Title :The Use of Picture Series on Writing Narrative Text

In learning English, there are four language skills that should be learnt, they are listening, reading, speaking, and writing. Listening and reading belong to receptive skills in which the language users require the ability to receive spoken and written language, while speaking and writing belong to productive skills in which the language users require the ability to produce language both spoken and written (Harmer, 1983: 44). Based on curriculum KTSP, all skills in teaching and learning English that are integrated each other must be learnt and taught by both students and teacher, including writing skill.

2019

The objective of this study is to find out whether the use of picture series significantly improves the achievement on writing narrative text of the eighth grade students of Junior High School. The subject of this study is the eighth grade students of SMP Negeri 76 Jakarta. The sample of this study is the students VIII-4 consisting 30 students. The method of this research is descriptive qualitative method.. The technique for collecting the qualitative data was gathered through students’ writing text and observation sheet. Qualitative data showed that the students were interested in using pictures as the learning media in writing narrative text. From the findings can be seen that student’s narrative writing is found improved through picture series. Students’ responses toward the use of picture series activity in EFL writing classroom were mostly positive. It can be concluded that picture series was an interesting alternative. Under certain condition, it was said more intensive than o...

2015

: This research focused on finding out how Picture Series can improve students’ writing ability in narrative text. The subjects of this research were eleventh grade students of SMAN 6 Pontianak. There were 33 students who actively participating in classroom. The researcher selected the media from real things related to the material. That is picture series. In conducting this research, the researcher collected the data from the class by means of action research that was carried out through two cycles. The researcher found that there was an improvement from first cycle to the second cycle. The result of this research showed that the students’ improvement in mastering writing narrative was good. The second cycle was higher than first cycle. There were 64.54% in the first cycle and 78.18% in second cycle. Based on this study, it was found that by using picture series the students’ quality of writing was improved. Keywords: Writing Ability, Narrative Text, Picture Series Abstrak : Penel...

2020

Writing task is a difficult task for students. In order to face this problem, thestudens must have strategies. There are some strategies in writing narrative text. They are: pre-writing strategies, whilstwriting strategies and postwriting strategies. These strategies can help students in making a good essay. This study aims to observing the students’ strategies in writing narrative text at the second year of SMAN 9 Padang. Of the three classes, XI IPS 3 was chosen as the sasmple. The method used in this study was desriptive research. The data were collected through observation, questionaire, and interview. It found that, most of the students didn’t use the straegies in writing narrative text. Based on he research, only 26,49% the students always used strategies in pre-writing strategies, 26,4% in whilst-wiritng straegises, and 25, 48% in post writing strategies. It can be concluded that, most of them did’t always use the strategies in pre-writing, whilst-writing or post – writing st...

This paper reports on the results of a study focusing on the analysis of students' ability in writing narrative texts in terms of schematic structure and linguistic features. A qualitative case was used in this study. The data of this study were nine junior high school students' narrative texts that came from low, middle, and high levels of achievement. The analysis of the data indicate that the students from low and middle achievers have insufficient knowledge of writing narrative. It can be seen from the schematic structure and linguistic features of the texts. Moreover, the students from these levels of achievement still need a lot of writing guidance from the teacher. Furthermore, for high achiever student, the teacher only needs to remind the student to read again the text for several times to avoid minor mistakes. Hence, appropriate teaching techniques and approaches should be implemented.

Global expert: jurnal bahasa dan sastra, 2017

International Journal of Language and Linguistics, 2015

The objective of the research was to find out whether or not the use of pictures story can improve the students' writing ability in terms of content, organization, vocabulary, language use, and mechanics to narrative composition. This research employed Quasi-experimental method that applied experimental and control class. The population was the first year students (X) of SMA Negeri 3 Parepare in 2013/2014 academic years. Total number of population was 192 students. In sampling process, the researcher used random sampling because the researcher considered that the populations were heterogenic members. In addition, the numbers of students in first year of SMA Negeri 3 Parepare were too large. This sample of this research took I.E as experimental class with 38 students and I.D as control class with 40 students. The result of this research showed that the experimental group got the mean score (75.80) while the control group got mean score (68.03). This showed that there was significant difference between the students who were taught by using Pictures Story and those who were taught without Pictures Story. The result of the t-test value (2.63) was greater than t-table (alpha two-tailed = 0.05: 72 = 2.000). This means that H1 was accepted. The study concluded that teaching writing by using Pictures Story increased the students' ability to write narrative composition at SMA Negeri 3 Parepare.

U-JET, 2019

This research is aimed to describe how picture series are best implemented in the English teaching and learning process to enhance students' writing in learning English and to describe the problems encountered during the process of learning using picture series in the class. The data were collected by observing the teaching and learning process during the implementation of the action, interviewing the students and the English teacher and and conducting discussions with the English teacher as collaborator. The result of the two cycles showed that the use of picture series was effective to improve the teaching learning process and the students' ability to write narrative texts. Picture series were really useful in terms of directing students to write in the correct organisation, generate students' ideas and enrich students' vocabulary.

2017