Pcture Sries Writing Ablty

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USING PICTURE SERIES TO IMPROVE STUDENTS WRITING ABILITY (A Classroom Action Research at the Third Grade Students of MTS NW I Kembang

Kerang in the Academic Year of 2010/2011)

THESIS

Submitted to Graduate School Sebelas Maret University as a partial fulfillment for Getting Graduated Degree in English Education

BY

MUHAMMAD ZAINI S890809114

ENGLISH EDUCATION DEPARTMENT GRADUATE SCHOOL

SEBELAS MARET UNIVERSITY 2011


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ABSTRACT

Muhammad Zaini, S890809114. 2011. Using Picture Series to improve the Students Writing Ability: A Classroom Action Research at the Third Grade students of MTs NW I Kembang Kerang in the Academic Year of 2010/2011. The first consultant: Prof. Dr. M. Sri Samiati T, the second consultant: Drs. H. Tarjana, MA. Thesis, Graduate School of English Department of Sebelas Maret University Surakarta.

The research is aimed at: (1) finding whether or not picture series can

improve the students ability in writing procedure texts; and (2) finding the strengths and the weaknesses of picture series used as media to improve the students ability in writing procedure texts.

This research was a classroom action research. The research was conducted from January 2011 to May 2011 at MTs NW 1 Kembang Kerang, East Lombok, West Nusa Tenggara. The subjects of the research are thirty two students of Class IX A. Based on the problem statement, the research was conducted in two cycles that consisted of planning the action, implementing the action, observing and monitoring the action, evaluating and reflecting. Picture series (PS) are a set of parallel picture showing similar scene or story that offers guidance on vocabulary, structure, and organization. Its function is to tell steps or a sequence of events based on what the students see in the picture.

There are at least five main activities involved in implementing picture series, they are: Sticking picture series on whiteboard and asking the students to describe the picture, asking the students to write based on the picture, discussing the result of all groups, making some correction to the students mistakes, and discussing the students difficulties. The data were collected quantitatively and qualitatively. To collect the quantitative data the researcher used students pre-test and post-test. To collect the qualitative data the researcher conducted the direct observation at the classroom, interviews, and questionnaire. Descriptive statistics and t-test of non independent variables are used to analyze quantitative data. Constant Comparative Method designed by Strauss and Glasser is used to analyze qualitative data. The research findings are described in line with the problem statements as follows: (1) Pictures series can improve the students ability in writing procedure texts. It was indicated by the score of each indicator of Post-test is higher than the score of each indicator of Pre-test. The scores between the Pre-test and the scores of the Post-test were analyzed by using t-test of non independent variables. It can be concluded that there was a significant difference between the result of the Pre-test and the result of the Post-test, because to(35.53227093) is higher than tt(1.960); (2) The strengths of using picture series used as media to improve the students ability in writing procedure texts are: (1) it could be helpful for the students in generating their ideas; (2) it could stimulate the students to participate in writing class and the activities in the writing class were students-centered and make them pay attention and take part in the teaching-learning. The researcher also realized that there were still some weaknesses of picture series as follows: (1) it needed much time to carry out teaching writing using picture series; and (2) it was not easy to find pictures for suitable topics. However, picture series media is one of the appropriate instructional media to improve the students ability in writing procedure texts.


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PRONOUNCEMENT

This is to certify that I myself write this thesis entitled USING PICTURE

SERIES TO IMPROVE STUDENTS WRITING ABILITY (A Classroom Action

Research at the Third Graders of MTS NW I Kembang Kerang in the Academic Year

of 2010/2011). It is not plagiarism or made by others. Anything related to others

work is written in quotation, the source of which is listed on the bibliography.

If then this pronouncement proves incorrect, I am ready to accept any

academic punishment, including the withdrawal or cancellation of my academic

degree.

Surakarta, June 2011

Muhammad Zaini

S890809114


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MOTTO

Never put off till tomorrow

what we can do today


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ACKNOWLEDGEMENT

Praise be to Allah SWT the Almighty for the blessing, health, and inspiration

in leading his thesis to completion. The writer realizes that the accomplishment of

this thesis can not be reached without any help from others. The writer wishes to give

his sincerest gratitude to:

1. The Director of the Graduate School and Dr. Ngadiso, M.Pd the Head of

English Education Program Sebelas Maret University who have given him

opportunity and permission to conduct the research.

2. Prof. Dr. M. Sri Samiati T. and Drs. H. Tarjana, MA who have patiently and

willingly deposited their guidance and valuable advice. Without their

guidance and help, the writer can not complete this thesis.

3. His lecturers in Graduate School of English Education Department who have

given science and knowledge in various subjects during his study in the

university.

4. His parents, who always pray for him and give support to study.

5. His beloved wife, Suaebatul Aslamiah, S.Pd and his children, Rizqia and Alsa

who always give supports and encourage him.

6. The teachers, the staffs, and the students of MTs NW I Kembang Kerang who

have helped him to conduct the research. Special thanks are also addressed to

the collaborator, Shabrin, SS. for his helps given during collecting the data in

the research.

7. All of his classmates and friends for their support who can not be mentioned

one by one for their help.


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The writer realizes that this thesis is still far from being perfect, that is why he

always expects criticism and suggestion from the readers in order that it will get

improvement.

Surakarta, June 2011 MZ


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TABLE OF CONTENTS

TITLE PAGE..

APPROVAL PAGE....

LEGITIMATION PAGE

PRONOUNCEMENT

ABSTRACT.

MOTTO.

DEDICATION..

ACKNOWLEDGMENT..

TABLE OF CONTENTS.

LIST OF TABLES

LIST OF FIGURES.

LIST OF APPENDICES.

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CHAPTER I INTRODUCTION

A. Background of the Study

B. Problem Statement

C. Objectives of the Study.

D. Benefits of the Study

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CHAPTER II REVIEW OF RELATED LITERATURE AND HYPOTHESIS

A. Review of Related Literature....

1. The Nature of Meaning

a. The Meaning of Writing.

b. Types of Writing..

2. The Teaching of Writing

3. Approaches to Teaching Writing..

4. The Curricular Objectives of Teaching Writing Skill at

SMP/MTs

5. Assessing Writing..

6. The Use of Picture Series in Teaching Writing.

B. Review of Related Research

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C. Rationale.

D. Hypothesis.

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CHAPTER III

CHAPTER IV

RESEARCH METHODOLOGY

A. Setting of the Study..

B. Subject of the Study.

C. Research Method.

D. Research Procedure

E. Data Collection Technique

F. Data Analysis Technique.

RESEARCH FINDINGS AND DISCUSSION

A. Introduction

1. Preliminary Reflection.

2. Fact Finding..

B. Cycle I..

1. Planning

a. Interviewing the Collaborator

b. Interviewing the Students.

c. Sharing Idea with the Collaborator..

d. Pre-test

e. Designing Treatment

2. Implementation of the Action..

a. First Meeting

b. Second Meeting

c. Third Meeting.

3. Observation of the Action

a. The Teaching Learning Process.

b. Students Learning Process.

4. Reflecting..

a. The Strengths..

b. The Weaknesses

5. Why it happened

6. How should it be

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CHAPTER V

C. Cycle II..

1. Planning.

2. Implementation of the Action..

3. Observation of the Action

4. Reflecting.

a. The Strengths

b. The Weaknesses..

5. Post-test.

6. Evaluating and Reflecting.

7. Discussion..

a. Picture Series to Improve the Students Ability

b. The Strengths of Picture Series Used as Media

c. The Weaknesses of Picture Series Used as Media

CONCLUSION, IMPLICATION, AND SUGGESTION

A. Conclusion..

B. Implication.

C. Suggestion.

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BIBLIOGRAPHY..

APPENDICES

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LIST OF TABLES

No Table Name of Tables Page 1 1 Time Schedule of the Research 33 2 2 Scoring Rubric Scale of Writing Elements 47 3 3 The Pre-test Average Score of Writing Elements 53 4 4 Rank of English Skill Difficulties 54 5 5 Average Score of Cycle I from the First Corrector 68 6 6 Score of Writing Elements of Cycle I from the

First Corrector 68

7 7 Average Score of Cycle I from the Second Corrector

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8 8 Score of Writing Elements of Cycle I from the Second Corrector

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9 9 Average Score of Cycle I from Two Correctors 70 10 10 Score of Writing Elements of Cycle I from Two

Correctors 70

11 11 The Students Problems and their Solution of Cycle I

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12 12 Average Score of Cycle II from the First Corrector 86 13 13 Score of Writing Elements of Cycle II from the

First Corrector 87

14 14 Average Score of Cycle II from the Second Corrector

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15 15 Score of Writing Elements of Cycle II from Second Corrector

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16 16 Average Score of Cycle II from Two Correctors 88 17 17 Score of Writing Elements of Cycle II from Two Correctors 89 18 18 Average Score of the Post-test from the First

Corrector 93

19 19 Score of Writing Elements of the Post-test from the First Corrector

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20 20 Average Score of the Post-test from the Second Corrector

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21 21 Score of Writing Elements of Cycle II from Second Corrector

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22 22 Average Score of the Post-test from Two Correctors

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23 23 Score of Writing Elements of the Post-test from Two Correctors

95

24 24 Students Writing Achievement in Each Aspects of Writing

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LIST OF FIGURES

No Figure Name of Figure Page 1 1 Steps of how to fry eggs 29 2 2 Classroom Action Research Procedure 37


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LIST OF APPENDICES

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Lesson Plan 1

Lesson Plan 2

Lesson Plan 3

Construct of Writing.

Blue Print of Writing Test.

Pre-test Item.

Post-test Item.

Scoring Rubric of Writing Elements.

Pre-tests Score.

Score of Cycle I.

Score of Cycle II..

Post-tests Score ..

Improvement from Pre-test to Post-test...

Computation of t-test of non independent

Questionnaire

Interview

Observation Aspects of Cycle I and Cycle II

Field Note......

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CHAPTER I

1. INTRODUCTION

A. Background of Study

English as the first foreign language in Indonesia is taught starting

from the elementary school level up to university level. The general objective of

teaching English in Indonesia, based on the school based curriculum (KTSP), is

to develop students communicative competence of the four language skills or

aspects of teaching and learning; reading, speaking, listening, and writing.

Richard (1992: 189) states that the teaching of language skills (reading speaking,

listening, and writing) are related to each other, when a lesson involves activities

that relate listening and speaking, reading and writing, it means that listening

activity is related to spoken or oral language, and reading is related to written

language.

The purpose of learning English language in Junior High School is to

achieve the functional level. In this, the students can develop their competences in

oral or written to resolve daily problems. They are conscious of the importance

and essential of English in the global era. They can develop their comprehension

about language and culture (Depdiknas, 2006: 278).

The basic competence of writing which should be mastered by the students

in junior high school is expressing meaning by using vocabularies, grammar and

the steps of rhetorical development accurately in the forms of narrative, report,

descriptive, recount, and procedure. These should be supported by competences

namely linguistics competence, sociocultural competence, strategic competence,

and text former competence (Depdiknas, 2006: 278). Writing is one part of four


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skills that have to be mastered by the students. They should be able to express

their ideas through their activities in the written form such as: They are able to

generate sentences into logical order, they are able to write supporting sentences

related to main idea, they are able to manipulate the words into understandable

and acceptable pattern of sentences, they are able to choose appropriate diction,

and they are able to arrange a procedure text which was well-punctuated, well-

spelled, and well-capitalized. Ideally their scores for writing should be at least 60.

The real condition found by the researcher in Class IX A students of MTs

NW I Kembang Kerang, Lombok Timur, based on the result of the students pre-

test score 51.906, is that students of Class IX A had problem in writing, it was

indicated by: they were lack in vocabulary, the got difficulties in how to start to

write, they did not organize their writing well, the students were not able to make

grammatically correct sentences, and they are not able to arrange sentences which

was well-punctuated, well-spelled, and well-capitalized. In classroom, the

students did not enjoy the lesson, they were not active and neither creative, they

kept silent when they were asked to do the tasks in front of class, and they were

sleepy in class.

It was clear that one of the students difficulties is in understanding and

writing procedure texts. Therefore the writer interviewed some of the students

dealing with procedure. Some answered that they knew the procedure but some

did not. The following, is a students answer when the writer asked his reasons

why he got difficulties in writing a procedure text.

One of the students said (Appendix 16 d):

Terus terang pak, saya itu ndak suka nulis pak, dan kesulitan saya ketika nulis adalah cara memulai nulis pak, kosa kata saya cuma


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sedikit dan cara merangkai kata-kata saya juga bingung grammar saya juga payah pak.

Meanwhile, another student Mhydn gave the following argument (Appendix 16

e): Dalam menulis saya mengalami kesulitan menemukan ide, menemukan kosa

kata, cara mrangkainya, serta grammarnya.

There are two main causes from both teachers and students. The causes

from the teachers side are as follows: the teachers still used traditional techniques

in which he only demanded the students writing product. He only gave fewer

portion of writing even though writing is a complex skill. The teachers made the

students write a text where they had to follow written language rules. He seldom

taught writing by using various techniques. The techniques used were

monotonous. He did not consider that writing was a complex skill and it needed

time to revise the contents, grammar, mechanics, and vocabulary. The causes from

the students side are as follows: students did not care about the lesson. If they had

homework, they did not do it at all, and they often came late to school. At home

they never studied their lesson to improve their ability. Even, they gave more

attention to look for grass for their cattle, took away passengers (ngojek), and

watched television a lot. Most of them did not want to study hard because they

considered that they would not continue their study.

Among the four language skills, writing is considered the most difficult,

and it needs an effective and interesting approach to solve it. There are many ways

to improve the students writing ability. Using pictures is one of the solutions to

overcome the problems. Gerngross (1992: 3) states that the uses of pictures make

communication in the foreign language class more lively, natural and stimulating.

He recommended that pictures can be used to offer ideas to train language skill.


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The use of pictures can generate the productive skills namely speaking and

writing skills.

Furthermore, Wright (2004:129) identifies some benefits of using pictures

in teaching, those are: pictures can motivate students to speak or to write. Pictures

in the picture series can create a context within which students with the

information use it in controlled practiced work. Pictures showing objects, actions,

events and relationship can cue answers to questions, substitutions, and sentence

completion. They can sponsor, stimulate, and possibly guide spoken and written

description, narration or dialogue, and they can offer information for free speaking

and writing, especially in recalling the vocabulary so that the students can express

their ideas or opinions in sentences or paragraphs easily.

Since picture series are considered to be able to help students to get

experience and stimulate students in recalling vocabularies to express their ideas

or opinions to write sentences and paragraphs even an essay, the writer proposes

to use picture series media in teaching writing, especially writing procedure texts.

B. Problem Statement

Referring to the background of the study, the problem statements are:

1. Can picture series improve the students ability in writing procedure texts?

2. What are the strengths and the weaknesses of picture series used as a media

to improve the students ability in writing procedure texts?

C. Objectives of the Study

Based on the problem statement, the objectives of the study are:


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1. To know whether picture series can improve the students ability in writing

procedure texts.

2. To know the strengths and weaknesses of picture series when they are used

as media to improve the students ability in writing procedure texts.

D. Benefits of the Study

Hopefully, the results of the study can give some benefits:

1. To the researcher himself

The researcher can create and enhance the teaching media and use the

result of the study in the teaching-learning activities.

2. To the students

The students are interested to study hard in English subject especially in

teaching of writing and have some different interesting experiences in the

teaching- learning activities.

3. To the teachers

Teachers can select the most appropriate media to improve their students

skill, especially writing ability.

4. To other researchers

The other researchers can develop the research based on the results and use

them as one of the references to study about writing skill.

CHAPTER II

REVIEW OF RELATED LITERATURE AND HYPOTHESIS

A. Review of Related Literature

1. The Nature of Writing

a. The Meaning of Writing


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Writing is a process that occurs over period of time, particularly if

we take into account the some times extended periods of thinking that precede

creating an initial draft. Even in the more immediately focused stage of

constructing a text (actually writing the words down) writer pause, think, write,

pause, think, revise and so on (Harris, 1993: 10)

While Byrne (1997: 1) states that:

Writing can be said to be the act of forming these symbols: making marks on a flat surface of some kind. But writing is clearly much more than the production of graphic symbols, just a speech is more than the production of sounds. The symbol have to be arranged, according to certain conventions, to form word, and words have to be arranged to form sentences, although again we can be said to be writing if are merely making list of words, as in inventories of items such as shopping list. Writing activity starts from producing a sequence of sentences arranged in

a particular order and linked together in certain ways. Writing can be stated as the

forming/constructing a text that minimally includes some areas of knowledge are

including grammatical and mechanical sentences, organizational structures, letter

formations, contents, and vocabulary inventories of items for expressing the

writers ideas .

Heaton (1975: 127) also states that in writing the writers manipulate

words in grammatically correct sentences and link those sentences to form a piece

of writing which successfully communicates the writers thoughts and ideas on a

certain topic. In short, the writers try to express their ideas in written using

grammatically correct sentences for communication purposes.

Canale and Swain in Mukminatien (1991: 134) state that writing

minimally includes four areas of knowledge: grammatical competence, discourse,

sociolinguistic competence, and strategic competence. In this case, it can be


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mentioned that writing product if it has at least four requirements. Those are:

grammatical competence, discourse, sociolinguistic competence, and strategic

competence.

Bell and Burnaby in Nunan (1998: 36) state that:

Writing is a complex cognitive activity in which the writer is demanded to demonstrate control of variables simultaneously at the sentence level-include control of content, spelling, and letter formation and the beyond of the sentence Structure and integrated information into cohesive and coherent paragraph and text. On the other hand a writer communicates his/her ideas by considering a

known or unknown reader who will get their meaning in the form of correct

written text. Therefore, a writer needs to know how to express the message in

written words so that can be clearly understood in communication.

Writing is an activity that supports students to analyze and synthesize their discrete knowledge about language items into a text that is acceptable in an English writing convention by using the appropriate sentence structure. Hence to be able to write students must write. (Brown, K & Hood, S. (1989).

Writing is transforming thoughts into language. It means that we need to

think about the content of our writing first and then arrange the ideas using

appropriate language (e.g. grammar and vocabulary). Consequently teachers must

learn about organizational skills in writing.

Writing is not just about accuracy. It is also about having a message and

communicating it successfully to other people. To do this, teachers need to have

enough ideas, organize them well and express them in an appropriate style.

Brown (2004: 220) states that micro skills are related to imitative and

intensive types of writing task whereas macro skills are related to responsive and

extensive writing. The descriptions are as follows:

1) Micro skills:


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a) Produce graphemes and orthographic patterns of English. b) Produce writing at an efficient rate of speed to suit the purpose. c) Produce an acceptable core or words and use appropriate word

order. d) Use acceptable grammatical system (e.g. tense, agreement,

pluralization), patterns, and rules. e) Express a particular meaning in different grammatical form. f) Use cohesive devices in written discourse.

2) Macro skills:

a) Use the rhetorical forms and convention of written discourse. b) Appropriately accomplish the communicative function of written

texts according to form and purpose. c) Convey links and connections between events, and communicate

such relations as main idea, supporting idea, new information, given information, generalization, and exemplification.

d) Distinguish between literal and implied meaning when writing. e) Correctly convey culturally specific references in the context of the

written text. f) Develop and use a battery of writing strategies, such as accurately

assessing the audiences interpretation, using pre-writing device, writing with fluency in the first draft, using paraphrase and synonyms, soliciting peer and instructor feedback, and using feedback for revising and editing.

At the micro skills, students practice specific written forms at the level of

words or sentences (grammar, vocabulary, and mechanics). On the other hand, at

the macro skills, students emphasize on content and organization. In the latter,

they express themselves using their own words, state a purpose for writing, and

specify an audience. While Hillocks in OMalley (1996: 136) states there are at

least four types of knowledge in writing, there are:

1) Knowledge of content. In expressing it, the students conduct a memory search and call on prior knowledge and experience.

2) Procedural knowledge to organize the content, to group ideas, and to sequence the ideas in ways that match the purposes of the writing.

3) Knowledge of conventions of writing. The students must know the discourse structures, syntactic form, and conventions of writing.

4) Procedural knowledge to apply the three other types of knowledge in composing written product. This is the basis for composition. The students not only master the grammars but also master the procedures


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that combine three types of knowledge just indicated in composing written piece that responds to the original purposes.

Based on the elaboration above, besides focusing on micro and macro

skills, the writer should require the range of knowledge to produce a good written

text.

b. Types of Writing

Writing can be classified into several types. Many attempts have been

made to classify writing. Harris (1993: 16) States that the most long-established

is the four folds division of classical rhetoric exposition, argument, description

and narration, it means that the pieces of writing are classified in relation to the

writers intention to form a writing and readership.

Texts can be grouped based on the purpose of arranging them. They are

intended to entertain, inform, instruct, persuade, explain, argue, and so on. They

are broadly synonymous with texts type forms of writing such things as posters,

brochures, pamphlets, letters, recipes, set of instructions, list labels, stories,

reports, poems, essays, play scripts, and so on. Writers set a task they need to

know some types of texts related to the teaching learning at junior high school

(SMP/MTs), those are: descriptive, report, narrative, recount, and procedure. They

will be further discussed with a focus on procedure texts.

1) Descriptive

Descriptive writing is the writing which is designed to describe persons,

places or things, moments, and theories clearly, powerfully and detailed images

in the mind to help the reader create the mental picture of what is being written

about ( Everett : I, at http: //Gostc laudstate. Edu / acadwrite/descriptive. Html


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accessed: August, 28, 2010). Descriptive writing is a kind of writing which

describes anything in written by creating the mental picture to readers. Its

structures are: identification and description, while the language features are as

follows:

a) Focuses on specific participant.

b) Uses simple present tense.

c) Uses detailed noun phrases to inform subject.

d) Uses adjectives for describing, numbering, classifying, etc.

e) Uses relating, thinking (feeling), and action verbs.

f) Uses figurative language.

2) Report

Anderson and Anderson (1999: 86) state that an information report is a

piece of text that presents information about a subject. An information report

usually contains facts about the subject, a description and information on its

behavior and qualities parts. Report text is a text to describe the way things are,

with reference to range of natural, man-made and social phenomena in our

environment. It tells what the phenomenon under discussion is. The generic

structures of it are: general classification, and description. While its language

features are:

a) Focuses on generic participant.

b) Uses simple present tense.

c) Uses specific language.

d) Uses relating and action verbs.


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3) Recount

Anderson and Anderson (1999: 16) state that recount is a piece of text

that retells past events, usually in order in which they happened. The purpose of

a recount is to give the audience a description of what occurred and when it

occurred. Recount tells the readers in the past, it begin by telling the readers

involved, what happened, where the event took place, and when it happened. The

generic structures of it are: orientation, series of events, and reorientation. While

its language features are:

a) Focuses on the participant

b) Uses past tense

c) Uses conjunctions and time connectives.

d) Uses adverbs and adverb phrases.

4) Narrative

Anderson and Anderson (1999: 9) state that A narrative text type is a

piece of text which tells a story and, in doing so, entertains or informs the reader

or listener, it is related to recount text type. The word derives from the Latin verb

narrare, "to recount", and is related to the adjective gnarus, "knowing" or

"skilled".[1] Ultimately its origin is found in the Proto-Indo-European root gn-,

"to know".[2]

(File: //localhost/C:/Users/MTS%20NW%20O1/Documents/Narrative%20-

%20Wikipedia,%20the%20free%20encyclopedia.mht accessed: September, 24th

2010).


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A narrative is a made up story that is created in a constructive format (as a

work of speech, literature, pictures, song, motion pictures, television, video

games, theatre, musical theatre, or dance) that describes a sequence of fictional or

non-fictional events. The generic structures of it are: orientation, complication,

and solution. While the language features are as follows:

a) Focuses on specific participant

b) Uses past tense

c) Uses time connectives and conjunctions

d) Uses saying verbs

5) Procedure

Anderson and Anderson (1999: 50) state that A procedure is a text that

shows a process in order. Its social function is to describe how something is

completely done through a sequence of series. Procedure text is used to describe

how something is accomplished through a sequence of actions or steps. Its generic

structure is as follows: an introductory statement that gives the aim or goal, a list

of materials that will be needed for completing the procedure, a sequence of steps

in order it needs to be done, and the use of action verbs. A procedural text is used

to tell someone how to do or make something. The type of text comes in many

forms, such as instruction manuals and recipes(Mukarto, et al. 2007: 36). They

add that the text consists of three parts;

Title/goal : It states the goal to be achieved

List of Materials : It lists the materials needed. It often gives details on the

size, color, numbers, shapes, quantity, etc.


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Lists of equipments : It lists the equipments needed. It also often gives detail

on the size, color, numbers, shapes, quantity, etc.

Steps/Method/ Procedure: It describes steps in logical order to achieve the goal.

The steps are often marked with number (1,2,3), letter

(a,b,c), or bullet marks. Sometimes the steps include

caution(s) or warning(s). There are also drawings or

pictures to make the steps clear.

Procedure text is designed to describe how something is accomplished through a

sequence of actions or steps. It is also more about process than things but explain

how people perform different process in a sequence of steps. The generic

structures of procedure text are: goals, materials, and steps. The language features

of this text are as follows: focus on generalized human agents, use of simple

present tense, use of mainly temporal conjunctive relations, and use of mainly

material (action) clauses.

Based on the theories above, the writer inferred that writing is a complex

cognitive activity in which the writer is demanded to express their ideas,

experiences, knowledge, and feelings which covers content, organization,

grammar, vocabulary, and mechanics to form a piece of writing which

successfully communicates the writers thoughts and ideas on a certain topic.

Writing involves several sub-skills. Writing accurately involves spelling correctly,

forming letters correctly, writing legibly, punctuating correctly, using correct

layouts, choosing the right vocabulary, using grammar correctly, joining

sentences correctly in procedure texts which are used to tell someone how to do or

make something.


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2. The Teaching of Writing

The purpose of writing in principle is the expression of ideas, the conveying

of a message to the reader: so the ideas them selves should arguably be seen as the

most important aspect of writing on the other hand, the writer needs also to pay

some attention to formal aspects: neat hand writing. Correct spelling and

punctuation as well as acceptable grammar careful selection of vocabulary. Ur

(1996: 163).

The teaching of writing skill has been given to the students from the early

stages in Indonesia. It is officially started in the first year of junior high school,

presently it has been introduced to students at the elementary school. Yet the

students still have a lot of difficulties in expressing ideas through a written

language. That is why, during the teaching learning process, a teacher should give

more help, practices and chances to the students to explore and express their ideas.

Formally, teaching writing courses are focused on grammar or on elaborate

discussion of the theory of writing only. This condition makes the students get

sleepy and bored during the course.

Byrne (1984: 4) states that there are three factors which influence writing process, there are: (1) Psychological problem: in this case, a teacher expected to be able to write his own, without the possibility of interaction of benefits of feedback, in itself makes the act of writing difficult. (2) Linguistic problem: a teacher has keep the channel of communication open through his own efforts and to ensure, both through his choice of sentences structure and by the way his sentences are linked together and sequenced, that the text he writes or produces can be interpreted on its own. (3) Cognitive problem: a teacher has to master the written form of the language and to learn certain structures which are less used in speech, or may be not used at all, but which are important for effective communication in writing. A teacher has to learn how to organize his idea even though in such a way that they can be understood by a reader who is not present and perhaps by a reader who is not known to us. In short, it can be concluded that writing is a


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task which is often imposed on the teacher, perhaps by circumstances. This not only has psychological effect: it may also change a problem in term of content what to say.

To overcome those problems mentioned above, the English teachers need to

be aware that writing should be taught in various ways and manners so that the

students are interested in studying it. The teacher should also phase the writing

task from the simplest stage to the more complex one, so that students are not

frustrated with writing.

The 2004 Competency Based English Curriculum of Junior High School

(SMP), the program of teaching and learning English as a language aims to

develop students skill in listening, reading, speaking and writing. The students

are expected to achieve competencies in understanding oral written texts and to be

able to express their thoughts and ideas whether in oral written form, especially in

the forms of narrative, report, recount, descriptive, and procedure. Writing is one

of the four important skills that should be mastered by SMP students to express

their ideas, feelings, and thoughts in written.

Rivers in Mukminatien (1999: 130) states that:

Writing in language classrooms can be classified into types: (1) Writing down or notation that means imitating copying in writing activities, students are asked to copy words, phrases, sentences or paragraphs. (2) Writing in the language or writing practice, the writing activity can be in the form of writing simple dialogues, uncomplicated translation, dictation, and clone procedure. (3) Translation that refers to transferring passages or sentences from the target language and (4) Expressive writing is the expression of original ideas in the new (target) language.

It refers to the conveying of information or the expression of original ideas in a

consecutive way in the new language. Expressive writing or composition may be

for practical purposes or it may be more creative. The examples of composition


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for practical purposes are writing instruction, reports, resume, concrete

description, or essential correspondence connected with everyday affairs the

ultimate goal in creative expression is to encourage some one to be more active in

developing his diction mastery and improving his grammar ability.

Huges (1996: 91) mentions five aspects of writing, they are: (1) grammar,

that is an element of writing which deals with a set of rules to have a writer

construct sentences that makes sense and acceptable in English. (2) Vocabulary, it

deals with a list of words and their meaning. (3) Mechanics that is the convention

in writing, which is related to punctuation, spelling, and capitalization. (4)

Fluency, which refers to the ease and the style of the composition. And (5) form

(organization) is the logical sequence and cohesion, or the flow of ideas being put

into written language, to make unified contribution o the whole paragraph. The

explanation of those aspects as follows:

a) Grammar

According to Fairbain and Winch (1996: 108) state that grammar is an

element of writing which deals with a set of rules to help a writer to construct

sentences that make sense and applicable in English. When a paragraph or

composition is written, grammar must be applied correctly in order to make the

writing sensible and understandable. While, Heaton (1991: 135) stating that

grammatical skill is the ability to write correct and appropriate sentences. Thus, it

can be said that if someone wants to produce an effective paragraph or

composition, he or she has to know the grammar well. Consequently, if a writer


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wants to make a good writing, he or she should follow a very basic rules and

convention of grammar to construct sentences.

b) Mechanical

Heaton (1991: 135) states that mechanical skill is the ability to use those

conventions peculiar to the written language correctly. Also, Heaton (1991:

135) uses the term mechanical skill for punctuation and spelling. In line with

Fairbain and Winch (1996: 81) say that punctuation is a variety of devices that

a writer uses in order to help readers understand the meaning of peace of

writing. Furthermore, Kanar (1998: 461-461) states the marks and rules of

punctuations as follows:

1) End Punctuation Mark (. ? !)

As a good writer, one must be able to choose the most appropriate

punctuation mark to end the sentence. The period, question mark, and exclamation

point are marks of punctuation that are used most of the time. Kanar (1998: 461)

states three ways to end a sentence. They are as follows:

(a) Place a period at the end of a sentence that either makes a statement or

issues a command.

(b) Place a question mark at the end of a sentence that ask a direct question,

but place a period at the end of a statement that indirectly ask a question.

(c) Place an exclamation point at the end of a statement to indicate surprise or

intense feeling.

2) The colon (:)


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Place a colon at the end of a statement if what follows is list, quotation,

explanation, or word needing special emphasis.

3) The Dash (-)

Place a dash before and after words that interrupt the flow of thought or

before words that create a dramatic effect.

4) The Hyphen

If two or more words that describe a noun function as a unit,

connect them with a hyphen.

5) The Semicolon (;)

(a) Place the semicolon between two sentences that are closely related.

(b) Place a semicolon before a conjunctive adverb that joins two

independent clauses.

(c) Use a semicolon to separate items a series if the items already contain

commas.

6) The Comma (,)

The comma, or the pause, gives reader or listeners a chance to

think about what is being said and relation of one idea to another

(a) Commas separate items in a series.

(b) Commas separate two adjectives that modified the same word if the

adjective are coordinate and belong to the same class

(c) A comma follows introductory words, phrases, and clauses.

(d) Commas come before and after interrupting words, phrases, and

clauses that are not restrictive in meaning.


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(e) A comma comes before a coordinating conjunction joining two

independent clauses.

(f) Commas set off certain ordinary material.

7) The Apostrophe ()

The apostrophe () have two functions: to show possession and to

indicate omitted letters of number.

c) Vocabulary

Vocabulary deals with a list of words with meaning (Hornby, 1995: 1331).

The writing will be understandable if the students have a goof store of words

and are able to use words appropriately. Readers cannot understand about the

content of writing because the ideas informed would be seen through the

words used.

d) Developing Ideas

Amaudet and Barret (1990: 1- 47) state that main ideas as topic sentences

and supporting sentences as supporting topic sentences. In this, the topic

sentence is supported by sub topic sentence. Davis (1983: 126) defines topic

sentence as a sentence that contains the central idea to be discussed in a single

paragraph. Such a sentence not only announces to the reader the topic of the

sentence but also makes a definitive statement about that topic.

e) Form (Organization)

Kanar (1998: 16) states that organization in writing means presenting the

material in order that makes sense that is, a logical order.


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1) Unity

Bram (1995: 20) states that a paragraph is said to be in good unity if it is

unified by mutually supported sentences that express one main idea of the

topic sentence only. It means that Each of the supporting sentences should

serve to back up, clarity, explain, or prove the point in the topic sentence. In

other words, each sentence in a paragraph should relate and develop that

idea in controlling idea.

2). Coherence

Davis (1999: 126-127) states that coherence is achieved by using words

or phrases that link the sentences together to make them coherent or stick

together, so that there is no break in the pattern of thought. In arranging

words to be sentences or phrases, the sentences or phrases must relate to

each other, so the readers can catch an idea of the written.

3. Approaches to Teaching Writing

Attempts to teach writing, there are several approaches to hold it. Byrne

(1988: 21) states that:

Since the time when students were merely given a topic of some kind and asked to produce a composition without further help have usually focused on some particular problematical aspect of the writing situation. Some key approaches are: focus on accuracy, focus on fluency, focus on text, and focus on purpose.

a. Focus on accuracy

Mistakes show up in written work (especially since this is usually subject

to rigorous correction) and naturally come to be regarded as a major problem. It

was assumed that students made mistakes because they were allowed to write

what students wanted, and accuracy oriented approaches have therefore stressed


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the importance of control in order to eliminate them from written work. Students

are taught how to write and combine various sentence types and manipulation

exercises. Gradually the amount of control is reduced and the students are asked

to exercise meaningful choice. At a still later stage, they may be given a good deal

of guidance with language and content, but allowed some opportunities for self-

expression.

This controlled-to-free approach was very much a product of the audio-

lingual period, with its emphasis on step-by-step learning and formal correctness.

Many such schemes were carefully thought out and, although no longer

fashionable, they produced many useful ideas on how to guide writing.

b. Focus on fluency

In contrast, this approach encourages students to write as much as possible

and as quickly as possible without worrying about making mistakes. The

important thing is to get ones ideas down on paper. In this way students feel that

they are actually writing, not merely doing exercises of some kind; they write

what they want to write and consequently writing is an enjoyable experience.

Although this approach does not solve some of the problems which students have

when they come to write in a foreign language, it draws attention to certain points

we need to keep in mind. Many students write badly because they do not write

enough and for the same reason they feel inhibited when they pick up a pen. Most

of us write less well if we are obliged to write about something. A fluency-

approach, perhaps channeled into something like keeping a diary, can be a useful

antidote.


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c. Focus on text

This approach stresses the importance of the paragraph as the basic unit of

written expression and is therefore mainly concerned to teach students how

construct and organize paragraphs. It uses a variety of techniques, singly and in

combination, such as:

- Forming paragraphs from jumbled sentences.

- Writing parallel paragraphs.

- Developing paragraphs from topic sentences (with or without cues).

Once again this approach identifies and tries to overcome one of the central

problems in writing: getting students to express themselves effectively at a level

beyond the sentence.

d. Focus on purpose

In real life, as we have seen, we normally have a reason for writing and we

write to or for somebody. These are factors which have often been neglected in

teaching and practicing writing. Yet it is easy to devise situations which allow

students to write purposefully for example, they can write to one another in the

classroom or use writing in role-play situations.

Although, like fluency writing, this approach does not solve specific

problems which students have when handling the written language, it does

motivate them to write and shows how writing is a form of communication.

4. The Curricular Objectives of Teaching Writing Skill in Junior High School.


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The purpose of teaching English for junior high school student is to

develop communicative competence in spoken and written form to achieve the

literacy level which can be realized through for language skills listening,

speaking, reading and writing for the junior high school graduates they are

expected to reach at the functional level, in this case, they are expected to e able to

communicate or participate in the creation of text in spoken and written in their

daily life in short, at junior high level, learners are expected to learn daily

expressions, especially fixed expressions and idioms that are needed in daily lives

to accompany their action when playing at school yards, when attending classes,

when interacting with their friends etc.

The SMP students are expected to be able to create many kinds of

functional text and monolog in the form procedure, descriptive, recount, narrative,

and report (Depdikbud, 2006: 278). The text created should consists of

grammatical sentences, acceptable expressions, and culturally acceptable in the

English culture. The standard competence is different for each class level in this

study, the writer focuses on the eighth grade student of SMP. In this case, the

standard competence for the eighth grade students of SMP is students are able

to express many kinds of meanings in the grammatical sentences and

acceptable expression in the written text especially in the form of narrative,

descriptive, and recount (Depdiknas, 2006: 287). It means that English texts

which created by the students must be acceptable texts, grammatically correct and

well arranged. They are also expected not to ignore grammatical patterns and the

way how the text is organized. As a result, the product of the student writing will

consist of grammatical sentences and acceptable expressions.


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5. Assessing Writing

Assessing is an integral aspect of the teaching-learning process. It happens

everyday in the classroom as a teacher continually makes judgment about the

performance of their student (Burn and Joyce, 1999: 102). Assessment plays an

important role in determining each students learning time.

According to Brown (2004: 4), Assessment is an on going process that

includes a much wider aspect-whereas test is a subset of assessment which

measures a persons ability. In addition, Assessment is needed by

administrators, teacher staff developers, students, and parents to determine the

appropriate instructional activities as well as monitor the students progress

(OMalley, 1996: 3). It is also essential to ensure that students meet their needs. In

other words, when students think about and reflect on their learning, they become

more active participants in the teaching and learning process. Assessment is an

integral part of the teaching learning exile (Brown, 2001: 420).

In relation to the teaching writing, O Malley and Pierce (1996:135) state

that:

Writing assessment meets at least three purposes. First, writing assessment is used for identification a program. Placement is ESL a bilingual program. Moreover, students are typically reclassified as English when they are prepared for grade level instruction. Second, writing assessment can be used to monitor student progress and determine if changes in instruction are required to meet student needs. The on going assessment of student writing enables review of student growth over time and a determination of the success of instructional approaches. The third purpose of writing assessment is accountability. Writing assessment is often conducted as part of district or statewide accountability assessment programs for all students, in some advances for high school graduation. As stated in the previous discussion, a writer requires four types of

knowledge in writing.


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These four types of knowledge used in writing have at least two implications for writing assessment. First, writing assessment should evaluate more aspects of writing then just mechanics and grammar. Second, writing assessment should capture some of the processes and complexity involved in writing so that teacher can know in which aspects of the writing process of student are having difficulty (OMalley, 1996: 137).

In other words, writing assessment should not only look at linguistic

aspects but also look at the context in which the writing process occurs. Writing

assessment is not an easy task, when assessing students writing ability, the

objective and criterions must be clear (Brown, 2004: 218). It means that the

teacher gives a writing task after considering the objectives and the criteria to

achieve the writing purposes. In scoring the students work, there are five

elements to score. There are organization, content, grammar, vocabulary, and

mechanics.

6. The Use of Picture Series in Teaching Writing

Raimes (1983: 36) states that picture series (PS) are a set of parallel

picture showing similar scene or story that offer guidance on vocabulary,

structure, and organization. Its function is to tell steps or a sequence of events

based on what the students see in the picture.

Picture sequence is a series of photographs dealing with one subject. It

may tell a story, present an event, describe a scene, reveal a person, or show how

to do something. A common use for a picture sequence is depicting a person

during an interview. The most successful picture sequences create several visual

images that contain emphasis and action.

(file://localhost/C:/Users/MTS%20NW%20O1/Documents/Picture%20Sequence.


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mht). A picture sequence is a group of closely related photographs that provide

the reader with only a few miscellaneous impressions of an event.

Main function of visual materials including picture in the language lesson,

is to help create situation which interest the students. Wright (1992: 16) states that

pictures make a particularly powerful contribution to both the contents and the

process of language learning. She also suggests that pictures can often be used to

promote productive skill like speaking and writing.

In order to use pictures effectively and efficiently, as well as achievement

at the instructional objective in language learning, teachers should be selective

and creative in determining the pictures they used in the activities they planned. A

teacher needs to consider that the size of the pictures should give adequate

visibility for which they are intended to use, whether for a large group, small

group, individual or for the whole class. Wright (1992: 17) adds that picture can

be used to assist in stimulating the students inspiration. The pictures have to be

interesting in order to hold the students attention and raise curiosity in their mind.

There are many types of pictures proposed by Wright (1992: 201) one of

them is picture series (picture sequence). Picture Series (PS) is a group of pictures

order or arranged following an event. In this case, the picture series are used to

describe how something is accomplished through a sequence of actions or steps in

writing procedure text. Raimes (1983: 28) states that pictures are valuable

resources as it provides: (1) a shared experience in the classroom (2) a need for

common language forms to use in the classroom (3) a variety of tasks (4) a focus

of interests for students. Gerngross and Puchta (1992: 21) state the preparation in

using picture story/series in classroom:


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One copy of a cut-up picture story/picture series for each group of students. The size of the groups depends on the number of picture in story/series; for example, if there are six pictures in story/series, you will need four copies for twenty-three students. In three groups each students get one picture, in the fourth group each student gets two. Furthermore, Gerngross and Puchta (1992: 21) also propose steps in using

picture series in teaching procedure texts. The steps were as follows:

a. Write some key words of the steps on the board. Ask your students to

develop steps form the words. Have them the steps to the class.

b. Hand out the pictures. Make sure that the learners are aware of the fact that

they must not show their pictures to the others. Each student describes

his/her picture and then they decide in what order to arrange them. When

they have negotiated the order they put the pictures in a line, face down.

c. The groups usually do not finish at the same time. When the first group

has finished, the teacher goes from group to group and they quietly tell

the steps. This gives the group a chance to rehearse retelling. When all the

groups have finished, the first group tell the steps, and only then are the

pictures turned over. A discussion may follow if a group has developed a

different order.


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This is an example of picture series which might be used in the research;

Figure 1. Steps of how to fry eggs.

eggs/salt/veg.oil prepare/frying pan break/eggs

Mix/eggs pour/eggs add/salt

(Source: Taken from English on Sky 3, 2007: 18)

Furthermore, Raimes (1983: 36) states some advantages of using picture series

are:

1) The students gain an overall sense of the story and theme and can see

not only its progression but also its subtleties, drama or humor.

2) As students look through the sequence, each picture helps to clarify the

meaning of the others.


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3) The vocabulary needed to tell the whole story or describe the whole

theme can be discussed, so there will be less hesitation when the

students do the telling or describing.

4) Seeing how the story or theme ends, students can shape their oral work

more effectively, can build up to a strong climax or conclusion and can

judge how many words are needed (which is important in language

examinations in which picture composition plays a part).

5) Class time is saved by putting up pictures in advance.

B. Review on Related Research

There are some previous researches related to the use of pictures in the

teaching and learning process. Japarudin (2006) conducted a study on applying

picture series at SMP. The pictures he used were drawings which showed

sequential events, the events showed in the pictures were complete from the first

to the last event. This was for teaching writing recount paragraphs. The students

here worked in groups of four before they wrote individually. He scored the

students writing recount by using scoring scale, which consisted of three aspects;

content, language use, and spelling. Based on the results of that research, he found

that the teaching using picture was able to improve the students ability in writing

recount.

Second, Lailawati (2009) conducted a study on applying incomplete

picture series technique at MTs/SMP. Based on the results of her research, she

found that incomplete picture series teaching was successful in improving the


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students speaking ability as well as increasing their involvement in the teaching

and learning activities.

C. Rationale

The basic competence of writing which should be mastered by the students

in junior high school is expressing meaning by using vocabularies, grammar and

the steps of rhetorical development accurately in the forms of narrative, report,

descriptive, recount, and procedure. These should be supported by competences

namely linguistics competence, socio cultural competence, strategic competence,

and text former competence. However, the problem is that the students of Class

IX A are not able to write in English well.

The problem is indicated by they lack of vocabulary, they got difficulties

in how to start to write, they got difficulties to choose appropriate dictions, they

did not organize their writing well, they sometime lost their ideas and got stuck,

and the students were not able to make grammatically correct sentences.

The difficulties come from techniques and media were used in the

teaching-learning process. The teachers still used traditional techniques in which

he only demanded the students writing product. He only gave fewer portion of

writing even though writing is a complex skill. The teachers made the students

write a text where they had to follow written language rules. He seldom taught

writing by using various techniques. The techniques used were monotonous.

In teaching learning process, it is very important for the teacher to use a

appropriate media to arouse the students interest and it make the students easier

to understand and to write procedure texts. Picture Series (PS) is able to make


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communication in the foreign language class more lively, naturally, and

stimulating. It also helps the students to offer ideas to train language skill.

Besides, the vocabulary needed to write the steps or to describe the theme can be

discussed, so there will be less hesitation when the students tell, describe, and

write procedure texts.

Using picture series in teaching procedure texts can help the students to

understand the texts easily. To understand a procedure text, the students must

know about the generic structure of procedure texts that consist of: goal, material,

and steps.

Using picture series, the students can create a context within which

students with the information use it in controlled practiced work. It shows objects,

actions, events and relationship can cue answers to questions, substitutions, and

sentence completion. It also can improve the students ability in writing procedure

texts, where the procedure texts is sequence of steps and picture series is a

sequence of events or steps too.

D. Action Hypothesis

Based on the problem and the rationale of the study, the hypothesis is

formulated as follows: Picture series can improve students ability in writing

procedure texts.


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CHAPTER III

RESEARCH METHODOLOGY

A. Setting of the Study

The setting of the study was at MTs NW 1 Kembang Kerang, located at

Kembang Kerang village, Aikmel district, East Lombok regency. MTs NW 1

Kembang Kerang was built in 1987. MTs NW 1 Kembang Kerang

geographically, is located in a strategic place. It is not difficult to get to the

school by any means of transportation because it is near the regency street. MTs

NW 1 Kembang Kerang is one of the private Islamic high schools which got A in

accreditation from Ministry Office of National Education, Institution of National

Accreditation (BAN) of West Nusa Tenggara Province.

In conducting this research, the researcher was assisted by collaborator.

The research was conducted from January 2011 up to June 201, the schedule is

as follows:

Table 1

No Activities Jan

2011

Feb

2011

Mar

2011

Apr

2011

Mei

2011

June

2011

1 Preliminary

2 Writing proposal

3 Conducting research

4 Writing Report

B. Subject of the study


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Because of the limited time and finance, the research was conducted to the

students of Class IX A MTs NW 1 Kembang Kerang. Class IX A consists of 32

students and all of them are boys. Most students (90%) are from Kembang

Kerang village and 10% are from out of the village. Those who come from out

of the village, usually stay in an Islamic boarding house which is near the

school. The students come from different social and economics background.

Most of them came from poor and low social status families.

According to the previous teacher, most students did the task when the

teacher asked them although the result of their task was still far from the

teachers expectation. It can be seen from the result of the pre-test given. Based

on the students test achievement, this class is categorized into low achievers

among the other classes. In this case the researcher chooses Class IX A due to

the fact that the problem faced by this class was writing problem. They got many

difficulties in writing such as generating ideas, arranging sentences, organizing

sentences, having lack of vocabulary, and making coherence. That is why the

researcher takes a classroom action research in order to solve the problems.

C. Research Method

This research belongs to classroom action research. Action research is

known by many other names, including participatory research, collaborative

inquiry, emancipatory research, action learning, and contextural action research,

but all are variations on a theme. Put simply, action research is learning by

doing - a group of people identify a problem, do something to resolve it, see

how successful their efforts were, and if it is not satisfied, try again. While this


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is the essence of the approach, there are other key attributes of action research

that differentiate it from common problem-solving activities engaged in

everyday.

Classroom Action Research (CAR) is a from of Self-Reflective Enquiry under taken by participants is social situation in order to improve the rational and justice of (a) their own social or educational practices (b) their understanding of these practices, and (c) the situation in which the practices are carried out. (Kemmis in Hopkin, 1993:44).

In this case, Classroom Action Research includes some aspects to do in

order to get the findings accurately.

Also Mills (2003: 5) states that Classroom Action Research (CAR) is any

systematic inquiry conducted by teachers, researchers, principles, school

counselors, or stake holders in teaching/learning environment to gather

information about how their particular school operate, how they teach, and how

well the student learn It encourages teachers to be reflective on their practices

in order to improve their own teaching and learning activities for the sake of

themselves and their students.

Considering the notion of CAR, the use of CAR is, therefore, inevitable

due to its appropriateness with the fundamental features of this study which

starts from focusing on solving problems in the classroom setting. An important

feature of action research is that is offers opportunities for collaborative work.

Thus, this research is conducted collaboratively in which that the researcher

cooperates with a fellow English teacher who also teaches at the same school

with the writer.

Koshy (2007: 27) states Action Research is a cyclical process, it covers

some steps: planning implementing, observing, and reflecting. This is also in


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line with Kemmis in Hopkin (1993: 48) states that there are some steps that

must be involved which can be described as a spiral of steps. Each step has four

stages: plan-act-observe-reflect. Action Research is efforts to overcome

education problems and to improve the education quality done by the teachers

and others related to their reflections upon the effect of those actions.

It can be concluded that an action research in this study means the

systematic study of attempts to improve the teaching and learning process in

order that the English learners achievement are satisfactory.

The research procedure summarized as figured in (figure. 2) the figure of

the Classroom Action Research procedure is adapted from Kemmis and Taggart

in Hopkin (1993: 48).

Figure 2. CAR Procedure


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Adapted from Kemmis and Taggart in Hopkin (1993: 48)

D. Research Procedure

Joko Nurkamto, (2009) states the procedures of the Classroom Action

Research (CAR) can be illustrated are as follows;

PR FF PS GP A1 O1 R1 RP

Where PR : Preliminary Reflection

FF : Fact Finding

PS : Problem Statement

GP : General Planning

A1 : Action 1

O1 : Observation 1

R1 : Reflection

RP : Revised plan

: A2,O2, P2

The description of each step of the procedure can be seen on the following

explanation:


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1. Preliminary Reflection

This research was started by making an observation. This was done in

January 2011. During the observation, the researcher found that students faced

problems in writing. There were some indications which showed their poor ability

in writing for instance: the students did not organize their writing well, their ideas

were not coherence, they did not use tense in the right context, they had lack of

vocabulary, diction and their understanding of mechanics was low.

2. Fact Finding Analysis

Based on the preliminary research, the researcher found that the students

writing ability was still far from what is expected. From the result of the students

writing, the average score was 53,51. There were only 12,50% or 4 students who

got scores more than 60, and 87,50 % or 28 students were failed. They got scores

below the passing grade (the minimum adequacy criteria is 60). Most of them

could not pass the passing grade It means that the students writing ability in

English lesson for the ninth grade was low.

3. Problem Statement

Based on the identification and the analysis of the problem the researcher

formulates the problem to solve. The formulation of the problem is accompanied

by the causes. In this study, the researcher formulated that the problem was the

students difficulties in writing. There were two causes of the students problems

in writing. First, teachers still used traditional approach in which they only

demanded the students writing product, they only gave fewer portion for writing,


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whereas writing is a complex activity. Second, students could not organize their

ideas well, use right grammar, chose appropriate vocabulary, and use punctuation

correctly.

4. General Planning

Based in the fact finding analysis above, the researcher applied media

picture series to solve the problems in teaching writing. There were some steps

that the researcher did; Building Knowledge of the Field (BKOF), Modeling of

the Text (MOT), Join Construction on the Text (JKOT), and Independent

Construction of the Text (ICOT). These steps can lead the students to write

through some stages in the writing process including pre-writing, writing,

revising, and editing. Each stage must be followed by the students in order that

they can create a good written text. By doing so, it is hoped that it could solve the

students problems. The stages facilitated the students with interesting teaching

strategy and media in order to facilitate them to write. Furthermore, in the phase

the researcher prepares the material and media, sets the criteria of success and

prepares the research instrument.

a. Preparing the lesson plan

Preparing the lesson plan is very important in order to make the teaching

learning process run well. It covers standard competency, basic competency,

indicators, learning objectives, instructional media and strategy, teaching and

learning materials, teaching and learning activities, source of learning and the

assessment. It also contains the procedure of presenting the lesson in each meeting


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in order to solve the problems faced by the students. In this case, the researcher

and co-researcher teach English especially writing based on the lesson plan by

using picture series media, this research focuses on creating procedure text

through picture series media. A cycle encompasses three meetings. Each meeting

includes pre-writing activity, writing activity, revising activity, and editing

activity.

b. Having a co- researcher/collaborator

Since it is very important to have collaboration and cooperation in the

research, the researcher asked one of the English teachers in the school as a

collaborator. In clarifying the duty and function of the teacher, the researcher uses

the term collaborator. The collaborator involved in every step in using the media

in the teaching-learning process.

c. Preparing the teaching media

The media that the researcher prepared in teaching writing was picture

series. These picture series is expected to facilitate the students in learning

English, emphasizing on students writing, this is due to the writer believed that

students writing skill needs improvement. It is considered that in preparing the

picture series, the researcher carefully selected them considering the students

interest and vocabulary level.

d. Setting criteria of success.


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Setting the criteria is needed to know whether the implementation of the

action is successful or not. There are some criteria in measuring the success of

using picture series. First, the students attitudes toward the use of picture series,

the students enjoy and are interested to learn English, especially in learning

writing in the classroom. Second, the students are actively involved during the

teaching and learning process. Third, the students are able to arrange short simple

story based on the picture series that they have seen. More than 70% of the

students should gain the Minimum Adequacy Criteria score (Kriteria Ketentuan

Minimal/KKM) of English subject in the school determined by the material, the

school facilities, and intake of the students. The KKM for English is 60.

Latief (2003: 110) says that the criteria of the teaching media or strategy

are considered successful if:

1) Students feel happy in using strategy or media in the teaching-learning process

2) Teachers feel that the strategy was easy and practical to be used in the

teaching- learning process.

3) The students are more active and creative in the teaching-learning

process

4) The students are happy to be able to develop on cooperative studying

with their friends in the teaching- learning process.

5) The students have high intention to study using the strategy.

e. Acting

The researcher implemented the steps that have been prepared. The steps were

that are done:

1) Warming-up


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In this stage, teacher gave some questions related to thee topic that will

be given. This step engaged the students to come into the topic so that

the students know what the learnt.

2) Building Knowledge of Field

In this stage, teacher engaged the students to the topic given. Teacher

introduced the topic given to the students. This involves idea, situation,

vocabulary that will be used in the teaching-learning process.

3) Modeling

In this stage, teacher gave explanation about the topic given, gave

example of a procedure text, and explained the generic structure and the

language feature of a procedure text. And then, gave picture series

dealing with procedure texts.

4) Joint Construction Text

In this stage, teacher asked the students to write procedure text based on

picture series given in group

5) Independent Construction of the Text

In this stage, teacher asked the students to write procedure text based on

picture series given individually. The students were expected to be able

to write procedure text by themselves.

5. Observing the action

Observing the action is monitoring the effect of the action. The

observation may be carried out while the researcher takes the action. It was done

simultaneously. The observation was not only on the teaching learning process but


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also on the learning progress the students achieved. Both the researcher and co-

researcher did the observations during the use of picture series in teaching writing.

Observing the action is done to know whether the action applied has effect or not.

6. Reflecting on the action

Reflecting on the action is done to know and to find out how well the

action solves the problem faced in the teaching-learning process. The researcher

should know how far the use of media meet or achieve the criteria of success that

has been set. Reflection provides useful information for preparing the next action.

From the results of the reflection, the researcher helped by the collaborator was

able to prepare a plan for the next cycle.

7. Revised plan

Reflection is the last step for a cycle in CAR. Based on the results of the

reflection, the researcher could determine whether he has to continue or to stop

the research. If it is needed, the revised plan can be designed, since there is a

relation between one cycle and the next cycle.

E. Data Collection Technique

The researcher collected the data of the research accurately. The data in

CAR consists of qualitative and quantitative data. Qualitative data were taken

from results of questionnaires, interviews, and observations during the process of

teaching writing. Meanwhile, quantitative data were taken from the result of the

writing test, including the students scores of the pre-test and the post-test.

1. Qualitative data


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a. Observation

In this research, the researcher did an observation to cover the process of

the implementation of picture series media in teaching writing. It is done to gain

real data concerning with what is going on during the course, the interaction

between teacher and students, student and student. The researcher also asked the

collaborator to observe the teaching-learning process. Furthermore, the

collaborator observed, evaluated, and offered suggestion about the

implementation of the picture series in teaching writing.

b. Interview

Research interview is a structured social interaction between a

research and a subject which is identified as a potential source of information

(Burns, 1999: 118). In this research, the interview is done to get information from

the students and the co-researcher. The information covers their understanding of

the picture series media, the implication to the students writing ability, and the

strengths and weaknesses of the implementation of picture series.

c. Questionnaire

Sudjana, et al. (1999: 129) state that if written form question is asked and

its response in written form as well, it is called questionnaire. It offers an

alternative form of data collection to interview. They consisted of predetermined

questions and presented in written form and thus they also assume adequate

literacy skills on the part of those surveyed.


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A questionnaire is used especially as a means of collecting information

from a wider sample that can not be reached by personal interview. The purpose

of giving a questionnaire is to find out the

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