a major problem for teachers because if students have lack of passion in writing,

they cannot develop their writing well (p.1). This difficulty can happen because

students need something to stimulate their creativity. Teacher must give students

more exposures and teach them how to make an outline before they write a full

text.

Therefore, writing an outline for an essay is both important and

beneficial. An outline records ideas; it is a way to help organize the students’

thinking. Most students tend to write and think at the same time. This will

block their thinking and cause many mistakes in their writing.

B. The Use of Photographs to Teach Writing to Tenth Grade SMA

Based on the above suggestion by Brown, the writer comes up with a

thought that the use of media in teaching writing is an urgent matter to create the

most interesting and suitable topic for the student. Therefore the use of the right


14

teaching media may increase students’ attention and motivation in learning the

writing skill. The writer’s statement is in accordance with statements of several

experts like Gerlach and Ely cited in Arsyad (2002), who state that media is

human or equipment that can give knowledge or skill to the students.

The using of media such as photograph brings six benefits which are

important in teaching news item texts to the tenth grade of SMA students.

1. Photographs are Useful in Teaching Writing News Item Texts

Canning-Wilson (2001) argues that learners prefers visual media that are

colored, contain a story, relate to previous experiences and can be associated with

places, objects, persons, events or animal of which they are familiar.

The writer’s statement about the advantages of media in teaching is also

supported by Siti (2012) in her thesis that discusses the use of picture to improve

students’ writing skill. Besides, she concludes that the implementation of picture

series in the teaching and learning process of writing is believed to be effective to

improve the students’ skills in writing (p. 112).

Siti states that the use of picture series in writing enables the students to

gain the ideas within their minds and express them into readable text. In addition,

the implementation of picture series and other supporting picture series-based

activities are effectively proven to facilitate the students to improve their writing

skills as well as raise their interest and motivation to write (2012: 112).

Derived from the explanation above, it can be inferred that photographs are

very useful and play an important role in supporting the teaching learning


15

process. It helps students to imagine, generate their ideas and write optimally.

In addition, Byrne (1993) also argues that the use of visual media in

writing is potential to be used as media for writing activities as source of ideas.

Wright (1989), states that (2) the picture can interpret abstract concepts or ideas

into more real concepts, so it can help to prevent and correct misconception; (3)

the picture can increase the depth of understanding to the concepts and more

effective compared to the theory; (4) the picture can help the students develop

their critical judgment and their interpretation about the events in the picture.

Furthermore, Wright (1989) states that specifically photograph contribute

to some points, such as interest, motivation, a sense of the context of the

language, and a specific reference point or stimulus.

2. Photographs Make the Writing Fun

Maulida (2008) proposes that colorful and funny photograph presented will

come up students’ interest and stimulate them to think, talk and write upon a

definite subject presented by photograph.

Additionally, the writer also finds that Brown (2001) states that by using

picture as media, students would be active in learning and teacher would enjoy the

evidence of their progress. From the explanation above, the writer can conclude

that the usage of picture is needed in explaining material; it also helps the students

to understand and increase their ability in comprehending the lesson. As the result

the writing activity is not considered as their burden.


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Moreover, Sudjana and Rivai (2009) also state that teaching learning

process will be more effective if the objects or events of the teaching materials

are visualized realistically to be similar with the real condition. In this study,

photograph described the real condition closest with the students’

environment.

3. Helping to Attract Students’ Attention and Motivation

Reaiser and Dick (1996) give an explanation on the benefits of the media in

teaching. They say that media can motivate students. Media can increase

student’s motivation and interest in learning English by presenting the media in

interesting design. An interesting media, for example colorful pictures, motion

pictures, interactive video, etc., will surely attract students’ interest and motivation

because they never had such things in their class before.

Similarly with the use of photograph as media, Wright (1989) argues that

using photograph as media can help to attract students’ attention and encourage

their motivation in learning. It is also strengthened by Siti’s research that argues

the same thing (2012: 113).

Wright (1989) states that photograph should have criteria such as (3)

photographs for teaching should be interesting, this point is very important

because the more students get interested in the picture, the bigger their motivation

and willingness to learn. (4) Photographs for teaching should also be meaningful

and authentic. It means that the photographs should be familiar for all students

and the picture are taken from the real things or incidents that are up to date.


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4. Helping the Teachers in Supporting and Providing Teaching Materials

Media is very useful for teaching writing. As said before, the writer

proposes the use of media in teaching writing because it is not only helping the

students to get the lesson more clearly and easily, but also it helps the teacher. The

facts of the benefit of media, especially picture (photograph) is similar with Siti’s

research.

Therefore, the writer proposes photographs as media to improve writing

skill of the tenth grade students of SMA. Photographs can be categorized as visual

media and it is very useful in teaching. This fact can is supported by Sudjana and

Rivai. Sudjana and Rivai (2009) state that one of the techniques which are

considered effective as supporting means to achieve the objective in language

learning process is the use of visual media as teaching media.

Sudjana and Rivai (2009) also support the writer’s statement. They say that

media can be defined as a tool that can help the teacher in teaching. Media are

useful in the teaching learning process, it can help the teacher to convey the

material clearly and help the students in receiving the material. By using media

during the teaching learning process, the students may obtain their experiences

and support them to understand the material.

Reaiser and Dick also state that the media helping the teacher to explain the

objectives clearly through the media, as well as helping the students to get

preliminary knowledge before the lesson starts. Media can remind students the

activities before starting the lesson. Such as reminder that is presented via

whiteboard, in-focus or a written handout. Finally, Reiser and Dick (1996) also


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state that the media give more opportunities for the students to practice more and

give feedback to them.

5. Photographs are Cheapest and Simplest

More experts that conduct research on the benefit of picture in the teaching

are Gerlach and Ely. Gerlach and Ely (1980), claim that the use of picture in the

teaching learning process has some advantages. The advantages of the picture

include: (1) the picture is inexpensive and widely available, because the price of

the picture is relatively cheaper than the others media and it can be taken from

magazines, newspapers, calendars, and etcetera. In brief it can be said that picture

like photograph is cheap and widely available. Picture also provides info to avoid

misconception and also increase the depth of understanding to the concepts. The

picture can also help students to develop critical judgment (p. 277).

However, the teacher cannot simply choose any picture randomly. There are

five criteria that teacher should consider when choosing photographs as media for

teaching. According to Wright (1989) media for teaching learning process should

be (1) simple to prepare. It means that the teacher can prepare the photos easily,

not too complicated, cheap, and can be made with the existing device like camera

from smartphone, pictures from newspaper, and also internet, (2) easy to organize.

The photograph for teaching should be easy to organize, not too difficult to

collects, easy to print and then put them in a certain container, easy to divide and

categorize according to topic and time sequence.


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6. Photographs Help in Teaching New Vocabulary and Grammar

Siti (2012) elaborates that the benefits of the implementation of pictures in

teaching writing could: (1) improve the students’ writing skills in four aspects of

writing skills that include content, vocabulary, language use and organization, (2)

improve the students’ motivation in teaching and learning process of writing, and

(3) maximize the teaching and learning process of writing (p. 113)

According to Wright (1989), the crateria should be considered is (5)

Photographs should have sufficient amount of language. It means that the

photographs should give rise to a sufficient amount of language in the language

lesson.


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CHAPTER III

CONCLUSIONS

In this chapter, the writer provides the conclusions of the study.

A. Conclusions

Based on the analysis, several things could be concluded. First,

photographs were very helpful in teaching writing news item text. It helped the

students to improve their writing skill. Teaching using photographs was a

technique that provided solutions to support students with better learning

atmosphere. Second, using photographs made writing fun for students; especially

in the process of their writing. Third, using photograph as media surely helped to

attract students’ attention and encourage their motivation in learning. When the

students were motivated, ideas might come up in their minds and they were able

to write easily. Fourth, using photographs in language teaching or for educational

purposes meant helping the teacher in supporting or providing teaching material.

Fifth, photographs were the cheapest, the simplest, and the most practical aid that

could be used successfully in teaching language. Photographs had a great value

because they looked like the real thing and made word description more

meaningful. Photographs could be used in basic language drill. Sixth, photographs

helped the teacher in teaching new vocabulary and grammar as well as provided

the students the basic material for their composition, thus photographs gave the


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teacher full attention to the correct use of language, at the same time their

imaginative powers were stimulated by encouraging precise thinking while

helping the students to talk and write upon a definite subject.

Therefore, the writer suggested that the teaching of writing in the tenth

grade of SMA should incorporate the use of photographs as the media for

teaching. The teacher would easily get the photographs by various meanings,

device, and sources.


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plagiat merupakan tindakan tidak terpuji news item pada sma kelas sepuluh. penelitian ini berkenaan...

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