TITLE : THE USE OF POP-UP BOOK TO IMPROVE THE EIGHTH GARDE

STUDENTS’ ACHIEVEMENT IN WRITING A NARRATIVE TEXT

CHAPTER 2. RELARED LITERATURE REVIEW

This chapter discusses some theories related to the research topic. The discussion
includes Theoritical Framework, Conceptual Review, and Previous Reserach Review.

2.1 Theoritical Framework

2.1.1 Writing Skill

Writing skill is also well known as a productive skill in English language learning. In
teaching writing skill, students are expected to be able in producing a text by using English as
the language. Dealing with the writing itself, many experts have various prespectives to give
definition about it. According to Patel and Jain (2008:125), writing is a skill that must be
taught abd practiced. It is needed as a feature of mastering a language due to it provides a
very good means by foxing vocabulary, spelling and also sentence pattern. Beside that,
Hyland (2003:3) add that writing as a product and focus on formal text units or grmmatical
features of texts. In this view, learning to write in a foreign or second langauge mainly
involves linguistics knowledge and the vocabulary choices, syntatic patterns, and cohesive
devices that comprice the essential building blocks of texts.

Moreover Meyers (2005:2) says that writing is a way to produce language which you
do naturally when you speak. It belongs to partly a talent, but it is mostly a skill. Same like
others skill it will need to be practiced in order to improve the skill. Furthermore, Robert et al
.(2005:12) say that writing is aimed to develop an imagination. It is stated as a conceptual
construct that develops very early in sequental stages through several cognitive conflict
happening during the problem solving of writing tasks. As also stated by Means and Linder
(1998:31) a piece of writing is like a good conversation because it shares a mood and idea of
the writer and make the writer become outgoiing and cooperative. They can go on a crusade
for their idea.

Based on the several definitions of writing above, the reseacher conclude that writing
is a complicated activty that includes the process of delivering ideas or imagination on a
paper by using appropiate vocabulary, and sentence pattern to amuse the reader. Due to the
difficultness of this skill, students will need an appropiate media to improve their writing
skill.

2.1.2 Narrative Text

Narrative text is telling a story. Its purpose is to entertain, amuse and to deal with
actual or vicarious experience in different ways. Narrative deals with problematic events
which lead to a crisis or turning point of some kind, which in turn finds a resolution. It means
that writing narrative paragraphs, the writer writes the action or the events that happened in
chronological order which has a definite beginning and definite ending. According to D’
Angelo (1980:196), narrative is a sort of text that consists of the act of following sequence of
action or events in time. It is a recounting of the facts or particulars of some incident or
experience. Meanwhile, narrative text, since it told a story, is dominantly constructed in past
tenses. It is logic because every story happened in the past time.

Furthermore, to be interesting, a good story must have interesting content. It should

tell about an event our audience would find engaging. Ruetten (2012:35) added in narrative,
the writer focuses on a particular incident to support the main point. The incident consists of
events that linked in time. All the events should support the controlling idea. The writer also
includes words and details that support the controlling idea. Therefore, it should be detailed
and clear, with event engaged in order which they happened or in some other effective way.

Narrative text includes some points, such as the generic structure and language
feature. Those points will be discussed below:

For the generic structure of narrative text, Derewianka (1990:32) states three points as
follows:

1. Orientation: This is the beginning of the story in which the writer tells the audience about
who the characters in the story are, when the story is taking a place and where the action
happens.

2. Complication: The story is pushed along by a series of event, during which we usually
expect some sort of complication or problem to arise. This complication will involve the
main characters. Narrative mirror the complication we face in life and tend to reassure us that
they are resolvable.
3. Resolution: In a satisfying narrative a resolution of complication is brought about. The
complication may be resolved better or worse, but it is rarely left completely unresolved
(although this of course possible in certain types of narrative, which leave us wondering how
the end is).

Moreover, the narrative text has language features that have function to improve the
students’ knowledge. Anderson (1997:8) states the language feature as follows:

1. Specific characters. It means focusing on specific and usually individualized participants.

2. Time words that connect to tell when they occur. Use of temporal conjunctions and
temporal circumstances can be choice too.

3. Verbs to show the actions that occur in the story. It can be inferred that the tense used is
past tense.

4. Descriptive words to describe the characters and setting. It is common place considering
the definition of narrative text is telling story, so description of characters and setting is
important.

2.1.3 Teaching Media in ELT

Teaching a langauge by using interesting media will be the most effective way to
attract students attention and also participation in the classroom. Hamalik (1986) says that the
use of media in teaching and learning process can generate new desires and interests. It can
also encourage the motivation and stimulation in learning activities which also bring a
psycological influence on students. In addition Reiser and Dick (1996:70) state that one of
the advantages of using media is that media can motivate students in learning activity. Some
media can encourage students’ curiousness and attention that will lead students to catch the
materials of learning.

There are many kinds of media that can be used in teaching and learning process. One
of them is Pop-up Book. Pop-up Book is a book that contain three dimensioanl pictures that
will show up if the book is opened. Accoding to Jr et al (2014) Pop-up Book is three
dimensional pictures that contain paper pieces that move up when book is opened and fold
completely flat when the book is closed. Moreover Pop-up Book can illustrate a real situation
and it will stimulate the imagnation of students.
 There are many kinds of the Pop-up Book according to the appereance of the book
and the way in making the book. Moreover Rubin (2013) state that there are three kinds of
Pop-up Books based on the appereance of the book. They are Pop-up Book with pattern of
900, Pop-up Book with pattern 1800, and Pop-up Book with pattern 3600.

2.1.4 Pop-up Book as Media in Teaching

Pop-up Book as a moveable and three dimensional book is an interesting media that
teachers can used in teaching writing skill. By using Pop-up book students will help students
to get involved with the story of the book. Pop-up book also can used as the appropiate media
for helping students learn about the generic structure of the text, observe the picture and write
the idea on the paper. Moreover Pop-up book can make students filling the gap between
situation in the pictures and in a real life. Therefore, Pop-up media become an appropiate and
interesting media to teach writing skill to the students.

More consideration of using Pop-up Book is because the students sometimes will be
more interesting and pay more attention in a new thing. The students will be able to imagine
about the chronological events of the story based on the picture easily. According to Dyk,
Broman and Rubin (2010:7), Pop-up Book teachs in clever ways, making teh learning
experience more effective, interactive and memorable. Some attractive picture in Pop-up
Book will make students enjoy the picture then they can get into the story of the picture.
When the imagination of the students already fit the story of the picture, students can deliver
it on the paper easily.

Based on Glaister and Holmes (2002:3), there are four advantages of using Pop-up
Book. The first advantages is Pop-up Book provides the type of pictures that can help to
bridge the gap between subject content andliterature e.g. mathematics and literatures, or
science and literatures. Second, Pop-up Book provides the type of a pictures that can help to
bridge the gap between the abstract world of literature, and the concret world of real objects.
Third, Pop-up Book provides the types of pictures that have three dimensional scene looks
like real or alive than the pictures in general. The last, Pop-up Book provides the type of
pictures that are more attractive for getting students’ attention. Those are because the
appereance Pop-up Book that will stimulate the imagination of the students and make the
students can describe what they are seen from the picture and deliver it on the paper.
 Pop-up Book also has disadvantages as well.according to Glaister and Holmes
(2002:3) there are two disadvantages of using Pop-up Book. First, if the book is made by a
low quality of paper, the book will be fragile. Second, Pop-up Book needs much money
because it needs a good quality of paper and also full colors. Therefore, making Pop-up Book
by yourself can solve those problems.

In teaching writing, Pop-up Book is helpful for the students to use their imagination
and help them to express their ideas about the story on the paper. By looking the picture,
students will also help studentsto understand about the story, where the story happened,
whenit happened and who are the character of the story.

2.1.5 The Procedure of Teaching Reading by Using Pop-up Book

The procedures of teaching by using the pictures of Pop up Book in the first meeting of
teaching writing narrative text. Below is one model of teaching writing a narrative text by
using Pop Up book as media in accordance with curriculum 2013. The procedure consists of
three activities: a. Pre-teaching activities b. Whilst-teaching activities c. Post-teaching
activities.

a. Pre-teaching Activity

In the first activity, the teacher and students do some activities to overview the lesson that
going to be learned. The teacher asks the student to pay attention.

b. Whilst-Teaching Activities

In the second activity, it is the main part of teaching writing activities. Teacher begins to
teach writing through pictures of “Pop Up book” as media. After activating the students’
background knowledge in pre-teaching, it will be easier for teacher to teach students. Based
on curriculum 2013, whilst teaching activity is divided into five stages, they are observing,
questioning, experimenting, associating and networking.

c. Observing
In observing activity, the teacher shows a picture related to the model of Narrative text. The
teacher brainstorms student’s ideas by observing their background knowledge of narrative
text.

2.2 Conceptual Review

Pictures are considered as the most important media in teaching and learning
activities. Some experts state that explaination presented in words and pictures can increase
the students’ comprehension. As stated by Marshall (2002:8) that engaging the learners
through text and visuals has proved an effective means to enhance retention. Ernestova
(1981:57) states that the students will understand and retain the meaning of words better
when they have seen some subjects associated with it. Wright (1982:2) also state that the
picture is effective to use because it can attract the students and give them motivation in
writing, and through picture the students can get enough stimuli.

Based on the explanation above, it is very useful for the students because mostly they
are difficult to start in writing when they do not know what they have to do. By giving Pop-
up Book, they can see some interesting pictures, so they can get ideas in starting to write by
imagining the pictures. They can start to 2think and imagine the story that will be written by
them based on the pictures that have been given. So hopefully they can easily write their
ideas. In teaching learning process, especially writing, it needs more time. Because the
process takes a long time and extra energy.

2.3 Previous Research Method

There are some research studies that relevant with the idea of using Pop-up Book as a
media for teaching writing skill. this study is intended to make another Pop-up Book media to
facilitate writing activity.

The first was a study conducted by Destri and Refnaldi (2017). They made aresearch
with the title “THE IMPROVMENT OF NARRATIVE WRITING SKILL USING POP-UP
BOOK MEDIA”. the design of this research is Classroom Action Research. This research is
aimed to improve the sixth grades students’ ability in writing a narrative text at SD N 2
Kedunglegok. The result of this research shows that there is a significant improvement from
the students in writing a narrative text. The use of Pop-up Book already gave an easier way to
develop their idea in writing. In addition, the Pop-up Book also encourage students to pay
more attention in teaching and learning process. It also state that there is significant
increasing in students participation.

In conclusion, relevant research study above show that Pop-up Book media can be
used as an alternative and an effective media to improve students’ writing abillity. Thus, the
study support the idea to using Pop-up Book media to improve students’ achievement in
writing a narrative text in Junior High School.