PICTURE SERIES TECHNIQUE IN TEACHING WRITING TO

IMPROVE STUDENTS’ ABILITY IN WRITING RECOUNT TEXT AT

THE STUDENTS OF JUNIOR HIGH SCHOOL 18 KOTA BENGKULU

PROPOSAL

BY:

GITA AMANDA PUTRI

A1B01863

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF TEACHER TRAINING AND EDUCATION
BENGKULU UNIVERSITY
2022

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 LIST OF TABLE

CHAPTER I INRODUCTION
1.1 Background of the Study............................................................... 1
1.2 Identification of Problem............................................................... 4
1.3 Limitation of the Study.................................................................. 4
1.4 Question of Research..................................................................... 4
1.5 Objective of the Research.............................................................. 5
1.6 Significances of the Research........................................................ 5
1.7 Definition of Key Terms................................................................ 6
CHAPTER II LITERATURE REVIEW
2.1 Writing Technique......................................................................... 8
2.1.1 Definition of Writing............................................................ 8
2.1.2 The Types of Writing............................................................ 9
2.1.3 The Components of Writing................................................. 10
2.2 Recount Text.................................................................................. 12
2.2.1 Definition of Recount Text................................................... 12
2.2.2 The Social Function of Recount Text................................... 13
2.2.3 Generic Structure of Recount Text....................................... 13
2.2.4 Language Features................................................................ 14
2.2.5 Types of Recount Text.......................................................... 15
2.3 Picture Series Technique............................................................... 16
2.3.1 Definition of Picture Series.................................................. 16
2.3.2 Picture Series in Teaching Writing....................................... 17
2.4 Junior High School........................................................................ 18
2.5 Previous Studies.............................................................................. 19
CHAPTER III METHODOLOGY............................................................... 21
3.1 Research Design............................................................................ 21
3.2 Subject of the Research................................................................. 21
3.3 Research Instrument...................................................................... 22
3.4 Research Procedure....................................................................... 22
3.5 Variables and Indicators................................................................ 26
3.6 Technique of Data Collection........................................................ 27
3.7 Procedure of Collecting Data......................................................... 28
3.8 Data Analysis................................................................................. 28
REFERENCES............................................................................................... 29
APPENDIX...................................................................................................... 32

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 CHAPTER I

INRODUCTION

1.1 Background of the Study

English is one of the subjects taught in Indonesia. For Indonesian

students, learning English is not easy because it is different from their mother

tongue. The difference is in the sound system, vocabulary, and structure. This

difference can create problems in learning English for students and will affect

the acquisition of students in learning English, because the purpose of

teaching English is to develop communication competence for students.

In learning English, students are expected to be able and master the four

skills, namely speaking, listening, reading, and writing. Among these skills,

writing occupies the last position. This position shows that writing is

considered very difficult to master. Richard in Utut (2003:303) claims that

writing is the most difficult skill for second language learners to master in

constructing grammatically correct sentences. Although writing is considered

the most difficult subject, the existence of this skill is needed to help students

express their ideas, feelings, and opinions into various types of writing to

readers.

In Indonesia, types of text such as report, descriptive, procedure,

narrative and recount are taught and stated in the curriculum as part of English

lessons that must be mastered by students. Recount as a type of text that is

1 1
taught in schools is usually practiced by writing about self-experiences in the

past, but students are rarely provided to use media in writing the text.

Based on the researcher’s experience while she was doing internship at

second grade class of Junior High School 18 Bengkulu City , some students

found it difficult to write due to several factors. First, they didn’t know how to

start a good writing. It made them bored and confused. Second, they still made

some mistakes in writing, grammatically awkward, without variations in

sentence structure, and weak in vocabulary use. Therefore, students were not

interested to be involved in teaching process learning activities.

Another problem was the students had low motivation and were not

interested in doing the task since the writing activities were not interesting.

Usually the students were asked to write sentences and paragraphs without

given some clues so that it was difficult for them to express their ideas on a 3

piece of paper. Because of difficulties of writing, teacher should give more

attention to teach writing skill to increase the student ability to write.

One of ways in increasing the students in teaching writing was to

provide media, which were interesting to them. One kind of useful media in

teaching process was visual aids like picture and photograph. In the relation to

the importance of meaningful material, the writer has an alternative to use

picture series to help the students to expresses their idea or opinion in the

written form because sometimes they are blocked by limited idea. Students

will enjoy writing and it increases their motivation by showing picture series.

It tends to help the student to express their ideas.

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 They usually only use their memories of the event and used limited their

vocabulary to be included in the text, so they can only write short texts from

memory. Therefore, students need interesting media, such as pictures, to

support their writing.

Picture is one of the media that is commonly used and can be provided

easily by the teacher. Examples of picture are paintings, sketches,

photographs, etc. Picture usually used is a photo because it reminds and tells

students about what is happening at that time. Teachers are asked to use all

possible media to help students learn easily and fun. Picture is one of the

media that is easy, useful and fun because it can help to build students' ideas,

to make cohesive and systematic sentences and use more vocabulary based on

the given theme because some students lack vocabulary, and this is one of the

causes of students hard to write. Images can also provide imagination to build

students' ideas based on pictures they see.

In the picture series technique, pictures have a very good part to provide

purpose and content in writing. It also provides students with information

about objects, actions, events, and relationships. It is proved by some

researchers, A research by Saputri in Utut (2014) resulted that picture series

can be used to increase students’ motivation in learning writing, because

students show a positive attitude in writing. Awaliah in Utut (2014) said that

students can produce better writing by using picture series. The picture series

make students more interested in making sentences in writing narrative texts

that are unified, cohesive and clear.

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 Through picture series the student will improve memory, comprehension

and creative thinking. Picture series is also as a picture language, contains

information as much as, we can read concerning with the difficulties faced by

the students in writing.

Based on the explanation above, the focus of this research is to find out

whether picture series are one of the effective media to improve students'

recount text writing skills. Therefore, this research will be conducted by the

title “Picture Series Technique in Teaching Writing to Improve Students’

Ability in Writing Recount Text at The Students of Junior High School 18

Kota Bengkulu in 2022/2023 Academic Year”.

1.2 Identification of Problem

Based on the background of the research the researcher identify the

problems of this research are:

1. Students have less interest in writing.

2. Students make mistakes in writing.

3. Students lack of vocabularies.

1.3 Limitation of the Study

This study focuses on the effectiveness of using picture series in

teaching writing to improve students’ ability in recount text writing for second

grade students of SMP Negeri 18 Kota Bengkulu.

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1.4 Question of Research

The researcher formulates the research question as follows:

“Can picture series be effective in teaching writing to improve students’

ability in writing recount text?

1.5 Objective of the Research

To find out the effectiveness of using pictures series technique in

teaching writing to improve students’ of recount text at the second grade

students of SMP Negeri 18 Kota Bengkulu.

1.6 Significances of the Research

This research is expected can be useful for teachers, students, and for

further research.

1. For teachers, the results of this study will contribute the English teacher in

teaching grammar, in this case the Simple Past Tense, to know the

weaknesses and strengths of students so that they can provide alternative

ways of choosing the technique to be used.

2. For students, this research is expected can make students improve in their

learning abilities and know that learning the simple past can be easier

when using the picture series technique and improve students' writing

skills in recount text by teaching picture series techniques so that they can

get new vocabulary from their thoughts and ideas. At the same time

students can think about the vocabulary in writing. Students can get a

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 better understanding than just remember the meaning of the words as they

study. In addition, this research is expected to be useful for students to find

out the effectiveness in learning writing.

3. For further research, this research can be used as a reference in recount

writing research, both in learning and teaching writing.

1.7 Definition of Key Terms

1. Teaching Writing

Teaching writing is teaching students how to write a text correctly

by using linguistic features and generic structure.

2. Picture Series Technique

Picture Series is one of the communication media that can display

people, places and things. Pictures series are pictures that represent the

story, and describe the story that happened. In this study, students are

expected to be able to improve writing skills and achieve predetermined

goals or a series of procedures through picture series techniques.

3. Recount Text

Recount text is a text that retells events that have happened in the

past. A recount text presents past events in a sequence of events in

structured detail. the structure of the recount text consists of: Orientation

(Introducing characters, place and time); event (Explains a series of events

that occurred in the past); reorientation (containing conclusions or

summaries and repetition of stories that occurred in the orientation

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 section). In this research, recount is one of the types of text that used to

find out students’ ability in writing at SMP Negeri 18 Kota Bengkulu.

4. Improve

The definition the word improve it is mean that the process to make

better in quality or make more productive to become better. From

explanations above, the researcher conclude that improve is the process to

helping student ability to make better in teaching writing.

CHAPTER II

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 LITERATURE REVIEW

2.1 Writing Technique

2.1.1 Definition of Writing

Writing in general is one of the productive skills of English.

Writing requires evidence and certain details to support an idea.

According to Harmer in Hatina (2002:257) in teaching writing we can

focus on the writing process itself. There are several stages that must

be done to approach students, including:

1. Prewriting Phase

Prewriting is a time to focus the brain. There can't be a single

method of focusing the brain, because everyone is unique, and

every writer has to find the way that works best (not that what's

easiest to do).

2. Proofreading

Proofreading is the act of ensuring that the spelling is correct,

the grammar is accurate, and the mechanics are correct. Check

carefully to make sure that there are no grammatical, spelling, or

punctuation errors.

3. Rearrangement.

Rearrangement or can also be called the first draft. First

drafts are generally messy and repetitive and full of errors. The

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 purpose of this draft is to capture ideas and supporting details, and

not to compose a perfect paragraph or essay.

2.1.2 The Types of Writing

There are four types of writing stated by Oshima & Houge in

Tuti (1997:89). They are narration, description, exposition, and

recount.

a. Narration

Narration is writing that tells the events of what happened

according to the natural order of time. Narration text tells a series

of events or actions taken. In narration, the events that make up the

story are usually told in the order in which they actually happened

or were simply made up by the author. Short stories, novels, news,

and letters are types of narration text.

b. Description

Description is a type of text describing or giving something.

This text contains a series of paragraphs that discuss objects or

places. So that the reader can see, hear, and feel what is described

by the author.

c. Exposition

Exposition is a text that is used to express opinions about a

problem. Exposition text presents arguments or supports in the

form of evidence, examples, and logical reasons, so that it can

increase the knowledge and insight of the reader.

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 d. Recount

Recount is a text that retells events or experiences in the past.

The purpose is to inform or entertain readers. The general structure

of recount text is orientation, event and reorientation.

2.1.3 The Components of Writing

According to Cole et al in Utut (2012:10) there are five general

components of writing, namely: content, organization, vocabulary,

language use and mechanic.

a. Content

In the content, the reader must understand the message in the

text and get information from the text. Therefore the writing must

be understandable. There is a measurable thought in relating to

components. The composition must contain a single center of

purpose.

b. Organization

Organization relates to the way in which the writer arranges

and organizes the ideas in his message in the form of writing which

consists of several partial sequences. In writing, writers must know

about what kind of paragraphs they want to write and what topics

they want to convey to the reader.

c. Vocabulary

Vocabulary is a list of words and is sometimes added,

usually arranged alphabetically, ending in distal, annoyed.

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 Vocabulary is also a set of words that are familiar in a person's

language. Vocabulary, usually developed with age, serves as a

useful and fundamental tool for communication and acquiring

knowledge.

d. Language Use

Language use in descriptive writing and other forms of

writing involves the correct use of point and point grammar.

However, given that there are many grammatical points, the author

wants to quote a little literature about verbs, using modifiers or

adjectives, adverbs and participles in writing, maybe another

modifier is a phrase. A well-chosen single modifier is often more

effective than multiple modifiers used together. If it's hard to

explain with overuse or finding more synonyms or dictionary.

e. Mechanics

Mechanics is related to the ability to use words correctly into

written means to express the beneficial use of mechanics in writing

will make it easy for readers for groups to convey ideas or written

messages, the explanation is as follows:

1. Capitalization

The use of capital letters can clarify ideas. If the sentence is not

capitalized correctly, it will lead to ambiguity and

misunderstanding. Also helps to differentiate from other

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 sentences. Capitalize the words at the beginning of the name of

the person, organization, first word title.

2. Punctuation

Punctuation marks can help the reader to identify what should

be taken as a unit of meaning and suggest how those units

relate to one another.

3. Spelling

The use of spelling has three rules, there is the addition of

suffixes, plural formation and changes to certain words.

2.2 Recount Text

2.2.1 Definition of Recount Text

Recount text tells what has happened. This means that recount is

a text that tells about something that has happened in our lives or is

used to tell about past events such as vacation experiences, accidents,

activities, etc. Recount text is the simplest type of text in this genre.

Formally, recount is sequential text that does little more than sequence

a series of events. every story, no matter how simple, requires

orientation. It means recount is a genre text exploring informative facts

for past experiences.

Recount text is a text that tells the reader or listener about

someone's story, action or activity. Anderson and Anderson

Mutmainnah (1997) define a recount as a piece of text that retells past

12
 events, usually in the order in which they occurred. The objective is to

give the audience an idea of what happened and when it happened.

From the definition above, the it is conclude that recount text is a

story that tells an experience that has happened about something that is

interesting and has a purpose for entertain the reader or viewer.

2.2.2 The Social Function of Recount Text

Recount text has several social functions, namely: Retelling

something that happened, recount retelling past events. Recount begins

by telling the reader what happened, what happened, where it

happened and when it happened to inform the reader something, It

informs the reader about what happened, where it happened and when

it happened. To cheer up, sometimes, recounts retell a funny

experience. It has a function to entertain the reader.

2.2.3 Generic Structure of Recount Text

Recount text is one type of text that has a social function to retell

an event experienced and aims to entertain the reader. This text uses

the simple past tense and retells something that happened in the past

and has an original story based on experiences that have happened

(Aslimah & Nikmah, 2020). Examples of recount text are personal

letters, and so on. In recount text there are 3 generic structures, the first

is orientation, events, and reorientation.

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 1. Orientation: Orientation introduces the beginning of events from

the story so that readers can find out what happened easily by

including what, where, why, who, and how.

2. Events: Events or can be called also with body of text is the part

that tells the events with a clear and detailed chronology based on

what has been experienced by the author.

3. Re-Orientation: Retells the essence of the incident, how the

character solves the problem and gives the final conclusion of the

story.

2.2.4 Language Features

Emilia in Utut (2011:76) identify the language features as six

parts they are focus on individual participant, use simple past, focus on

temporal sequence, use action of verb, use conjunction, use pronoun.

1. Focus on individual participant / group participant : Recount text

focuses on what a person or group of people did. It can be written

in first person or third person. The first person, happens to the

person who writes the recount.

2. Use Simple Past: Recount text is telling about past events, the

tenses used are simple past tense, past continuous tense, past

perfect tense, and past perfect continuous tense.

3. Focus on Temporal Sequence: Temporal sequence or also known

as Conjunction is a connecting word. This is the part of speech (or

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 word class) that serves to connect words, phrases, clauses or

sentences. Ex-ample: on Sunday, at campus etc.

4. Use Action of Verb: Use the second verb in the recount text such

as went, set, wrote etc.

5. Use conjunction : when, after, before, during, “first, next, then”

6. Use pronoun: I, we; explanation event with specific, usually chosen

text more interest.

2.2.5 Types of Recount Text

As concept of writing, Josepine et al in Tuti (2007:32) identify

recount text consists of three parts, they are: personal recount, factual

recount and imaginative recount.

1. Personal Recount: This type of recount writing is about the writer's

memory of a particular event or experience. This includes things

like keeping a diary, what we have done or telling someone about

something that happened to us.

2. Factual Recount: Factual recalculation includes things like

newspaper reports, magazines, news texts. The purpose of factual

recounts is to inform (rather than entertain) the reader about a

particular event. Because of this, adverbs and adjectives become

less important. You will often see facts and figures in this kind of

recount writing.

3. Imaginative Recount: This type of recount writing is the factual

occurrence of an event to create a story from that event. The

15
 purpose of imaginative recount is to help the reader understand an

event by providing a fictional recount that is as real as possible.

2.3 Picture Series Technique

2.3.1 Definition of Picture Series

Picture series is a type of visual aid, consisting of several Picture

series. Yunus in Utut (1989:39) states that serial pictures are a number

of related things composite images are linked to form a series of

sequences. Therefore, it’s main function is to tell about the sequence of

events.

According to Morgan in Leny (2006:19) picture series is area

series of single subject images. Its function is to tell a story or

sequence of events. Meanwhile, according to Wright in Leny

(2006:19) picture series is not just an aspect of the model but through

its representation places, objects and people. This is an important part

of the overall experience.

The type and number of drawings that the teacher must draw

taking with him doing activities in class can be taken from magazine or

other and must be interactive and interesting to picture series for

students is to provide opportunities in a practical context language in

real terms or in situations where they can do so communicate their

ideas. (Morgan in Leny, 2006:20).

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 In this study, the researcher focused on the use of picture series.

The sequence of pictures showing multiple actions is call a picture

series. A picture series consists of three or more images. It helps

students to develop ideas for writing text.

2.3.2 Picture Series in Teaching Writing

Picture series is one of the cooperative learning techniques in

teaching recount text. Picture series also help students how to make

good paragraphs from Recount Text. Picture series are usually used to

help teach or present writing subjects, because series pictures tell

students' activities from beginning to end. Like a story, presented in

chronological order. Sources can come from many different places and

can be obtained from textbooks, magazines, or newspapers. With

picture series, students will enjoy their writing.

Teaching writing by using picture series technique according to

Gerlach, et al in Utut (1980:273-274) as follows:

1. The teacher pastes the picture series on the blackboard in front of

class and then ask students to describe a series of pictures or ask

questions. Students make a simple essay based on the series of

pictures.

2. After that, the teacher gave some series pictures to several groups

of students . In each group, students are asked to make a simple

paragraph or a simple composition related to the given picture.

17
 Students can work together with other students from the same

group in making their assignments.

3. After that the teacher discusses the work of all groups. Here, the

teacher makes some corrections for the students error.

4. The final project after will be check by the teacher is attached to

class chalkboard. All students can see their work and can compare

their work with others.

2.4 Junior High School

English is considered a foreign language in Indonesia, which means that

the area of use of this language is still limited. For students, this language is

rarely used outside of school, except in their English class. Teaching English

as a foreign language is generally taken as a method for teaching foreign

languages in schools.

Second grade junior high school students are considered as novice

students. Student only studied English for one year in the previous class. After

the previous year, many students have not mastered some basic skills in

writing and should be encouraged to produce writings for specific contexts but

are still in the practical stage. This is very important to help them produce

more writing products and practice their writing skills to the fullest.

In this case the teacher must arrange the writing assignments to suit the

student’s level, the teacher can make appropriate recount writing assessments

for their students. Based on the level of English mastery of students in the

18
 second grade of Junior High School, writing assignments should be in simple

results, low in word complexity, and full assistance from the teacher by using

picture series technique.

2.5 Previous Studies

Several researchers have been conducted that related to the use of

implementation techniques in writing recount text. The first research is

“Improving the Students’ Ability to Write Recount Text by Using Picture

Series Media at The First Year of Madrasah Aliyah Muhammadiyah

Panaikang Bantaeng”. The result of this study showed that here is significance

influence in teaching the simple past tense by using picture series. The

researcher aimed at finding out the significant difference from the research

question is "Is there a difference between this research and the researcher is

the research object to be studied where the research is also different.

The second research is “The Effectiveness of Using Picture Series in

Teaching Writing Recount Text at Mts Darul Hikmah Tawangsari

Tulungagung in Academic Year 2016/2017”. The focus of the research is “In

this study the researcher focused on writing, because writing is more difficult

to teach. It is not easy to practice because students have to produce language

on their own as a form of productive skill”. The result of the improvement was

very good which was 63.78 from pre-test became 74,81 from post-test. The

post-test in experimental was higher than the controlled class which means the

result was very good. The differences between this research and the

19
researcher’s are the research will conduct a classroom action research which is

different from the research above experimental research and the place of the

research is also different.

The third research is “Improving Writing Recount Text by Using

Photographs: A Case Study of the Eleventh Year Students of SMA Negeri 1

Batangan Pati in the Academic Year of 2009/2010” written by Dwi Nur Indah.

She thought that writing is more complex and difficult to teach because it

needs grammatical mastery and theoretically devices and also the conceptual

and judgment. The purpose was improving students’ recount writing by using

photograph as it guided students to generate idea into a meaningful

composition. The result of the improvement was very good which was 62,07

from pre-test became 76,8 from post-test. It meant that teaching writing

recount text by using photographs in experimental class was successful. The

differences between this research and the researcher’s are the researcher will

use not only photographs but also illustration picture during the classroom

process and the place and the population of the research is also different.

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 CHAPTER III

METHODOLOGY

3.1 Research Design

This is quantitative research. According to Sugiyono (2018; 13) data

Quantitative is a research method based on positivistic (data concrete),

research data in the form of numbers that will be measured using statistics as a

calculation test tool, related to the problem under study to come up with a

conclusion.

In this research, the researcher used the Classroom Action Research

(CAR). Singh in Mardianah (2006) says that action research is a method to

improve and modify the classroom work system in schools. Teachers and

principals are able to study their problems in teaching scientifically. This is a

goal-oriented method. Classroom action research typically focuses on finding

solutions to problems of classroom management, learning strategies, use of

materials, or student learning. Action research is a process in which

participants examine their own educational practice systematically and

carefully, using research techniques.

3.2 Subject of the Research

The subjects of this study are students of class VIII.1 SMP 18 Kota

Bengkulu 2022-2023 academic year with consists of 30 students. The

21 21
 Location of the research at SMP Negeri 18Kota Bengkulu. This location at

Jalan KS. Tubun No. 17, Jl. Gedang, Kec. Gading Cempaka, Kota Bengkulu.

3.3 Research Instrument

In this research, the researcher will use instruments for collecting data.

They are test and observation sheet.

a) Test is used to find out the students’ competence in recount text.

b) Observation sheet is used to find out the students’ activeness during the

teaching and learning process.

3.4 Research Procedure

Kemmis and McTaggart in Cohen et al in Sofika (2005: 227) argue that

the action plan of classroom action research has four stages, planning, and

implementation of action, observation and reflection.

The Cycle schema of Classroom Action Research

Planning

Reflection Cycle I
Action

Observation
n
Re-Planning

Reflection Cycle II Action

Observation

?
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In this study, the procedure of research is as follow.

Cycle I

1. Planning

1) Arranging class action research schedule.

2) Designing a lesson plan.

3) Preparing pre-test and materials related to recount text.

4) Preparing some pictures as media.

5) Designing an assessment form.

6) Designing an observation sheet to observe condition of teaching-

learning.

2. Action

At this stage the researcher will conduct four meetings by teaching

how to write recount text with using series pictures. In each meeting, the

actions are as follow:

1) The first meeting

a) The researcher tells about the recount text to the students.

b) The researcher explains about the generic structure and language

features of the recount text

c) The teacher pastes the pictures series on the blackboard and

describes the pictures series or asks questions. Then students make

simple essays based on a series of pictures.

d) The researcher gives pre-test about writing.

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 2) Second meeting

a) The researcher explains about the language features of composing

paragraph and give an example

b) Students analyze paragraphs based on a generic structure.

c) Teacher gives some serial pictures to the students. Students are

asked to make simple paragraphs or simple essays related to the

pictures given.

3) Third Meeting

a) The researcher introduces picture series as a medium in writing

recount text.

b) The researcher then reminds the students about the generic

structure and language features of the recount text.

c) Teacher corrects student work and the final assignment has been

checked by the teacher is posted on the class blackboard, so

students can compare their work with others the final assignment

is considered as post-test of cycle 1.

3. Observation

During the teaching and learning process the researcher observe:

1) The activeness of students in learning.

2) Students' competence in writing recount text.

4. Reflection

1) The results are collected and then analyzed.

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 2) Discuss the results with the English teacher as the collaborator to find

out and consider the influence the action.

3) Revise the implementation of actions based on the evaluation of the

results.

Cycle II

The researcher will conduct cycle II if the result in cycle 1 does not

show improvement on students’ ability in writing. In this cycle, the researcher

will fix the weaknesses in cycle 1. In this classroom action research of cycle

two consisted of planning, action, observation and reflection as follows:

a. Planning

1) The researcher revise the lesson plan of writing recount text.

2) The researcher makes instrument evaluation for classroom action

research

3) Prepare checklist form for observation

b. Action

The cycle II will be conducted in three meetings.

1) The First Meeting

a) The researcher set up the new picture series for the students.

b) The researcher tells the recount serial picture story it was given key

words to the students.

c) The researcher explain the usage of key words in the story.

2) The Second Meeting

25
 a) The researcher gives students a paper which they should discuss to

compose recount text by using key words in picture series.

b) Every student get a change to express their own opinion and has

present the result of composing recount text by picture series.

c) The students write based on the picture series.

3) The Third Meeting

a) The researcher then corrects the students’ writing into a good text,

made in generic structure (orientation-event-reorientation).

b) The students make draft of the conclusion, to match the generic

structure (orientation-event-reorientation).

c) The students’ writing in the third meeting is considered as post-test

of cycle 2.

c. Reflection

All the activities in reflection stage are the same as reflection in the

first cycle. The researcher will analyze the result obtained in the cycle 2 to

see whther there is improvement after the action.

3.5 Variables and Indicators

1. Research Variables

Variables are one of the most important elements of research,

namely research using two kinds of covering variables. Variable is

something that has diversity of values. Singaribun and Effendy in Tuti,

(2006:42). It variable is divided into two variables. They are the dependent

26
 variable and independent variable variables that affect other variables

variable.

a) The independent variable is a serial image.

b) The dependent variable consists of writing student recounts.

2. Indicators

There are two aspect indicators in this study:

a) The generic structure indicators are orientation, events and

reorientation.

b) Indicators of language use are past forms and conjunctions

3.6 Technique of Data Collection

In collecting data, quantitative is used. The collect the research data,

pretest and post-test are given to the students. Pretest was carried out in the

beginning of the research to determine the initial abilities of students related to

the material to be delivered. Through giving pre-tests, the teacher will get an

idea of how many students already have initial knowledge of the material to be

given. While the post test is a test carried out after the learning process has

been completed. The post test is a form of final evaluation of a lesson. Thus,

the post test will be carried out at the closing stage of the learning activity of

each cycle. The purpose of the post test is to determine the success of the

learning process and measure students' mastery of competence in the material

taught by the teacher. The several steps in collecting data are the researcher

prepares the material that will be given to students that will be considered as

27
 tests and the researcher evaluate the test. Finally, the data is calculated

quantitatively and classified based on language structure.

3.7 Procedure of Collecting Data

There are two data collections. They are observation sheet and test. In

this case the data is taken from the source using observation sheets and tests.

1. Observation Sheet

In this research, the writer acts as an active observer. The writer

interacts with students as well as teachers. In writing lessons, writers

observe their writing skills.

2. Test

The test is directed to obtain information about student improvement

after the teaching and learning process. On this occasion students will be

given a piece of paper which will be discussed to compose a recount text

using keywords in the picture series.

3.8 Data Analysis

Data analysis consists of the average score, percentage analysis

assessment techniques and participation.

1. To calculate the average value of student test results. Researchers use

following formula:

28
 Where:

X = Mean score

∑X = the sum of the score

N = the total number of the students .

2. To classify the students’ score, there were four classifications that used as

follows:

a) Scores 90-100 is classified as excellent.

b) Scores 80-89 is classified as very good.

c) Scores 70-79 is classified as good.

d) Scores 60-69 is classified as fairly good.

e) Scores 50-59 is classified as Fair.

29
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31
 APPENDIX

1. Table of analyzing guide.

a. Orientation

Classification Score Criteria

Excellent 90-100 Complete in identifying and
setting the scene and
introducing participation (it
answers the questions: who,
when and where)
Very Good 80-89 Enough in identify set of the
scene and introduce
participants (answer the
questions: who, when and
where incomplete)
Good 70-79 Incomplete to identify and
regulate scene and introduce
participant
Fairly Good 60-69 Not relevant in identifying
and introduce participants.
Fair 50-59 No answer of the concepts

b. Event
Classification Score Criteria
Excellent 90-100 Complete in identifying
events and chronological
order
Very Good 80-89 Enough in identify events
chronologically order

Good 70-79 Incomplete to identify

events chronologically
Fairly Good 60-69 Not relevant to identify
events in chronological
Fair 50-59 No answer to the problem

32
c. Re-orientation
Classification Score Criteria
Excellent 90-100 Complete to find the
conclusion and can express
personal opinion about the
events describe
Enough to identify closing
Very Good 80-89 comments and express
personal opinion about
described event
Incomplete to identifying
Good 70-79 concluding and reveal
personal opinion about the
described event
Irrelevant to identifying
Fairly Good 60-69 concluding reveal personal
opinion about the
described event
No answer to the problem
Fair 50-59

d. Language Use

Classification Score Criteria

Excellent to Very Good 86-100 Effective complex
construction, little
agreement error, tense,
number, word/order
functions, articles,
conjunctions, pronouns
Good to Average 70-85 and preposition
Some deal mistakes, tense,
number, function
word/sequence, article,
conjunctions, pronouns,
and prepositions means
Fair to Poor 60-69 confused or blurred
Dominant by grammatical
errors, can not understood
Very Poor 50-59 and evaluated
Almost no sentence
mastery consists of rules
and others

33
2. Observation Sheet

No Indicators Analysis
1. Students pay attention to their Students respond some questions by
teacher explanation. teacher.
2. Students have good Students brave to do communication
interaction with their teacher. and doing asking and answering with
the teacher
3. Students have good Sometimes, when teacher gives them
interaction with their question, students do discussion with
classmate. their classmate. Also when they are in
grouping, they have good
communication with others
4. Students active do asking and Some students do it with the teacher,
answering question with their with classmate they did not do.
classmate or teacher.
5. Students enjoy the class. Everybody look happy learn with
discuss.
6. Students follow teacher When teacher asks students to make
instruction and rules in the large group and small group to discuss
learning process with their group.
7. Students response the teacher. Students answer every question by
teacher.

3. Test

34
Look at the pictures above, make story about the pictures and then, fill the
column in the below.

Orientation Participant

Time

Place

Events

Re-Orientation

Write Paragraph Base on Picture Series with Using Key Words

35