THE USE OF PICTURE SERIES TO HELP THE STUDENTS OF XB OF SMA N 10 YOGYAKARTA 2010/2011 ACADEMIC YEAR WRITE A RECOUNT TEXT:
CLASSROOM ACTION RESEARCH
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Dwi Yulianto Nugroho
Student Number: 071214138
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS AND TRAINING EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
2011
THE USE OF PICTURE SERIES TO HELP THE STUDENTS OF XB OF SMA N 10 YOGYAKARTA 2010/2011 ACADEMIC YEAR WRITE A RECOUNT TEXT:
CLASSROOM ACTION RESEARCH
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Dwi Yulianto Nugroho
Student Number: 071214138
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS AND TRAINING EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
2011
I DO NOT CHOOSE TO BE A COMMON MAN
Dean Alfange
I do not choose to be a common man. It is my right to be uncommon.
I seek opportunity, not security. I do not wish to be kept citizen,
Humble and deluded by having the State to look after me. I want to take the calculated risk,
To dream and to build, To fail and to succeed.
I refuse to barter incentive for a dole,
I prefer the challenges of life to the guaranteed existence The thrill of fulfillment instead of a stale utopia.
I will not trade my freedom for beneficence, Nor my dignity for a handout.
I will never cower before any master Nor bend to any threat.
It is my heritage to stand erect, proud and unafraid, To think and act for myself,
To enjoy the benefit of my creations, And to face the world boldly,
And to say: “This I have done!”
And this is what it means to be a MAN
This thesis is dedicated to my great parents,
STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain
the work or parts of the work of other people, except those cited in the quotations
and the references, as a scientific paper should.
Yogyakarta, May 12, 2011
The Writer
Dwi Yulianto Nugroho
071214138
LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma
Nama : Dwi Yulianto Nugroho
Nomor Mahasiswa : 071214138
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:
THE USE OF PICTURE SERIES TO HELP
THE STUDENTS OF XB OF SMA N 10 YOGYAKARTA 2010/2011 ACADEMIC YEAR WRITE A RECOUNT TEXT:
CLASSROOM ACTION RESEARCH
beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.
Demikian pertanyaan ini saya buat dengan sebenarnya.
Dibuat di Yogyakarta Pada tanggal: 12 Mei 2011 Yang menyatakan
ABSTRACT
Nugroho, Dwi Yulianto. 2011. The Use of Picture Series to Help the Students of
XB of SMA N 10 Yogyakarta 2010/2011 Academic Year Write a Recount Text: Classroom Action Research. Yogyakarta: Sanata Dharma University.
Mastering English is very important to help us communicate with other people from various countries which use English. The fact that mastering English is very important, the government of Indonesia implement genre-based approach in teaching English. In this approach, the students need to learn English through different types of texts. Recount is one of the compulsory texts that should be learnt by the students of senior high school. Recount should be learnt in four language skills and writing is one of them. Unfortunately, many students consider writing as the most difficult skill to learn. Based on the preliminary study conducted by the researcher, the students of XB of SMA N 10 Yogyakarta experienced difficulties in writing a recount text. Besides, the result of the students’ recount text was still unsatisfying.
This research is intended to overcome the problem faced by the students of XB of SMA N 10 Yogyakarta. The use of picture series was taken up as the solution considering that picture series provided advantages in teaching writing. The researcher formulated one question to be answered in this research. The question is to what extent does picture series help the students of XB of SMA N 10 Yogyakarta write a recount text?
This research is based on Classroom Action Research (CAR) which aimed to help the students of XB of SMA N 10 Yogyakarta write a recount text using picture series. The participants of this research were 34 students of XB of SMA N 10 Yogyakarta 2010/2011 academic year. There were two cycles of this research. The first cycle was conducted in one meeting. Meanwhile, the second cycle was conducted in two meetings. By using five research instruments which were observation, field notes, questionnaire, interview, and students’ drafts; the researcher gathered and then analyzed the data of this research.
The results of data gathered showed that the use of picture series helped
the students of XB of SMA N 10 Yogyakartawrite a recount text. It could be seen
from the number of the students who failed to pass the passing grade in preliminary (23 students), cycle one (17 students), and cycle two (8 students). The students could find the ideas quickly, develop the ideas, and then make good organization of a recount text. The use of picture series could also increase the students’ vocabulary. It also helped the students become more creative while they were writing a recount text. Besides, the use of picture series could motivate the students to write a recount text.
Having known that the use of picture series could really help the students write a recount text, the researcher suggested English teachers using picture series in teaching recount. Besides, English teachers may use colorful picture series.
ABSTRAK
Nugroho, Dwi Yulianto. 2011. The Use of Picture Series to Help the Students of
XB of SMA N 10 Yogyakarta 2010/2011 Academic Year Write a Recount Text: Classroom Action Research. Yogyakarta: Universitas Sanata Dharma.
Menguasai bahasa Inggris sangatlah penting guna membantu kita untuk berkomunikasi dengan orang lain yang berasal dari berbagai Negara yang menggunakan bahasa Inggris. Kenyataan bahwa menguasai bahasa Inggris itu
penting, pemerintah Indonesia menerapkan model pendekatan berbasis genre
dalam pengajaran bahasa Inggris. Dalam model pendekatan tersebut, siswa belajar bahasa Inggris melalui bermacam-macam jenis teks. Recount adalah salah satu jenis teks yang dipelajari oleh siswa SMA. Recount dipelajari melalui keempat ketrampilan berbahasa dan menulis merupakan salah satu dari ketrampilan tersebut. Akan tetapi, banyak siswa yang menganggap bahwa menulis adalah ketrampilan yang paling susah dipelajari. Berdasarkan studi awal yang dilakukan peneliti, siswa di kelas XB SMA N 10 Yogyakarta mengalami kesulitan dalam menulis karangan berbentuk recount. Selain itu, hasil karangan recount siswa masih belum memuaskan.
Penelitian ini dimaksudkan untuk mengatasi masalah yang dihadapi oleh siswa kelas XB SMA N 10 Yogyakarta. Penggunaan gambar seri dipilih sebagai solusi mengingat bahwa gambar seri memberi manfaat dalam pengajaran menulis. Peneliti merumuskan sebuah masalah untuk dipecahkan dalam penelitian ini. Rumusan masalah tersebut adalah sejauh mana penggunaan gambar seri dapat membantu siswa kelas XB SMA N 10 Yogyakarta dalam menulis sebuah karangan berbentuk recount.
Penelitian ini merupakan Penelitian Tindakan Kelas (PTK) yang bertujuan untuk membantu siswa kelas XB SMA N 10 Yogyakarta dalam menulis sebuah karangan berbentuk recount menggunakan gambar seri. Responden dalam penelitian ini berjumlah 34 siswa dari kelas XB SMA N 10 Yogyakarta tahun ajaran 2010/2011. Dalam penelitian ini terdapat dua siklus. Siklus yang pertama dilaksanakan dalam satu kali pertemuan sedangkan siklus yang kedua dilaksanakan dalam dua kali pertemuan. Dengan menggunakan lima buah alat penelitian yaitu lembar observasi, catatan lapangan, kuesioner, panduan wawancara dan tulisan siswa; peneliti mengumpulkan dan menganalisa data penelitian ini.
Selain itu, penggunaan gambar seri dapat memotivasi siswa untuk menulis sebuah karangan berbentuk recount.
Setelah mengetahui bahwa penggunaan gambar seri dapat membantu siswa menulis karangan berbentuk recount, peneliti memberi saran kepada guru-guru bahasa Inggris untuk menggunakan gambar seri saat mengajar tentang recount. Selain itu, para guru bahasa Inggris dapat menggunakan gambar seri yang berwarna.
Kata kunci: penelitian tindakan kelas, menulis, recount, gambar seri
ACKNOWLEDGEMENTS
First of all, I would like to address my gratitude to Jesus Christ for His
love, grace, and guidance during my whole life, especially the time when I had to struggle to plan, conduct, and finally report this research. Secondly, my gratitude goes to my hands, my eyes, my brain, my nose, my ears, my lung, my feet, and the whole parts of my body that have cooperated and synergized very well during my life.
I would also thank my supervisor, Ag.Hardi Prasetyo, S.Pd., M.A. for
his very valuable time, guidance, suggestions, motivation, and jokes during the process of doing this research and writing this thesis. I am also greatly indebted to Widya Astuti, S.Pd. who has permitted me to conduct a research in her classroom. I would also like to thank for her time, guidance and suggestions. I
also thank Drs.Timbul Mulyana, M.Pd., the principal of SMA N 10 Yogyakarta,
who has permitted me to conduct a research in SMA N 10 Yogyakarta. The next
thankfulness goes to the students of XB of SMA N 10 Yogyakarta 2010/2011
Academic Year for being very friendly and cooperative.
I would also like to address my thankfulness to ELESP grant
evaluators who have given me opportunity and fund to conduct this research and learn many things from the whole process. I am proud and happy to be one of the
lucky winners of the hibah kompetisi internal. I have done my very best as my
thankfulness to be chosen as the winner.
My greatest gratitude goes to my beloved family. I thank my great
parents, Bapak Surahmat and Ibu Sulasmi for their sincere love, patience, and
advices. I am very grateful to have my parents. I also thank my sister, Mbak
Ningsih, and also my brothers, Mas Woto and Dik Aji for their jokes, care, and
love. I also thank my lovely nephew, Lano for his smile and ompol so that I never
got stress when I was at home. I am very happy to have my family.
I owe a great debt to all PBI lecturers and all mybeloved teachers in
TK, SD, SMP, and also SMA who have helped me become a real human-being. I
when I was doing my Program Pengalaman Lapangan in SMA N 10 Yogyakarta.
I address my special thankfulness to my great lecturer, Yuseva Ariyani
Iswandari, S.Pd., M.Ed. who has given me a precious chance to read her book and also has given feedback and comments on this research. I also thank for her motivation given to me to enjoy the process of doing a research. I also thank Laurentia Sumarni, S.Pd. who has shared her positive-thoughts that can inspire me to always do my very best. I am very happy to have and meet all of my teachers in my life.
I also would like to thank PBI secretariat staff, Mbak Tari and Mbak
Dhanniek, Tata Usaha staff in SMA N 10 Yogyakarta and also all librarians in Sanata Dharma University who have given their very best services. I am amazed of their high spirit to assist everyone who needs their help. I also thank
my friend Antonia Rahayu Rosaria Wibowo, for her help become the observer
and also for her support, patience, positive-thoughts, and encouragement to graduate as quickly as possible. I also thank for her suggestions and comments
towards this research. I thank Mbak Maria Susana Widyaningsih, S.Pd. for her
help to become the observer of my research and also for her sharing about
classroom action research. I also thank Mbak Maria Heni “Sarce” Krisnasari,
S.Pd. who has become a very great senior in PBI.
I would also like to thank my great friends in PBI, especially Desta,
Bretya,Yusak, Susan, and Achie who have become my best friends during my
study in PBI. I thank all my friends in PBI, especially 2007ers in class C, and
also in Sanata Dharma University whose name I could not mention one by one. I am very happy and lucky to meet and have all of my great friends in PBI Sanata Dharma University.
TABLE OF CONTENTS
Page
TITLE PAGE ……….. i
APPROVAL PAGES ………. ii
DEDICATION PAGE ……… iv
STATEMENT OF WORK’S ORIGINALITY ………... v
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPERLUAN AKADEMIS ………..……….... vi
ABSTRACT... vii
ABSTRAK ……….…... viii
ACKNOWLEDGEMENTS ……… x
TABLE OF CONTENTS ……… xii
LIST OF TABLES ……….. xiv
LIST OF FIGURES ……… xv
LIST OF APPENDICES ………. xvi
CHAPTER I. INTRODUCTION A. Background of the Study ………... 1
B. Problem Formulation ………. 4
C. Limitation of the Study ………... 5
D. Objective of the Study ……… 5
E. Benefits of the Study ...………... 5
F. Definition of Terms ……… 6
CHAPTER II. REVIEW OF RELATED LITERATURE A. Theoretical Description ……….. 9
1. Writing Skill ……….. ………...
a. The Nature of Writing ……….
b. Teaching Writing ………
2. Recount ……….
a. Definition of Recount ……….
b. Communicative Purpose of Recount ………..
c. Types of Recount ………
d. Generic Structure of Recount ……….
e. Grammatical Features of Recount ………..
3. Picture Series ………
a. The Nature of Picture Series ………...
b. The Advantages of Using Picture Series in Writing
4. Classroom Action Research ………..
a. Definition of Classroom Action Research ……….
b. Aims of Classroom Action Research………..
c. Characteristics of Classroom Action Research …..
d. Model of Classroom Action Research ………
15
B. Theoretical Framework ………... 22
CHAPTER III. METHODOLOGY
A. Research Method ………
B. Research Setting and Participants ………
C. Research Instruments ………..
D. Data Gathering Technique .……….
E. Data Analysis Technique ………
F. Research Procedure ………
CHAPTER IV. RESEARCH RESULTS AND DISCUSSSIONS
A. The Role of Picture Series ………..
B. Research Process ………
24
CHAPTER V. CONCLUSIONS AND SUGGESTIONS
A. Conclusions ……… 69
B. Suggestions ………. 70
LIST OF TABLES
Table Page
Table 4.1. The Students’ Improvement Taken from Their Writing Drafts (individually) ……… 34 Table 4.2. The Students’ Improvement Taken from Their Writing Drafts (in groups) ……… 37
LIST OF FIGURES
Figures Page
Figure 2.1. Stages of the teaching/learning cycle ………... 12
Figure.2.2. Kemmis and McTaggart’s Model of Classroom Action
Research ……… 21
LIST OF APPENDICES
Appendix Page
Appendix 1. Covering Letter for the Head of SMA N 10 Yogyakarta …….. 76
Appendix 2. Covering Letter for the Governor of DIY ………... 78
Appendix 3. Permission Letter from the Governor of DIY………... 80
Appendix 4. Permission Letter from the Mayor of Yogyakarta ………….... 82
Appendix 5. Research Official Statement from SMA N 10 Yogyakarta …... 84
Appendix 6. Lesson Plan and Teaching Materials of Cycle One ………….. 86
Appendix 7. Field Notes of Cycle One ……….. 98
Appendix 8. Observation Sheet of Cycle One ………... 103
Appendix 9. Lesson Plan and Teaching Materials of Cycle Two ………….. 108
Appendix 10. Field Notes of Cycle Two ……… 120
Appendix 11. Observation Sheet of Cycle Two ………. 126
Appendix 12. Questionnaire ……… 133
Appendix 13. The Raw Data of Questionnaire ……… 137
Appendix 14. Interview Guide ……….... 142
Appendix 15. Interview Transcripts ……….... 144
Appendix 16. Sample of the Students’ Drafts Written in Preliminary Study .. 154
Appendix 17. Sample of the Students’ Drafts Written in Cycle One………… 157
CHAPTER I
INTRODUCTION
In this chapter, the researcher would like to present the background of the
study, the limitation of the study, the problem formulation, the objective of the
study, the benefits of the study, and definition of terms.
A.Background of the Study
English is well-known as a global language used by people to
communicate with other people around the world. If someone does not know
English, he will get difficulties in having communication with other people that
use English. Therefore, mastering English language is very important.
The fact that mastering English is very important becomes the background
for the government of Indonesia to put English in the formal education
curriculum. The government of Indonesia has put English as a compulsory subject
since the fourth grade of elementary school. It is expected that every student will
be able to master English so the student does not find any obstacles dealing with
language when the student is having communication with other people from
around the world.
Feez (1998) argues that enabling learners to develop the knowledge and
skills which will allow them to engage with whole texts appropriate to social
context is the aim of English language teaching. Because of that, the government
texts both in junior and senior high school levels. In the curriculum, senior high
school students are obliged to learn English through different texts which have
different function based on social context. Therefore, the syllabus used in the
learning and teaching activities is text-based syllabus. The genre-based approach
is one example of approaches used in text-based syllabus (Feez, 1998). Some texts
to be taught in senior high schools are recount, narrative, procedure, descriptive,
news item, report, analytical exposition, spoof, hortatory exposition, explanation,
discussion, and review (BSNP, 2006).
Those texts should be learned by the students in all language skills which
are listening, speaking, reading, and writing. However, each student has different
types of difficulties related to those four skills. Some of them consider writing as
the most difficult skill to be learnt. Tiedt (1989: 6) states that “of all the language
skills, writing is the most difficult and it is a hard work.” As with speaking, the
writer generates ideas. On the other hand, writing is important to be mastered to
express ideas without the pressure of face-to-face communication (Raimes, 1983).
Unfortunately, based on the researcher’s experience and observation when he was
doing his Program Pengalaman Lapangan (PPL), many English teachers usually
do not give equal portion of teaching to the four language skills when they are
teaching the students. Many English teachers usually assign the students to write a
text at home and then they submit their writing in the following meeting. The
teachers do not understand that writing has to be done after several stages of
writing starting from brain-storming until final draft of writing. They even do not
3
whether their writing is good or not. It can be the obstacle for the students to
improve their writing skills.
The students in XB of SMA N 10 Yogyakarta also considered writing as
the most difficult skill to learn. The researcher asked the students to write down
their simple opinion towards writing on the back side of their drafts while the
researcher taught the students. From the data, there were more than 50% students
who stated that writing is difficult. They found a lot of difficulties in writing.
Based on the researcher’s observation, the students had problem in writing a
recount text. They needed much time to start writing because they did not have
any idea to write and they had very limited English vocabulary. Besides, the result
of the students’ recount texts was not really satisfying. Their ideas were not
organized well. They also made mistakes mostly on the use of past tense,
minimum requirements, and even some of them did not write proper recount text
based on the generic structure of a recount text. It was so ironic since recount is
one of the texts that have more value in the context of schooling (Gerot and
Wignell, 1994) as cited by Mulya (2007: 17). Feez (1998) adds that recount is
classified as the simplest story text.
The reasons motivated the researcher to conduct a classroom action
research to help the students write a recount text. Besides, the researcher, who
considers that writing is not really difficult, wants to help the students in that class
write a recount text so that they will not think that writing is difficult anymore.
The research offered a solution in the form of instructional media to
were chosen because they have many advantages. Using what appears in the
pictures, the students can get ideas and opportunity to write in a connected way
(Kreidle, 1968). It will help the students write a text without spending much time
only to find ideas. Well-chosen picture series also give motivation to the students
in learning situation, especially in learning how to write (Kieffer and Cochran,
1985). Besides, picture series provide material that offers guidance on vocabulary,
sentence structure, and organization yet lets the students write about new subject
matter (Raimes, 1983).
Some previous research dealing with the use of picture series in teaching
writing showed good results. One of them was done by Setiawaty in 2003.
Setiawaty used the picture series to help her students write a narrative text. Based
on Setiawaty’s research, the use of picture series helped her students write a
narrative text. Understanding the advantages provided by picture series and also
the problems in writing a recount text faced by the students, the use of picture
series can be a good solution in the form instruction media for the students in this
research in writing a recount text.
B.Problem Formulation
In this research, the researcher addresses one question as follows:
To what extent does picture series help the students of XB of SMA N 10
5
C.Limitation of the Study
The researcher limits the research on its participants and also its purpose.
The participants of the research were 34 students of XB of SMA N 10
Yogyakarta. The purpose of the research is to overcome the problem faced by the
students of XB of SMA N 10 Yogyakarta in writing a recount text. The use of
picture series is offered as the solution to overcome the problem. Therefore, the
researcher limits this research into a study of writing a recount text using picture
series for the students of XB of SMA N 10 Yogyakarta.
D.Objective of the Study
The objective of this research is to overcome the problem in writing a
recount text faced by the students of XB of SMA N 10 Yogyakarta. The solution
is taken by using picture series when the students write recount text. The aim of
this implementation is to figure out to what extent the use of picture series helps
the students of XB of SMA N 10 Yogyakarta write a recount text.
E.Benefits of the Study
There are several benefits which can be obtained from this research. This
research is expected to give valuable contribution for the people as follows:
1. The Students of XB of SMA N 10 Yogyakarta
By conducting this research, the students are expected to be able to write
a good recount text using picture series given by the teacher. They can use or
get ideas, organize ideas in a good sequence, and use correct grammar. Besides, it
is also expected that they will be more creative to find ideas based on the pictures.
Finally, the students are expected to love writing.
2. The Researcher
By conducting the research, the researcher is expected to be able to
answer the problem formulated in this research. Besides, he is also expected to be
more creative in using media while teaching.
3. The English Teachers in SMA N 10 Yogyakarta
This research is also expected for the English teachers in SMA N 10
Yogyakarta to have good instruction media which is picture series to teach writing
a recount text. Furthermore, the teachers in SMA N 10 Yogyakarta can help their
students write a recount text.
4. The Other Researchers
The other researchers in the same topic may use the results of this
research as their research background or reference for the sake of better
improvement of a problem.
F. Definition of Terms
There are some terms used in this research that should be defined to avoid
misunderstanding in meaning. They are:
1. Classroom Action Research
Elliott (1991) suggests that classroom action research (CAR) is a process
7
strategies, and record their work in a form that is understandable by other
teachers. Carr and Kemmis (1986), as cited by Burns (1999: 30), add that action
research is simply a form of self-reflective enquiry done by participants whose
aim is to improve the rationality and justice of their own practices, their
understanding of these practices and the situations in which the practices are
carried out. In this research, the classroom action research is a research to
overcome a problem after doing some action and reflection.
2. Writing
Harmer (1991) argues that writing is a productive skill which requires
students to produce or make a written form of language. It means that the students
will produce something that can be read as the expression of their thought. In this
research, the participants will produce recount texts which are written based on
picture series.
3. Picture
According to Heinich (1982), pictures are photographic, representative of
people, places, and things are available in most subject areas and levels from
kindergarten to adults.
4. Picture Series
According to Setiawaty (2003), “picture series are series of three or nine
pictures”. Breitkreuz (1967), as cited by Setiawaty (2003), argues that picture
series normally depict logical or continuous actions, situations, and thoughts and
are arranged in a row coming one after another. In this research, the researcher
the text stage and use picture series which consist of eight pictures for the
independent construction of the text stage.
5. Recount
The Board of Studies New South Wales (1994), as cited by Mulya (2007:
3), explains that recount means a series of events that is written or spoken in the
time order in which it occurs and it has specific generic structure and grammatical
features to differ recount from other texts. In this study, recount refers to written
text. According to Doyle, Christine, and Lawrence (2004), there are three types of
recount text. They are personal, factual, and historical recount. This research
would like to focus on personal and factual recount. In personal recount, the writer
is personally involved. Meanwhile, factual recount is that a recount text which
records the circumstances of a particular event in which the speaker or writer
might or might not have been involved. Here, the circumstances of an event are
taken from the picture series. The students can write either personal or factual
recount.
6. XB Students in SMA N 10 Yogyakarta
XB is one of the classes in SMA N 10 Yogyakarta. This is the first grade
of senior high school level. Based on the observation done by the researcher, the
students of XB in SMA N 10 Yogyakarta had difficulty in writing a recount text.
They were very difficult to get idea to write a recount text. They need much time
to write a recount text and the result of their writing was not satisfying enough.
Therefore, the use of picture series was significant to help the students write a
CHAPTER II
REVIEW OF RELATED LITERATURE
In this chapter, the researcher presents a discussion on some theories
which become the bases of this research. The purpose of this chapter is to get
understanding to answer the question of this research. This chapter is divided into
two major parts. In the first major part, the researcher presents the theoretical
description. Meanwhile, the second major part is about the theoretical framework.
A. Theoretical Description
In the theoretical description, the researcher discusses the theories related
to this research. The theories are Writing Skill, Recount, Picture Series, and
Classroom Action Research.
1. Writing Skill
This part discusses two things related to this research. They are the nature
of writing and teaching writing. The nature of writing part presents the
characteristics of writing. Meanwhile, teaching writing part elaborates the reasons
why we teach writing and genre-based approach as one approach used in teaching
writing.
a. The Nature of Writing
As one of the language skills, writing has its own characteristics which
make it different from the other language skills. According to Harmer (1991),
form of language. It means that the students actively produce written form of
language which can be read.
Many experts explain the nature of writing by comparing it with speaking
skill. Both writing and speaking are productive skills which produce something
rather than receiving something as listening and reading. Widdowson (1978: 57)
argues “the same thing that speaking and writing are said to be active, or
productive skills whereas listening and reading are said to be passive or receptive
skills”.
Meanwhile, writing is different from speaking. Writing is a much slower
process than either speaking or reading (Bismoko, 1976). Raimes provides some
differences between writing and speaking. They are:
1. Speech is universal; everyone acquires a native language in the first few
years of life. Not everyone learns to read and write.
2. The spoken language has dialect variations. The written language generally demands standard forms of grammar, syntax, and vocabulary.
3. Speakers use their voices (pitch, stress, and rhythm) and bodies (gestures and facial expressions) to help convey their ideas. Writers have to rely on the words on the page to express their meaning.
4. Speakers use pauses and intonation. Writers use punctuation. 5. Speakers pronounce. Writers spell.
6. Speaking is usually spontaneous and unplanned. Most writing takes time and it is planned. We can go back and change what we have written.
7. A speaker speaks to a listener who is right there, nodding or frowning, interrupting or questioning. For the writer, the reader’s response is either delayed or nonexistent. The writer has only that one chance to convey information and be interesting and accurate enough to hold the reader’s attention.
(Raimes, 1983, pp. 4-5)
It is clear that writing and speaking are productive skills which also have some
differences. Writing and speaking have their own characteristics. It means that the
technique used to teach writing and speaking is different. Having known the
11
b. Teaching Writing
In order to help students master in one language, teacher should teach
them four language skills, including writing. The reason why teacher should teach
writing is led by the advantages of writing itself. According to Pereira (1991)
writing has moved up in the scale of classroom priorities, partly because it
provides the following advantages:
1)Writing and thinking are closely connected. The process of writing
enables students to explore a topic fully.
2)Writing helps students to discover what they want to say. The writing
process is creative. The students sit down to write with a definite idea in
mind, but as they write, new ideas develop.
3)Writing reinforces grammar, idioms, and vocabularies that students have
been working with in class.
4)When writing, students become involved with the language, with
themselves, and with their audience.
5)Students have the opportunity to be adventurous with the language, to
take risks, to go beyond what has been taught.
Writing a form of language motivates students to think by exploring a
topic, develop it, and compose it in a good organization. Teacher should help the
students master language so that the student can produce a good writing.
In order to do that, teachers should have a good strategy when they are
teaching writing. Fortunately, there are several approaches which can be used to
genre-based approach. Hyland (2003) argues that teachers need to look beyond
subject content, composing processes and textual forms to see writing as attempts
to communicate with readers if they take a genre orientation to writing instruction.
It means that this approach values the communicative purpose of the text. In other
word, the focus of this approach is the text type.
Genre-based approach has an advantage for students to develop their
writing skill. Richards & Willy A. Renandya (2002, p.104) state that
A genre-based approach provides students with ample opportunities to become aware of the different purposes of written communication and the different ways information is organized in written texts.
Teaching using genre-based approach has several stages to do in one
cycle. Hyland (2003) argues that the cycle can help the teacher teach writing
because the cycle suggests how the teacher of writing can sequence tasks to
achieve particular purposes at different stages of learning. Feez (1998) explains
five main stages in writing as showed in the following figure.
13
a. Stage 1. Building the Context.
This stage is sometimes also called building the knowledge of the field. In
this stage, the students are introduced to the context of culture, context of
situation, and the social purpose of the authentic model of text-type being
studied (Feez, 1998).
b. Stage 2. Modeling and Deconstructing the Text.
This stage is intended to investigate the structural pattern and language
features of the text (Feez, 1998). In this stage, the teacher’s role is to
present examples, the purpose of the texts, identify the stages of the text,
and introduce the language features of the texts (Hyland, 2003).
c. Stage 3. Joint construction of the Text
In this stage, students begin to contribute to the construction of whole
examples of the text-type and the teacher gradually reduces contribution to
text construction (Feez, 1998). Students’ growing understanding allows
them to create a target text. In this stage, the students develop a text
together in collaboration with the teacher and their peers (Hyland, 2003).
d. Stage 4. Independent Construction of the Text.
In this stage, the students work individually to write a text (Feez, 1998).
The teacher no longer directly gets involved in learning but withdraws to a
more encouraging and monitoring role, advising, assisting, and providing
e. Stage 5. Linking to Related Texts.
In this stage, the students investigate how what they have learnt in this
teaching learning cycle can be related to other texts in the same or similar
contexts and also related to future or past cycle of teaching and learning
(Feez, 1998).
The teacher and students should cooperate well to achieve a successful
learning and teaching process. Considering that teaching writing using
genre-based approach needs some stages, it is also the same when teachers are teaching
the students how to write a recount text. The stages can help teacher deliver the
knowledge of how to write a recount text to the students well. Finally, it is
expected that the results of students’ writing are satisfying.
2. Recount
This part presents a discussion of recount. The discussion talks about
definition, communicative purpose, types, generic structures, and grammatical
features of recount text.
a. Definition of Recount
According to the Board of Studies New South Wales (1994), as cited by
Mulya (2007: 20), recount is known as a series of events which is told or written
using specific generic structures and grammatical features. A recount is a spoken
15
means that a recount text consists of a series of past events and it has its own
characteristics which differ to other types of texts.
b. Communicative Purpose of Recount
Hyland (2003) argues that the communicative purpose of a recount text is
to reconstruct past experiences by retelling events in chronological order. Past
experiences are any events happened in the past, such as a robbery crime
happened two days ago. The students can make a recount text by retelling how the
crime happened starting from the first event until the last event based on the
chronology of the crime. Gerot and Wignell (1994) add that either informing or
entertaining its audience by retelling events is the purpose of a recount text.
c. Types of Recount
There are some types of recount. Doyle et al. (2004: 57) state three types of
recount. They are:
1)Personal recount
It describes events that the speaker or writer was personally involved
in, for example a text about the writer’s unforgettable moment. In the text,
the writer is personally involved so the writer can write a personal recount.
2)Factual recount
It is used to record the circumstances of a particular event in which the
speaker or writer might or might not have been involved. One example of
3)Historical recount
It is a variant of the factual recount and, as the name suggests, relates
significant events in history. The example of this type of recount is the story
of World War I which is written in chronological order.
d. Generic Structure of Recount
According to Hardy and Klarwein (1990), as cited by Mulya (2007: 20),
generic structure of recount is usually organized as follows:
1)Orientation
Orientation provides the setting or background information about who
were involved, when the event happened, and where the event happened.
2)Sequence of Events
Sequence of events tells what happened in chronological order. It means
that the events are described from the event which happens first.
3)Reorientation
Reorientation is the closure of events. In this part, the writer or the speaker
can state his/her personal comments about the events described. It is an
optional part of a recount text.
e. Grammatical Features of Recount
The aim of grammar is to describe and analyze the way that words are put
17
Studies New South Wales (1994: 146), the grammatical features of recount
include:
1)Use of specific participants to identity people, animal, or things involved
2)Use of material processes to refer to the actions
3)Use of past tense to locate events in relation to speaker/writer’s time
4)Use of temporal connectives to sequence of events
5)Use of circumstances of place and time (yesterday, after lunch, to the
beach, at my house).
3. Picture Series
There are two things being discussed in this part. They are the nature of
picture series and the advantages of picture series in writing.
a. The Nature of Picture Series
According to Heinich (1982), pictures are photographic, representative of
people, places, and things that are available in most subject areas and levels from
kindergarten to adults. Setiawaty (2003: 106) argues that “picture series are series
of three or nine pictures”. Breitkreuz (1967), as cited by Setiawaty (2003), states
that picture series normally depict logical or continuous actions, situations, and
thoughts and are arranged in a row coming one after another. It means that picture
series consist of several pictures as the representative of people, place, and things
b. The Advantages of Using Picture Series in Writing
Picture can be one of good media to teach writing because it has many
advantages. Raimes (1983) argues that picture provides for the use of a common
vocabulary and common language forms. Besides, he adds that pictures bring the
outside world into the classroom in a vividly concrete ways. A picture is a
valuable resource as it provides:
1. a shared experience in the classroom;
2. a need for common language forms to use in the classroom; 3. a variety of tasks;
4. a focus of interest for students.
(Raimes, 1983, p.28)
Moreover, Widdowson (1983), as cited by Setiawaty (2003: 106), states
that “well-chosen pictures that have a story to tell will help students to get ideas
and integrate the information into cohesive and coherent paragraphs and texts”.
Setiawaty (2003) explains that picture series are certainly involved under the
category of visual materials. She adds that a series of picture can be guidance in
arranging the story sequentially. Kreidle (1968) supports that picture series can be
used as cues for retelling a story. Using what appears in the pictures, the students
can get ideas and opportunity to write in a connected way. Kieffer and Cochran
(1985), as cited by Setiawaty (2003: 106), mentions that well-chosen picture
series give motivation to the students in learning situation, especially in learning
how to write. Meras (1954: 254) also states that showing a picture or a series of
picture is an interesting device to stimulate student imagination in writing
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provides material that offers guidance on vocabulary, sentence structure, and
organization yet lets the students write about new subject matter”.
Based on previous research done by Setiawaty in 2003, picture series can
help her participants write a narrative text. It can be concluded that the theories
mentioned agree that picture series can be used to help students write a recount
text.
4. Classroom Action Research
This part presents a discussion of classroom action research. There are
four parts in the discussion, namely definition, aims, characteristics, and model of
classroom action research.
a. Definition of Classroom Action Research
According to Slavin (2007), action research is research that is set
systematically in order to collect data to address an important problem faced by
the researcher. Carr and Kemmis (1986), as cited by Burns (1999: 30), add that:
Action research is simply a form of self-reflective enquiry undertaken by participants in social situations in order to improve the rationality and justice of their own practices, their understanding of these practices and the situations in which the practices are carried out.
Hendricks (2009), as cited by Ary, Jacobs, and Sorensen (2010), mentions
four approaches in action research and classroom action research is one of them.
Elliott (1991) suggests that classroom action research (CAR) is a process through
which teachers collaborate in evaluating their practice, try out new strategies, and
record their work in a form that is understandable by other teachers. According to
classroom where she/he teaches by focusing on teaching learning process and
teaching learning practice improvement. From the definitions above, it can be
concluded that classroom action research is a research which investigates
problems in certain situation.
b. Aims of Classroom Action Research
Elliott (1991: 49) argues that “action research has a fundamental aim of
action research which is to improve practice rather than to produce knowledge.”
Hendricks (2009), as cited by Ary et al. (2010: 515), adds that the aim of
classroom action research is to improve classroom practice in the school. Slavin
(2007: 169) concludes that “action research is especially appropriate for
individual educators who want to improve their effectiveness through a systematic
evaluation of their own practices”.
c. Characteristics of Classroom Action Research
Action research has some characteristics. Burns (1999: 30) suggests a
number of common features to characterize action research as follows:
1) Action research is contextual in a small-scale and it is localized.
Besides, it identifies and investigates problems within a particular
situation.
2) It is evaluative and reflective because its aim is to bring about change
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3) It is participatory because it can be done by teams of colleagues,
practitioners and researchers.
4) Changes in practice are based on the collection of information or data.
The data provides the impetus for change.
d. Model of Classroom Action Research
Kemmis and McTaggart, as cited by Burns (1999: 32) argue that action
research occurs through a dynamic and complementary process, namely planning,
action, observation and reflection as presented in the figure 2.2.
Figure.2.2. Kemmis and McTaggart’s Model of Classroom Action Research (Kusumah & Dwitagama, 2010: 21)
Furthermore, Kemmis and McTaggart, as cited by Burns (1999: 32), explain that
those four steps is a spiraling process through which partpants in an action
research group undertake to:
2) act to implement the plan,
3) observe the effects of the critically informed action in the context in which it occurs, and
4) reflect on these effects as the basis of further planning subsequent critically informed action and so on, through a succession of stages.
Those four steps are included in one cycle. Therefore, a researcher who conducts a
classroom action research should follow those steps.
B. Theoretical Framework
English has four skills namely; listening, reading, speaking, and writing.
Writing is one of the skills that should be mastered by students. Ironically, many
English teachers do not really pay attention to teaching writing whereas the
students need also to learn how to write something as the written communication.
Referring the purpose of the curriculum, students should be able to write
various types of texts. Recount text is one of texts should be taught in senior high
school level. Based on the preliminary study, the students of SMA N 10
Yogyakarta had difficulty in writing a recount text. They could not find the idea to
write. As the result, they needed much time in writing a recount text. Besides, the
result of their recount is not satisfying enough. It became the teacher’s
responsibility to help the students write a recount text.
The researcher offered the use of picture series to overcome that problem.
Picture series were chosen after knowing that picture series provide many
advantages. In order to implement the use of picture series in writing, the
researcher conducted a classroom action research (CAR) that consisted of
23
conducted a CAR based on Kemmis and McTaggart’s model. In that model, the
action and observing steps were done at the same time.
While conducting the research, the researcher referred to the theories of
writing. The researcher asked the students to write recount texts based on picture
series as the products of the writing activity. While teaching writing, the
researcher used genre-based which consisted of four stages which are building the
context, modeling and deconstructing the text, joint construction of the text, and
independent construction of the text as the theory purposed by Feez (1998) about
the stages of teaching using genre-based approach. The researcher did not use one
more teaching stage, namely linking to related text. It was because the researcher
did not want to ask the students to link recount text to other types of texts. Being
able to produce a recount text was enough for this research. In conclusion, by
doing this research, it was expected that the students’ ability in writing a recount
text could increase.
CHAPTER III
METHODOLOGY
This chapter presents the discussion of the methodology used in the
research. The discussion involves research method, research setting and
participants, research instruments, data gathering technique, and data analysis
technique.
A.Research Method
The researcher conducted this research to find out to what extent the use of
picture series helps the students write a recount text. A classroom action research
(CAR) was employed to answer the question formulated in this research.
According to Elliot (1991), classroom action research is a process through which
teachers collaborate in evaluating their practice, try out new strategies, and record
their work in a form that is understandable by other teachers. It means that
classroom action research aims to make a kind of change within particular
situation. Carr and Kemmis (1986), as cited by Burns (1999: 30), add that:
Action research is simply a form of self-reflective enquiry undertaken by participants in social situations in order to improve the rationality and justice of their own practices, their understanding of these practices and the situations in which the practices are carried out.
Action research is based on reflective action from the researcher after he
25
In this research, the researcher conducted a classroom action research to
overcome the problem faced by the students of XB of SMA N 10 Yogyakarta in
writing a recount text. In conducting the research, the researcher referred to
Kemmis and McTaggart’s model. Classroom action Research based on Kemmis
and McTaggart’s model consists of four essential stages. They are planning,
action, observation, and reflection. The reason why the researcher used that model
is because the action and observation were done in the same time as we can see in
the figure 2.2. in Chapter II. The researcher believed that it would not be possible
to separate the observation from the action. While the action was implemented,
the researcher could observe what was going on during the implementation.
In planning stage, the researcher found a problem faced by the students
through a preliminary study. He tried to offer a solution to overcome the problem.
The picture series were chosen as the solution for the problem after reviewing the
related literature that picture series provide advantages to overcome the problem.
After that, the researcher planned an action to overcome the problem.
The second and third steps were action and observation. As the researcher
has said, action and observation could not be separated from each other.
Therefore, the researcher did those steps in the same time. The researcher did the
action, observed it and then made field notes based on everything happened
during the implementation.
The last step was reflecting the action. In this step, the researcher made
reflection to see what went well and what did not work well in the previous
Besides, reflection was to decide whether or not the use of picture series to help
the students write a recount text was successful. The researcher referred to the
data taken after the implementation of each cycle. From the data, the researcher
made conclusion about to what extent picture series help the students write a
recount text which would be explained in Chapter IV.
B. Research Setting and Participants
This research was conducted in SMA N 10 Yogyakarta in XB class. The
participants of this research were 34 students of XB of SMA N 10 Yogyakarta in
the 2010/2011 academic year. Based on the preliminary research done by the
researcher, the students in XB class had difficulties in writing a recount text.
C. Research Instruments
To conduct the research, the researcher used some research instruments.
The research instruments used by the researcher were observation checklist, field
notes, questionnaires, interviews, and also students’ drafts about recount text.
1. Observation Checklist
Observation is very important in conducting this research to know what
really happened in the classroom during the implementation. The classroom
teacher and an outside observer observed what was going on in the teaching and
learning activities. According to Guba and Lincoln (1981), as cited by Rosari
(2004), there are two reasons why observation is used in action research. First, the
27
researcher is allowed to observe and record the actual events. It means that
observation is quite important in a classroom action research.
2. Field Notes
According to Kemmis and McTaggart (1982: 197), field notes are methods
of reporting observations of and reflections about classroom problems and the
teachers’ own reaction to them. In this research, the researcher asked for help to
an outside observer to make field notes based on her observation during the
implementation.
3. Questionnaires
According to McKay (2002), questionnaires are a set of written questions
that deal with a particular topic. The researcher distributed questionnaires to all
students to know whether the use of picture series could help them write a recount
text or not. Burns (1999) mentions that there are three types of response items
which are usually written in questionnaires. They are closed items, scaled items,
and open-ended items. In this CAR, the researcher used scale items in which the
respondents give response based on the degree of agreement or disagreement
(Likert Scale). Besides, the researcher also provided some open-ended items to
give space for the students to write their own opinions related to the
implementation.
4. Interviews
According to McKay (2002: 17), “interviews are face-to-face interactions
that teachers can have with one or more students”. The researcher interviewed
selecting the students was based on their drafts about recount text. In this
interview, two of the students were considered having low ability in writing a
recount text. Meanwhile, two of the students were considered having high ability
in writing a recount text. The interview was aimed to know deeper if the use of
picture series could help the students in XB write a recount text. The types of the
questions were open questions, closed questions, or both of them. However, the
researcher sometimes made the questions directly following the participants’
answers.
5. Students’ Drafts
The students’ drafts became the main source of data in this research. There
were three drafts written by the students individually, including the drafts written
in preliminary study. Two other drafts were written in the end of implementation
of each cycle. There were two cycles of this research. Actually, the researcher
planned to conduct each cycle of this research in one meeting because he wanted
to pass the writing process in one period of teaching and learning activity but it
did not work well in the first cycle. So, he conducted the second cycle in two
meetings.
D. Data Gathering Technique
There were several steps done by the researcher to gather data for this
research. Because this is a classroom action research, the steps to gather data
consist of some cycles. There were two cycles in this research and each cycle had
29
situation of the class. Having found the problem faced by the students, the
researcher tried to find a good solution for the problem.
After that, the researcher planned and then implemented the action through
teaching and learning activities. Here, the researcher asked for help to the
observers. The observers observed what was going on in the classroom and wrote
it down in the field notes. Besides, the researcher asked the students to write a
recount text in groups and a recount text individually and submit those two
writing drafts in the end of the meeting. Having implemented the action, the
researcher distributed questionnaire to the students. Afterwards, he conducted
interviews to four students.
In the reflection stage, the researcher reflected to what extent the use of
picture series helped the students write a recount text. In the reflection stage of the
first cycle, the researcher prepared an action for the second cycle. Meanwhile, in
the reflection stage of the second cycle, the researcher concluded to what extent
the use of picture series helped the students of XB of SMA N 10 Yogyakarta write
a recount text.
E. Data Analysis Technique
The researcher analyzed the data which had been gathered in the research
to answer the question addressed in the problem formulation using triangulation.
There would be qualitative data that were taken using the instruments used in this
data. The data would be compared and contrasted with the theories reviewed in
Chapter II.
The researcher analyzed field notes which were written based on the real
situation and also observation checklist through the teaching and learning activity
in the classroom. From the field notes and observation checklist, the researcher
analyzed the data by summarizing it in the form of description. If the data
gathered from the observation and field notes showed that the teacher
implemented the actions based on the plan, it could be concluded that the
implementation of the use of picture series in writing a recount text was
successfully done.
The researcher gathered the other data using questionnaire. The
questionnaire would use Likert Scale and also open-ended questions. Therefore,
the researcher analyzed the data in the form of description. However, the
researcher also presented some data in the form of percentage to make it easier to
be explained. The researcher would also like to conduct interview to four
participants in order to get more detail information about the implementation. This
technique was to clarify the students’ opinions written in the questionnaire. The
data taken from the interviews would also be analyzed by comparing and
contrasting to the other data.
The last technique to gain the data was using the students’ drafts. In the
end of each cycle, the researcher asked the students to submit their writing drafts
which were written based on picture series. Afterwards, the researcher would like
31
(Hughes, 1989) which has been modified. If the results of the students’ drafts
written in the first cycle were better than their drafts written in the preliminary
study and their drafts written in the second cycle were better than their drafts
written in the first cycle, it indicated that the students made good progress. It
could be concluded that the use of picture series could help the students write a
recount text. Therefore, the researcher could end the implementation of the
research.
F. Research Procedures
The researcher conducted this research by planning several steps to do.
First, the researcher did the preliminary study to identify the problem faced by the
students. After finding the problem in which the students had difficulty in writing
a recount text, the researcher tried to find a solution dealing with the problem. The
researcher offered the use of picture series to help the students write a recount text
to the teacher.
The researcher then planned a learning activity which was the use of
picture series in writing a recount text. After that, the researcher prepared the
material and also lesson plan for the teaching and learning activity. Then, he
implemented the action. During the action, there were two observers who
observed and made field notes to record everything which was going on.
At the end of each cycle, the researcher asked the students to submit their
writing drafts. Besides, at the end of the research, the researcher distributed
students write a recount text. In the different occasion, the researcher conducted
interview to four students. Then, the researcher compiled all of the data, including
the students’ drafts. In the next stage, the researcher made reflection by analyzing
what went well and what went wrong during the action.
After that, the researcher made conclusion whether the action could really
help the students write a recount text or not. If the result in the first cycle was still
unsatisfying, the researcher made reflection to improve here and there and then
planned to conduct the second cycle which still focused on the use of picture
series in helping the students write a recount text. If the result in the cycle one has
already been good, the researcher would still conduct the second cycle to prove
that the use of picture series really helped the students write a recount text. The
second cycle was based on the reflection done by the researcher in the first cycle.
Finally, because the results of the implementations from both cycles were
satisfying enough; the researcher did not need to conduct the third cycle. The
success of each cycle could be identified by the progress in writing a recount text
made by the students. Finally, the researcher could make the conclusion to what
extent the use of picture series helped the students of XB of SMA N 10
Yogyakartawrite a recount text.
CHAPTER IV
RESULTS AND DISCUSSION
This section discusses the role of picture series and the process of how the
results could be taken up. The findings are related to the results of the action
implemented in this research. Meanwhile, the research process focuses on the
steps of the research.
The role of picture series presented the outcome of the research after the
actions were implemented. The findings were related to the students’
improvement in writing a recount text using picture series. The findings were
concluded by triangulating the data taken from the questionnaire analysis,
interview analysis, and the students’ writing drafts analysis.
The research process described the cycles of the classroom action research.
In this research, there were two cycles and each cycle consisted of planning,
action, observation, and reflection. However, before the first cycle was conducted,
the researcher did the preliminary study (initial reconnaissance) to know the real
condition and problem faced by the students in XB class.
A. The Role of Picture Series
The results would be about to what extent the use of picture series helped
the students of XB of SMA N 10 Yogyakarta write a recount text. The result of
the research was satisfying enough because the use of picture series could help the
starting from the preliminary study (before the use of picture series in writing a
recount text was implemented) until the second cycle.
35
From table 4.1., the students made progress in writing a recount text. In the
preliminary study, the class average was 52.82. Meanwhile, the class averages in
the first and second cycles were 61.45 and 69.94. Here, the researcher concluded
that the use of picture series helped the students write a recount text.
The real classroom teacher once told the researcher that the Kriteria
Ketuntasan Minimal (passing grade)for English subject was 64. From table 4.1.,
there were 23 students (70.59%) failed to pass the passing grade in the
preliminary study in which the students wrote recount text without picture series.
Meanwhile, there were 17 students (51.52%) did not pass the passing grade in the
first cycle when the use of picture series was implemented. It showed a good
progress made by the students in writing a recount text. Moreover, in the second
cycle, the students again made good progress where there were only 8 students
(24.24%) who did not pass the passing grade. Chart 4.1. below showed the
0.00 20.00 40.00 60.00 80.00
Failed 70.59 51.52 24.24 Passed 29.41 48.48 75.76
Preliminary
Study Cycle 1 Cycle 2
Figure 4.1. The Students’ Progress in Writing Recount Text (Individual)
From figure 4.1. above, the researcher could sum up that the students made
significant progress in writing a recount text. It meant that the use of picture series
really could help the students of XB of SMA N 10 Yogyakarta write a recount
text. It could be concluded that the use of picture series helped the students of XB
of SMA N 10 Yogyakarta write a recount text seeing from the number of the
students who failed to pass the passing grade in preliminary (23 students), cycle
one (17 students), and cycle two (8 students).
The results presented in table 4.1. and figure 4.1. were the same to the
students opinion towards the use of picture series as the instructional media in
writing a recount text taken from the questionnaires. There were 19 students from
33 (57.58%) stated that the use of picture series helped them in writing a recount
text. Moreover, there were 9 students from 33 students (27.27%) stated that the
use of picture series really helped them write a recount text. There were only 5
