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Abstract: The objectives of this research are: (1) To know the class situation during
the implementation of picture series in teaching writing. (2) To know the
improvement of students’ ability in writing narrative text using picture series. The
subjects of the research are twenty-four students of class VIII A SMP N 2 Ampel
Boyolali. In collecting the data, the researcher used observation, interview, field
notes, photographs and test. The tests were conducted before the action (pretest)
and after the action (posttest). The result of the research shows that there are
positive improvements in students’ writing ability and the class situation during the
teaching learning process. The results of the tests improved, from the pretest
(conducted before the action) to the posttests (conducted after the action). The
mean scores of the test result are 56 for the pretest, 66.74 for the posttest of cycle
1 and 70.2 for the posttest in the second, and the final posttest is 70.68. And also
there are improvements in students’ writing ability; (1) the students were more
motivated in joining the writing class, (2) they paid much attention when the
researcher explain about the picture series and (3) they were also more confident
when they were asked to write individually.
Writing skills is one of the four about writing, (4) Students made noise in
English language skills in addition to teaching learning process.
listening, speaking and reading. Writing
skills include productive or produce other To help students solved their
than speaking skills. In problem in writing, the writer used picture
http://smp3lembang.blogspot.com/2011/03/ series when teaching writing. Picture series
how-to-teach-writing-skill-in-junior, writing make them easier to get the ideas. They do
learning in schools has not been through the not need to imagine too long, that can waste
correct process. Teachers often delegate the their time. By looking at the picture, first,
task of writing without giving proper steps to students can develop their ideas in less time.
be able to produce good work. Writing is not Robert, Leslie and Walter (1992:5)
simply a matter of putting words together, it say that Instructional media are “the physical
is a recursive process, It is a process of means by which an instructional message is
revision and rewriting. Teaching writing communicated”. By this definition, a printed
means create a pedagogy that helps students text, an audiotape, a training device, a TV
see writing as continuous process of program, instructor’s talking, along with
Revising and rewriting as They invent, plan, many other physical means are all
Their draft text. considered media. In
For students in Junior high school, http://www.brainyquote.com/words/pi/pictu
writing looks very difficult because the re202820.html, picture is an image or
students lack vocabulary and they do not resemblance; a representation, either to the
have ideas on their mind, they do not eye or to the mind; that which, by its
understand English grammar and they also likeness, brings vividly to mind some other
lack practice. Moreover they have to thing; as, a child is the picture of his father;
express their ideas in English, in foreign the man is the picture of grief.
language, rather than their mother tongue. According to Wright (1989: 17) there
They only will look their paper for many are five roles for pictures in writing. First,
times without result. Based on the picture can motivate the students and make
preliminary research done in January in the them pay attention and want to take part.
second grade of SMP Negeri 2 Ampel Second, pictures contribute to the context in
Boyolali, the researcher found that there which the language being used. They bring
were some problems in students’ writing the world into the classroom. Third, pictures
ability : (1) The students’ difficulties in can describe in an objective way or respond
generating ideas, (2) The students’ to subjectively. Fourth, pictures can cue
difficulties in organizing text, (3) The responses to questions or cue substitutions
students’ difficulties in constructing past through controlled practice. Finally, pictures
sentences, (4) They are low in vocabulary can stimulate and provide information to be
mastery. referred to in storytelling.
Moreover, there are some problems The purposes of the research are: (1)
faced related to the classroom situation; (1) To know the class situation during the
Students uninteresting in writing class, (2) implementation of picture series in teaching
Low attention in teacher’s explanation, (3) writing, (2) To know the improvement of
Students spent much time in starting task
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asked questions to the researcher or their beginning of the story, such as; “Once upon
teacher in joint construction session. a time, in the small village, there was a
Meanwhile, few students still made errors in beautiful girl named Bawang putih” ; “A
using appropriate words. (2) Improvements long time ago in the small house, lived
are seen in students’ writings (the students Bawang Putih, Bawang Merah and their
could write a story with more detailed mother”, etc. They could use word
information, make longer paragraph with transitions (time conjunction) to make their
sufficient supporting details, organize their writing systematic from beginning until the
story better from beginning, middle and end of the story. The picture series could also
ending, finish their story until the end on guide the students to write the story in good
time; the students could make some opening order because they present systematically
sentences in various ways better, make past story line from the beginning, middle and
sentences better and were more careful in ending. The picture series contain simple
constructing past sentences, change the stories that can be easily understood by the
verbs 1 into verbs 2 in correct forms and junior high school students. By seeing the
were able to use appropriate vocabulary picture series and listening to the
better). In short, the students could write a explanation which contain simple stories,
narrative text better. Then, the comparison the students can easily write a good story.
also showed that there was a significant
improvement in students’ writing skill. Besides, the students could apply the
appropriate tense in their writing. In this
Overall, the result of the research action the researcher give the students
showed that there were some improvements. enough opportunity to write, so that the
The findings of the result show positive teaching learning focused on writing skill.
improvements in students’ writing skill and Through this action, the students could have
students’ attitude towards writing in class. more practices in writing narrative text using
By doing more practices in writing using picture series. They could create a better
picture series, the students’ writing skill writing than before, including in
could improve. They could write a story constructing the past sentences by using
with more detailed information based on the simple past tense. Some picture series
picture series; they produced longer present the narrator in past tense, so that it
paragraph with sufficient supporting details. can help the students to use the appropriate
The students could get the ideas and tenses in their writing actively seeing the
inspirations to write a narrative text after picture series and listening the explanation.
they had seen the picture series and listened By the action, the students were also able to
to the researcher’s explanation. The picture use appropriate vocabulary. The students
series gave them stimulus so that they could wrote correct spelling of the word used in
have something to write on their paper. their writing. The students could also change
They could also make stories in good the verb 1 into verb 2 in correct forms. It
organization according to the generic could be seen in the students’ worksheet in
structure of narrative text. The students which the mistakes were fewer than before.
could produce writing in wellorganized
The class situation in learning activities
text consisted of orientation, complication
before the action research was described as
and resolution. They start their writing with
follows : some students were busy with
opening sentences in variety of ways in the
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themselves, especially the students at the and most of the students could finish their
back rows. They did some other activities writing on time. It is because the picture
when starting their writing such as talking series could help them by presenting certain
with other students, day dreaming and topics which can be written down. Besides,
drawing. the positive improvement can be seen in the
activeness of the students during the
The improvement of the class situation teaching learning process. Some students
shows that the students were more motivated discussed actively about the picture series in
and confident when they were asked to write their own group after they seen the picture
individually by seeing the picture series and series. The students also asked questions to
listening the explanation first. They did their the researcher and their English teacher in
writing without being asked many times and joint construction session. In other words,
did not complain anymore. By seeing the the students’ attitude toward writing during
picture series, the students could spend the teaching learning in the class improved.
shorter time when they were asked to write
Table 1. The Summary of Research Findings
Having analyzed the research result, imply that during the implementation of
the researcher is presenting the discussion of using picture series in teaching learning
the finding to answer the research questions. process, there are some benefits for the
The results of this research were students, as follows: (1) Picture series
satisfactorily improved in the terms of: (1) improve students’ writing skill. Students
the improvement of students’ writing ability learn about narrative text easily and
; (2) the improvement of the classroom enjoyable. By using the narrative picture
situation. series, they can easily know about social
function and generic structure of narrative
Practically the use of picture series is text. Picture series give them knowledge
an appropriate teaching technique which can about certain topics so that they can easily
be implemented in the classroom. It also construct and generate the ideas into a
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narrative story based on the picture series is improvement in students’ writing skill ;
given. They can also arrange better the students could write a story with more
paragraphs based on the generic structure of detailed information; the students could
narrative text. (2) Picture series can improve make longer paragraph with sufficient
the students’ motivation. The picture series supporting details; the students could
provide various materials that arose the organize their story better from the
students’ interest to join the lesson from the beginning, middle and final part; the
beginning until the end of lesson. Therefore, students could finish their story until the end
during teaching learning process, they on the lesson; the students could make
follow all of activities conducted in class sentences in past tense better and were more
well. (3) Picture series can improve the careful; the students could change the verb1
students’ self confidence in English class. into verb 2 in correct forms and were able to
Especially in writing, the students are more use appropriate vocabulary better. In short,
confident when they are asked to make a the students could write a narrative text well.
story after seeing and understanding the And it also can be looked from the result
picture series because they get some score of the students from the pretest
stimulus about certain topics from the (conducted before the action) to the
picture series they seen. (4) Picture series posttests (conducted after the action). The
provide various materials which can arose mean scores of the test result are 56 for the
the students’ interest. There are so many pretest, 66.74 for the posttest of cycle 1
picture series with an attractive pictures and and 70.2 for the posttest in the second, and
story. By seeing and understanding the the final posttest is 70.68.
interesting picture series, the students will
get interest and motivation in involving After concluding the result of the
actively to the teaching learning process. research, the researcher would recommend
some suggestions; for the English teacher,
CONCLUSION AND SUGGESTIONS especially the teachers who teach in Junior
The research results show the High School, should create enjoyable
positive improvements in students’ writing situation in teaching learning process so that
skill and class situation. The findings are as the students can involves actively in class.
follows: The first finding is the positive They have to try teaching writing using
improvement of students’ attitude toward picture series. By doing this, the students are
writing during the teaching learning process. motivated in joining the class and the
The students were more motivated and important one is the students easily get idea
confident to write individually after using for writing, for the students should have a
picture series; some students discussed will and high motivation from themselves
actively about the picture series in their own first if they want to learn English. By using
group; most students could start their task picture series, it can stimulate their will and
better without wasting the time and get motivation in learning English. The students
involved in their group actively; some also actively and enjoyable in English class,
students focused on their task and sometimes for the Education Institution should provide
asked questions to the researcher or their facilities and media which can support the
teacher in joint construction session. teaching learning process. By using
Meanwhile, few students still made errors in appropriate facilities and media in class,
using appropriate words. The second finding
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teaching learning process can run more interest and motivation in studying a subject
effectively. It can also gain the students’ at school.