THE USE OF PICTURE SERIES FOR TEACHING STUDENTS … · Bahasa Inggris adalah salah satu mata...

THE USE OF PICTURE SERIES FOR TEACHING STUDENTS

TO WRITE NARRATIVE TEXTS IN CLASS VIII F OF SMP

NEGERI 10 SURAKARTA

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Floriberta Ratih Dewanti N.

Student Number: 101214102

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2014

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

i

THE USE OF PICTURE SERIES FOR TEACHING STUDENTS

TO WRITE NARRATIVE TEXTS IN CLASS VIII F OF SMP

NEGERI 10 SURAKARTA

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By


Student Number: 101214102

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2014






vi

DEDICATION PAGE

But those who hope in the LORD

will renew their strength.

They will soar on wings like eagles;

they will run and not grow weary,

they will walk and not be faint

(Isaiah 40: 31)

And whatever you ask in prayer,

you will receive, if you have faith.

(Matthew 21:22)

I dedicate this thesis to:

My Almighty Jesus Christ

and for those who believe in the power of pray


vii

ABSTRACT

Dewanti, Floriberta Ratih. (2014). The Use of Picture Series for Teaching

Students to Write Narrative Texts in Class VIII F of SMP Negeri 10 Surakarta.

Yogyakarta: Sanata Dharma University.

English is one of subjects in Indonesia. It becomes the first foreign

language that has to be taught in every school in Indonesia. Students have to

master four language skills in it: listening, speaking, reading, and writing. In order

to master English, the students have to comprehend those four skills.

Unfortunately, many students think that writing is the most difficult skill to be

mastered. Based on the preliminary study which was conducted by the researcher,

the students of VIII F class of SMP Negeri 10 Surakarta had difficulties in writing

narrative texts.

This research was aimed to overcome the problems encountered by the

students of VIII F class of SMP Negeri 10 Surakarta by using picture series.

Picture series was offered as a solution because it gives many advantages in

learning writing. The formulated problems of this study are: to what extent does

picture series help students VIII F class of SMP Negeri 10 Surakarta in writing

narrative texts? How is the use of picture series implemented in writing narrative

texts toward students VIII F class of SMP Negeri 10 Surakarta to improve their

writing skills?

This research employed classroom action research to help the students

improve their writing skills in composing narrative texts. The participants of this

research were 26 students in VIII F class of SMP Negeri 10 Surakarta. The

researcher employed two cycles. In cycle one, the researcher conducted two

meetings, while in cycle two, the researcher conducted one meeting. The data

were obtained by using several research instruments: observations sheets, field

notes, students‟ writing, questionnaire, and interview.

The results of this research showed that the use of picture series improved

students‟ writing skills in composing narrative texts. The significant improvement

could be seen from the students‟ scores of the preliminary study until the second

cycle of this study. The number of the students who reached the passing grade of

English subject increased. Picture series becomes the appropriate technique to

help the students improve their writing skills in narrative texts.

Keywords: classroom action research, writing skills, narrative texts, picture series


viii

ABSTRAK

Dewanti, Floriberta Ratih. (2014). The Use of Picture Series for Teaching

Students to Write Narrative Texts in Class VIII F of SMP Negeri 10 Surakarta.

Yogyakarta: Sanata Dharma University.

Bahasa Inggris adalah salah satu mata pelajaran di Indonesia. Bahasa

Inggris menjadi bahasa asing pertama yang harus diajarkan di setiap sekolah di

Indonesia. Siswa harus menguasai 4 kemampuan yaitu mendengkarkan, berbiara,

membaca dan menulis. Untuk dapat menguasai Bahasa Inggris dengan baik,

siswa harus memahami ke-empat kemampuan tersebut. Sayangnya, banyak siswa

berpikir bahwa menulis merupan kemampuan tersulit untuk dikuasai.

Berdasarkan studi awal peneliti, siswa kelas VIII F di SMP Negeri 10 Surakarta

mengalami kesulitan dalam menulis teks naratif.

Penelitian ini bertujuan untuk mengatasi masalah siswa kelas VIII F di

SMP Negeri 10 Surakarta dengan mengunakan gambar berseri. Gambar berseri

ditawarkan sebagai satu solusi karena memberikan banyak keuntungan dalam

pembelajaran menulis. Rumusan masalah dalam penelitian ini adalah: sejauh

mana gambar berseri membantu siswa kelas VIII F di SMP Negeri 10 Surakarta

dalam menulis teks naratif? Bagaimana penggunaan gambar berseri diterapkan

untuk menulis teks naratif kepada siswa kelas VIII F di SMP Negeri 10 Surakarta

untuk meningkatkan kemampuan menulis mereka?

Penelitian ini menggunakan Penelitian Tindakan Kelas (PTK) untuk

membantu siswa dalam meningkatkan kemampuan Bahasa Inggris dalam

menyususn teks naratif. Peserta dalam penelitian ini adalah 26 siswa dari kelas

VIII F di SMP Negeri 10 Surakarta. Peneliti membuat dua siklus dalam penelitian

ini. Siklus satu peneliti melakukan dua pertemua, sedangkan pada siklus dua,

peneliti melakukan satu pertemuan. Data dalam penelitian ini diperoleh melalui

beberpa instrument: lembar observasi, catatan lapangan, hasil tulisan siswa,

kuisioner, dan wawancara.

Hasil analisa dalam penelitian ini menunjukkan bahwaa penggunaan

gambar berseri meningkatkan kemampuan menulis siswa dalam menyusun teks

naratif. Peningkatan yang signifikan dapat dilihat dari nilai siswa dari studi awal

hingga siklus kedua. Jumlah siswa yang dapat mencapai kriteria ketuntasan

minimal dari mata pelajaran Bahasa Inggris meningkat. Dengan demikian,

gambar berseri merupakan teknik yang sesuai untuk membantu sswa

meningkatkan kemampuan Bahasa Inggris mereka dalam menulis naratif teks.

Kata Kunci: classroom action research, writing skills, narrative texts, picture

series


ix

ACKNOWLEDGEMENTS

First of all, I would like to send my gratefulness to the Almighty God,

Jesus Christ for having made everything possible by giving me strength and

courage to do this thesis. He always makes me believe in the power of hopes and

prayers so that everything was done in His right time.

I would like to express my deep and sincere gratitude to my advisor, Drs.

Pius Nurwidasa Prihatin, M.Ed., Ed.D., for his extreme patience and support

during the completion of this thesis. I thank him for giving me the opportunity to

do research and providing invaluable guidance throughout the process of finishing

this thesis. His encouragements, life values, sincerity, empathy, and motivation

have deeply inspired me to be a better person. I then thank my examiners, Dr.

Retno Muljani, M.Pd. and V. Triprihatmini, S.Pd., M.Hum., M.A. for their

fruitful feedback.

My deepest gratitude was also addressed to the headmaster of SMP Negeri

10 Surakarta, Bambang Edy Kusumo Mardiyanto, S.Pd., M.Pd for giving me

the opportunity to conduct my research in the school. I also thank to the English

teacher of class VIII F, Saptowati, S.Pd., because she always gave me comments

and support so I could conduct the research successfully. My deep gratitude also

goes to class VIII F students for their cooperative participation in this research.

I also send my sincere gratitude to my uncle for his willingness to

proofread my thesis, Drs. V. Sudarna Hadi S., M.Pd. and his family for always

supporting me in conducting this research. I thank him for his corrections,


x

suggestions, and advice of my thesis so that finally I could revise errors and

mistakes that were found.

I am extremely grateful to my parents, my beloved father Robertus

Isbudiyanto, my beloved mother Roberta Maria Imbar Windyarti, and my

beloved brother, Yustinus Sigit Pinda Sadewa, my beloved aunt and uncle,

Bulik Ririn and Om Manuel for their love, care, prayer, and advice to educate

and prepare me for my future. There is no word which can express my happiness

belongs to this family. Also, my great gratefulness belongs to Mas Jo‟s family:

FX. Saring, Martha Rahayu Kanti Suprihatingsih, and Yakobus Emanuel

Guntur for their love, care, and encouragement so that I could finish my thesis.

I would also express my gratitude to all my best friends: Gistha, Anin,

Siwi, Ajeng, Mbak Nay, Yeskha, Dyah, Dhea, Susi and Tika for their treasured

friendship. I thank them for their support and sharing throughout the good and bad

times. My gratefulness also belongs to Firdy Siwi, Riska, Sandra, Aulia, Epi,

Pritha, Ikha, There, and to those who always support my thesis with their own

ways.

I would send my deepest gratefulness and love to my partner in life,

Philipus Yonathan Eko Nugroho. I thank him for his uncounted love, patience,

care, and encouragement during the good and bad times. I thank him for his

advice in teaching me to keep hoping, struggling, and praying.

Last but not least, I would also thank those whose names cannot be

mentioned one by one. May the Almighty God richly bless all of them.

Floriberta Ratih Dewanti Nugrahaningtyas


xi

TABLE OF CONTENTS

Page

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

APPROVAL PAGE ........................................................................................... ii

STATEMENT OF WORK‟S ORIGINALITY .................................................. iv

PERNYATAAN PERSETUJUAN PUBLIKASI .............................................. v

DEDICATION PAGE ....................................................................................... vi

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

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

ACKNOWLEDGEMENTS ............................................................................... ix

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

LIST OF TABLES ............................................................................................. xiv

LIST OF FIGURES ........................................................................................... xv

LIST OF APPENDICES .................................................................................... xvi

CHAPTER I. INTRODUCTION

A. Research Background ............................................................................ 1

B. Research Problems ................................................................................. 6

C. Problem Limitation ................................................................................ 6

D. Research Objectives ............................................................................... 6

E. Research Benefits ................................................................................... 7

F. Definition of Terms ................................................................................ 8

CHAPTER II. REVIEW OF RELATED LITERATURE

A. Theoretical Description .......................................................................... 13

1. Writing Skills ................................................................................... 13

2. Text-Based Approach ...................................................................... 21

3. Narrative Text .................................................................................. 24

4. Picture Series ................................................................................... 26


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5. Classroom Action Research ............................................................. 28

B. Theoretical Framework .......................................................................... 33

CHAPTER III. RESEARCH METHODOLOGY

A. Research Method ................................................................................... 36

B. Research Setting ..................................................................................... 37

C. Research Participants ............................................................................. 37

D. Instruments and Data Gathering Technique........................................... 38

E. Data Analysis Technique ....................................................................... 48

F. Research Procedure ................................................................................ 51

CHAPTER IV. RESEARCH RESULTS AND DISCUSSION

A. The Preliminary Study ........................................................................... 54

1. Classroom Activities in the Preliminary Study………………… 55

2. Students‟ Activities in the Preliminary Study…………………. 56

3. Researcher‟s Reflection in the Preliminary Study……………. 58

B. Picture Series Technique as a New Strategy .......................................... 60

1. The Implementation of Picture Series in Cycle 1…………….... 60

a. Planning……………………………………………………... 61

b. Action……………………………………………………….. 66

c. Observation…………………………………………………. 71

1) The Analysis of Observation Checklist and Field

Notes of Cycle 1 ................................................................. 72

2) The Analysis of Students‟ Score and Questionnaire

Of Cycle 1........................................................................... 76

d. Reflection ................................................................................. 84

e. Changes in Cycle 2 ................................................................... 85

2. The Implementation of Picture Series in Cycle 2 ........................... 87

a. Planning .................................................................................... 88

b. Action ....................................................................................... 91

c. Observation ................................................................................ 93


xiii

1) The Analysis of Observation Checklist and Field

Notes of Cycle 2 .................................................................... 94

2) The Analysis of Students‟ s Score and Questionnaire

of Cycle 2 ............................................................................. 96

d. Reflection ................................................................................... 105

3. Lesson Learned after the Implementation of Picture Series

Technique to Improve Students‟ Writing Skills ............................. 106

CHAPTER V. CONCLUSION AND RECOMMENDATIONS

A. Conclusions ............................................................................................ 109

B. Recommendations .................................................................................. 112

REFERENCES .................................................................................................. 114

APPENDICES ................................................................................................... 118


xiv

LIST OF TABLES

Table Page

3.1 Instruments and Data Collection ............................................................. 38

3.2 Result of Questionnaire ........................................................................... 43

3.3 Criteria of Mean Score ............................................................................ 43

3.4 Analytic Scoring Rubric of Writing Ability ............................................ 47

4.1 Students‟ Achievement Score in Preliminary Study ............................... 56

4.2 Students‟ Achievement Score in Cycle 1 ................................................ 77

4.3 Students‟ Achievement Score in Cycle 2 ................................................ 97


xv

LIST OF FIGURE

Figure Page

2.1 Kemmis & McTaggartAction Research Model ..................................... 31


xvi

LIST OF APPENDICES

Appendix Page

A. Covering Letter for the headmaster of

SMP Negeri 10 Surakarta ...................................................................... 118

B. Research Statement of Data Safety ....................................................... 120

C. Research Instruments............................................................................. 122

1. Observation Sheet ............................................................................ 123

2. Field Notes....................................................................................... 125

3. Writing Scoring Rubric ................................................................... 126

4. Questionnaire ................................................................................... 128

5. Interview Guide ............................................................................... 132

D. Lesson Plan and Teaching Material ...................................................... 133

1. Lesson Plan and Teaching Material in Cycle 1 ............................... 134

2. Lesson Plan and Teaching Material in Cycle 2 ............................... 149

E. Observation Sheet Results ..................................................................... 159

1. Observation Sheet from the Researcher in the

Preliminary Study ............................................................................ 160

2. Observation Sheet from Observer A in Cycle 1Meeting 1 .............. 162

3. Observation Sheet from Observer B in Cycle 1Meeting 1 .............. 164

4. Observation Sheet from Observer A in Cycle 1 Meeting 2 ............. 166

5. Observation Sheet from Observer B in Cycle 1 Meeting 2 ............. 168

6. Observation Sheet from Observer A in Cycle 2 .............................. 170

7. Observation Sheet from Observer B in Cycle 2 .............................. 172

F. Field Notes Results ................................................................................ 174

1. Field Notes Cycle 1 Meeting 1 ........................................................ 175

2. Field Notes Cycle 1 Meeting 2 ........................................................ 178

3. Field Notes Cycle 2 ......................................................................... 180


xvii

G. Questionnaire Results ............................................................................ 182

1. Questionnaire Result of the Preliminary Study ............................. 183

2. Questionnaire Result in Cycle 1..................................................... 185

3. Questionnaire Result in Cycle 2..................................................... 189

H. Writing Rubric Result............................................................................ 194

1. Students‟ Achievement in the Preliminary Study .......................... 195

2. Students‟ Achievement in Cycle 1 ................................................. 196

3. Students‟ Achievement in Cycle 2 ................................................. 197

I. Samples of Students‟ Draft and Revised Draft ..................................... 198

1. Sample of Students‟ Draft in Cycle 1 ............................................ 199

2. Sample of Students‟ Revised Draft in Cycle 1 .............................. 200

3. Sample of Students‟ Draft in Cycle 2 ............................................ 201

4. Sample of Students‟ Revised Draft in Cycle 2 .............................. 202


1

CHAPTER I

INTRODUCTION

In this chapter, the researcher discusses the introduction of the study.

There are six sub-chapters which are explained in this chapter. Those sub-chapters

are the research background, research problems, problem limitation, research

objectives, research benefits, and definition of terms used in this study.

A. Research Background

English is one of subjects in Indonesia. It is the first foreign language that

has to be taught in every school in Indonesia. To master English, students must be

involved into four skills in it, i.e. listening, speaking, reading, and writing (Bright

& McGregor, 1973). Students‟ mastery in English could be measured through

their performances of productive skills. Students‟ performances in speaking and

writing skills, as the productive skills, indicate their achievements in learning

English. Students are expected not only speaking fluently but also writing

properly. Like speaking skills as a direct communication, writing skills are the

forms of indirect communication which need knowledge and experience to be

mastered by students (Darmadi, 1996).

Writing is a complex skill therefore it is considered as the most difficult

skill in language to be learnt. Students have to learn complex knowledge in

writing in order to be able to produce good writing. Nunan (2003) states “Writing

is the mental work of inventing ideas, thinking about how to express them, and

organizing them into statements and paragraphs that will be clear to a reader”

(p.88). Therefore, as a productive skill, it can be said that writing is one of four


2

skills in English which has an important role in students‟ ability. It is also said by

Tiedt (1989), “…of all the language skills, writing is the most difficult and it is a

hard work.” (p.6). The students will produce a long process to obtain the good

writing products which require mental works in writing and the knowledge of

English. The students have to deal with the mental works in writing such as

finding ideas, expressing the ideas, organizing statements and paragraphs which

will be supported by the knowledge of English such as grammar, idiom, and

vocabulary that have been taught by the teacher.

In the Kurikulum Tingkat Satuan Pendidikan (KTSP) or curriculum 2006,

it is explained English as a subject for junior high school should elaborate several

kinds of texts. Those texts are mentioned in the competency standard (Standar

Kompetensi) and the basic competence (Kompetensi Dasar) of the curriculum. To

be particular, the texts that must be taught for eight graders of junior high school

are descriptive, recount, and narrative. To master the writing skills of those texts,

Feez and Joyce (2002) define text-based approach or genre- based approach as the

effective approach which is employed based on the need of English language

teachers to teach whole texts. In order to achieve the writing competence, text-

based approach helps the teachers to teach students by using its stages in

composing the texts.

This research was conducted in the school in which used curriculum 2006

or KTSP. Therefore, the researcher used the protocol of curriculum 2006.

Meanwhile, after conducting the research, the curriculum has changed. Every

school in Indonesia starts to employ the newest curriculum, curriculum 2013.


3

Curriculum 2013 is the new curriculum which is established in the academic year

2013/ 2014 and also the developing of the last curriculum (Fadlillah, 2014). The

change of curriculum 2013 basically focuses on improving and balancing between

soft skills and hard skills. Moreover, curriculum 2013 requires the soft skills and

hard skills could be balanced and be simultaneous to be applied in daily life

(Fadlillah, 2014). Mulyasa (2013) states that through balancing the hard skills

(knowledge) and soft skills, students become more productive, creative,

innovative, and affective.

In the curriculum 2006 (KTSP), there are two parts namely competency

standard (standar kompetensi) and the basic competence (kompetensi dasar). The

competency standard, in the curriculum 2006 (KTSP), is made based on the

subjects. In other words, the competency standard is made after deciding the

competency standard which is different for each subject. On the contrary, the

competency standard which is changed into main competency (kompetensi inti) in

the curriculum 2013 is made for all subjects. In other words, the main competency

is made first before deciding the competency standard so that all subjects have the

same main competency. Basically, curriculum 2006 (KTSP) and curriculum 2013

has the same basic competences. The topic of materials which are taught in the

curriculum 2006 and curriculum 2013 are same. To be particular, though the

curriculum has changed, narrative text as one of topics in the English subject is

still taught for eight grade of junior high school.

The researcher conducted this research in SMP Negeri 10 Surakarta. The

rationale was the researcher had experiences in teaching English in this school.


4

The researcher as the English teacher of extracurricular activity in this school

taught students of eight grades who become the participants of this research.

While the researcher taught English extracurricular, the researcher observed the

students. Most of the students faced some problems related to the writing skills.

These problems also occurred in the preliminary observation which was

conducted the researcher in the beginning of this research.

Based on the classroom observation which was done once by the

researcher in the preliminary study on April 15th

, 2014, the researcher found that

students VIII F of SMP Negeri 10 Surakarta faced some problems in writing.

First, the researcher observed the teaching- learning process between the English

teacher and the students. The researcher found that the students did not show their

enthusiasm while acquiring the lesson. Second, the researcher also observed the

class condition. The class was not supported by some devices as the media to

teach the students such as Liquid Crystal Display (LCD) or Overhead Projector

(OHP). There were only two whiteboards as the media which were available in

the class. The students and the teacher also used handbooks which covered the

materials. The lack of media usage also influenced the students‟ attention which

will affect their understanding of the lessons.

Moreover, while the teacher asked the students to compose recount text,

most of the students had difficulties when they tried to write something in

English. They needed much time to start writing the ideas. Also, when they

already had the ideas, they found difficulties in organizing them into a good story.

Furthermore, they had limited English vocabulary. Meanwhile, they were asked to


5

be able to produce sentences. They also faced difficulties in the use of simple past

tense and minimum requirements. It can be said that the result of their task in

writing was not good enough.

Based on the problems which were found, the researcher conducted this

study. The problems faced by class VIII F SMP Negeri 10 Surakarta lead the

researcher to propose a technique for developing their writing skills. The

researcher chose picture series as the way to improve students‟ writing ability.

The reason was that picture series has many advantages to teach writing narrative

texts. It is stated by Kreidler (1968) that a series of pictures can be used for

retelling a story. Raimes (1983) adds that pictures are valuable to provide

vocabulary and common language forms. He also adds that pictures bring the

outside world into the classroom in a vividly concrete way. Moreover, Raimes

(1983) adds that a set of parallel pictures– pictures that show a similar scene or

tell a similar story– provides materials that offer guidance in vocabulary,

sentence structure, and organization yet lets the students write about the new

subject matter; in this case the research focuses on narrative writing. It is

expected that by means of picture series, the skill of writing especially writing

narrative text can be improved.

Hence, in this research the researcher will discuss the use of picture series

to teach writing narrative text to class VIII F SMP Negeri 10 Surakarta. Through

Classroom Action Research (CAR), the researcher intends to find the effective

teaching strategy that can be implemented to improve students‟ skills in writing

narrative.


6

B. Research Problems

In this research, the researcher aims to find out the answer of the problems

below:

1. To what extent does picture series help class VIII F of SMP Negeri 10

Surakarta in writing narrative text?

2. How is the use of picture series implemented in writing narrative text

toward class VIII F of SMP Negeri 10 Surakarta to improve their writing

skills?

C. Problem Limitation

The research, which is intended to describe the improvement of students‟

writing skill by using picture series technique in VIII F Class of SMP Negeri 10

Surakarta, used Classroom Action Research (CAR). The researcher implements

planning, implementing (acting), observing the action and reflecting the data

collected from the teaching and learning process and the students writing product.

The subjects of this research were 26 students of VIII F Class of SMP Negeri 10

Surakarta in academic year 2013/ 2014.

D. Research Objectives

Considering the formulation of the problems, the objectives of this

research are:

1. To figure out how picture series as one of writing technique helps class

VIII F of SMP Negeri 10 Surakarta in writing narrative text.

2. To figure out whether picture series is helpful in teaching writing narrative

text class VIII F of SMP Negeri 10 Surakarta.


7

E. Research Benefits

There are several benefits of conducting this research to several participants

who are involved in this research.

1. The researcher

By doing this research, the researcher as a practitioner is able to answer the

research problems. Moreover, by conducting classroom action research (CAR),

the researcher obtains and learns new experience in improving students‟ writing

skill. Therefore, it is expected that the researcher as an English teacher become

more creative in discovering the new technique and strategy to teach the students

so that they can achieve the English competences.

2. The English teachers in SMP Negeri 10 Surakarta

After conducting this study, the English teachers in SMP Negeri 10

Surakarta are able to help the students in improving their writing skills. It is

expected that the English teachers are able to facilitate the students by promoting

the other techniques and strategies. Therefore, the students will produce the good

writings in their English subject.

3. Class VIII F students in SMP Negeri 10 Surakarta

By conducting this research, the students are able to improve their skills of

writing. Also, by implementing the technique, the students are expected to enjoy

the writing activities so that they are able to produce the good writings not only

in the narrative text but also in other kinds of writing.


8

4. The further studies

The researcher also looks that this study can be functional for the further

studies. The results of this research can be used as the data for other researchers

in the same topic in order to get the better improvement of the classroom

practice.

F. Definition of Terms

There are some terms which are used in this research. The terms are

defined to avoid misinterpretation in the meaning. They are explained as follows.

1. Writing Skills in Classroom Action Research

Writing is one of skills that have to be learnt by students in learning

English. As stated by Nunan (2003), “Writing is both physical and mental act.”

(p. 88). Nunan (2003) states that as the physical act, writing is an action of

committing words or ideas to some media whether it is hieroglyphics inked onto

parchment or an e-mail message typed into a computer. As the mental act, Nunan

(2003) states that writing is inventing ideas, thinking about how to express them,

and organizing them into statements and paragraphs. It means that in writing

skills, students have to organize their physical and mental activities. These

activities cannot be separated because one and the other maintain the process of

writing itself.

Nunan (2003) states writing deals with process and product. To produce

the good writing products, students are involved in the process of composing it.

He also says, “Its purpose is both to express and to impress” (p. 88). “To express”

here means that writing is the real work of delivering idea or feeling to the reader.


9

Meanwhile, “to impress” means that a writing product can affect into the level of

the readers.

As for, “how” to make a good writing, we have to know the process to

work on it so that we can produce a good writing. Also, it can be said that the

effect of writing is not only to influence the writer but also the reader, not only

expressing the real idea but also impressing the reader through the writing results.

2. Teaching Writing in Classroom Action Research

Teaching is a process which is conducted to help the students achieve the

goals. According to Brown (2007), teaching is a superior job because it is a

demanding job. Teaching requires the teachers to do the demanding tasks such as

modifying the approaches, syllabus, techniques and exercises to adapt and

maximize the learning of a class.

Teaching is a powerful job. To be successful in teaching, teachers have to

find the appropriate techniques which can be used in their classroom. Therefore,

teaching is not easy because teachers have to maximize the students‟

understanding in learning certain subjects in order to get the best result.

In addition, to teach writing, a teacher has to know the principles of

teaching writing. According to Nation (2009), there are four principles to teach

writing: meaning – focused input, meaning – focused output, language – focused

learning, and fluency development.

3. Narrative Text

One of the texts that are taught to eight grader students is narrative text.

The basic understanding of narrative text is to tell a story. According to Guzzetti,


10

“Narratives are stories that are most often written to entertain and excite the

reader. A story usually has a beginning, a middle, and an end. Narratives have an

internal structure that usually consists of several main components including

characters, setting, theme, plot and resolution” (2002, p. 386.)

Thus, the elements are incorporated in the generic structure of the text

which according to Gerot and Wignell (1995) namely orientation, evaluation,

complication, and resolution.

4. Classroom Action Research

Action research is a research which is conducted to get the information how

the teaching-learning process goes well. According to Mills (2011), “Action

research is any systematic inquiry conducted by teacher researchers, principals,

school conselors, or other stakeholders in teaching/ learning environment to gather

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

well their students learn.” (p. 5)

There are many versions of the model action research cycles. In this

research, the researcher will use the Kemmis and McTaggart (1988) cycle model.

The cycle consists of planning, action, observation, and reflection. By conducting

classroom action research, the teachers need to know what is happening in the

classroom, to collect the data, to evaluate the teaching process, and to find the

solution to solve the problems.

5. Picture Series

There are two things which are being discussed in this part. They are the

definitions of picture series and the advantages of picture series in writing.


11

a. The Definitions of Picture Series

According to Heinich (1982), pictures are photographic, representative of

people, places, and things that are available in the most subject areas and levels

from kindergarten to adults. It is added by Kreidler (1968) that some of the

pictures indicate that something unusual has already happened. Pictures, with

more details of several objects and several people performing different actions,

all relating to the same general themes, can also be used as a device for

simulating compositions. The several actions depicted may allow a sequence of

events.

b. The Advantages of Picture Series in Writing

Pictures can be one of good media to teach writing because they have many

advantages. It is stated by Kreidler (1968) that a series of pictures can be used

for retelling a story. Raimes (1983) insists that pictures are valuable to provide

vocabulary and common language forms. Raimes also adds that pictures bring

the outside world into the classroom in a vividly concrete way. Pictures are

valuable resources because they provide experience in the classroom, necessities

for common language, forms to use in the classroom, variety of tasks, focus of

interest for students.

Furthermore, pictures are very useful to build students‟ imagination of the

story. It is supported by Hobson, as cited by Dunn and Finley (2010, p.34) who

states that the use of images could help the students who given those pictures

which constitute more compact and efficient storage units of ideas, in the pre-


12

writing phases. Art offers the illustrations to the students as a way to develop the

ideas of the story.

The researcher guided the students by providing the picture series as one of

teaching media. As stated by Raimes (1983) that a set of parallel pictures–

pictures that show a similar scene or tell a similar story–provides material that

offers guidance in vocabulary, sentence structure, and organization let the

students write about the new subject matter; in this research it focuses on

narrative writing.


13

CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, the researcher presents a discussion on some theories

which constitute the foundation of this research. This chapter is divided into two

major parts: theoretical description and theoretical framework.

In the theoretical description, the researcher discusses the writing skill,

picture series technique, and classroom action research. Meanwhile, the second

part is about the theoretical framework. It will discuss the synthesis and the

summaries of the theories which will be used by the researcher to solve the

problems.

A. Theoretical Description

In the theoretical description, the researcher discusses the theories which

are related to the study. The theories are the writing skill, narrative text, picture

series, and classroom action research. The followings are the explanations of

those theories employed in this research.

1. Writing Skill

Writing skills become the major point discussed in this research. This part

will discuss the theories of writing skills. There are two sub-points related to the

theories, namely the nature of writing and the teaching of writing. The nature of

writing discusses the definition and the process of writing, whereas the teaching

of writing will elaborate the reason why the teachers have to teach writing as one

of skills and the approach of teaching writing


14

.

a. The Nature of Writing

Writing is one of the language skills which have to be learnt by students.

Nunan (2003) defines writing as, “physical and mental act.” (p. 88). Furthermore,

Nunan (2003) states that as a physical act, writing is an action of expressing

words or ideas to some media whether it is hieroglyphics inked onto parchment

or an e-mail message typed into a computer. As the mental act, Nunan (2003)

states that writing is inventing ideas followed by thinking about how to express

them and organizing them into statements and paragraphs. According to Elbow

(1998), writing has two skills which deal with mental processes: creating and

criticizing. In other words, writing engages the ability to create the words and the

ideas out and also engages the ability to criticize them in order to decide which

one to be used. In addition, it is also supported by Brown (2007) that writing

“…requires learners to produce a correct written language” (p.335). Brown

(2007) also mentions, “Written products are often the result of thinking, drafting

and revising procedures that require specialized skills…” (2007, p.335). Here, it

can be said that writing is an ability which is engaging with some steps as the

processes in order to be able to produce a good writing product.

To produce a good writing product, the writers have to know the purpose of

writing. Nunan (2003) mentions, “Its purpose is both to express and to impress.”

(p. 88). “To express” here means that writing is the real work of delivering idea

or feeling to the reader, whereas “to impress” means the writing product can

affect the level of the reader. Moreover, Nunan (2003) elaborates that writing


15

deals with process and product (2003, p.88). As for how to make a good writing,

we have to deal with the process of working on it so that we can produce a good

writing.

Writing is a complex skill to be mastered by students. Therefore, writing

becomes a quite difficult skill. Tiedt (1989) even says, “…of all the language

skills, writing is the most difficult and it is a hard work.” (p.6). It is also proved

by Elbow (1998), “ There is no hiding the fact that writing well is a complex,

difficult, and time-consuming process” (p.3). Therefore, the teachers and the

students have to deal with the efforts to deliver and master this skill.

In order to produce a good written product, writers or students employ some

steps as the process of writing. It is agreed by Harmer (2004), who states that

“Writing process is the stages a writer goes through in order to produce

something in its final written form” (p.4). Harmer (2004) adds the process is

affected by the content (subject matter) of the writing, type of writing, and the

medium it is written in. It is also supported by Brown, “Written products are

often the result of thinking, drafting and revising procedures that require

specialized skills…” (2007, p. 391).

Harmer (2004) emphasizes the discussion writing process into four main

stages: planning, drafting, editing, and final revision. In the first stage, namely

planning, students plan what they are going to write. Students may start to write

down the preliminary notes of their ideas. Harmer (2004) also suggests three

main issues that are possibly thought by the students in the planning stage; the


16

purpose of the writing, the audience of the writing, and also the content structure

of the writing.

After planning the ideas, the students go on the drafting stage. In this stage,

students may produce some or many pieces of texts since they try to compose

sentences and paragraphs. Afterwards, the students move to the editing stage in

which they will read through what they have written. Harmer also adds that in

this stage students may need some reflecting and revising which are often done

by the other readers, in this case teachers have an important role to help the

students in making the appropriate revisions.

In the last stage, namely final revision, students may revise their work after

getting the feedback from the teacher. Students may change their writing product

in order to produce the good product of writing.

b. Teaching Writing

Teaching is the main role of teachers to give the students guidance to reach

goals.

1) The Background of Teaching Writing Skill

Teaching is a process in which the teachers deliver the guidance in order to

help the students to reach the goals. According to Acero, Javier, and Castro

(2007), teaching is a process of actions to produce and stimulate learning and

eventually to succed in learning. Teaching is a deliberate process. Teachers have

the important role of setting the planning of the teaching, the process of the whole

teaching, and also the achievement of the teaching. To do a teaching is not easy.


17

There are many things that should be prepared by teachers to present the whole

process of teaching.

Raimes (1983) states the most important thing to be taught in writing is that

“writing helps our students learn” (p. 3). Furthermore, Raimes rationalizes the

statement by giving three reasons. First, writing strengthens the grammatical

structures, idioms, and vocabulary that have been taught by the teachers. Second,

through writing students have the chance to be adventurous with the language, to

go beyond what they have just learned to say, to take risks. In the other words,

students can build their confidence in writing through having the real experience

on it. Third, when the students write, they reinforce their learning through

getting involved in the new language. It deals with the struggle of the students in

improving their writing skills.

The teachers also must know that writing has the important role to be learnt

by students through the rationales which are stated by Venkateswaran (1995).

According to Venkateswaran (1995, p. 104), they are three reasons for getting

students to write in the classroom (all are direct quotes :

a) Writing helps to solidify the students grasp of vocabulary

and structure and complements the other skills.

b) Appropriacy can be developed only through writing.

c) The goal of writing is to develop the students ability to

write up to the point at which written homework can be

given.

Venkateswaran (1995) also explains the goal of writing into two points:

“Psychologically, students are more impressed by exercise that

are to be written and handed in than by those that are to be

learned. Reallistically, the teacher knows that writing home

work exercises and other written activities help the students to


18

acquire the vocabulary and the grammar of the lesson.” ( p.

104)

In writing skills, the principal purpose is getting the students able to write in

the classroom. It is not easy for the teachers to make the students enjoying the

writing activity. Writing is the most difficult and it needs a hard work (Tiedt,

1989). Nevertheless, it becomes the teachers‟job to make the students enjoy their

writing process.

2) The principles of teaching writing

To teach writing, the teachers need some principles of teaching writing in

order to evaluate the writing process whether the students are getting a good range

of opportunities or not. Nation (2009) proposes four principles to teach writing.

They are:

a) Meaning-focused input

According to Nation (2009), in teaching writing the teachers should be

able to lead the students to bring their experience and knowlegde to their

writing. Writing will be successful and meaningful for the students if they

are well prepared for what they are going to write. The students‟ experience

can be brought about by giving them tasks. Nation (2009) states that

students have to experience as many as posible writing tasks. The several

effects of giving tasks in writing skills are (Nation, 2009, p.96):

“ First, it makes sure that learners are not overloaded by having

to think about several different things at the same time. Second,

it allows the learners the chance to concentrate on the part of

the task that they need to learrn. Third, it helps the learners

perform a normal language activity in a normal waywith a high

chance of success.”


19

b) Meaning-focused output

This principle is dealing with product. In order to produce a good

product of writing, the students should practice lots of different kinds of

writing. Biber states, “different genres use different writing conventions and

draw on different language features and so it is useful to make sure that

learners are getting writing practice in the range of genres that they will have

to write in” (as cited in Nation, 2003, p. 93-94).

The expected results of this principles are mentioned as follows: First,

the students write with a message-focused purpose. Hence, the students will

get the aim of communicating a message to the reader, and the writer should

have a reader in mind when writing. Second, writing should attract students

and draw on their interests. Third, students should experience a feeling of

success in their writing. Fourth, students should employ writing as an aid to

increase their language knowledge. Fifth, in order to get wider the skill of

writing, students have to master skill in the use of computer to increase the

quality of speed of their writing. Besides, computer provide ways of

providing feedback. Sixth, writing instruction should be considered on

careful analysis such as what the students need to be able to do with writing,

what they can do now, and what they want to do.

c) Language-focused learning

In this principle, there are some points underlined by Nation (2009). The

students should have knowledge about the parts of the writing process and

should be able to discuss them toward their own or others‟ writing. Students


20

are also expected to have conscious plans for dealing with the parts of

writing process. The students have to be aware of clarity and fluency in

producing the writing script. Furthermore, the teachers should provide and

arrange feedbacks in order to encourage and improve the students‟ writings.

d) Fluency development

Nation (2009) states this principle enlightens about writing speed.

Students should increase their writing speed so that they are able to write

very simple material in a reasonable speed. Fluency development can be

done through repetitive activities of writing.

3) Teaching Technique

In order to help students to reach the goals in writing, the teachers are

supposed to find the technique in delivering the lesson. According to Raimes

(1983), to teach writing the teachers have to know the purposes of the techniques

used in teaching writing:

1. To communicate with a reader

2. To express ideas without the pressure of face-to-face

communication

3. To explore the subject

4. To record experience

5. To become familiar with the conventions of written English

discourse (text)

According to Dhand (2008), the techniques of teaching are activities which

are used day to day for a particular lesson. These activities or techniques affect to

the learners‟ understanding of the process. Moreover, the techniques used must

have the potential to enhance and enrich the learning experience.


21

Furthermore, Dhand (2008) adds the teachers possibly will find, with

experience, more than a single technique. The teachers will experience the most

appropriate and effective technique by practicing some techniques first. The

successful teaching techniques depend on the successful planning also.

2. Text – Based Approach

In this section, the researcher discusses the approach that is used in this

study. There are two major parts in this section: the definition of the text–based

approach and also the implementing of the text–based approach.

a. The Definition of Text – Based Approach

In this research, the researcher uses text–based approach. Text-based

approach which has also been known as genre approach is an approach which is

employed based on the need of English language teacher to teach whole texts.

According to Feez and Joyce (2002), primarily concern of the text–based

approach is what learners do with the language. Moreover, Feez and Joyce (2002)

state, “A text–based approach is concerned with units of discourse called texts”

(p.4).

Moreover, Feez and Joyce (2002) explain that this approach is based on an

approach which involves teaching about structures and grammatical features of

spoken and written texts explicitly, relating the spoken and written texts to the

social and cultural contexts of its use, developing units of work which focus on

building the skills in relation to the whole texts, arranging the guided practice to

the students as they develop language skills for meaningful communication based


22

on the whole texts. In this research, the researcher employs this approach since the

researcher has to teach the students who deal with several kinds of texts.

b. The Implementation of Text-based Approach

The implementation of text-based approach in this research is based on the

teaching and learning cycle from Feez and Joyce (2002). The cycle consists of

five stages.

1) Building the context

In this stage, firstly, the students are introduced to the social context of the

text-type being learned; building their knowledge of the topic of the texts given.

Secondly, the students explore the features of the general cultural context and the

social purposes of the texts given. In this stage, the students can be invited to

compare between the text learned and the other related texts.

2) Modeling and deconstructing the text

In this stage, the students discussed the texts given. They investigate the

structural pattern and language features of the model texts. The teachers start

using the technique in teaching the text. The activities in this stage are proposed

by Feez and Joyce (2002, p.30):

“Text-level activities: focusing on cohesive devices such as sets

of related lexical items, conjunction, modality, reference e.g.

semantic maps, vocabulary networks, cloze, transparency

overlays, etc.

Clause-level activities: presentation and practice activities

relating to the grammatical features of the text.

Expression-level activities: oral-aural, pronunciation, decoding,

spelling, handwriting or typing practice as needed for the use of

the text- type.”


23

3) Joint construction of the text

The students are given chances to contribute to the construction of the text

examples. The teachers reduce the contribution of the text in order to prepare the

students to the next stage: independent stage. In this stage, the activities proposed

by Feez & Joyce (2002, p.30) are (all in direct quotation):

a. Teacher questioning, discussing and editing whole construction, then

scribing onto board or OHT

b. Skeleton text

c. Jigsaw and information gap activities

d. Small group construction of texts

e. Dictogloss

f. Self-assessment and peer- assessment activities

4) Independent construction of the text

In this stage, the students work individually. They compose the texts which

have learnt individually. The students make their drafts as their individual writing

product.

5) Linking to the related texts

In this stage, the activities invite the students to reflect what they have learnt

in the text discussed during the lesson. The activities proposed by Feez and Joyce

(2002, p.31) in this stage are: (in direct quotation)

a. Comparing the use of the text-type across different fields

b. Researching other text-types used in the same field

c. Role- playing what happens if the same text-type is used by people

with different roles and relationships

d. Comparing spoken and written models of the same text-type

e. Researching how a key language feature used in this text-type is

used in other text-types.


24

3. Narrative Text

In this section, the researcher discusses the definition, the communicative

purposes, the generic structure, and the grammatical features of narrative text.

a. The Definition of Narrative Text

Doyle, Goh, and Zhang (2004) state that narratives are storis which consist

of sequence of events. “Narratives have many complex structures although they

share many of basic future we have identified in recount” (p.60). In other words,

narrative is a text that tells a story rather than tells the series of past experience;

this is why narrative differs from recount text. Moreover, narrative consists of

more complex generic structures than recount.

According to Guzzetti, “Narratives are stories that are most often written to

entertain and excite the reader. A story usually has a beginning, a middle, and an

end as a goal based. Narratives have an internal structure that usually consists of

several main components including characters, setting, theme, plot and resolution”

(2002, p.386.)

Guzzetti (2002) states that the examples of narratives are short stories,

novels, folktales, tall tales, myths, fables,legends, fantasies, and science fiction.

b. The Communicative Purpose of Narrative Text

The basic purpose is to amuse the reader. It is supported by Gerot and

Wignell (1995) who state that the purpose of narrative texts is to relate an

amusing or unusual experience in an entertaining way. Besides, Knapp and

Watkins (2005) state that narrative texts have purpose to entertain the readers.


25

It is also used as a powerful social role. This second purpose of Knapp and

Watkins relate to the purpose which is stated by Doyle et al. (2004) that narrative

texts have didactic and satirical purpose. It can be used as educational text.

c. Generic Structure of Narrative Text

In composing narrative text, the writers (students) have to understand the

structures of the text. The generic structures of narrative text according to Gerot

and Wignell (1995) are:

1) Orientation

This part sets the scene and introduces the participants of the story which

are usually specific and individual. Besides the participants, in this part the story

shows the setting (time and place) of the story. In narratives, the orientation

indicates with imaginary time sequencer such as once upon a time, long time

ago, etc.

2) Evaluation

This part is a stepping back to evaluate the plight. The problems are faced

but only in the surface. The climax just started to rise up in the story.

3) Complication

In this step, the crises arise. There are some problems which are faced by

the characters. It can be more than one problem that happens within the story. In

this part, there is a climax of the story. It can be more than one climax happened

in the story.


26

4) Resolution

In this part, the crises are resolved for the better or for the worse situation.

This part also presents that the writer shows how the problem solving and the end

of the story. There are several moral values or life values which can be learned

form the story.

d. Grammatical Features of Narrative Text

According to Doyle et al. (2004), the grammatical features of narrative

are: using past tense to describe the events, using action verbs, using adjective to

describe the characters and the places, using direct and reported speech to present

the dialogue.

4. Picture Series

In this part, the researcher used several theories which are related to picture

series.

a. The Nature of Picture Series

Pictures series are usually represents of objects and places which are

presented in series arrangement depicting sequence events in the same theme.

According to Heinich (1982), pictures are photographic, representative of people,

places, and things that are available in most subject areas and levels from

kindergarten to adults. Kreidler (1968) states that a number of pictures indicates

that something unusual have already happened. Pictures with more details

several objects, several people performing different actions, all relating to the

same general themes can also be useful devices for simulating compositions. The

several actions depicted may allow a sequence of events.


27

b. The Advantages of Picture Series

Pictures can be one of good media to teach writing because they have

many advantages. As stated by Kreidler (1968) that a series of pictures can be

used for retelling of a story. Raimes (1983) insists that pictures are valuable to

provide vocabulary and common language forms. Moreover, pictures bring the

outside world into the classroom in a vivid and concrete way. Pictures are

valuable resources since they provide:

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 interest for students

Besides, Hobson, as cited by Dunn and Finley ( 2010, p. 34) states that the

use of images could help promote children‟s writing given those pictures to be

more compact and efficient storage units of ideas in the pre-writing phases. Art

offers the illustration as a way to develop the ideas of the story. Fu and Shelton,

as cited by Dunn and Finley (2010, p.34) tell that the teachers could use picture

series technique in order to help the students to illustrate the initial story ideas

which helped to promote their confidence, stamina, and writing skills.

Moreover, Raimes (1983) adds that a set of parallel pictures – pictures that

show a similar scene or tell a similar story – provides material that offers

guidance in vocabulary, sentence structure, and organization yet lets the students

write about the new subject matter; in this research the focus is on narrative

writing.


28

5. Classroom Action Research

This part will elaborate the classroom action research theories. There are

four things discussed in this part: the definitions, the aims, the characteristics,

and the model of classroom action research.

a. Definitions of Classroom Action Research

There are some definitions which are stated by some experts. According to

Kemmis as cited by Hopkins (2008, p. 48), action research is a form of self-

reflective enquiry undertaken by the participants in a social circle. Burns (2010)

says, “It is related to the ideas of „reflective practice‟ and „the teacher as a

researcher‟” (p. 2). Furthermore, Mills (2011, p. 5) insists that action research is

any systematic inquiry conducted by the teacher researchers to gather

information about the ways that their particular school operates, how they teach,

and how well their students learn. Richards (2005) says, “Action research refers

to a systemic approach to carry out investigations and collecting information that

is designed to illuminate an issue or problem and to improve classroom practice”

(p.171). Moreover, Richards (2005) says that action research emphasizes not

only to seek the benefits of involving the process of the cycles but also “to

develop a deeper understanding of many issues in teaching and learning as well

as acquire useful classroom investigation skills” (p.171).

In other words, action research is an appropriate research which can be

conducted by the teachers as the researchers towards their own classroom in

order to gain sufficient information of the condition faced by the classroom.


29

Subsequently, the teachers also find the solutions to overcome the problems

faced. It also becomes the reflective way to the teachers as the researchers.

b. Aims of Classroom Action Research

Ary, Jacobs, and Sorensen (2010) insist that action research aims to

interpret events and to enable individuals or groups of people to formulate

acceptable solutions to local problems, to seek viable, sustainable, effective

solutions to common problems.

Hendricks, as cited by Ary et al. (2010), states that the aim of classroom

action research is to improve classroom practice in the school.

c. Steps and Characteristics of Classroom Action Research

Mills (2011) states action research is a research which underlines how the

teachers as the researchers are gathering as much as possible information about

their classroom. “The information is gathered with the goals of gaining insight,

developing reflective practice, effective positive changes in the school

environment, and improving student outcomes and the lives of those involved”

(p.5). Consequently, action research offers four basic stages based on Fraenkel

and Wallen (2009) namely:

1) Identifying the research question

In the first stage, Fraenkel and Wallen state that an individual or group

needs to carefully examines the situation and identify the problems. Moreover,

“Action research projects are (usually) quite narrow in scope.” (p. 571). The

problems or issues which occur must be clear. It will help the teacher to examine

the study. Frankel and Wallen add this research will be suitable if the teachers or


30

others involved in education to make it better, improve their practice, deal with a

troublesome issue, or correct something that is not working (2009).

2) Gathering the necessary information

This stage deals with the method of collecting the data after identifying the

problems. Fraenkel and Wallen (2009) mention the possible method to be used:

“Experiments, surveys, causal–comparative studies, observations, interviews,

analysis of documents, ethnographies.” (p. 571)

3) Analyzing and interpreting the information

The third is the following step of the previous step. After collecting the data,

the teacher will analyze and interpret the data. The importance of this step is that

the data which are examined should resolve the research questions or problems in

which this research was conducted (Fraenkel & Wallen, 2009).

4) Developing an action plan

In this step, the teacher as a researcher conducts the plan of the action to

implement the changes into the findings. It becomes the control of the teacher in

implementing the actions toward the classroom.

Action research has some characteristics. According to Ary et al. (2010,

p.514), there are three main characteristics of action research (all in direct

quotes):

1. The research is situated in a local context and focused on

a local issue.

2. The research is conducted by and for practitioner.

3. The research results in an action or a change implemented

by the practitioner in the context.


31

d. Model of Classroom Action Research

Kemmis and McTaggart(1988) assert, “Action research is a dynamic process

in which these four moments are to be understood not as static steps, complete in

themselves, but rather as moments in the action research spiral of planning,

action, observing, and reflecting” (p.15). The researcher uses the spiral steps of

Kemmis and McTaggartas presented in the Figure 2.1. as the guideline to

conduct the classroom action research.

Figure 2.1: Kemmis & McTaggart’s cycle of Classroom Action Research

(From Kemmis and McTaggart, 1988)

1) Planning

Kemmis and McTaggart (1988) state that the plan should help the

researchers “…to go beyond present constraints and to empower them to act

more appropriately in the situation and more effectively as an educator” (p.12).

In this step, the researcher starts to make clear plans after knowing the problems.

The researcher considers the objects‟ strengths and weaknesses in order to decide

the action or strategy that can effectively overcome the problem obtained.


32

2) Action and Observation

Kemmis and McTaggart (1988) affirm action step to be used as a platform

for the further development. Furthermore, action should be synchronized with the

plan which was done in the previous step. This step explores the researcher to

apply the strategy in order to overcome the problems which happened. Action

stage will be done simultaneously with the observation stage. The

implementation of action cannot be separated from the observation.

The importance of observation step is to collect the evidences of the action

in order to able to evaluate it thoroughly. The researcher observes the situation of

the environment and tries to analyze the data. Kemmis and McTaggart (1988)

say, “Observation has function of documenting the effects of critically informed

action– it looks forward, providing the basis for reflection...” (p.13). Observation

should be responsive, open-eyed, and open- minded.

According to Foster (1996), observation involves receiving data through the

sense, processing, interpreting, and combinating the information in a complex

way. Moreover, Foster (1996) says that through observing, the researchers obtain

valuable information by soliciting the knowledge, experiences, and ideas.

3) Reflection

Kemmis and McTaggart (1988) affirm, “Reflection has an evaluative

aspect– it asks action researchers to weigh their experience– to judge whether the

effects were desirable and to suggest ways of proceeding” (p.13). After the

researcher getting the results of the analysis, the researcher tries to assess what

she/he has done by the object and propose the next action for the next cycle.


33

B. Theoretical Framework

English, as the first foreign language which should be taught in Indonesia,

has four skills; listening, reading, speaking, and writing. In order to use English as

a language that can be applied by the students well, the researcher focuses on the

productive skills which are shown in students‟ performances. One of the skills

that directly showed students‟ performances is writing skill. As stated by Tiedt

(1989) that writing skill is the most difficult skill and needs hard work, it is alsi

faced by the students. The students consider writing is difficult skill to be

mastered.

Referring to the purpose of the curriculum, the students should be able to

write various types of text. Narrative is one of the texts that have to be taught in

junior high school level. Based on the observation, Class VIII F students in SMP

Negeri 10 Surakarta faced difficulty in writing narrative text. The thought that

writing is difficult skill to be learnt lead them to face some problems because of

the lack of English competence. In the preliminary observation, the researcher

found several problems encountered by the students such as grammar, vocabulary,

mechanics, fluency (style and quality of expressions), and form (organization). As

a result, the students‟ performance in writing text is not satisfying enough.

The problems in writing faced by class VIII F students in SMP Negeri 10

Surakarta motivate the researcher to conduct the action research. The researcher

plans to conduct classroom action research (CAR). The purpose of conducting the

classroom action research (CAR) is that to answer the research problems and to

improve classroom practice (Ary et al., 2010; Richard, 2005; Kemmis &


34

McTaggart, 1988). There are four stages to conduct CAR stated by Kemmis and

McTaggart (1988, p.15) the dynamic and complementary process, namely:

planning, action, observation, and reflection. Specifically, the researcher conducts

CAR based on Kemmis and McTaggart‟s cycle model as presented in the Figure

2.1. The researcher does the cycle twice. Therefore, there are two cycles which

are done in this research.

To overcome the problem, the researcher offers to use picture series to

teach writing narrative text. Picture series is chosen as the problem solving,

knowing that it provides many advantages. As the researcher stated above,

according to Raimes (1983), pictures are valuable to provide vocabulary and

common language forms. Besides, Raimes also states that the use of picture series

is really helpful, because it provides: experiences in the classroom, the need for

common language forms to use in the classroom, a variety of tasks, and also a

focus of interest for students. Picture series provide a number of pictures with its

several objects, several characters performing different actions which all relating

to the same general themes. I t can be helpful for the teacher to be used as device

to teach composition of texts (Kreidler, 1968). The use of picture series also

motivates the students to produce words (vocabulary). Therefore, they are guided

to produce sentences in good structure then lead they organize the idea into a good

story (Dunn & Finley, 2010; Raimes, 1983).

In order to improve the classroom practice, the researcher employs

instruments as the tools to obtain the evidences of this study. By using the

evidences, the researcher could reflect the practices whether they are satisfactory


35

or not. The researcher as a practitioner of the classroom action research (CAR)

will improve her practice if the results are not satisfactory based on the reflection

because the goal of the classroom action research is to implement the action and

reflect of the action so that the classroom practice improved (Ary et al, 2010;

Burns, 2010; Richards, 2005).


36

CHAPTER III

RESEARCH METHODOLOGY

In this chapter, the researcher discusses the research methodology. The

researcher divides this chapter into several sections. The sections are the research

method (method which was used in this research), research setting (when and

where the research was conducted), research participants (who were involved in

the research), instruments and data gathering technique (what the data were and

how the data were collected), data analysis technique (how the data was

analyzed), and also research procedure (how the research was conducted).

A. Research Method

In this section, the researcher discussed the method which was employed

in this study. Based on the problems which were found in class VIII F of SMP

Negeri 10 Surakarta, the researcher conducted this study to find out to what extent

the use of picture series helps the students to write narrative texts and how picture

series is implemented toward the students. Richards (2005) says that action

research refers to a systemic approach in carrying out investigations and

collecting information which is designed to overcome an issue or problem and to

improve classroom practice. Therefore, the researcher applied classroom action

research (CAR) methodology to overcome the questions formulated in the study.

The researcher intentionally designed several steps to collect the data in order to

solve the problems faced by the students.


37

The researcher adopted the Kemmis and McTaggart‟s research model of

Classroom Action Research (1988). In this model, the researcher implemented

four steps for each cycle. There are planning, action, observation, and reflecting.

The researcher conducted two cycles in this research.

In this classroom action research, the researcher collected data form the

students. The researcher needed research instruments in collecting the data. The

researcher used both qualitative and quantitative instruments in collecting the

data. The researcher used data triangulation technique to analyze the data

gathered.

B. Research Setting

This research was conducted in SMP Negeri 10 Surakarta in the even

semester of the academic year of 2013/ 2014 from April to June 2014. There

were two cycles which were applied in this research. Cycle one was conducted in

two meetings. Cycle two was conducted in one meeting. The researcher

conducted the research with the procedure which agreed between both sides: the

researcher and the school.

C. Research Participants

The participants, who were involved in this research as the population,

were the teacher and the students of SMP Negeri 10 Surakarta. They are all the

members of SMP Negeri 10 Surakarta who deal with English.

1. The teachers

There were three English teachers in SMP Negeri 10 Surakarta. The

researcher took one teacher who was also the English class teacher of VIII F. The


38

English teacher as the participant of this research gave the opinions and

suggestions about the technique of picture series in writing activity. The

researcher asked her comments on the observation sheets of each cycle.

2. The students

The researcher was conducted in SMP Negeri 10 Surakarta in VIII F class

in the academic year 2013/2014. The VIII F class consisted of 26 students. There

were 12 girls and 14 boys in VIII F class. They constituted the participants of this

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

students got difficulties in writing skill. It became the basic aim of this research

to overcome the problems by finding the solutions to be applied in the classroom.

D. Instruments and Data Gathering Technique

This section elaborates the instruments which were employed in the

classroom action research in order to collect the data. The instruments were

observation sheet, field notes, questionnaire, interview, and also students‟ draft in

writing. These five kinds of instruments were chosen because of their

effectiveness and efficiency. The following is the table of the used instruments in

this research.

Table 3.1 Table of Instruments and Data Collected

Instruments Data Collected

Time

Preliminary

Study Cycle 1 Cycle 2

Observation

checklist

(Self Reflection)

Teacher‟s activities

and

students‟ activities

April 15th,

2014

Meeting one:

April 24th,

2014

Meeting two:

April 29th,

2014

May 13th,

2014

Field Notes Teacher‟s activities April 15th, Meeting one: May 13

th,


39

and students‟ activities 2014 April 24th,

2014

Meeting two:

April 29th,

2014

2014

Questionnaire Students‟ perception

of the materials

April 15th,

2014

April 29th,

2014

May 13th,

2014

Interview The detail data of

students‟ perception - -

May 14th,

2014

Students‟ Drafts

Students‟ Revised

Written

Students‟ score in

their drafts of

narrative texts.

Students‟ score in

their final narrative

texts.

April 15th,

2014

-

Meeting one:

April 24th,

2014

Meeting two:

April 29th,

2014

May 13th, 2014

May 13th,

2014

May 19th,

2014

1. Observation checklist

Observation is used to know the situation happened in the classroom during

the implementation. Observation is very important in conducting this research to

gather information of what happens during the teaching- learning process.

According to Morison, the researcher is able to gather data on:

a. The physical setting (e.g. the physical environment and its

organization)

b. The human (e.g. the organization of people, the

characteristic and makeup of the group or individual being

who is/ are observed)

c. The interactional setting (e.g. the interaction that are taking

place, formal, informal, verbal, non-verbal)

d. The program setting (e.g. the resources and their

organization, pedagogic style, and curricula)

(as cited in Cohen, Manion, and Morisson, 2000, p. 305)

The importance of the observation is also stated by Koshy (2005) that through an

observation sheet we can record behavior patterns and the number of actions and


40

interactions. Observation checklist is also used to gain any feedback and comment

from the observers toward the teaching and learning process. In addition, the

following are the advantages of employing observation for the research study

according to Creswell (2009, p. 179)

1. Researcher has a first-hand experience with the participant.

2. Researcher can record information as occurs.

3. Unusual aspects can be noticed during observation.

4. Useful in exploring topics that may be uncomfortable for

participants to discuss.

Thus, by using the observation sheets, the researcher expects that she can

collect as many data as possible. The form of observation sheet which is used by

the researcher is checklist form. According to Sloan and Sloan (2013), “Checklists

should be not too board. It is better to have a narrow focus at any one time and

observe more frequently than to try to cover too many areas of observation”

(p.23). The observation checklists will be in the form for observing teacher‟s

activities and students‟ activities. The teacher‟s activities observation checklist

will be used for the researcher‟s self-reflection toward the activities given to the

students. Meanwhile, the students‟ activities observation checklist will be used to

obtain the information from the students when the researcher implements the

action.

Moreover, the researcher asked for help from two “peer- observers”

(Zepeda, 2014, p. 51). The term “peer- observer” was used to represent the other

observers who invited during the teaching and learning process in order to collect

the data. According to Zepeda (2014), “The peer observer helps the teacher look


41

at why the focus is important and what types of information about his/ her practice

would help bring into “focus” the area being analyzed” (p.51).

Furthermore, the term of “peer review” (Norton, 2013, p. 143) emphasizes

on the method of peer-observer. According to Norton (2013), “A peer review

evaluation is the method of having one or more teachers evaluates a teacher‟s

performance. The term peer implies that the evaluator will be an individual who

has similar teaching responsibilities as the teacher being evaluated” (p. 143).

Therefore, the researcher asked for help from the English teacher of class VIIF

SMP Negeri 10 Surakarta and also a student of English Language Education

Study Program (ELESP) of Sanata Dharma University.

2. Field Notes

Field notes are used to know the teaching-learning process during the

implementation. The researcher uses field notes as the tool to help the researcher

to reflect on the condition of teaching-learning process. Therefore, the researcher

thinks that field notes are helpful to reflect the implementation. The same view is

also emphasized by Tomal (2010) who states that field notes are very useful

because the researcher could collect the information by observing the phenomena

in its natural setting, such as a classroom or school. Through the field notes, the

researcher gets the report of the observation and the reflections about whether the

teaching and learning process is done well or not. In this research, the researcher

asked for help to the class teacher and one student of ELESP of Sanata Dharma

University to make the field notes based on their observation during the

implementation.


42

3. Questionnaire

In this research, the researcher employed questionnaire as one of

instruments to obtain the data. The researcher distributed questionnaires to all

students of class VIII F. According to McKay (2002), a questionnaire is a set of

written questions that deal with particular topic. There are three types of

questionnaire according to Burns (1999): closed items, scale items, and also

open-ended items. The form of the questionnaire which is employed in this

research was scale items.

The researcher made the questionnaire items through presenting

statements which needed response in the form of agreement and disagreement.

The respondents give the responses based on the agreement and disagreement of

the questionnaire items using Likert scale. McDonough and McDonough (1997)

say, “One familiar type, the Likert Scale, presents not questions but statements

and asks for degrees of agreement” (p.176).

Furthermore, the researcher also employed the central tendency to

analyze the questionnaire result. Brown and Rogers (2002) state, “Central

tendency, the trend of a set of numbers that clusters around a particular value, is a

convenient way if summarizing data of nominal categories such as Likert scale”

(p.74). Moreover, Boone (2012: 12) states that:

Likert scale data are analyzed at the interval measurement scale. Likert

scale items are created by calculating a composite score (sum or mean)

from four or more items; therefore, the composite score for likert scales

should be analyzed at the interval measurement scale. Descriptive statistics

recommended for interval scale items include the mean for central

tendency.


43

According to the statement, the researcher aimed to use the nominal data

which would be measured using the mean of central tendency and categorized

using the interval scale. The results would be presented in the form of

description. Therefore, the researcher employed the table as the form and the

formula to measure the data as follow:

Table 3.2 Table Result of Questionnaire

No. Statements Frequency of Points of Agreement Central Tendency

1 2 3 4 N Mn

N = Number of respondents

Mn = Mean

The formulation to get the mean score of the data:

X = n x (points of agreement)

x = the total scores

n = number of the respondents who answer the certain statement

Mn =

= The total of all scores

In the data analysis, the researcher used three kinds of criteria because

there were three different topics in the questionnaire. The following table shows

the list of the criteria:

Table 3.3 Table of Criteria of Total Mean Score

Topic Range Meaning

1

5.00 – 8.75

8.76 – 12.50

12.51 – 16.25

16.26 – 20.00

Useless

Less useless

Useful

Very useful

2 6.00 – 13.50 Very low


44

13.51 – 21.00

21.00 – 28.50

28.51 – 36.00

Low achievement

High achievement

Very high achievement

3

4.00 – 7.00

7.01 – 10.00

10.01 – 13.00

13.01 – 16.00

Very low

Low

High

Very high

4. Interview

In this instrument, the researcher collected the data orally with the

students. Cannel and Kahn state the definition of interview as follows:

“The research interview has been defined as „a two-person

conversation initiated by the interviewer for the specific purpose

of obtaining research- relevant information, and focused on

context specified by research objectives of systematic

description, prediction, or explanation” (as cited in Cohen, et al.,

2000, p. 267).

To obtain the data which could not be seen orally, the researcher employed

interview as one of the instruments. This instrument was used to support other

instruments which had the written result. Patton states:

“We interviewed people to find out from them those things we

cannot directly observe. We cannot observe feelings, thoughts,

and intentions. We cannot observe behaviors that took place at

some previous point in time. We cannot observe how people

have organized the world and the meanings they attach to what

goes on in the world. We have to ask people questions about

those things” (as cited in Fraenkel & Wallen, 2009, p. 446)

Moreover, according to Cohen, et al. (2000, p.268), there are three

purposes of conducting a research interview. First, it can be used as the principal

means of gathering information of the research objectives. Here, the researcher

could measure what the students know, what the students like and dislike, and


45

what the students think toward the specific purpose which was being obtained in

the research. Second, interview can be used to test the hypotheses or to suggest

the new one, also as an explanatory tool to help identify variables and

relationships. Third, interview can be employed as the combination with other

methods in research undertaking. Moreover, Kerlinger states, “Interview might

be used to follow unexpected results or to validate other methods, or to go deeper

into the motivations of respondents and their reasons for responding as they do”

(as cited in Cohen et al., 2000, p.268). In this research, the researcher used

interview to get the validity of questionnaire. Interview was used as the

convincing instruments of the questionnaires‟ result. It means that the researcher

got the data from questionnaire and then followed by checking the validity of the

answers or responses the researcher used interview.

In conducting the interview, the researcher needs the respondents.

According to Cohen et al. (2000), there are several factors that can be used as the

considerations to choose the respondents. One of those factors is “the

respondents‟ level of education” (p. 274). Therefore, in this research, the

interview involved five students of class VIII F. The students were chosen based

on the level of education. The researcher used the scores of the students‟ drafts in

cycle two to choose the students. Two of the students were chosen because they

had low ability in the writing narrative text since their drafts‟ results did not

reach the passing grade. Whereas, other two of the students were chosen because

they had high ability in writing narrative texts since their drafts‟ results in cycle


46

two reached the passing grade. One of the students was chosen since the score

was slightly over the passing grade.

The researcher conducted this interview in the form of “semi-structured

interview”. According Fraenkel and Wallen (2009), semi-structured interview is

a type of interview which its form is verbal questionnaire. It is explained that,

“Rather formal, it consists of a series of questions designed to elicit specific

answers from respondents” (Fraenkel & Wallen, 2009, p. 446). Moreover,

Fraenkel and Wallen explain that this type of interview is considered as the best

type conducted in the research. “…as they tend to shape responses to the

researcher‟s perceptions of how things are. They (structured and semi-structured

interviews) are most useful for obtaining information to test a specific hypothesis

that the researcher has in mind” (Fraenkel & Wallen, 2009, p.46). Therefore, the

researcher chose semi-structured interview in order to obtain information which

support the results of other instruments.

5. Students’ Drafts

The students‟ drafts became the major source of the data in this research.

According to Burns (1999), students‟ drafts as determined as students‟ written

texts is a source of documents readily available to all language teachers.

Students‟ drafts which were done both individually and in group would be the

major data of this research. The researcher asked each student to make two

individual drafts and two group drafts of writing narrative text during the whole

research. Burns (1999) states that the students‟ writing texts help the researcher

assess their progress in writing. Thus, the researcher used the students‟ drafts to


47

get more detailed information of the improvement of students‟ writing skills in

composing narrative text. Therefore, to know the improvement of the students

writing skill and to know the problems encountered during the implementation,

the researcher used writing scoring rubric. This scoring rubric was used to assess

all of the srudents‟ writings of this research.

The following is the scoring rubric which was used in this research, taken

from Anderson as cited in Hughes (1989, p. 91-93).

Table 3.4 Analytic Scoring Rubric for Writing Ability

Grammar

6. Few (if any) noticeable errors of grammar or word order.

5. Some errors of grammar or word order which do not, however, interfere with

comprehension.

4. Errors of grammar or word order fairly frequent; occasional re-reading necessary for full

comprehension.

3. Errors of grammar or word order frequent; efforts of interpretation sometimes required on

reader‟s part.

2. Errors of grammar or word order very frequent; reader often has to rely on own

interpretation

1. Errors of grammar or word order so severe as to make comprehension virtually impossible.

Vocabulary

6. Use of vocabulary and idiom rarely (if at all) distinguishable from that of educated native

writer

5. Occasionally uses inappropriate terms or relies on circumlocutions; expressions of ideas

hardly impaired

4. Uses wrong or inappropriate words fairly frequently; expressions of ideas may be limited

because of inadequate vocabulary.

3. Limited vocabulary and frequent errors clearly hinder expressions of ideas

2. Vocabulary so limited and so frequently misused that reader must often rely own

interpretation

1. Vocabulary limitations so extreme as to make comprehension virtually impossible.

Mechanics

6. Few (if any) noticeable lapses in punctuation or spelling

5. Occasional lapses in punctuation or which do not, however, interfere with comprehension.

4. Errors in punctuation or spelling order fairly frequent; occasional re-reading necessary for


48

full comprehension.

3. Frequent errors in spelling or punctuation; lead sometimes to obscurity.

2. Errors in punctuation or spelling order so frequent; reader often has to rely on own

interpretation

1. Errors in punctuation or spelling order so severe as to make comprehension virtually

impossible

Fluency (style and ease of communication)

6. Choice of structure and vocabulary consistently appropriate; like that of educated native

writer.

5. Occasional lack of consistency in choice of structure and vocabulary which does not,

however, impair overall ease of communication.

4. „Patchy‟, with some structures or vocabulary items noticeably inappropriate to general

style.

3. Structures or vocabulary items sometimes not only inappropriate but also misused; little

sense of ease if communication

2. Communication often impaired by completely inappropriate or misused structures or

vocabulary items

1. A „hotch- potch‟ of half-learned misused structures and vocabulary items rendering

communication almost impossible.

Form (organization)

6. Highly organized; clear progression of ideas well linked; like educated native writer.

5. Material well organized, links could occasionally be clearer but communication not

impaired

4. Some lack of organization; re-reading required for clarification of ideas.

3. Little or no attempt at connectivity, though reader can deduce some organization.

2. Individual ideas may be clear, but very difficult to deduce connection between them.

1. Lack of organization so serve that communication is seriously impaired.

SCORE: Grammar :

Vocabulary :

Mechanics :

Fluency :

Form :

TOTAL :

E. Data Analysis Technique

The researcher intended to answer the problems formulated and relate

theories in Chapter II. Since the researcher employed qualitative and quantitative

instruments to gather the data, the researcher used the qualitative and quantitative

technique to analyze the data. The researcher used data triangulation to analyze


49

the data obtained in this study. According to Johnson and Christensen (2010),

“Triangulation is the use of multiple theories and perspectives to help interpret

and explain the data” (p. 268). The researcher used “data triangulation” which

was offered by Johnson and Christensen (2010). Furthermore, Johnson and

Christensen (2010) state that data triangulation is “the use of multiple data

resources to help understand a phenomenon” (p. 266). In other words, the use of

data triangulation has its purpose to help the researcher analyze the severals data

and interpret them in the form of research report writing. Moreover, as stated by

the researcher before this research employed several data form both qualitative

and quantitative. Fraenkel and Wallen (2009) state, “Triangulation was achieved

not only by comparing teacher interviews, student interviews and observations

but also by comparing these with the quantitative measures of classroom

interaction and achievement.” (p.561). Hence, in order to make the data of this

research more accurate and valid, the researcher needed the data triangulation.

The researcher analyzed the observation checklist and also the field notes

which were made based on the real situation of the teaching-learning process in

the classroom. The researcher used the qualitative method to analyze the

observation checklist, field notes, and also the interview result. The researcher

used the descriptive form to present the results of three instruments. Meanwhile,

the questionnaire and students‟ draft in writing were analyzed using quantitative

method.

The researcher used the numerical form to present the results. For the

questionnaire data, the researcher used the scale item for the questionnaire. The


50

questionnaire analysis would use the quantitative method. The researcher would

find the frequency of points of agreement for each categories item in the

questionnaire then calculated the mean score of it. Afterward, the researcher also

conducted an interview to 5 participants in order to get detailed information of

the implementation. The data taken from the interview would be used to analyze

with the other data.

The last data gathered was the students‟ drafts in writing narrative texts.

The students‟ drafts were conducted by the students three times in two cycles. In

the first cycle, the students would conduct the first group drafts and the first

individual drafts. Then, in the second cycle, the students would conduct only the

second individual draft. Each student‟s drafts were assessed by using the scoring

rubric as presented in the research instruments above. Thus, if the students‟

scores in the first cycle were better than their writing ability in the preliminary

study, also if the students‟ scores in the second cycle were better than their scores

in the first cycle, the researcher could conclude that the students make good

progress.

The progresses of the students‟ writing skill were identified based on the

criteria items of the scoring rubric as mentioned in the research instruments. The

researcher checked the students‟ progress in writing skills through the criteria of

the scoring rubric includes their grammar, vocabulary, mechanic, fluency, and

also the form (organization) of their drafts. From the analysis result of the

students‟ drafts, the researcher was able to conclude whether the use of picture

series could help the students to improve their writing skill or not.


51

F. Research Procedure

This section describes the procedure of this research. There are three parts

which are discussed in the research procedure, namely the conducting of

preliminary study, asking for the research permission, and conducting classroom

action research.

1. Asking for Research Permission

There were several procedures in acquiring the research permission.

Firstly, the researcher went to SMP Negeri 10 Surakarta and met the vice

principal for the curriculum department. The researcher asked for permission to

conduct a classroom action research in this school. Afrer the short meeting, the

researcher asked the secretariat of English Language Education Study Program to

make the permission letter for using the school. After the letter was signed by the

chairperson of English Language Education Study Program, the researcher gave

the letter to the vice principal for the curriculum department. The researcher

submitted the proposal of her research and conducted this study in accordance

with the schedule having been.

2. Conducting a Preliminary Study

In order to identify the problem that occurred in class VIII F of SMP

Negeri 10 Surakarta, the researcher conducted a preliminary study. In the

preliminary study, the researcher made an observation to the students. Hence, the

researcher distributed the questionnaires, to all of the students in order to get more

information on their problems. The researcher also collected the students‟ written

text in the preliminary study. After doing the preliminary study, the researcher


52

found what the problems were, the researcher had meeting with the English

teacher class of VIII F and decided to teach narrative texts as the material. The

researcher read some literature as the references to overcome the problems faced

based on the results of the observation, questionnaire, and the students‟ written

texts. The researcher decided to use picture series to improve students‟ writing

skill in composing a narrative text.

3. Conducting Action Research

In this research, the researcher conducted a classroom action research. The

researcher took several steps. First of all, she made lesson plans in implementing

picture series as the media to improve students‟ writing skills in composing the

narrative texts. To prepare the instruments needed in this research, the researcher

made students‟ handouts, students‟ worksheets, observation checklists, field notes,

questionnaires, and also interview guidelines.

Afterward, the researcher conducted the first cycle on April 24th

and April

29th

, 2014. The second cycle was conducted on May 13th

,2014. In each cycle, the

researcher implemented four different sets of picture series. Two sets of picture

series which were implemented in the first cycle were entitled Three Little Pig

and The Greedy Dog. The students made individual drafts using these two picture

series. Meanwhile, two sets of picture series which were implemented in the

second cycle were Cinderella Story, done as a group task for the students and

Thee Rabbit and the Tortoise, done as the individual tasks for the students. In the

end of each cycle, the researcher asked the students to submit their drafts to see

their improvements.


53

In conducting the research, the researcher needed help from two “peer-

observers”. They were one student of English Language Education Study Program

Sanata Dharma University and an English Teacher of SMP Negeri 10 Surakarta.

The researcher asked them to do the observation and to make the field notes. In

the end of each cycle, the researcher distributed questionnaires to gain the

information whether picture series improve their writing skills in composing

narrative texts. Besides, the researcher conducted the interview to 5 students. It

means to obtain the more detailed information about students‟ opinions and

experiences toward the implementation of picture series in the teaching-learning

process.

Finally, the researcher analyzed the data and gained the results. The

researcher also reflected what worked well and what did not. The first cycle

would be used as the consideration to plan the actions in the next cycle. From all

of these steps, the researcher could draw a conclusion that the picture series could

help students in VIII F Class of SMP Negeri 10 Surakarta to improve their writing

skill in composing narrative texts.


54

CHAPTER IV

RESEARCH RESULTS AND DISCUSSION

This chapter will present two major parts: the preliminary study and

picture series techniques as a new strategy. In the second part, it will be elaborated

into the implementation of picture series in cycle one, the implementation of

picture series in cycle two, and also lesson learned after the implementation of

picture series technique to improve students‟ writing skills.

This chapter presents the research results and discussion in implementing

the picture series to improve students‟ writing skills in composing narrative text.

The research was conducted in two cycles. The first cycle was applied in two

meetings and the second cycle in one meeting. They were conducted on April

24th

, April 29th

, and May 13th

, 2014.

A. The Preliminary Study

In this section, the researcher presented the information she got in the

preliminary study. The preliminary study was conducted before the

implementation of the picture series technique in cycle one. The preliminary study

or reconnaissance was conducted in order to get the information of the class

situation so that the researcher was able to make the self-reflection and planned

the next preparation to improve the classroom practice (Mills, 2011).

The researcher did the preliminary study in class VIII F of SMP Negeri 10

Surakarta in the academic year 2013/ 2014 on April 15th

, 2014. In the preliminary

study, the researcher used students‟ drafts as the main data. The researcher also


55

employed writing scoring rubric and questionnaire. The scoring rubric was used to

assess students‟ writing, while the questionnaire was used to obtain the

information of students‟ perception toward the teaching and learning process. In

conducting the preliminary study, the English teacher gave permission to the

researcher to observe her class. The material which had to be taught was writing a

recount text.

1. Classroom Activities in the Preliminary Study

The teacher started the class by greeting the students and checking the

attendance list. The teacher, after that, reviewed in the elements of recount,

generic structure, and also language features. After reviewing the material, the

teacher asked the students to do assignments in the LKS about translating new

vocabularies which were found in the sample recount text. After that, the teacher

invited the students to check the answer together.

The next activity was individual writing task. The teacher asked the

students to compose the recount texts. In the middle of the writing activity, the

teacher saw that some students did not do their own work. They asked other

students about some words which they did not know. The teacher also saw that

some students got difficulties to start writing the text. Some of them also asked

the teacher about the use of verb 2 in their sentences.

Because of the English teacher did not ask the students to bring their

dictionaries, the students faced the limited English vocabularies. The students also

got difficulties in organizing the idea. Apart from that, the students found

difficulties in applying the past tense verbs, particularly in the use of verb 2 in


56

their sentences. In the end of the lesson, the teacher asked the students to submit

their drafts. The teacher would give the drafts back after giving feedback which

the students had to revise. The revised writing had to be submitted on April 17th

,

2014. After that, the researcher distributed the questionnaire of preliminary study

to the students.

2. Students’ Achievement Score in Preliminary Study.

In the preliminary study, the researcher assessed student‟s drafts which

had been revised by using the writing scoring rubric. The data are presented as

follows.

Table 4.1 Students’ Achievement Score in Preliminary Study

No Students

Items Being Measured

Sco

re

Total Score

Passing

Grade (65)

Gra

m

Vo

c

Mec

h

Flu

e

Fo

rm

1 Students 1 3 3 3 3 3 15 50.00 Failed

2 Students 2 2 3 3 3 3 14 46.67 Failed

3 Students 3 2 2 3 3 2 12 40.00 Failed

4 Students 4 3 4 5 4 4 20 66.67 Successful

5 Students 5 3 3 3 3 2 14 46.67 Failed

6 Students 6 3 3 4 4 3 17 56.67 Failed

7 Students 7 2 3 3 3 2 13 43.33 Failed

8 Students 8 3 3 4 4 3 17 56.67 Failed

9 Students 9 2 3 4 3 3 15 50.00 Failed

10 Students 10 2 3 3 3 3 14 46.67 Failed

11 Students 11 2 3 3 3 2 13 43.33 Failed

12 Students 12 2 3 3 3 3 14 46.67 Failed

13 Students 13 2 3 3 4 3 15 50.00 Failed

14 Students 14 3 3 3 4 4 17 56.67 Failed



17 Students 17 3 3 4 3 3 16 53.33 Failed

18 Students 18 3 4 3 3 3 16 53.33 Failed

19 Students 19 2 3 4 3 3 15 50.00 Failed

20 Students 20 3 3 4 3 3 16 53.33 Failed




57

23 Students 23 2 3 4 3 3 15 50.00 Failed

24 Students 24 2 3 3 3 4 15 50.00 Failed

25 Students 25 3 3 4 3 3 16 53.33 Failed

26 Students 26 2 3 3 3 2 12 40.00 Failed

Average 52.44

Based on the Table 4.1, there were only 5 (19.23%) of 26 students who

reached the passing grade. It was considered that only 5 students who were

successful in writing the recount texts. Meanwhile, 21 (80.77%) of 26 students

needed improvement because their scores were less than 65. It could be summed

up that most of the students did not reach the passing grade. The students needed

improvement in their writing skills.

a. Grammar

There were no students who got the maximum point in grammar aspect.

There were 14 (53.85%) of 26 students who got 3 points in the grammar aspect.

The others, 12 (46.15%) students got low points, 2. The researcher viewed that

the students still could achieve the higher points of grammar rather than just got

point 3 or 2. All of students needed improvement in the grammar aspect.

b. Vocabulary

In the vocabulary aspect, there was no student who got the maximum point

of the vocabulary aspect. There were only 6 (23.08%) of 26 students who got 4

points. The rest, 19 students got 3 points and 1 student got 2 point. It showed that

most of the students were lack in the vocabulary aspect. Some of them did not

know many vocabularies to be written in their writing.


58

c. Mechanics

In the mechanics aspects, the researcher saw that some of the students had

been good enough. There were 4 (15.39%) of 26 students who got 5 points. Most

of the students needed improvement in this aspect. It can be seen that 9 students

and 13 students got 4 and 3 points in mechanics skill.

d. Fluency

In this aspect, there was only 1 student (3.85%) who got 5 point. The

others, 8 students and 17 students got 4 and 3 points in fluency aspect. The

researcher saw that most of the students misused structures and vocabularies in

their writing. Therefore, they still needed improvement.

e. Form

There was only 1 (3.85%) student who got 5 point in the form aspect. There

was no one who got the maximum point. There were 6 (23.08%) of 26 students

who got 4 points. The others, there were 14 students and 5 students who got 3

and 2 points for their form skill. The researcher saw that almost all of the

students were still unable to organize their writing.

3. Researcher’s Reflection in the Preliminary Study

In this section, the researcher made the reflection based on the field notes

and the questionnaire. Based on the field notes, since there was no media as a

technique used in the classroom, the teacher-centered method, in which the

students listened to the teacher‟s explanation, was used most of the time. The

researcher also found that the students used the Lembar Kerja Siswa (LKS) or

handbooks only to learn the materials. The handbooks were given by the school.


59

Moreover, the researcher observed that the students‟ handbooks presented limited

exercises which could be used for the practices by the students.

To obtain more information of the problem encountered by the students in

class VIII F of SMP Negeri 10 Surakarta, the researcher distributed questionnaires

(Appendix C) to them. The results of the questionnaire (Appendix H) showed that

most of the students had difficulties in writing a recount text. It could be seen

from the results of several items in the questionnaire. In item 3, 21 students

(80.77%) agreed that they had difficulties in composing the recount text. The

difficulties were elaborated in items 4 and 5. In item 4, 21 students (80.77%)

disagreed that they felt easy in organizing the ideas of the story and the rest only 5

students (19.23%) agreed.

The other problem encountered by the students was the difficulty in

finding vocabularies to compose the sentences. It was found in item 5. The result

of item 5 were 19 students (73.08%) disagreed with the statement that finding

some English words was easy, while 7 students agreed with it.

As for the media used in the class, the researcher employed item 6 to

gather the data from the students. For item 6, the researcher stated that the media

which was used by the teacher was interesting. The number of students who

disagreed to the statement were 17 students (65.38%) and the rest was 9 (34.62%)

students agreed. In conclusion of the questionnaire, the researcher stated that the

students had felt satisfied with the result of their writing. The result was 22

students disagreed and 4 students agreed.


60

According to Raimes (1983) and Venkateswaran (1995), in order to

produce good writing, students must have experiences in writing. This theory

answers the problem. The researcher found that students had lack of experiences

in writing. The only use of LKS in teaching and learning writing limits the

students in experiencing writing. Therefore, as a result, the students were weak in

applying the material that had been studied such as grammatical structures,

vocabularies, and tenses. It caused the results of their writing were not really

good.

Moreover, another theory says that techniques of teaching could affect and

improve students‟ writing skill. Dhand (2008) states that the uses of techniques in

teaching and learning process enhance experience of the students. Therefore, it

can be said that the technique which is used in the classroom will influence

students in experiencing writing.

Consequently, the researcher should try to find the appropriate techniques

to teach writing texts to the students. Based on the observation, the researcher

concluded that it was better for the students to experience the practice and the use

of the language rather than to listen to the teacher‟s explanation. Hence, the

students writing skill was expected to improve. The technique should be more

interesting to be engaged with the learning of writing.

B. Picture Series Technique as a New Strategy in Cycle 1

1. The Implementation of Picture Series in the Cycle 1

The use of picture series in the teaching learning process in the first cycle

was conducted in two meetings on Thursday, April 24th

, 2014 and Tuesday, April


61

29th

, 2014. Both of the two meetings were conducted in eighty minutes. There

were 26 students who joined in the class. The picture series of this study was

implemented according to the steps of classroom action research. They were

planning, action, observation, and reflection. The researcher also employed the

Feez and Joyce (2002) cycle of “text-based approach”. There are building the

context, modeling and deconstructing the text, joint constructions of the text,

independent construction of the text, and linking to related text.

a. Planning

In this stage, after finding the writing problems faced by class VIII F

students of SMP Negeri 10 Surakarta, the researcher started to do the classroom

action research to help the students improve their writing skill in composing the

narrative texts by using picture series. The researcher began by preparing the

lesson plan and the materials. The researcher made the lesson plan of which the

model was adapted from curriculum 2006 (KTSP).The researcher made the

lesson plan (Appendix D) based on the time allocation which was provided by

the English teacher. The time allocation was 80 minutes. The researcher focused

on the writing skills. The lesson plan was made based on the competence

standard and the basic competence which were elaborated in the syllabus in the

curriculum 2006 (KTSP). The Department of Education of Indonesia had

arranged the competence standard and the basic competence for each grade level.

The competence standard of the lesson plan was expressing the meaning of

simple short functional written texts and essays in the form of recount and

narrative to interact with surrounding environment. Meanwhile, the basic


62

competence was expressing meaning and rhetoric steps in simple short essay in

written language accurately, fluently, and acceptable to interact with surrounding

environment in the form of narrative.

According to the competence standard and the basic competence, the

researcher made the indicators of the teaching and learning process. The

indicators showed the actions of the students could be measured and observed in

order to know their achievement of the basic competence of certain subject. In

this lesson plan, the researcher classified the indicators into three aspects:

cognitive, affective, and psychomotor. In the cognitive aspect, the indicators

were students are able to identify the elements of narrative text, the generic

structure of narrative text, and the language features of narrative texts. Also,

students are able to use tenses in narrative text correctly. In the affective aspect,

the indicator was students are able to work in the group. To be specific, through

working in the group, the students were expected to be able to receive others‟

opinions and to respond others‟ opinions. The focus of affective aspects was the

characters building of the students through the activities. In the psychomotor

aspect, the indicators were students were able to arrange the narrative texts into

good paragraphs and make the good narrative text as the results.

The learning goal of the lesson plan was students could make good

narrative texts as the final achievement of the indicators. The topic of the lesson

plan was narrative texts. Moreover, the researcher planned to apply several

learning methods. The researcher applied group work, questions and answer


63

section, genre-based method to teach the students writing narrative text, and

giving assignments.

The researcher also planned to make the teaching materials. The

researcher and the English teacher had discussed that the teaching materials were

made by the researcher. Therefore, the researcher adapted materials from two

handbooks: English in Focus for Grade VIII (Wardiman, Jahur, and Djusman,

2008) and also SCAFFOLDING: English for Junior High School Students Grade

VIII (Priyana, Irjayanti, and Renitasari, 2008). The teaching material included

the review information of narrative texts such as elements of narrative texts,

generic structure, language features, the use of tenses and also the application of

the narrative text.

The researcher also made the teaching activities. In the lesson plan, there

were 3 main activities: pre-activities, main activities, and post activities. In the

pre-activities, the researcher intended to introduce the students about what

materials they are going to learn. The researcher entered into the main activities

in which the researcher started to teach and give the materials to the students. In

the post activities, the students and the researcher conclude the materials and

ended the teaching and learning process.

a) Building the Context

In this stage, the researcher planned the pre-activities section. The

researcher arranged a review about narrative text which had been started by the

English teacher. The researcher planned to give handout which contained the


64

definitions of narrative text, the elements and the language features used in the

narrative text.

b) Modeling and Deconstructing the Text

In this stage, the researcher planned to give an example of narrative text

entitled The Ugly Duckling. From the text, the researcher asked the students to

identify the generic structure, the language features, and also the tenses which

were used in the text.

c) Joint Construction of the Text

In the main activities, the researcher planned to give two activities. First,

the researcher would divide them into six groups, so that there would be four

students for each group. The researcher planned to give them a pre-writing

exercise in the group through a simple game called story chain. The researcher

distributed a blank sheet of paper to each group. Then, the researcher would give

the title of a story and also the first sentence of the story. Students in each group

had to continue the story. Every student had to write one sentence alternately.

The sentence had to connect with the previous sentences. The researcher would

stop the game after all students got their turns. The second activity was

composing the group narrative texts. The researcher planned to give a set of

picture series of a story entitled Three Little Pig which was attached on the

whiteboard. The researcher asked the students to compose the story. The

researcher planned to collect their drafts in the end of the class. This activity

aimed to give the students‟ view about what they were going to do in the class.


65

Also, this activity helped the students have experience in composing a narrative

text correctly.

d) Independent Construction of the Text

In this stage, the activity made by the researcher was individual tasks. This

activity was conducted in the second meeting of cycle one. After seeing the

results of the groups‟ drafts in the first meeting of cycle one, if there was any

errors which mostly appeared in their drafts, the researcher planned to review in

that part so that the students would really understand before they went to the

individual writing. After doing the review, the researcher planned to give them the

second set of picture series entitled The Greedy Dog. The picture series was

attached on the whiteboard. Here, the researcher asked the students to compose

the story as the individual writing. The researcher would collect the students‟

drafts in the end of the class. After that, the researcher planned to give feedback to

the students‟ drafts. The students‟ drafts would be given back to the students on

Thursday, May 1st, 2014. Finally, the students were asked to revise their drafts

and to submit them on Friday, May 3rd

, 2014. In the post activities, the researcher

planned to give brief review of what they had learnt that day. The researcher also

would remind the students to submit their revised written on Friday, May 3rd

,

2014. In the post activities, the researcher would distribute the questionnaire for

first cycle and would ask the students to fill their questionnaire.

e) Linking to Related Texts

The researcher did not really pay attention to this stage. It was because this

research only focused on the use of picture series to improve writing skill in


66

composing narrative text. They did not need to compare their text to the related

text. The researcher made the students focus on the narrative text only.

In the lesson plan, the researcher also added the rubric scoring to assess students‟

drafts and revised writing. The scoring rubric which was used taken from

Anderson‟s scale as cited by Hughes (1989, p. 91-93)

b. Action

In this stage, the researcher implemented the plans which were arranged.

The implementation of the actions based on the lesson plan which was arranged

in the planning stage. The implementation must be in accordance with the

activities planned in the lesson plan. The activities consisted of pre-activities,

main activities, and post- activities. In implementing those three activities the

researcher included the stages of text-based approach (Feez & Joyce, 2002). The

stages are building the context, modeling and deconstructing the text, joint

constructions of the text, independent construction of the text, and also linking to

related text. There were two meetings of the implementation. The first meeting

was conducted on Thursday, April 24th

, 2014. The second meeting was

conducted on Tuesday, April 29th

, 2014.

a. First Meeting

1) Pre- Activity


In the beginning of the lesson, the researcher introduced herself to the

students. It was continued by greeting the students. In the introduction, the


67

researcher asked the students about narrative text. The researcher asked the

students to mention the examples of narrative texts that they had known. The

students answered researcher‟ questions orally by mentioning several examples

of narrative texts.

2) Whilst Activity

b) Modeling and Deconstructing the Text.

The researcher distributed handouts. The researcher made a review on the

definition, elements and language features of narrative texts. The researcher as a

model also invited the students to identify an example story of narrative text in

the handout, The Ugly Duckling.


In the main activity, the class was divided into six groups. Each group

consisted of four students. The researcher named the group with Group 1, Group

2, Group 3, Group 4, Group 5, and Group 6. The students were asked to play a

game as their pre-writing activity. The name of the game was story chain. The

researcher prepared the blank sheet of papers for each group. The researcher gave

the title and the first sentence of the story, then, the students were asked to

continue it. Each student wrote a sentence and it was continued by the other

students in the group. The sentences had to have connection one to another so

that in the end of the game, the group would produce a story. The title of the

story was Golden Cucumber (Timun Mas). The first sentence given by the

researcher was “Long time ago, there lived an old widow named Mbok Rondo

who had no child.” The students would continue the sentence. After finishing the


68

game, the researcher invited the students to read together their written text in

groups.

Then, the second activity was composing the story of The Three Little

Pig. The researcher attached the picture series on the whiteboard. The researcher

also gave key words as the main vocabularies which were used in the text. The

researcher also permitted the students to use their dictionaries. The students

composed the text as their group works. The researcher asked the students to

submit their works in the end of the lesson.


This stage was not done in the first meeting. The researcher would only

focus on the group work for the students before they started to write individually.

The independent task for individual writing activity was done in the second

meeting of cycle one. In the meeting one of cycle one, the researcher only

focused on the group drafts.

e) Linking to Related Texts

The researcher did not necessarily follow this stage since the students

only focused on writing narrative texts. This stage was employed for post

activities.

3) Post activity

In the post activity, the researcher reviewed the students‟ achievement of

learning through an asking and answering session. After that, the researcher gave

the conclusion orally to the students. The researcher also reminded the students

to bring their dictionary. Then, the researcher ended the lesson of the day.


69

b. Second Meeting

The second meeting was conducted on Tuesday, 29th

April, 2014. There

were 26 students who joined in the lesson. The topic in the second meeting was

narrative texts for the individual drafts. There were 3 main activities.

1) Pre-Activity

In the pre-activities, the researcher began the class by greeting the

students. The students answered the greeting eagerly. The researcher also checked

the attendance list of the class. There was no student absent in the class.


In this step, the researcher started to give a review based on the results of

the group drafts done in the previous meeting. The researcher found that the

students still made errors in the use of past tense verbs in their sentences.

Particularly, the researcher found the grammatical errors that occurred in the use

of verb 2 and be form in the sentences. Therefore, the researcher gave thereview

on these parts in order to convince them that they would comprehend the

language elements before they did the individual draft.

The researcher made exercises in order to help the students reviewed the

materials. The researcher distributed some exercises to the students. The students

had to do the exercises. The exercise consists of 10 sentences which had

grammatical errors in the use of verb 2 and be form. The students had to analyze

those sentences and correct them. After they finishing the exercise, the researcher

discussed the answers with the students. The researcher also explained the


70

reasons of the answer for each sentence. The students noted the explanation of

the researcher.

2) Main Activity


The researcher asked them to gather in the group. The groups were the

same as the previous meeting. The researcher also gave a narrative text to the

students. The narrative text was The Story of Cinde Laras. They were asked to

identify the errors of the past tense which occurred in the text. After finishing

their assignment, the students and the researcher checked the work together.


In the second meeting, the researcher focused on the individual composing

texts. Therefore, in this stage, the activity was the same as the deconstructing

activity since the student were asked to identify the errors of the past tense which

occurred in the text The Story of Cinde Laras in a group form.


The second activity was composing the individual draft of narrative text.

Here, the researcher used a set of picture series again. The picture series was

about a story of The Greedy Dog. The picture series was attached on the

whiteboard, the same as the previous meeting. Here, the researcher provided the

keywords or the main vocabularies related to the story. Then, the students were

asked to compose a story related to the picture series individually. The researcher

allowed them to open their dictionaries. Conversely to the group draft in the

previous meeting, the individual writings had to be done individually.


71

After finishing the writing, the students were asked to submit their

drafts. Then, the researcher gave the feedback to their drafts and returned to them

on Thursday, May 1st, 2014. After that, the students were asked to submit their

revised written on Tuesday, May 13th

, 2014. The researcher distributed the

questionnaire of the first cycle (Appendix C) and asked the students to fill up the

questionnaire.

3) Post Activity

In the post activities, the researcher reviewed what the students had learnt

by asking and answering some questions orally. The researcher then ended the

class of that day.

e) Linking to Related Text

The researcher did not necessarily follow this stage since the students only

focused on writing the narrative texts. This stage was employed for post

activities.

c. Observation

The observation was conducted in two meetings on Thursday, April 24th

.

2014 and Tuesday, April 29th

, 2014. In this stage, the researcher had double role

as the English teacher and the researcher. To observe the classroom, the

researcher also asked for help from two peer- observers (Zepeda, 2014). They

were the English teacher of the class and one student of English Language

Education Study Program of Sanata Dharma University to observe the researcher

and students‟ activities during the implementation of picture series in teaching

narrative texts. Based on Foster (1996), in order to obtain the detailed


72

information, the observation was conducted by using several research

instruments. These instruments which were employed to obtain the data in cycle

one were observation checklist, students‟ score in their revised written, field

notes, and also questionnaire. The analyses of each instrument were presented as

follows.

1) The Analysis of Observation Checklist and Field Notes of Cycle 1

As clarified in the chapter 3, the researcher employed observation

checklist as one of research instruments which was used in this study. The peer-

observers did the observation of the teaching-learning activities by checking the

observation sheets (Appendix C) since the researcher employed checklist yes and

no form (Sloan & Sloan, 2013). Since the researcher used checklist form for the

observation sheet, the researcher decided to employ the field notes (Appendix C)

in order to obtain the supporting data of the classroom (Tomal, 2010).

The observation was done on the same time as the implementation was

done. The observers did the observation of the activities in the class while the

researcher was conducting the implementation of pictures series in the teaching-

learning process. The data were obtained from the teacher‟s activities

observation sheet, students‟ activities observation sheet, and also from field

notes. The followings are the summary of the results of observation checklists

and field notes which were done by the peer-observers.

a. First Meeting

The first observation was done in the first meeting of cycle one on

Thursday, April 24th

, 2014. Based on the observation sheet of the researcher‟s


73

activities, the researcher could do the teaching process step by step. The

researcher also gave clear instructions to the students. The researcher managed the

class well particularly when she used the picture series. It could be seen when the

researcher prepared the picture series, whereas the media was unfamiliar to the

students, they were very enthusiastic to see the picture series. The researcher

introduced and invited the students to engage to the pictures series presented in

the teaching and learning process. The same finding was found in the result of

field notes of cycle one (Appendix F):

“The students looked very enthusiastic to the picture series. By

using picture series, the lesson was more interesting. They tried

to find the new vocabularies which they saw in the picture

series. They also became more active in the group. However,

there were some groups who still had difficulty in composing

the text. The researcher visited the group and tried to guide

those groups.”

(Field notes, on Thursday, April 24th

, 2014)

The researcher did not speak English most of the time while teaching the

students. The researcher still used Bahasa Indonesia to teach them in order to help

the students understand the instructions and the materials given.

Related to the materials, the researcher taught the students in accordance

with the lesson plan. The researcher also mastered the materials well. The

researcher spoke clearly and loudly so that the students could understand the

materials and questions given. Unfortunately, the researcher could not manage the

time well. While conducting the first cycle, the implementation of pre-writing

activity exceeded from the time which had been prepared in the lesson plan. Also,

in the group activity, the technique in presenting the picture series on whiteboard

influenced the students‟ situation. It can be seen from the field notes:


74

“They also became more active in the group. However, the

main problem here was that since the picture series was

attached on the whiteboard, some students came forward to see

the picture series. They were busy huddling together in front of

the class and it wasted the time to do their work.”


, 2014)

Based on the observation sheet on the students‟ activities, all of the

students understood and followed the researcher‟s instructions. Sometimes, they

made some noisy voice, talked about another topic which was not related to the

topic. However, they could be managed well. When the researcher did eye contact

with them, they knew that they had to give their attention to the researcher‟s

explanation. In the group work, some students did not cooperate actively. They

did not understand what they had to do. The researcher came to their seats and

tried to give more explanation to them. The researcher asked them to submit their

group writing and gave feedback to their work.

b. Second Meeting

The second observation was conducted in the second meeting of cycle one

on Tuesday, April 29th

, 2014. There were 26 students in the class. The researcher

started the meeting by greeting the students and asking their readiness since the

lesson was in the last hour of the day. In the second meeting, the researcher

delivered the materials in accordance with the lesson plan. Since the researcher

had the results of the group drafts in the first meeting, she started to review on

the parts where the students made errors. The researcher gave more explanations

to the students about the use of verb 2 and be form used in the past tense. The

researcher guided the students by way of providing the questions and answers

section. The researcher could respond the students‟ questions well. Besides, the


75

researcher gave positive reinforcement to the students who could answer the

other students‟ question. In the second meeting, the researcher could manage the

time wisely than in the first meeting.

Based on the observation sheet on students‟ activities, the students looked

more enthusiastic when the researcher explained the materials. It could be seen

that the students started to get relaxed with the classroom atmosphere. Some of

them felt confident enough to state their opinion or just raised their hand to ask

something.

In the main activity of second meeting, the researcher asked the students

to compose a story from the picture series given individually. Here, the students

looked enthusiastic. They enjoyed the individual activity. But, unfortunately, the

classroom‟ situation still did not really conducive because of the technique in

presenting the picture series on the whiteboard. It can be seen in the results of

field notes of cycle two (Appendix F):

“The students were still enthusiastic with the picture series used

in the learning process. But, because of the picture series was

attached on the whiteboard, some of the students come in front

to see the details of the picture series. They wasted their time to

look the picture series rather than did their work.”

(Field notes, on Tuesday. April 29th

, 2014)

Some students still asked their friends when they were doing the writing.

The teacher asked them to do their own work and reminded them to always bring

their dictionary. The students who came in front of the class to see the detail of

the picture series also used the chances to talk about the other topics with their

friends. They wasted their time to compose the individual drafts. The teacher


76

visited them and asked them to go back to their seat. The same statements were

found in the field notes of cycle two:

“Also, there were some students who still had difficulty in

composing the text. Few students in the groups did their

writings then the rest just saw the picture series in front of the

class then informed to these students. Also, there were students

who talked about another topic which did not related to the

lesson. But the researcher tried to always control them. The

researcher visited the students and tried to guide them.”


, 2014)

After finishing the writing, the researcher asked them to submit their

drafts. The researcher gave the feedback of their drafts. The students‟ drafts

would be returned to the students on Thursday, May 1st, 2014. Finally, the

students were asked to revise their drafts and to submit them on Friday, May 3rd

,

2014.

2) The Analysis of Students’ Score and Questionnaire of Cycle 1

In order to provide the evidences of students‟ improvement in the writing

skills, the researcher presented some aspects that showed the improvements

made by the students compared to their achievements in the preliminary study.

The results of cycle one was 15 out of 26 students (57.69%) reached the passing

grade for English subject. The passing grade of English subject for eight graders

in SMP Negeri 10 Surakarta was 65. It indicated that more than half of the

students in the class reached the passing grade. Meanwhile, in the preliminary

study only 5 (19.23%) of 26 students who reached the passing grade.

It could be summed up, in cycle one the students had made progress. The

number of the students who reached the passing grade increased. The following


77

was the presentation of their improvement in the form of table of students‟ scores

in their writing performance result which was done in cycle one.

Table 4.2 The Students’ Achievement Score in Cycle 1

No. Students’

Numbers

CYCLE 1

Indivi

dual

Draft

Score

Gra

m

Vo

c

Mec

h

Flu

e

Fo

rm

Revised

Written

Total Score

Note

1 Student 1 70.00 4 5 4 4 4 70.00 Successful

2 Student 2 56.67 3 4 4 4 4 60.00 Failed



5 Student 5 50.00 3 2 3 4 4 50.00 Failed


7 Student 7 56.67 3 4 4 3 4 60.00 Failed


9 Student 9 53.33 3 2 4 3 3 50.00 Failed


11 Student 11 50.00 4 4 4 3 4 63.33 Failed

12 Student 12 56.67 4 4 4 3 4 63.33 Failed


14 Student 14 56.67 4 4 3 4 3 60.00 Failed




18 Student 18 56.67 4 4 3 4 4 63.33 Failed








26 Student 26 56.67 4 4 4 4 3 63.33 Failed

Average 60.57 69.87


78

According to Table 4.1, it could be seen that the students made progress

on their writing skills. Their scores improved from the preliminary study, the first

individual drafts, and the revised written text. Besides, the students‟ achievement

in each aspect of writing skill also increased. The data were presented as follows.

a. Grammar

In the grammar aspects which were compared to the preliminary study,

there was no student who got point 6. The improvement of this aspect was there

were 1 (3.85%) of 26 students who got 6 as the maximum point of the scoring

rubric. There were 9 (34.62%) of 26 students who got 5 points in the grammar

aspect. There were 12 (46.15%) students who got 4 points. The others were 4

(15.38%) students who got 3 points. In cycle one after implementing the picture

series, there were no students who got 2 point in the grammar skill likewise in the

preliminary study.

b. Vocabulary

The implementation of picture series did improve students‟ vocabulary.

Students were accustomed to using their dictionary to find the meaning of new

words. The points of vocabulary aspect in cycle one increased from the

preliminary study. In the preliminary study, there was no one who got the

maximum point of vocabulary aspect. In cycle one, there was 1 (3.85%) student

who got 6 point. Also, there were 14 (53.85%) students who got 5 points. There

was no student who got 5 in the preliminary study. There were 9 (34.62%) of 26

students who got 4 points. The rest, there were 2 (7.69%) students who got 2

point.


79

c. Mechanics

In the mechanics aspects, the researcher saw that some of the students had

been good enough in the preliminary study. But, still, the students made progress.

In the cycle one, students who got 5 points increased from 4 in the preliminary

study became 8 (30.77%). The others, 15 (57.69%) students got 4 points. There

were 3 (711.54%) students who got 3 point.

d. Fluency

In the fluency aspect, because of the grammar aspect and vocabulary aspect

increased, students produced better structure and vocabulary in composing the

story. In this aspect, there was no student who got 6 point as the highest score in

scoring rubric in the preliminary study. After the implementation of picture series,

there was 1 student (3.85%) who got 6. Also, there were 4 (15.38%) students who

got 5 points compared to preliminary study only in which 1 student got this point.

There were 16 students (61.54%) who got 4 points and 5 (19.23%) students who

got 3 points.

e. Form

In the form aspect, after implementing the picture series, the students looked

getting easier in organizing the idea. The students made improvement. There was

only 1 (3.85%) student who got 5 point in the form aspect in the preliminary

study. In cycle one, there were 7 (26.92%) students who got 5 points. There were

6 (23.08%) of 26 students who got 4 points in the preliminary study. In cycle one,

there were 13 (50.00%) of the students who got 4 points. The others, 6 (23.08 %)

students who got 3 points as the lowest point.


80

The researcher employed the supporting research instruments to obtain the

data from the students. The researcher employed questionnaire in the cycle one

(Appendix C). The questionnaire of the first cycle consisted of three major parts

which were employed to observe the action implementation in the first cycle.

They were learning activity, learning product, and students‟ attitude. The result

(Appendix G) was presented as follows:

1) Learning activity conducted by the researcher in the first cycle

In discussing this topic, the researcher provided five statements. Those

five questions are placed in the beginning of the questionnaire. The researcher

presented the results of the questionnaire using the criteria of the total mean

score counted from the result of this topic. Here are the criteria of the total mean

score:

5.00 – 8.75 useless

8.76 – 12.50 less useful

12.51 – 16.25 useful

16.26 – 20.00 very useful

The total mean score of this topic was 15.69. It was considered as the

useful criteria. The students of class VIII F of SMP Negeri 10 Surakarta accepted

the activities which were implemented as the useful activities. The activities

implemented in the first cycle were made in order to improve students‟ writing

skills in composing narrative text. They were writing in a group, playing game as

the pre-writing activities, and also using the picture series to compose individual


81

draft. It was proved by the fact that 14 students (53.85%) who agreed and 5

students (19.23%) who strongly agreed that working in the group helped them in

composing the narrative texts. Meanwhile, there were 7 students (26.92%) who

disagreed that working in group could help them in composing a narrative text.

The game which was presented by the researcher in pre-writing actvity

could help them before they had to compose their individual drafts. It was proved

by the fact that 14 students (53.85%) agreed to the statement and 7 students

(26.92%) strongly agreed. They were 5 students (19.23%) who disagreed that

pre- writing activity could help them to practice their first writing of a narrative

text.

Picture series as a technique was used in this study in order to help the

students in practicing their writing. There were 16 students (61.5%) who strongly

agreed and 8 students (30.77%) agreed to that statement. Conversely, there were

2 students disagreed that picture series could help them in composing the

narrative texts.

Based on these results, the researcher could sum up that the activities were

applied in the first cycle were useful. However, the researcher still had to modify

and improve the activities since the researcher reflected that there were activities

which went well and which did not. The researcher also referred to the field

notes done by the observer in the first cycle to plan the activities in the second

cycle in order to obtain the very useful criteria in the second cycle.


82

2) Learning products which were obtained by the students

In this part, the researcher presented 6 statements. The researcher provided

statements which were employed to observe students‟ achievement in composing

the narrative texts. The statements discussed the elements in narrative texts which

must be achieved by the students: the organization of ideas, the use of

vocabularies, the arrangement of generic structure, and also the use of the

appropriate tenses in the sentences. Here, the researcher made the criteria of the

total mean score:

06.00 – 10.50 very low achievement

10.51 – 15.00 low achievement

15.01 – 19.50 high achievement

19.51 – 24.00 very high achievement

The total mean score of this topic was 19.31. It indicated that the

application of the technique (picture series) could help the students to improve

their writing skills. The criterion achieved was high. The activities and the

techniques used in the first cycle could help them produce the better writing

product from the preliminary study. It could be seen that 10 students (38.46%)

agreed, 9 students (34.61%) strongly agreed, and 7 students (26.92%) disagreed

that picture series made them able to organize the ideas of the story. The

researcher also provided a statement about finding the new vocabularies to be

used in the story. The results were 12 students (46.15%) agreed 10 students

(38.46%) strongly agreed, and also 4 students (15.38%) disagreed that picture

series could help them in finding new vocabularies to compose the story.


83

Referring to the generic structure of narrative text, there were 8 students (30.77%)

who agreed, 13 students (50.00%) who strongly agreed, and 5 students (19.23%)

who disagreed that picture series could help them in applying the appropriate

generic structure of narrative to the story they made. The researcher also

presented a statement related to the use of tense (simple past tense) to compose

the story. There were 11 students (42.31%) who agreed, 9 students (34.62%) who

strongly agreed, and 6 students (23.08%) who disagreed that the use of picture

series could help them in understanding the tense used for composing the story.

However, the achievement was not in very high level. The researcher

should clarify the focus on the second cycle for instance the form of the picture

series should be improved, the focus on the vocabulary and also tenses. In the

second cycle the researcher expected to achieve the very high level in the criteria.

3) Students‟ perception toward the learning process

This was the last topic discussed in the questionnaire. There were 4

statements provided by the researcher. The statements were used to obtain the

data of the students‟ perception toward what the researcher gave in the learning

activities and also their achievements in composing the narrative texts. Here are

the criteria of total mean score in this topic:

4.00 – 7.00 very low

7.01 – 10.00 low

10.01 – 13.00 high

13.01 – 16.00 very high


84

The total score of this topic was 13.62. It means that the students of class

VIII F class of SMP Negeri 10 Surakarta had willingness to improve their

writing skills since the level of the criteria was very high. By using picture series

in learning composing the narrative texts, most of the students were motivated to

write better than in the preliminary study. It could be seen from the questionnaire

that 17 students (65.38%) agreed, 4 students (15.38%) strongly agreed, 4

students (15.38%) disagreed, and 1 student (3.85%) strongly disagreed to the use

of picture series. Most of the students also viewed picture series as an interesting

technique to be used since they were not bored with the activities. It was proved

by the results that 18 students (69.23%) agreed, 15 students (57.69%) strongly

agreed, 1 student (3.85%) disagreed and 2 students (7.69%) strongly disagreed

that picture series made them not bored with the activities. Moreover, there were

14 students (53.85%) agreed and 8 students (30.77%) strongly agreed that they

felt more confident and enthusiastic while engaging with the writing activities.

There were only 3 students (11.54%) disagreed and 1 student (3.85%) who

strongly disagreed to the statement.

d. Reflection

Generally, the implementation of the picture series in cycle one was going

in accordance with the lesson plan. Based on the results of the observation

checklist and field notes, the peer-observers stated that the researcher could

manage the class well. The researcher had used clear voice and intonation. The

researcher also used clear instructions to the students. The field notes especially


85

recorded that the students were enthusiastic in joining the classroom activities.

To be particular, the use of picture series as the technique could grab students‟

attention in learning writing skills.

Another important thing was that the students could improve their writing

skills after experiencing the picture series technique. The improvement could be

seen in the students‟ achievements in the writing scoring rubric of cycle one

compared to what they had achieved in the preliminary study.

However, what had been implemented in the cycle one still needed

improvements. It was clarified that the group activity which was conducted by

the researcher in cycle one wasted time. Besides, in the field notes, observers

also stated that the technique of presenting the picture series was not really

appropriate. The researcher had to modify the technique in presenting the picture

series.

In the classroom action research (CAR), as the practitioner, the researcher

should find the appropriate solution for the classroom‟s problem (Ary et al.,

2010; and Richard, 2005). Therefore, the researcher thought that the results of

the implementation in cycle one still could be improved in the cycle two. In this

case, the researcher tried to plan modifying the activities and the technique in

presenting the picture series.

C. Changes in Cycle 2

According to the reflection in cycle one, the implementation of picture

series technique was good enough since the researcher did it in accordance with

the lesson plan. Nevertheless, the classroom practice still needed some


86

improvements. Therefore, the researcher planned to revise and modify what had

been done in cycle one. Since the fact that the activity, particularly in the group

activity, and also the technique in presenting the picture series were not really

appropriate in cycle one, the researcher planned to modify them in order to

optimize their improvement in the writing skills.

As stated in chapter two, in the text-based approach, one of the stages is

joint construction of the text (Feez & Joyce, 2002) in which students need to

experience their own contribution in composing the narrative text. The researcher

as the teacher has to reduce her contribution in giving the guidance. This stage

should be strengthened before they run to the next stage, independent

construction of the text. Joint construction of the text helps students to start their

very first writing before they write independently. Therefore, the researcher

planned to strengthen this stage by modifying the activity. Based on the

questionnaire results, the applying activities in the form of group work was

already good. It can be seen from the result of item 2 that 14 (53.85%) students

agreed and 5 (19.23%) students strongly agreed that working in the group helped

them in composing the text. Meanwhile, based on the field notes done by the

observers and the researcher‟s observation, story chain as the pre-writing activity

in the group activity did not really work. Therefore, the researcher changed the

activity become arranging the jumbled paragraphs of the narrative texts. The

students were also asked to fill the blank words of the paragraphs. Besides, the

number of students for each group also affected the effectiveness of the group


87

activity. Therefore, the researcher made the groups which consist of 4 or 5

students in cycle one into pairs in cycle two.

As clarified in chapter two, the techniques used in teaching affect to the

learner‟s understanding of the process. Also, the use of technique in teaching

should be potential to enhance and enrich the learning process (Dhand, 2008).

According to the theory, the technique which was employed by the teacher

should help the students to enhance and enrich their understanding of the topic.

Based on the fact, the researcher found that the way of presenting the picture

series by attaching them on the white board was not really effective for the

students. Therefore, the researcher planned to distribute the picture series directly

to the students. It was aimed to optimize the usage of the picture series to help

the students in composing the narrative texts.

2. The Implementation of Picture Series in the Cycle 2

In cycle two, the topic was similar to cycle one. It was about composing

narrative text. The differences were the group activity and the way of presenting

the picture series to the students. The researcher still employed the picture series

as a technique to improve students‟ writing skills.

The second cycle of implementing picture series was conducted in one

meeting: Tuesday, May 13th

, 2014. This meeting was conducted in eighty

minutes. There were 26 students who joined in the class. The researcher employed

the same steps as the first cycle namely planning, action, observation, and

reflection.


88

a. Planning

The researcher had reflected what went well and what did not go well in

the first cycle. The researcher began to plan the second cycle action. In this step,

the researcher prepared the lesson plan (Appendix D) and the materials. The

lesson plan and the materials were prepared based on the reflection done in the

first cycle. The same as in cycle one, the researcher made the lesson plan based on

the model of curriculum 2006 (KTSP). The time allocation was 80 minutes and

the focus was writing skills. The researcher also employed the same competence

standard and the basic competence of English which were made by the

Department of Education. Besides, the indicators included cognitive, affective and

psychomotor, which were the same as lesson plan in cycle one. Moreover, the

learning goal in the lesson plan of cycle two was the same as in cycle one; the

students could make good narrative text as the final achievement of the indicators.

The methods which were used in the lesson plan cycle two still similar. They were

group work, questions and answers section, genre-based approach method to teach

the students in composing narrative texts, and giving assignments to the.

The researcher still employed the books: English in Focus for Grade VIII

(Wardiman et al., 2008) and SCAFFOLDING: English for Junior High School

Students Grade VIII (Priyana et al., 2008). The teaching materials were adapted

from these books. In the lesson plan, there were three activities employed: pre-

activities, main activities, and post activities.


89


In the pre- activities, the researcher began to review the materials from the

previous meeting. The researcher reviewed the use of simple past tense like be

form and verb 2 by asking the students orally. In this activity, the researcher also

explained what they were going to do in the class.


In the main activities, the researcher planned to ask the students to work in

pair. The researcher would give a set of jumbled picture series to the students. The

students had to arrange the jumbled picture series into the correct sequences. A set

of jumbled picture series entitled Cinderella Story. Then, the researcher asked the

students to work in pairs to identify the picture series. The students were asked to

identify characters and setting of the story which were described in the picture

series. After that, the researcher would distribute the jumbled paragraphs of the

story of the picture series. The researcher asked the students to work in pair and

arrange the correct sequences of the paragraphs. It aimed in order to make the

students understand the chronological events of the story. Also, the researcher

wanted to develop the ideas of the story by asking the students to identify what

were presented in the picture series (people, things, and places)

c) Joint Construction Text

Using the same text as in the stage modeling and deconstructing text, the

students worked to the next activity. Since there were several blanks in the

paragraphs, after finishing the paragraph arrangements, the students were asked

to fill up the blanks using the appropriate words.


90


After working in pairs, the researcher planned to give a set of picture

series. The picture series was used to compose the individual drafts. The title of the

picture series was The Rabbit and the Tortoise. The researcher would distribute a

set of picture series to the students and asked them to compose the story. In

conducting the research, the researcher planned to allow the students to find

difficult words in the dictionary. Then, the researcher planned to collect the

students‟ drafts in the end of the class. The researcher planned to give feedback on

their writing. The students‟ draft would be given back on Friday, May 16th

, 2014.

After that, the researcher planned to ask the students to collect the revised written

text on Monday, May 19th

, 2014.

In the post activities, the researcher planned to have a question and answer

session. It was aimed to ensure that the students understood the researcher‟s

explanation and also the materials given. The researcher also planned to distribute

the questionnaire of the second cycle. The students were asked to fill the

questionnaire. After that, the researcher collected the questionnaire and thanked the

English teacher, the students class VIII F of SMP Negeri 10 Surakarta, and also the

peer-observer for their help and cooperation during the implementation of the

research.


The researcher did not have to follow this stage since the students only

focused in writing narrative text. To avoid students‟ confusion in understanding


91

the two or more kinds of text, the researcher decided not to relate narrative text

with other texts.

b. Action

The action was conducted in one meeting. The meeting was conducted on

Tuesday, May 13th

, 2014. The time allocation of the meeting was 80 minutes. The

topic of the meeting was similar to topic in cycle one. The differences of the

action in cycle 1 and cycle two were the activities. In this stage, the students were

arranging the jumbled picture series of Cinderella Story which was done in pairs

and also the technique of composing the individual draft of the picture series

entitled The Rabbit and the Tortoise.

1) Pre- Activities


In the pre-activities, the researcher began the lesson by greeting the

students. The researcher asked the students what they had learnt in the previous

meeting. The researcher checked the students‟ understanding by asking them

orally about the last materials. The researcher also informed the students that the

result of their writing in the first cycle was better than the preliminary study. They

made progress although they still made some errors in composing the narrative

texts.

2) Main Activities


In the main activities, the researcher conducted two main activities: the

group activity and the individual activity. The researcher began the lesson by


92

asking the students to work in pairs. The researcher distributed a set of jumbled

picture series of Cinderella Story to each pair. Then, the students were asked to

arrange the picture series into the correct sequences. After that, the researcher

invited the students to identify the picture series. The researcher asked the

students to identify the characters, the things, and the places of the picture series

orally. The researcher pointed several pairs randomly to answer the identification

of the picture series. The researcher also invited the other students to give their

opinion by adding more information. After that, the researcher distributed the

jumbled paragraphs to each pair. The jumbled paragraphs were the story of the

picture series before. Then, the researcher asked the students to arrange the

paragraphs into a complete story.


In this stage, the researcher used the same text as in the modeling and

deconstructing text stage. After finishing the arrangement of the paragraphs,

since the paragraphs contained several blanks of words, the students were asked

to fill the blanks using the appropriate words. The words had been listed by the

researcher on a sheet of paper in the paper. The students chose the appropriate

words to fill the blanks. After finishing the work, the students and the researcher

discussed the answers together. Then, the researcher asked the students to submit

their work.


The activity in this step was composing the narrative texts individually.

The researcher distributed the second set of picture series. The story of picture


93

series was The Rabbit and the Tortoise. The researcher asked the students to

compose the story. The students were given 40 minutes to write the story. The

researcher allowed the students to use their dictionaries for some difficult

vocabularies. The researcher asked them to submit their drafts in the end of the

lesson. The researcher informed the students that the researcher would give a

feedback to their drafts. The drafts should be given back on Friday, May 16th

,

2014. After that, the researcher asked the students to collect the revised written text

on Monday, May 19th

, 2014.

3) Post Activities

In the post activities, the researcher reviewed what the students had learnt.

The researcher also gave the chances to them to ask questions related to the

materials of the day. Then, the researcher distributed questionnaires (Appendix

C) to them, and they were asked to answer the questions. After collecting the

questionnaire of the students, the researcher thanked the participants who were

involved in the research: the English teacher, the students of VIII F class of SMP

Negeri 10 Surakarta, and also the peer-observer, for their cooperation.


The researcher did not have to follow this stage since the students only

focused in writing narrative text. This stage was employed for post activities.

c. Observation

The observation was conducted in one meeting on Tuesday, May 13th

,

2014, the same time as the action implementation in the second cycle. The

researcher asked for help from two peer-observers (Zepeda, 2014). There were


94

the English teacher of class VIII F of SMP Negeri 10 Surakarta and a student of

English Language Education Study Program of Sanata Dharma University to

observe the teaching-learning process during the implementation. In this cycle,

the observation still employed several instruments to obtain the data in order to

get detailed information (Foster, 1996). The data were obtained from the

teacher‟s observation checklists activities, students‟ observation checklists

activities and also from field notes. The difference from cycle 1 was the

researcher added students‟ interview in this cycle. The findings of each

instrument were presented as follows.

1) The Analysis of Observation Checklist and Field Notes of Cycle 2

The researcher used yes-no form of the observation checklist (Sloan &

Sloan, 2013).The researcher also employed field notes in order to support the

data of the classroom observation (Tomal, 2010). The observation was done at

the same time as the implementation of cycle two. The results of the data

(Appendix E and Appendix F) were presented in the descriptive form. Basically,

the data which were obtained from the observation checklist and field notes in

cycle two indicated that the students made progress for their writing skills.

The data from the observation checklist of the teacher‟s activities indicated

that the researcher could manage the class well. The data also showed that the

researcher gave clear instructions to the students while teaching them. In cycle

one, the data form the observation checklist showed that the researcher used

Bahasa Indonesia for giving instructions frequently. Meanwhile, in cycle two, the

researcher used English more often than the Bahasa Indonesia.


95

The data of observation checklist also indicated that the researcher

mastered the materials well. The researcher also taught the materials in

accordance with the lesson plan that had been made before. In the middle of the

teaching-learning process, the researcher also gave positive reinforcement to the

students. Since the group work was in pairs, the researcher could control the

students well. The class condition was more conducive than the previous

meeting. The researcher made the students enjoy asking about the material. They

felt more confident to ask about their difficulties to the researcher. Similarly, the

researcher was also enthusiastic in responding students‟ questions or response. It

was consistent with the information found in the field notes of cycle two

(Appendix F):

“While conducting the teaching-learning process, the

researcher looked enjoyable in teaching the students since the

condition of the class was very conducive. It was the same as

the students. They looked more enthusiastic when they worked

in the activities given by the researcher. Some of them were

confident enough to ask and to share their opinions to the

researcher about the materials.”

(Field notes, on Tuesday, May 13th

, 2014)

The data showed that the students were enthusiastic with the activities.

They enjoyed working in pairs. They were involved in the learning process.

Some of them were more confident in expressing their opinions. Based on the

observation, the students were very noisy in the previous meeting because they

worked in the group consisting of 4-5 students. But, in this cycle, the students

were not busy talking to other students about other topics. They focused on the

group discussion. It can be seen in the field notes of cycle:


96

“In the group work, the students did not waste their time as in

cycle one. They were busy talking to others about other topics.

Then, after the researcher changed the activity in the group

work, the class became more conducive. They enjoyed working

in pairs. They easily finished the assignments which were given

to them.”


, 2014)

The data also indicated that they focused on their own writing since all

students got their own picture series. They focused only on their own picture

series. They enjoyed composing the narrative text based on the picture series.

Moreover, the research always reminded them to bring their dictionaries so that

they could find the new vocabulary by own. The same results appeared in the

field notes cycle two.

“The students were satisfied to the picture series given to them. They

focused on their own picture series and did not waste their time to talk

with other students like in the previous cycle. They enjoyed writing the

narrative text based on the topic given.”


, 2014)

2) The Analysis of Students’ Score, Questionnaire, and Students’

Interview.

In this section, the researcher provided the evidence of students‟

improvement in writing skills. Compared to cycle one, the students who reached

the passing grade increased in number. In the first cycle, there were 15 (57.69%)

students who reached the passing grade. Meanwhile, in the second cycle, students

who reached the passing grade were 20 (76.92%) students. The table presented

bellow shows the improvement of the students‟ writing skills in cycle two.


97

Table 4.3 The Students’ Scores in the Second Cycle

N

o

Student

Number

Cycle 2

Individu

al drafts

Gra

m

Vo

c

Mech

Flu

e

Fo

m

Revised

written

Noted


2 Student 2 50.00 4 3 4 3 4 60.00 Failed




6 Student 6 43.33 4 4 4 3 4 63.33 Failed




10 Student 10 50.00 3 4 5 4 3 63.33 Failed

11 Student 11 60.00 3 4 5 3 4 63.33 Failed


13 Student 13 43.33 5 3 4 3 4 63.33 Failed











24 Student 24 53.33 4 4 4 3 4 63.33 Failed



Rata- Rata 64.74 74.36

The table showed that the writing skills of VIII F class improved. It could

be seen from the score achieved in each aspect. The explanations are presented as

follows.


98

a. Grammar

After the researcher implementing the picture series technique, the

grammar aspect in the writing improved. They produced correct sentences with

the correct tenses and correct verb form of the tenses used for narrative texts.

They were able to reduce the grammatical mistakes in cycle two compared to the

preliminary study and also cycle one. In cycle one, there were 2 (7.69%) students

who got 6 points as the maximum point and 10 (38.46%) students who got 5

points. In other words, there were 12 (46. 15%) students who were successful. In

cycle two, there were 3 (11.54%) students who got 6 points and 10 (38.46%)

students who got 5 points. It could be said that 13 (50.00%) students who were

successful in improving their grammar skills.

b. Vocabulary

Students also made improvement in the vocabulary aspect. In cycle one,

there was only 1 (3.85%) student who got 6 point and 14 (53.85%) students who

got 5 points. Meanwhile, in cycle two there were 3 (11.54%) students who got 6

points and 11 (42.30%) students who got 5 points. In other words, 15 (57.69%)

students who considered successful in cycle 1. In cycle two, the percentage of

successful students bit higher. There were 14 (53.85%) students who were

successful.

c. Mechanics

In the mechanics aspect, the students made improvement. In cycle one,

students who got 5 points were 9 (34.62%) students and 15 (57.69%) got 4 points.

Meanwhile, in cycle two, there were 15 (57.69%) students who got 5 points and


99

11 (42.30%) students who got 4 points. Both, in cycle one and cycle two, there

was no student who got the maximum points. However, the students still made

progress in this aspect.

d. Fluency

In this case, the students started to make progress since the grammar and

vocabulary also increased. They produce better structure of the sentences

compared to cycle one. In cycle two, the students got a bit higher improvement.

It could be seen that 1 (3.85%) who got 6 points and 8 (30.77%) students who

got 5 points in cycle two. In cycle one, there was no student got 6 point. There

were 6 (23.08%) students who got 5 points in cycle one.

e. Forms

In forms aspect, students showed better performances in organizing the

ideas of the story than in cycle 1. After implementing picture series in the cycle

two, the students made significant progress. There were 2 (7.69%) students who

got 6 points and 7 (29.92%) students who got 5 points. Meanwhile, compared to

cycle one, there was no student who got 6 point and 7 (29.92%) who got 5

points. In other words, in cycle one; there were 7 (29.92%) students who

considered successful in forms aspect. The percentage increased in cycle two.

There were 9 (39.13%) students who considered successful in forms aspect.

However the improvement was not high, the students made their progress.

To strengthen the data finding in cycle two, the researcher also employed

questionnaire from the students (Appendix G). The researcher still employed


100

three major parts in the questionnaire: learning activity, learning product, and

students‟ attitude. The result was presented as follows.

1) Learning activity conducted by the researcher in the first cycle

In discussing this topic, the researcher provided five statements. Those

five statements were placed in the beginning of the questionnaire. The researcher

presented the results of the questionnaire using the criteria of the total mean score

counted from the results of this topic. Here are the criteria of the total mean score:

5.00 – 8.75 useless

8.76 – 12.50 less useful

12.51 – 16.25 useful

16.26 – 20.00 very useful

The total mean score of this topic was 17.31. It was considered as the very

useful criterion. The criteria gained in the second cycle showed progress from the

useful criteria into very useful level. The students of class VIII F of SMP Negeri

10 Surakarta accepted the activities which were implemented as the useful

activities. The activities implemented in the first cycle were made in order to

improve students‟ writing skills in composing the narrative texts. They were

practicing jumbled picture series as the pre-writing activities, and also using

picture series to compose the individual drafts. It was proved by 11 students

(42.31%) who agreed and 13 students (50%) who strongly agreed that working in

the group helped them in composing the narrative texts. Meanwhile, there were 2

students (7.69%) disagreed that working in group could help them in composing

the narrative texts.


101

The interview result indicated the same information of the analysis. Some

of the students in the interview stated that the working in the group helped them in

composing narrative text.

Students 4: “Iya Miss. Waktu belajar kelompok di pertemuan

sebelumnya itu banyak yang rame. Jadi yang mau mengerjakan

terganggu dengan teman-teman yang rame. Kalau

mengerjakan di kelompok di pertemuan yang ketiga lebih enak.

Bisa sharing dengan teman sepasang.”

(Yes, Ms. When we are working in the previous cycle group.

So, when I want to do the tasks, I am disturbed by their noise.

But, in the third meeting, I think that the group discussion is

better. I can share the ideas with my friend in pairs.)

Also, the students said that the group activity was more interesting.

Students 2 : “Aktifitas di grup pada pertemuan yang ketiga

lebih menarik, Miss. Sewaktu diminta untuk mengurutkan

gambar dan paragraf, kita jadi tahu urutan yang benar dan

cerita yang benar.”

(Group activity in the third meeting is more interesting. When

we are asked to arrange the picture series and the paragraphs,

we get to know the correct sequences and the good paragraphs.)

Based on these results, the researcher could sum up that the activities were

applied in the second cycle were useful.

2) Learning products which were obtained by the students

In this part, the researcher presented 6 statements. The researcher provided

statements which were employed to observe students‟ achievement in composing

the narrative texts. The statements discussed the elements in the narrative texts

which must be achieved by the students namely: organizing ideas, using

vocabularies, arranging the generic structure, and also using the appropriate tenses

in the sentences. Here, the researcher made the criteria of the total mean score:

06.00 – 10.50 very low achievement


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10.51 – 15.00 low achievement

15.01 – 19.50 high achievement

19.51 – 24.00 very high achievement

The total mean score of this topic was 21.65. It indicated that the

implementation of the technique (picture series) could help the students to

improve their writing skills. The criterion achieved was high achievement. The

activities and the techniques used in the second cycle could help them to produce

the writing products better than in the preliminary study and also the first cycle. It

could be seen that 18 students (69.23%) agreed, 8 students (30.77%) strongly

agreed, and there was no student who disagreed that picture series made them able

to organize the ideas of the story. The researcher also provided a statement about

finding the new vocabularies to be used in the story. There were 10 students

(38.36%) who agreed 13 students (50%) who strongly agreed, and also 3 students

(11.54%) who stated that picture series could help them in finding new

vocabularies to compose the story. Referring to the generic structure of narrative

text, there were 13 students (50%) who agreed, 9 students (34.62%) who strongly

agreed, and 4 students (15.38%) who disagreed that picture series could help them

in applying the appropriate generic structure of narrative to the story they made.

The researcher also presented a statement related to the use of tense (simple past

tense) to compose the story. There were 9 students (34.62%) who agreed, 11

students (42.31%) who strongly agreed, and 6 students (23.08%) who disagreed

that the use of picture series could help them in understanding the tense used for

composing the story. Moreover, related to the new vocabularies found in the


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story, the result was: 12 students (46.15%) agreed, 11 students (42.31%) strongly

agreed, and 3 students (11.54%) disagreed that the use of picture series in the

second cycle could help them in finding the new vocabularies. It was proved by

the statement of a student in the following interview report.

Student 3: “Menurut saya, kemampuan saya dalam menulis

narrative text bertambah, Miss. Dari yang pertemuan satu dan

dua, saya merasa lebih bisa menemukan ide, membuat kalimat

menggunakan vocab baru dan mengerti generic structure di

pertemuan yang ketiga.”

(In my opinion, my writing skills in composing a narrative text

make progress, Miss. I think that in the last meeting, I get better

in finding ideas, making sentences using new vocabularies, and

understanding the generic structure rather than in the first and

second meeting.)

The achievement of this criterion was very high achievement. The results

improved, comparing to the criterion in the first cycle: high achievement. The

picture series implemented in the second cycle could significantly improve their

writing skill in composing a narrative text.

3) Students‟ perception toward the learning process

This was the last topic discussed in the questionnaire. There were 4

statements provided by the researcher. The statements were used to obtain the

data of the students‟ perception toward what the researcher gave in the learning

activities and also their achievements in composing the narrative texts. Here are

the criteria of total mean score in this topic:

4.00 – 7.00 very low

7.01 – 10.00 low

10.01 – 13.00 high

13.01 – 16.00 very high


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The total score of this topic was 13.38. It means that the students of VIII

F class of SMP Negeri 10 Surakarta were willing to improve their writing skills

since the level of the criteria was very high. By using the picture series in

learning composing the narrative texts, most of the students were motivated to

write better than in the first cycle. It could be seen from the questionnaire that 13

students (50%) agreed, 12 students (46.15%) strongly agreed, 1 student (3.85%)

disagreed to the use of picture series. Most of the students also viewed picture

series as an interesting technique to be used since they were not bored with the

activities. It was proved by the results that 13 students (50%) agreed, 11 students

(42.31%) strongly agreed, 2 students (7.96%) disagreed to the fact that picture

series made them not bored of the activities. Moreover, there were 12 students

(46.15%) agreed and 10 students (38.46%) strongly agreed as they felt more

confident and enthusiastic while getting engaged in with the writing activities.

There were only 3 students (11.54%) who disagreed to the statement. While

conducting the interview, the researcher found that students‟ statement supported

the finding above.

Student 1 : “Pembelajarannya menarik. Waktu tugas grup,

aktivitasnya menarik. Itu membuat saya lebih semangat dan

antusias dengan pelajaran bahasa Inggris.”

(The lesson is interesting. When the students are asked to do

the group work, the activity is nice. It makes me feel more

enthusiastic to the English lesson.)

Student 5 : “Ya membuat saya lebih semangat nulisnya.

Walaupun saya tidak suka menulis karangan bahasa Inggris,

tapi kalau pelajarannya menarik seperti tadi, saya jadi lebih

suka.”

(It makes me more enthusiastic in writing the text. Although, I

don‟t like writing an English text, but if the lesson is interesting

like that, I think I like it.)


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d. Reflection

The implementation of picture series in the second cycle was quite

satisfactory. The researcher was satisfied with the results since there were many

things that went very well in the second cycle. Firstly, the time management

which became a problem in cycle 1 could be handled well in cycle two. The

researcher realized that time management was one of important aspects in

teaching the students. It indicated whether the activitiy, the strategy, or the

technique employed in the classroom research were effective or not. By using the

data instruments which were analyzed in the previous section, the researcher

found that the activities in the group in cycle one should be changed because it

caused the time management went not to run well.

The researcher agreed that enjoyment ought to be one of the important

aims of education. In order to have the students master the language skills,

teachers as a practitioner in the classroom had better make the language activities

enjoyable including teaching and learning process (Tiedt, 1989). The second and

third point of the researcher‟s reflection will use the theory as the guidance.

Second, the grouping activity which had some obstacles in the first cycle, since

the class condition was not conducive, could be also overcome by the researcher.

The modification of the group activity which was done by the researcher made

the students become more enthusiastic. It could be seen when the students were

involved in the teaching- learning process. They were more confident to express


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their opinions in the learning process. It indicated that the students enjoyed

learning English, particularly in composing the narrative texts.

Third, the researcher also noticed that the students were satisfied with the

picture series which were distributed to them. Since in the previous meeting the

students got the picture series which were attached on the whiteboard, in the

second cycle they could use the picture series for themselves. They gained more

ideas based on the picture series. It made the students able to produce more

sentences for the story.

Here, the researcher summed up that the students made very good progress

in the second cycle. The activities went well in the second cycle. The students

showed significant improvements from their work. It indicated that they could

achieve the indicators expected by the researcher.

3. Lesson Learned of the Implementation Picture Series Technique to

Improve Students’ Writing Skills

As clarified in chapter two, the aim of conducting classroom action

research (CAR) is to improve classroom practice in the school (Richards, 2005;

Ary et al, 2010; Fraenkel & Wallen, 2009). The teachers as the practitioners of

the classroom action research conduct the action as the reflective practice (Burns,

2010). Therefore, the action as the implementation of certain techniques used in

the classroom should be evaluated in the reflection form.

This study employed text-based approach or known as genre-based

approach to view the goal of the research. The researcher focused on the need of


107

the students in composing certain text. The primary concern is what learners do

with the language through the text (Feez & Joyce, 2002). Text-based approach is

used as the approach to answer the questions of this study.

The researcher conducted this classroom action research (CAR) in class

VIII F of SMP Negeri 10 Surakarta. The focus of the study was to improve

students‟ writing skill in composing the narrative texts. The researcher, therefore,

needed some steps to be conducted in the research. The aim was to achieve the

goal of the research. The steps had been clarified in chapter 3.

The researcher proposed picture series technique as the teaching and

learning strategy to the students in order to improve their writing skills. To obtain

the very first data of the classroom, the researcher conducted a preliminary study.

The information gained in the preliminary study was used as the guidance in

arranging the plans of cycle one. In conducting cycle one, the researcher

employed several instruments to record the classroom practice. The researcher

reflected the results of cycle one. The time management, group activity, and the

way of presenting picture series to the students became the points noted by the

researcher. The reflection guided the researcher to conduct the new strategy of

cycle two.

By implementing the new strategy of the activities and the technique using

text-based approach in cycle two, the research concluded that the implementation

of cycle two was satisfactory. The students‟ achievement and data recorded in

the instruments as described in the previous sections did support the result that

the classroom action research (CAR) which was conducted by the researcher was


108

satisfactory. For instance, the observation checklist and field notes helped the

researcher to observe the improvements. Moreover, the writing scoring rubric

showed the improvements in each aspect of writing skills. It was supported by

the questionnaire and also the interview‟ results which were indicated that the

improvements of the writing skill of the students.

Finally, all of the research findings presented in this chapter gave

evidences that the researcher as the practitioner of the classroom action research

(CAR) conducted the action research successfully. The researcher conducted the

successful changes in order to improve students‟ writing skills in the study by

implementing the strategy of teaching; the technique and the activity so that the

learning goal could be achieved.


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CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

In this chapter, there are two parts that will be discussed. The first part is

the conclusion of the research. The second part provides suggestions for the

English teachers who will implement picture series as teaching writing technique

and also for other researchers who will conduct the same type of research.

A. Conclusions

This research was conducted to find out the appropriate technique to

improve students‟ writing skills of the eight grade students of SMP Negeri 10

Surakarta. There were two problems in this research: “to what extent picture

series help class VIII F of SMP Negeri 10 Surakarta in writing narrative text and

how is the use of picture series implemented in writing narrative text toward

class VIII F of SMP Negeri 10 Surakarta to improve their writing skills.”

In conducting this research, the researcher employed several research

instruments to collect the data. The instruments were observation sheets, field

notes, questionnaires, interviews, and students‟ drafts. These instruments were

used to support each other in order to help the researcher in monitoring the

students‟ achievement and to know whether the technique applied was

appropriate or not.

The researcher also used writing scoring rubric to assess the students‟

drafts and the revised written. The scores of the students‟ writing results became

the major data of this research. The researcher assessed students‟ writing


110

performances by using the writing scoring rubric. The researcher employed the

passing grade of English subject which has specified by the English teachers of

this school. The students‟ writing performances, whether successful or not, were

determined by the passing grade. The score of the passing grade was 65.

There were two cycles in this classroom action research. In the first cycle,

the researcher conducted two meetings. In the second cycle, the researcher

conducted one meeting. The picture series were used in the first and second

cycle.

In the first cycle, most of the students improved their writing score. The

class average score improved in cycle one. The students who did not reach the

passing grade in the preliminary study decreased in the first cycle. But, according

to the field notes and the questionnaire results, it was shown that certain activities

in the first cycle was not effective to be applied in the classroom. In the second

cycle, the researcher still implemented the picture series. The activities in cycle

one were revised. The researcher changed the technique in giving the picture

series to the students. The picture series were given one by one to the students.

As a result in cycle two, the students who reached the passing grade increased

from the first cycle. The class average score also increased from the previous

cycle. The results of the field notes and also the questionnaire showed that their

skills in writing improved.

The researcher concluded that the picture series technique could improve

students‟ writing skills. As clarified in the previous chapter, the researcher had

presented the result of the research instruments were employed indicate several


111

improvements. The students‟ aspects in writing skills improved. It was presented

by the students‟ achievement scores showed that they got better score in cycle

one and cycle two. Students made improvement in their writing elements:

organizing ideas, finding new vocabularies and applying them into sentences,

using appropriate generic structure for composing the text, and knowing the tense

which used and applying the tense for writing the text. The students‟

achievement could be seen from their scores in the first and second cycle. When

the students could pass the passing grade, the researcher considered that the

students could make a progress. Another indication which showed that the

students‟ writing skills improved was that the students‟ perception toward

writing also improved. It could be seen through the results of research

instruments were employed such as questionnaire, field notes, and also interview.

The use of picture series technique had a great influence on the

improvement of students‟ writing skills. Picture series really helped the students

to be able to organize the ideas, to find the new vocabularies, to apply the

appropriate generic structure, and the use of simple past tense to write the

narrative text. Also, by applying picture series, the researcher is able to build

good atmosphere in which the students like the activities so that they enjoy

writing in the classroom. It comes to the conclusion that picture series technique

could improve the writing skills for the VIII F class of SMP Negeri 10 Surakarta

during the writing activity.


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B. Recommendations

Based on the research‟s findings, picture series became the appropriate

technique to improve writing skills to VIII F class of SMP Negeri 10 Surakarta.

Therefore, there are suggestions for the English teachers and also the future

researchers who want to conduct a study on the similar topic. The suggestions are

presented as follows:

1. For the English Teachers

It is suggested that the English teachers who want to teach their students

about writing narrative texts use picture series as a technique. The English

teachers can get the benefits which have been explained in the results and the

discussion of this study. Meanwhile, there are some suggestions which have to be

prepared. The English teachers should provide well- prepared picture series. The

size of the picture series, the variety of the picture series (colored picture series

or black and white picture series), and the way the teachers distribute the picture

series (attached on the whiteboard, presented using Liquid Crystal Display/ LCD,

or given to each student) will affect students‟ writing result. The English teachers

also should arrange well- planned activities to the students so that they can

engage with the picture series well.

2. For the Future Researchers

The future researchers who would like to conduct a study on the similar

topic may find the new ways to improve students writing skills through the use of

picture series technique. They could explore this issue by conducting more


113

research with other participants of the research. The future researchers also could

modify the picture series and the activities so they can be more interesting.


114

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APPENDIX A

Covering letter for the Headmaster of

SMP Negeri 10 Surakarta


119


120

APPENDIX B

Research Official Statement from

SMP Negeri 10 Surakarta


121


122

APPENDIX C

Research Instruments

1. Observation Sheet

2. Field Notes

3. Writing Scoring Rubric

4. Questionnaire

5. Interview Guide


123

1. Observation Sheet

OBSERVATION SHEET ON THE ACTIVITIES OF THE TEACHER

School :

Class :

Day :

Time :

Please give check mark (v) on the right column based on teacher‟s activity during

the observation.

No Statements Yes No

1. The teacher checks the students‟ readiness to follow the

lesson.

2. The teacher gives clear instruction to the students.

3. The teacher uses English most of the time.

4. The teacher delivers the materials in accordance with the

lesson plan.

5. The teacher manages the time well.

6. The teacher masters the material well.

7. The teacher explains the material clearly.

8. The teacher uses any media.

9. The teacher guides the students in writing narrative text

using picture series.

10. The teacher responds students‟ questions well.

11. The teacher gives positive reinforcement.

12. The teacher is able to manage the class.

13. The teacher uses clear voice.

14. The teacher is enthusiastic in teaching the lesson.

15. The teacher gets the students involve in teaching- learning

process

16. The teacher makes reflection in the end of the lesson.

Observer,

……………………………..


124

OBSERVATION SHEET ON THE ACTIVITIES OF THE STUDENTS

School :

Class :

Day :

Time :

Please give check mark (v) on the right column based on students‟ activity during

the observation.


1. The students are ready to follow the lesson.

2. The students understand the instruction given by the teacher.

3. The students use English most of the time to communicate with

their fellows or teacher.

4. The students could perceive teacher‟s explanation well.

5. The students do the task given by the teacher seriously.

6. The students actively involve during the lesson.

7. The students actively involve during the group discussion.

8. The students understand the media used in the classroom.

9. The students are enthusiastic with the use of picture series as the

media.

10. The students are motivated to use dictionary to find the difficult

word.

11. The students make notes during the lesson.

12. The students feel happy during the lesson.

13. The students feel bored during the lesson.

14. The students get difficulty in looking at the picture series.

15. The students get confused when do the task given by the teacher.

16. The students look enjoy when writing the text.

Observer

………………………………..


125

2. Field Notes

Field Notes

Please write down what is happening in the classroom activities during the

teaching and learning process.


126

3. Writing Scoring Rubric

This scoring scale is based on Anderson‟s scale which was written in

Hughes book (1989, p. 91-93)

Grammar



comprehension.

4. Errors of grammar or word order fairly frequent; occasional re-reading necessary

for full comprehension.

3. Errors of grammar or word order frequent; efforts of interpretation sometimes

required on reader‟s part.


interpretation

1. Errors of grammar or word order so severe as to make comprehension virtually

impossible.

Vocabulary

6. Use of vocabulary and idiom rarely (if at all) distinguishable from that of

educated native writer

5. Occasionally uses inappropriate terms or relies on circumlocutions; expressions

of ideas hardly impaired

4. Uses wrong or inappropriate words fairly frequently; expressions of ideas may

be limited because of inadequate vocabulary.



interpretation

1. Vocabulary limitations so extreme as to make comprehension virtually

impossible.

Mechanics


5. Occasional lapses in punctuation or which do not, however, interfere with

comprehension.

4. Errors in punctuation or spelling order fairly frequent; occasional re-reading

necessary for full comprehension.


2. Errors in punctuation or spelling order so frequent; reader often has to rely on

own interpretation

1. Errors in punctuation or spelling order so severe as to make comprehension


127

virtually impossible


6. Choice of structure and vocabulary consistently appropriate; like that of

educated native writer.

5. Occasional lack of consistency in choice of structure and vocabulary which does

not, however, impair overall ease of communication.

4. „Patchy‟, with some structures or vocabulary items noticeably inappropriate to

general style.

3. Structures or vocabulary items sometimes not only inappropriate but also

misused; little sense of ease if communication

2. Communication often impaired by completely inappropriate or misused

structures or vocabulary items

1. A „hotch- potch‟ of half-learned misused structures and vocabulary items

rendering communication almost impossible.

Form (organization)

6. Highly organized; clear progression of ideas well linked; like educated native

writer.

5. Material well organized, links could occasionally be clearer but communication

not impaired


3. Little or no attempt at connectivity, though reader can deduce some

organization.

2. Individual ideas may be clear, but very difficult to deduce connection between

them.


SCORE: Gramm _______+ Voc_______+ Mech_______+ Form______

=_________


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4. Questionnaire

KUESIONER

CYCLE 1

Berdasarkan proses belajar- mengajar selama penelitian, isilah kuisioner

di bawah ini dengan jujur dan tepat. Centanglah () pada bagian yang disediakan,

keterangan untuk kolom 1: sangat tidak setuju; 2: tidak setuju; 3: setuju; 4:

sangat setuju

No Statement 1 2 3 4

Learning activity

1 Handout yang diberikan oleh guru sangat membantu saya dala

memahami karangan berbahasa Inggris narrative.

2 Bekerja dalam kelompok membantu saya untuk menulis

karangan berbahasa Inggris narrative sebelum menulis secara

individual.

3 Bermain game untuk pre- writing membantu saya untuk mulai

menyusun karangan berbahasa Inggris narrative.

4 Penggunaan gambar berseri dapat digunakan sebagai media

yang tepat dalam menulis karangan berbahasa Ingris narrative.

5 Gambar seri yang diberikan oleh guru sudah cukup jelas.

Learning Products

6 Saya dapat menangkap dengan jelas maksud dari gambar

berseri yang disajikan yang diberikan oleh guru.

7 Penggunaan gambar berseri membuat saya dapat menemukan

dan mengembangkan ide dalam menulis karangan berbahasa

Inggris berbentuk narrative

8 Penggunaan gambar berseri membuat saya mudah menemukan

kosa kata baru dalam bahasa Inggris

9 Penggunaan gambar berseri membuat saya mampu menyusun

cerita sesuai dengan generic structure narrative yang runtut

dan benar

10 Penggunaan gambar berseri membuat saya memahami konsep

tenses dan menggunakannya dalam penulisan karanagan

berbahasa Inggris bentuk narrative


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11 Penggunaan gambar berseri yang digunakan membuat

saya lebih berpikir kreatif dalam menyusun karangan

berbahasa Inggris narrative text

Students’ perception

12 Penggunaan gambar berseri dalam menulis karangan

berbahasa Inggris bentuk narrative memotivasi saya

untuk menulis.

13 Penggunaan gambar berseri membuat saya tidak merasa

bosan dalam mengikuti aktifitas di kelas.

14 Penggunaan gambar berseri membuat saya lebih percaya

diri dalam menulis karangan bentuk narrative.

15 Penggunaan gambar berseri membuat saya lebih

bersemangat dan antusias dalam menulis karangan

berbahasa Inggris narrative.

~Terimakasih~ Thank you~ Maturnuwun


130

KUESIONER

CYCLE 2

Berdasarkan proses belajar- mengajar selama penelitian, isilah kuisioner di

bawah ini dengan jujur dan tepat. Centanglah () pada bagian yang disediakan,

keterangan untuk kolom 1: sangat tidak setuju; 2: tidak setuju; 3: setuju; 4:

sangat setuju

No Statement 1 2 3 4

Learning activity

1 Handout yang diberikan oleh guru membantu saya untuk

mengulang materi yang sudah diberikan sebelumnya.

2 Bekerja dalam kelompok melalui jumbled picture series

membantu saya menemukan urutan cerita yang runtut dan

benar

3 Bekerja dalam kelompok membantu saya memperdalam materi

past tense terutama penggunaan to be dan verb 2 dalam

menyusun karangan berbahasa Inggris narrative.

4 Penggunaan gambar berseri yang dibagikan masing-masing

lebih membantu saya dalam menulis karangan berbahasa

Inggris narrative daripada yang ditempel di papan tulis.

5 Gambar berseri yang diberikan oleh guru sudah cukup jelas.

Learning Products

6 Saya dapat menangkap dengan jelas maksud dari gambar

berseri yang disajikan yang diberikan oleh guru.

7

Saya dapat lebih mudah menemukan dan mengembangkan ide

dalam menulis karangan berbahasa Inggris bentuk narrative

menggunakan gambar berseri yang ada diberikan langsung

(tidak ditempel di papan tulis)

8

Saya dapat dengan mudah membuat cerita sesuai dengan

generic structure narrative yang runtut dan benar



9

Saya lebih memahami konsep tenses yang digunakan dalam

penulisan karangan berbahasa Inggris bentuk narrative dengan



10 Saya dapat menemukan kosa kata baru dalam bahasa Inggris

dengan menggunakan gambar berseri yang ada diberikan


131

langsung (tidak ditempel di papan tulis)

11 Saya dapat berpikir lebih kreatif dalam menyusun teks

berbahasa Inggris narrative dengan media gambar berseri yang

ada diberikan langsung (tidak ditempel di papan tulis)

Students’ perception

12 Penggunaan gambar berseri dalam menulis karangan

berbahasa Inggris bentuk narrative memotivasi saya untuk

menulis.

13 Penggunaan gambar berseri membuat saya tidak merasa bosan

dalam mengikuti aktifitas di kelas.

14 Penggunaan gambar berseri membuat saya lebih percaya diri

dalam menulis karangan bentuk narrative.

15 Penggunaan gambar berseri membuat saya lebih bersemangat

dan antusias dalam menulis karangan berbahasa Inggris

narrative.

~Terimakasih~ Thank you~ Maturnuwun


132

5. Interview Guide

INTERVIEW GUIDE

This guideline will be used to conduct the interview for the students who

had been chosen. This interview is employed to obtain the information to support

the result of this research. It aims to see students‟ response of the use picture

series technique for improving students‟ writing skills in composing narrative

text.

1. What is your opinion about writing English text? How about your

writing skills right now?

2. How about your writing skills in composing narrative text? Do you

find difficulties in composing narrative text? Explain further.

3. What do you think about picture series technique as the media in

composing narrative text?

4. What do you think about the activities which were done during the

teaching and learning process?

5. What is your opinion about your writing skills after the

implementation of picture series technique? Are there any changes?


133

APPENDIX D

Lesson Planand Teaching Material

1. Lesson Plan and Teaching Material Cycle 1

2. Lesson Plan and Teaching Material Cycle 2


134

LESSON PLAN

Cycle 1

School : SMP Negeri 10 Surakarta

Subject : English

Class/ Semester : VIII/ 2

Skill Focus : Writing

Time Allotment : 2 X 40 minutes

A. Competence Standard

12. To express the meaning of simple short functional written texts and

essay in the forms of recount and narrative to interact with surrounding

environment.

B. Basic Competence

12.2. To express the meaning and rhetoric steps in simple short essay in

written language accurately, fluently and acceptable to interact with

surrounding environment in the form of narrative.

C. Indicators

Cognitive

1. Students are able to identify the elements of narrative text

2. Students are able to identify the generic structure of a narrative text

3. Students are able to identify the language features in a narrative

text

4. Students are able to use past tense sentences in writing a narrative

text correctly

Affective

1. Students are able to arrange the narrative text in group activity

2. Students are able to respond and give opinion in arranging the

narrative text in group.


135

3. Students are able to participate actively and produce the

narrative text

Psychomotor

1. Students are able to produce good narrative text.

D. Classroom Activities

MEETING ONE

Time Teacher activities Students activities

Pre Learning Activities

2‟ Teacher asks a student to lead the prayer and

greet the students.

The students pray

together and respond the

teacher‟s greeting.

2‟ Teacher asks the students about stories they

know from their own hometowns or ethnics.

The students mention

some titles of stories

from their ethnics or

culture they know.

1‟ Teacher asks the students to guess about what

they are going to learn today.

The students guess

about what they are

going to learn today

Whilst Learning Activities

20‟

Teacher reviews on the communicative

purpose, generic structure, and tense of

narrative text briefly. Review will be done

orally.

The students pay

attention to the teacher‟s

review. Students also get

involved in the review

by answering the

questions orally.

Teacher distributes the handout. There is a

model of narrative text then the students are

The students read the

model of narrative text


136

asked to identify the generic structure and

answer the questions followed by the text.

and answer the

questions based of the

text.

15‟

Teacher asks the students to make group of

four or five. Then, the teacher will give a game

called STORY CHAIN. The teacher will give

the students a sentence of a story: Golden

Cucumber (Timun Mas). The first sentence

given by the researcher was “Long time ago,

there lived an old widow named Mbok Rondo

who had no child.”

Then, the teacher asks the students to continue

the story. Each students will get their turns to

continue

The students would

continue the sentence.

After finishing the

game, the researcher

invited the students to

read together their

written text in groups.

35‟ Teacher discuss about a title of story which

will be given as the individual work, orally.

Then, the teacher attaches the picture series of

the story on the whiteboard.

The story is Three Little Pig

Teacher distributes a blank paper for each

student to write their individual draft.

Students get involved in

the discussion.

Students work on their

individual draft.

Post Learning Activities

1‟ Teacher asks the students to submit their

individual draft.

Students submit their

individual draft.

3‟ Teacher reviews what they have learnt today

by asking questions orally

Students review what

they have learnt today

by answering the

questions orally.


137

1‟ Teacher end the lesson.

E. Sources and Teaching Media

Teacher module which contains discussion, exercises and instruction for the

project

White board

Board marker

Picture series

F. Assessment

Form: draft of narrative text

Rubric of scoring:


Hughes book (1989: 91-93)

Grammar


5. Some errors of grammar or word order which do not, however,

interfere with comprehension.

4. Errors of grammar or word order fairly frequent; occasional re-reading


3. Errors of grammar or word order frequent; efforts of interpretation

sometimes required on reader‟s part.

2. Errors of grammar or word order very frequent; reader often has to

rely on own interpretation

1. Errors of grammar or word order so severe as to make comprehension

virtually impossible.

Vocabulary

6. Use of vocabulary and idiom rarely (if at all) distinguishable from that

of educated native writer

5. Occasionally uses inappropriate terms or relies on circumlocutions;

expressions of ideas hardly impaired

4. Uses wrong or inappropriate words fairly frequently; expressions of

ideas may be limited because of inadequate vocabulary.

3. Limited vocabulary and frequent errors clearly hinder expressions of

ideas

2. Vocabulary so limited and so frequently misused that reader must

often rely own interpretation



138

impossible.

Mechanics


5. Occasional lapses in punctuation or which do not, however, interfere

with comprehension.

4. Errors in punctuation or spelling order fairly frequent; occasional re-

reading necessary for full comprehension.

3. Frequent errors in spelling or punctuation; lead sometimes to

obscurity.

2. Errors in punctuation or spelling order so frequent; reader often has to

rely on own interpretation

1. Errors in punctuation or spelling order so severe as to make

comprehension virtually impossible


6. Choice of structure and vocabulary consistently appropriate; like that

of educated native writer.

5. Occasional lack of consistency in choice of structure and vocabulary

which does not, however, impair overall ease of communication.

4. „Patchy‟, with some structures or vocabulary items noticeably

inappropriate to general style.

3. Structures or vocabulary items sometimes not only inappropriate but

also misused; little sense of ease if communication

2. Communication often impaired by completely inappropriate or

misused structures or vocabulary items

1. A „hotch- potch‟ of half-learned misused structures and vocabulary

items rendering communication almost impossible.

Form (organization)

6. Highly organized; clear progression of ideas well linked; like educated

native writer.

5. Material well organized, links could occasionally be clearer but

communication not impaired

4. Some lack of organization; re-reading required for clarification of

ideas.


organization.

2. Individual ideas may be clear, but very difficult to deduce connection


139

between them.

1. Lack of organization so serve that communication is seriously

impaired.


=_________

G. Materials:

Handout (Attachment 1)

Picture series (Attachment 2)

Teaching Material

Attachment 1

NARRATIVE TEXT A. Definition, Communicative purpose and Types of narrative text

Narrative text is a description of a series of events, either real or

imaginary, that is written or told in order to entertain people.

Communicative purpose of narrative text is to amuse or entertain the

reader.

Types of narrative text:

Fictional narrative presents an imaginary narrator‟s account

of a story that happened in an imaginary world. (fairy tales,

folklore or folktales, horror stories, fables, legends, myths, and

science fictions)

Nonfictional narrative presents a real life person‟s account of

a real-life story. (historical narrative, personal experience) B. Generic Structure

Orientation : It is about the opening paragraph where the characters

of the story are introduced. Tells the reader about the background of

the story (time, places).

Complication : Where the problems in the story developed.

Resolution : Where the problems in the story is solved. The problem

of the story ends, it can be happy ending or bad/ sad ending.

C. Language Features

Using past tense

Using adjective to describe characters


140

Using direct and reported speech to present the dialogue.

D. Example of narrative text

Read the text below. Try to identify the generic structure. Underlying the

past tense sentences, adjective clauses and also direct and reported speech

from the text.

Generic

structure Text

The Ugly Duckling

One upon time, a mother duck sat on her eggs. She felt tired of

sitting on them. She just wished the eggs would break out.

Several days later, she got her wish. The eggs cracked and some

cute little ducklings appeared. "Peep, peep" the little ducklings cried.

"Quack, quack" their mother greeted in return.

However the largest egg had not cracked. The mother duck sat

on it for several days. Finally, it cracked and a huge ugly duckling

waddled out. The mother duck looked at him in surprise. He was so

big and very gray. He didn't look like the others at all. He was like a

turkey

When the mother duck brought the children to the pond for their

first swimming lesson. The huge grey duckling splashed and paddled

about just as nicely as the other ducklings did. "That is not a turkey

chick. He is my very own son and quite handsome" the mother said

proudly

However, the other animals didn't agree. They hissed and made

fun of him day by day. Even his own sisters and brothers were very

unkind. "You are very ugly" they quacked.

The little poor duckling was very unhappy. "I wish I looked like

them" he thought to himself. One day, the ugly duckling run away

and hid in the bushes. The sad duckling lived alone through the cold

and snow winter. Finally the spring flowers began to bloom. While

he was swimming in the pond, he saw three large white swans

swimming toward him. "Oh, dear. these beautiful birds will laugh

and peck me too" he said to himself.


141

But the swans did not attack him. Instead, they swam around him

and stroked him with their bills. As the ugly duckling bent his neck to

speak to them, he saw his reflection in the water. He could not

believe his eyes. "I am not an ugly duckling but a beautiful swan" he

exclaimed.

He was very happy. From that day on, he swam and played with his

new friends and was happier than he had never been.


142

E. Group work!

STORY CHAIN

Make a group consists of 4-5 members. Discuss the story entitled “The

Golden Cucumber (Timun Mas) ”with your friends. The teacher will give

you a sentence orally. When you get your turns, you have to continue the

story.

Bank words!

The followings are the vocabularies that can be used to make the story.

Petani : farmer

Raksas : monster

Gua : cave

Menanam : plant

Remaja : teenager

Menagihjanji : ask the promise

Melarikandiri : escape, get away

Jarumbambu : bamboo needles

Bijimentimun : seeds of cucumber

Terasi : shrimp paste

Garam : salt

Senjata :weapon

Menyebar : spread

Mengejar : chase

Lumpur : mud

Tenggelam : sink, drown


143

Attachment 2: A set of picture series of THREE LITTLE PIGS

http://dbsenk.files.wordpress.com/2011/05/3-pigs-sequence.jpg


http://dbsenk.files.wordpress.com/2011/05/3-pigs-sequence.jpg

144

LESSON PLAN

Cycle 1


Subject : English







environment.

B. Basic Competence




C. Indicators

Cognitive




text


text correctly

Affective




3. Sudents are able to participate actively and produce the narrative

text

Psychomotor



MEETING TWO



2‟ Teacher asks a student to lead the prayer and The students pray


145

greet the students. together and respond the

teacher‟s greeting.

3‟ Teacher asks the students about the previous

lesson.

The students orally share

about the previous

lesson.

Main Learning Activities

10‟ Teacher reviews on the previous students‟

drafts.

Teacher will go deeply on the part of the

students‟ mistake: the use of past tenses. The

teacher distributes worksheet of simple past

tense exercise.

Students learn more to

the use of past tense.

Students work on the

exercise.

20‟ The students worked in the group. The groups

were the same as in the previous

meeting.Teacher gives exercises of past tense

to the students.

The teacher gives a narrative text The Story of

Cinde Laras. The students are asked to identify

the grammatical errors of the text.

Students work on the

exercise.

40‟

Teacher sticks the pictures which have already

arranged on the white board. Then, teacher

will ask the students to write down the story

based on the pictures.

This is an individual task. The students are

asked to make their own draft of narrative text.

The students take a look

at the pictures on the

white board.

Based on the pictures,

the students try to make

their own narrative text.

The students check their

draft and submit the

draft.


1‟ Teacher asks the students to submit their

individual draft.


individual draft.

3‟ Teacher reviews what they have learnt today

by asking questions orally


they have learnt today by

answering the questions

orally.



146



project

White board

Board marker

Picture series

F. Assessment



Hughes book (1989, p. 91-93)

Grammar



comprehension.

4. Errors of grammar or word order fairly frequent; occasional re-reading necessary for

full comprehension.

3. Errors of grammar or word order frequent; efforts of interpretation sometimes

required on reader‟s part.


interpretation

1. Errors of grammar or word order so severe as to make comprehension virtually

impossible.

Vocabulary

6. Use of vocabulary and idiom rarely (if at all) distinguishable from that of educated

native writer

5. Occasionally uses inappropriate terms or relies on circumlocutions; expressions of

ideas hardly impaired

4. Uses wrong or inappropriate words fairly frequently; expressions of ideas may be

limited because of inadequate vocabulary.



interpretation

1. Vocabulary limitations so extreme as to make comprehension virtually impossible.

Mechanics



comprehension.


147

4. Errors in punctuation or spelling order fairly frequent; occasional re-reading



2. Errors in punctuation or spelling order so frequent; reader often has to rely on own

interpretation

1. Errors in punctuation or spelling order so severe as to make comprehension virtually

impossible


6. Choice of structure and vocabulary consistently appropriate; like that of educated

native writer.

5. Occasional lack of consistency in choice of structure and vocabulary which does not,

however, impair overall ease of communication.

4. „Patchy‟, with some structures or vocabulary items noticeably inappropriate to

general style.

3. Structures or vocabulary items sometimes not only inappropriate but also misused;

little sense of ease if communication

2. Communication often impaired by completely inappropriate or misused structures or

vocabulary items

1. A „hotch- potch‟ of half-learned misused structures and vocabulary items rendering

communication almost impossible.

Form (organization)

6. Highly organized; clear progression of ideas well linked; like educated native writer.

5. Material well organized, links could occasionally be clearer but communication not

impaired


3. Little or no attempt at connectivity, though reader can deduce some organization.

2. Individual ideas may be clear, but very difficult to deduce connection between them.



=_________

G. Materials:

1. Worksheet 1 (Attachment 1)

2. A set of picture series The Greedy Dog (Attachment 2)


148

Teaching Materials:

Worksheet 1

NARRATIVE TEXT

Exercise 1 :Review on past tense

Exercise 2 : Identify the story below. Underlining the incorrect past tense!

Attachment: Picture series of The Greedy Dog

Exercise on past tense 1. Peter and John (go/ goes/ went) to the cinema last night.

2. I (am/ was/ is) sick yesterday so I stayed at home.

3. A woman (saw/ see/ seen) the accident two days ago.

4. My mother and I (cook/ cooked/ cooking) brownies cake yesterday.

5. I (was/ were/ am) at library yesterday when my friend called me.

6. My friends and I (watch/watched/ watching) “Amazing Spiderman” two days

ago in Solo Grand Mall.

7. My father (buyed/ bought/ buying) a new car last week.

8. I (am/was/ is) very happy in my birthday three days ago.

THE STORY OF CINDE LARAS

Long time ago in the island of Java, there is a kingdom of Kediri. The king

was Raden Putra. He is a rich and powerful king. He likes cock fighting. One of his

wives tell him that the queen had putted poison in his food. The king is very angry.

Without thinking deeply and without checking this information, he immediately

orders his soldiers took her to the wood. But when thet where there the soldiers take

a pity on her. They do not want to kill her because she is a kind and wise queen. At

that time, she is pregnant. So, they built house for her.

Several months later, the queen give birth baby boy. He smart and strong

boy. He likes cock fighting. One day, he join in the cock fighting tournament. In the

final tournament, he playing the cock fighting in the palace. Finally, he got first

winner. The king surprises to his ability. He asked CindeLaras about his home.

CindeLaras tells that he come from a wood. He is a son of king. But her mother was

alienated from the palace.Suddenly, the king regret his decision long time ago. Then

the king brought them back to the palace.


149

Attachment: Picture Series of The Greedy Dog (Breikreuz, 1967, p.26)

LESSON PLAN

Cycle 2


150


Subject : English







environment.

B. Basic Competence




C. Indicators

Cognitive




text


text correctly

Affective




3. Sudents are able to participate actively and produce the narrative

text

Psychomotor





2‟ Teacher asks a student to lead the prayer and greet The students pray


151

the students. together and respond

the teacher‟s

greeting.

Main Learning Activities

3‟ Teachers will distribute a set of picture series.

Students will work in pair.

Students work in pair

and do the

assignment.

30‟

The teacher distributes a set of jumbled picture

series of Cinderella Story to each pair. Then, the

students are asked to arrange the picture series into

the correct sequences. After that, the teacher

invites the students to identify the picture series.

The teacher asks the students to identify the

characters, the things, and the places of the picture

series

After that, the teacher distributes the jumbled

paragraphs to each pair. The jumbled paragraphs

are the story of the picture series before. Then, the

teacher askes the students to arrange the

paragraphs into a complete story.

The students work in

pairs.

The students arrange

the jumbled pictures

series

The students identify

the picture series

Then, they get the

jumbled paragraphs.

The students have to

arrange the

paragraphs into a

complete one and fill

the blanks.

5‟ Teacher distributes a set new picture series of the

story The Greedy Dog to the students. Each student

will get a set of picture series. Teacher explains the

picture series to the students.

The students get a set

of picture series.

Students pay

attention to the

explanation.

35‟ Teacher asks the students to write a narrative text

based on the new picture series individually.

The students write a

narrative text based

on the new picture

series individually.


1‟ Teacher asks the students to submit their individual

draft.


individual draft.

2‟ Teacher reviews what they have learnt today by

asking questions orally


they have learnt

today by answering

the questions orally.



152



project

White board

Board marker

Picture series

F. Assessment


Rubric of scoring:


Hughes book (1989, p.91-93)

Grammar


5. Some errors of grammar or word order which do not, however, interfere

with comprehension.

4. Errors of grammar or word order fairly frequent; occasional re-reading


3. Errors of grammar or word order frequent; efforts of interpretation

sometimes required on reader‟s part.

2. Errors of grammar or word order very frequent; reader often has to rely on

own interpretation

1. Errors of grammar or word order so severe as to make comprehension

virtually impossible.

Vocabulary

6. Use of vocabulary and idiom rarely (if at all) distinguishable from that of

educated native writer

5. Occasionally uses inappropriate terms or relies on circumlocutions;

expressions of ideas hardly impaired

4. Uses wrong or inappropriate words fairly frequently; expressions of ideas

may be limited because of inadequate vocabulary.


2. Vocabulary so limited and so frequently misused that reader must often rely

own interpretation


impossible.

Mechanics


153



comprehension.

4. Errors in punctuation or spelling order fairly frequent; occasional re-

reading necessary for full comprehension.


2. Errors in punctuation or spelling order so frequent; reader often has to rely

on own interpretation

1. Errors in punctuation or spelling order so severe as to make comprehension

virtually impossible


6. Choice of structure and vocabulary consistently appropriate; like that of

educated native writer.

5. Occasional lack of consistency in choice of structure and vocabulary which

does not, however, impair overall ease of communication.

4. „Patchy‟, with some structures or vocabulary items noticeably inappropriate

to general style.

3. Structures or vocabulary items sometimes not only inappropriate but also

misused; little sense of ease if communication

2. Communication often impaired by completely inappropriate or misused

structures or vocabulary items

1. A „hotch- potch‟ of half-learned misused structures and vocabulary items

rendering communication almost impossible.

Form (organization)

6. Highly organized; clear progression of ideas well linked; like educated

native writer.

5. Material well organized, links could occasionally be clearer but

communication not impaired



organization.

2. Individual ideas may be clear, but very difficult to deduce connection

between them.




154

=_________

G. Material

Attachments:

1. Picture series of Cinderella Story:

http://www.abcteach.com/free/c/cinderellasequencecards.pdf

2. Picture series of Rabbit and Tortoise (Breikreuz, 1967, p.32)

NARRATIVE TEXT Exercise 1

Work in pair! Arrange these jumbled picture series with your friend!

A


http://www.abcteach.com/free/c/cinderellasequencecards.pdf

155


156

When Cinderella arrived to the palace, the prince chose her to be the most beautiful. Then,

the prince danced with Cinderella. When they enjoyed the party and danced together, the

clock began to strike at __________________. She ran toward the door as fast she could. In

her hurry, she felt the ____________________. Cinderella went back to home.


157

Happily invitation Cinderella’s feet cooked

step mother cleaned step sisters Cinderella

was midnight happy twelve

slipper fairy godmother married

carriage pumpkin

The prince was so curious about Cinderella. He made a contest for who fit with the glass

slipper, she would be his wife. Fortunately, when the prince came to Cinderella’ house, he

put on the slipper to ______________________. And amazingly, the slipper was very fit to

be worn. Cinderella also showed the pair of the glass slipper. Then, finally the prince got

___________________ with Cinderella. They live _________________ ever after.

Once upon a time, there was a beautiful young lady named ________________. Her

mother was passed away so that his father married to her _________________. Then, she

also lived with the two ______________________. The step mother and the step sisters

were so arrogant and bad tempered, they treated Cinderella very badly. The step mother

made Cinderella do the house keeper’s job in the house. Cinderella _______________ the

floor and _____________ food for the step mother and the step sisters.

One day, there was an ________________ to the ball and who would be the most

beautiful would dance with the prince. They were excited about it and spent so much time

to choose the dresses and the beautiful shoes they would wear. Unfortunately, the two

step sisters did not allow Cinderella to attend the party. Then, Cinderella ______ very sad

because she couldn’t go to the party. Suddenly, she was shocked. She saw a

________________________ in front of her. The fairy godmother knew that Cinderella

was a good girl. She turned the __________________ into a beautiful ______________.

The fairy godmother also gave Cinderella a beautiful gown and a pair of glass slippers. She

was very ____________. The fairy godmother said that she only could dance until

______________.


158

Attachment: Picture series of Rabbit and Tortoise (Breikreuz, 1967, p.32)


159

APPENDIX E

Observation Sheet Result

1. Observation Sheet from the Researcher in the

Preliminary Study

2. Observation Sheet from Observer A in Cycle 1

Meeting 1

3. Observation Sheet from Observer B n Cycle 1

Meeting 1


Meeting 2

5. Observation Sheet from Observer B in Cycle 1

Meeting 2


7. Observation Sheet from Observer B n Cycle 2


160

1. Observation Sheet from the Researcher in the Preliminary Study


School : SMP NEGERI 10 SURAKARTA

Class : VIII F

Day : Thursday, April 15th

, 2014

Time : 10.50- 12.10


the observation.



lesson.




lesson plan.





9. The teacher guides the students in writing recount text

using the media.







process


Observer,



161



Class : VIII F

Day : Thursday, April 15th

, 2014

Time : 10.50- 12.10


the observation.











9. The students are enthusiastic with the use of picture series as

the media.

10. The students are motivated to use dictionary to find the

difficult word.





15. The students get confused when do the task given by the

teacher.


Observer

Floriberta Ratih Dewanti


162

2. Observation Sheet from Observer A in Cycle 1 (Meeting 1)



Class : VIII F

Day : Thursday, April 24, 2014

Time : 10.50- 12.10


the observation.



lesson.




lesson plan.













process


Observer,

Saptowati, S. Pd.

NIP. 199630715198720005


163



Class : VIII F


Time : 10.50- 12.10


the observation.












the media.


difficult word.






teacher.


Observer

Saptowati, S. Pd.

NIP. 199630715198720005


164

3. Observation Sheet from Observer B in Cycle 1 (Meeting 1)



Class : VIII F


Time : 10.50- 12.10


the observation.



lesson.




lesson plan.













process


Observer,

Fransiska Natalia Susi

A student of ELESP of Sanata Dharma University


165



Class : VIII F


Time : 10.50- 12.10


the observation.












the media.


difficult word.






teacher.


Observer




166

4. Observation Sheet from Observer A in Cycle 1 (Meeting 2)



Class : VIII F

Day : Tuesday, April 29, 2014

Time : 08.20- 09.55


the observation.



lesson.




lesson plan.













process


Observer,

Saptowati, S. Pd.

NIP. 199630715198720005


167



Class : VIII F


Time : 08.20- 09.55


the observation.












the media.


difficult word.






teacher.


Observer

Saptowati, S. Pd.

NIP. 199630715198720005


168

5. Observation Sheet from Observer B in Cycle 1 Meeting 2



Class : VIII F


Time : 08.20- 09.55


the observation.



lesson.




lesson plan.













process


Observer,




169



Class : VIII F


Time : 08.20- 09.55


the observation.












the media.


difficult word.






teacher.


Observer




170




Class : VIII F

Day : Tuesday, May 13, 2014

Time : 08.20- 09.55


the observation.



lesson.




lesson plan.













process


Observer,

Saptowati, S. Pd.

NIP. 199630715198720005


171



Class : VIII F


Time : 08.20- 09.55


the observation.












the media.


difficult word.






teacher.


Observer

Saptowati, S.

Pd.

NIP. 199630715198720005


172

7. Observation Sheet from Observer B in Cycle 2



Class : VIII F


Time : 08.20- 09.55


the observation.



lesson.




lesson plan.













process


Observer,




173



Class : VIII F


Time : 08.20- 09.55


the observation

.












the media.


difficult word.






teacher.


Observer




174

APPENDIX F

Field Notes Result

1. Field Notes Cycle 1 Meeting 1

2. Field Notes Cycle 1 Meeting2

3. Field Notes Cycle 2


175

1. Field Notes of Cycle 1 Meeting 1

FIELD NOTES 1

The first meeting was conducted on Thursday, April 24th

, 2014. The

research was conducted in class VIII F in SMP Negeri 10 Surakarta. There were

24 students in the class. Two students were absent. The time allocation was 80

minutes (10.50- 12.10). For the first time, the researcher introduced herself to the

students since in the preliminary study she had not introduced herself. Also, the

researcher introduced the observer. The researcher also explained the purpose of

teaching in order to conduct research for thesis. This teaching process was aimed

to collect the data for her undergraduate thesis. In the beginning, the students

looked tired because it was the last subject for that day. The researcher then

greeted all the students and checked the attendance list. There were two students

absent; Ardhaninggar and MashabihulHudha.

In the class, the observer observed that there was no LCD used in the

class. The only media that available to be used in the class was whiteboard.

Therefore, the researcher distributed the handouts of narrative text to the

students. Then, after distributing the handout, the researcher asked questions to

the students about the example of narrative text which they had known. There

were several students who mentioned “legendatangkubanperahu”,

“legendarorojonggrang”, “malinkundang”,”cinderella”, “putritidur”, and so

on. They looked more enthusiastic than previous. After that, the researcher tried

to dig out the students‟ understanding about what narrative text was. They

answered in Bahasa Indonesia. The teacher asked them to speak in English. The


176

researcher responded some answersfrom the students. As the conclusion, the

researcher read the handout together with the students. From the handout, there

were explanations about the definition of narrative text, the communicative

purpose, types of narrative text, generic structure (organization), language

features, and example of narrative text. While teaching about language features,

the researcher reviewed about past tense briefly since the students had gotten it in

the previous meeting with their English teacher. There was an example of

narrative text in the handout entitled “The Ugly Duckling”. Here, the researcher

invited the students to analyze the generic structure and also found the past tense

particularly the use of Verb 2 in the text.

In the middle explanation, some of students talked about something else

that was not related to the materials. The researcher tried to get students‟

attention by counting loudly one until five, doing eye contact with the whole

class. She also said, “Can I have your attention please” when she needed the

students‟ attention. The researcher explained the material using English and

Bahasa Indonesia.

After finishing the explanations, the teacher asked the students to work in

group. Each group consists of 4 until 5 students. The researcher invited the

students to play a game, namely Story Chain. In the game, the students had to

make a sentence alternately. The sentence had to be connected to the previous

sentences. The students look very enthusiastic. They were engaged in the game.

They experienced to write narrative text for the first time. After gaming, the

researcher asked them to compose a narrative text of “Three Little Pig” based on


177

the picture series which presented on the whiteboard. The students looked very

enthusiastic to the picture series. By using picture series, the lesson was more

interesting. They tried to find the new vocabularies which they saw in the picture

series. They also became more active in the group. However, the problems here

were since the pictureseries was attached on the whiteboard, some students came

forward to see the picture series. They were busy huddling together in front of

the class and it wasted the time to do their work. Also, there were some groups

who still had difficulty in composing the text. Few students in the groups did

their writings then the rest just saw the picture series in front of the class then

informed to these students. Also, there were students who talked about another

topic which did not related to the lesson and the students who they considered as

the smart students did the drafts alone. But the researcher tried to always control

them. The researcher visited the group and tried to guide those groups.

After finishing the activities, the researcher asked the students to submit

their group draft. The researcher gave them feedback and the students had to

revise it and that submit to the teacher.

As the closing activity, the researcher reviewed the material that they had

learnt. She also asked the students to bring their dictionaries for the next meeting.

Then, the researcher ended the lesson.

The observer

Fransiska Natalia Susi W.


178

2. Field Notes of Cycle 1 Meeting 2

FIELD NOTES 2

The second field note was conducted in the second meeting of the first

cycle on April, 29th

, 2014. The lesson was begun by greeting the students and

checking the students‟ attendance list. They also greet the researcher

enthusiastically. After greeting, the researcher began the learning process.

In the beginning, the researcher informed that they got better scores in

their group drafts in the previous meeting rather than comparing to the

preliminary study. But, still, they made some mistakes in composing the story.

The researcher said that the students often made grammatical mistakes in

applying the simple past tense particularly in the use of verb 2 and be form.

Therefore, the researcher informed to the students that in this meeting, the first

activity was reviewing the part in which the students had the mistakes.

The activity was begun by researcher‟s review on the use of simple past tense.

The researcher distributed exercise of simple past tense to the students. The

students were asked to change the verb into verb 2 and the be form. They looked

serious enough while did the exercise. After finished the exercise, the researcher

and the students discussed the answer together. The researcher also invited the

students‟ attention about their opinion of each question. There were several

students were more confident to express their opinion of the answer of the

questions.

The second activity was identifying the new narrative text given by the

researcher. The researcher gave the new story, The Story of Cinde Laras. The


179

students were asked to identify the grammatical errors of simple past tense in the

story. The students worked in the same group as the previous meeting. In this

occasion, theresearcher did not use the picture series in the group since they

focused only on reviewing the use of simple past tense. The students looked

more serious while working in the group rather than in the previous meeting.

After finished in the group task, the researcher and the students discussed the

answers together. The researcher asked students‟ opinions about the answers.

In the individual activity, the researcher put a set of picture series attach on the

whiteboard. The story was The Greedy Dog. The students did their writing. The

students were still enthusiastic with the picture series used in the learning

process. But, because of the picture series was attached on the whiteboard, some

of the students came in front to see the details of the picture series. They wasted

their time to look the picture series rather than did their work. The observer

suggestion was the researcher had to modify the way she delivered the picture

series to the students.

After finished the task, the researcher asked the students to submit their writing

and ended the learning process.

The observer,



180

3. Field Notes of Cycle 2

FIELD NOTES OF CYCLE TWO

The third field notes was made in the cycle two which was conducted on

Tuesday, May 13th

, 2014. The lesson was begun by greeting the students and

checking the students‟ attendance list. They also greet the researcher

enthusiastically. After greeting, the researcher began the learning process.

The researcher started the lesson by informing what they were going to

learn and what activities they were going to have. Then, the researcher asked the

students to work in pairs. Each pair was given a set of jumbled picture series of a

narrative text Cinderella Story. The researcher asked the students to arrange the

picture series and identify it. The students were asked to identify the characters of

the story, the setting of the story (place and time), and also the plot of the story.

The students looked very enthusiastic in arranging the picture series.

After that, the researcher distributed the jumbled paragraphs of the story.

The students got the paragraphs and they had to arrange those paragraphs

according to the picture series given. This group activity worked well rather than

in the first and second meeting. Those jumbled paragraphs actually had several

blanks. The students‟ task was filling the blanks in those paragraphs. The

researcher had already given the vocabulary in the handouts. They only had to

choose the appropriate vocabulary. The observer looked that this activity was very

good. The students focused on the tasks given by the researcher. Also, working in

pairs made the class more conducive.


181

In the individual writing, the researcher asked the students to work

individually. A set of picture series was given one by one. The story was The

Rabbit and the Tortoise. It was really good. The students focused on their work.

They did notneed to see the details of the picture series on the whiteboard likewise

the previous meeting.

In the post activity, the researcher ended the lesson and thanked to the

participants of this research: the English teacher of the class, the students class

VIII F of SMP Negeri 10 Surakarta, and also the observer.

The observer,



182

APPENDIX G

Questionnaire Results

1. Questionnaire Result of the Preliminary Study

2. Questionnaire Result Cycle 1

3. Questionnaire Result Cycle 2


183

Questionnaire Result of the Preliminary Study

No Statements

Strongly

Disagree

(1)

Disagree

(2)

Agree

(3)

Strongly

Agree

(4)

N

1. Anda menyukai pelajaran

Bahasa Inggris. -

6

(23.01%)

20

(76.92%) - 26

2.

Anda menyukai saat guru

mengajarkan materi

menulis (writing) dalam

Bahasa Inggris.

- 12

(46.15%)

14

(53.85%) - 26

3.

Anda menemui kesulitan

atau kendala saat akan


Bahasa Inggris

- 1

(3.85%)

4

(15.83%)

21

(80.77%) 26

4.

Anda mudah dalam

menemukan ide/ gagasan

dalam menulis (writing)

dalam Bahasa Inggris.

- 21

(80.77%)

5

(19.23%) - 26

5.

Anda mudah dalam

menemukan kata-kata

dalam bahasa Inggris saat


Bahasa Inggris.

- 19

(73.08%)

7

(26.92%) - 26

6.

Media yang digunakan

guru pada saat

mengajarkan materi

menulis (writing)

menarik.

- 17

65.38%)

9

(34.61%) - 26

7.


guru pada saat

mengajarkan materi

menulis (writing)mudah

dipahami.

- 4

(15.38%)

22

(84.61%) - 26

8.


guru pada saat

mengajarkan materi

menulis (writing)

membantu anda dalam

meningkatkan

- 12

(46.15%)

14

(53.85%) - 26


184

kemampuan menulis

(writing) anda

9.

Kondisi dan situasi kelas

menyenangkan saat guru

menyampaikan materi

menulis (writing).

- 1

(3.85%)

25

(96.15%)

-

26

10.

Anda merasa sudah puas

dengan hasil tulisan anda

(tugas-tugas) yang

diberikan guru pada

materi menulis (writing).

- 22

(84.61%)

4

(15.38%) - 26


185

Questionnaire Result of Cycle 1

No Statements

Frequency of Points of

Agreement

Central

Tendency

1 2 3 4 N MN

Learning activity

1

Worksheet yang diberikan oleh

guru sangat membantu saya dala

memahami karangan berbahasa

Inggris narrative.

0 5 17 4 26 2.96

2

Bekerja dalam kelompok

membantu saya untuk menulis

karangan berbahasa Inggris

narrative sebelum menulis secara

individual.

0 7 14 5 26 2.92

3

Bermain game untuk pre- writing

membantu saya untuk mulai

menyusun karangan berbahasa

Inggris narrative.

0 5 14 7 26 3.08

4

Penggunaan gambar berseri dapat

digunakan sebagai media yang

tepat dalam menulis karangan

berbahasa Ingris narrative.

0 2 8 16 26 3.54

5 Gambar seri yang diberikan oleh

guru sudah cukup jelas. 0 7 7 12 26 3.19

Total mean score 15.6

9

Learning products

6

Saya dapat menangkap dengan jelas

maksud dari gambar berseri yang

disajikan yang diberikan oleh guru.

0 4 12 10 26 3.23

7

Penggunaan gambar berseri

membuat saya dapat menemukan

dan mengembangkan ide dalam

menulis karangan berbahasa Inggris

berbentuk narrative

0 7 10 9 26 3.08

8


membuat saya mudah menemukan

kosa kata baru dalam bahasa

Inggris

0 4 12 10 26 3.23


186

9


membuat saya mampu menyusun

cerita sesuai dengan generic

structure narrative yang runtut dan

benar

0 5 8 13 26 3.31

10


membuat saya memahami konsep

tenses dan menggunakannya dalam

penulisan karanagan berbahasa

Inggris bentuk narrative

0 6 11 9 26 3.12

11

Penggunaan gambar berseri yang

digunakan membuat saya lebih

berpikir kreatif dalam menyusun


narrative text

0 3 11 12 26 3.35


Student’s perception

12

Penggunaan gambar berseri dalam

menulis karangan berbahasa Inggris

bentuk narrative memotivasi saya

untuk menulis.

1 4 17 4 26 2.92

13


membuat saya tidak merasa bosan


2 1 18 15 26 4.54

14


membuat saya lebih percaya diri

dalam menulis karangan bentuk

narrative.

1 3 14 8 26 3.12

15


membuat saya lebih bersemangat

dan antusias dalam menulis


narrative

2 3 13 8 26 3.04



187

The Percentage of the Questionnaire Result Cycle 1

N

o Pernyataan

Frequency of Points of Agreement N

1 2 3 4

Learning activity

1


guru sangat membantu saya

dala memahami karangan


-

5

(19.23

%)

17

(65.38%)

4

(15.38%) 26

2


membantu saya untuk menulis


narrative sebelum menulis

secara individual.

-

7

(26.92

%)

14

(53.85%)

5

(19.23%) 26

3

Bermain game untuk pre-

writing membantu saya untuk

mulai menyusun karangan


-

5

(19.23

%)

14

(53.85%)

7

(26.92%) 26

4


dapat digunakan sebagai media

yang tepat dalam menulis

karangan berbahasa Ingris

narrative.

-

2

(7.69

%)

8

(30.77%)

16

(61.54%) 26

5 Gambar seri yang diberikan

oleh guru sudah cukup jelas. -

7

(26.92

%)

7

(26.92%)

12

(46.15%) 26

Learning products

6

Saya dapat menangkap dengan

jelas maksud dari gambar

berseri yang disajikan yang

diberikan oleh guru.

-

4

(15.38

%)

12

(46.15%)

10

(38.46%) 26

7


membuat saya dapat

menemukan dan

mengembangkan ide dalam

menulis karangan berbahasa

Inggris berbentuk narrative

-

7

(26.92

%)

10

(38.46%)

9

(34.62%) 26

8


membuat saya mudah

menemukan kosa kata baru

dalam bahasa Inggris

-

4

(15.38

%)

12

(46.15%)

10

(38.46%) 26


188

9


membuat saya mampu

menyusun cerita sesuai dengan

generic structure narrative

yang runtut dan benar

-

5

(19.23

%)

8

(30.77%)

13

(50%) 26

10


membuat saya memahami

konsep tenses dan

menggunakannya dalam

penulisan karanagan berbahasa


-

6

(23.08

%)

11

(42.31%)

9

(34.62%) 26

11


yang digunakan membuat saya

lebih berpikir kreatif dalam

menyusun karangan berbahasa

Inggris narrative text

-

3

(11.54

%)

11

(42.31%)

12

(46.15%) 26


12


dalam menulis karangan

berbahasa Inggris bentuk

narrative memotivasi saya

untuk menulis.

1

(3.85

%)

4

(15.38

%)

17

(65.38%)

4

(15.38%) 26

13


membuat saya tidak merasa

bosan dalam mengikuti

aktifitas di kelas.

2

(7.69

%)

1

(3.85%

)

18

(69.23%) 15 26

14


membuat saya lebih percaya

diri dalam menulis karangan

bentuk narrative.

1

(3.85

%)

3

(11.54

%)

14

(53.85%)

8

(30.77%) 26

15


membuat saya lebih

bersemangat dan antusias

dalam menulis karangan

berbahasa Inggris narrative

2

(7.69

%)

3

(11.54

%)

13

(50%)

8

(30.77%) 26


189

Questionnaire Result of Cycle 2

N

o Pernyataan

Frequency of Points of

Agreement

Central

Tendency

1 2 3 4 N MN

Learning activity

1


guru membantu saya untuk

mengulang materi yang sudah

diberikan sebelumnya.

0 0 7 19 26 3.73

2

Bekerja dalam kelompok melalui

jumbled picture series membantu

saya menemukan urutan cerita


0 2 11 13 26 3.42

3


membantu saya memperdalam

materi past tense terutama

penggunaan to be dan verb 2

dalam menyusun karangan


0 0 17 9 26 3.35

4


dibagikan masing-masing lebih

membantu saya dalam menulis


narrative text daripada yang

ditempel di papan tulis.

0 0 12 14 26 3.54

5 Gambar berseri yang diberikan

oleh guru sudah cukup jelas. 0 0 19 7 26 3.27


Learning products

6


jelas maksud dari gambar berseri

yang disajikan yang diberikan oleh

guru.

0 0 18 8 26 3.31

7

Saya dapat lebih mudah

menemukan dan mengembangkan

ide dalam menulis karangan


menggunakan gambar berseri yang

ada diberikan langsung (tidak

ditempel di papan tulis)

0 3 13 10 26 5.58


190

8

Saya dapat dengan mudah

membuat cerita sesuai dengan

generic structure narrative yang

runtut dan benar menggunakan

gambar berseri yang ada diberikan

langsung (tidak ditempel di papan

tulis)

0 4 13 9 26 3.19

9

Saya lebih memahami konsep

tenses yang digunakan dalam

penulisan karangan berbahasa

Inggris bentuk narrative dengan




0 6 9 11 26 3.19

10

Saya dapat menemukan kosa kata

baru dalam bahasa Inggris dengan




0 3 12 11 26 3.31

11

Saya dapat berpikir lebih kreatif

dalam menyusun teks berbahasa

Inggris narrativedengan media



tulis)

0 6 12 8 26 3.08



12




memotivasi saya untuk menulis.

0 1 13 12 26 3.42

13 Penggunaan gambar berseri



0 2 13 11 26 3.35

14




narrative.

0 3 11 12 26 3.35

15





narrative

0 3 13 10 26 3.27



191

The Percentage of Questionnaire Result Cycle 2

No Pernyataan Frequency of Points of

Agreement N

1 2 3 4

Learning activity

1


guru membantu saya untuk

mengulang materi yang sudah

diberikan sebelumnya.

- -

7

(26.93%

)

19

(73/08%

)

26

2

Bekerja dalam kelompok melalui

jumbled picture series membantu

saya menemukan urutan cerita


-

2

(7.69

%)

11

(42.31%

)

13

(50%) 26

3


membantu saya memperdalam

materi past tense terutama

penggunaan to be dan verb 2

dalam menyusun karangan


- -

17

(65.38%

)

9

(34.62%

)

26

4


dibagikan masing-masing lebih

membantu saya dalam menulis


narrative text daripada yang

ditempel di papan tulis.

- -

12

(46.15%

)

14

(53.85%

)

26

5 Gambar berseri yang diberikan

oleh guru sudah cukup jelas.

- -

19

(73.08%

)

7

(26.92%

)

26

Learning products

6


jelas maksud dari gambar berseri

yang disajikan yang diberikan oleh

guru.

- -

18

(69.23

%)

8

(30.77%) 26


192

7

Saya dapat lebih mudah

menemukan dan mengembangkan

ide dalam menulis karangan





-

3

(11.5

4%)

13

(50%)

10

(38.46%) 26

8

Saya dapat dengan mudah

membuat cerita sesuai dengan

generic structure narrative yang

runtut dan benar menggunakan



tulis)

-

4

(15.3

8%)

13

(50%)

9

(34.62%) 26

9

Saya lebih memahami konsep

tenses yang digunakan dalam

penulisan karangan berbahasa

Inggris bentuk narrative dengan




-

6

(23.0

8%)

9

(34.62

%)

11

(42.31%) 26

10

Saya dapat menemukan kosa kata

baru dalam bahasa Inggris dengan




-

3

(11.5

4%)

12

(46.15

%)

11

(42.31%) 26

11

Saya dapat berpikir lebih kreatif

dalam menyusun teks berbahasa

Inggris narrativedengan media



tulis)

-

6

(23.0

8%)

12

(46.15

%)

8

(30.77%) 26


12




memotivasi saya untuk menulis.

-

1

(3.85

%)

13

(50%)

12

(46.15

%)

26

13




-

2

(7.69

%)

13

(50%)

11

(42.31

%)

26


193

14




narrative.

-

3

(11.5

4%)

11

(42.31

%)

12

(46.15

%)

26

15





narrative

-

3

(11.5

4%)

13

(50%)

10

(38.46

%)

26


194

APPENDIX H

Writing Rubric Result

1. Students’ Achievement inPreliminary Study

2. Students’ Achievement in Cycle 1

3. Students’ Achievement in Cycle 2


195

Students’ Achievement in Preliminary Study

No Students

Items Being Measured

Score

Total Score

Passing Grade

(65)

Gra

m

Vo

c

Mec

h

Flu

e

Fo

rm

1 Students 1 3 3 3 3 3 15 50.00 Failed

2 Students 2 2 3 3 3 3 14 46.67 Failed

3 Students 3 2 2 3 3 2 12 40.00 Failed


5 Students 5 3 3 3 3 2 14 46.67 Failed

6 Students 6 3 3 4 4 3 17 56.67 Failed

7 Students 7 2 3 3 3 2 13 43.33 Failed

8 Students 8 3 3 4 4 3 17 56.67 Failed

9 Students 9 2 3 4 3 3 15 50.00 Failed

10 Students 10 2 3 3 3 3 14 46.67 Failed

11 Students 11 2 3 3 3 2 13 43.33 Failed

12 Students 12 2 3 3 3 3 14 46.67 Failed

13 Students 13 2 3 3 4 3 15 50.00 Failed

14 Students 14 3 3 3 4 4 17 56.67 Failed



17 Students 17 3 3 4 3 3 16 53.33 Failed

18 Students 18 3 4 3 3 3 16 53.33 Failed

19 Students 19 2 3 4 3 3 15 50.00 Failed

20 Students 20 3 3 4 3 3 16 53.33 Failed



23 Students 23 2 3 4 3 3 15 50.00 Failed

24 Students 24 2 3 3 3 4 15 50.00 Failed

25 Students 25 3 3 4 3 3 16 53.33 Failed

26 Students 26 2 3 3 3 2 12 40.00 Failed

Average 52.44


196

Students’ Achievement in Cycle 1

No

. Students’ Numbers

CYCLE 1

Indivi

dual

Draft

Score

Gra

m

Vo

c

Mec

h

Flu

e

Fo

rm

Revised Written Total Score

Note


2 Student 2 56.67 3 4 4 4 4 60.00 Failed



5 Student 5 50.00 3 2 3 4 3 50.00 Failed


7 Student 7 56.67 3 4 4 3 4 60.00 Failed


9 Student 9 53.33 3 2 4 3 3 50.00 Failed


11 Student 11 50.00 4 4 4 3 4 63.33 Failed

12 Student 12 56.67 4 4 4 3 4 63.33 Failed


14 Student 14 56.67 4 4 4 4 3 63.33 Failed




18 Student 18 56.67 4 4 3 4 4 63.33 Failed








26 Student 26 56.67 4 4 4 4 3 63.33 Failed

Average 60.57 69.87


197

Students’ Achievement in Cycle 2

No Student

Number

Individual

drafts

Cycle 2

Gra

m

Vo

c

Mech

Flu

Fo

rm

Revised written

Noted






6 Student 6 43.33 4 4 4 3 4 63.33 Failed




10 Student 10 50.00 3 4 5 4 3 63.33 Failed

11 Student 11 60.00 3 4 5 3 4 63.33 Failed


13 Student 13 43.33 5 3 4 3 4 63.33 Failed











24 Student 24 53.33 4 4 4 3 4 63.33 Failed



Average 64.74 74.36


198

APPENDIX I

Samples of Students’ Draft and Revised Draft

1. Sample of Student’s Draft in Cycle 1

2. Sample of Student’s Revised Draft in Cycle 1




199



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