Skripsi Story Board

THESIS
THE INFLUENCE OF CREATING STORYBOARD ON

THE WRITING ABILITY OF THE EIGHT GRADE
STUDENTS OF SMP NEGERI 3 TAMPAKSIRING:
A STUDY BASED ON SUBAK CULTURAL
LANDSCAPE
NI LUH AYU PRABHA ANDARI
ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF TEACHER TRAINING AND EDUCATION
MAHASARASWATI DENPASAR UNIVERSITY
DENPASAR
2014
THESIS

A STUDY BASED ON SUBAK CULTURAL
LANDSCAPE

NPM. 10.8.03.51.31.2.5.3871

DENPASAR
2014
PRE-REQUISITE TITTLE

A STUDY BASED ON SUBAK CULTURAL LANDSCAPE
Thesis
As Partial Fulfillment of the Requirements for the
Sarjana Pendidikan Degree in English Education Study Program
Faculty of Teacher Training and Education
Mahasaraswati Denpasar University

NPM. 10.8.03.51.31.2.5.3871

DENPASAR
2014
APPROVAL SHEET
1
This thesis entitled The Influence of Creating Storyboard on Writing

Ability of the Eight Grade Students of SMP Negeri Tampaksiring: A Study Based
on Subak Cultural Landscape has been approved and accpeted as partial
fulfillment for the Sarjana Pendidikan degree in English Education Study
Program, Faculty of Teacher Training and Education, Mahasaraswati Denpasar
University.
Approved By
Advisor I
Drs. I Nengah Astawa, M.Hum

NIP. 19571113 198603 1 001
Advisor II
IGA Putri Wirastuti, S.S., M.Hum.

NPK. 82 7610 354
APPROVAL SHEET
2
This thesis has been examined and assessed by the examiner committee of
English Education Study Program, Faculty of Teacher Training and Education,
Mahasaraswati Denpasar University in the oral examination on 17th February
2014.
Chef Examiner
Dr. Drs. I Made Sukamerta, M.Pd.

NIP. 19550507 198203 1 003
Examiner I
Drs. I Nengah Astawa, M.Hum

NIP. 19571113 198603 1 001
Examiner II
IGA Putri Wirastuti, S.S., M.Hum.

NPK. 82 7610 354
Approved by
Dean of the Faculty of Teacher

Training and Education
Prof. Dr. Wayan Maba

NIP. 19581231 198303 1 032
Head of the English Education

Study Program
I Komang Budiarta, S.Pd., M.Hum.

NPK. 82 8208 306
STATEMENT OF AUTHENTICITY
The researcher hereby declares that this thesis is her own writing, and it is
true and correct that there is no others work or statement, except the work or
statement that is referred in the references. All cited works were quoted in
accordance with the ethical code of academic writing.
Denpasar, 17th February 2014

The Researcher,
Ni Luh Ayu Prabha Andari

NPM. 10.8.03.51.31.2.5.3871
ACKNOWLEDGEMENT
First of all, the researcher would like to express her great-sincere gratitude
to the Almighty God, Ida Sang Hyang Widhi Wasa, for His everlasting blessing
and mercies so that this thesis could finally be completed on the due date.
Her trementedous gratitude further goes to her first and second advisor,
Drs. I Nengah Astawa, M.Hum. and IGA Putri Wirastuti, S.S.,M.Hum. who have
already guided her and shared their briliant ideas for the improvement of the
thesis. In addition, she would like to thank their helpful guidance and correction
during the writing of the thesis.
In addition, she also wishes to share out her gratefulness to the
Headmaster of SMP Negeri 3 Tampaksiring, Drs. Anak Agung Gede Suryatmaja,
M.Pd.H for his permission and of course the eighth grade students of SMP Negeri
3 Tampaksiring for their kind assistance during the process of gathering the data
needed for the present study.
Next, she is also deeply indebted to her parents, beloved brothers, sisters,
grandfathers, grandmothers, uncles, aunties and friends for their love and support
so that she is able to complete her study successfully. They furthermore share
their moral support during the process of writing the thesis.
Finally, she would like to dedicate this thesis to the love of her parents I
Ketut Pastika and Ni Putu Juniasih also her beloved brother, I Made Bagus
Widnyana Putra, who have given their prayer, love, affection, fidelity, devotion,
and tremendous support during the process of writing the thesis.
Denpasar, 17th February 2014

The Researcher,
Ni Luh Ayu Prabha Andari
ABSTRACT
Andari, Ni Luh Ayu Prabha. (2014). The Influence of Creating Storyboard

on the Writing Ability of the Eighth Grade Students of SMP Negeri 3
Tampaksiring: A Study Based on Subak Cultural Landscape. The
First Advicsor: Drs. I Nengah Astawa, M.Hum. and the Second
Advisor: IGA Putri Wirastuti, S.S., M.Hum.
Writing is a complex process that involves thinking and composing, the

consideration of audience and purpose, the use of standard written forms, and the
use of conventions of written language. The learning process must be set up as
aunthentic as as possible to learners daily life and future un order to develop an
interesting and fun learning process which requires active involvement of the
students. This present study used a pre-experimental one group pretest-posttest
design which is the simplest form of observed subsequent to some agent or
treatment presumed to give chance. It is used to evaluate the influence of a
variable on one group and not on another. The undertaking of the present preexperimental research was mainly intended to figure out whether there is or not
influence of creating storyboard on the students writing using teaching and
learning media Subak Cultural Landscape textbook. The sample of this research
was VIII-E, it is consisted of 36 students. The test was carried out twice, firstly
pre-test and secondly post-test. The result of the post-test showed that the post-test
score was higher than the pre-test score. It showed that the students achievement
changed positively. The data from pre-test and post-test were analyzed by using
Paired Sample T to find the significance influence of the treatment. Based on the
result of the Paired Sample T, the t-observed was higher (>) than t-value. This
researcher furthermore showed the students changing behaviour and attitudes
changed positively concerning the technique applied related to the teaching and
learning media Subak Cultural Landscape textbook. Dealing with the research
result, it can be stated that there was significant influence of creating storyboard
on the students writing ability and positive achievement on writing. Also the
students changing behaviour and attitudes changed positively using teaching and
learning media Subak Cultural Landscape textbook.
Keywords: Pre-experimental Research , Creating Storyboard, Subak Cultural
Landscape and Writing Ability.
TABLE OF CONTENT
COVER .......................................................................................................
i
INSIDE COVER .........................................................................................
..................................................................................................................... ii
PRE-REQUISIRE TITLE ...........................................................................
..................................................................................................................... iii
APPROVAL SHEET 1 ...............................................................................
..................................................................................................................... iv
APPROVAL SHEET 2 ...............................................................................
v
STATEMENT OF AUTHENTICITY ........................................................
..................................................................................................................... vi
ACKNOWLEDGMENT .............................................................................
..................................................................................................................... vii
ABSTRACT ................................................................................................
..................................................................................................................... viii
TABLE OF CONTENT ..............................................................................
..................................................................................................................... ix
LIST OF TABLES ......................................................................................
..................................................................................................................... xi
LIST OF APPENDICES .............................................................................
..................................................................................................................... xii
CHAPTER I
INTRODUCTION ..........................................................
1
1.1 Background of the Study ..........................................
1
1.2 Research Problem .....................................................
3
1.3 Objective of the Study ..............................................

4
1.4 Limitation of the Study .............................................
4
1.5 Significance of the Study ..........................................
4
1.6 Definition of Key Term ............................................
6
CHAPTER II
THEORETICAL AND EMPIRICAL REVIEW ............

8
2.1 Theoritical Review....................................................
8
2.1.1 The Conception of Writing .............................
8
2.1.2 Approach to Student Writing ..........................
9
2.1.3 Conception of Storyboard ...............................
13
2.1.4 Subak Cultural Landscape Textbook ..............
13
2.1.5 Creating Storyboard Based on Subak Cultural
Landscape .......................................................
........................................................................ 14
2.1.6 Writing Assesment .........................................
15
2.2 Empirical Review .....................................................
16
2.3 Hyphotesis ...............................................................
17
CHAPTER III RESEARCH METHOD .....................................................

19
3.1 Research Design .......................................................
19
3.2 Population and Sample .............................................

20
3.3 Research Instrument .................................................
21
3.4 Data Collection .........................................................
22
3.5 Daya Analysis ...........................................................
23
CHAPTER IV FINDING AND DISCUSSION..........................................
28
4.1 Finding ......................................................................
28
4.1.1 Descriptive Statistical Analysis ......................
31
4.1.2 Inferential Statistical Analysis ........................
35
4.2 Discussion ................................................................
38
4.2.1 The Result of Descriptive Statistical Analysis
38
4.2.2 The Result of Inferential Statistical Analysis .
40
CHAPTER V CONCLUSION AND SUGGESTION ................................
42
5.1 Conclusion ................................................................
42
5.2 Suggestion.................................................................
43
REFERENCES
APPENDICES
LIST OF TABLE
Table 3.1 Descriptive Paragraph Scoring Rubric........................................

..................................................................................................................... 24
Table 3.2 Range of Criteria of Writing Qualification .................................

..................................................................................................................... 25
Table 4.1 Tabulation of Data Showing Subjects Score in Pre-test and Post-Test
in Writing after Giving Treatment .............................................
.................................................................................................... 28
Table 4.2 Tabulation of Data Showing Students Changing Behaviour and

Attitudes in Learning Writing by Creating Storyboard .............
.................................................................................................... 30
Table 4.3 Tabulation of Data Showing the Frequency Distribution of Pre-test

and Post-test Score .....................................................................
.................................................................................................... 32
Table 4.4 Tabulation of Total Data Showing Students Changing Behaviour and
Attitudes in Learning Writing by Creating Storyboard .............
.................................................................................................... 34
Table 4.5 Tabulation of Data Showing of Students Different Pre-test and Posttest scores....................................................................................
.................................................................................................... 36
Table 4.6 The Result of Mode and Mean Score .........................................

..................................................................................................................... 39
Table 4.7 The Result of Students Changing Behaviour and Attitudes in Learning
Writing by Creating Storyboard ................................................
.................................................................................................... 40
Table 4.8 The Result of Paired Sample T ...................................................

.................................................................................................... 40
LIST OF APPENDICES
Appendix 1
List of Student ..................................................................... 47
Appendix 2
Pre-Test................................................................................ 48
Appendix 3
Lesson Plan .......................................................................... 50
Appendix 4
Post-Test .............................................................................. 56
Appendix 5
Questionnaire ....................................................................... 58
Appendix 6
List of Tabel-t ..................................................................... 59
Appendix 7
Research Permit from UNMAS Denpasar .......................... 60
Appendix 8
Research Approval from SMPN 3 Tampaksiring ............... 61
Appendix 9
Biography ............................................................................ 62
CHAPTER I
INTRODUCTION
1.1 Background Of The Study
Writing is a complex process that involves thinking and composing, the
use of conventions of written language.
Students will have numerous
opportunities to write in a variety of modes with relevant and varied purposes for
real audiences and occasionally for themselves alone. ( Department Of Education
Educational Programs and Services, 2007: iii). The ability to communicate
through writing is an essential skill for success in the educational environment and
the workplace, and for participation in a democratic society. Unfortunately, theory
of learning, high expectation or education system can not solve the real current
problem of writing mastery. It is actually caused by the people involved in its
process. In fact, learners have many problems dealing with writing mastery. The
problems are also found in SMP Negeri 3 Tampaksiring, where the students are
able to speak, listen and read but if they are required to write, they mostly still
confuse about what to write. It is caused by the teaching learning process is not
fun and interesting, the methods used in teaching and learning are monotones, and
the teaching materials are not related to their real life. For the reason, teaching and
learning process are hoped to be conducted using a topic directly related to the
daily life of the learners. As Setiyadi (2006: 19) states that, when a language
teacher is very dominant, language learners will be less dominant in learning
teaching interaction. Therefore, the teacher should make the learners more active
in learning by involving the learners participation in the classroom activities that

demand inter-students communication and cooperative efforts.
Regarding to the location of SMPN 3 Tampaksiring is in the centre of
tourism object, it is higly expected that the students are able to write
appropriately. The capability of writing in English is one of the major aspects to
be mastered by the students since they have to introduce and promote Subak to the
foreigners. They are expected to take a part in maintaining and promoting the
original cultural uniqueness which belong to their region. As one of the
government junior high school which is located in one of the centre of Subak
development areas, SMP Negeri 3 Tampaksiring requires their students to take
part in keeping the existence of Subak. As we know, today the majority of
Balinese are no longer farmers and knowledge of both the ecological and spiritual
role of the Subak is much less accessible. Thus, students in SMP Negeri 3
Tampaksiring should be aware about the issues that related to the existence of
Subak. In regards to keep the existence of the world cultural heritage in Bali, the
students are hoped to have a good knowledge and understanding about Subak.
In line with the aim of the study to develop writing ability and increase the
students awareness about Subak, creating storyboard is chosen as the most
appropriate media in this research. Storyboard is an activity which offers an
opportunity for English skills development. Storyboard is a visual plan of the
scene or sequencing story in the drama or video movie. At this point it is as a
means of communication and graphic organization challenges students to put
down on paper the specic visual ideas they want to show in their story,
by individually storyboarding their shots to create the tension required by the
script. Their writing ability in the storyboard can show the participation of the
students in teaching and learning process. Creating storyboard also offerss a new
experience of teaching learning process, by creating storyboard the students are
able to vizualize their story through drawing and finally construct the text. The
participation of the creating storyboard will directly extend their knowledge and
awareness to the social and cultural environment especially related to Subak since
the topic is taken from a text book entitled Subak Cultural Landscape as the
teaching and learning media.
1.2 Research Problem

Based on the background of the study, there are some problems faced by
the students dealing with the writing ability. The teaching learning process is not
fun and interesting, the methods used in teaching and learning are monotones
become the major factors that affect students writing ability of the eighth grade
students of SMP Negeri 3 Tampaksiring. Students require a new way in teaching
and learning writing which is expected to develop their imagination and creativity
in writing mastery. Creating storyboard becomes an appropriate media since they
are involved actively in the process of drawing their ideas then make the story.
Thus, the research problem can be formulated as follows:
1. How is the students achievement in learning writing by creating
storyboard based Subak Cultural Landscape?
2. Is there a statistically significant influence of creating storyboard based on
Subak Cultural Landscape on the writing ability of the eighth grade
students of SMPN 3 Tampaksiring in academic year 2013/2014?
1.3 Objective of the Study

The most important goal of scientific study is to find out the answers of
research problem that have been formulated. The goal of this research as follows:
a) to describe the eighth grade students achievement in learning writing by
creating storyboard based on Subak Cultural Landsape.
b) to find out the influence of creating storyboard based on Subak Cultural
Landscape on the writing ability of the eighth grade students of SMP
Negeri 3 Tampaksiring in academic year 2013/2014.
1.4 Limitation of the Study

It has been mentioned in the background section of this study that writing
is one of the most important skills to be mastered. Therefore, the researcher would
like to limit the study in determining the influence of creating storyboard on
writing ability of the eighth grade students of SMP Negeri 3 Tampaksiring. The
researcher uses a storyboard as teaching and learning media in writing to the
eighth grade students based on the Subak Cultural Landscape textbook.
1.5 Significance of the Study

An investigation is conducted to procedure such finding that can be used
properly as board as possible, but minimally it should be useful for the certain
study being investigated. The findings of the present study are expected to provide
both theoretical as well as practical significances.
1.
Theoretically
The findings of the present investigation are really expected to contribute
and strengthen the existing similar research findings with more empirical
evidences in determining the influence of using storyboard on students writing

ability of the eighth grade students of SMP Negeri 3 Tampaksiring.
2.
Practically
The findings of the present study are intended as valuable informative
feedback to the students, teachers, school and other researcher.

For students, the finding of this study can be used to increase and develop
the students writing ability. The result of this study is directly providing the
students with more understanding of the influence of creating sotryboard on their
writing ability. They are expected to be more active and creative in expressing
their ideas in written form. Furthermore, the result of this study also can develop
their awareness of cultural uniqueness especially Subak.
For teacher, the result of this study is directly intended to provide more
understanding of the influence of creating storyboard on writing ability. The
finding can be undoubtly employed as evidence creating storyboard has
significance infuenced in developing students writing ability. Creating storyboard
also would be useful for the teachers in making a proper choice of a suitable
method and media in teaching writing.
For the researcher, the result of the study is expected to be used as
reference fot the researcher in conducting research, especially which is related to
the influence of creating storyboard in teaching and learning writing.
1.6 Definition of Key term

In order to avoid misunderstanding of the readers concerning the key
terms used in this study. The terms given emphasis that can be conceptual or
operational definitions. There are some terms that used to operational definition,
such as:
1. Writing Ability
It is a complex process that involves thinking and composing, the
use of conventions of written language.
Students will have numerous
opportunities to write in a variety of modes with relevant and varied purposes for
real audiences and occasionally for themselves alone. ( Department Of Education
Educational Programs and Services, 2007:iii)
2. Storyboard
At this point, storyoboard is as mean of communication and graphic
organization challenges students to put down on paper the specic visual
ideas they want to show in their story, by individually storyboarding their
shots to create the tension required by the script. They then share these with
their group, deciding together on the series of shots that tell the best story.
3. Subak Cultural Landscape Textbook
It is a textbook book which was written by Prof. Dr. Sang Putu Kaler
Surata, MS in 2013. This book consists of four chapters which describes the
history of Subak, Subak as world cultural heritage, the biodiversity of Subak and
the relation between Subak and social life.
4. SMPN 3 Tampaksiring
This is one of the junior high schools which is located in Jalan Raya
Pejeng, Gianyar-Bali where the present study is conducted.
CHAPTER II
THEORETICAL AND EMPIRICAL REVIEW
2.1 Theoretical Review

A scientific investigation is expected to contribute practical significance
and should be conducted on the basis of some relevant theory and empirical
evidences as follows: (1) The conception of writing, (2) Approach of student
writing, (3) Conception of creating storyboard (4) Subak Cultural Landscape
textbook, (5) Creating storyboard based Subak cultural landscape textbook (6)
Writing Assesment. Each of these handling is briefly discussed in this chapter II,
which deals with Theoretical and Empirical Review.
2.1.1 The Conception of Writing

Chastain ( 2002: 363 ) states writing is a recognized objective among most
language teachers, and such, it should be emphazised in the clasroom. The ability
to write is recognized in society and in schools as an important objective of
language study. Beside that written products are the result of thinking, drafting,
and revising procedures, specialized skills is required in written language, and that
not every speaker develops naturally.
Harmer (2003:255) states that writing and speaking are the productive skill
where the students should say and write something that relates to the material to
measure their understanding. Written has a number of conventions which separate
it out from speaking. A part from differences in grammar and vocabulary, these
are issues of letter, word, and text formation, manifested by handwriting, spelling,
and layout and punctuation. Harmer (2004:3) states that being able to write is a
vital skill for speakers of a foreign language as much as for everyone using their
own first language. It is also worth mentioning that many exams are taken in
written form and consequently students are evaluated according their written
performance.
The conclusion based on statements above that writing is a process of
expressing the idea into a written form, and it needs specialized skills that not
every students can develop it naturally, it needs the teacher who is able to
motivate and encourage the students to develop their writing skills, and they are
expected to be able to develop their writing skills and make a good composition.
2.1.2 Approach to Student Writing

As Harmer (2004: 323) states that there are number of different
approaches to the practice of writing skills both in and outside the classroom.
Richard and Renandy state that we need to choose between them, deciding
whether we want students to focus more on the process of writing that its product,
whether we want them to study different written genres, and whether we want to
encourage creative writing either individually or cooperatively. There are five
approaches in practicing writing skill, those are: (1) Process and Product, (2)
Genre, (3) Creative Writing, (4) Writing as a cooperative activity.
2.1.2.1 Process and Product

In the teaching of writing we can either focus on the product of that
writing or on the writing process itself. When concentrating on the product, we
are only interested in the aim of a task and in the end product. This pays attention
to the various stage that any piece of writing goes through. By spending time with
learners on pre- writing phases, editing, re-drafting and finally producing a
finished version of their work, a process approach aims to get to the heart of the
various skills that most writers employ and which are, therefore, worth replicating
when writing in a foreign language. In its simples form, a process approach asks
students to consider the procedure of putting together a good piece of work.
One of the disadvantages of getting students to concentrate on the process
of writing is that it takes time: time to brainstrom ideas or collect them in some
other way; time to draft a piece of writing and then, with the teachers help,
perhaps, review it and edit it various ways before, changing the focus, generating
more ideas, re-drafting, re-editing, and so on. This can not be done in 15 minutes.
The various stages may well involve discussion, research, language study and a
considerable amount of interaction between teacher and students and between
students themselves so that when process writing is handled appropriately, it
stretches across the whole curriculum. Not all the students see this as a good
thing. Many will find it difficult to give enough time to process and would rather
finish a piece of writing straight away. And there are times when process writing
is simply not appropriate, either because classroom time is limited or because we
want students to write quickly as part of a communication game. However, none
of these circumstances should prevent us from explaining the process to our

students and encouraging them to plan, draft, re- draft, re-plan, etc.
2.1.2.2 Genre
A lot of writing within a discourse community is a very genre-bound. In
othe words, writers frequently construct their writing so that people within that
discourse community will isntantly understand what kind of writing it is. We
know what an advertisement is when we see it, we recognise poetry formats and
we know what a formal letter should look like. Genre represents the norms of
different kinds of writing. When concentrating on genre, students study texts in
genre in which they are going to be writing before they embark on their own
work. A genre approach is especially appropriate for students of English for
Specific Purposes. However, it is also highly useful for general English students,
even at low levels. Students who are writing within a certain genre need to be
consider a number of different factors. They need to have knowledge of the topic,
the conventions and style of the genre, and the context in which their writing will
be read, as well as by whom. Many of our students writing tasks do not have an
audience other than the teacher, of course, but that does not stop us and them
working as if they did.
2.1.2.3 Creative Writing

The term creative writing suggests imaginative tasks, such as writing
poetry, stories and plays. Such activities have a number of features to recommend
them. Creative writing is journey of self-discovery, and self-discovery promotes
effective learning (Gaffield-Vile in Harmer: 2001). When teachers set up
imaginative writing tasks so that their students are thoroughly engaged, those
students frequently strive harder than usual to produce a greater variety of correct
and appropriate language than they might for more routine assignment. This, for
some , provides powerful motivation to find the right words to express such
experience. In order to bolster the product pride that students may feel when
they have written creatively, we need to provide an appropriate reader audience.
In addition to ourselves as teachers, the audience can be the whole class. We can
put students writing up on a class notice board or copy it and include it in class
magize.
2.1.2.4 Writing as a cooperative activity

Altough many people in their personal lifes write their own, whether at
home or at work, in language classes teachers and students can take advantage of
the presence of others to make writing a cooperative activity, with great benefit to
all those involve. Cooperative writing works well whether the focus is on the
writing process or, alternatively, on genre study. In the first case, reviewing and
evaluation are greatly enhanced by having more than one person working on a
text, and the generation of ideas is frquently more lively with two or miore people
involved than it is when writers work on their own. In genre-based writing, it is
probably the case that two head analyse genre-specific texts as well as, if not
better, than one head would do, and often create genre-specific texts more
succesfully as a result.
Writing in groups, whether as part of a long process and as part of a short
game- like communicative activity, can be greatly motivating for students,
including as it does , not only writing, but research, discussion, peer evaluation
and group pride in accomplishment
2.1.3 Conception of writing storyboard

Storyboard is as a mean of communication and graphic organization
challenges students to put down on paper the specic visual ideas they want
to show in their story, by individually storyboarding their picture to create the
tension required by the script. They then share these with their group, deciding
together on the series of story they want to make. Picture is two-dimensional
visual representation of person, place or things. It can be painted or drawn. There
are some advantages of using depiction visual, those are: (a) Pictorial material
can also provide a stimulus for using the language at the reproduction and
manipulation stages to speak, to read, and to write (b) Pictorial material can be
used to supplement whatever texbook the teacher is using or whatever course he is
following. Pictures can be used to provide more practice of the exercise that
student have done using the textbook (c) Pictorial material is easy to collect, to
make and to transport.
This activity offers an opportunity for English skills development,
according to Green ( 2011: iii) the use of storyboard served a reflective planning
tool that enable to understand the connection between words and images to
convey meaning.
There are several reasons to create a storyboard, it provides a means
brainstroming ideas. The next is helping the students visualize what the finished
product will look like. And the last is helping the students use their time and
resources to the best advantage.
Based on the explanation above it can be concluded that by using

storyboard teacher can ask their the students to use their imagination in
visualizing what happened just before the moment in the picture and what will
happen next, it will be easier to student to combine between picture that they
imagine and the story the want to make so it makes them easier in writing their
story.
2.1.4 Subak Cultural Landscape Textbook

According to Surata (2013:v) cultural landscape is view of a combination
between natures work and humans behavior. One of the most famous cultural
landscapes over the world is terraced rice field in Bali. Subak is an independent
and democratic traditional organization of Balinese farmers which has
responsibilities to manage water irrigation and cultivating system. Subak itself can
be an appropriate topic as sources of materials in teaching and learning English,
also conservation and introducing the culture value to the young generation.
Subak Cultural Landscape textbook offers a vivid description about the
history of Subak, Subak as world cultural heritage, biological variety in Subak,
and Subak Culture Landscape ecoliteration. Surata (2013: 158) states that Subak
cultural landscape can be integrated in any kind of subject and can be applied
inside or outside of the classroom. The cultural landscape of Subak can be an
appropriate model in teaching and learning since it can minimize the distance
between learning in school and real life, science and social life, modern and
traditional science also the young generation and their ancient cultural heritage.
2.1.5 Creating Storyboard based on Subak Cultural Landscape
As stated above, storyboard is an activity which offers an opportunity for

English skills development. Storyboard is a visual plan of the scene or sequencing
story in the drama or video movie.
At this point it is
as
means
of
communication and graphic organization challenges students to put down on

paper the specic visual ideas they want to show in their story, by
individually storyboarding their shots to create the tension required by the
script. Creating storyboard based on Subak cultural landscape requires the
students to manage themselves to create a storyboard based on the information
stated in the book. They are expected to devide themselves to take a part in
creating the storyboard and they could use their own creativy and imagination to
write the storyboard.
2.1.6 Writing Assesment

According to Heaton, the actual writing conventions which it is necessary
for the student to master relate cheifly (at the elementary stages) to punctuation
and spelling. However, in punctuation there are many areas in which personal
judgements are required, and the tests of punctuation must guard againts being
tests of punctuation and spelling have often tended to inhibit writing and
creativity. However once students are ready to write free compositions on
carefully chosen realistic topics, then composition writing can be a useful testing
tool. It provides the students with an opportunity to demonstrate their ability to
organise language material, using their own words and ideas, and to communicate.
In this way, composition tests provide a degree of motivation
which many
objective-type tests fail to provide. In the composition test the students should be
presented with a clearly defined problem which motivates them to write. The
writing task should be such that it ensures they have a clear concept of something
to say and the purpose for saying it.
2.2 Empirical Review

Here is the writer would like to set forth some relevant researches which
have been done by other researchers such as following:
First, the research that has been done by Linda Litasari (2011) entittled
The Experimental Study On The Use Of Picture Series In Teaching Writing
Narrative Text At The Tenth Grade Student Of SMAN 2 Banjarbaru. This
research was proven through the calculation of t-test. Since t-test result from both
result of pre-test and post-test is higher than t-table, it showed picture series has
given some effects in improving the students ability in writing narrative text at
the tenth grade students of SMA Negeri 2 Banjarbaru. Based on the research, it
was concluded that picture series is a useful technique to use to improve the
students achievement in writing skill.
Second, the research that has been done by Saleh Ibnian (2010) entittled
The Effect of Using the Story-Mapping Technique on Developing Tenth Grade
Students Short Story Writing Skill in EFL. This study used a quasi
expereimental research design, there were two groups; one as an experimental
group and the other one as control group. He analyzed the data by using t-test and
the result of his research proved that story mapping technique had a positive effect
on developing short story writing skills of the experimental group students. Since
the t-observed was higher that t-value, it can be concluded that the story mapping
technique positively affected the students performance on the post-test.
Third, the research that has been done by Etnita Yeni (2012) entittled
Improving Students Recount Text Writing By Using Picture Series. Generally
the result of her study shows that the students progress in writing has improved in
ecah cycle. The first cycle is 61,5 (not achieved), the second cycle is 66,0
(achieved) since the minimum score is 65. Based on the research, it is concluded
that the use of picture series improve the students achievement in writing.
From the researches above, generally, picture series, story mapping and
storyboard have the same concept which similarly give the visual depiction and
give some advantages as the teaching and learning media. One of the advantage
is, picture can provide a stimulus for using the language at the reproduction and
manipulation stages to speak, to read and to write. Picture is two-dimensional
visual representation of person, place or things. It can be painted or drawn. The
previous researches implemented picture series and story mapping upon the same
skill, writing. In this present study, the researcher intended to use different
technique, that is storyboard upon writing ability.
2.3 Hypothesis
Ary et al. explain that hypothesis is tentative answer for the research that
directs the researchers thought process toward the solution of the research
problem. It also presents researchers expectations about the relationship between
variables within questions. The hypothesis is formulated after stating research
question and before doing a research.
The previous researches proved that the teaching and learning media
through visual depiction ( picture series and story mapping ) gave positive change
on students' writing ability. Based on the result of the previous research and some
theories, the hypothesis can be formulated as follows.
H1 : There is statistically significant influence of creating storyboard based on
Subak Cultural Landscape on the writing ability of the eighth grade students of
SMPN 3 Tampaksiring in academic year 2013/2014.
CHAPTER III
RESEARCH METHOD
3.1 Research Design

The aim of research is to know The Influence of Creating Storyboard in
Writing Ability of The Eight Grade Students of SMP Negeri 3 Tampaksiring: A
Study Based Subak Cultural Landscape. This research design encompassed the
method which was defined as the way to achieve the purpose of the research. The
appropriate one to be used is pre-experimental design on one group pretestposttest design. According to Sugiyono (2013: 108), experimental design is
devided into four, namely; pre- experimental design, true experimental design,
factorial experimental design and quasi experimental design.
Pre experimental design is the quantitative research design most closely
associated with action or applied research. This research used one group pretest
posttest design. In one group pretest posttest design are observed two time points,
one before the treatment and one after the treatment. Changes in the outcome of
interest are presumed to be result of the intervention or treatment the sample was
given a test before and after the treatment.
O1
(Pre- test)
X
(Treatment by using storyboard)
O2
(Post- test)
The research steps by using using one group design, as follows:

1. Giving the Pre- test (O1). In the first meeting pre-test was done to measure
students writing skill. In the pre-test, students were asked to write a
descriptive paragraph related to the topis based on the own knowledge.
The lenght of the paragraph was consisted of 5-7 sentences. The pre-test
was in written form.
2. Doing the treatment by using storyboard (X). For the treatment, the
teacher asked the students to practice writing descriptive paragraph by
creating storyboard in a group. The teacher administered an example of
simple descriptive paragraph, the students were asked to draw the situation
based on the story in sequenced.
3. Giving the post- test (O2). After treatment, the researcher gave the posttest in the last meeting. The test was similar with the pre-test. The post-test
was done after the treatment was given to the students to practice writing
by creating storyboard. In the post test students was asked to write a
similar story that have been done in the pre-test. It was used to know the
students development in writing
3.2 Population and Sample

According to Ary et al. (2000:148), population as all members of any well
defines class of people, events, or objects which the researcher intends to
generalize the findings of the study. In other hand, Sugiyono (2013: 115) states
that population means generalization of objects or subjects with certain qualities
and characteristics determined by the reseracher to be studied and drawn to
become a conclusion. This research was conducted at the eighth grade students of
SMP Negeri 3 Tampaksiring in academic year 2013/2014, which consisted of 6

classes. Since the population in this pre-experimental research consisted of six
classes, VIII A- VIIIF, it was impossible for the researcher to conduct population
study due to the limitation of knowledge, time and finance. It was assumed that
the six classes have similar and homogenous characteristic. In this research, class
VIII-E which consisted of 36 students with 18 females and 18 males was chosen
as the sample. It was believe the result of the research in VIII-E may represent the
whole population.
3.3 Research Instrument

Any scientific study needs essential instruments to gather the required
data. The selection and construction of appropriate, valid and reliable research
instruments are very essential step a scientific investigation. Instrument is a means
for gathering data. The instruments which were used in this study consisted of test
and questionnaire.
1.
Test
The test mostly used for the several research instruments. The test given
for the students were divided into two tests. The first was pre test that was used to
measure the students initial ability in writing a paragraph. The instrument
constructed in the form of the text construction so the students made their text
according the topic. The topic that was given using some topic and rubric was
used to score the students work. The second was post test, it were administered at
the end of teaching session after they were taught writing by creating storyboard.
The instrument being developed was constructed in the form text construction so
the students made their text according the topic and then it was checked by the
rubric. Moreover, the scoring system was done by giving five points for format,
five points for punctuation and mechanics, twenty point for content, forty points
for organization and thirty points for grammar and sentences structure.
2.
Questionnaire
The questionnaire was administered to find out the students respond when
learning descriptive text by creating storyboard. The instrument being developed

was questionnaire which was constructed in the form of ratingscale. Questionnaire
was one of the research instruments which was applied in the end of the research
and the answers of the questionnaire were scored using the rating scale 1-5. The
scores gathered from administering questionnaire showed the students respond in
learning writing by creating storyboard.
3.4 Data Collection

In the present study, the researcher began by observing writing ability of
the students. There were three kinds of instrument used to gather the data of this
pre- experimental research design; they were pre-test, post-test and questionnaire.
At the pre-test stage the students were given a several time to write about
their knowledge of cultural landscape in their region. Futhermore, the researcher
observed the writing ability of the students. This was a preliminary observation in
investigating the students writing ability.
The next stage post-test was given after the students were given teaching
learning process by using creating to improve their skill in writing especially in
descriptive paragraph. The result of the post-test became an outcome of the
treatment. The score of the post-test show the students progress achievement in
writing descriptive paragraph.
Questionnaire was conducted to assess the students respond after creating
storyboard was implemented in teaching learning process from the score gathered.
3.5 Data Analysis

The most valuable data required to answer the research under study was the
collecting data from pre-test, post-test and questionnaire. Hyland (2003: 264)
states the purpose of data analysis to clarify our understanding of situation we
have researched, exploring the data for patterns which make the situation
meaningful, and perhaps provide a basis for action. In this present study, the data
gathered are in the written form of writing descriptive paragraph at the eighth
grade students of SMPN 3 Tampaksiring. Technique of data analysis can be seen
in the following procedures:
1. Analyzing the students individual score of pre-test and post-test. The students
individual score has obtained from the total number of each items to be evaluated.
The data obtained was analyzed using paragraph scoring rubric, adopted from
Oshima and Hogue ( 2007: 196), the paragraph scoring rubric as follows:
Table 3.1
Descriptive Paragraph Scoric Rubric
No. Contents
1.
Max. Score
Format 5 Points
There is a tittle.
The tittle is centered.
The first line is intended.
There are margins on both side.
The paragraph is double spaced.
1
Total
2.
Punctuation and Mechanics 5 Points

There is a period after every sentence.
Capital letters are used correctly.
Thes spelling is correct.
Commas are use correctly.
2
Total
3.
4.
Content 20 Points
The paragraph fits the assignment.
The paragraph is interesting to read.
The paragraph shows that the writer used care and thought.
10
Total
20
Organization 35 Points
Orientation
15
Description
20
Total
5.
35
Grammar and Sentence Structures 35 Points

Estimate a grammar and sentence structure score
Grand Total
35
100
To obtain the interpretation of the result of the pre-test and post-test, the writer
used criteria proposed by Harris (1974):
Table 3.2
Range Of Qualification
Score
Criteria
80-100
Good to Excellent
60-79
Average to Good
50-59
Poor to Average
0-49
Poor
2. Analyzing the students pre and post-test by Descriptive Statistical Analysis.

After gathering the students pre-test and post-test score, the data obtain
was analyzed by using Descriptive Statistical Analysis. This analysis was used to
compare the mean of the pre-test score and post-test score, to find the mode of
the score and the percentage of the students changing behavior in learning
writing. The result of the analysis was used to find out the students achievement
in learning writing descriptively.
The mean score is also called the average score can be formulated as
follows:
=
(Adapted from Crowl: 1996)

Where
: the mean score
: the total score of the students
: the number of the students who take the test
The percentage of of the students changing behavior and attitudes in

learning writing can be formulated as follows:
%=
100%
3. Analyzing the students pre and post-test score by Inferential Statistical

Analysis.
The obtained students mean score from pre-test and post-test were
analyzed by Inferential Statistical Analysis. This analysis was used to find out
the statistic significance of the influence of a treatment regarding to prove the
hypothesis. This pattern analyzed the data sample and the result can be
obtained to the population. In this study, the pattern used was the Paired
Sample T. The pattern can be formulated as follows:
Dx : X1- X0
Where:
Dx
: The different mean score of pre-test and post-test
: The means score of pre-test
: The means score of post-test
Analyzing the students significant score pre-test and post-test.

=
( )
( 1)

Where:
t
: the t-observed for correlated means
Dx
: the mean of the differences between two sets of scores
: Summation (Sum Up)
: the difference between the scores of one person (or matched pair)
D2
: the squared difference between the scores of one person
D2
: the sum of the squared difference scores
(D) 2: the squared of the sum difference score

After gathering the data from the Paired Sample T, the t-test result would be
analyzed through the examining criteria as follows:
a) If t observed > t value, the hypothesis is accepted.
b) If t observed < t value, the hypothesis is rejected.
CHAPTER IV
FINDING AND DISCUSSION
4.1 Finding
In this research, the findings were concerned with the result of the pre-test,
post-test and questionnaire. The data gathered were analyzed though two sets of
statistics, namely descriptive and inferential statistic analysis. Pre-test was
adminestered to the subjects under study to obtain their pre-exciting ability in
writing. Post-test was conducted after giving the treatment to the students. In
addition, questionnaire was given to find out the students respond. According to
the data gathered, below is the result of subjects score in pre-test and post-test.
Table 4.1
Tabulation of Data Showing Students Score in Pre-test and Post-test
NO
Students Name
Pre-test
Post-test
(X0)
(X1)
Gusti Ayu Erma Yunita Dewi
69
75
Desak Nymn. Ayu Dwi Wulandari
66
70
I Wayan Karnipa
57
62
Kadek Ayu Dwita Rosaliana
68
72
I Komang Edi Juniarta
65
71
Ni Kadek Indah Lestari Dewi
65
70
I Kadek Dwipayana
60
68
Ni Luh Komang Triani
69
73
I Made Angga Widana Putra
65
70
10
Dewa Putu Arik Saputra
67
70
11
Ni Kadek Dian Sapitri
70
77
12
I Made Nanda Wahyudi
62
70
13
Kadek Surya Adnyana
55
65
14
Ni Wayan Eka Antari
78
82
15
Ni Kadek Ayu Novita Dewi
68
74
16
Ni Kadek Ayu Nusantini
66
72
17
Ni Made Nuriadi
69
75
18
Gusti Ngurah Arta Yoga
64
64
19
I Kadek Adi Oka Adnyana
68
68
20
I Komang Krisnayasa Adi Palguna
63
70
21
Kadek Arista Dewi
69
78
22
I Gusti Ngurah Angga Dwiki S.
69
77
23
I Putu Eka Peryawan
62
60
24
Ni Nyoman Sri Wedarini
63
76
25
I Gusti Ayu Apriani
68
73
26
Putu Cintia Anggareta
66
74
27
Iwayan Suardana
54
70
28
Dewa Ayu Krisnawati
55
60
29
Ni Putu Desriyanti
71
78
30
Ni Komang Evi Juliari
70
79
31
Kadek Yoka Desy Damayu
65
76
32
Gst Ayu Nia Legi Saputri
69
73
33
Gst Ngurah Bagus Raditya
65
68
34
Desak Made Ewik Wiartati
68
72
35
Gusti Ngurah Arya Hartana
60
69
36
I Putu Yogi Semadi
50
60
2338
2561
Total
The additional data required for the present study were collected through
administering to the subject under study at the end of post-test was intended to
know and figure out the students respond in learning writing by creating
storyboard. As mention below, the writer administered the questionnaire once
time. Furthermore, the questionnaire consisted of ten questions. Each questions
had five options, which were: Strongly Disagree (1 points), Disagree (2 points),
Undevided (3 points), Agree (4 points), Strongly Agree (5 points). In analyzing
the questionnaire, the writer used rating scale sum. Each answer of questionnaire
which was chosen by the student was multiplied by its rating scale.
Table 4.2
Tabulation of Data Showing Students Respond in Learning Writing by
Creating Storyboard
NO
Students Name
SS
RG
TS
STS
10
Desak Nym A. Dwi Wulandari
10
I Wayan Karnipa
I Kadek Dwipayana
10
10
11
12
13
Kadek Surya Adnyana
14
Ni Wayan Eka Antari
15
16
10
17
Ni Made Nuriadi
10
18
19
20
21
Kadek Arista Dewi
22
23
I Putu Eka Peryawan
24
25
I Gusti Ayu Apriani
26
27
Iwayan Suardana
28
Dewa Ayu Krisnawati
10
29
Ni Putu Desriyanti
30
10
31
32
33
34
35
36
I Putu Yogi Semadi
10
248
92
14
Total
4.1.1 Descriptive Statistical Analysis

Descriptive statistic provides simple summaries about the sample and
about the observations have been made. Crowl (1996) states it shows numbers and
tabulations used to summarize and present quantitative information from the data
gathered concisely. It is the term given to the analysis of the data that hepls
describe , show or summarize data in meaningful way. This measurements were
used in order to give a clear description of the result of the pre-test and post-test.
The following are the tables of the frequency scores for both tests which clearly
showed in the distribution of the data.
Table 4.3
Tabulation of Data Showing the Frequency Distribution of Pre-test and Posttest Score
XO
FO
X1
F1
50
60
54
62
55
64
57
65
60
68
62
69
63
70
64
71
65
72
66
73
67
74
68
75
69
76
70
77
71
78
78
79
82
Total F1
36
Total F0
36
Where :
X0 X1 = Students score in Pre-test and Post-test
F0 F1 = Amount of students scores in Pre-test and Post-test.
From the table above, it can be found that in the X0 column presented the
lowest score of the students in pre-test was 50, thus the highest score was 78. In
addition, the column X1 showed that the lowest score of the students in post-test
was 60, and the highest score was 82. Considering the above table, the scores of
students in doing post-test were higher than the scores of students in doing pretests. This indicated that the students had a better performance in doing post-test
after giving the treatment rather than in doing pre-test. These data were also
analyzed descriptively in terms of mode and mean.
4.1.1.1 Mode
The mode is the score that occurs the most in a distribution of data. The
data showed that the mode of pre-test score was 69 and the mode of post-test
score was 70.
4.1.1.2 Mean
The mean score is gained by dividing the total score by the total number of
students taking the test. From the computation, the mean score of the pre-test was
64,94 and the mean score of the post-test after the treatment was 71,14. The
computation can be seen as follows:
Mean X1 (Pre-test) =
Mean X2 (Post-test) =
= 64,94
= 71,14
4.1.1.3 Questionnaire
In addition, the result of the questionnaire were intended to comparatively
figure out the respond of the students under study in creating storyboard could be
computed and then discussed. The amount of criterion score ( if each item gets
the highest score) = 36x10x5 = 1800. In this case the highest score of each test =
5, and the test item = 10 and the total students = 36. The total score of gathering
data questionnaire is 1651. The computation of questionnaire can be seen as

follows:
Table 4.4
The Tabulation Total Data Showing of Students Respond in Learning
Writing by Creating Storyboard
The
Rating Score
Questionnaires
Amount of
Total Score of the
Subjects Answer
Data Gathered
Answer
SS
248
1240
92
368
RG
14
42
TS
10
STS
Total
1661
Where:
SS
: Sangat Setuju (Strongly Disagree)
: Setuju ( Agree )
RG
: Ragu-ragu ( Undevided )
TS
: Tidak Setuju ( Disagree)
STS
: Sangat Tidak Setuu ( Strongly Disagree )

From the data above, the total data gathered from answering questionnaire
was 1661. Regarding to find the percentage of the techniques whether it is useful
or not and the students respond through the treatment, the data gathered from
questionnaire can be formulate as follows:
%=
%=
1661
100% = 92,27
1800
100%
From the data above it can be mentioned, It was 92, 27 % of students

stated that learining writing by creating storyboard was interesting. The technique
was useful in teaching writing and clearly confirmed that teaching writing by
creating storyboard proved to be an effective method because the students showed
the positive respond in learning writing by creating storyboard. At the end,
creating storyboard in teaching and learning writing was appropriate technique in
the classroom. From the result above, the total score 1611 can be categorized in
interval between agree and strongly agree, this could be categorized as follows;
360 (STS)
720(TS)
1080(RG)
1440(ST)
1661
1800 (SS)
It can be stated that students are mostly agree that creating storyboard was useful
and appropriate technique in teaching writing.
4.1.2 Inferential Statistical Analysis

The inferential analysis was conducted by researcher to see the difference
of the mean scores between the pre-test scores and the post-test score after being
taught with the treatment. In inferential statistic analysis, the data were analyzed
by using t-test. Before analyzing the data by using t-test, the researcher
determined the df ( degree of freedom) to find the t-value. The df value can be
determined by the number of subject minus 1. In this study the subjects were 36,
consequently the df = 36-1 = 35. The t-value in the t-table for df 35 at 0,05 level
of significance was 2,030. The parametric t-test used was paired sample t-test and
the result can be seen as follows:
a) Computing the different score between pre-test and post-test.

Table 4.5
The Data Showing of Students Different Pre-test and Post-test Score
NO
Students Name
Pre-test
Post-test
D2
69
75
-6
36
Desak Nym A. Dwi Wulandari
66
70
-4
16
I Wayan Karnipa
57
62
-5
25
68
72
-4
16
65
71
-6
36
65
70
-5
25
I Kadek Dwipayana
60
68
-8
64
69
73
-4
16
65
70
-5
25
10
67
70
-3
11
70
77
-7
49
12
62
70
-8
64
13
Kadek Surya Adnyana
55
65
-10
100
14
Ni Wayan Eka Antari
78
82
-4
16
15
68
74
-6
36
16
66
72
-6
36
17
Ni Made Nuriadi
69
75
-6
36
18
64
64
-0
19
68
68
-0
20
I Km. Krisnayasa Adi Palguna
63
70
-7
49
21
Kadek Arista Dewi
69
78
-9
81
22
69
77
-8
64
23
I Putu Eka Peryawan
62
60
-2
24
63
76
-13
169
25
I Gusti Ayu Apriani
68
73
-5
25
26
66
74
-8
64
27
Iwayan Suardana
54
70
-16
256
28
Dewa Ayu Krisnawati
55
60
-5
25
29
Ni Putu Desriyanti
71
78
-7
49
30
70
79
-9
81
31
65
76
-11
121
32
69
73
-4
16
33
65
68
-3
34
68
72
-4
16
35
60
69
-9
81
36
I Putu Yogi Semadi
50
60
-10
100
2338
2561
-223
1815
Calculating the Dx value,

Dx
= X0- X1
= 71,14-64,94
= 6,2
b) Calculating the t-test formula.
( )
Where :
t
: the t-observed for correlated means
Dx
: the mean of the differences between two sets of scores
: Summation ( Sum Up)
: the difference between the scores of one person (or matched pair)
D2
: the squared difference between the scores of one person
D2
: the sum of the squared difference scores
(D) 2: the squared of the sum difference score
6,2
(223)
1815
36
36 (35)
6,2
1815 1381,36
1260
6,2
433,64
1260
6,2
0,344
6,2
0,6
= 10,33
Based on the calculation of t-test above, the the t-observed was 10,33. It
can be stated that t-observed exceeded the t-value of 2,030 with alpha level 0,05.
Thus the proposed hypotesis that stated There is statistically significant influence
of creating storyboard based on Subak Cultural Landscape on the writing ability
of the eight grade students of SMPN 3 Tampaksiring in academic year
2013/2014 was accepted
4.2 Discussion
After gathering all of the data, the result of data obtained were discussed
as follows:
4.2.1 The Result of Descriptive Statistical Analysis
Looking at the descriptive statistical analysis, it was purposed to find the
studentss achievement in writing ability after giving the treatment and to find the
percentage of the students changing behaviour and attitudes toward the
technique. Thus, it can be found that the studentss achievement in writing ability
after giving the treatment (post-test) was better than before the treatment (pretest). Below is the result of the descriptive statistical analysis.
Table 4.6
The Result of Mode and Mean Score
N
Pre-test
Post-test
36
36
Valid N
36
Minimum Maximum
50,00
78,00
60,00
82,00
Mode
69,00
70,00
Mean
64,94
71,14
Looking at the table above, it can be stated that in pre-test students

achieved the minimum score at 50,00 and the highest score at 78. Thus, the mode
in the distribution was 69 and the mean score of all subjects was 64,94.
Based on the table above, it can be showed that in post-test students
achieved the minimum score at 60,00 and the highest score at 70,00. In addition,
the mode in the distribution was 70 and the mean score of all subject was 64,94.
Regarding to answer the first research question How is the students
achievement in learning writing by creatimg storyboard based Subak Cultural
Landscape?, from the both result above it can be seen that the post-test scores
had higher result that the pre-test scores so it can be concluded that the students
achievement positively changed.
Concerning to know the students respond in learning writing by creating
storyboard, the researcher also obtained the data from the questionnaire. The data
obtained from the questionnaire can be seen as follows:
Table 4.7
The Result of Students Respond in Learning Writing by Creating
Storyboard
Students Total Score
Maximum Score
Percentage
1661
1800
92,27%
From the table above, it can be seen that the total score of obtaining
questionnaire of all subjects was 1661. And the percentage was 92,27%, it can be
concluded that the subjects were agree with the treatment which was appropriate
in teaching writing and the students gave a positive respond in learning
storyboard by creating storyboard related to the topic Subak Cultural Landscape.
4.2.2 The Result of Inferential Statistical Analysis

Considering the result of the total mean score of pre-test and post-test, the
data obtained have been analyzed by using paired sample T. Paired Sample T- test
is one of inferetial statistic analysis in which involves the two measurements of
the same sample on a treatment or an influence. The result of the Paired Sample
T-test can be seen as follows:
Table 4.8
The Resulf of Paired Sample T
t-value
t-observed
2,030
10,58
From the table above, it can be seen that the t-observed is higher than tvalue. In line with the null hypothesis which stated that There is no significance
influence of creating storyboard on students writing ability, the result of the
paired sample T showed that the t- observed was higher that t-table, it obviously
accepted the hypothesis. Regarding to answer the second research question, it

was clearly stated that there is a statiscally significant influence of creating
storyboard on students writing ability, as it can be seen that t-observed (10,58) >
t-value (2,030) .
CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
This research is purposed at examining whether there is or not significance
influence of creating storyboard in students writing ability. According to the data
analysis which has been discussed in the previous chapter, there was a
significance influence of creating storyboard on the writing ability of the eight
grade students of SMPN 3 Tampaksiring. The first research question has been
answered by descriptive statistical analysis, which showed the subjects score in
doing post-test had better or higher achievement than the score in doing pre-test. It
can be stated that that the students achievement changed positively after giving
the treatment. In line with the second research question, it was answered by
inferential statistical analysis. This can been seen from the result of the
inteferential statistic which t-observed was higher than t-value. The result showed
that there was a significance influence of creating storyboard on the writing ability
of the eight grade students if SMPN 3 Tampaksiring. Regarding to both result, it
can be concluded that the proposed hypothesis was accepted.
Thus, the additonal data from questionnaire also showed that the students
positive respond in teaching and learning writing by creating storyboard regarding
to the topic Subak Cultural landscape. It can be showed from the percentage of the
questionnaire that the students were agree with the treatment which was
appropriate and useful in teaching writing. It indicated that they were involved in
teaching and learning writing by creating storyboard.
5.2 Suggestion
There are several suggestions put forward for prospective implementation
of the technique and also for further research.
1. For The English Teacher
In line with writing is the most complex skill, the teacher has to be aware
in teaching writing. Teacher also offer a different way in teaching writing
so that make the students interested in. There are lots of techinique in
teaching writing that can be applied in the classroom. Creating storyboard
is one of learning media that can be used, also if the teacher can expand it
into the learning media digital, that would be better considering that
nowdays, all people live in digital technology. And the teacher can use the
topic related to daily life or environment in teaching writing espcially or
teaching English generally. The teacher can use the Subak Cultural
Landscape textbook as one of teaching and learning media in classroom.
So if the new techique is combined with the topic related to daily life or
environment, the result is the teaching and learning process become fun
and interesting.
2. For the students
Regarding to the students participation in learning writing by creating
storyboard was very high, it indicated that creating storyboard in writing
ability was a useful technique. Creating storyboard challenged students to
put down on paper the specic visual ideas they want to show in
their story. The students can start to create the simplest storyboard with
the simplest topic around them especially Subak in order to keep the
existance of Subak and to learn the Balinese cultural heritage.
3. For the institution
SMPN 3 Tampaksiring is suggested to develop a variety of teaching and
learning process since it can be fun and interesting with a new learning
media and technique. Therefore the students are pushed to develop their
ideas in writing English.
4. For the other researchers
Due to the limitation of time, it is suggested for the other researchers to
conduct similar research using storyboard based on Subak Cultural
Landscape or another autenthic study with longer time allotment. In
addition, it is suggested to conduct the same study or further study by
developing other research variables, thus, they can develop a new learning
innovation in education.
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(2010). Introduction to Research in Education. Eighth Edition. USA:
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Brown, H. Douglas. (2004). Language Assessment: Principles and Classroom
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Cameron, Lynne. (2001). Teaching Language to Young Learners. United
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Practice. Chicago. University of Virginia
Cohen, Louis; Manion, Lawrence; and Morrison, Keith. (2000). Research
Methods in Education. Fifth Edition: London Routledge Falmer.
Crowl, K.T. (1996). Fundamental of Educational Reseacrh. Brown and Benmarck
Publisher.
Green, Martha Robinson. (2011). Teaching Writing Process Through Digital
Storytelling in Pre-Service Education. Dissertation: University of Texas.
Harmer, Jeremy. (2008). The Practice of English Language Teaching. Fourth
Edition: Longman.
Heaton, J.B. (1991). Writing English Language Tests. London: Longman Group
UK Limited.
Hermanto. (2013). Improving The Students Writing Ability in Writing Narrative
Using Picture Series. Jurnal Pendidikan Unisma, 1(13), 148-154
Hinkel, Eli. (2004). Teaching Academic ESL Writing : Practical Techniques in
Vocabulary and Grammar. New Jersey: Lawrence Erlbaum Associates,
Publishers
Ibnian, S.S. Khalaf. (2010). The Effect of Using Story Mapping Technique on
Developing Tenth Grade Students Short Story Writing Skills in ESL.
Canadian Centre of Science and Education, 3(4), 183-194
Kaler Surata, Sang Putu. (2013). Lanskap Budaya Subak. First Edition: UNMAS
PRESS
Litasari, Linda. (2011). Experimental Study On The Use Of Picture Series In

Teaching Writing Narrative Text At The Tenth Grade Student Of SMAN 2
Banjarbaru. Unpublised Thesis: Universitas Lambung Mangkurat.
New Brunswick Teachers. (2007). English Language Art : The Curriculum for
Writing 110. New Brunswick: Department Of Education Educational
Programs and Services.
Nunan, David. (1992). Research Method in Language Learning. New York:
Cambridge University Press
Oshima, A & Hogue, A. (2007). Writing Academic English. New York: Longman
Richard, Jack., Schmidt, Ricard. (2002). Dictionary Of Language and Applied
Linguistic. UK: Pearson Education Limited.
Richard, Jack C., Renandya, Willy A. (2008). Methodoly in Language Teaching.
New York: Cambridge University Press.
Sugiiyono. (2013). Metode Penelitian Pendidikan (Pendekatan Kuantitatif,
Kualitatif, dan R&D). Alfabeta
APPENDICES
Appendix 1
LIST OF STUDENTS
No
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
Name of Students
Desak Nym. Ayu Dwi Wulandari
I Wayan Karnipa
I Kadek Dwipayana
Ni Luh Koming Triani
Kadek Surya Adnyana
Ni Wayan Eka Antari
Ni Made Nuriadi
Kadek Arista Dewi
I Putu Eka Peryawan
Ni NyomanSri Wedarini
I Gusti Ayu Apriani
I Wayan Suardana
Dewa Ayu Krisna Wati
Ni Putu Desriyanti
Kadek Yoka Desy Domayu
I Putu Yogi Semadi
Appendix 2
PRE-TEST
School
: SMP Negeri 3 Tampaksiring
Class/ Semester
: VIII/ 2
Text
: Monologue (Descriptive)
Theme
: Rice Field
Skill
: Writing
Time Allocation
: 1 x 20 minute
Date &Time
: 2 Jan 2014
Look at the pictures below and answer the questions!

1. Choose one of the pictures among the six alternatives.
2. Then, describe it on a piece of paper by your own words about 7-10 sentences!
(a)
(b)
(c)
(d)
(e)
(f)
Appendix 3
LEARNING ACTION PLAN
School
Class/Semester
: VIII/II
Subject
: English
Language Skill
: Speaking, Writing
Genre
: Descriptive Text
Time Allocation
: 4 x 40 minutes
Meeting
: II
A. Standard Competence
Speaking
1. Expressing the meaning of short functional text and simple monologue
in form of descriptive, recount, and narrative in context of daily life to
access knowledge.
Writing
2. Expressing the meaning of short functional text and simple essay in
form of descriptive, recount, and narrative in context of daily life to
access knowledge.
B. Basic Competence
Speaking
1. Expressing the meaning of simple monologue text that uses of spoken
language varieties accurately, fluently and appreciate in the context of
daily life in form : descriptive text.
Writing
2. Expressing the meaning and rethoric steps of simple essay accurately,
fluently and appreciatein context of daily life to access knowledge in
form of : descriptive text.
C. Indicators
1. Expressing the spoken descriptive monologue text.
2. Demonstrating the spoken descriptive monologue text.
3. Identifying the generic structure of descriptive text.
4. Making a simple descriptive text related to the topic.
D. Learning Objectives
At the end of teaching learning process, the students are expected to be
able to :
1. Express the spoken descriptive monologue text
2. Demonstrate the spoken descriptive monologue text
3. Identify the generic structure of descriptive text
4. Make a simple descriptive text related to the topic
E. Learning Material
An example of descriptive text with a topic which is taken from a textbook
entitled Subak Cultural Landscape.
F. Character Building
1. Innovative
2. Communicative
G. Method/Technique
-
Self inquiry
Group discussion
H. Teaching and Learning Process:

Activities
Stages
Teacher
- Greeting
Pre Activities
Time Allocation
Students
-Respond the greeting
10 minutes
-Checks the attendances list

-Listen carefully
- Gives brainstorming
While Activities
(Exploration)
(Elaboration)
-Gives some questions for the

student based on the material
-Respond
the
questions based on
their knowledge
-Discusses the materials about

finding the generic structure of
descriptive
paragraph, -Pay attention
grammar uses, vocabulary taking note
related to the topic, spelling,
punctuation,
and
correct
pronounciation
and
- Facilitates the students with

one
simple
descriptive
paragraph and ask them to
illustrate the paragraph about
through picture
-Practice to illustrate
the story in the
descriptive paragraph
given into some
pictures
- Gives chances for the

students to ask questions.
-Asking the question

about material.
- Asks the students to find

group consisted of 9 members
-Make groups
consisted of 9
members of each
group.
-Administers a simple dialouge

in form of descriptive
paragraph. Asks the students to
work in group to make
illustration of the dialouge
about in a sequenced picture
(storyboard)
-Asks the students to practice
orally the simple dialouge in
group in form of descriptive
-Work in group to
make illustration of
the dialouge about in
a sequenced picture
(storyboard)
-Practice orally the

simple dialouge in
group in form of
60 minutes
paragraph through making

video.
Confirmation
descriptive paragraph
and record their own
video.
together
-Discusses together about the -Discuss
with the teacher
materials have been given
-Discusses together about the
treatment/ exercise.
-Gives the feedback by
encountering reinforcement in -Listen and respond
teachers
spoken that they have done the
explanation
and
give
their exercise.
the positive responses
-Gives motivation to the for the teacher
students that less and are not
able to follow up the material
about descripive text.
Post Activities
- Asking the student to make

the summary of the material
about simple descriptive
paragraph.
-Making
the
summary
of
the
material about a
simple
descriptive
paragraph.
-Gives a post test to write

descriptive paragraph related
to the topic given
-Write
a
simple
descriptive
parargraph related to
the topic
-Gives a post-test to practice

orally a simple monolouge in
form of descriptive paragraph
related to the topic
-Gives closing
-Practice orally a
simple monolouge in
form of descriptive
paragraph in front of
the class
-Give greeting to the
teacher
70 minutes
I. Sources/Material/Media
- Laptop/LCD
- Oxford dictionary
- Subak Cultural Landscape textbook
- https://www.google.co.id/
J. Instrument of Assessment
- Choose one picture in the textbook, write a simple descriptive

paragraph by using your own words in at least 7-10 sentences in a
piece of paper.
K. The Orientation of Assessment
Descriptive Paragraph Scoric Rubric
No. Contents
1.
Max. Score
Format 5 Points
There is a tittle.
The tittle is centered.
The first line is intended.
There are margins on both side.
The paragraph is double spaced.
1
Total
2.
Punctuation and Mechanics 5 Points

There is a period after every sentence.
Capital letters are used correctly.
Thes spelling is correct.
Commas are use correctly.
2
Total
3.
Content 20 Points
The paragraph fits the assignment.
The paragraph is interesting to read.
4.
The paragraph shows that the writer used care and thought.
10
Total
20
Organization 35 Points
Orientation
15
Description
20
Total
5.
35
Grammar and Sentence Structures 35 Points

Estimate a grammar and sentence structure score
35
Grand Total
100
Range Of Qualification
Score
Criteria
80-100
Good to Excellent
60-79
Average to Good
50-59
Poor to Average
0-49
Poor
Tampaksiring, 9th Januari 2014

Researcher,
(Ni Luh Ayu Prabha Andari)
Appendix 4
POST-TEST
School
Class/ Semester
: VIII/ 2
Text
: Monologue (Descriptive)
Theme
: Rice Field
Skill
: Writing
Time Allocation
: 1 x 20 minute
Date &Time
: 20 Jan 2014
Look at the pictures below and answer the questions!

1. Choose one of the pictures among the six alternatives.
2. Then, describe it on a piece of paper by your own words about 7-10 sentences!
(a)
(b)
(c)
(d)
(e)
(f)
Appendix 5
Questionnaire
Berikan tanda silang pada kolom dibawah berdasarkan pendapat kalian mengenai
pembelajaran writing menggunakan storyboard.
No.
Statement
sts
Membuat storyboard dalam belajar writing sangat menyenangkan.
Storyboard merupakan media yang cocok dalam pembelajaran
ts
writing.
3
Belajar writing menggunakan storyboard mengenai Lanskap

Budaya Subak itu menarik.
Saya menikmati belajar writing melalui storyboard.
Saya mendapatkan pengalaman baru dalam belajar writing

menggunakan storyboard bertemakan Landskap Budaya Subak.
Saya merasa lebih mudah berkreasi dalam menulis paragraf dengan

menggambar ilustrasi cerita tersebut.
Saya belajar kosakata baru melalui pembelajaran writing

menggunakan storyboard mengenai Landskap Budaya Subak.
Saya senang berpartisipasi dalam pembuatan storyboard

bertemakan Landskap Budaya Subak.
Belajar writing melalui buku teks Bahasa Indonesia bertemakan

Lanskap Budaya Subak sangat menarik.
10
Pembelajaran writing menggunakan storyboard mempengaruhi

kemampuan menulis saya.
Points
Statements
Sangat
Tidak
Tidak
Setuju
Setuju
3
Ragu-ragu
Setuju
Sangat
Setuju
rg s
ss
Appendix 6
Appendix 7
BIOGRAPHY
Her name is Ni Luh Ayu Prabha Andari. She was born on

December, 23th 1992 in Sempidi, Badung, Bali. She is
originally from Br.Kung No.14, Kuta Utara, Badung. Her
hobbies are dancing and reading novel. She is the first
daughter of I Ketut Pastika and Ni Putu Juniasih and she has
one younger brother. She started her study when she was
five years old. She had her elementary school at SDN 2
Dalung. Then, she continued her study on 2004 at SMPN 1
Kuta Utara. On 2007, she continued her Senior High School at SMAN 1 Kuta
Utara. She finished her senior high school on 2010 and she directly continued her
college to study at Universitas Mahasaraswati Denpasar. She chose English
Education Study Program, Faculty of Teacher Training and Education. Moreover,
during her study, she also ever worked for two companies in her spare time.
Firstly, she worked as Front Office Staff at Puri Maharani Hotel, she worked
there for about 9 months. And then, she moved to work at Cruise Line Agency,
PT. Ratu Oceania Raya bali, she was a documentation staff for handling Disney
Cruise Line and Carnival Cruise Line. She interacted with English almost
everyday. Those experience helped her to develop her English ability. After she
graduated from University Mahasaraswati, she wishes to share her knowledge to
other people.

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THESIS

THE INFLUENCE OF CREATING STORYBOARD ON

NI LUH AYU PRABHA ANDARI

ENGLISH EDUCATION STUDY PROGRAM

THE INFLUENCE OF CREATING STORYBOARD ON

NI LUH AYU PRABHA ANDARI

ENGLISH EDUCATION STUDY PROGRAM

THE INFLUENCE OF CREATING STORYBOARD ON

NI LUH AYU PRABHA ANDARI

ENGLISH EDUCATION STUDY PROGRAM

This thesis entitled The Influence of Creating Storyboard on Writing

Drs. I Nengah Astawa, M.Hum

IGA Putri Wirastuti, S.S., M.Hum.

Dr. Drs. I Made Sukamerta, M.Pd.

Drs. I Nengah Astawa, M.Hum

IGA Putri Wirastuti, S.S., M.Hum.

Dean of the Faculty of Teacher

Prof. Dr. Wayan Maba

Head of the English Education

I Komang Budiarta, S.Pd., M.Hum.

Denpasar, 17th February 2014

Ni Luh Ayu Prabha Andari

Denpasar, 17th February 2014

Andari, Ni Luh Ayu Prabha. (2014). The Influence of Creating Storyboard

Writing is a complex process that involves thinking and composing, the

1.3 Objective of the Study ..............................................

THEORETICAL AND EMPIRICAL REVIEW ............

CHAPTER III RESEARCH METHOD .....................................................

3.2 Population and Sample .............................................

Table 3.1 Descriptive Paragraph Scoring Rubric........................................

Table 3.2 Range of Criteria of Writing Qualification .................................

Table 4.2 Tabulation of Data Showing Students Changing Behaviour and

Table 4.3 Tabulation of Data Showing the Frequency Distribution of Pre-test

Table 4.6 The Result of Mode and Mean Score .........................................

Table 4.8 The Result of Paired Sample T ...................................................

List of Student ..................................................................... 47

Lesson Plan .......................................................................... 50

List of Tabel-t ..................................................................... 59

Research Permit from UNMAS Denpasar .......................... 60

Research Approval from SMPN 3 Tampaksiring ............... 61

Students will have numerous

in learning by involving the learners participation in the classroom activities that

1.2 Research Problem

1.3 Objective of the Study

1.4 Limitation of the Study

1.5 Significance of the Study

evidences in determining the influence of using storyboard on students writing

feedback to the students, teachers, school and other researcher.

1.6 Definition of Key term

Students will have numerous

2.1 Theoretical Review

2.1.1 The Conception of Writing

2.1.2 Approach to Student Writing

2.1.2.1 Process and Product

of these circumstances should prevent us from explaining the process to our

2.1.2.3 Creative Writing

2.1.2.4 Writing as a cooperative activity

2.1.3 Conception of writing storyboard

Based on the explanation above it can be concluded that by using

2.1.4 Subak Cultural Landscape Textbook

2.1.5 Creating Storyboard based on Subak Cultural Landscape

As stated above, storyboard is an activity which offers an opportunity for

communication and graphic organization challenges students to put down on

2.1.6 Writing Assesment