USING PICTURE SERIES TO IMPROVE THE WRITING ABILITY OF

THE EIGHTH GRADE STUDENTS AT SMP NEGERI 2 WONOSARI

IN THE ACADEMIC YEAR OF 2013/2014

A THESIS

Presented as a partial fulfillment of the requirements for the attainment of the

Sarjana Pendidikan Degree on the English Language Education

Written by:
Evi Amalia Mayasari
10202241055

ENGLISH LANGUAGE EDUCATION DEPARTMENT

FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF YOGYAKARTA
2014
 DEDICATIONS

This thesis is dedicated to

my beloved parents, my brother, and my friends.
I thank them for all the love, prayers, support, and patience.
I love you all.

v
 MOTTOS

“Man Jadda Wa Jadda”

Whoever does something persistently will succeed.

Allah will make a way when there seems to be no way.

vi
 ACKNOWLEDGEMENTS

Alhamdulillah hirobbilalamin, all praises are always sent to Allah SWT,

the Almighty who bless me with so many miracles and for always giving me the
ability, competency, and opportunity to finish this thesis.

I would like to express my sincere gratitude and appreciation to my

supervisor, Dr. Agus Widyantoro, M. Pd for his guidance, feedback, patience,
time, and support throughout the process of writing this thesis. His feedback and
suggestions were a big help for me in finishing this thesis.

I also express my deepest gratitude to the headmaster of SMP Negeri 2

Wonosari, Drs. Suparto, for giving me permission and support to conduct the
research. Without him, the thesis would have never been here. Deepest thanks are
also given to Mr. Farid Gunawan, S.Pd. for the suggestions, guidance, and support
in conducting the research. I want to express my thanks to the students of VIII D
for the cooperation during the process of the research. I hope they all succeed in
their study.

My special gratitude is expressed to my beloved father, mother, and

brother. I really thank them for all their prayers, support, and love for me. Their
prayers and support are the source of my strength.

Special thanks are also given to my beloved classmate (PBI C 2010) and
my family in Kos Polos and Kos Narada 14 B. I really thank them for the great
togetherness, beautiful friendship, and love. I also thank my friend, Tanti, who
always encourages me and supports me to finish this thesis. To my special BABO
girls (Rintik, Arin, Galih, and Tatik) who have always been there for me and
support me, thank you so much for all the beautiful memories and beautiful
friendship. I hope we will be good friends forever.

vii
 At last, I realize that this thesis is far from being perfect so any criticism,
idea, and suggestion are always appreciated in order to improve it. I hope that this
thesis would give many advantages to the readers and other researchers who
conduct similar topics.

Yogyakarta, October, 2014

Evi Amalia Mayasari

viii
 TABLE OF CONTENTS

Page

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

APPROVAL .................................................................................................... ii
RATIFICATION ............................................................................................ iii
DECLARATIONS .......................................................................................... iv
DEDICATIONS .............................................................................................. v
MOTTOS ......................................................................................................... vi
ACKNOWLEDGEMENTS ........................................................................... vii
TABLE OF CONTENTS ............................................................................... ix
LIST OF TABLES .......................................................................................... xii
LIST OF FIGURES ........................................................................................ xiii
ABSTRACT..................................................................................................... xiv
CHAPTER I: INTRODUCTION
A. Background of the Problem .................................................................. 1
B. Identification of the Problem ................................................................ 4
C. Limitation of the Problem ..................................................................... 6
D. Formulation of the Problem .................................................................. 7
E. Objectives of the Study ......................................................................... 7
F. Significance of the Study ...................................................................... 7
CHAPTER II: LITERATURE REVIEW AND CONCEPTUAL
FRAMEWORK
A. Review of Theories ............................................................................... 9
1. Theories of Writing ......................................................................... 9
a. Definitions of Writing............................................................... 9
b. Processes of Writing ................................................................. 11
c. Microskills and Macroskills of Writing .................................... 13
2. Teaching Writing ............................................................................ 14
ix
 a. Differences between L1 and L2 Writing .................................. 14
b. Strategies in Teaching Writing ................................................. 16
c. Approaches in Teaching Writing .............................................. 20
d. Types of Classroom Writing Performances .............................. 22
e. The Roles of Teachers in Writing ............................................ 23
f. Teaching Writing in Junior High School ................................. 25
g. Text-Based Instruction .............................................................. 27
h. Media in Teaching and Learning ............................................. 29
i. Picture Series as Visual Media in Teaching Writing ............... 32
B. Reviewsof Related Studies ................................................................... 35.
C. Conceptual Framework ......................................................................... 37
CHAPTER III: RESEARCH METHOD
A. Research Type....................................................................................... 39
B. Research Setting ................................................................................... 40
C. Research Subjects ................................................................................. 41
D. Instruments............................................................................................ 41
E. Data Collection Techniques .................................................................. 42
F. Data Analysis Techniques .................................................................... 44
G. Reasearch Validity and Reliability ....................................................... 45
H. Research Procedures ............................................................................. 47
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION
A. Research Findings
1. Reconnaissance .............................................................................. 50
a. Identification of the Field Problems ......................................... 50
b. Identification of the Field Problems to Solve ........................... 53
2. The Implementation of Cycle I ...................................................... 55
a. Planning..................................................................................... 55
b. Actions and Observations of Cycle I ........................................ 58
c. Reflection .................................................................................. 73
x
 3. The Implementation of Cycle II ..................................................... 77
a. Planning .................................................................................... 77
b. Actions and Observations of Cycle II ....................................... 80
c. Reflection .................................................................................. 96
B. Discussion ............................................................................................. 99
CHAPTER V: CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS
A. Conclusions ........................................................................................... 105
B. Implications ............................................................................................ 106
C. Suggestions............................................................................................. 108
REFERENCES................................................................................................ 109
APPENDICES ................................................................................................. 111

xi
 LIST OF TABLES

Page
Table 2.1 : Standard of Competence and Basic Competence of Junior
High School Students Grade VIII Semester 2 ……………….. 26
Table 2.2 : Microskills and Basic Competence in the Research …………. 27
Table 4.1 : Field Problems in the English Teaching and Learning Process
of VIIID SMPN 2 Wonosari…………..................................... 52
Table 4.2 : Table of Field Problems to solve..........……...………………... 53
Table 4.3 : Table of Field Problems and Possible Causes........…………… 55
Table 4.4 : The Schedule of Cycle I……………………………………..... 58
Table 4.5 : The Schedule of Cycle II……………………………………… 80
Table 4.6 : The Comparison between Cycle I and Cycle II………………. 99
Table 4.7 :The Comparison of the Students’ Writing Scores.....……...….. 104

xii
 LIST OF FIGURES

Page
Figure 1 Scheme of Action Research by Kemmis and
McTaggart…………………………………………….. 40

xiii
 USING PICTURE SERIES TO IMPROVE THE WRITING ABILITY OF
THE EIGHTH GRADE STUDENTSAT SMP NEGERI 2 WONOSARI
IN THE ACADEMIC YEAR OF 2013/2014

Evi Amalia Mayasari

10202241055

ABSTRACT

The objective of this research was to improve the eighth grade students’
writing ability by using picture series in SMPN 2Wonosari.
This was an action research study which consisted of two cycles. The
procedures of the research were reconnaissance, planning, action and observation,
and reflection. The researcher collaborated with the English teacher and the
collaborators. The subjects of the research were VIIID students of SMPN
2Wonosari in the academic year of 2013/2014. The class consisted of 30 students.
The data were obtained by observing the teaching and learning process,
interviewing the students and collaborators, holding discussions with the
collaborators, giving tests, taking pictures, and recording the teaching and
learning process. The instruments used in this research were observation checklist,
interview guidelines, and scoring rubrics. The data from the observation and
interview were analyzed by making qualitative descriptions while the data from
the pre-test, Cycle I, and post-test were analyzed by comparing the mean score of
the students’ writing scores.
The research results showed that the use of picture series was able to
improve the students’writing ability. Based on the qualitative data, picture series
could help the students to generate and organize their ideas. They also helped the
students to guess the meanings of some words and showed the students the actions
done by the characters of the story. Some detailed exercises given such as the
crossword, pictures matching, and the vocabulary box could support the action in
improving the students’ writing ability. The picture series and compliments could
improve the students’ motivation in learning English. Based on the quantitative
data, the students’ mean score for the writing skill was improved from 64 in the
pretest to 80.25 in the posttest.

Keywords: picture series, writing ability.

xiv
 CHAPTER I
INTRODUCTION

A. Background of the Problem

Writing is one of the skills that has to be learned by English learners. It is

a productive skill that can help them to be able to express their ideas into good

readable written forms. Therefore, by learning writing, they can be able to

communicate effectively through the written way. Besides, the writing skill will

also be a skill that is dominant after the speaking skill since communication and

business matters will be done alot through writing. Having a good writing skill

will help students to apply for jobs, write academic writings, and formal letters.

Based on Peraturan Menteri Pendidikan Nasional Republik Indonesia

(Permendiknas) Nomor 23 Tahun 2006, the aim of teaching and learning writing

in junior high school is to make students able to express meanings in interpersonal

and transactional language, both informally and formally, in the form of recount,

narrative, procedure, descriptive, and report in the daily life context.

Furthermore, the standard of competency of writing for Grade VIII students is that

students should be able to express meanings of written functional texts and short

simple essays in the form of recount and narrative texts accurately, fluently, and

acceptably to interact with the closest environment. Therefore, junior high school

students are expected to have good writing ability.

Writing is a complicated skill that needs processes and many aspects to

be considered. Brown (2001: 335) states that written products are the result of
1
 2

thinking, drafting, and revising that require specialized skills on how to generate

ideas, how to organize them coherently, how to use discourse markers and

rhetorical conventions coherently into a written text, how to revise a text for

clearer meaning and how to edit a text for appropriate grammar and how to

produce a final product. There are many aspects that have to be paid attention to

to make a good piece of writing. Since English is a foreign language in Indonesia,

some writing aspects such as grammatical rules, organization of ideas, motivation

to write, and vocabulary mastery can be some of the problems faced by students.

Silva (1993: 657) in Brown (2001: 339) states that second language writers did

less planning, and less fluent in writing (use fewer words), less accurate (made

errors), and less effective in stating goals and organizing material. Because

English is a foreign language in Indonesia, the different sentence structure

between English and Bahasa Indonesia also becomes one of the factors that makes

the students find it difficult to write in English.

The same problem also faced by Grade VIII students of SMPN 2

Wonosari. The students of Class D have problems in learning writing. Based on

the result of the observation conducted on January 22nd, 2014, there were some

problems in the teaching and learning process of writing. Students had difficulties

in generating and developing their ideas. They spent much time in finding the

ideas. Thus, many of them could only write some sentences and could not develop

their ideas well.

 3

Another problem faced by the students was they could not write well

organized paragraphs. Many of them did not pay attention to the organization of

the text so their writing was not cohesive and coherence. Besides, grammar rules

also became one of the other problems. The students often found it difficult to

learn grammar. They had difficuties in using the appropriate grammar rules, in

this case was tenses, for a certain text. In the observation, many students still used

the present tense in writing a recount text. Moreover, they also had difficulties in

choosing the diction. Many of them used inappropriate collocations and words for

their writing because of their lack of vocabulary mastery.

Furthermore, based on the interview conducted to some students, many

of them considered English as a difficult subject and they often found that writing

in English was difficult and complicated. Therefore, many of them were less

motivated to learn writing. The media that are used in the teaching and learning

process could not attract the students’ attention. In fact, media are one of

important aspects that can help the teacher to deliver his/her message. Related to

the problems, media can be used to help students to learn writing. One of the

media that can be used by the teacherin teaching writingis picture series.

According to Wright (1989: 2) pictures contribute to increase the students’

interest and motivation, make the students have sense of the context of language

and pictures can be a specific reference point or stimulus. Picture series can

enhance students’ motivation in learning writing. Besides, picture series can help

students to generate the idea. Yunus (1981:49) states,“ A picture series is a

 4

number of related composite picture linked to form a series of sequences. Hence,

its main function is to tell a story or sequence of events.” Because picture series

contain a story or a sequence of events, they can help students to generate and

develop their ideas. They also can help the students to organize their writing as

they consist of a series of pictures that can help them to see the steps and the

order. They will help the students to develop their imagination and integrate their

paragraphs to produce coherent and well organized writing.

Considering the problems above and the advantages of using picture

series to improve the students’ writing ability, it is necessary to conduct research

on improving the writing ability of the students of SMPNegeri 2 Wonosari by

using picture series.

B. Identification of the Problem

Based on the result of the observation conducted in SMPN 2 Wonosari

on January 22nd, 2014, there were four problems faced by Grade VIIID students in

learning writing.

The first problem is the difficulty of generating ideas. The students had

difficulties in it. The idea was one of the very important aspects in writing. The

writers’ ideas were reflected in the content of their writing so to make a good

writing, students had to be able to generate and develop their ideas. Meanwhile,

many of the students of class VIII D found it difficult to find the ideas in writing

their story. They often felt confused at what to write and needed a long time to
 5

generate the ideas. The difficulty of generating the idea was also shown in the

result of their writing where they could only write some sentences without fully

developed the content of their writing.

The second problem is about the organization of the text. The students

had difficulties in organizing their writing. The organization of the text was one of

the important aspects that had to be paid attention to make a good piece of

writing. The students had to be able to make a coherence, cohesive, and well-

organized text. Based on the result of the observation, they had difficulties in

writing well-organized writing. Many of them were not able to organize their

ideas in logical order so their writing was not cohesive and coherent.

The third problem is in terms of grammar and vocabulary. Grammar and

vocabulary were very important to express the students’ ideas into a readable text.

However, the students found it difficult to apply the appropriate grammar in their

writing. In the observation, they were asked to write a recount text but many of

them still used the present tense in their writing. Meanwhile, in term of

vocabulary, the students had limited vocabulary mastery. They also had

difficulties to choose the appropriate words for a certain context in their writing.

The fourth problem is related to the media used in the teaching and

learning process. The media that were used could not attract the students’

attention and made them less motivated in learning English. In fact, media were

very useful to bridge the teacher’s explanation to the students and make the

teaching and learning process more interesting.

 6

In short, many problems were faced by the students in learning writing

which were also became obstacles for them to be able to produce a good writing.

Based on these problems, the researcher decided to conduct a classroom action

research to overcome the problems. She proposed to use picture series as media in

teaching writing as they could help the students generate and organize their ideas.

C. Limitation of the Problem

Related to the actions, the researcher limited the space, the time, and the

topic of the research. She chose one class of grade VIII. The class was Class D.

The research was conducted in two cycles during semester 2 in the academic year

of 2013/2014. The text taught in this research was a narrative text containing two

main topics. The topics were Stories from Other Countries and My country’s Folk

Tales.

The researcher believed that there are many media that can be used to

solve the problems. In this case, she proposed to use picture series as the teaching

aid in teaching writing. The reason why she chose them is because they give the

detail of the events of each picture. They can help the students to generate their

ideas by looking at the pictures. They also can help the students to organize their

writing as they can see the order from the pictures. They are also attractive visual

media that can attract the students’ attention. Implementing picture series was

hoped to improve the students’ writing ability.

 7

D. Formulation of the Problem

Based on the identification of the problem and the limitation of the

problem presented above, the research question can be formulated in this

question. How can picture series be used to improve the writing ability of the

eighth grade students at SMPN 2 Wonosari?

E. The Objective of the Study

Related to the formulation of the problem, the aim of the study is to

improve the writing ability of the eighth grade students at SMPN 2 Wonosari by

using picture series.

F. Significance of the Study

1. For English teachers of SMPN 2 Wonosari

The research can be used as a reference for teachers in selecting

appropriate media in teaching writing in order to improve the students’ writing

ability.

2. For the students of Grade VIII in SMPN 2 Wonosari

The result of the research can be used to give the students new

experience and motivation to help them to improve their writing ability.

3. For further research

This study can be a useful source for other researchers who conduct

research on using picture series to improve the writing skill or other skills.
 8

4. For Course Book Writers

The result of the research can be used as a reference in designing course

books which give information that pictures series can be used in writing

activities.

5. For Material Developers

The findings of the research can be used as references in developing

teaching materials in the writing lesson.

 CHAPTER II
LITERTURE REVIEW AND CONCEPTUAL FRAMEWORK

A. Review of Theories

1. Theories of Writing

a. Definitions of Writing

Writing is one of the four language skills that has to be learned by

students at school. Writing is the last stage that students have to learn after they

are able to listen, speak, and read. Writing is an important skill that helps students

to communicate in the form of writing. As stated by Brown (2001: 3) education

(including numeracy and literacy) is desirable for the whole population, not only

for the efficient running of society, but also for fulfillment and advancement of

individuals. Because of this reason, it is important for students to have a good

writing ability. However, writing is not as simple as writing symbols and words

but writing is a more complex activity. Writing is different from speaking which

can be naturally acquired as it gets a lot of exposure. Grabowski (1996) in Weigle

(2002) states that writing, as compared to speaking, can be seen as a more

standardized system which must be acquired through special instruction. On the

other hand, writing has to be learned consciously because there are many aspects

that have to be considered and paid attention to make a good piece of writing.

Writing belongs to the productive skill as it produces languange to

communicate. Spratt, Pulverness, and Williams (2005:26) state that writing and

speaking belong to productive skill because speaking and writing produce

9
 10

language rather than receive it. Therefore, writing is a product that can be one of

the indicators whether the students have achieved the goal of the teaching and

learning process or not.

Besides, writing is also both a mental activity and a physical activity.

Nunan (2003:88) states that the nature of writing can be defined as both mental

and physical activities that is aimed to express and impress. Writing is a mental

activity because the writer has to be able to commit the idea and it is a physical

activity because the writer has to be able to express and organize the idea into a

readable text. Brown (2001: 335) also states that written products are the result of

thinking, drafting, and revising that require specialized skills on how to generate

ideas, how to organize them coherently, how to use discourse markers and

rhetorical conventions coherently into a written text, how to revise the text for

clearer meaning and how to edit the text for appropriate grammar and how to

produce a final product. It can be assumed that writing contains both physical

activity where students are expected to know how to arrange the words and

mental activity where students have to be able to invent and express the ideas.

Therefore, in order to make a good piece of writing, a writer has to be able to

know how to generate the idea, organize it into a cohesive writing, and has good

knowledge in some aspects of writing such as grammar, punctuation, and

vocabulary.

Hayes (1996) in Weigle (2002: 20) has another definition of writing

where writing is not simply learning about grammar and vocabulary. He states
 11

that writing is also social because it carries out in a social setting. The content, the

way the writer writes, and to whom the writer writes are shaped by the history of

social interaction. In learning writing, it is also important to learn the culture of

the native speakers in order to make the writing understandable and acceptable. It

can be assumed that teachers also have to teach the students the culture in order to

be able to deliver the exact message of the writing.

Hayes (1996) in Weigle (2002: 25-26) also states that the process of

writing involves three main cognitive activities, involving text interpretation,

reflection and text production. Text interpretation is the process of creating

internal representations derived from linguistics and graphics input. Reflection is

a process of creating new internal representations from the existing

representations. Text production is the last process in which new written

linguistics forms or graphic output are produced from the internal representations.

Therefore, to produce a writing there are some processes that the writer has to go

through.

Based on the theories of writing above, it can be concluded that writing is

a productive skill which is an activity of inventing ideas and feelings, organizing

it, and expressing it with the right words into a good piece of writing.

b. Processes of Writing

In learning writing, students cannot only focus on the product or the

output but they also have to pay attention to the process of writing itself. A writer
 12

has to go to some stages in producing a good piece of writing. Harmer (2004:4-6)

suggests four main stages of the writing processes. They are planning, drafting,

revising, and final drafting.

The first stage of the processes is planning. In this stage students plan

what they are going to write and decide what they are going to say. There are

three main issues that have to be paid attention in planning a writing. The first one

is they have to consider the purpose of the writing. The second is the audience

they are writing for and the third one is the content structure of the piece. In the

planning stage, students have to consider those three elements because those three

elements can influence the shape of the writing, the choice of language, and the

sequence of ideas.

The second stage is drafting. At this stage, students begin to write down

their ideas. The drafts that they made can be amended later. They also can make

outlines of things that they are going to write.

The next stage is editing. After making the drafts, students can check

their drafts to know where it works and where it does not. To reflect and revise

their drafts, they can ask other readers to comment and make suggestions.

The last stage is final version. After editing the drafts and change things

that are necessary to be changed, students can make their final version. It is the

final product that is ready to be sent to the readers.

In short, all of the five stages are important to be applied to students in

practice writing. It is done to make the students not only focus on the product but
 13

also pay attention to each stage of writing process in order to produce a good final

product.

c. Microskills and Macroskills of Writing

Brown (2004: 221) mentions a list of the microskills and macroskills of

writing. The microskills and macroskills are presented below.

Microskills

1) Produce graphemes and orthographic patterns of English.

2) Produce writing at an efficient rate of speed to suit the purpose.
3) Produce an acceptable core of words and use appropriate word order patterns.
4) Use acceptable grammatical systems (e.g. tense, agreement, pluralization),
patterns, and rules.
5) Express a particular meaning in different grammatical forms.
6) Use cohesive devices in written discourse.

Macroskills

7) Use the rhetorical forms and conventions of written discourse.

8) Appropriately accomplish the communicative functions of written texts
according to form and purpose.
9) Convey links and connections between events and communicate such
relations as main idea, supporting idea, new information, given information,
generalization, and exemplification.
10) Distinguish between literal and implies meanings when writing.
11) Correctly convey culturally specific references in the context of the written
text.
12) Develop and use a battery of writing strategies, such as accurately assessing
the audience’s interpretation, using prewriting devices, writing with fluency
in the first drafts, using paraphrases and synonyms, soliciting peer and
instructor feedback, and using feedback for revising and editing.

The macroskills and microskills of writing have to be considered in order

to make a good writing. Microskills and macroskills of writing are also important

as the base in conducting writing activities.

 14

2. Teaching Writing

a. Differences between L1 and L2 Writing

Writing is a complicated skill which has many aspects to consider in

making a good one. There are some obstacles that are faced by second language

learners in learning writing. English is a foreign language in Indonesia so many

students find it difficult in learning writing. Therefore, teachers have to find ways

in order to teach them effectively.

Related to second language writing, Silva (1993: 688) in Weigle

(2002:36) states the differences between first and second language writing. He

finds that writing in a second language tends to be more constrained, more

difficult, and less effective than first language. Silva (1993: 657) in Brown (2001:

339) also states that second language writers do less planning, and less fluent in

writing (use fewer words), less accurate (made errors), and less effective in stating

goals and organizing material.

Weigle (2002:36) states that second language writers may find

difficulties in the cognitive process of writing because of the limited language

proficiency. They often find problems in grammar rules that is different from their

first language and limited vocabulary mastery that become the obstacles in

expressing their ideas. These will also affect the content of their writing that

cannot be fully expressed.

Second language learners also have limited linguistic resources. Because

of this reason, they may be disadvantaged by the social and cultural factors where
 15

they may not have awareness of the social and cultural uses of writing in the

second language and the appropriate ways to express some functions (Weigle

2012: 36). Cultural and social factors are very important for writersto be learned

in order to be able to convey the message to the readers. Understanding the social

and cultural factors will also help the writers to make a good readable text.

Considering these differences, Silva (1993: 670) in Brown (2001: 339)

gives some pedagogical implications. They are a) it is important to determine

appropriate approaches to writing instruction for L2 writers in different contexts,

b) writing teachers need to be equipped to deal effectively with the sociocultural

and linguistic differences of L2 students, and c) the assessment of L2 writing may

need to take into account the fundamental differences between most L1 and L2

writing. Because English is a foreign language in Indonesia, there are limited

sources of English that can be found by students. Therefore, teachers have to

consider some implications above in teaching writing.

In summary, writing in second language is more difficult and

complicated. As English is a foreign language in Indonesia, students also find

many difficulties in producing good writing. Teachers have to applyappropriate

approaches and equip the students with many writing aspects when teaching

writing.
 16

b. Strategies in Teaching Writing

Writing is one of four skills that teachers has to teach to students. In

order to make the students to be able to produce good writing, teachers have to be

able to implement good strategies in teaching them. Harmer (2004: 11) proposes

some strategies that need to be considered when teaching writing.

1. The way teachers get students to plan

Teachers should encourage students to think about what they are going to

write by planning the content and the sequence of what they will put down on

paper. There are some ways in doing this. The most common ways are

brainstorming and guided task. Brainstorming can be done in pairs or groups to do

a discussion. Guided task includes activities which leads the students for a

forthcoming task. Besides encourage students about the content, teachers also

should encourage them about the purpose and the audience of their writing.

2. The way teachers encourage students to draft, reflect, and revise

Students need to be encouraged to reflect what they have written and

learn to believe that their drafts are not their final products. They still have to

reflect and revise it. Students can work together in pairs or groups to respond to

each other’s ideas (both in terms of language and content), make suggestions for

changes, and contribute to the success of the finished product.

3. The way teachers respond to students’ writing

There are some ways for teachers to respond to students’ writing. The

first is respond to a work in progress. It can be applied when the activities are
 17

done in groups. Teachers can talk to one of the students or write a suggestion for

them. The second way is by giving reformulation to them. Teachers write their

own version of a good writing and students can compare theirs to it. The third way

is peer response. The students can discuss together and give comments to each

other’s work.

Besides those strategies suggested by Harmer (2004), Brown (2001:346-

356) suggests some principles for designing writing techniques. The principles are

very important when teachers are designing a technique to teach writing.

1. Incorporate practices of “good” writers

In finding a good technique, teachers should consider various things that

efficient writers do. The techniques that are used by teachers should include some

of the practices such as focus on goal in writing or main idea in writing,

perceptively gauge the audience, spend some time planning to write, easily get the

ideas, follow the general organization of the texts, consider the grammar, revise

the works, and make as many revision as needed. Therefore, teachers should

consider these aspects in designing the technique of teaching writing in order to

make the students have good writing ability.

2. Balance process and product

Writing is a composing process that needs multiple drafts. Teachers as

guides and responders have to be able to lead students through the appropriate

stages of the process of composing. Teachers also have to make sure that students
 18

can produce a clear, articulate, well-organized, and effective piece of writing as a

final product.

3. Account for cultural or literary background

Writing is not only about grammar and vocabulary. Cultural or literary

background is also one of important aspects that teachers have to pay attention.

Teachers have to make sure that students understand. If there are some apparent

contrasts between students’ native tradition and those that teachers are going to

teach, teachers have to help them understand what they are accustomed to and

bring them to use acceptable English rhetoric.

4. Connect reading and writing

There is a relation between reading and writing. Students can learn how

to write by observing or reading the written words. By reading and studying texts,

they can get much information about what to write in their writing and about how

to write a good writing.

5. Provide much authentic writing

The meaning of authentic writing is that the purposes for writing are

clear to students, the audience is specified overtly and there is some intent to

convey meaning, displaying and sharing writing to add authenticity. There are

some activities can be conducted by teachers that can be seen as authentic writing,

such as publishing a class newsletter, writing letters to people outside the class,

resuming, and writing advertisements.

 19

6. Frame the process of writing

Teachers have to guide students to learn about the processes of writing

which are framed into three stages. They are prewriting, drafting, and revising.

The prewriting stage encourages the generation of ideas which can be done in

many ways such as by reading a passage, skimming or scanning a passage,

brainstorming, listing, and clustering. Drafting and revising stages are the core of

writing processes. Several strategies that can be applied to the drafting and

revising are getting started, optimal monitoring of one’s writing, peer reviewing

for content, editing grammatical errors, reading aloud technique and proofreading.

7. Provide interactive techniques

Interactive learning is an effective technique in teaching writing to the

students. Writing techniques that focus on purposes other than compositions (such

as letters, forms, and memos) are subjects to principles of interactive learning.

Group collaboration, brainstorming, and critiquing are some of writing focused

techniques that can be applied by teachers.

8. Apply methods of responding to and correct the students’ writing

Teachers can respond and correct the students’ writing from the drafting

and revising stages. Teachers’ responses are very important for students in the

process of making final products. Teachers as guides and facilitators indeed have

to assume and judge students’ writing but also give comment that make students

to be better.
 20

9. Instruct students on the rhetorical, formal conventions of writing clearly

Each type of writing has its formal properties. Because not all of the

students can understand it directly and easily, teachers have to teach them

explicitly. They can use reading approach to writing in teaching the students.

c. Approaches in Teaching Writing

There are many approaches in teaching writing such as product-oriented

approach and process-oriented approach. Product approach focuses on the final

product as stated by Nunan (1999: 272) that product approach focuses on the final

product, coherent, and error-free text. It focuses on tasks in which the learners

imitate, copy, and transform models provided by the teacher and/ or the textbook.

However, nowadays many teachers implement process-oriented approach.

Process-oriented approach concerns on how writing is produced. Nunan

(1999:272) states that the process approach focuses on the steps that are involved

in drafting and redrafting a piece of work. In this approach, the final product is not

the one and only thing that is important but the students are given chances to

experience and practice the process of writing from organizing the idea, planning,

revising, to editing the writing. Kroll (2001: 220-221) in Hasan (2010: 79) also

defines process approach as follows:

The “process approach” serves today as an umbrella term for many

types of writing courses …. What the term captures is the fact that
student writers engage in their writing tasks through a cyclical
approach rather than a single-shot approach. They are not expected
to produce and submit complete and polished responses to their
writing assignments without going through stages of drafting and
 21

receiving feedback on their drafts, be it from peers and/or from the

teacher, followed by revision of their evolving texts.

Therefore, process approach focuses on more varied classroom

activities. In this approach, the teacher does not act as the only one who controls

the activities in the class. In process-oriented approach, the teacher facilitates,

guides, and gives the students feedback. The collaboration between the students

and the teacher is necessary to develop the students’ skills over several drafts

(Furneaux(1998) in Tangkiengsirisin (2006)).

The activities in the process approach are also designed for the students

to be the ones who create the language. Brown (2001:335-336) mentions the

activities done in process-oriented approach. They are:

a) focus on the process of writing that leads to the final written products;
b) help students to understand their own composing process;
c) help them to build repertoires of strategies for prewriting, drafting, and
rewriting;
d) give students time to write and rewrite;
e) place central importance on the process of revision;
f) let students discover what they want to say as they write;
g) give students feedback throughout the composing process (not just on the
final product) as they attempt to bring their expression closer and closer to
intention;
h) encourage feedback from both the instructor and peers;
i) include individual conferences between teachers and students during the
process of composition.

Based on the theory above, Product approach focuses on the final product

and process approach concerns how a text is produced. Process-oriented approach

takes the importance of letting the students experience each stage and process of

producing their own writing. Teachers need to balance between the process and

product in teaching writing.

 22

d. Types of Classroom Writing Performances

There are some types of writing performances that can be done in the

class. According to Brown (2001: 343-344) there are five major categories of

classroom writing performance.

1. Imitative, or writing down

In this classroom writing performance the students simply write down

English letters, words, and possibly sentences in order to learn the conventions of

the orthographic code. Some forms of dictations belong to this category.

2. Intensive, or controlled

Intensive writing often appears in controlled written grammar exercises.

Controlled writing form that is commonly used is a task where the students have

to change a given paragraph based on a given structure. In guided writing, the

teacher’s control is loosen but still offers a series of stimulators for the students.

Another form of controlled writing is a dicto-comp.

3. Self-writing

Self-writing is a writing with only the self in mind as an audience. The

examples of self-writing are note-taking, where the students take notes during a

lecture for the purpose of later recall, and diary or journal.

4. Display writing

Short answer exercises, essay examinations, and even research reports

will involve an element of display for all language students. Display writing

technique is one of the academic stuff that has to be learned by the students.
 23

5. Real writing

Real writing aims at the genuine communication of messages to an

audience in need of the message. Real writing can be in the forms of an academic

writing, vocational or technical, and personal scope.

Based on the theory above, it can be concluded that there are five types

of classroom writing performances which have different levels of difficulty. In

writing class, the teacher can teach the students the five types of classroom

writing performances from the easiest one to the most difficult one.

e. The Roles of Teachers in Writing

Teachers have important roles in teaching writing. There are many kinds

of teachers’ roles in different types of classroom writing performances. According

to Brown (2001:340), the role of teachers must be as facilitators and coaches, not

authoritative directors and arbiters. As facilitators, teachers should offer guidance

on helping the students to engage in the thinking process of composing but still

respect their opinions. In this role, teachers have to be able to guide the students

on understanding their writing and help them in every stage of the processes of

making a good writing. In giving them guidance, teachers still have to give the

students opportunities to speak out their ideas and opinions so that they can learn

to develop their ideas. Furthermore, Reid (1993:273) points out that instead of

entering the conversation of composing, drafting, their interests and experiences,

it is better for teachers to provide feedback that respects students’ values and
 24

beliefs. Based on the theory, teachers should not act as the only ones who control

the activity and the writing process in the class because the students also have to

develop their own ideas and their critical thinking. Teachers should provide

guidance and feedback for the students in the process of writing.

Teachers have to realize that they have important roles in every stage of

the writing processes to help the students to produce a good piece of writing. In

relation to teachers’ roles, Harmer (2001:261-262) adds some of the teachers’

roles in teaching writing. They are 1) teachers as motivators, 2) teachers as

resources, 3) teachers as feedback providers.

For the first role, as motivators,teachers should be able to motivate the

students in learning. They also have to create a comfortable classroom atmosphere

that will make the students feel comfortable in order to help them to generate the

ideas. Teachers also should persuade and tell the students about the importance of

the activities that are done. They also have to encourage the students to always put

much effort and work hard in order to get maximum result. A creative writing

activity can be one of interesting activities that can be used by teachers in order to

motivate students in learning writing.

The second role is teachers as resources. As resources, teachers are one

of students’ sources during the processes of writing. Teachers should be able to

supply students with information that they do not know yet or information that

can be the topic of the writing. Besides providing information, teachers also

should be ready to supply language because students need various vocabulary to

 25

write their work. In this role, teachers are available for giving advice and

suggestions for the students in a constructive and tactful way during the process. It

can be said that teachers should provide enough knowledge for the students to

help them in each stage of writing processes. They also should always be

available in the process of writing to help students and give them advice.

The third role is as feedback providers. Giving feedback is very

important in writing as students can reflect from the feedback given by teachers.

Teachers should respond and comment positively and encouragingly to the

content of what the students have written. In giving feedback, teachers should

know and choose what and how much to focus on what students need at this

particular stage of their studies and on the tasks they have undertaken. In

conclusion, teachers should give useful feedback for the students that still respect

their opinions.

As summary, teachers have important roles in teaching writing. Teachers

have to realize and be responsible to their roles as facilitators, motivators,

resources, and feedback providers.

f. Teaching Writing in Junior High School

According to the school-based curriculum that is developed by BSNP

(2006) the purposes of teaching English in Junior High School in Indonesia are:

1) developing the students’ oral competence and writing competence in order to

achieve functional literation level,

 26

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

Indonesia’s competitiveness at the world’s level,

3) developing students’ understanding on the relationship between cultures and

language.

Related to school based curriculum, National Education Department has

proposed the aim of teaching writing in junior high school and also the standard

competence and basic competence that can be used by teachers in teaching

writing. Based on Peraturan Menteri Pendidikan Nasional Republik Indonesia

(Permendiknas) Nomor 23 Tahun 2006, the aim of teaching and learning writing

in junior high school is to make students able to express meanings in interpersonal

and transactional language, either informally or formally, in the form of recount,

narrative, procedure, descriptive, and report in the daily life context.

Furthermore, the standard of competence and the basic competence of Grade VIII

students of junior high school in the second semester are presented as follows.

Table 2.1: Standard of Competence and Basic Competence of Junior

High School Students Grade VIII Semester 2
Standard of competence Basic competence
12. Expressing meanings of 12.1 Expressing meanings of short
written functional texts and functional text using written language
short simple essays in the form accurately, fluently, and acceptably in
of recount and narrative texts daily life contexts.
to interact with the closest 12.2 Expressing meanings and rhetorical
environment. steps within short essays using
written language accurately, fluently,
and acceptably in daily life contexts
in the form of recount and narrative
texts
 27

The curriculum in SMPN 2 Wonosari was developed based on School-

Based Curriculum (SBC). Based on the standard of competence and the basic

competence above, Grade VIII students in the second semester are expected to be

able to express meaning in the form of recount, narrative texts and some short

functional texts such as announcement, advertisement and invitation. In this

research, the researcher focused on one type of texts only which was narrative

texts.

Table 2.1: Microskills and Basic Competence in the Research

Microskills Basic Competence

1) Produce graphemes and
orthographic patterns of English. 12.2 Expressing meanings and
2) Produce writing at an efficient rate rhetorical steps within short essays
of speed to suit the purpose. using written language accurately,
3) Produce an acceptable core of fluently, and acceptably in daily life
words and use appropriate word contexts in the form of recount and
order patterns. narrative texts
4) Use acceptable grammatical
systems (e.g. tense, agreement,
pluralization), patterns, and rules.
5) Express a particular meaning in
different grammatical forms.
6) Use cohesive devices in written
discourse.

g. Text-Based Instruction
Text-based instruction (TBI), also known as a genre-based approach, sees

communicative competence as involving the mastery of different text types

(Richards, 2006:36). Furthermore, he states that a text is used in specific contexts

in specific ways. It can be in the form of casual conversation, conversational

exchange, and telephone calls. He says that all the uses of language can be
 28

considered as a text in that it exists as a unified whole with beginning, middle, and

end, it confirms to norms of organization and content, and it draws on appropriate

grammar and vocabulary.

Feez and Joyce (1998) in Richard (2006:36) states TBI involves some

activities:

1) Teaching explicitly about structures and grammatical features of spoken and

written texts
2) Linking spoken and written texts to cultural context of their use
3) Designing units of works which focus on developing skills in relation to
whole texts
4) Providing students with guided practice as they develop language skills for
meaningful communication through whole texts.

Furthermore, they proposes some phases of Text-Base Approach. They are:

1) Building the Context

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

model of the text type being studied. They also explore features of the general

cultural context in which the text type is used and the social purpose of the

text. They also explore the context of the situation by investigating the

register of a model text.

2) Modeling and Deconstructing the Text

In this stage, students investigate the structural pattern and language feature

of the model and compare the model with other examples of the same text

type.
 29

3) Joint Construction of the Text

Students begin to the construction of whole examples of the text type and the

teacher reduces the guidance to the text construction. Some activities that can

be used by the teacher are skeleton texts, jigsaw, and a dicto-gloss.

4) Independent Construction of the Text

In this stage, students work independently and their work are used for

achievement assessment.

5) Linking to Related Texts

Students investigate how/what they have learned in this teaching/ learning

cycle can be related to other text in the same or similar context and future or

past cycles of teaching and learning.

As summary, Text-Based Instruction can be one of approaches that can

be used by teachers. It involves many types of texts and there are also some

phases in implementing the approch.

h. Media in Teaching and Learning

Media is one of the great factors in the teaching and learning process. It

has been recognized that media can help the students to understand the material

better and help the teacher to teach more effectively. Media used to deliver

message in the teaching and learning process and building the bridge between the

gap of the teacher’s explanation and the students’ comprehension.

 30

Mohan et al. (2001) in Naz et al.(2008) state that if the media are

properly designed, skillfully produced and effectively used have great influence

on teaching & learning because they produce impact of:

1) saving time,

2) increasing interest,

3) holding attention,

4) clarifying ideas,

5) reinforcing concepts,

6) adding tone,

7) proving a point,

8) aiding memory.

Based on the theory above, the use of media has good impacts in the

teaching and learning process if the media are designed properly. Media can be in

various forms. They can be in the form of videos, audios, pictures, and diagrams.

Smaldino et al. (2005:9) mention six media used in learning and instruction. They

are:

a. Text. It is alphanumeric characters that can be displayed in various types of

formats, such as book, poster, chalk board, and computer screen.

b. Audio. It refers to anything that we can hear. It can be in the form of a

person’s voice, music, mechanical sounds, and noise. It can be live or

recorded.
 31

c. Visual. It is highly used to promote learning. It can be in the form of

diagrams on a poster, drawing on chalkboard, photographs or pictures,

graphics in books, and cartoons.

d. Motion media. They are media that show motion. Examples of motion media

are video-tape and animations.

e. Manipulatives. They are three dimensional media that can be touched and

handled by the students.

f. People. These can be teachers, students, or subject-matter experts. People are

critical to learning because students learn from teacher, other students, and

other people.

Furthermore, in selecting the media, there are some factors that teachers

need to be considered. Sugeng (2010:166-169) mentions four components to

consider in selecting media.

1. The instructional components

The instructional components in this case are the instructional objective,

the learners, and the teacher. The first is about the instructional objective. There is

always the learning objective in every learning process. Because of this reason,

the teacher has to consider the learning objective in selecting the media to teach

the students. The teacher should choose media that are suitable for the objective

so that the media can function appropriately and effectively.

The second is about the learners. The selecting of media should consider

the learners’ characteristics. The media used should be suitable for the students’
 32

level of proficiency, competence, ability, needs, and interest. The third is about

the teacher. Teachers can choose the media based on their preferences.

2. The instructional technique

In this case, the teacher has to consider the learning technique used in the

classroom interaction. It is because different techniques or methods used will use

different media.

3. The situational factors

The teacher has to consider the logistic and situational factors. For

example, the time, and the cost needed in preparing the media.

4. Students’ involvement

It is important that the media can improve the students’ involvement

in the teaching and learning process. One of the characteristics of good classroom

interaction is enough students’ involvement in the use of media.

As summary, media make the teaching and learning process more

effective and there are various media can be used to teach the students. One of the

visual media can be used in the teaching and learning process is pictures. In this

research, the researcher focused on the use of picture series as media in teaching

writing.

i. Picture Series as Visual Media in Teaching Writing

As stated before there are many types of media can be used in teaching

writing. Media plays some important roles in the teaching and learning process.
 33

Media also available in many kinds of forms that can be used to support the

teaching and learning process.

One type of media that is commonly used is visual media. Smaldino et al.

(2005: 82-83) state the roles of visual media in instructional processes.

1. Providing a concrete reference for ideas. Words do not usually look or sound

like what it is supposed to be but visuals are iconic that can help people to

represent what it is. Visuals are also easier to be remembered than words and

they also can motivate the learners by getting and holding their attention, and

generating their emotional response.

2. Simplifying information which is difficult to understand. There are some

information or things that are difficult and complicated to explain with words.

By using visual media, the information that are difficult to explain with words

can be described clearly, for example is the use of diagram.

3. Functioning as a redundant channel. A visual can give a different

representation when supporting spoken or verbal language. It helps the

listeners or readers comprehend visually what they miss verbally.

Pictures as one of the visual media also can be an effective teaching aid

in teaching writing. There are some functions of pictures as the teaching aid in

teaching writing. Wright (1989: 2) states that pictures contribute to increase the

students’ interest and motivation, make the students have sense of the context of

language, and pictures can be a specific reference point or a stimulus. Harmer

(2007: 178) says that ‘Pictures can be in the form of photographs or illustrations
 34

(typically in a textbook)’ and ‘facilitate learning’. He also says that colourful

pictures and illustrations are often entertaining to look at. Pictures as

‘ornamentation’ appeal to students and engage them. From the theory, it can be

concluded that pictures have many benefits for teaching writing by improving the

students’ motivation and helping them to generate their ideas.

Pictures as visual media can be gotten from many sources, such as

newspapers, magazines, and the internet.However, teachers have to be careful and

choose the appropriate pictures that are feasible for the students and the learning

objective. Wright (1989: 3) mentions some criteria to select pictures to be used as

the teaching aid. The first is it is easy to prepare. Teachers should choose the one

that is easy to prepare and not complicated as it is used as the teaching aid to help

the students to learn writing. The second is easy to organize. Teaching aids that

are easy to organize will not need much time to be prepared so they will not

disturb the teaching and learning process. The third is interesting. Interesting

pictures and activities will attract the students’ attention and improve their

motivation in learning. The fourth is meaningful and authentic. Meaningful and

authentic pictures will help the students to understand the story of the pictures.

The last is sufficient in the amount of language. Based on those criteria, teachers

should choose the appropriate pictures to use as the teaching aid. The use of

theappropriatepictures will make the teaching and learning process more effective.

In this research, the researcher focused on the use of picture series as the

teaching aid in teaching writing. Yunus (1981:49) states, “A picture series is a

 35

number of related composite picture linked to form a series of sequences. Hence,

its main function is to tell a story or sequence of events.” Based on the definition,

picture series enable to help the students to write a narrative text based on some

factors. They will provide the students with a sequence of pictures that has a

function to tell a sequence of events. The detail of each event in the pictures helps

the students generate and develop their ideas. They will also give guidance on the

organization of the text by showing the sequence of events which helps the

students write a well-organized writing. They also can attract the students’

attention to be more motivated in writing by providing colourful and interesting

pictures. They can also give guidance for the students in term of vocabulary that is

possibly used in the story by looking at the pictures and help them guess the

meanings of some words.

In summary, picture series will be effectively help teachers to teach

writing because they can help the students to generate their ideas by looking at

each picture. They also can improve the students’ motivation in learning.

B. Reviews of Related Studies

In the teaching and learning process of writing, there are various teaching

aids that can be applied by the teacher. One of them is picture series. They

provide the students with a sequence of pictures that can help them to generate,

develop, and organize their ideas. There are some similar researchs that had been

conducted before. The result of the research is described as follows.

 36

The first research was conducted by Nurjanah (2012). She conducted

research in the context of English teaching and learning in Indonesia. She

conducted a study for the tenth grade students by using picture series. She used

picture series to improve the students’ writing ability in some aspects which were

content and organization. Furthermore, she used another action which was

picture-based activity to improve the students’ writing skill in terms of vocabulary

and language use. The study showed that after the used of picture series in

teaching writing, the students could generate and organize their ideas. They also

became more motivated to learn English. Picture-based activities conducted also

could help to improve the students’ vocabulary mastery and also their

understanding about the use of simple past tense.

Another study was conducted by Ayuningtyas and Wulyani (2012). They

conducted a study in SMAN 1 Srengat-Blitar. The subjects of their study are the

eleventh grade students and they used picture sequences to improve their writing

skill. They focused on the students’ attitude and the writing products. They

conducted the study in one cycle consisted of two meetings. The research findings

proved that the sequence of pictures could improve the students’ attitude and

writing ability. The students became more active in the teaching and learning

process and in the peer review activity. The result of the questionnare showed that

they gave prositive responses to the use of picture sequences where they were

interested in using picture sequences to help them producing narrative texts. They

also felt that their writing ability was improved. The students’ improvement was
 37

also shown in their writing products. Their mean score showed better

improvement especially in term of vocabulary.

Based on those previous research conducted, it can be concluded that

picture series have a good impact towards the students’ writing ability. They can

help the students to generate and organize the students’ ideas. They also can

improve the students’ motivation. However, in order to have maximum result,

other supporting actions need to be implemented. That is the reason why the

researcher tried to conduct a research on “Using Picture Series to Improve Writing

Ability of the Eighth Grade Students at SMPN 2 Wonosari in the Academic Year

of 2013/ 2014”

C. Conceptual Framework

Writing is one of the four skills that students have to learn and master in

learning English. As stated in the previous chapter, students are expected to be

able to write in English accurately, fluently, and acceptably in the daily life

context.

However, as it has been stated in Chapter I, Grade VIII D students in

SMPN 2 Wonosari had difficulties to write in English. Based on the observation

and interviews with the English teacher and some students, the researcher found

some problems related to the students. First, the students had difficulties to

generate and develop their ideas. Second, they found it difficult to organize their

writing into good, cohesive, and coherent writing.Third, many of them also had
 38

difficulties in using the appropriate grammar rules for a certain text and they also

had limited vocabulary mastery. Many of them also did not really excited to

participate in the teaching and learning process.

Therefore, the researcher wanted to overcome the problems by using

picture series in the writing class. They have many benefits as media in teaching

writing. They can help the students to generate their ideas. By looking at them, it

can help the students express their ideas of what they are going to write. They also

can help the students to organize their writing because they are in the form of

sequences.
 CHAPTER III
RESEARCH METHOD

A. Research Type
This research was a type of action research study. Action research is a

form of self reflective inquiry undertaken by participants in social situations in

order to improve the rationality and justice of their own practices both social and

educational practices, as well as their understanding of these practices and the

situations in which practices are carried out (Carr and Kemmis : 1986) in Burns

(2010: 5). In line with Carr and Kemmis, Koshy (2005: 9) considers action

research as a constructive enquiry, during which the researcher constructs his or

her knowledge of specific issues through planning, acting, evaluating, refining

and learning from experience.

Burns (1999) in McKay (2006: 30) states some characterictics of action

research. First, action research is contextual, small-scale and localized, and

identified and investigated problems within a specific situation. In this research,

the researcher identified the problems faced by the students related to writing.

Second, it is evaluative and reflective as it aims to bring about change and

improvement in practice. Third, action research is participatory as it provides for

collaborative investigation by teams of colleagues, practitioners, and researchers.

In this research, the researcher collaborated with the English teacher in conducting

the research. Fourth, changes in practice are based on the collection of

information or data which provides the impetus for changes.

39
 40

To improve the students’ writing ability, the researcher used the action

research model developed by Kemmis and Mc. Taggart as cited in Burns (2010:

7-9). This model consists of four main steps in each cycle : 1) planning; 2) acting;

3) observing and 4) reflecting.

Figure 1: Scheme of Action Research by Kemmis and McTaggart

B. Research Setting

The research was conducted at SMP Negeri 2 Wonosari which is located

in Jl. Veteran No. 8, Wonosari, Gunungkidul. The actions were carried out in

March - May using the students of class VIII D as the subjects of the research.

The research study was conducted in the second semester of the academic year of

2013/2014. The observation was done on January 22nd, 2014. After the

observation, a pre-test was conducted and Cycle I of the research was done for

three meetings which were on March 19th, 20th, and April 3rd. The Cycle II was
 41

also conducted for three meetings. They were on April 30th, May 14th and May

21st.

C. Research Subject

The subjects of the research were Grade VIII D students of SMPN 2

Wonosari who were in the second semester by the academic year of 2013/2014.

Class VIII D consisted of 30 students. They were chosen based on the observation

and discussion done with the English teacher that they have problems in writing

especially in generating and developing the ideas.

D. Instruments

1. Observation checklist

The observation checklist was used to gather the information during the

teaching and learning process. It was given to the collborator who observed the

researcher during the teaching and learning process. It was also used to gather the

information about what happened in the teaching and learning process, how the

researcher taught and the students’ responses. The data of the observation

checklist were taken from the information collected by the collaborators.

2. Interview Guidelines

The researcher used interview guidelines in the reconnaissance stage and

also in the end of every meeting. In the reconnaissance stage, the researcher

interviewed some of the students and the teacher to know the problems faced by
 42

the students in learning English especially writing and to gather the information

about the teaching and learning process. The researcher also conducted some

interviews with some students and the English teacher at the end of every meeting

to gather the information about the actions implemented in the teaching and

learning process and used it as the reflection for the next meeting.

3. Camera and Recorder

The photograph and video were taken during the teaching and learning

process by the collaborator. They were used to know about the stituation

happened in the teaching and learning process.

4. Writing Rubric

The writing rubric was used to score the students’ work. There were

some categories which were scored using the writing rubric. They were content,

organization, grammar, vocabulary, mechanics. The students’ writing were scored

by the researcher and the English teacher. The scores that were used were gotten

from the pre-test and post-test done by the students. The scores showed whether

there was an improvement before the actions were implemented and after the

actions were implemented. The writing rubric that was used was writing rubric by

H. Jacobs et al. (1981) in Reid (1993: 236-237).

E. Data Collection Techniques

The data were collected in the form of qualitative data and quantitative

data. The qualitative data were in the form of vignettes, interview transcripts,
 43

photographs, and videos got from the observation. The quantitative data were in

the form of the pre-test, Cycle I, and post test scores.

The process of collecting the qualitative data will be explained as follows:

1. Observations

Observations were done to gather the information about the situation

during the teaching and learning process. The first observation was done on

January 22nd, 2014 in order to know the students’ difficuties and the process of the

English teaching and learning before the actions. The observation was also done

during the implementation of the action. It was done to gather information from

live situation. The researcher observed the condition of the teaching and learning

process and the students’ behaviour during the class. During the observation, the

researcher gained data in the form of vignettes, photographs, and videos. The

researcher collaborated with the English teacherand the researcher’s colleagues to

gain the data.

2. Interviews

The interview was done in the reconnaissance step to gather information

about the problems existed in the English teaching and learning process. It also

helped the researcher to identify the problem. Interviews also conducted by the

researcher at the end of every meeting to know the students’ and the collaborator’s

responses about the actions implemented. The data gained from the interview

helped her to reflect on the weaknesses of the actions.

 44

3. Tests

The quantitative data were obtained through tests. Tests were used to

know the students’ improvement in learning English especially writing. The

researcher gave a pre-test and a post-test to the students. The tests given were to

know the students’ writing ability before and after the actions implemented. The

scores gotten from the tests then be analysed by her. The assessment was based on

the writing rubric that consisted of content, organization, grammar, vocabulary,

and mechanics.

F. Data Analysis Techniques

The data collected were in the form of qualitative and qualitative data. To

analyze the qualitative data, the researcher referred to the steps suggested by

Burns (2010: 104-105). In the first step, assembling the data, the researcher

collected all the data, reviewed the initial and looked for board patterns, ideas that

seemed to answer the question. The next step was coding the data where the

researcher coded the data into more specific patterns and identified which data

could be coded qualitatively and quantitatively. The third step was comparing the

data in which the researcher compared the data to see whether they said the same

thing or whether there were contradictions. The fourth step was building meanings

and interpretations. To sense the data, the researcher analysed the data several

times to pose questions, rethink the connections, and develop explanation of the

situation. The last step was reporting the outcome. The researcher described the
 45

context of the research, outlined the findings and provided data samples to support

them, interpreted how the findings related to the context and suggested how the

project could lead to other areas for research.

The quantitative data were collected from the score of the pre-test and

post-test. The researcher analyzed using Excel program to know the comparison

of the students’ mean scores before and after the actions conducted.

G. Research Validity and Reliability

The data gained in the research have to be valid and reliable. According

to Anderson et al. (1994) in Burns (1999) there are five validity criteria that

should be fulfilled to get the valid data in action research. They are democratic

validity, outcome validity, process validity, catalytic validity, and dialogic

validity.

1. Democratic validity

Democratic validity was gained by having discussion with the

collaborators. The discussions were done during the research. The collaborators

were given chances to give their ideas, opinions, comments, and suggestions

toward the research. Some discussions were also held at the end of every cycle to

evaluate the actions implemented and to plan the actions in the next cycle.

2. Outcome validity

Outcome validity was related to the notion of actions leading to outcomes

that were successful within the research context. To fulfill this validity, the
 46

researcher formulated some indicators that measure the improvement of the

students’ writing ability. The data gotten by the researcher were obtained from

assessing the students’ work and also interviewing the students and the

collaborators related to the actions implemented.

3. Process validity

Process validity was related to the criterion to make the action research

believable. To gain this validity, the researcher collected the data by obeserving

and taking notes during the research. The collaborators, as the observers, collected

the data by observing, recording the video of the teaching and learning process,

taking photographs and completing the observation checklists during the research.

4. Catalytic Validity

Catalytic validity is related to the extent to which the researcher allows

the participant to deepen their understanding of the social realities of the context

and how they can make change with it. During the research, she had chances to

learn more about the realities in the teaching and learning process. It also included

the English teacher and collaborators as the people who monitored the research.

5. Dialogic Validity

Dialogic validity is the process of peer review that is commonly used in

the academic research. It was gained by discussing the research findings with the

collaborators. The members of the discussion had the same opportunity to give

comments, opinions, and suggestions for the research.

 47

The researcher also used two kinds of triangulations to obtain the

trustworthiness (Burns: 1999). They are:

1. Time triangulation

The data were collected over a period of time in order to identify factors

that were involved in the actions. The researcher interviewed the students at the

beginning, middle and end of the course. To get the data about the improvement

of the students’ writing skills, she conducted a pre-test and a post-test.

2. Investigator triangulation

Investigator triangulation was fulfilled by involving another party in the

research. The researcher used more than one observer in the same research setting.

She conducted discussions with the collaborators to avoid biased interpretation.

Meanwhile, in order to ensure the reliability, the researcher took the

scores of the students’ writing. She also analysed the data in the form of interview

transcripts and vignettes. To obtain the data about the teaching and learning

process, she interviewed the collaborators and the students after the class.

H. Research Procedures

The researcher used the procedure of action research proposed by

Kemmis and McTaggart (1988: 11-14) in Burns (2010: 8) with some

modification. They are reconnaissance, planning, action and observation, and

reflection.
 48

1. Reconnaissance

The objective of this stage was to find facts and information on the

problems in the field about the students’ writing ability. In order to find the

information, the researcher conducted an observation and interviews with the

English teacher and some of the students. The researcher then conducted a pre-

testto measure the students’ writing skill. After identifying the problems gained

from the interview, observation, and pre-test, the researcher planned actions to

overcome the problems related to the students’ writing ability.

2. Planning

The researcher and the collaborator worked together to find the solutions

that were feasible to overcome the problems. They planned to use picture series as

media in teaching writing to overcome the students’ writing ability problems.

3. Action and observation

In this step, the researcher implemented the action and the collaborators,

who were also acted as the observers, observed, and took notes during the process.

She then collected the data based on what happened during the teaching and

learning process. The researcher and collaborators then reviewed the materials,

reviewed the result of the action and did discussions for the next action.

4. Reflection

The researcher and the collaborators made reflections related to the

actions implemented. It was done by interviewing the students and the teacher

about the action implemented. The reflections were used to know the successful
 49

and unsuccessful actions that were implemented. The successful action would be

reapplied and the unsuccessful one would be changed to suit the needs.
 CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION

This chapter presents the research findings and the discussion. There will

be three sections in this chapter. The first section presents the processes of the

research, the second section reports the findings, and the third section presents the

discussion of the research.

A. Research Findings

1. Reconnaissance

In reconnaissance, some activities were conducted to find problems in the

field. First, an observation was done to know the teaching and learning process of

class VIIID of SMPN 2 Wonosari. Then, the researcher also interviewed the

English teacher and some of the students to get some information about the

current condition of the teaching and learning process. It also included the

weaknesses and suggestions which could be used to make the teaching and

learning process better.

a. Identification of the Field Problems

The findings of the problem were based on the observation and

interviews. The observation was done on January 22nd, 2014. The result of the

observation can be seen in the vignette as follows.

50
 51

Vignette
January 22nd, 2014
VIII D classroom
The teacher entered the classroom and then greeted the students. Before
starting the lesson, the teacher asked the students to clean the class by picking the
rubbish. The teacher began the lesson by asking the students what topic they
learned in the last meeting. Only some of the students answered. The teacher then
asked the students to mention some words related to the topic. Only one student
voluntarily wanted to answer. Not all of the students wanted to participate. Some
of the students were talking by themselves. Then, the teacher asked the student to
point his friends to answer.
After that, the teacher asked the students to read the words together. There
were some words that the students pronounced them in the wrong way so the
teacher asked them to check it in the dictionary on how to pronounce them.
However, not all of the students brought dictionaries during the English lesson.
After that, they read the words again.
The teacher then asked the students about the word class of the words,
whether they belong to noun or verb. Many of the students did not understand the
questions and did not respond to the teacher’s questions. The lesson then
continued to discuss about the recount text. The teacher checked the students’
homework where they had to write some events in their holiday. However, not all
the students did their homework because some of them did not know what they
were going to write. Then, the teacher asked them to continue to do the homework
and asked two other students to write their work on the white board.
The students then asked to make a good paragraph based on the sentences
which contained events using words of sequences. When the teacher asked them
about words of sequences, only some students answered and the others kept silent.
The students then started to write the paragraphs. Many of the students were
confused about what to write and needed a long time to find the idea. The teacher
walked around to help the students. The students who had difficulties asked the
teacher but they still asked in Bahasa Indonesia and Javanese. Not all of the
students could finish their writing on time. After that, the teacher asked some
students to write their paragraphs on the white board and the others were asked to
analyse their friends’ work. However, many of them did not pay attention and
walked around in the class. There were also some students that looked sleepy
during the class.
The students then read aloud the paragraphs together. After that, the
teacher asked whether there were some difficult words that they did not know.
The teacher and the students then analysed the paragraphs together. There were
some students who still used simple present tense in writing recount texts. There
were also some of them used inappropriate words for a certain context and had
difficulties in producing good sentences. After that, the teacher ended the class by
saying goodbye.
 52

Some interviews were done in order to get more information. The

researcher interviewed the English teacher to know the condition of the teaching

and learning process including the problems faced by the teacher and also the

information about the students’ ability. She also interviewed some of the students

to know the problems they faced in learning English especially the writing skill.

After the data were collected, she discussed the actions that would be

implemented with the English teacher. Based on the result of the observation,

interviews, and discussion, there were several problems identified during the

teaching and learning process. The field problems can be seen in the following

table.

Table 4.1: Field Problems in the English Teaching and Learning Process of
VIIID in SMPN 2 Wonosari
No. Problems Code
1. The students gave little attention to the teacher’s explanation. S
2. The students frequently made noises during the class. S
3. The media used could not motivate and attract the students’ M
attention in the teaching and learning process.
4. The teacher used insufficient media. M
5. The students had low motivation in learning. S
6. Some of the students did not do their homework. S
7. The students had difficulties in generating the idea of what to S
write.
8. The students had limited vocabulary mastery. S
9. Some students had difficulties to arrange the sentences into S
good paragraphs.
10. Some students showed low interest in answering the teacher's T
questions.
(continued)
 53

(continued)
No. Problems Code
11. The students were reluctant to open their dictionaries. S
12. The students had difficulties in using the correct grammar in S
writing.
13 Students rarely spoke in English. S
14 Students found writing as a difficult skill to master. S
15 Not all of the students finished their work on time. TM

S: Students M : Media
T: Teacher TM : Time management

b. Identification of the Field Problems to Solve

As mentioned in the beginning of Chapter I, the research focused on

improving the students’ writing skills by using picture series. Therefore, the

researcher decided to overcome the field problems based on the urgency level and

the feasibility. The field problems to solve are presented in the table below:

Table 4.2: Table of Field Problems to Solve

Not
No. Problems Necessary Feasible Urgent costly
1. The students gave little
attention to the teacher’s X √ √ √
explanation.
2. The students frequently made √
√ X X
noises during the class.
3. The media used could not
motivate and attract the √
√ √ √
students’ attention in the
teaching and learning process.
4. The teacher used insufficient √
√ √ √
media.
(continued)
 54

(continued)
Not
No. Problems Necessary Feasible Urgent costly
5. The students had low √
√ √ √
motivation in learning.
6. Some of the students did not do √
X X X
their homework.
7. The students had difficulties in
generating the idea of what to √ √ √ √
write.
8. The students had limited √
X X X
vocabulary mastery.
9. Some students had difficulties
to arrange the sentences into √ √ X √
good paragraphs.
10. Some students showed low
interest in answering the X √ √ √
teacher's questions.
11. The students were reluctant to X
√ X X
open their dictionaries.
12. The students had difficulties in
using the correct grammar in √ √ X √
writing.
13. The students rarely spoke in √
X X X
English.
14. The students found writing as a √
X X X
difficult skill to master.
15. Not all of the students finished √
X X X
the work on time.

After determining the field problems to solve, the researcher had a

discussion to analyse the field problems and the possible causes of the problems.

This step was important to recognize the weaknesses and the obstacles related to

the problems found in the field.

 55

Table 4.3: Table of Field Problems and Possible Causes

No. Problems Main Causes
The students gave little
1. attention to the teacher's
explanation. The teacher did not use attractive media
and/or activities to attract the students’
The media used could not attention during the teaching and
motivate and attract the learning process.
2.
students’ attention in the
teaching and learning process.
The school did not provide enough
The teacher used insufficient
3. media for the teacher to teach English,
media.
especially to teach writing.
Some students showed low The classroom activities that done were
4. interest in answering the not varied that made the students felt
teacher's questions. bored. The students also considered
The students had low English as a difficult subject that made
5. them less motivated to learn.
motivation in learning.
The students had difficulties in
6. generating the ideas of what to The students have difficulties in
write. generating and developing their ideas
The students found it difficult by only imagining the subject of their
7. to organize sentences into good writing in their mind.
paragraphs.

2. The Implementation of Cycle I

a. Planning

After getting some information about the problems that were found in the

reconnaissance stage, the researcher and the collaborator planned some actions to

solve the problems. The actions conducted were focused on the use of picture

series to improve the students’ writing ability. The actions are:

 56

1) Implementing Picture Series

During the implementation of the action, the researcher acted as the

teacher and collaborated with the English teacher as the observer. She also

planned to use both English and Bahasa Indonesia in delivering the material and

communicating with the students because most of them could not understand

English well. She used picture series as the media in teaching writing, in this case

she taught a narrative text. They were expected to be able to help to stimulate the

students’ ideas and organize their writing. It was because from the information

obtained, it was known that the students had difficulties in generating and

organizing the ideas to write. By giving them a series of pictures which contained

a story, it was expected that they could generate their ideas by looking and

analysing the plot of the story in the pictures. It was also expected that they could

organize their writing well by looking at them. They also could help her to show

which one belonged to the orientation, the complication, and the resolution of the

narrative text to the students.

2) Vocabulary Exercises and Keywords

As the students had limited vocabulary mastery, the researcher planned to

give some vocabulary exercises to them. In the first meeting, they had to match

some words with the synonyms. In the second meeting, they had to find the

meanings of some words and some keywords were also given in the next task in

order to enrich their vocabulary mastery and help them in writing the texts. Some
 57

picture series were also given to help them show the real actions done by the

characters in the story. They could help them guess the meaning of some words.

3) Grammar Exercises

In order to improve the students’ writing skill in terms of language use

especially tenses, the researcher explained the use of simple past tense to them in

the first meeting. She then gave them a grammar exercise where they had to

change the words in the brackets into the past forms. They were also had to write

a story in groups and individually which could help them to try to use simple past

tense. The picture series given to them also could show them the actions done by

the characters.

4) Colourful Pictures and Compliments

The use of picture series was expected to make the students more

motivated in the teaching and learning process. The researcher used colourful and

interesting pictures from various stories. She expected that they became more

interested in learning writing. In Cycle I, she used the stories from other countries.

She also gave compliments to them for their hard work in order to encourage them

and gave them confidence.

In the planning process, the researcher with the help of the collaborators

prepared all the important instruments used in the teaching and learning process.

They made the course grid, lesson plans, learning material, and students’ writing

activities. She also prepared the picture series used in the teaching and learning

process. During the planning process, they gave her some feedback and comments
 58

in the lesson plans made by her to meet the syllabus. The summary of the actions

are presented in the course grid and lesson plans (see Appendix D & Appendix E).

b. Actions and Observations of Cycle I

The researcher worked with the English teacher and the researcher’s

colleague as collaborators in implementing the actions. They observed her when

acting as the teacher by completing the observation checklist and also taking notes

about the implementation of the actions. At the end of the teaching and learning

process, they gave her some feedback on the implementation and advice for the

next meeting.

The implementation of the actions in Cycle I was conducted in three

meetings. The schedule of Cycle I can be seen in the table below.

Table 4.4: The Schedule of Cycle I

Meeting Day and Date Time Material
1 Wednesday, March 1 x 40 minutes (09. 20 – Narrative text
19th, 2014 10.10)
2 Thursday, March 2 x 40 minutes (07.00 – Narrative text
th
20 , 2014 08.20)
3 Thursday, April 3rd 2 x 40 minutes (07.00 – Narrative text
2014 08.20)

The actions in Cycle I focused on using picture series to improve the

students’ writing ability in stimulating the idea, enriching the students’

vocabulary, improving the language use in the use of the past tense and

organization. The data in Cycle I were gained from the classroom observations,

interviews, and the students’ work. Further explanation is provided below.

 59

1) Implementing Picture Series

Picture series were given in all of the three meetings. They were given in

the jumbled sentences task in the first meeting and they were given for the

students to write a narrative text given in the second and third meetings. The

details of the activity presented as follows:

In the first meeting, she asked the students some questions related to the

topic that they would learn in the meeting. She asked them whether they knew

stories such as Cinderella and Snow White. This was done in order to introduce

the topic of the lesson. After that, she gave them a model text entitled Hansel and

Gretel. They were asked to read and answered some questions collectively given

by her. The questions were related to the content and the organization of the text.

She asked them about the characters of the story, the problem happened in the

story, and how the characters solved the problem. They were given to check the

students’ understanding about the story and also related to the organization of the

text. When discussing the answers of the questions, some of the students could

answer correctly but there were also some of them who could not answer the

questions. She then guided them carefully to make all of them understand the

answers.This can be seen in the vignette below.

To check their understanding, The R then asked the Ss some questions

about the text. The R asked,” Who are the main characters of the text?” Then, the
students responded,” Hansel and Gretel Miss.” The R responded,” Very good.
What problems did they have? Apa masalah yang dihadapi sama Hansel di situ?”
Some students replied,” Dibuang di hutan Miss (They were left in the middle of
the forest).” The R continued,” Iya, jadi dibuang ke hutan oleh orangtuanya. Di
hutan mereka ketemu apa itu? (Right, they were left in the middle of the forest by
their parents. Who did they meet in the forest?),”One of the students answered,”
 60

Nenek sihir Miss,” (A witch, Miss) The R replied,” Very good. Mereka mau
dimakan nenek sihir. Terus gimana mereka bisa lolos? Diapain itu nenek
sihirnya?.... Didorong ya.. ke dalam tungku” (They would be eaten by the witch.
How did they run away? What did they do to the witch?..... They pushed her into
the oven)”. Some students responded to the questions but there were still some of
them did not understand the text. The R then discussed with the Ss the content of
the text, the components of a narrative text, and the characteristics of a narrative
text. Vignette 2, March 19th, 2014 (see Appendix A)

After discussing the questions, the researcher then discussed the details

of the story and explained the generic structure of a narrative text. She connected

the model text and the characteristics of a narrative text in order to make it easier

for them to understand.

In the next activity, the students were provided a picture series of

Cinderella with jumbled sentences. They were given to stimulate their ideas about

the story so that they can arrange the sentences into a good story. Sequencing the

jumbled sentences also helped them to learn how to make a well organized and

cohesive writing. In this activity, she asked them to work in pairs and asked them

to write the correct sequence on their books. She gave them chances to discuss it

with their friends but they still had to be responsible for their own work. However,

because of the limited time, they could not discuss the answers in the first meeting

and continued it in the next meeting.

In the second meeting, the researcher showed the picture series one by

one to the students by using LCD to discuss the correct sequences of the

Cinderella story. They discussed together the correct sentences of each picture.

Not only asked about the correct sentence, but she also asked about the content of

the story to check whether the completely understood the story or not. Most of
 61

them participated in the discussion and could answer the right sequences of the

story. This shown in the vignette below:

The R and the Ss discussed the correct order of the sentences based on
the Cinderella picture series. The R showed the picture one by one and asked the
Ss to answer the correct sentence for each picture. The R asked, “ Which sentence
is correct for picture no.1? Kalimat yang mana yang cocok dengan gambar yang
pertama? (Which sentences fit the first picture?) The student answered,” Yang h
Miss (Sentence h, Miss)” The R continued,”Good, what is it?” The S
answered,”Once upon a time there lived a girl named Cinderella. She lived with
her stepmother and her stepsister. The R said,”Iya betul. Jadi tentang apa ini?
(Right, what is the story about?)” The Ss answered,” Cinderella.” The R said,”
Cinderella tinggal dengan siapa? (With whom did Cinderella live?)” The Ss,
answered,” Ibu tiri sama saudara tirinya (Her stepmother and stepsisters). Then,
the students continued to answer the next number.
Vignette 3, March 20th, 2014(see Appendix A)

After that, she showed the whole sentences to the students. Then, she

asked them collectively to mention which sentences belong to the orientation, the

complication, and the resolution of the text. All of them actively answered her

questions and most of them could answer which one was the orientation, the

complication and the resolution of the Cinderella text. It can be seen from the

vignette below.

Then the R showed the whole text and asked the Ss the generic structure
of the story, which sentences belong to the orientation, the complication and the
resolution. The R asked,” Can you tell me which sentences is the orientation?”
The Ss answered,” yang kalimat yang C miss, (It’s the sentence C) once upon a
time miss there lived......” The R responded,” very good. What about the
complication? Waktu masalah terjadi? (The part where the problem happen) The
Ss answer,” Yang mulai kalimat A miss, sampai yang sepatunya lepas,” (It’s from
sentence A until the sentence where Cinderella missed one of her shoes)... The Ss
then continued to mention until the resolution. Most of the students could answer
the questions. Vignette 3, March 20th, 2014 (see Appendix A)

In the next activity, another picture series were given to the students.

Each student was given a picture series of Snow White and the Seven Dwarfs. In
 62

groups, they were asked to write the possible sentences used in each picture in

order to make a good story. Some keywords that were possibly used in the story

were also given to help them. In this activity, they could discuss with their friends

the sentences which possibly fitted each picture. By analysing the picture series,

they learned to generate and develop their ideas of the story and make cohesive

and coherence writing. In the beginning of the activity, she gave them

brainstorming by asking them some questions. They could help them to stimulate

their ideas i.e. she asked, “What is the story about?”, “What do you see in the first

picture?”, “What happened to Snow White in the third picture?” They then could

find and relate the story by looking at the pictures. This can be seen in the vignette

below.

The R also gave them some questions about the pictures to stimulate the
idea. The R asked,“ Di gambar kan ratunya pengen jadi yang paling cantik, tapi
cerminnya bilang yang paling cantik Cinderella. Terus kira-kira perasaan
ratunya gimana? (In the picture, the queen wanted to be the most beautiful girl
but the mirror said that Snow White was the most beautiful. So how was the
Queen feel?) Then, the students answered, “Marah (She is angry)” The R then
asked the Ss again,” Good, so in the next picture what will she do to Snow
white?”, the students answer “Dibunuh Miss(She would kill her)”. The R replied,”
Very good.”
Vignette 3, March 20th, 2014(see Appendix A)

The researcher also gave the example by doing the first picture together

with the students. After that, she walked around to help and guide them. During

the activity, there were some of them who were confused or unsure about the

story so she helped them. However, most of them could write the topic sentence

for each picture and there were also some of them who could write supporting

sentences. By using picture series, they found it easier to write the story and found
 63

the learning process more interesting. They helped them to find the ideas to write.

This can be seen from the following interview transcript.

R: Tadi gimana pelajarannya? (What do you think about the previous activities?)
S: mmm....
R: Apa biasa aja, mbosenin, apa lebih menarik? (What do you think? Is it
interesting, boring or there is no difference from the usual one?)
S: Menarik mbak, pake gambar soalnya. (It’s interesting because we use picture
series.)
R: Kalo pake gambar, menurut kamu gimana? Membantu ngga? (What do you
think about the use of picture series in writing? Does it help you?)
S:Lebih gampang Miss, soalnya tau mau nulis apa. (It is easier to write because it
helps me to get the idea)
7th interview, March 20th, 2014 (see Appendix C)

In the third meeting, the students and the researcher discussed the writing

of each group. She asked some of them to write their writing on the white board.

Then, she gave them feedback on their writing in front of the class in order to help

them to know their mistakes. The content of their writing was better as they could

write more sentences and they could write the complete story of the picture series.

When discussing the students’ writing of Snow White story, she also

asked them collectively some questions about the organization of the text. It was

done to check whether they fully understood the content and the organization of

the narrative text or not. She connected the organization of the text with the

picture series to make them understand easily. Most of them answered her

questions but there were also some of them at the back who did not involve in the

discussion. This can be seen in the following vignette.

After R finished checking the Ss’ writing, the R then asked the Ss the
generic structure of the text. “Which one is the orientation?” The Ss answered,”
Gambar yang no. 1 Miss (The first picture)” Then the R asked “How about the
 64

complication? When did the problem happen?” The Ss answered it. The last
“How about the resolution?” The students answered “the picture number 7 and 8”.
Then R gave a compliment to the Ss’ answer. However, there were also some Ss
who did not pay attention to the R’ explanation.
Vignette 4, April 3rd 2014 (see Appendix A)

After that, the students were given another picture series of Frog Prince.

They had to write a story about it individually. In this task, the researcher gave

them guidance by asking them some questions related to them in order to help

them to stimulate their ideas. Most of them could understand the story of the

pictures and could answer her questions by looking at the picture series. This can

be seen in the vignette below.

The next activity, the R gave the Ss a picture series entitled The Frog
Prince. To help the Ss understand the pictures the R discuss the pictures briefly.
The R asked the Ss,“What do you see in the first picture?” They
answered,”Perempuan, putri Miss (Princess, Miss).” R replied,” Ok, a princess.
Sedang apa putrinya? What is she doing?”, Ss answered,”Menari Miss (She is
dancing, Miss)” The R then said,” Yang kuning-kuning itu apa sih?(What is the
yellow thing in the picture?),” Ss answered,” Bola ya miss? (Is it a ball?),” Then
the R said,” That’s right, jadi dia sedang main bola ya (That’s right, She was
playing a ball)”. “What happened to the ball in the next picture?” The Ss
answered,” Masuk ke sumur (It falls into the well),” The R then asked,” Good.
Setelah itu bagaimana? (What happen next?)” The Ss answered,” Muncul kodok
(A frog appeared),” The R said,” Kira-kira kodoknya mau ngapain itu setelah
melihat bolanya putri jatuh kesumur? (What do you think the frog will do?) The
ss answered,” Mau menolong (It want to help the princess),” The R and the Ss
continued to discuss other pictures.
Vignette 4, Thursday, April 3rd 2014 (see Appendix A)

When doing this task, some students asked her about some words they

did not know and other difficulties they found in writing the text. She walked

around and approached them to give them guidance and help them to solve the

problems they found in writing the text. In this task, most of them found it easier

to write the text because of the picture series provided. They knew what they were
 65

going to write by looking at the pictures. It can be seen in the interview transcript

below.

R: Kalau menulis ceritanya tadi gimana? Bingung ngga jalan ceritanya? (Did
you feel confused when writing the story?)
S: Ngga. Lumayan bisa tadi Miss soalnya ada gambarnya. (No, I can write the
story because there are pictures provided)
R: Ok, jadi tadi ngga bingung ya urutan ceritanya gimana. Tapi kalau
kemampuan menulisnya sendiri udah ada sedikit perkembangan belum dek,
menurut adek? (Ok, so you are not confused to write the story, right? What do
you think about your writing ability? Is there any improvement?)
S: Mmm... dikit mbak.. hehe.. (A little, Miss. Hehe)
9th interview, April 3rd, 2014 (see Appendix C)

Most of the students were improved in the aspect of content. However,

there were still some of them who were confused in arranging or organizing their

sentences in logical sequences based on the generic structure. Some of them still

wrote in one paragraph only and did not differentiate their writing into each part

of the narrative text. This also can be seen from the interview transcript below.

R: Tadi gimana ada yang susah ngga? (What do you think about the previous
activities? Is there any difficulty?)
S: Itu Miss, masih suka bingung nyusun kalimat-kalimatnya. (I have difficulties in
arranging the sentences)
R: Masih kesulitan menyusun biar tulisannya runtut ya? (So you still have
difficulties to organize your sentences?)
S: Iya Miss, bingung yang mana masuk ke itu perkenalan gitu-gitu. (I am still
confused at organizing the sentences based on its generic structure)
R: Oww... ya, maksih ya dek (Ok, thank you)
10th interview, April 3rd, 2014 (see Appendix C)

2) Vocabulary Exercises and Keywords

To improve the students’ writing ability in the aspect of vocabulary, the

researcher gave them some vocabulary exercises in all of the three meetings. In
 66

the first meeting, she gave them a model text and provided a vocabulary exercise

for them which was matching some words from the text with the meanings. This

activity aimed and focused on improving their vocabulary mastery. After reading

the text and answering the questions from her, they were asked to match some

words with the meanings. To do the exercise, she asked them to look for the

meanings of the words in the dictionary. Most of them could match the words and

the meanings correctly. However, there were some of them who did not bring

their dictionaries. Because of this reason, they had some difficulties in doing the

task. She then asked them to borrow the dictionary from their friends and

reminded them to bring theirs to the class in the next meeting. This can be seen in

the vignette as follows:

After that, in the next activity the R asked the Ss to match some difficult
words from the text with the meanings to enrich their vocabulary mastery. The Ss
did the task but there were some Ss who did not bring their dictionary so they had
some difficulties to do the task. The R then asked them to borrow the dictionary
from their friends and asked them to bring their dictionary in the next meeting.
After they finished doing the task, the R and the Ss discussed together the
answers. Most of the Ss could answer them correctly and some of them got one or
two numbers wrong. Vignette 2, March 19th, 2014 (see Appendix A)

In the second meeting, the researcher provided the students with texts

and picture series entitled The Ugly Duckling. In this task, they were asked to fill

the blanks in the text with the correct past form of the words in the brackets. They

also had to find the meanings of five difficult words from the text. The picture

series were given to show the action done by the characters and help them to

guess the meanings of some words in the text. They also gave them guidance

about the words used in the story and the possible meaning of them. Before asking
 67

them to do the task, she explained and gave them the example of how to do the

task. Some of them could guess some words asked by her by looking at the

pictures. This can be seen in the following vignette.

Before asking the students to do the task, the R asked the Ss questions
about the text. The R asked the students “What is the title of the story?” The Ss
answered,” The Ugly Duckling.” Then, the R asked,” Could you tell me what is
the ugly duckling means? You already know what ugly means right? So, what is
duckling? What do you see in the picture?” Then the students answer,” Bebek
miss, anak bebek (It’s a duck)” The R then answered,” very good”. Then the R
continue......
Vignette 3, March 20th, 2014(see Appendix A)

There were also some other words that the students could analyse from

the picture series. For this task, most of them could answer the questions

correctly.

The next activity, the students had to write some sentences related to the

picture series entitled Snow White in groups. In this task, the researcher provided

themwith some keywords in each columnin order to enrich and vary their

vocabulary which were used in their texts. They also could be the guidance for

them to decide some vocabulary related to the pictures. They did not have to use

them if they could find other words that were more suitable for their ideas of the

story. They found it easier to write the text because of the keywords given and

they also found new words from the keywords.

In the third meeting, the researcher and the students discussed their

writing. Their vocabulary was more varied but there were some of them used

inappropriate words for their writing. After that, they were asked to write a

narrative text individually based on the Frog Prince picture series. She walked
 68

around the class to help them when they had any difficulty. They still asked her

for some words that they did not know. However, she asked them to look for the

words in the dictionary and later could ask her when they did not find it in the

dictionary.

3) Grammar Exercises

In order to improve the students’ writing ability in terms of language use,

in Cycle I the researcher explained Simple past tense to them. Because Simple

past tense was already taught by the teacher previously, she continued to explain it

briefly to them. Most of them could understand the use of it.

After that, she gave them a picture series of The Ugly Duckling with a

past tense task. They were given to show some actions done by the characters in

the story. Theywere provided some words in the brackets and they had to change

them into the past tense. In the The Ugly Duckling task, there were 10 words that

they had to change into the correct form. The verbs consisted of irregular and

regular verbs. The picture series given could visually show the actions that could

help them understand the meaning of the verb. When doing this task, they looked

for the past form in the dictionary but there were still some of them who asked her

the past form of some verbs. There were also some of them who had difficulties in

doing the task because they did not bring their dictionaries. However, most of

them could do the task and answer the questions correctly. This can be seen from

the interview transcript below.

 69

R: Menurut kamu pelajarannya tadi gimana? Ada yang susah ngga? (What do
you think about the previous activities? Is there any difficulty?)
S: Lumayan bisa Miss ngerjain soal-soalnya. (I can do the tasks.)
R: Yang mengubah kata jadi past tense tadi ada kesulitan ngga? (Do you have
any difficulty in changing the words into the past tense?
S: Alhamdulillah bisa Miss. (Alhamdulillah, I can do it)
6th interview, March 20th, 2014 (see Appendix C)

In the second meeting, the students in groups were asked to write some

sentences related to the picture series given. They were about Snow White and

Seven Dwarfs. Most of them could write the topic sentences for each picture. This

activity could help them try to write a narrative text by using simple past tense.

When they were writing the story, she walked around the class to help and guide

them. However, there were many of them still used the present tense to write

narrative texts. They often forgot to use the past tense.

The researcher and the students discussed their writing in the third

meeting. She asked one student from each group to write their writing on the

white board. After that, they discussed it together. She always asked their

opinions on their writing and their friends’ writing. This activity was done to

make they knew the mistakes of their writing. There were some of them who still

forgot to use the past tense but they could fix their mistakes when she gave them

guidance. This can be seen from the following vignette.

The R then checked the Ss writing by discussing it with the Ss. Most of
the students could write the topic sentence and supporting sentences although
there were still some Ss who forgot to use past tense. Before correcting the Ss’
work, the R asked the Ss,” Do you think there are something that need to be
changed? What kind of tense used in narrative text?” the Ss answered “past tense”
After that, the R asked the Ss,” So What about this word?” and the Ss answered
“went”. The R responded,” Very good. The word go must be went”.
Vignette 4, April 3rd 2014 (see Appendix A)
 70

After that, they were asked to write a narrative text based on the picture

series individually for the production stage. She gave them guidance by asking

them some questions related to the picture series and also some points that they

had to be remembered when writing a narrative text. However, when doing this

task, many of them still forgot to use the past tense. There were many of them

who still used the present tense to write a narrative text. It can be seen from the

interview transcript as follows.

R: Tadi gimana menulisnya? Ada kesulitan? (What do you think about the
previous activities? Is there any difficulty?)
S: Kadang-kadang ngga tahu Bahasa Inggrisnya Miss. (Sometimes I do not know
the English words.)
R: Kalau yang penggunaan past tensenya? (How about the use of the past tense?)
S: Itu juga kadang ngga tau Miss. (I also sometimes do not know that)
R: Masih sering lupa kalau pake past tense juga ya? (Do you also often forget to
use the past tense?)
S: Hehe.. iya Miss, kalau lagi nulis kadang lupa pake past tense. (I sometimes
forget to use the past tense)
9th interview, April 3rd, 2014 (see Appendix C)

4) Colourful Pictures and Compliments

From the interview and the observation, the students were less motivated

in learning English. To improve their motivation in learning English, in this

research the researcher used colourful and interesting picture series as the teaching

aid during the teaching and learning process. When she showed them to the

students, they became more excited and commented on them.

In the second meeting, to discuss the answer of jumbled sentences of

Cinderella, she showed the picture one by one by using the LCD. In the next

activities, she also showed themthe picture series of The Ugly Duckling and Snow
 71

White. They were used not only to stimulate their ideas in writing but also used to

attract their attention and to increase their motivation in the process of learning

writing. After the used of those in the teaching and learning process, they paid

more attention to her explanation and were actively involved in the discussion

about the text. This condition can be seen in the following vignette and interview

transcripts.

The R showed the picture one by one and asked the Ss to answer the
correct sentence for each picture. The R asked, “Which sentence is correct for
picture no.1? Kalimat yang mana yang cocok dengan gambar yang pertama?
(Which sentences fit the first picture?) The student answered,” Yang h Miss
(Sentence h, Miss)” The R continued,” Good, what is it?” The S answered,” Once
upon a time there lived a girl named Cinderella. She lived with her stepmother
and her stepsister. The R said,” Iya betul. Jadi tentang apa ini? (Right, what is the
story about?)” The Ss answered,” Cinderella.” The R said,” Cinderella tinggal
dengan siapa? (With whom did Cinderella live?)” The Ss, answered,” Ibu tiri
sama saudara tirinya (Her stepmother and stepsisters). Then, the students
continued to answer the next number. Then, the students continued to answers the
next number. To check the answers, the researcher always asked the students’
agreement whether their friend’s answer was correct or not. During the discussion
the Ss actively answered the question and paid attention to the R and the pictures.
Vignette 3, March 20th, 2014(see Appendix A)

R: Tadi kita belajar pake gambar ya. Menurut kamu gimana? (What do you think
about the previous activities by using picture series?)
S: Lebih enak mbak, menarik soalnya pake gambar. (It’s interesting because we
use picture series)
R: Oww.. ya......... (Ok, I see.)6th interview, March 20th, 2014 (see Appendix C)

R: Menurut bapak bagaimana tadi pak, tentang berlangsungnya pelajaran?

(What do you think about the teaching and learning process previously?
ET: Sudah baik mbak, setelah gambarnya ditayangkan muridnya jadi lebih
termanage dan memeperhatikan pelajaran. Tadi group assignmentnya bagus
mbak, walaupun dibuat kelompok, tapi masih diberi tanggung jawab satu-
satu jadinya semua menulis. Biasanya kalau satu kelompok dikasih satu nanti
Cuma satu orang saja yang menulis. Tadi saya lihat sudah menulis semua.
Jadi ga ada siswa yang off task. (It’s good. The students paid more attention
to the lesson after the use of picture series. The group assignment was good.
 72

Although the task was in groups, each member was given the responsibility to
write their own writing. Usually when it was a group assignment, only one
member or two did the assignment. However, it was good that all students
wrote the story. There were no students who are off task)
8th interview, March 20th, 2014 (see Appendix C)

Colourful and interesting pictures that were used as media could attract

the students’ attention to focus on the teaching and learning process. Besides

using interesting pictures, theresearcher also chose the right theme of the stories

and pictures that suit their interests. In Cycle I, she chose fairy tales from abroad

that were interesting for junior high school students. Using the right theme of

stories also could help her to catch their attention to be more interested in

discussing the text. This can be seen from the interview transcript below.

R : Menurut bapak bagaimana tentang pembelajaran di Cycle I ini? (What do

you think about the teaching and learning process in the cycle I?)
ET: ................. Untuk pemilihan temanya sendiri sudah tepat ya mbak soalnya
bisa menarik perhatian siswa jadinya anak-anak lebih tertarik untuk menulis
Narrative. (The selection of theme of the stories was right because it could
attract the students’ attention and make them more interested in learning
writing narrative texts.)
11th interview, April 3rd, 2014 (see Appendix C)

Another action implemented by the researcher to improve the students’

motivation in learning writing was by giving them rewards for their work and

improvement. She gave them reward by giving them compliments on their work

and improvement. It was expected that it could increase their motivation and

confidence in learning English especially in writing. It was also done to prove that

she acknowledged their hard work. This can be seen in the vignette below.
 73

Before correcting the Ss’ work, the R asked the Ss,” Do you think there
are some things that need to be change? What kind of tense used in narrative
text?” the Ss answered “past tense” after that the R the Ss,” So What about this
word?” and the Ss answered “went”. The R respond,” Very good. The word “go”
must be “went”. The R also....... Vignette 4, April 3rd 2014 (see Appendix A)

The use of colourful and interesting picture series made the students

more active. Basically, their motivation was enhanced compared to the class

before the action. Although sometimes there were some of them who did not pay

attention in the class, but at least they became more active and involved in the

class discussion and more excited than before.

c. Reflection

After conducting the actions in Cycle I, the researcher evaluated the

actions. She and the collaborators had a discussion to analyse the data gained in

the form of vignettes, interview transcripts, and students’ work which were taken

from the interview with the collaborators and students and the observation during

the teaching and learning process.

In order to gain the democratic and dialogic validity, the collaborators

could give comments, suggestions and opinions on the actions implemented.

Those were taken into consideration. From the result of reflection of Cycle I, it

showed that there were some improvements and weaknesses. The followings were

the results of the reflection made.

 74

1) Implementing Picture Series

Based on information obtained from the observation done, the students

were having some difficulties in generating the idea to write and organizing their

writing. In Cycle I, picture series were used as the teaching aid in teaching

writing. They were given to help them to express their ideas into written forms

and organize their writing. The improvement could be seen from their writing

work which contained more sentences. It was quite different from their pre-test

writing where they only wrote limited sentences with little development of the

idea. After the use of picture series in the teaching and learning process, they

could write more sentences in their work. They also could develop the story of

their writing better. The improvement of the content also meant that they were

improved in terms of idea. Furthermore, based on the interview done with the

students, picture series could help them to generate and develop their ideas. They

knew what they were going to write by looking at the picture series.

However, some of them still had difficulties in organizing their writing.

They found it difficult to arrange their sentences into good paragraphs based on

the generic structure. There were only some of them could write a well-organized

and cohesive writing. Some of them had difficulties in arranging their writing so

they wrote their writing in one paragraph only. The obstacles in using the picture

series as the teaching aid in Cycle I was the LCD projector that was blurred so she

asked help from the students and the teacher.

 75

2) Vocabulary Exercises and Keywords

From the data obtained, the students still had difficulties in the aspect of

vocabulary. In order to improve their vocabulary mastery, the researcher provided

some vocabulary exercises and a picture series that showed some actions to help

the students to guess some meanings of the words. In the teaching and learning

process, she also always asked the students to consult in the dictionary for the

difficult word that they did not know. If they could not find it, she asked the other

students whether they knew the answer or not and then explained it to the class.

Generally, the vocabulary exercises given could enrich their vocabulary

as they got some new vocabulary. Their vocabulary also became more varied but

it was not significant. Some of them still had difficulties in choosing the right

vocabulary or words that fitted the certain context. There were some of them who

used some words that did not fit the context of their writing and they still did not

know how to differentiate them. Besides, some of them also did not bring

dictionaries to the class. Because of this reason, they had in doing some tasks and

writing their texts. This problem impeded the students to improve their vocabulary

mastery. The actions conducted by the researcher did make a little improvement.

3) Grammar Exercises

Based on the observation done, the students had difficulties to use the

correct tenses for a certain text. Therefore, the researcher found that it was

important to give grammar exercises especially about simple past tense. She

explained about the rule of simple past tense to them and gave them the exercises
 76

where they should change the verbs into the past form. In this task most of the

students could do the task correctly. However, in the task where they had to write

their own story, there were many of them still used the present tense in writing a

narrative text. They sometimes forgot to use past tense and there were also some

students who did not know the past forms of some verbs. There were also some of

them who still had difficulties in constructing sentences. They still used the exact

form of the words they found in the dictionary, for example in the sentence “The

prince to eat with the frog”. The students still used the “to” like what they found

in the dictionary when it actually should not be used.

4) Colourful Pictures and Compliments

The researcher used colourful picture series and gave compliments to the

students to improve their motivation in the teaching and learning process of

writing. They were proven in enhancing the students’ motivation in learning

English. When she showed the pictures using slides, they paid more attention to

her explanation and were actively involved in the discussion. The classroom

management became better that the students could be adequately controlled. They

gave responses to the pictures that were shown and also actively answered her

questions related to them. She also gave compliments to them for their hard work.

They also became happy when she complimented them. It could be said that the

effort to enhance the students’ motivation was quite successful.

 77

3. The Implementation of Cycle II

a. Planning

After having discussion about the result of Cycle I with the collaborator,

the researcher planned to conduct Cycle II. Cycle II aimed at giving solutions to

the weaknesses of Cycle I. The focuses of the actions in Cycle II which were

planned by the collaborators and her were still the same as those in Cycle I. To

overcome the problems in Cycle I, she planned some actions to be implemented.

The plans are described as follows:

1) Implementing Picture Series

In Cycle II, the researcher still used picture series to stimulate the

students’ ideas and organize their writing. The text that was taught was still a

narrative text. The theme of the text used in this cycle was stories, folk tales, and

fairy tales from Indonesia. In Cycle I, they learned about stories came from other

countries so in this cycle she decided to use the stories from Indonesia. Besides

helping them to learn Indonesian culture, this also aimed to make them did not

feel bored.

In this cycle she showed some pictures for brainstorming and used the

other one for the students to work with their friends until in the last task they

wrote their texts independently. In Cycle I, they were proved to be successful in

stimulating their ideas. However, there were still some of them who had

difficulties in organizing their writing based on the generic structure and wrote

their work in one paragraph. Therefore, In Cycle II, she still used picture series
 78

and explained briefly again about the narrative text. Then, she discussed the

organization of the model text and asked them to arrange jumbled words and

jumbled sentences based on the picture series and then rewrite them into good

paragraphs based on the generic structure. She also always reminded them to

write their writing in paragraphs. In the last task they wrote the story based on the

picture series individually.

2) Vocabulary Exercises and Keywords

From the data gained from the actions implemented in Cycle I, there was

a little improvement in the students’ vocabulary mastery. They also still found it

difficult to choose the appropriate words for a certain context. To overcome this

problem, the researcher decided to give them some more vocabulary exercises

with pictures where they did a crossword and also another task where they

matched some pictures with the names of them in English. Besides giving them

vocabulary exercises, she also gave them a vocabulary box which contained some

keywords that were possibly used in the text. The words in the box also contained

the word classes of the words and also V1 and V2 of the verbs. These words were

given to help them to write the text because there were some of them who rarely

brought their dictionaries in the class during Cycle I. However, in Cycle II she

also always reminded them to bring dictionaries in the class.

3) Grammar Exercises

In Cycle I, it was found that the students lacked of awareness in the use

of the past tense when writing a narrative text. In this cycle, the researcher gave
 79

them picture series and explained briefly again about the past tense. Then, she

also gave them some exercises about the past tense. She asked them to identify the

past tense used in a text and then gave another exercise where they had to change

verbs into past forms. Besides, she also gave them a vocabulary box which also

contained the V1 and V2 of some words which could be used by them. She also

always reminded them to use the past tense when writing a narrative text.

In Cycle I the students also had some difficulties in constructing

sentences. They sometimes forgot to use to be before the noun or adjective and

still use to + verb as they found the words in the dictionary and sometimes to+V2

or V-ing. In Cycle II, the researcher gave them a jumbled words exercise where

they had to arrange the words into correct sentences.

4) Colourful Pictures and Compliments

In Cycle I, interesting and colourful picture series were proven to be

successful in enhancing the students’ motivation to learning English. In this cycle,

the researcher also used picture series as the media. She used different themes of

pictures from those in Cycle I so that they did not get bored. She chose some

stories that they were familiar with and pictures that were interesting and also

showed clear actions and events so that they could easily analyse them. In this

cycle she also gave praise to them to improve their motivation as she did in Cycle

I. In Cycle II she also tried to give praise for the students personally.

In the planning process, the researcher still had discussions with the

collaborators in finding the solutions. She did some interview with them to give
 80

her feedback and suggestions. She also did consultation to them about the lesson

plan used in Cycle II.

b. Actions and Observations of Cycle II

In Cycle II the researcher also collaborated with the English teacher and

the researcher’s colleague. They observed her when she conducted the actions and

then gave feedback to her.

Cycle II was conducted in three meetings. The schedule of Cycle II

presented in the table below.

Table 4.5: The Schedule of Cycle II

Meeting Day and Date Time Material
1 Wednesday, 2 x 40 minutes (08. 20 – Narrative text
April 30th, 2014 10.10) including break)
2 Wednesday, 2 x 40 minutes (08. 20 – Narrative text
May 14th, 2014 10.10) including break)
Wednesday, 2 x 40 minutes (08. 20 – Narrative text
3 May 21st, 2014 10.10) including break)

The action in Cycle II also focused on using picture series to improve the

students’ writing ability in stimulating the idea, enriching the students’

vocabulary, improving the language use in the use of the past tense, improving

organization skill and students’ motivation. The description of the actions

presented as follows:

1) Implementing picture series

Based on the data gained from the evaluation done in Cycle I, the

students already showed some improvements in generating ideas in writing the

story. The data showed that they could write more sentences for each picture.
 81

They could write not only the topic sentence but also could add supporting

sentences. However, they had difficulties in organizing their writing.

In Cycle II, for the first meeting the researcher showed some pictures

series of some stories to the students. They consisted of 4-5 pictures. In this stage,

she asked some questions about them to stimulate their ideas. She asked them

about the story and guided them to understand it. In this stage, most of them

actively participated in the discussion. It can be seen in the vignette below.

The R then started the class by showing the Ss some simple picture series
consisted of 4-5 pictures for each picture series using the LCD. The R then did
some brainstorming by giving the Ss some questions. The R then asked the
students for the first picture,” Do you know the story of the pictures?” The
students answered,” Malin Kundang Miss” The researcher then asked,” Do you
know the story of Malin Kundang?” The students actively answered,” Tahu. (I
know)” What happened to Malin Kundang in this picture? The Ss
answered,“Durhaka sama ibunya Miss” (He rebelled against his mother) The R
continued,”Setelah dia durhaka apa yang terjadi pada Malin Kundang?” (What
happened to him after he rebelled against his mother?). They answered,”Dikutuk
jadi batu.” (He was cursed into a stone) Then, the R continued to ask the Ss about
other pictures. Vignette 5, April 30th, 2014 (see Appendix A)

The students then got the text of the picture series given. After that, they

had to answer some questions related to the text entitled The Legend of

Banyuwangi. In this task, they were given five questions related to the content and

the organization of the text, such as the character of the story, the conflict in the

story, and the end of the conflict. They were aimed to guide them to understand

the organization and the content of the narrative text. She guided some of them

who had some problems in understanding the questions or the story. However,

most of them could answer them correctly. This can be seen in the vignette as

follows.
 82

The R pointed to a S to answer the question no.1 after that the R would
check the S’s answer by asking the class whether it was right or wrong. After
finished discussing the questions the R also discussed the crossword. After
finished discussing the tasks, the R checked the correct answer the Ss could get
from the task. The R asked,” Siapa yang betul semua?” (Who got all answers
correct? Most of the Ss raised their hand. “Salah 1?” (Who got 1 number wrong?)
Some Ss raised their hands,” Salah 2?” (Who got 2 numbers wrong?) Some Ss
also raised their hands.
Vignette 5, April 30th, 2014 (see Appendix A)

After that, the researcher explained again briefly about the organization

of the narrative text. She and the students discussed together each part of the

narrative text. She asked them first about what they remembered about the part of

a narrative text and the content of each part of the text. When she asked them

about it, most of them could answer the questions correctly. In order to check their

understanding, she then asked them to identify the organization of the model text

they had read before. She could see that most of them understood the organization

of the narrative text. It can be seen from the vignette below.

When R asked,“ What is orientation?” The Ss answered,“

perkenalan”(introduction) . After that, the R continued to explain others parts.
The R then showed the text The Legend of Banyuwangi and asked the students to
appoint the parts of the text. The R asked,”Which one is the orientation?” The Ss
answered” paragraph 1.” Then “What about the complication?” The Ss
answered.” Paragraph 2”. The R continued to discuss the text.
Vignette 5, April 30th, 2014 (see Appendix A)
In the second meeting, the students were given picture series about

Bawang Merah dan Bawang Putih (Garlic and Onion). There were 10 pictures in

this picture series. They were delivered with jumbled words and jumbled

sentences. After the students arranged the words into the correct order, they then

asked to arrange the sentences into the correct order based on the picture series.
 83

The activity could help them to stimulate their ideas because they learned to

arrange a story by analysing the pictures. They did this task in pairs. When they

did this task, there were no serious problems found. Most of them could arrange

the sentences correctly and they also knew the content of the text. In order to be

able to arrange the jumbled words, they had to look for the meanings of the

difficult words and understand the meanings so they could understand the story. It

can be seen from the vignette below.

The R and the Ss continued to discuss the sentences. After that, the R
asked the Ss the correct sequence of the sentences. The R asked the Ss,”What is
the correct order of the story?” All of the Ss answered,”a, c, d,b,i, e, g, h, j, f.” The
R responded,” Very good. Betul semua? Jadi ini ya urutannya yang benar.”
(Does everybody get it right?Here are the correct sequence) The R then showed
the correct order in front of the class. The R then continued,”Kalimat mana yang
merupakan orientation? Paragraph pertama?” (Which sentences belong to
orientation? The first paragraph?) The Ss answered,” Yang A Miss(Sentence A,
Miss)” The R continued... Vignette 6, May 14th, 2014 (see Appendix A)

After that, the students were asked to arrange jumbled sentences based on

the picture series. They were not only asked to write the correct order of the

sentences but also they had to rewrite them into paragraphs based on the generic

structure of the narrative text. This task aimed to improve their ability in

organizing the text. When they were doing the task, the researcher kept walking

around to look at their work. Most of them did not have any significant problem

when doing this task. It can be seen in the vignette and the interview transcript

below as follows.

After that, the R asked the Ss the correct sequenced of the sentences. The
R asked the Ss,”What is the correct order of the story?” All of the Ss answered,”a,
c, d,b,i, e, g, h, j, f. The R responded,” Very good. Jadi ini ya urutannya yang
benar.”(Here are the right order). The R then showed the correct order in front of
 84

the class. The R then continued,”Kalimat mana yang merupakan orientation?

Paragraph pertama? (Which sentences belong to orientation? For the first
paragraph?)” The Ss answered,” Yang A Miss.(” The R continued,”Good.Yang
merupakan complication? Paragraph 2? (How about the complication? The
second paragraph?” The Ss answered,”yang C sampai H (sentence C to H)” The
R and the Ss then continued to discuss other sentences.
Vignette 6, May 14th, 2014 (see Appendix A)

R : Kalau yang menulis kalimat berdasarkan generic structure tadi gimana?

(How about the task when you had to arrange the sentences based on its
generic structure?)
S : Kalau itu bisa Miss, lebih gampang dari yang kata. (It is easier than the
jumbled words)
R : Oww.. gitu ya. Jadi udah lebih jelas ya sekarang bagian-bagian teks nya.(I
see. So, now you have a better understanding about generic structure of
narrative text, right)
S: Ya lumayan Miss. (Yes, It is better)
13th interview, May 14th, 2014 (see Appendix C)

In the third meeting, the students were asked to write the story

individually. In this task, the researcher gave them a picture series about Timun

Emas (Golden Cucumber). They consisted of 13 pictures. She gave more pictures

to them to help them to get the detail of the story and stimulate their ideas about

the story of the pictures. Before asking them to do the task, she asked some

questions to them in order to check their understanding and help them to get the

story. She walked around the class to see their work and also help them when they

had problems. In this stage, she could see the improvement of their ideas in

writing from the content of their work. They could write more sentences and

could tell the story or events which happened in each picture. The improvement of

their writing ability can be seen in the interview transcript below.

 85

R: Waktu menulis tadi ada yang susah ngga dek? (Is there any difficulty in the
writing activity?)
S: Lumayan lah mbak, mending sekarang. (So so, Miss but it’s better now)
R : Cerita gambarnya tadi susah ngga? Ada yang bingung? (How about the story
of the pictures? In there any of them that confuse you?)
S : Ngga kok mbak, udah jelas kalo gambarnya. (No, the pictures are clear
enough)
R : Jadi jelas ya jalan ceritanya? (So, the plot of the story is clear, isn’t it?)
S : Iya mbak. (Yes, Miss)
15th interview, May 21st, 2014 (see Appendix C)

The use of picture series was also aimed to help the students write well-

organized and cohesive writing. They could organize their writing. They knew

where to place the orientation, the complication, and the resolution of their

writing. Almost all of their texts’ organization was correct. It also can be seen

from the interview transcript below.

R : Bagaimana menurut bapak tentang kemampuan menulis siswa? (What do you

think about the students’ writing ability?)
ET: Sudah lebih baik. Tadi waktu saya keliling melihat lihat tulisan anak- anak
juga sudah lebih runtut. (It was better. The students’ writing also became
better and well-organized)
17th interview, May 21st, 2014 (see Appendix C)

2) Vocabulary Exercises and Keywords

. In Cycle I, the students’ writing ability was quite improved in term of

vocabulary. However, they still had difficulties in choosing appropriate words for

their writing. In this cycle, to maintain the improvement of the vocabulary

mastery, the researcher used a crossword, pictures, and gave them a vocabulary

box which contained some keywords related to the pictures and the past forms of

some verbs.
 86

In order to improve the vocabulary mastery, in the first meeting after

discussing some picture series, the researcher gave the students a text about The

Legend of Banyuwangi. They had to answer some questions related to the text.

After they finished answering the questions, they had to do a crossword to

improve their vocabulary mastery. They were already given the meanings of the

words in Bahasa Indonesia as clues to answer the crossword. All the English

words that they had to answer were the words that were used in the text. She also

gave a letter in each number as clues to help them guess the English words. When

they did the task, there were still some of them who asked her and did not bring

their dictionaries. However, most of them did not find any serious difficulty in

doing the task. This can be seen in the vignette below.

There were also some Ss who still asked the R about the English word of
“penguasa”. Then, the R asked him to look for it in the dictionary and asked him
to try to guess which words in the text match with the boxes. However, there were
some Ss who did not bring the dictionary so they had some problems in doing the
task. The R asked him,”Kamus mu mana? Bawa ngga?”(Where is your
dictionary? Did you bring it?) The S answered,” Lupa bawa Miss.”(I forgot to
bring it) The R continued,”kemarin-kemarin sudah diingetin kan selalu bawa
kamus kalau pelajaran Bahasa Inggris. Besok jangan lupa ya.”(I have reminded
you to always bring a dictionary in English class. You have to bring it in the next
meeting). After that, the R announced to the class to always bring dictionary to
English class.
Vignette 5, April 30th, 2014 (see Appendix A)

After all of them had done doing the task, she then discussed the answers together

with them. Most of them could answer the crossword correctly.

In the next activity, the students were given a text entitled Malin

Kundang. In this task, they had to change some words into past form and then

they had to match some pictures with some words provided in the box. Related to
 87

the effort to improve their vocabulary mastery, the researcher provided seven

pictures and seven words to be matched by them. The pictures and words given

were all related to the text. When doing the task, they did not find any difficulty

and most of them could answer the questions correctly. It could be seen in the

following interview transcript.

R: Kalau yang menjawab pertanyaan tadi sama mencari arti kata-kata sulit ada
kesulitan ngga? (Do you have any difficulty in answering questions and
finding the meaning of the words?)
S: Ngga miss, kalau itu lumayan bisa tadi. (No, I can do the task)
R: Oww.. gitu, makasih ya dek (Ok, thank you)
12th interview, April 30th, 2014 (see Appendix C)

In the second meeting, the researcher gave the students a picture series

about Bawang Merah dan Bawang Putih (Garlic and Onion). In this task, they

had to arrange jumbled words into the correct order. They not only could help

them generate their ideas but it also could help them guess the meanings of some

words in the task. This can be seen in the vignette below.

The S then said,“.............. Kalau yang no.4 ini gimana Miss? Wash away
itu apa miss?”(How about the question no.4? What is the meaning of wash
away?) The R aswered,” Coba dicari wash away itu apa? Di gambar itu bajunya
kenapa?(Try to find the meaning of wash away. What happened to the clothes in
the picture?) The S answered,” Keli Miss,” (it was washed away) The R said,”
good. hanyut ya.. Sekarang wash away itu dicari kata sifat atau kata kerja?”
(Good. it was wash away. Now you have to know whether it was adjective or
verb) The S answered “mmm...” The R then helped,” kata sifat, adj itu kata sifat”
Ya berarti butuh to be didepannya, yang mana yang is, am, are? Bentuk past nya
are.(It is adjective. So it needs tobe. Which one is the is, am, are?)
Vignette 6, May 14th, 2014 (see Appendix A)

From the vignette above, the picture series given to the students could

guide them in guessing the meanings of some words in the task.

 88

In the third meeting, the students had to produce their own stories based

on the picture series given to them. In this task, the researcher provided them with

a vocabulary box which contained some keywords that they could use to write the

story. She gave those because there were some of them who often did not bring

their dictionaries to the English class. The keywords also contained the word class

and also the past forms of some verbs. All of them were related to the picture

series. They could give the real shape of the words given to them so they would

understand the meanings easily. They also could enrich their vocabulary mastery

and made their vocabulary more varied. Before they started writing the story, she

explained about the pictures and the vocabulary box given to them. They also

could guess the meaning of some words in the box by looking at the picture series.

This could be seen in the vignette and interview transcript below.

The R then continued to explain the task to the Ss. “Here, you can use
some words in this box in your writing. There are some words such as bamboo,
cucumber. Ada yang tahu apa itu fish paste?(Do you know whatfish paste
is?Kira-kira apa yang digambar? (What is in the picture? Yossa?”He
answered,”terasi?” The R then responded,” Betul, (correct) Very good.” Untuk
kata kerjanya disini juga ada bentuk past tense ntya. Misalnya plant jadi
planted.” (There are also the past form for the verb such as plant into planted)
Vignette 7, May 21st, 2014 (see Appendix A)

R: Gimana tadi pelajarannya? (What do you think about the previous teaching
and learning process?
S: Lumayan mbak, hehe (So so, Miss)
R : Kalo nulisnya gimana? (How about the writing activity?)
S : Lebih mending mbak, soalnya ada kata-kata Bahasa Inggris nya, tapi kadang
masih bingung nyusun kalimatnya. (It is better because some keywords are
already provided. However, sometimes I am confused to arrange the sentence)
 89

R : Selama pembelajaran dapet kosa kata baru ga yang tadinya ga ngerti jadi
ngerti, gitu? (Did you get new vocabulary from the teaching and learning
process?
S : Iya mbak, kaya terasi tadi heheh.. Fish paste. Tahunya kan fish aja. (Yes, for
example, I know the English name of terasi which was fish paste)
16th interview, May 21st, 2014 (see Appendix C)

3) Grammar Exercises

In cycle I, the students lacked of awareness in using the past tense. In

Cycle II, to improve the language use, in the first meeting the researcher explained

again briefly about the past tense. She explained about the rule of the past tense of

regular and irregular verbs. At the beginning, they were given a model text. After

explaining about the past tense, she discussed the past tense used in the text

together with them. They were asked to underline the past verb used in the text. It

was done to help them know the example of the past tense used in the narrative

text. In this activity, most of them could follow the discussion but there were also

some of them who missed some words during the discussion. Therefore, she

needed to explain again. It can be seen in the vignette below.

After that, the R asked the Ss to underline the past form in the model text.
Most of the Ss could identify the past tense used in the text. The R asked,” For the
first sentence which verbs use the past tense?” The Ss answered,” Was, named”
The R responded,” Very good.” Then, the R and the Ss underlined until the last
sentence. However there were also some Ss who missed some verbs so the
researcher repeated it once again.
Vignette 5, April 30th, 2014 (see Appendix A)

In the next activity, the researcher gave the students a new text entitled

Malin Kundang. In this task, they were asked to change the words in the brackets

into past forms. There were ten words that they had to change. She always walked
 90

around the class to look at their work when they were doing the task. There were

some of them who had difficulties in finding the past form of the word “pass

away”. She then guided them and helped them find it. This can be seen in the

vignette below.

Most of the Ss could do the task. However there were some Ss that find
difficulties in finding the past tense of “pass away”. Some students asked the R,”
Miss, kalau past tense nya pass away ini apa Miss? (Miss, what is the pass form
of pass away?),” The R replied,” Di kamus ada ngga? (Have you check it in the
dictionary?”, The S said,” ngga ada Miss (I cannot found it in the dictionary).”
The R replied,” OK, sekarang, dilihat kalau pass away itu kira-kira verbnya yang
mana? (Ok, which one is the verb?),” The student said,”mmm....” The R then
guided them,” Yang pass. Berarti bentuk past tensenya pass apa? (The pass. You
have to find the past form of pass.)” The Ss replied,” tambah ed ya Miss? (We add
ed, right?)” The R said,” Iya jadi passed away (that’s right so it is passed away)”
After the Ss finished doing the task, the R asked some Ss to write their answer on
the whiteboard. Vignette 5, April 30th, 2014 (see Appendix A)

Overall, most of the students could do the task correctly and only some

of them got one or two numbers wrong. However, there were some of them who

still had difficulties in understanding the past tense of the irregular verb. It can be

seen from the interview transcript as follows.

R: Gimana tadi pelajarannya?Ada yang susah? (What do you think about the
teaching and learning process previously?
S: Paling itu Miss yang irregular tadi. (The irregular verb)
R : Oww.. yang itu ya. Kenapa? Susah ngafalinnya? (Why? Is it difficult for you
to remember it?)
S : Iya Miss, ga hafal (Yes, Miss)
R : Emang harus dibantu kamus. Nanti dibiasakan digunakan. Kalau yang
regular? (I see. The past tense form of irregular verb was exactly rather
difficult to be remembered. You can use dictionary and use the words
regularly. How about the regular verb?)
S : Kalau itu udah bisa miss (I’ve already understand about it)
12th interview, April 30th, 2014 (see Appendix C)
 91

In the second meeting, the students were asked to arrange jumbled words

and were given picture series about Bawang Merah and Bawang Putih (Garlic

and Onion). This activity, besides helping them to construct sentences, also could

help them to learn about the past tense. When constructing the words, they needed

to identify which one was the verb, the subject, and the object. Because of this

consideration, they would get the examples of the use of the past tense and also

became more aware to use it.

In the third meeting, the students were asked to write their own story

based on the picture series. In this activity, the researcher gave the vocabulary box

which contained some words and the past forms. This was given to help them to

write the story and helped them to be aware of using the past tense. She also

always reminded them to use the past tense when writing a narrative text. She

walked around the class to help them and looked at their work. They seemed to

have more confidence in writing but there were also some of them who asked her

about some difficult words. It can be seen from the field note as follows.

When doing the task, there were some Ss who still asked the R about
some words. The words that they asked were those which were not in the
vocabulary box. The Ss asked,”Miss kalau melewati itu Bahasa inggrisnya apa
miss?” (What is the English word of “melewati”) The R answered,”Coba kalau di
kamus apa?” (Try to find it in the dictionary) The Ss said,”cross?” The R
answered,”Good. Bentuk past tense nya?” (What is the past form of cross?) The
Ss said,” Tambah ed ya Miss?”(Adding ed to it?) The R said,” Iya” (That’s right)
Vignette 7, May 21st, 2014 (see Appendix A)

Basically in this cycle, the students became more aware of the use of the

past tense in writing narrative text.

 92

In Cycle I, the researcher found that there were many students had

difficulties in constructing sentences. There were some of them who still used the

English words they got from the dictionary such as “The frog to go to the castle”.

There were also some of them used to+V2. In this cycle, to improve their ability in

contracting sentences, she gave a task where they had to arrange jumbled words

into good sentences. In this exercises, there were 16 sentences. The sentences

were quite simple because it would be difficult for them if they were too

complicated. She explained the task to them and gave them the example by

arranging first sentence together with them. They did the task in group of three or

four. Some of them had difficulties in arranging some sentences so she walked

around and guided them. This can be seen in the vignette below.

The R approached the students who need more guidance and guided
them. The R asked,”Gimana ada yang sulit?,” (Is there any difficulty?) The S
answered,”Yang no.3 ini One day she washed the clothes, bukan Miss?(Is it One
day she washed the clothes for the question no.3?) The R respond,”Ya betul,
pinter..” (Correct. Very smart of you) The S then continued,” Iya dong bu. Kalau
yang no.4 ini gimana Miss? Wash away itu apa miss?” (How about the question
no.4? what is the meaning of wash away?) The R aswered,” Coba dicari wash
away itu apa? Di gambar itu bajunya kenapa? (Try to find the meaning of wash
away. What happened to the clothes in the picture?) The S answered,” Keli Miss,”
(it was wash away) The R said,” Good. hanyut ya.. sekarang wash away itu dicari
kata sifat atau kata kerja?” (Good. it was wash away. Now you have to know
whether it was adjective or verb) The S answered “mmm...” The R then helped,”
kata sifat, adj itu kata sifat ya berarti butuh to be didepannya, yang mana yang is,
am, are? Bentuk past nya are. (it is adjective. So it needs tobe. Which one is the
is, am, are?) The S said,” Were”. Then the R said,”Good. berarti gimana?,”
(Good. so?) The S then answered,” oh... her mother’s clothes were washed away
accidentally Miss. The R said,” Yak, good. betul. Dilanjutkan nomor selanjutnya
ya.” (That’s right. Continue do the next number) The Ss seemed to have
difficulties in doing the task but they could do correctly after the R gave some
guidance.
Vignette 6, May 14th, 2014 (see Appendix A)
 93

Although the students had some difficulties in arranging some sentences,

they could arrange them correctly with some guidance. The picture series also

could help the students to guess the meanings of the sentences.

In the third meeting, the researcher could see that there was an

improvement in the students’ sentences. Although there were still some grammar

mistakes could be found, they became more aware of some grammar rules. It can

be seen from the vignette below.

Besides asking about the vocabulary, there were also some Ss who
asking about grammar. The Ss asked a confirmation of some rules. The Ss
asked,”Miss, kalo habis to pake V1 kan, Miss?” (Miss, we use v1 after to, right?)
The R answered,”Iya, bener”.(Yes). All the Ss continued to write their story until
they finished.
Vignette 7, May 21st, 2014 (see Appendix A)

Although the improvement was not that great, their sentences became

better.

4) Colourful Pictures and Compliments

In Cycle I, picture series were proven could enhance the students’

motivation to learn English. In Cycle II, to maintain their motivation, the

researcher still used them as media in the teaching and learning process. In this

cycle, she used those that were from Indonesian folk tales, legends and fairytales.

She also used some of them that were familiar to the students so that they will be

more excited in learning.

In the first meeting, the researcher started the class by showing some

picture series of some Indonesian stories. She used the pictures not only to give

the students some brainstorming about the material, but also to attract their
 94

attention to focus on the teaching and learning process. She also asked them some

questions related to them to stimulate their ideas. When she showed them, the

students showed some reactions. They also actively answered her questions about

them. It can be seen in the vignette below.

When the R showed the pictures to the students, they actively

commented on the pictures and guessing the story of the pictures. For the next
picture, when the R asked about the story, a Ss answered.”Nabi Nuh, Nabi Nuh
Miss, kapal itu Miss,” (It is prophet Nuh, Miss. It is a ship). Then the other
students responded,”Tangkuban Perahu Miss,” The R responded to the Ss,”Very
good. Jadi Tangkuban Perahu.ya, bukan Nabi Nuh, hehe”. (It is Tangkuban
Perahu not Prophet Nuh, ok?)
Vignette 5, April 30th, 2014 (see Appendix A)

The picture series used in the second meeting was also about Indonesian

folk tales. The pictures used were animated pictures. Actually, all of the picture

series used by her were animated and colourful pictures since they were more

attractive for Junior High School students. She provided them a pictures series of

Garlic and Onion. Most of them already knew the story so they were more

interested when seeing the pictures. This can be seen in the interview transcript

below.

R : Kalo yang ngurutin kalimat gimana? (How about the jumbled sentences task)
S : Bisa dong miss. Ada gambarnya jadi lebih gampang, tahu ceritanya. (I can do
the task. The pictures help me to know the story)
R : Jadi lebih enak ya kalo pake gambar? (So, it’s better to use pictures as
media?)
S: Iya miss, ngga bosen juga lihat tulisan terus, hehehe.(Yes, it’s not boring)
I4th interview, May 14th, 2014 (see Appendix C)

In the third meeting, the researcher used a picture series of The Golden

Cucumber. In this meeting, the students were asked to write their own writing.
 95

However, she gave some brainstorming to them before they wrote their writing.

By using the picture series, they seemed to be more excited in discussing what

they were about. This can be seen in the vignette below.

Before the Ss wrote their writing, the R asked theSs some questions
about the pictures to check the students understanding and to stimulate their ideas.
The R asked the Ss,” Do you know the story of the pictures? Ada yang tahu ini
cerita tentang apa? (What is the story about?) The Ss answered,”Timun Emas”
Then the R continued,”Very good. What do you in the first picture? Kenapa itu
neneknya?”(What happened to the old woman?) The Ss,”Galau”(Sad) the R then
continued,” Lalu apa itu yang datang?” (What is coming?) The Ss all answered,”
Tarzan Miss, Tarzan, hahahaha,” The R responded,”tarzan? Hehe..,bukan tarzan
ya, itu giant,” (it is not tarzan but giant) then the Ss said,”Hahaha.. Giant kancane
Doraemon,” (Haha.. Giant is Nobita’s friend).
Vignette 7, May 21st, 2014 (see Appendix A)

Besides using picture series, the researcher also gave the students

compliments on their work. She also did this in Cycle I but she did it more in

Cycle II by complementing them collectively and personally. She gave

compliments for them in front of the class and also gave complement personally

when approaching them. This was done to improve their motivation and give

them confidence in their own ability. It can be seen in the field note below.

The R approached the students who need more guidance and guided
them. The R asked,”Gimana ada yang sulit?,” (Is there any difficulty?) The S
answered,”yang no.3 ini One day she washed the clothes, bukan bu? (Is it One
day she washed the clothes for the question no.3?) The R respond,”ya betul,
pinter....” (Correct. Very smart of you) The S then continued,” Iya dong bu.
Kalau yang no.4 ini gimana Miss?(Of course. How about the number 4?)
Vignette 6, May 14th, 2014 (see Appendix A)

From the vignette above, compliments could give positive effects to the

students and make them more confident in writing. They also became more

enthusiastic in doing the task.

 96

c. Reflection

After conducting the actions in Cycle I, the researcher and the

collaborators evaluated the actions. In order to fulfil the democratic and dialogic

validity, hey had a discussion to analyse the data gained from the observations,

the interviews, and the students’ writing scores. The result of reflection of Cycle

II presented as follows.

1) Implementing Picture Series

The implementation of picture series to stimulate the students’ ideas and

organizing their writing was proven to be successful. They could develop more

ideas for the story and their writing was longer than those in the pre-test. From the

interview also could be seen that they found it easier to write by using picture

series as media. In the Cycle I, the content of their writing was already improved

and in Cycle II their writing showed a better improvement. They could write a

complete story with more details. She only gave guidance in the beginning of the

individual activity just to make sure they understood the story but after that all of

the students could develop their ideas of the story by themselves. They also did

not feel confused about what they had to write in their story anymore.

In Cycle I, the students had difficulties in organizing the text. There were

many students who still wrote in one paragraph and had difficulties in arranging

the sentences into a good paragraphs based on the generic structure. In this cycle,

the researcher gave an explanation about the organization of a narrative text to the

students and provided them some exercises with picture series as media to help
 97

them to identify the sentences belong to the orientation, the complication and the

resolution. The exercises were arranging jumbled words, jumbled sentences and

then rewriting the sentences into good paragraphs based on the generic structure

of the narrative text. She also used picture series as media to help them to write

the text. In this cycle, she could see the improvement on their organization skill.

They could differentiate the generic structure of the narrative text and write well-

organized and cohesive writing.

2) Vocabulary Exercises and Keywords

There was a little improvement in terms of vocabulary in Cycle I.

However, there were still many students found it difficult to use the appropriate

vocabulary for a certain context. In this cycle, the researcher gave them some

vocabulary exercises such as doing a crossword, matching pictures and names,

using picture series in helping the students to guess the meanings of some words

and also gave them vocabulary box which contained some keywords. Vocabulary

exercises and the vocabulary box given to them were proved to be successful in

enriching their vocabulary mastery. Their vocabulary became more varied. They

also knew a lot of vocabulary. The vocabulary box given also helped them to

write narrative texts.

3) Grammar Exercises

In Cycle I, the students lacked of awareness in using the past tense. In

this cycle, the researcher gave them more explanation about the past tense, gave

some exercises, and also the vocabulary box that contained the V1 and V2 of some
 98

words. She also always reminded them to use the past tense in writing narrative

text. The students showed an improvement in terms language use. The grammar

exercises given were proven to be successful in improving their writing skill in

the aspect of language use. They became more aware of using the past tense in

writing a narrative text. They also had better understanding in the use of simple

past tense.

4) Colourful Pictures and Compliments

The use of picture series in enhancing the students’ motivation was

proven to be successful in Cycle I. In Cycle II, to maintain it, she used another

theme of them. She used Indonesian stories. They showed high interest in them

when she showed that to them. They commented on them and actively answered

the questions asked by her about them. Moreover, she also gave compliment to

the students collectively and personally. They became more motivated and

confident when she praised them for their good work. From the observation and

interviews, it can be concluded that their motivation was enhanced in Cycle II.

Related to the results of Cycle II, it was shown that all actions were

successful to improve the students’ writing ability. As the objective of the study

was achieved, the collaborator and the researcher agreed to end the research in

this cycle.
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B. Discussion

This part contains the discussion of the research findings. The findings of

the research were in the form of qualitative data and quantitative data. The

qualitative data were obtained from the observation and interview. Meanwhile, the

quantitative data were obtained from the students’ work. Based on the actions

done in the two cycles, the result of the actions is presented in the following table.

Table 4.6: The Comparison between Cycle I and Cycle II

No. Problems Cycle I Cycle II
1. The students had The students could The students could write
difficulties in generate their idea by a complete story and
generating and looking at the picture develop their ideas by
developing their series and they could analysing the picture
ideas write more sentences. series. They also became
However, they still more confident in
needed guidance from writing. The researcher
the researcher. gave less guidance. The
researcher only asked
some questions in the
beginning to check their
understanding.
2. Students had limited The students did make The students’ vocabulary
vocabulary mastery improvement in term of became more varied.
and had difficulties vocabulary but it was They got a lot of new
in choosing not significant. Some vocabulary.
appropriate words of the students found it
for a certain context. difficult to choose the
right diction.

The students had Students started to use Students became more

difficulties in using the past tense in aware to use the past
appropriate tenses writing a narrative text tense in writing a
for a certain text. but sometimes they narrative text.
forgot to use it. Many
of them sometimes still
used present tense.

(continued)
 100

(continued)
No. Problems Cycle I Cycle II
3. The students did not Most of the students The students could write
know the generic understood the generic well-organized writing
structure of a structure of a narrative and all of the students
narrative text and text. However, some of could identify each part
they had difficulties them had difficulties to of the narrative text.
in organizing their arrange the sentences
writing. into good paragraphs
based on the generic
structure. Some of
them only wrote their
writing in one
paragraph.

4 The students had The students were They became more

low motivation in more motivated to active in the discussion.
learning and learn and they paid They showed high
showed low interest more attention to the interest in discussing the
in answering the teaching and learning picture series and
teacher’s questions process. They were actively answered the
actively involved in the researcher’s questions.
discussion. Although
sometimes some of
them were not
concentrated, they
became more excited
to learn English.

The table above describes the result of the implementation of the actions.

It can be concluded that the use of picture series was effective to improve the

students’ writing ability.

The problems that were found in the English teaching and learning

process of writing before the implementation were related to the students’

difficulties in generating, developing their ideas and organizing their paragraphs.

The students also had difficulties in using the right grammar rules for a certain

text and choosing appropriate words for a certain context. They also had low
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motivation in learning English. Therefore, the actions to overcome the problems

were needed to the situation.

Picture series were chosen as the media to improve the students’ writing

ability. A picture series is a number of related composite pictures linked to form a

series of sequences that has a main function to tell a story or sequence of events

(Yunus, 1981:49). Therefore, picture series could help the students generate and

develop their ideas because it contains a series of events. They also could help the

students to organize their writing as they consist of a sequence of pictures. They

also could improve the students’ motivation as Wright (1989: 2) states that pictures

contribute to increase the students’ interest and motivation, make the students

have sense of the context of language, and pictures can be specific reference point

or stimulus.

In Cycle I, the students showed an improvement in generating the ideas.

The use of picture series could help the students to generate their ideas. The

content of their writing was improved as they could write a complete story and

write more sentences. The students found it easier to write as they knew what they

were going to write in their writing. However, some students had difficulties in

organizing their paragraphs. They did not know which sentences belong to the

orientation, the complication, and the resolution so they only wrote their writing

in one paragraph. Furthermore, the students showed a little improvement in term

of vocabulary. The researcher gave some vocabulary exercises and also picture

series to help them guess the meanings of the words. The students got new
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vocabulary but some of them still have difficulties in selecting appropriate words

in writing their story. They only looked at their dictionaries without considering

the meanings of the words. Grammar exercises that were given could make the

students had better understanding about the use of simple past tense. The picture

series given also could show the students the real actions of the verb. In this cycle,

the students started to use simple past tense to write narrative texts but they often

forgot to use it and used present tense.

In Cycle II, the students showed improvements in four aspects. They

could develop their ideas by analysing the picture series. Picture series facilitated

them to stimulate their ideas to write. In the second cycle, the researcher gave

them more exercises to improve their writing ability in terms of organization,

vocabulary, and language use. In this cycle, they could develop their story into

good chronological order and they also could differentiate the generic structure of

a narrative text. The picture series helped them to organize their ideas. Some

vocabulary and past tense exercises were also given to the students. The

researcher also gave a vocabulary box which contained some keywords and the

past forms of some verbs to help them. Picture series were still also given to help

them write their story. They also helped the students guess the meanings of some

words. In this cycle, the students’ vocabulary became more varied and they also

became more aware in using the past tense.

Besides, there was also an improvement in the students’ behaviour in the

teaching and learning process. The students became more active in the discussion
 103

and more motivated to learn writing. Picture series could attract their attention.

They were more excited to learn English. They also became more confident in

writing narrative texts.

The students’ improvement also can be seen from the comparison of their

scores in the pre-test, Cycle I, and Cycle 2 (post-test). The researcher and the

collaborator assessed the students’ work as the product of the teaching and

learning process. There were five aspects which were assessed by them. They

were content, organization, vocabulary, language use, and mechanics.

In the pre-test, the students had difficulties in generating and organizing

the ideas to write and many of them still used the present tense to write a narrative

text. The mean of the students’ total score in the pre-test is 64. In Cycle I, the

students showed some improvements especially in the content where the students

could write longer writing although many of them still had difficulties in the

organization of the text and the use of the past tense. The students’ mean score is

73.28. In the post test, the students showed better improvements. They could write

well-organized writing and they became more aware of using the past tense. The

students’ mean score in the post-test is 80.25. The detail of the students’ scores

can be seen in the table below.

 104

Table 4.7: The Comparison of the Students’ Scores

Mean
No. Category
Pre-test Cycle I Cycle II (Post-test)
1. Content 18.74 23.79 24.96
2. Organization 13.74 15.15 16.76
3. Vocabulary 13.65 14.83 15.91
4. Language use 13.89 15.44 18.06
5. Mechanics 3.98 4.06 4.57

Generally, the students had improved their writing ability although there

were some aspects that still needed to be improved such as in terms of vocabulary

and language use. In conclusion, picture series were able to improve the students’

writing ability and the students’ motivation in learning English.

 CHAPTER V
CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS

This chapter presents the information of the conclusions, implications,

and suggestions. The discussion of each point will be presented below.

A. Conclusions

The objective of the research was to improve the writing ability of Grade

VIIID students at SMPN 2 Wonosari by using picture series. The research was

begun at March 19th, 2014 until May 21st, 2014. This research was conducted in

two cycles. Based on the research findings of the previous chapter, it can be

concluded that the use of picture series as media in the teaching and learning

process can improve the students’ writing ability. The detail of the improvements

is presented as follows.

1. Picture series can help to improve the students’ writing ability. The students

are improved in some terms. They are content, organization, vocabulary,

language use, and mechanics. Picture series contain a sequence of pictures

which enables the students to generate the ideas to write, develop their

imagination, and express them in the form of readable writing. They also help

to guide the students to write their writing in logical order so that they can

produce well-organized texts. They also guide the students in terms of

vocabulary and language use, in this case is the past tense, where the pictures

provided can help the students guess the meanings of some words and show

the actions done by the characters.

105
 106

2. The implementation of picture series as the teaching aid in teaching writing

contributes to the improvement of the students’ motivation. By using

colourful and interesting pictures in the teaching and learning process, the

students are more motivated and interested to learn English. The students are

actively involved in the class discussion and pay attention to the researcher’s

explanation.

3. The vocabulary exercises, keywords, and grammar exercises given such as

the past tense exercises, the crossword, the picture matching, and the

vocabulary box also contribute to the students’ writing improvement as they

are able to enrich the students’ vocabulary mastery and help the students

understand the use of the past tense.

4. The various activities and the compliments given to the students can improve

their motivation and involvement in the teaching and learning process.

Various activities done in groups and in pairs can give them chances to

interact with each other. Giving compliments on the students’ hard work

collectively and personally are proved to be successful in enhancing the

students’ motivation because they are happy to be appreciated. The

compliments also make them more confident in their own ability.

B. Implications

The researcher wrote the implication with regard to the conclusion above

that the implementation of picture series in the process of teaching and learning
 107

writing can improve the students’ writing ability in terms of content, organization,

vocabulary, language use, and mechanics. Picture series can facilitate the students

to generate and develop their ideas in writing. They also guide the students to

organize their ideas and guess the meanings of the words. They improve the

students’ motivation in learning writing. They can attract the students’ attention

and engage them with the teaching and learning process of writing. It implies that

the success of the use of picture series to improve the students’ writing ability

encourages the English teacher to use picture series as media in teaching writing.

The researcher also believes that some detailed exercises given to the

students took an important role in the success of the implementation of the

actions. They could help the students to minimize the students’ mistakes in

writing and train their skill. She also believes various interactive activities and

some compliments given to them also contribute to improvement on the students’

motivation and their involvement in the class. The compliments could encourage

the students in learning writing. This implies that it is important for the teacher to

give various exercises, interactive activities and give compliments to the students

to improve their writing ability and their motivation.

 108

C. Suggestions

Based on the conclusion and implication that have been explained, some

suggestions are directed to the English teachers and other researchers.

1. English teachers

In order to improve the students’ writing ability, it is important to teach

the students with the appropriate technique and media to get maximum result.

Picture series can be one of good media that can be used in the teaching and

learning process of writing. They can stimulate the students’ ideas and improve

the students’ motivation in learning writing. Because of these reasons, it is

advisable for the English teachers to use picture series as media in the process of

teaching and learning writing. However, English teachers should choose picture

series that are interesting and clearly shows the event or the action so that they can

attract the students’ attention and help the students write their stories. Teachers

also should give more compliments on the students’ hard work in order to

encourage them and give them confidence.

2. Other researchers

For other researchers who are interested in conducting researches in the

same field, the researcher suggests that it is better to choose pictures that are

interesting, colourful, and clearly tell the detail of each event as media in the

teaching and learning process. The research subject’s interests are also important

to be considered.
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111
APPENDICES
APPENDIX A
VIGNETTES
 113

VIGNETTES

Vignette 1 : Observation
January 22nd, 2014
VIII D classroom
The teacher entered the classroom and then greeted the students. Before
starting the lesson, the teacher asked the students to clean the class by picking the
rubbish. The teacher began the lesson by asking the students what topic they
learned in the last meeting. Only some of the students answered. The teacher then
asked the students to mention some words related to the topic. Only one student
voluntarily wanted to answer. Not all of the students wanted to participate. Some
of the students were talking by themselves. Then, the teacher asked the student to
point his friends to answer.
After that, the teacher asked the students to read the words together. There
were some words that the students pronounced it in the wrong way so the teacher
asked them to check it in the dictionary on how to pronounce them. However, not
all of the students brought dictionaries during the English lesson. After that, they
read the words again.
The teacher then asked the students about the word class of the words,
whether they belong to noun or verb. Many of the students did not understand the
questions and did not respond to the teacher’s questions. The lesson then
continued to discuss about the recount text. The teacher checked the students’
homework where they had to write some events in their holiday. However, not all
the students did their homework because some of them did not know what they
were going to write. Then, the teacher asked them to continue to do the homework
and asked two other students to write their work in the white board.
The students then asked to make a good paragraph based on the sentences
which contained events using words of sequences. When the teacher asked them
about words of sequences, only some students answered and the others kept silent.
The students then started to write the paragraphs. Many of the students were
confused about what to write and needed a long time to find the idea. The teacher
walked around to help the students. The students who had difficulties asked the
teacher but they still asked in Bahasa Indonesia and Javanese. Not all of the
students could finish their writing on time. After that, the teacher asked some
students to write their paragraphs on the white board and the others were asked to
analyse their friends’ work. However, many of them did not pay attention and
 114

walked around in the class. There were also some students that looked sleepy
during the class.
The students then read aloud the paragraphs together. After that, the
teacher asked whether there were some difficult words that they did not know.
The teacher and the students then analysed the paragraphs together. There were
some students who still used simple present tense in writing recount texts. There
were also some of them used inappropriate words for a certain context and had
difficulties in producing good sentences.After that, the teacher ended the class by
saying goodbye.

Vignette 2: 1st meeting

March 19th, 2014
The R entered the class. The R greeted the Ss and did an introduction. The
Ss responded the R’s greeting and introduction. The R asked some questions
related to the topic of the lesson, such as “Do you know stories like Cinderella,
Snow White, Timun Emas, etc? Have you read those fairy tales or other stories?”
The students answered “yes”. The R introduced the topic of the lesson they were
going to learn.

The R then provided the Ss an example of narrative texts. The R asked

some Ss to read aloud the text. Some Ss did not read the text loudly so the R
asked the Ss to read it loudly. After that, The R asked the students whether they
understood the content of the story or not and some of the Ss could not understand
it yet. The R also asked the Ss about difficult words and asked them to find them
in the dictionary. To check their understanding, The R then asked the Ss some
questions about the text. The R asked,”Who are the main characters of the text?”
then, the students responded,” Hansel and Gretel Miss.” The R responded,”Very
good. What problems they have? Apa masalah yang dihadapi sama Hansel di
situ?” Some students replied,”dibuang di hutan miss.” The R continued,” Iya, jadi
dibuang ke hutan oleh orangtuanya. Di hutan mereka ketemu apa itu? One of the
students answered,” Nenek sihir Miss,” The R replied,” Very good. mereka mau
dimakan nenek sihir. Terus gimana mereka bisa lolos? Diapain itu nenek sihirnya?
Didorong ya.. ke dalam tungku” Some students responded to the questions but
there were still some of them did not understand the text.

The R then discussed with the Ss the content of the text, the components
of a narrative text, and the characteristics of a narrative text. The R wrote in the
 115

whiteboard the components of narrative text. Then the R asked the Ss the generic
structure or the part of the model text given. Most of the Ss could answer the
question. The R also asked about the tense used in the narrative text. “When u
looked at the text, in your pinion what kind of tense used in the text? The R also
mentioned some examples of the verb in the text. The Ss answered past tense.
During the explanation of the narrative text done by the R some Ss did not pay
attention to the explanation and talk to their friends. The R then approached them
to get their attention.

After that in the next activity the R asked the Ss to match some difficult
words from the text with the meanings to enrich their vocabulary mastery. The Ss
did the task but there are some Ss did not bring their dictionary so they had some
difficulties to do the task. The R then asked them to borrow the dictionary from
their friends and asked them to bring their dictionaries in the next meeting. After
they finished, the R and the Ss discussed together the answers. Most of the Ss
could answer them correctly and some of them got one or two numbers wrong.

After that, the R gave a picture series with jumbled sentences to the Ss.
The R explained to the SS what they have to do with the task. The Ss in pairs have
to arrange the jumbled sentences and rewrite it into a good story based on the
picture. Because of the limited time, the Ss continued doing the task in the next
meeting. The R then ended the lesson by concluded the lesson with the Ss and
said parting expressions.

Vignette 3: 2nd meeting

March 3rd, 2014
The R entered the class. The R greeted the Ss and The Ss responded the
R’s greeting. The R started the class by praying and check the attendance list. The
R asked the Ss about the lesson of the last meeting and the Ss answered the R’s
question. The R presented the picture series of Cinderella in the LCD and then
discussed it with the Ss. The R and the Ss discussed the correct order of the
sentences based on the Cinderella picture series. The R and the Ss discussed the
correct order of the sentences based on the Cinderella picture series. The R
showed the picture one by one and asked the Ss to answer the correct sentence for
each picture. The R asked, “Which sentence is correct for picture no.1? Kalimat
yang mana yang cocok dengan gambar yang pertama? The student answered,”
yang h Miss” The R continued,”Good, what is it?” The S answered,”Once upon a
time there lived a girl named Cinderella. She lived with her stepmother and her
 116

stepsister. The R said,”Iya betul. Jadi tentang apa ini?” The Ss answered,”
Cinderella.” The R said,” Cinderella tinggal dengan siapa?” The Ss, answered,”
Ibu tiri sama saudara tirinya. Then, the students continued to answers the next
number. To check the answers, the researcher always asked the students’
agreement whether their friend’s answer was correct or not. During the discussion
the Ss actively answered the question and paid attention to the R and the pictures.
Most of the students could arrange the sentences correctly.

After that, the R and the Ss also discussed about the content of the story.
It was about what happened to Cinderella and etc. Then the R showed the whole
text and asked the Ss the generic structure of the story, which sentences belong to
Orientation, complication and Resolution. The R asked,” Can you tell me which
sentences is the orientation?” The Ss answered,” yang kalimat yang C miss, once
upon a time miss there lived......” The R respond,” Very good. what about the
complication? Waktu masalah terjadi? The Ss answer,” Yang mulai kalimat A
miss, sampai yang sepatunya lepas,” ... The Ss then continued to mention until the
resolution. Most of the students could answer the questions.

For the next activity, The R then gave the Ss a new story with a picture
series. The story was about The Ugly Duckling. Before doing the task the R asked
the Ss about the text. The R asked the students “What is the title of the story?”
The Ss answered,” The ugly duckling.” Then, the R asked could you tell me what
is the ugly duckling means? You already know what ugly means right? So, what
is duckling?. What do you see in the picture?” then the students answer,” bebek
miss, anak bebek.” The R then answered,” very good. Then the R continue to
explain about the task. The Ss had to complete the story by changing the words in
the brackets into past form. The Ss also had to find the meaning of some words in
the text. The R explain to the Ss of what they should do for the task and then also
gave an example to the Ss. The R walked around to the Ss to check whether they
have some difficulties and help them. The R asked them to find it from the
dictionary first when they find difficulty before they asked the R. However, there
are still some Ss who did not bring the dictionary so the R warned them to bring
the dictionary in the next meeting. There are also some Ss who still asked the R
about the past form of some words and the meaning of words. For example a S
asked “Miss, what is the meaning of reflection?” and the past tense of think? So
the R helped them to give a clue for the answer. After they finished, the R and the
Ss discuss the answers and discuss the content of the text. The R appointed a S to
answer the question and then after that the S appointed their friend to answer the
next questions. The R asked other Ss to check their friend’s answer so that all the
 117

Ss involved in the discussion. Besides discussing the answer the R also explain
the content of the text to the Ss.

After that, in the next activity The R then divided the Ss into ten groups.
Each groups consisted of three students. The R gave the Ss a picture series. Then,
i groups they had to wrote minimal 2 sentences for each picture. The R explain to
the Ss about the task. R gave an example to the students on how to do the task by
writing the sentences for the second picture with the Ss. The R also give them
some questions about the pictures to stimulate the idea. The R asked,“ Di gambar
kan ratunya pengen jadi yang paling cantik, tapi cerminnya bilang yang paling
cantik Cinderella. Terus kira-kira perasaan ratunya gimana?” Then, the students
answered, “Marah” The R then asked the Ss again,” Good, so in the next picture
what will she do to Snow white?”, the students answer “Dibunuh Miss”. The R
replied,” Very good.” Then, they continued to fo the task. Although it is a group
work, each of the students has to write the story. When all of the students wrote
their stories, the R move around to help the Ss who have difficulties. There are
still some Ss who asked about some words and how to write it in English. There
are also some Ss who are still confused with the story so the R helped the Ss to
understand the story and also help them with the vocabulary when they could not
find it in the dictionary. The R always asked the Ss to find difficult words in the
dictionary first before they asked. Because of the limited time, the Ss finished
their writing at home and the R end the lesson. At the end of the lesson, the R
concluded the lesson with the Ss about what they have learned that day and say
goodbye.

Vignette 4: 3rd meeting

April 3rd, 2014
The R entered the class. There are some Ss who came late to the class. The
R then greeted the Ss and The Ss responded the R’s greeting. The R started the
class by praying and check the attendance list. The R asked the Ss about the
lesson of the last meeting. “Do you remember what we learned in the last
meeting? The Ss answered the R’s question. The R asked about the homework she
gave in the last meeting. However some students forgot to bring their work. The R
then asked some Ss of each group to write their writing on the white board. The R
asked the Ss who forgot to bring their writing to pay attention and write their
friends’ work on the book. The R asked the other Ss to paid attention at their
friends’ writing on the white board. However, some Ss at the back sometimes did
 118

not pay attention so the R approached them an asked them to write and pay
attention. After the Ss finished writing on the white board from the first picture
until the last picture, the R asked the Ss to read aloud the writing.

The R then check the Ss writing by discussing it with the Ss. Most of the
students could wrote the topic sentence and additional sentences although there
were still some Ss who forgot to use past tense. Before correcting the Ss works,
the R asked the Ss,” Do you think there are something that need to be change?
What kind of tense used in narrative text?” the Ss answered “past tense” after that
the R asked the Ss,” So What about this word?” and the Ss answered “went”. The
R respond,” Very good. the word “go must be went”. The R also find that some Ss
still used “to+ verb” as they find in the dictionary such as “The prince to brought
Snow White to the palace” after that the R explain to the Ss to ommit the “to”.
There are also some inappropriate used of some words. When checking the Ss
writing, the R also discuss about the content of the story. After R finished
checking the Ss’ writing, the R then asked the Ss the generic structure of the text.
“Which one is the orientation?” The Ss answered,”Gambar yang no. 1 Miss (the
first picture)” then the R asked “how about the complication? When did the
problem happened?” The Ss answered it. The last “How about the resolution?”
The students answered “the picture number 7 and 8”. Then R gave compliment to
the Ss’ answer. However, there were also some Ss who did not pay attention to
the R’ explanation.

The next activity, the R gave the Ss a picture series entitled The Frog
Prince. To help the Ss understand the pictures the R discuss the pictures briefly.
The R asked the Ss,“What do you see in the first picture?” They
answered,”perempuan, putri Miss.” R replied,” ok, a princess. Sedang apa
putrinya? What is she doing?”, Ss answered,”menari Miss” The R then said,”
Yang kuning-kuning itu apa?,” Ss answered,” bola ya miss?,” Then the R said,”
that’s right, jadi dia sedang main bola ya. “What happened to the ball in the next
picture?” The Ss answered,” masuk ke sumur,” The R then asked,” Good. Setelah
itu bagaimana?” The Ss answered,” muncul kodok,” The R said,” Kira-kira
kodoknya mau ngapain itu setelah melihat bolanya putri jatuh kes sumur? The ss
answered,” mau menolong,” The R and the Ss continued to discuss other pictures.
The Ss answered the questions asked by the R by looking and pay attention to the
pictures. After that, the R asked the Ss to write a story based on the pictures given.
The R walking around help the Ss who had difficulty in writing. The Ss looked at
the dictionary to find the difficult words but when they cannot find it the R help
them. The R also help the Ss who still confused and still hesitate about the story.
After the Ss finished their writing, the R ended the class by concluding the lesson
 119

that they learned and then the R said goodbye to the Ss by saying parting
expressions

Vignette 5: 4th meeting

April 30th, 2014
The R entered the class and greeted the students. Then, the Ss
responded to the R’s greeting. The R then started the class by showing the Ss
some simple picture series containing 4 pictures foe each picture series using the
LCD. The R then started the class by showing the Ss some simple picture series
containing 4 pictures foe each picture series using the LCD. The R then did some
brainstorming by giving the Ss some questions. The R then asked the students for
the first picture,” Do you know the story of the pictures?” The students
answered,” Malin Kundang Miss” The researcher then asked,” Do you know the
story of Malin Kundang?” The students actively answered,” Tahu. What happened
to Malin Kundang in this picture? “Durhaka sama ibunya Miss” The R
continued,”Setelah dia durhaka apa yang terjadi pada Malin Kundang?” They
answered,”Dikutuk jadi batu.” Then the R continued to ask the Ss about other
pictures. When the R showed the pictures to the students, they actively
commented on the pictures and guessing the story of the pictures. For the next
picture, when the R asked about the story, A S answered.”Nabi Nuh, kapal itu
buk,” then the other students responded,”Tangkuban Perahu Bu,” The R
responded to the Ss,”very good. Jadi Tangkuban Perahu.ya, bukan Nabi Nuh,
hehe”.

After showing the pictures, the R gave the Ss a model text entitled
“The Legend of Banyuwangi”.the Ss then asked to answer 5 questions related to
the text and also did a crossword which contained difficult words in the text.
When answering the questions there were some Ss who still unsure about the
answer and asked the R. The R walking around and helped them by guiding them
and let them finding the answer by themselves. There were also some Ss who still
asked the R about the English word of “penguasa”. Then, the R asked him to look
for it in the dictionary and told him that he could find the word in the text.
However, there were some Ss who did not bring the dictionary so they had some
problems in doing the task. The R asked him,”Kamus mu mana? Bawa ngga?”
The S answered,” lupa bawa Miss.” The R continued,”kemarin-kemarin sudah
diingetin kan selalu bawa kamus kalau pelajaran Bahasa Inggris. Besok jangan
lupa ya.” After that the R announce to the Ss to always bring dictionary to English
 120

class. After the students finished doing the task, the R and the Ss then discussed
the answers together. The R pointed to a S to answer the question no.1 after that
the R would check the S’s answer by asking the class whether it was right or
wrong. After finished discussing the questions the R also discussed the crossword.
After finished discussing the tasks, the R checked the correct answer the Ss could
get from the task. The R asked,” Siapa yang betul semua?” Most of the Ss raised
their hand. “Salah 1?” Some Ss raised their hands,” Salah 2?” some Ss also raised
their hands.

The R then continued the activity by explaining briefly about narrative

text which were the organisation and the characteristic of narrative text. Most of
the Ss still remember the organisation of the text. When R asked,“ What is
orientation?” The Ss answered,“ perkenalan” . After that the R continued to
explain others parts. The R then showed the text The Legend of Banyuwangi and
asked the students to appoint the parts of the text. The R asked,”Which one is the
orientation?” The Ss answered” paragraph 1.” Then “What about the
complication?” the Ss answered.” paragraph 2”. The R continued to discuss the
text.

After that, the R explained briefly about past tense because past tense
was already taught by the teacher. After that, the R asked the Ss to underline the
past form in the model text. Most of the Ss could identified the past tense used in
the text. The R asked,” For the first sentence, which verbs use past tense?” The Ss
answered,” Was, named” The R responded,” Very good.” Then, the R and the Ss
underlined until the last sentence. However there were aso some students who
missed some verbs so the researcher repeat it once again. After finished
underlining the text. The Ss was given a new text about Malin Kundang. The Ss
asked to change some words into past tense. The R walked around to know
whether they had difficulties in doing the task. Most of the Ss could do the task.
However there were some Ss that find difficulties in finding the past tense of
“pass away”. Some students asked the R,” Miss, kalau past tense nya pass away
ini apa Miss?,” The R replied,” Di kamus ada ngga?”, The Ss said,” ngga ada
Miss.” The R replied,” OK, sekarang, dilihat kalau pass away itu kira-kira
verbnya yang mana?,” The students said,”mmm....” The R then guided them,”
Yang pass. Berarti bentuk past tensenya pass apa?” The Ss replied,” tambah ed ya
Miss?” The R said,” Iya jadi passed away.”

After the Ss finished doing the task, the R asked some Ss to write their
answer on the whiteboard. After that the R and Ss discussed the answered
together. The Ss actively involved in the discussion. In the next activity, the Ss
 121

had to match some words with the pictures given and the Ss also had to arrange a
jumbled pictures into correct sequence based on the text Malin Kundang. The Ss
did not find any difficulties in answering the questions. After that the R and the Ss
discussed the answers together. Most of the Ss get all correct and only some of
them get one or two number wrong. The R and the Ss also discussed the content
and also the generic structure of the text. After that, the R ended the lesson by
concluded the lesson with the Ss and said parting expression.

Vignette 6: 5th meeting

May 14th, 2014
The R entered the class and greeted the students. The Ss then responded to
the R’s greeting. The R started the class by checking the attendance list and
asking the Ss about the material the learned in the last meeting. All of the Ss
answered the R’s questions with,”narrative text”. After that the R showed the Ss a
picture series of Garlic and Onion. The R asked the Ss.” Do you know the story of
Garlic and Onion? The Ss answered,” Tahu, Bawang Merah Bawang Putih,” Then
the R divided the Ss into groups of three or four Ss. Next, the R explained the task
they were going to do with the Garlic and Onion text.. The Ss were asked to
arrange the jumbled words into good sentences. There were 16 simple sentences
that the Ss should arrange into good sentences. The R gave example to the Ss on
how the should do the task. When doing the task, the Ss seemed to find
difficulties in arrange the jumbled words for some sentences.
The R walked around the class to help the Ss. The R approached the
students who need more guidance and guided them. The R asked,”Gimana ada
yang sulit?,” The S answered,”yang no.3 ini One day she washed the clothes,
bukan bu? The R respond,”ya betul, pinter..” The S then said,”iya dong Miss,
hehehe. Kalau yang no.4 ini gimana Miss? Wash away itu apa miss?” The R
aswered,” Coba dicari wash away itu apa? Di gambar itu bajunya kenapa? The S
answered,” keli miss,” The R said,” good. hanyut ya.. sekarang wash away itu
dicari kata sifat atau kata kerja?” The S answered “mmm...” The R then helped,”
kata sifat, adj itu kata sifat” ya berarti butuh to be didepannya, yang mana yang is,
am, are? Bentuk past nya are. The S said,” were”. Then the R said,”good. berarti
gimana?,” The S then answered,” oh... her mother’s clothes were washed away
accidentally Miss. The R said,” yak, good. betul. Dilanjutkan no. Selanjutnya ya.”
The Ss seemed to have difficulties in doing the task but they could do correctly
after the R gave some guidance. After arranging the jumbled words, the Ss then
had to arranged the sentences into good paragraph based on the picture series
below. The Ss had to write the sentences in paragraphs based on the parts the
 122

sentences belong to. The Ss did not have problems in arranging the sentences and
write the sentences in correct order and organisation.

After finished doing the tasks, the R then asked the Ss to answer the
correst order of the words. The R asked the Ss,”What is the correct order of the
sentence no. 3?,” The Ss answered,” One day she washed clothes,”The R then
showed the correct sentence in the slide and said,” Good. betul. The next
number?,” The R and the Ss continued to discuss the sentences. After that, the R
asked the Ss the correct sequenced of the sentences. The R asked the Ss,”What is
the correct order of the story?” All of the Ss answered,”a, c, d,b,i, e, g, h, j, f. The
R responded,” very good. jadi ini ya urutannya yang benar.” The R then showed
the correct order in front of the class. The R then continued,”Kalimat mana yang
merupakan orientation? Paragraph pertama?” The Ss answered,” yang a miss.”
The R continued,”good. yang merupakan complication? Paragraph 2?” The Ss
answered,”yang c sampai h” The R ans the Ss then continued to discuss another
sentences. When the R asked the Ss all of the Ss actively answered the correct
sequenced of the sentences. The Ss also did not have difficulty in dividing the
sentences into orientation, complication and resolution.

After that the R distributed another picture series to the Ss. The picture
series was about The Golden Cucumber. In this task, the Ss had to write the story
individually. Before the Ss doing the task, the R explained briefly about the
pictures and asked some questions. The R asked the Ss,” Do you know about The
Golden Cucumber story?”, The Ss answered,” Tahu.” Timun Emas Miss.” The R
said,” Good.” After that the R asked the Ss to wtite the story. However because of
the limited time, the Ss continue to write the story in the next meeting. The R then
end the class by saying a parting expression.

Vignette 7: 6th meeting

May 21st, 2014
The R entered the class. There were some Ss who came late to the class.
The R then greeted the Ss and The Ss responded the R’s greeting. The R started
the class by checking the attendance list. The R asked the Ss about the lesson of
the last meeting. “Do you remember what we learned in the last meeting? The Ss
answered the R’s question. The R then asked whether the Ss bring the pictures
which were given to them in the last meeting. However, there were some Ss who
forgot to bring the picture series to the class. The R then showed the picture series
using slides in front of the class to help the Ss who did not bring the picture series.
 123

Before the Ss wrote their text, the R asked the Ss some questions about the
pictures to check the students understanding and to stimulate their idea. The R
asked the Ss,” Do you know the story of the pictures? Ada yang tahu ini cerita
tentang apa? The Ss answered,”Timun Emas” Then, the R continued,”Very good.
What do you in the first picture? Kenapa itu neneknya?” The Ss,” Galau” The R
then continued,” Lalu apa itu yang datang?” The Ss all answered,” Tarzan Miss,
Tarzan, hahahaha,” The R responded,”tarzan? Hehe.., bukan tarzan ya, itu giant,”
Then the Ss said,” Hahaha.. Giant kancane Doraemon.” The R then continued to
explain the task to the Ss. “Here, you can used some words in this box in your
writing. There were are some words such as bamboo, cucumber. Ada yang tahu
apa itu fish paste? What is fish paste?” kira-kira apa yang digambar? Yossa?” He
answered,”terasi.” The R then responds,” betul, very good.” Untuk kata kerjanya
disini juga ada bentuk past tense ntya. Misalnya plan jadi planted.” The R also
reminded the Ss about the tense that was used in narrative text. The R said,”what
tense did you use in narrative text? tensesnya apa yang digunakan? Present atau
past?” The Ss answered,” Past tense”. The R then responds,” Good. Jangan lupa
pakai past tense ya lalu di tulis dalam bentuk paragraph jangan cuma jadi satu
paragraph.”

After that, the R asked the Ss to continue to write the story about Timun
Emas. The R walked around the class to look at the Ss’ works and also help them
when they had problems. When doing the task, there were some Ss who still asked
the R about some words. The words that they asked were those which were not in
the vocabulary box. The Ss asked,”Miss kalau melewati itu Bahasa inggrisnya apa
miss?” The R answered,”coba kalau di kamus apa?” The Ss said,”cross” The R
answered,”good. Bentuk past tense nya?” The Ss said,” tambah ed ya miss?.” The
R said,” iya”. Besides asking about the vocabulary, there were also some Ss who
asking about grammar. The Ss asked a confirmation of some rules. The Ss
asked,”Miss, kalo habis to pake V1 kan, miss?” The R answered,”Iya, benar”. All
the Ss continued to write their story until they finished. When writing the story,
most of the Ss seemed to feel easier in doing it. After all of the Ss finished writing
the story. The R then asked them to collect it to the R. The R then end the class by
saying parting expression and said thanks to the Ss for helping in the process of
the study.
 APPENDIX B
INTERVIEW GUIDELINES
 125

INTERVIEW GUIDELINES

A. Planning
Items
No. Content
For teacher For students
1. The obstacle in the teaching and  What are your obstacles or  Do you like English?
learning process of writing difficulties in teaching writing  What are your problems in learning English?
skill?  What is your problem in learning writing?
 In your opinion, what are the  Do you feel confident to write in English?
difficulties faced by your students
in learning writing skill?

2. The teacher  How about the teaching and  Does your teacher often give you writing
learning process? practice?
 How did you teach the students?  Tell me about the teaching and learning process
in your classroom.

3 Materials  Could you please tell me about  What do you think about the materials, are they
materials that you use in the difficult or easy?
teaching learning process?
 What are your teaching
resources?

4. Instructional media  Do you use any teaching media to  What media did your teacher usually use?
assist your teaching?  Do you like to learn using pictures?
 What media did you usually use?  Do you know some folk tales and fairy tales?
 126

B. Reflection
No. Content Items
For teacher For students
1. The classroom activities  Are the activities suitable for  What do you think about the activities?
teaching writing to the students?  Is there any difficulties?
 Is there any problem we should
deal with?
2. The teacher  What do you think about the last  Is the teaching and learning process interesting/
teaching and learning process? good?
 Do you find some problems  Is my voice clear or loud enough?
occurred during the
implementation of the action?
 Do you have any suggestions for
the next teaching and learning
process?

3. The students’ attitudes and  What do you think about your  Do you enjoy your teaching and learning
writing abilities students’ learning achievement in process?
learning English especially in  How do you feel about your writing skill?
writing skill? Is there any improvement?
 127

4. Materials  What do you think about the  What do you think about the materials, are they
materials, are they difficult or difficult or easy?
easy for the students?
5. Picture series  What do you think about the use  Do you enjoy learning using picture series?
of picture series?  What do you think about picture series?
 Is it helpful for improving your writing ability?
 APPENDIX C
INTERVIEW TRANSCRIPTS
 129

INTERVIEW TRANSCRIPTS

Interview Transcript 1
January22nᵈ, 2014
ET : English teacher
R : Researcher

R : Selamat pagi pak, maaf mengganggu. Saya mau bertanya-tanya sedikit

tentang pembelajaran Bahasa Inggris. (Good morning Sir. May I have your
time? I want to asks some questions about the English teaching and learning
process)
ET : Selamat pagi mbak. Ya, silakan. (Good morning. Ok, go ahead.)
R : Kira-kira kendala apa yang bapak alami saat mengajar Bahasa Inggris? (Is
there any obstacles or difficulty in teaching English?)
ET : ya biasa mbak kadang-kadang ya anaknya agak susah diatur, ga
memperhatikan waktu dijelaskan. Ya harus sabarlah mbak. (Students are
sometimes difficult to be managed. They did not pay attention to my
explanation so we have to be patient)
R : oww..ya pak. Kalau untuk pelajaran BahasaInggris sendiri siswa
mengalami kesulitan dalam aspek apa ya pak?(In what aspect do the students
have difficulties?)
ET : kesulitannya kebanyakan di kosa kata mbak. Penguasaan kosakatanya
belum banyak. Kalau skillnya sendiri semua pasti ada kekurangannya.
(Most of the students have difficulty in terms of vocabulary. They have
limited vocabulary mastery. There will be definitely weaknesses in each of
the skill.)
R : oww..Begitu ya pak. Kalau boleh tau lebih detailnya dalam hal apa saja ya
pak kesulitannya? (Ok, Could you tell me in details the students’ difficulties
in learning English?)
ET : Ya anak-anak biasanya masih kesulitan di writingnya, karena penguasaa
nkosakatanya juga pemahaman grammar mereka kan masih kurang. Di
listening juga, ya karena kita kan nanti fokusnya di UN ya mbak jadi lebih
banyak ke reading nya jadi kadang kita waktunya yang kurang untuk
mengajarkan. (Students still have difficulties in learning writing because of
limited vocabulary mastery and lack of grammar rule understanding. They
also have difficulties in listening because we focus on the national
examination so we give them more reading exercises. Because of this
reason, we did not have enough time to teach them.)
R : Untuk writing sendiri selain vocab dan grammar apakah ada kendala lain
yang dihadapi siswa? (Besides vocabulary and grammar, is there another
problem faced by the students on learning writing?
ET : anak-anak itu kadang suka bingung mau menulis apa mbak, jadi waktu
menulis kita sering kurang waktu. Ya pintar-pintar kita saja untuk
memancing mereka. (They were usually confused of what to write so they
 130

did not have enough time to finish their writing. So, we have to stimulate
them)
ET : Kalau untuk materi pelajaran biasanya diambil darimana ya pak? (Where
did you get the material?)
ET : Ya saya ambil dari text-text, saya pilih yang authentic kadang anak-anak
juga saya suruh cari sendiri. (I got them from texts and I chose the
authentic one. Sometimes I also asked the students to look for the text by
themselves.)
R : Kalau untuk proses pembelajaran sendiri biasanya seperti apa ya pak?
Media yang bapak gunakan. (How was the teaching and learning process?
What media did you use?)
ET : Ya kurang lebih seperti tadi itu mbak, saya jelaskan materinya. Kalau kelas
kotor sebelum pelajaran saya suruh membersihkan dulu. Kalau media saya
biasanya insidental yang ada disitu saya pakai. Kadang ya sesekali pakai
CD (It’s like what you have seen in the observation. I explain the material.
If there are garbage in the class, I will told them to clean the class first. I
usually use incidental media. I use the media that are in the class. I
sometimes used CD.)
R : begitu ya pak. Terima kasih banyak atas bantuannya. (Ok, Sir. Thank you
very much for your time and information)
ET : ya mbak sama-sama. Nanti terserah mbaknya, semua pasti ada yang
kurang, perlu perbaikan. Nanti saya bantu. (You are welcome. It’s up to
you in what skill you will conduct your research because all of the skills still
need to be fixed. I will help you later)
R : baik, Pak. Terima kasih, Pak. Saya mau pamit dulu. (ok, Sir. Thank you
very much.)
ET : oww.. ya. (ok, you’re welcome).

Interview Transcript 2
January22nᵈ, 2014
R: Researcher S: Student

R: Hi dek. Lagi ngapain? Kakak tanya-tanya sebentar boleh ga?

S: Tanya apa dulu mbak?
R: Seputar pelajaran Bahasa Inggris kok.
S: Oww.. y a mbak.
R: Namanya siapa?
S: Noor mbak.
R: Ok, dek Noor suka Bahasa Inggris ngga?
S: Ga terlalu mbak.
 131

R: Oww.. gitu ya, kenapa dek?

S: Susah mbak soalnya.
R: Yang paling susah apa dek diantara speaking writing reading sama listening?
S: Semua mbak, semua.
R: Semua ya? Kalau writing yang susahnya gimana?
S: Ya itu mbak kata-katanya suka ga tau nulisnya gimana.
R: Oww.. kosa katanya kurang gitu ya. kalau di kelas sering belajar menulis
Bahasa Inggris ga sih?
S: Ga mbak, jarang. Seringnya mengerjakan text gitu.
R: Oww.. gitu, tadi mbak lihat waktu pelajaran tadi kan suruh menulis recount
tentang pengalaman liburan. Kesulitannya tadi apa? Mungkin selain kosa
katanya.
S: Bingung mbak mau nulis apa soalnya kemarin ga kemana-mana.
R: Oww.. jadi masih sering bingung kalau mau nulis ya dek. Kalau suruh menulis
pake Bahasa Inggris percaya diri ngga sih dek?
S: Ngga terlalu mbak soalnya susah. Hehe..
R: Kalau pelajaran Bahasa Inggris gitu biasanya pake media apa aja sih dek?
Misal gambar atau video atau apa gitu.
S : Dulu pernah itu mbak diputerin CD.
R : Tapi jarang ya dek?
S: Iya mbak, itu soale LCD nya belum lama masangnya.
R : Kalau adek sendiri kalu belajar lebih suka pake yang gambar-gambar gitu ga?
S: Ya lebih suka gambar mbak kan warna warni.
R: Oww.. gitu. Kalau cerita kaya Cinderella, Malin Kundang gitu tahu ga dek?
Pernah denger atau pernah baca.
S: Tahu mbak. Pernah lihat kartunnya juga.
R: Oww.. gitu ya dek. Makasih ya dek

Interview Transcript 3
January22nᵈ, 2014
R: Researcher S2: Student 2
 132

R: Hi dek. Namanya siapa?

S2: Salsa.
R: Kakak tanya-tanya sebentar ya. suka Bahasa Inggris ga sih dek?
S2: Ngga mbak.
R: Ngga ya? biasa aja?
S2: Iya mbak.
R: Paling susah apa sih kalau pas belajar Bahasa Inggris?
S2: Speaking mbak.
R: Oww.. speaking. Kalau writingnya gimana?
S2: Itu juga susah mbak, susah semua.
R: Kalau writing susahnya dimana dek?
S2: Itu lho mbak hurufnya gandeng-gandeng. Aneh pokoke. Gimana ya?
R: Kosa katanya atau gimana?
S2: Oww.. ya itulah pokoknya mbak.
R: Kalau suruh nulis suka sering bingung ga sih dek mau nulis apa?
S2: Iya mbak. Nyeritainnya itu bingung.
R: Tadi waktu pelajaran juga gitu ya?
S2: Iya mbak.
R: Pak guru sering ngajarin writing ga sih dek?
S2: Ya... kadang-kadang mbak. Seringnya baca.
R: Gimana ngajarnya?
S2: Ya kayak tadi mbak suruh nulis.
R : Kalau medianya, biasanya pake apa? Misal gambar, video, film gitu..
S2: apa ya mbak, jarang soalnya..
R: Kalau kamu lebih suka belajar yang pake gambar ngga dek?
S2: Suka mbak. Ngga bosen kalau banyak gambarnya.
R : Ok, kalau itu dek, kayak cerita Putri Salju, Cinderella gitu tahu ngga dek.
S2: Tahu mbak, sering nonton kalau pas libur di TV.
R: Gitu ya. Tentang nulis lagi nih, kalau adek sendiri kalau menulis pake Bahasa
Inggris percaya diri ngga dek?
 133

S2: Ya ngga terlalu mbak.

R: Oww.. gitu, makasih ya dek.

Interview Transcript 4
January22nᵈ, 2014
R: Researcher S4: Student 4
S3: Student 3 S5: Student 5

R : Hallo dek. Boleh wawancara sebentar? Bareng-bareng aja ngga apa-apa.

Namanya siapa?
S3: Melia.
S4: Annisa.
S5: Novi mbak.
R: Ok. Mbak mau tanya-tanya soal pelajaran Bahasa Inggris.Suka Bahasa Inggris
ga sih dek?
S3: Suka-suka ngga mbak.
R: Suka-suka ngga ya? kalau yang lain gimana?
S4: Sama mbak. Suka-suka ngga.
S5: Lumayan mbak.
R: Kenapa dek? Susah ya?
S3&S4&S5: Iya mbak.
R: Kalau writing, menulis pake Bahasa Inggris sering kesusahan ngga sih?
S5: Ya mbak kesusahan.
R: Apa biasanya?
S5: Ngga tau tulisannya mbak.
S3: Kosa katanya mbak.
R: Jadi ngga tau kosa katanya ya.. kalau kamu gimana dek?
S4: Sama mbak bingung nyeritainnya. Ngga tau gimana nulisnya.
R: Oww.. gitu, bingung nyusun kalimatnya ya. Kalau disuruh nulis sering bingung
ga? Mau nulis apa? Atau mau nyeritain tentang apa?
S3: Iya sih mbak kadang-kadang.
 134

S4: Kalau suruh dadakan susah mbak.

S5: Iya mbak.
R: Gitu ya.. kalau pak guru sering ngajarin writing ga?
S3: Ngga.
S4: Jarang mbak
S5: Jarang mbak. Kadang-kadang.
R: Paling sering apa?
S3: Baca mbak.
R : Kalau pelajaran Bahasa Inggris biasanya pake media apa dek? Video atau
gambar atau film atau yang lain.
S3 : Apa ya mbak, ya pelajaran biasa.
S4 : Oww.. itu dulu diputerin CD itu mbak.
S3 : Oww.. iya ding, tapi ya jarang mbak.
R : Kalau kalian belajar lebih suka yang pake gambar apa ngga?
S5 : Ya lebih suka kalau ada gambarnya mbak daripada cuma tulisan.
S4 : Iya mbak.
R : Ok, kalau cerita-cerita dongeng gitu kayak Cinderella gitu tahu ngga dek?
S3: Tahu mbak, dari TV
S4 : Putri Salju gitu kan mbak? Tahu q juga nonton di TV.
R: Ok. Sering nonton ya. Nah sekarang balik ke nulis lagi, jadi adek-adek kalau
suruh nulis pake Bahasa Inggris percaya diri ngga kira-kira?
S3: Ya.. ga juga mbak, sebisanya.
S4: Hehe.. sama mbak ngga terlalu. Suka bingung nulisnya soalnya
S5: Sama mbak.
R: Oww.. gitu ya. makasih ya dek waktunya udah mau diwawancara.
S3&S4&S5: Ya mbak, sama-sama.

Interview Transcript 5
March 19th, 2014
ET : English teacher R: Researcher
R :Bagaimana tadi pak?
 135

ET: Sudah lumayan baik. Muridnya memang agak menantang mbak soalnya saya
sendiri juga agak kesulitan ngaturnya. Mungkin besok gambarnya bisa
ditayangkan di LCD, materinya. Terus lebih baik juga dikasih batas waktu
untuk mengerjakan soal-soalnya supaya bisa cukup waktunya.
R: Oww..ya baik pak. Soalnya kemarin belum tau kalau ada LCD di kelas. Karena
Cuma satu jam takutnya nanti waktunya berkurang.
T: Itu memang belum lama kok mbak. Baru kapan ya itu.
R: Oww.. ya pak. Besok saya siapkan.

Interview Transcript 6
March 20th, 2014
R: Researcher S: Student

R: Dek boleh tanya-tanya bentar ya.

S: ya mbak.
R: Menurut kamu pelajarannya tadi gimana? Ada yang susah ngga?
S: Lumayan bisa Miss ngerjain soal-soalnya.
R: Yang mengubah kata jadi past tense tadi ada kesulitan ngga?
S: Alhamdulillah bisa Miss.
R: Tadi kita belajar pake gambar ya. Menurut kamu gimana?
S: Lebih enak mbak, menarik soalnya.
R: Oww.. ya. Ada kesulitan ngga tadi pas nulisnya? Gambarnya membantu ngga?
S: Iya miss, bisa ngira-ira ceritanya. Tadi susahnya paling kalau ada yang ngga
ngerti Bahasa Inggrisnya apa gitu miss.
R : Oww.. gitu ya. yang selebihnya udah bisa.
S: Lumayan Miss. Hehe.

Interview Transcript 7
March 20th, 2014
R: Researcher S: Student

R: Hi dek. Tadi gimana pelajarannya?

S: mmm....
 136

R: Apa biasa aja, mbosenin, apa lebih menarik?

S: Menarik mbak, pake gambar soalnya.
R: Kalo pake gambar, menurut kamu gimana? Membantu ngga?
S: Lebih gampang miss, soalnya tau mau nulis apa.
R: Ok, jadi lebih mudah buat nulis ceritanya ya tadi?
S: Iya miss.
R: Kalau yang latihan sola past tense sama yang mencari arti dari kata-kata sulit
tadi ada yang susah ngga?
S: Kalau yang itu lumayan bisa kok mbak. Tadi nyari di kamus.
R: Ok, makasih ya dek.

Interview transcript 8
March 20th, 2014
ET: English teacher R: Researcher
R: Bagaimanapembelajaran tadipak?
ET: Sudah baik mbak, setelah gambarnya ditayangkan muridnya jadi lebih
termanage dan memeperhatikan pelajaran. Tadi group assignmentnya bagus
mbak, walaupun dibuat kelompok, tapi masih diberi tanggungjawab satu-satu
jadinya semua menulis. Biasanya kalau satu kelompok dikasih satu
nantiCumasatu orang saja yang menulis. Tadi saya lihat sudah menulis semua.
Jadi ga ada siswa yang off task.
R :oww.. ya baik pak. Terima kasih pak.

Interview Transcript 9
April 3rd, 2014
R: Researcher S: Student
R: Tadi gimana menulisnya? Ada kesulitan?
S: Kadang-kadang ngga tahu Bahasa Inggrisnya Miss.
R: Kalau yang penggunaan past tensenya ?
S: Itu juga kadang ngga tau Miss.
R: Masih sering lupa kalau pake past tense juga ya?
S: Hehe.. iya Miss, kalau lagi nulis kadang lupa pake past tense.
 137

R: Kalau menulis ceritanya tadi gimana? Bingung ngga jalan ceritanya?

S: lumayan bisa tadi Miss soalnya ada gambarnya.
R: ok, jadi tadi ngga bingung ya urutan ceritanya gimana. Tapi kalau kemampuan
menulisnya sendiri udah ada sedikit perkembangan belum dek, menurut adek?
S: mmm... dikit mbak.. hehe..
R: jadi yang masih sering lupa pake past tense nya ya..
S: iya mbak.

Interview Transcript 10
April 3rd, 2014
R: Researcher S: Student
R: Tadi gimana ada yang susah ngga?
S: Itu Miss, masih suka bingung nyusun kalimat-kalimatnya.
R: Masih kesulitan menyusun biar tulisannya runtut ya?
S: Iya Miss, bingung yang mana masuk ke itu perkenalan gitu-gitu.
R: Masih belum jelas tentang generic structure nya dek?
S: Masih agak bingung miss. Kalau pas nulis sendiri kalimatnya mana yang
dimasukin mana.
R: Oww.. gitu ya. kesulitan menyusun paragraf yang runtut. Kalau yang lain ada
yang masih sulit?
S: Itu miss, sama kadang ngga tahu Bahasa Inggrisnya
R: Oww... ya, makasih ya dek
Interview Transcript 11
April 3rd, 2014
R: Researcher ET: English teacher
R: Menurut bapak bagaimana tentang pembelajaran di cycle 1 ini? Proses
pembelajaran? Materinya?
ET: Kalau dari sisi proses pembelajarannya sudah lebih baik mbak. Prosesnya
sudah sesuai dengan langkah-langkah atau tuntutan yang ada. Kemarin juga
bapak lihat ada peningkatan dari siswa yang off task, sekarang lebih baik.
Untuk pemilihan temanya sendiri sudah tepat ya mbak soalnya bisa menarik
perhatian siswa jadinya anak-anak lebih tertarik untuk menulis narrative.
R: Kalau penggunaan picture series sendiri dalam menulis narrative text menurut
bapak apakah dapat membantu meningkatkan kemampuan menulis siswa?
 138

ET: Kalau menggunakan picture series kan memang di desain untuk membantu
siswa menulis lebih runtut. Kalau kemarin saya perhatikan sudah lebih baik,
siswa jadi lebih mudah menulis. Selain itu di UN juga sering muncul soal
yang mengurutkan kata menjadi kalimat atau kalimat menjadi paragraf, jadi
menurut saya sangat membantu.
R: Oww.. ya. Apa saran bapak untuk cycle 2 nanti?
ET: Itu mbak mungkin nanti diperhatikan LCD nya soalnya kemarin ada gambar
yang blur waktu ditayangkan.
R: Ya.. Baik pak. Terimakasih pak...

Interview Transcript 12
April 30th, 2014
R: Researcher S: Student

R: Gimana tadi pelajarannya? Ada yang susah?

S: Paling itu Miss yang irregular tadi.
R : Oww.. yang itu ya . kenapa? Susah ngafalinnya?
S : Iya Miss, ga hafal
R : Emang harus dibantu kamus. Nanti dibiasakan digunakan. Kalau yang
regular?
S : Kalau itu udah bisa Miss.
R: Kalau yang menjawab pertanyaan tadi sama mencari arti kata-kata sulit ada
kesulitan ngga?
S: Ngga miss, kalau itu lumayan bisa tadi.
R: Tadi suara mbak jelas ngga dek waktu ngajar? Kedengeran ngga?
S: Jelas kok mbak, kalau yang paling belakang ngga tau.
R: oww.. ya, makasih ya dek.

Interview Transcript 13
May 14th, 2014
R: Researcher S: Student
R: Tadi menurut kamu pelajarannya gimana? Ada yang kesusahan ga?
 139

S: Yang itu miss, tadi yang ngurutin kata-kata acak tadi ada beberapa nomor yang
susah.
R: Yang jumbled words tadi ya. Tapi setelah didiskusikan bareng temen- temen
tadi gimana? Jelas ngga?
S: Iya sih miss lumayan.
R : Kalau yang menulis kalimat berdasarkan generic structure tadi gimana?
S : Kalau itu bisa Miss, lebih gampang dari yang kata.
R : Oww.. gitu ya. Jadi udah lebih jelas ya sekarang bagian-bagian teks nya.
S: Ya lumayan Miss.

Interview Transcript 14
May 14th, 2014
R: Researcher S: Student
R: Tadi gimana pelajarannya? Susah apa ngga?
S: Lumayan mbak. Tadi susahnya paling yang ngurutin kata itu ada tadi nomor
berapa yang agak susah.
R : Oww.. yang itu. Kalo yang ngurutin kalimat gimana?
S : Bisa dong miss. Ada gambarnya jadi lebih gampang, tahu ceritanya.
R : Jadi lebih enak ya kalo pake gambar?
S: Iya miss, ngga bosen juga lihat tulisan terus, hehehe..
R: Jadi sekarang sudah lebih jelas tentang ngurutin kalimatnya berdasar generic
structure nya kan?
S: Iya miss, sekarang lebih jelas.
R: Ok, makasih ya dek
S: Iya miss.

Interview Transcript 15
May 21st, 2014
R: Researcher S: Student
R: Waktu menulis tadi ada yang susah ngga dek?
S: Lumayan lah mbak, mending sekarang.
 140

R : Cerita gambarnya tadi susah ngga? Ada yang bingung?

S : Ngga kok mbak, udah jelas kalo gambarnya.
R : Jadi jelas ya jalan ceritanya?
S : Iya mbak.
R: Kesulitan yang lain ada ga dek?
S: Tadi ada beberapa yang ga tau bahasa inggrisnya mbak.
R: Oww... ya, ok. Kalau menurut kamu kemampuan menulis kamu sekarang
gimana? Lebih meningkat apa ga?
S: Mmm... lumayan mbak.
R: Lebih mending ya?
S: Iya mbak, hehe..

Interview Transcript 16
May 21st, 2014
R: Researcher S: Student
R: Gimana tadi pelajarannya?
S: Lumayan mbak, hehe
R : Kalo nulisnya gimana?
S : Lebih mending mbak, soalnya ada kata-kata Bahasa Inggris nya, tapi kadang
masih bingung nyusun kalimatnya.
R : Selama pembelajaran dapet kosa kata baru ga yang tadinya ga ngerti jadi
ngerti, gitu?
S : Iya mbak, kaya terasi tadi heheh.. fish paste. Tahunya kan fish aja
R: Tadi nentuin jalan ceritanya susah ga dek? Gambarnya jelas ga?
S: Udah kok mbak.
R: Oh.. ok. Kalau kemampuan kamu dalam menulis, menurut kamu, kira-kira ada
peningkatan ngga?
S: Ya, mbak. Sedikit-sedikit ada peningkatan.
R: Sekarang jadi lebih tau gimana nulis narrative ya?
S: Iya mbak.
 141

Interview Transcript 17
May 21st, 2014
R: Researcher ET: English teacher
R : Bagaimana menurut bapak tentang pembelajaran di cycle 2 ini pak?
ET: Sudah baik ya mbak, tadi terlihat lebih santai memanage kelasnya.
Penggunaan worksheetnya tadi juga membantu karena selain melihat gambar
yang ditayangkan, anak-anak juga bisa langsung mengerjakan jadi semua
tugas bisa selesai tepat waktu.
R : Bagaimana menurut bapak tentang kemampuan menulis siswa?
ET: Sudah lebih baik. Tadi waktu saya keliling melihat lihat tulisan anak- anak
juga sudah lebih runtut.
R: Oww.. ya terimakasih pak.
 APPENDIX D
COURSE GRIDS
 USING PICTURE SERIES TO IMPROVE THE WRITING ABILITY OF THE EIGHTH GRADE STUDENTS
AT SMP NEGERI 2 WONOSARI IN THE ACADEMIC YEAR OF 2013/ 2014

COURSE GRID

Standard of Competence:
12. Expressing meanings of written functional texts and short simple essays in the form of recount and narrative texts to interact with the
closest environment.
Basic Competence:
12.2 Expressing meanings and rhetorical steps within short essays using written language accurately, fluently, and acceptably in daily life
contexts in the form of recount and narrative texts

Learning Objective:
At the end of the learning process the students are expected to be able to write a simple narrative text communicatively, accurately, and
acceptably.
CYCLE I
Learning Materials Teaching and Learning Activities
Media/Picture
Indicators Texts Vocabulary Grammar Punctuation Teaching Learning
Series
Activities Activities
1. Identify the A narrative text: Hansel Noun: Simple Capital Letter Building Building Cinderella
generic and Gretel woodcutter, past tense  Beginning Knowledge of the Knowledge of the
structure of cottage, S + V2 of Field Field

143
 narrative text Once upon a time, there stepmother, sentences.  T establishes  Ss have
2. Change verbs lived a poor woodcutter, pebbles, Regular  Proper rapport and question-answer
in a text into his wife and their two forest, verb: nouns & explore Ss’ activities with
the correct children named Hansel pocket, They lived titles schemata by the T.
forms and Gretel. After their breadcrumbs with a  Acronyms having question-  Ss read the
3. Arrange mother died, they lived , witch stepmother Period (.) answer section model text.
jumbled with a stepmother. .  Ending of related to the  Ss answers
sentences Because they were very Verb: lived, sentences topic of narrative some questions
into a good poor, the stepmother left, Irregular Question text. related to the
story asked the woodcutter to dropped, verb: mark (?)  T shows a text.
4. Write correct leave the children in the took, went, The  Ending of narrative text
and forest. In the morning, ate, locked woodcutter question entitled Hansel Modeling of the
meaningful the woodcutter took the took the sentences and Gretel. Text
sentences children into the forest Adjective: children Exclamation  T asks some Ss to  Ss find the
related to the and left them there. poor, deep, into the point (!) meanings of
pictures in Hansel dropped the hungry, tired forest read the text
 Ending of loudly. some difficult
group pebbles in his pocket exclamator words in the
5. Write a along the way so they y sentences
 T asks some text and discuss
narrative text could came back home questions related them with the T.
Commas (,)
based on the again. Next day, the to the text.
 Pause  Ss discuss the
pictures woodcutter took them to within a content of the
individually the forest again. Hansel sentence Modeling of the model text
dropped breadcrumbs Text
 Listing including the
this time. Unfortunately, items in  T asks Ss to find characters, the
the animals ate all the the meanings of setting, the plot
series
breadcrumbs and they some difficult
 Separating the ending, and
could not came back difficult words the moral value.
an
home. and discusses  Ss discuss the
introductor

144
 Hansel and phrase from together with generic
Gretel went deeper and the rest of them. structure and
deeper into the forest. the  T discusses the the language
They were hungry and sentence content of the features of the
tired. Suddenly, they  Separating model text text.  Ss are
saw a cottage made of two including the  Ss complete a provided
chocolate. Both ate it independen characters, the text with the picture series
hungrily. t clause setting, the plot past form of the of Cinderella
A wicked witch Apostrophe the ending, and verbs. with jumbled
lived there. When she (‘) the moral value.  Ss find the sentences
saw Hansel and Gretel,  Possession  T discusses the meanings of  Ss arrange
she wanted to eat them.  Contraction generic structure some words. the jumbled
Then she locked them in Quotation and the language  Ss discuss the sentences
a cage. The witch mark (“) features of the answers and the into the right
wanted to cook Hansel  Enclosing a text. content of the order based
into soup. She asked direct  T asks Ss to text with the T. on the
Gretel to light up the quotation complete a text pictures.
oven. Then, when the Semicolon (;) with the past Joint Construction  Ss write the
witch checked the oven,  Separating form of the verbs.
of the Text right
Gretel pushed her into two related  T asks the Ss to  Ss arrange sequence on
the oven. She died but find the meaning jumbled their book
instantly. Hansel and independen of some words. sentences based  Ss and the T
Gretel found treasure in t clauses  T discusses the on picture series discuss the
the cottage and carried it  Separating answers and the in pairs. correct
home. Their stepmother complex content of the  Ss discuss the sequence and
had died and they lived series of text with Ss. answers, the the content
happily with their father items content and the of the story
Colon (:) Joint Construction generic structure together.

145
 Introducing of the Text of the text with Snow White
a list  T asks Ss to the T
 Separating arrange jumbled  Ss divide
parts of a sentences based themselves into
title on picture series groups consist of
in pairs. 3-4 students
 T discusses the  Ss receive picture
answers, the series with
content and the keywords.
generic structure  Ss write some
of the text. sentences related
 T divides Ss into to the picture
groups consist of series in groups.
3-4 students  Ss to write their
 T provides Ss writing on the
with a picture white board.
series and  Ss’ discuss their
keywords writing and
 T asks Ss to write receive some
some sentences feedback from T.
related to the
picture series in Independent
groups. Construction of
 T asks some Ss to the Text
write their  Ss receive
writing on the picture series
white board. of The Frog
 T discusses the Prince.

146
 Ss’ writing and  Ss answer
gives some some
feedback. questions
related to the
Independent pictures.
Construction of  Ss write
the Text narrative texts
 T provides Ss based on the
picture series pictures
of The Frog individually.  The T
Prince. divides Ss in
 T aks Ss some groups
questions consists of 3-
related to the 4 Ss
pictures.  The T
 T asks Ss to distributes
write a picture series
narrative text with some
based on the keywords in
pictures each column.
individually.  The T
explains the
task to Ss
and gives an
example by
doing the
first picture
together with

147
 Ss.
 The Ss write
a story by
writing some
sentences in
each column
based on the
pictures in
groups.
 Some Ss
write their
writing on
the white
board and
discuss it
together with
the T.

The Frog Prince

148
149
 The T
distributes
picture series
to Ss.
 The T guide
Ss by asking
some
questions
related to the
pictures.
 Ss write a
narrative text
based on the
pictures
individually.

150
 USING PICTURE SERIES TO IMPROVE THE WRITING ABILITY OF THE EIGHTH GRADE STUDENTS
AT SMP NEGERI 2 WONOSARI IN THE ACADEMIC YEAR OF 2013/ 2014

COURSE GRID

Standard of Competence:
12. Expressing meanings of written functional texts and short simple essays in the form of recount and narrative texts to interact with the
closest environment
Basic Competence:
12.2 Expressing meanings and rhetorical steps within short essays using written language accurately, fluently, and acceptably in daily life
contexts in the form of recount and narrative texts
Learning Objective:
At the end of the learning process the students are expected to be able to write a simple narrative text communicatively, accurately, and
acceptably.
CYCLE II
Materials Teaching and Learning Activities
Media/Picture
Indicators Punctuation Teaching Learning
Texts Vocabulary Grammar Series
Activities Activities
6. Identify A narrative Noun: ruler, Simple Capital Letter Building Building Malin Kundang,
the text : The prime past tense  Beginning Knowledge of Knowledge of Tangkuban
generic Legend of minister, S + V2 of the Field the Field Perahu, The

151
 structure Banyuwangi wife, sentences.  T presents  Ss are shown Legend of
of mission, Regular  Proper some picture some picture Banyuwangi
narrative Once upon a river, verb: nouns & series in order series.
text time, there was fragrance, The King titles to introduce  Ss answer
7. Change a local ruler innocence, tried to Acronyms the topic of some
words named king love get SriPeriod (.) the lesson. questions
into the Sulahkromo. Tanjung.  Ending of  T asks some related to the
correct The king had a Verb: had, sentences questions pictures
forms Prime Minister wanted, Irregular Question related to the asked by T.
8. Arrange named Raden sent, verb: mark (?) pictures  Ss are
jumbled Sidopekso. brought, The Prime  Ending of provided a
words The Prime killed Minister  T provides the
question narrative text.
Ss a text
into Minister had a had a wife sentences entitled The  Ss read and
correct wife named Sri Adj: named Sri Exclamation answer the
sentence Tanjung. She beautiful, Tanjung Legend of
point (!) Banyuwangi” questions
s was so angry, dirty,  Ending of related to the
9. Arrange beautiful that unfaithful,  T asks Ss to
exclamator
read the text
text.  T shows some
jumbled the king clean, y sentences  Ss do a
and answer picture series
sentence wanted her to wonderful, Commas (,) crossword.
some using LCD.
s into a be his wife. sacred  Pause  The students  T asks Ss some
good One day, the questions
within a and the questions
story King sent his related to the
sentence teacher related to what
10. Write a Prime Minister text.
 Listing discuss the they knew
narrative to a long items in  T asks Ss to answers.
text mission. While about the story
series do a
based on the Prime of the pictures.
crossword.
 Separating
the Minister was
an  T discuss the
pictures away, the King correct Modeling of the
introductor

152
individua tried to get Sri y phrase answers with Text Garlic and Onion
lly Tanjung. from the the Ss.  Ss discuss the
However he rest of the content of the
failed. He was sentence Modeling of model text
very angry.  Separating the Text including the
Thus, when two T have characters, the
Sidopekso independen question and setting, the
went back, the t clause answer section plot the
King told him Apostrophe about the ending, and
that his wife (‘) content of the the moral
was unfaithful  Possession model text value with the
to him. The  Contraction including the T.
Prime Minister Quotation characters, the  Ss discuss the
was very angry mark (“) setting, the generic
with his wife.  Enclosing a plot the structure and
Sri Tanjung direct ending, and the language
said that it was quotation the moral features of
not true. Semicolon (;) value with Ss. the text with
However,  Separating T discusses the T.
Sidopekso said two related the generic  Ss complete a
that he would but structure and text with the
kill her. He independen the language past form of
brought her to t clauses features of the the verbs.
the river bank.  Separating text with Ss.  Ss match
Before he complex  T asks Ss to some words
killed her and series of complete a with some
threw her into items text with the pictures.
the river, she Colon (:) past form of  Ss discuss the

153
said that her  Introducing the verbs. answers and
innocence a list  T asks Ss to the content of
would be  Separating match some the text with
proven. parts of a words with T.
After title some pictures.
Sidopekso T discusses Joint
killed her, he the answers Construction of
threw her dead and the the Text
body into the content of the  Ss receive
dirty river. The text with Ss. picture series
river of Garlic and
immediately Joint Onion
became clean Construction of  Ss divide
and began to the Text themselves  T divides Ss
spread a  T distributes into groups into several
wonderful picture series consist of 3-4 groups consist
fragrance. of Garlic and Ss. of 3-4 Ss.
Sidopekso Onion  Ss arrange  T distributes
said,  T divides Ss jumbled picture series
“Banyu....Wan into some words with jumbled
gi... groups consist  Ss arrange words and
Banyuwangi”. of 3-4 Ss. jumbled jumbled
This means  T asks Ss to sentences sentences.
“Fragrant based on
Water”.
arrange  T explained
jumbled picture series. the tasks to Ss.
Banyuwangi words and  Ss rewrite the
was born from  Ss arrange
jumbled correct jumbled words
the proof of sentences sequence in into correct

154
noble and based on paragraphs sentences.
sacred love picture series. based on the  Ss arrange the
 T asks Ss to generic jumbled
rewrite the structure. sentences into
correct  Ss discuss the correct
sequence in answers, the sequence based
paragraphs content and on the pictures.
based on the the generic  Ss rewrite the
generic structure of sentences into
structure. the text with good
T discusses the T. paragraphs
the answers, based on the
the content generic
and the Independent structure on
generic Construction their book.
structure of of the Text  Ss discusses
the text.  Ss are the answers,
Independent provided the content and
Construction picture series the generic
of the Text of The Golden structure of the
 T provides Ss Cucumber text with the T.
picture series with the
of The Golden keywords.
Cucumber.  Ss answer
 T asks Ss some The Golden
some questions Cucumber
questions related to the
related to the pictures.

155
 pictures.  Ss write a
 T asks Ss to narrative text
write a based on the
narrative text pictures
based on the individually.
pictures
individually.

156
157
 The T
distributes
picture series to
Ss.
 The T guide Ss
by asking some
questions
related to the
pictures.
 The T explains
the keywords
given in the
task.
 Ss write a
narrative text
based on the
pictures
individually.

158
 APPENDIX E
LESSON PLANS
 160

LESSON PLAN
(CYCLE 1)

School : SMP N 2 Wonosari

Subject : English
Grade/ Semester : VIII/2
Text Type : Narrative text
Skill : Writing
Time Allocation : 5x40 minutes

A. Standards of Competence:
12. Expressing meanings of written functional texts and short simple essays in the
form of recount and narrative texts to interact with the closest environment

B. Basic Competence
12.2 Expressing meanings and rhetoric steps accurately, fluently, and
appropriately in a simple essay to interact with the environment in the form
of narrative text

C. Indicators
The students are expected to be able to:
1. Identify the generic structure of narrative text
2. Change verbs in a text into the correct forms
3. Arrange jumbled sentences into a good story
4. Write correct and meaningful sentences related to the pictures in group
5. Write a narrative text based on the pictures individually

D. Learning Objective:

At the end of the learning process the students are expected to be able to write a
simple narrative text communicatively, accurately, and acceptably.
 161

E. Material of Teaching

1. Narrative texts

A. Read the text below and answer the questions.

Hansel and Gretel

Once upon a time, there lived a poor woodcutter, his wife and their two
children named Hansel and Gretel. After their mother died, they lived with a
stepmother. Because they were very poor, the stepmother asked the woodcutter to
leave the children in the forest. In the morning, the woodcutter took the children
into the forest and left them there. Hansel dropped the pebbles in his pocket along
the way so they could came back home again. Next day, the woodcutter took them
to the forest again. Hansel dropped breadcrumbs this time. Unfortunately, the
animals ate all the breadcrumbs and they could not came back home.

Hansel and Gretel went deeper and deeper into the forest. They were
hungry and tired. Suddenly they saw a cottage made of chocolate. Both ate it
hungrily.

A wicked witch lived there. When she saw Hansel and Gretel, she wanted
to eat them. Then she locked them in a cage. The witch wanted to cook Hansel
into soup. She asked Gretel to light up the oven. Then, when the witch checked
the oven, Gretel pushed her into the oven. She died instantly. Hansel and Gretel
found treasure in the cottage and carried it home. Their stepmother had died and
they lived happily with their father.

Adapted from http://shortstoriesshort.com/story/hansel-and-gretel/

B. Find the meaning of the words below by matching it with the sentences in
the box.
 162

1. Poor a. Small and simple house

2. Cottage b. Small stones
3. Drop c. Collection of very valuable
object, like gold, silver etc.
4. Crumb
d. To fall something
5. Pebbles
e. Having very little money
6. treasure
f. A very small piece especially
cookies, cake

C. Arrange the sentences into a good story based on the pictures.

Cinderella

(1) (2) (3)

(4) (5) (6)

 163

(7)

Picture Source: http://www.youtube.com/watch?v=DQSTlR7LtAE

a. One day, the palace held a party. The stepmother did not allowed Cinderella
to come. Cinderella was very sad.
b. Cinderella could go to the party but she must come back home at 12 o’clock.
In the party she danced with the prince.
c. Once upon a time, there was a beautiful girl named Cinderella. She lived with
her stepmother and two stepsisters. They were very mean.
d. The prince and the servants searched the owner of the glass shoe. All woman
tried to wear it but no one fit the shoe. Cinderella tried it and it fit her
perfectly.
e. Suddenly, a fairy god mother appeared. She changed Cinderella’s clothes into
beautiful gown and changed her shoes became glass shoes.
f. The prince brought Cinderella to the palace. He married Cinderella and lived
happily ever after.
g. Because Cinderella was so happy, she almost forgot the time. Cinderella then
ran to go home. One of her glass shoes came off.
Adapted from: http://shortstoriesshort.com/story/cinderella/
 164

D. Change the words in the brackets into the right forms.

THE UGLY DUCKLING

Long time ago, lived an ugly He decided to leave home and

duckling. He always 1.(think) 4.(go)............. far away into the

.............. he was very ugly. forest.

His brothers 2.(will)........... not play He saw a cottage. He

with him and teased him. 5.(stay)............... there for a while

and left.

One day, he 3. (see)........... his

A farmer 6.(take)................. him
reflection in the water and cried.
home but he was scared of the
children. Then he left.
 165

One day, he saw a beautiful swan

swimming in the pond and
8.(fall)............ in love with her.

The ugly duckling

7.(spend)............... the winter in a
pond.

He still thought that he 9.(is) .......

ugly. But when he saw his own
reflection in the water he was
surprised.

E. Write the meaning of these words.

1. Tease : ....................................

2. Reflection : ..............................

3. Pond : .....................................

4. Spend : ....................................

5. Duckling: ...................................
 166

F. Write sentences related to the pictures in the left box.

One upon a time, lived a

princess named Snow white.

She was very beautiful and

kind.

She had very white skin.

(Stepmother, mirror, most

beautiful)

(huntsman, kill, forest)

(Run away, cottage, seven

dwarfs)
 167

(Cinderella still alive, poison,

old woman, disguise)

(Glass coffin, lay, dead)

(Prince, forest, kiss)

(Alive, married, palace,

happy)

Picture source: http://www.youtube.com/watch?v=2QdhILjv-zA

 168

G. Write a story based on the pictures below.

THE FROG PRINCE

(1) (2) (3)

(4) (5) (6)

(7) (8) (9)

Picture source: http://www.youtube.com/watch?v=S2n0wKKrrZM

 169

2. A narrative is a text that tells a story and, in doing so, entertains the
audience. The purpose of a narrative, other than providing entertainment, can
be to make the audience think about an issue, teach them a lesson, or excite
their emotions.
 The steps for constructing a narrative text are:
 an orientationin which the narrator tells the audience about WHO is in the
story, WHEN the story is taking place and WHERE the action is happening
 a complicationthat sets off a chain of events that influences what will
happen in the story
 A resolutionin which the characters solve the problem created in the
complication
 Language features:
a. Use Simple Past Tense
Simple past tense is used to express something that happened in the past.
Pattern : S + Verb 2
For example: After Sidopekso killed her, he threw her dead body into the
dirty river.. => regular verb
Hansel and Gretel found treasure in the cottage => irregular verb
b. Use action verbs: went, left
c. Use of noun, adjective, conjunctions and time connectives

F. Method

Genre-based approach

G. Teaching and Learning Activities

Each meeting is always done with 3 phases, namely:

1. Opening Activity (5minutes):

 Greeting
 Praying and Calling the roll
 The teacher introduces the students about learning by sharing knowledge
 170

2. Main Activity (70 minutes):

a. Building Knowledge of the Field
 Ss have question-answer activities with the T.
 Ss read the model text.
 Ss answers some questions related to the text.
b. Modeling of the Text
 Ss find the meanings of some difficult words in the text and discuss them
with the T.
 Ss discuss the content of the model text including the characters, the
setting, the plot the ending, and the morale.
 Ss discuss the generic structure and the language features of the text.
 Ss complete a text with the past form of the verbs.
 Ss find the meanings of some words.
 Ss discuss the answers and the content of the text with the T.
c. Joint Construction of the Text
 Ss arrange jumbled sentences based on picture series in pairs.
 Ss discuss the answers, the content and the generic structure of the text
with the T.
 Ss divide themselves in groups of 3-4 students.
 Ss receive picture series with keywords.
 Ss write some sentences related to the picture series in groups.
 Ss to write their writing on the white board.
 Ss’ discuss their writing and receive some feedback from T.
d. Independent Construction of the Text
 Ss receive picture series of The Frog Prince.
 Ss answer some questions related to the pictures.
 Ss write narrative texts based on the pictures individually.
 171

3. Closing Activity (5 minutes):

 The T and Ss conclude the learning activities and the material.
 The T ends the activities by saying parting expressions

4. Source of Materials

Priyana, J., Riandi, and Mumpuni, A. P. 2008. Scaffolding: English for Junior
High School Students. Jakarta: Pusat Perbukuan, Departemen
Pendidikan Nasional.
http://shortstoriesshort.com/

http://www.youtube.com/watch?v=S2n0wKKrrZM

http://www.youtube.com/watch?v=2QdhILjv-zA

http://www.youtube.com/watch?v=DQSTlR7LtAE

http://www.youtube.com/watch?v=rZqV1y3mtEw

Retrieved from: 12th February 2014 at 09.00

5. Media

Picture series

LCD, slides

6. Scoring Guidance

Max score for Task G = 100

Rubric for Writing Assessment

Score Level Criteria Comment

C Excellent to very good: knowledgeable, substantive
30-27
O development of thesis, relevant to assigned topic
N Good to average: sure knowledge of subject, adequate
T 26-22 range, limited development of thesis, mostly relevant to
E topicbut still lacks detail
N Fair to poor: limited knowledge of subject, little
21-17
T substance, inadequatedevelopment of topic
 172

Very poor: does not show knowledge of subject, little

16-13
substance, inadequate development of topic
O Excellent to very good: fluent expression, ideas clearly
R 20-18 stated/supported, succint, well organized, logical
G sequencing, cohesive
A Good to average: somewhat choppy, loosely organized
N 17-14 but main ideasstand out, limited support, logical but
I incomplete sequencing
Z Fair to poor: non-fluent, ideas confused or
A 13-10 disconnected, lacksoriginal sequencing and development
T
I Very poor: does not communicate, no organization, or
O 9-7 not enough to evaluate
N
Excellent to very good : sophisticated range, effective
V 20-18 word/idiom choice and usage, word form mastery,
O appropriate register
C Good to average: adequate range, occasional errors,
A 17-14 word/idiom choice and usage, word form mastery,
B appropriate register
U Fair to poor: limited range, frequent errors of
L 13-10 word/idiom form, choice, usage, meaning confused or
A obscured
R Very poor: essentially translation, little knowledge of
Y 9-7 English vocabulary, idioms, word form, OR not enough
evaluate
Excellent to very good: effective, complex
25-22 constructions, few errors of agreement, tense, number,
L word order/function, articles, pronouns, prepositions.
A Good to average: effective but simple constructions,
N minor problems in complex constructions, several errors
G 21-18 of agreement tense, number, word order/function,
U articles, pronouns, prepositions, but meaning seldom
A obscured
G Fair to poor: major problems in
E simple/complexconstructions, frequent errors of
17-11 agreement, tense, number, word order/function, articles,
U pronouns, prepositions and/or fragments, run-ons,
S deletions, meaningconfused or obscured.
E Very poor: virtually no mastery of sentence
10-5 construction rules, dominated by errors, does not
communicate, OR not enough to evaluate
M Excellent to very good: demonstrates mastery of
E 5 conventions, few errors of spelling, punctuation,
C capitalization, paragraphing
H 4 Good to average: occasional errors of spelling,
 173

A punctuation, capitalization, paragraphing, but meaning

N not obscured
I Fair to poor: frequent errors of spelling, punctuation,
C
3 capitalization, paragraphing; poor handwriting, meaning
S
confused or obscured
Very poor: no mastery of conventions, dominated by
errors of spelling, punctuation, capitalization,
2
paragraphing, handwriting illegible, OR not enough to
evaluate
Writing rubric proposed by H. Jacobs et al. (1981) in Reid (1993: 236-237).
 174

LESSON PLAN
(CYCLE 2)

School : SMP N 2 Wonosari

Subject : English
Grade/ Semester : VIII/2
Text Type : Narrative text
Skill : Writing
Time Allocation : 6x40 minutes

A. Standards of Competence:

12. Expressing meanings of written functional texts and short simple essays in
the form of recount and narrative texts to interact with the closest
environment.

B. Basic Competence

12.2 Expressing meanings and rhetoric steps accurately, fluently, and

appropriately in simple essay to interact with the environment in the form
of narrative text

C. Indicators
The students are expected to be able to:
6. Identify the generic structure of narrative text
7. Change words into the correct forms
8. Arrange jumbled words into correct sentences
9. Arrange jumbled sentences into a good story
10. Write a narrative text based on the pictures individually
 175

D. Learning Objective:

At the end of the learning process the students are expected to be able to write a
simple narrative text communicatively, accurately, and acceptably.

E. Material of Teaching

3. Narrative texts

A. Read the text entitled “The legend of Banyuwangi” and answer the
questions.

THE LEGEND OF BANYUWANGI

Once upon a time, there was a local ruler named king Sulahkromo. The king had a
Prime Minister named Raden Sidopekso. The Prime Minister had a wife named
Sri Tanjung. She was so beautiful that the king wanted her to be his wife.

One day, the King sent his Prime Minister to a long mission. While the Prime
Minister was away, the King tried to get Sri Tanjung. However he failed. He was
very angry. Thus, when Sidopekso went back, the King told him that his wife was
unfaithful to him. The Prime Minister was very angry with his wife. Sri Tanjung
said that it was not true. However, Sidopekso said that he would kill her. He
brought her to the river bank. Before he killed her and threw her into the river, she
said that her innocence would be proven.

After Sidopekso killed her, he threw her dead body into the dirty river. The river
immediately became clean and began to spread a wonderful fragrance. Sidopekso
said, “Banyu....Wangi... Banyuwangi”. This means “Fragrant Water”.
Banyuwangi was born from the proof of noble and sacred love.

Questions

1. Who are the main characters of the story?

2. Why did the King want Sri Tanjung to be his wife?
3. Why was the Raden Sidopekso very angry with his wife?
 176

4. How did the Raden Sidopekso kill his wife?

5. What was finally proved in the story?

B. Do the crossword by answering the correct words based on the meaning.

1U 2I

3P 6R

4S

5N

8B

7S

Mendatar:

1. Tidaksetia, 3. Bukti, 4. Menyebar, 5. Mulia, 7. Suci

Menurun:

2. ketidakbersalahan, 6. Penguasa, 8. tepi

 177

C. Change the words in the brackets into past form.

The Legend of MalinKundang

A long time ago, in a village in West Sumatra, 1(live)............ Malin

Kundang and her mother. Malin Kundang had to live hard with his mother
because his father had 2.(pass away).............. Malin Kundang was a diligent and
strong boy. He usually went to sea to catch fish.
One day, Malin Kundang helped a merchant that was 3.(raid)............. by a
small band of pirates. In return the merchant asked Malin Kundang to sail with
him. To get a better life, Malin Kundang 4(agree).......... He left his mother alone.
Many years later, Malin Kundang 5(become) .................wealthy. He had a
huge ship and had a beautiful wife. When he was sailing, his ship landed on a
beach near a small village. The villagers 6(recognize).................... him. Malin
Kundang’s mother ran to the beach to meet him. She wanted to hug him.
Unfortunately, Malin Kundang 7(deny)............ meeting her. For three times her
mother begged Malin Kundang and for three times he 8(yell)............ at her,
"Enough, old woman! I have never had a mother like you, a dirty and ugly
woman!"
Finally, she 9(curse)................ Malin Kundang that he would turn into a
stone if he didn't apologize. Suddenly a thunderstorm came. His huge ship was
wrecked and it was too late for Malin Kundang to apologize. Suddenly, he
10(turn)...................... into a stone.
Adapted from: http://m.kompasiana.com/post/read/543334/3

D. Match the words with the pictures.

 178

a)........................ b)..................... c).......................

d).................................. e) ...........................

f) ................................. g)............................
 179

E. Arrange the pictures based on the text above.

a. b.

c. d.

e. f.

g. h.

Picture source: http://www.youtube.com/watch?v=LqkBzKXDJYE

 180

Answer:
....................................................................................................................................

F. Arrange the jumbled words below into a good sentences and arrange the
sentences into a good story based on the pictures.

a. b.

c. d.

e. g h.
 181

i. j.

Picture source: http://shiseptiana.deviantart.com/art/Bawang-Merah-Bawang-Putih-

202654507

a. (Long time ago-named-lived-a-girl-garlic) :Long time ago lived a girl named

Garlic.
(Her stepmother-her-and-stepsister-treated-badly): Her stepmother and
stepsister treated her badly.

b. (Garlic-walked-theriver-
along)..........................................................................................................................
..........

c. (One day-washed- clothes-she) .................................................................................

(her mother’s –were-washed away -accidentally-clothes) …....................................

d. (very-was- her stepmother-angry)............................................................................

(asked- She- to look for-Garlic-clothes)..................................................................

e. (theold woman-Garlic-gave-and-clothes-pumpkins)................................................
(pumpkin-chose-Garlic-the small).............................................................................
 182

f. (cut-they-it)but (snakes-there-inside-were)...............................................................
(Apologized-they-to-Garlic)......................................................................................

g. (went-Garlic- home)...................................................................................................

h. (saw-stepmother-the-pumpkin) .................................................................................
(cut-they-it) and (jewellery-there-inside-was)...........................................................

i. (met-she-oldwoman-an)............................................................................................
(clothes -old woman-kept-the)...................................................................................

j. (went to- the old woman’s –Onion-house).................................................................

(pumpkin -chose-she-thebig)...................................................................................

G. Write a story entitled “The Golden Cucumber” based on the pictures.

THE GOLDEN CUCUMBER

a. b.

c. d.
 183

e. f.

g. h.

i.

j.

k.
 184

l.

m.

Picture source: http://www.youtube.com/watch?v=Hz4BasSAx0w

Useful Words:

Giant (n) scared (adj)

Seeds (n) chase => chased (v)

Plant =>planted(v) throw=> threw (v)

Ripe (adj) needles (n)

Pouch (n) bamboo forest (n)

Salt (n) mud pond (n)

Fish paste (n) sink down => sank down (v)

Cucumber field (n)

 185

2. A narrative is a text that tells a story and, in doing so, entertains the
audience. The purpose of a narrative, other than providing entertainment, can
be to make the audience think about an issue, teach them a lesson, or excite
their emotions.
 The steps for constructing a narrative text are:
 an orientationin which the narrator tells the audience about WHO
is in the story, WHEN the story is taking place and WHERE the
action is happening
 a complicationthat sets off a chain of events that influences what
will happen in the story
 A resolutionin which the characters solve the problem created in
the complication
 Language features:
 Use simple past tense
Simple past tense is used to express something that happened in the
past.
Pattern : S + Verb 2
For example: They lived with a stepmother. => regular verb
Hethrew her body into the river. => irregular verb
 Use action verbs: went, left
 Use of noun, adjective, conjunctions and time connectives

H. Method

Genre-based approach

I. Teaching and Learning Activities

Each meeting is always done with 3 phases, namely:

1. Opening Activity (5minutes):

 Greeting
 Praying and Calling the roll
 186

 The T introduces the Ss about learning by sharing knowledge and give

some brainstorming.

2. Main Activity (70 minutes):

a. Building Knowledge of the Field
 Ss are shown some picture series.
 Ss answer some questions related to the pictures asked by T.
 Ss are provided a narrative text.
 Ss read and answer the questions related to the text.
 Ss do a crossword.
 Ss and the T discuss the answers.
b. Modeling of the Text
 Ss discuss the content of the model text including the characters, the
setting, the plot the ending, and the morale with the T.
 Ss discuss the generic structure and the language features of the text with
the T.
 Ss complete a text with the past form of the verbs.
 Ss match some words with some pictures.
 Ss discuss the answers and the content of the text with T.
c. Joint Construction of the Text
 Ss receive picture series of Garlic and Onion.
 Ss divide themselves in groups of 3-4 Ss.
 Ss arrange jumbled words.
 Ss arrange jumbled sentences based on picture series.
 Ss rewrite the correct sequence in paragraphs based on the generic
structure.
 Ss discuss the answers, the content, and the generic structure of the text
with the T.
 187

d. Independent Construction of the Text

 Ss are provided picture series of The Golden Cucumber with the
keywords.
 Ss answer some questions related to the pictures.
 Ss write a narrative text based on the pictures individually.

3. Closing Activity (5 minutes):

 The T and Ss conclude the learning activities and the material.
 The T ends the activities by saying parting expressions

J. Sources of Materials

Priyana, J., Riandi, and Mumpuni, A. P. 2008. Scaffolding: English for Junior
High School Students. Jakarta: PusatPerbukuan,
DepartemenPendidikanNasional.
http://indonesianfolklore.blogspot.com/2007/11/bawang-merah-and-bawang-
putih-folklore.html

http://m.kompasiana.com/post/read/543334/3

http://www.youtube.com/watch?v=LqkBzKXDJYE

http://shiseptiana.deviantart.com/art/Bawang-Merah-Bawang-Putih-202654507

http://www.youtube.com/watch?v=Hz4BasSAx0w

Retrieved from: 26th March 2014 at 19.00

K. Media

Picture series

LCD, slides
 188

L. Scoring

Scoring Guidance

Max score of task G: 100

Rubric for Writing Assessment

Score Level Criteria Comment

Excellent to very good: knowledgeable, substantive
30-27
C development of thesis, relevant to assigned topic
O Good to average: sure knowledge of subject, adequate
N 26-22 range, limited development of thesis, mostly relevant to
T topicbut still lacks detail
E Fair to poor: limited knowledge of subject, little
21-17
N substance, inadequatedevelopment of topic
T Very poor: does not show knowledge of subject, little
16-13
substance, inadequate development of topic
O Excellent to very good: fluent expression, ideas clearly
R 20-18 stated/supported, succint, well organized, logical
G sequencing, cohesive
A Good to average: somewhat choppy, loosely organized
N 17-14 but main ideasstand out, limited support, logical but
I incomplete sequencing
Z Fair to poor: non-fluent, ideas confused or
A disconnected, lacksoriginal sequencing and
13-10
T development
I
O Very poor: does not communicate, no organization, or
9-7
N not enough to evaluate
Excellent to very good : sophisticated range, effective
V 20-18 word/idiom choice and usage, word form mastery,
O appropriate register
C Good to average: adequate range, occasional errors,
A 17-14 word/idiom choice and usage, word form mastery,
B appropriate register
U Fair to poor: limited range, frequent errors of
L 13-10 word/idiom form, choice, usage, meaning confused or
A obscured
R Very poor: essentially translation, little knowledge of
Y 9-7 English vocabulary, idioms, word form, OR not enough
evaluate
L Excellent to very good: effective, complex
A 25-22 constructions, few errors of agreement, tense, number,
N word order/function, articles, pronouns, prepositions.
 189

G Good to average: effective but simple constructions,

U minor problems in complex constructions, several errors
A 21-18 of agreement tense, number, word order/function,
G articles, pronouns, prepositions, but meaning seldom
E obscured
Fair to poor: major problems in
U simple/complexconstructions, frequent errors of
S 17-11 agreement, tense, number, word order/function, articles,
E pronouns, prepositions and/or fragments, run-ons,
deletions, meaningconfused or obscured.
Very poor: virtually no mastery of sentence
10-5 construction rules, dominated by errors, does not
communicate, OR not enough to evaluate
Excellent to very good: demonstrates mastery of
5 conventions, few errors of spelling, punctuation,
M capitalization, paragraphing
E Good to average: occasional errors of spelling,
C 4 punctuation, capitalization, paragraphing, but meaning
H not obscured
A Fair to poor: frequent errors of spelling, punctuation,
N 3 capitalization, paragraphing; poor handwriting, meaning
I confused or obscured
C Very poor: no mastery of conventions, dominated by
S errors of spelling, punctuation, capitalization,
2
paragraphing, handwriting illegible, OR not enough to
evaluate
Writing rubric proposed by H. Jacobs et al. (1981) in Reid (1993: 236-237).
 APPENDIX F
OBSERVATION CHECKLISTS
 191

OBSERVATION CHECKLIST

Cycle 1 : 1st meeting

Day/Date :March 19th, 2014
Object : Researcher
Observer : Arintika Devi W.
No Researcher’s activities Yes No Description

1 R opens the class by greeting √

and checking Ss’ attendances
2 R introduces the topic of the √
lesson
3 R provide an example of √
narrative texts to the students
4 R asks Ss to read the text √

5 R and Ss discuss about the text √

6 R explain about narrative text √

7 R asks Ss to match some √

vocabularies with the meaning
provided
8 R and Ss discuss the meaning √
of the vocabularies
9 R provide Ss a picture series of √
a story
10 R asks the students to arrange √
jumbled sentences based on the
pictures
11 R and Ss discuss about the √ The task have not discussed yet
story of the picture series
12 R and Ss concluded the √
learning activities and the
material
13 R ends the activities by saying √
parting expression
 192

OBSERVATION CHECKLIST

Cycle 1 : 1st meeting

Day/Date : March 19th, 2014
Object : Students
Observer : Arintika Devi W.
No Researcher’s activities Yes No Description

1 Ss answer the R’s greeting √

2 R actively discuss the topic of √

the lesson with R

3 Ss pay attention and √

comprehend the model text
given by the R
4 Ss anwer the question asked by √
the R about the text
5 Ss actively discuss with the R √ There are some students at the back who
and pay attention to the R did not pay attention to the explanation.
explanation about narrative
text
6 Ss match some verbs with the √
meaning provided by the R
7 Ss actively discuss the correct √
answers with the R
8 Ss arrange jumbled sentences √
based on the picture series
given
9 Ss discuss actively the right √
story based on picture series
given with the R
10 Ss and the R conclude the √
learning activity and the
material
 193

OBSERVATION CHECKLIST
Cycle 1 : 2nd meeting
Day/Date : March 20th, 2014
Object : Researcher
Observer : English teacher
No Researcher’s activities Yes No Description

1 R opens the class by greeting and checking √

Ss’ attendances
2 R asked what the Ss learned in the last √
meeting
3 R and the Ss discuss the jumbled sentences √
based on the picture series
4 R and the Ss discuss the generic structure of √
the text
4 R distributes a new text with the picture √
series
5 R asks the Ss to change the words in the √
brackets into past form and ask the Ss to find
the meaning of some difficult words
6 R and the Ss discuss about the text √

7 R divided the students into groups of three or √

four students
8 R distributes a new picture series to the Ss √
and ask the students to write some sentences
related to the pictures
9 R gives some questions and examples to the √
Ss to give them the idea to write
10 R ask the Ss to write their sentences on the √
white board
11 R and Ss discuss the Ss’ writing √

12 R and Ss concluded the learning activities √

and the material
13 R ends the activities by saying parting √
expression
 194

OBSERVATION CHECKLIST

Cycle 1 : 2nd meeting

Day/Date : March 20th, 2014
Object : Students
Observer : English teacher
No Researcher’s activities Yes No Description

1 Ss answer the R’s greeting and √

questions

2 Ss actively discuss the jumbled √

sentences and the generic
structure of the text with the R

3 Ss change the words in the √

brackets into past form
4 Ss find the meaning of some √
words in the text
5 Ss actively discuss the text and √
the answer with the R
6 Ss answers some questions √
asked by the R about the
pictures
7 Ss actively discuss the correct √
answers with the R
8 Ss write some sentences into a √
story based on the picture
series given
9 Ss write their sentences on the √
white board
10 S discuss the sentences with √
the R
11 Ss and the R conclude the √
learning activity and the
material
 195

OBSERVATION CHECKLIST
Cycle 1 : 3rd meeting
Day/Date : April 3rd, 2014
Object : Researcher
Observer : Arintika Devi W.
No Researcher’s activities Yes No Description

1 R opens the class by greeting √

and checking Ss’ attendances

2 R asked what the Ss learned in √

the last meeting

3 R ask the Ss to write their √

writing on the white board

4 R check the Ss writing and √

explain it to the Ss
5 R and the Ss discuss the story √
of Snow White
6 R distributes a new picture √
series to the Ss
7 R asks some questions to the √
Ss related to the pictures
8 R asks the Ss to write a story √
based on the pictures
individually
9 R and Ss concluded the √
learning activities and the
material
10 R ends the activities by saying √
parting expression
 196

OBSERVATION CHECKLIST

Cycle 1 : 3rd meeting

Day/Date : April 3rd, 2014
Object : Students
Observer : Arintika Devi W.
No Researcher’s activities Yes No Description

1 Ss answer the R’s greeting and √

questions

2 Ss write their writing on the √

white board

3 Ss actively discuss their √

writing with the R
4 The Ss pay attention to the R’s √
explanation
5 Ss actively discuss the text and √
the answer with the R
6 Ss answers some questions √
asked by the R about the
pictures
7 Ss write their own stories √
based on the pictures given
8 Ss and the R conclude the √
learning activity and the
material
 197

OBSERVATION CHECKLIST

Cycle 1 : 1st meeting

Day/Date : April 30th, 2014
Object : Researcher
Observer : English teacher
No Researcher’s activities Yes No Description

1 R starts the class by greeting √

and checking Ss’ attendances
2 R give some brainstorming and √
introduces the topic of the
lesson
3 R provide an example of √
narrative texts to the students
4 R asks Ss to read the text √

5 R asked the students to answer √

some questions related to the
text
6 R and the students discuss the √
answer and the content of the
text
7 R asks Ss to do the crosswords √
by answering the correct words
in to the text based on the
meaning
8 R and Ss discuss the meaning √
of the vocabularies
9 R explains briefly about √
narrative text and discuss the
generic structure of the model
text
9 R asks the Ss to underline the √
pas form used in the text
10 R provides a new text and asks √
the students to change the
words in the brackets into past
form
 198

11 R and Ss discuss the answers √

12 R ask the students to match √

some words with the pictures
13 R asks the Ss to arrange the √
jumbled pictures based on the
text
14 R and the Ss discuss the √
answers and the content of the
text
15 R and Ss concluded the √
learning activities and the
material
16 R ends the activities by saying √
parting expression

OBSERVATION CHECKLIST

Cycle 1 : 1st meeting

Day/Date : April 30th, 2014
Object : Students
Observer : English teacher
No Researcher’s activities Yes No Description

1 Ss answer the R’s greeting √

2 R actively discuss the topic of √

the lesson with R

3 Ss read the model text given by √

the R
4 Ss anwer the questions related √
to the text
5 Ss actively discuss the answers √
and the content of the text with
the R
 199

6 Ss match some verbs with the √

meaning provided by the R
7 Ss actively discuss the correct √
answers with the R
8 Ss do the crossword by √
answering the correct words in
to the text based on the
meaning
9 Ss pay attention to the R √
explanation about narrative
text and actively discuss with
the R about the model text
10 Ss underline the past form used √
in the text
11 Ss change some words in the √
brackets into past form
12 Ss discuss actively the right √
answers with the R
13 Ss match the difficult word in √
the text with the pictures
provided
14 Ss arrange the jumbled pictures √
based on the text
15 Ss actively discuss the answer √
and the content of the text with
the R
16 Ss and the R conclude the √
learning activity and the
material
 200

OBSERVATION CHECKLIST

Cycle 2 : 2nd meeting

Day/Date : May 14th, 2014
Object : Researcher
Observer : English Teacher
No Researcher’s activities Yes No Description

1 R starts the class by greeting and √

checking Ss’ attendances
2 R asked what the Ss learned in the √
last meeting

3 R provide the Ss with a picture series √

4 R asks the SS to work in pairs √ R monitors the class well

5 R asks the Ss to arrange jumbled √

words into good sentences
6 R asks the Ss to arrange jumbled √
sentences into a good paragraph
based on the pictures
7 R discuss the answers with the Ss √

8 R distributes another picture series √

9 R asks the Ss to write a story based √

on the picture series given
individually
10 R explain briefly about the pictures √
to the Ss and R gives some questions
about the pictures
11 R and Ss concluded the learning √
activities and the material
12 R ends the activities by saying √
parting expression
 201

OBSERVATION CHECKLIST

Cycle 2 : 2nd meeting

Day/Date : May 14th, 2014
Object : Students
Observer : English teacher
No Researcher’s activities Yes No Description

1 Ss answer the R’s greeting and √

questions
2 Ss pay attention and answered √ The class atmosphere is good
the R question about the
pictures
3 Ss in pairs arrange jumbled √ The R monitors the Ss well so that they can
words into good sentences complete the task

4 Ss in pairs arrange jumbled √

sentences based on the picture
series
5 Ss pay attention on the R √ Ss actively involved in the learning
explanation and actively process.
discuss their writing with the R
6 Ss pay attention to another √
picture series
7 Ss answers some questions √
asked by the R about the
pictures
8 Ss write a story based on the √
picture series provided
9 Ss and the R conclude the √
learning activity and the
material
 202

OBSERVATION CHECKLIST

Cycle 2 : 3rd meeting Object : Researcher

Day/Date : May 21st, 2014 Observer : Arintika Devi W
No Researcher’s activities Yes No Description

1 R opens the class by greeting and √

checking Ss’ attendances

2 R asked what the Ss learned in the √

last meeting
3 R ask the Ss to continue writing their √
story
4 R helps the students who have √
difficulties
5 R and Ss concluded the learning √
activities and the material
6 R ends the activities by saying √
parting expression

Cycle 2 : 3rd meeting

Day/Date : May 21st, 2014
Object : Students
Observer : Arintika Devi W
No Researcher’s activities Yes No Description

1 Ss answer the R’s greeting √

2 Ss asks the R’s question about what √
they have learned in the last meeting
3 Ss continue writing a story based on √
the picture series given in the last
meeting
4 Ss asks some questions to the R √
when they do not understand
5 Ss and the R conclude the learning √
activity and the material
 APPENDIX G
WRITING SCORES
 204

STUDENTS’ WRITING SCORES IN PRE-TEST

Students' C O V L M TOTAL
number R C R C R C R C R C R C
1 16 16 13 13 14 14 13 14 4 4 60 61
2 16 16 10 12 12 12 10 11 4 4 52 55
3 18 18 13 13 12 13 13 13 4 4 60 61
4 14 15 14 14 13 13 13 14 4 4 58 60
5 17 17 13 13 12 13 13 13 4 5 59 61
6 20 20 13 14 13 13 13 13 4 4 63 64
7 14 15 14 14 14 14 14 14 3 4 59 61
8 17 17 13 13 13 13 13 13 4 4 60 60
9 0 0 0 0 0 0 0 0 0 0 0 0
10 20 21 14 14 14 14 16 16 4 5 68 70
11 20 20 14 14 14 14 16 16 4 5 68 69
12 20 20 14 14 14 14 14 14 4 4 66 66
13 20 20 14 14 14 14 14 14 4 4 66 66
14 20 20 15 15 14 14 14 14 4 4 67 67
15 21 21 14 14 13 13 13 14 4 4 65 66
16 20 20 13 13 13 13 13 13 4 4 63 63
17 0 0 0 0 0 0 0 0 0 0 0 0
18 18 18 13 13 13 13 13 13 3 3 60 60
19 21 21 15 15 14 14 15 15 4 4 69 69
20 0 0 0 0 0 0 0 0 0 0 0 0
21 21 21 15 15 15 15 14 14 4 4 69 69
22 21 21 15 15 15 15 15 15 4 4 70 70
23 20 20 14 14 15 15 16 16 4 4 69 69
24 14 15 13 13 12 13 13 13 4 4 56 58
25 21 21 14 14 14 14 14 14 4 4 67 67
26 21 21 15 15 14 14 14 14 4 4 68 68
27 14 15 12 13 13 13 13 13 3 4 55 58
28 17 18 13 13 13 13 14 14 4 4 61 62
29 21 21 15 15 15 15 15 15 4 4 70 70
30 21 21 14 14 15 15 15 15 4 4 69 69
TOTAL 503 509 369 373 367 370 373 377 105 110 1717 1739
MEAN 18,74074074 13,74074074 13,64814815 13,88888889 3,981481481 64
 205

STUDENTS’ WRITING SCORES IN CYCLE I

Students' C O V L M TOTAL
Number R C R C R C R C R C R C
1 24 24 15 16 15 16 16 17 4 4 74 77
2 22 23 14 15 14 14 14 15 4 4 68 71
3 24 24 15 15 14 14 14 15 4 4 71 72
4 24 25 15 15 14 15 16 17 4 4 73 76
5 24 25 15 15 15 16 15 15 4 4 73 75
6 21 22 13 14 14 14 14 15 4 4 66 69
7 24 24 14 14 14 14 14 15 4 4 70 71
8 25 25 16 17 15 16 15 16 4 4 75 78
9 0 0 0 0 0 0 0 0 0 0 0 0
10 23 23 14 14 14 14 16 16 4 4 71 71
11 25 25 16 17 15 15 16 17 4 5 76 79
12 24 25 15 15 14 15 15 15 4 4 72 74
13 25 25 16 17 15 15 16 17 4 5 76 79
14 24 24 14 14 14 15 15 16 4 4 71 73
15 22 23 14 15 15 15 15 16 4 4 70 73
16 25 25 16 16 14 15 14 14 4 5 73 75
17 0 0 0 0 0 0 0 0 0 0 0 0
18 24 25 16 17 15 15 16 17 3 4 74 78
19 21 21 14 14 14 15 15 15 4 4 68 69
20 0 0 0 0 0 0 0 0 0 0 0 0
21 24 24 16 16 15 16 16 16 4 4 75 76
22 25 25 16 16 16 16 16 16 4 4 77 77
23 21 22 14 14 14 14 15 15 4 4 68 69
24 24 24 15 15 15 15 15 16 4 4 73 74
25 22 23 14 15 15 15 15 16 4 4 70 73
26 24 24 15 16 14 15 15 15 4 4 72 74
27 24 24 15 15 15 15 14 15 4 4 72 73
28 23 24 15 15 15 15 15 16 4 4 72 74
29 24 24 15 16 15 16 15 16 4 4 73 76
30 25 26 16 17 16 16 16 17 4 5 77 81
TOTAL 637 648 403 415 395 406 408 426 107 112 1950 2007
MEAN 23,7962963 15,14814815 14,83333333 15,44444444 4,055555556 73,27777778
 206

STUDENTS’ WRITING SCORES IN POST-TEST

Students' C O V L M TOTAL
number R C R C R C R C R C R C
1 26 26 18 18 17 17 21 22 5 5 87 88
2 25 26 16 16 14 15 17 17 4 4 76 78
3 24 24 15 15 14 14 17 17 4 4 74 74
4 24 25 14 15 15 15 17 17 4 4 74 76
5 26 26 18 18 17 18 20 20 5 5 86 87
6 23 24 14 14 15 15 17 17 4 4 73 74
7 23 23 16 16 14 14 17 17 4 4 74 74
8 25 25 18 18 16 16 18 18 4 5 81 82
9 0 0 0 0 0 0 0 0 0 0 0 0
10 25 26 17 17 17 17 19 19 4 4 82 83
11 26 26 18 18 16 16 20 20 5 5 85 85
12 25 26 17 17 15 16 16 16 5 5 78 80
13 26 26 18 18 16 17 19 19 5 5 84 85
14 25 25 17 17 17 17 20 21 5 5 84 85
15 25 25 18 18 16 16 18 18 5 5 82 82
16 26 26 17 17 15 15 15 15 5 5 78 78
17 0 0 0 0 0 0 0 0 0 0 0 0
18 25 25 18 18 17 17 18 18 3 3 81 81
19 22 22 14 14 15 15 18 18 4 4 73 73
20 0 0 0 0 0 0 0 0 0 0 0 0
21 25 25 17 17 16 16 18 18 5 5 81 81
22 26 26 18 18 17 17 17 17 5 5 83 83
23 22 22 14 14 14 14 18 18 4 4 72 72
24 25 25 17 17 14 14 17 17 5 5 78 78
25 25 25 17 17 16 16 18 18 5 5 81 81
26 25 26 17 17 15 16 15 15 5 5 77 79
27 25 25 17 17 17 17 18 18 4 4 81 81
28 25 25 17 17 17 17 18 18 5 5 82 82
29 26 26 17 17 17 17 20 20 5 5 85 85
30 26 26 18 18 18 18 20 21 5 5 87 88
TOTAL 671 677 452 453 427 432 486 489 123 124 2159 2175
MEAN 24,9629629 16,7592592 15,9074074 18,0555555 4,57407407 80,2592592
 APPENDIX H
ATTENDANCES LIST
 208

ATTENDANCES LIST

No. Name Meetings

Pre-test I II III IV V VI
1 Alvin Syahnakri √ √ √ √ √ √ √
2 Anisa Fitri N. √ √ √ √ √ √ √
3 Anugraheni √ √ √ √ √ √ √
4 Arif Nur Hidayat √ √ √ √ √ √ √
5 Azhar Ayu N. √ √ √ √ √ √ √
6 Bagas Mahendrata √ √ √ √ √ √ √
7 Detan Gustama D. √ √ √ √ √ √ √
8 Dhika Rizky A. √ √ √ √ √ √ √
9 Fahrul Rahma R. √ √ √ i √ √ √
10 Faisal Adi Nugroho √ √ √ √ √ √ √
11 Hanatun Nur H. √ √ √ √ √ √ √
12 Henika Nur Kholifah √ √ √ √ √ √ √
13 Hind Farihah J. √ √ √ √ √ √ √
14 Maratus Sholikah √ √ √ √ √ √ √
15 Meliya S. √ √ √ √ √ √ √
16 Monika Frila A. S. √ √ √ √ √ √ √
17 Muchtar Arifin √ √ √ √ √ √ √
18 Muhammad Reiki S. √ √ √ √ √ √ √
19 Nanda Amirul M. √ √ √ i √ √ √
20 Nooralifa A.P S √ √ √ √ √ √
21 Novi Indah S. √ √ √ √ √ √ √
22 Novi Wahitun √ √ √ √ √ √ √
23 R. Tomy P. √ √ √ √ √ √ √
24 Ristiana A. P. √ √ √ √ √ √ √
25 Salsablela Niswah H. √ √ √ √ √ √ √
26 Septi C. S. √ √ √ √ √ √ √
27 Syahril √ √ √ √ √ √ √
28 Widya D.R. √ √ √ √ √ √ √
29 Yossa Tista D. √ √ √ √ √ √ √
30 Yusinta Galuh R. √ √ √ √ √ √ √
 APPENDIX I
STUDENTS’ WRITING
SAMPLES
 STUDENTS’ WRITING SAMPLES

PRE-TEST
CYCLE I
POST-TEST
 APPENDIX J
PHOTOGRAPHS
 216

PHOTOGRAPHS

Figure 1&2: The researcher presents some picture series to the students
using LCD

Figure 3: The researcher explain the task to the students

Figure 4&5: The students write the aswers in the white board
 217

Figure 6&7: The students writing narrative texts

Figure 8&9: The students write their writing on the whiteboard

Figure 10&11: The researcher helps the students who have difficulties in
doing the task
 218

Figure 12: The researcher checks the students’ writing in front of the class

Figure 13: The students, the English teacher, and the researcher group photo
APPENDIX K
LETTERS