my new script - kertas a4

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IMPROVING THE EIGHT GRADE STUDENTS’ABILITY IN

WRITING RECOUNT TEXT BY USING PICTURE SERIES AT

SMP PGRI SUKODONO IN ACADEMIC YEAR 2010 / 2011

THESIS

BY:

MIFTAHUL HUDA

0620718160

COLLEGE OF TEACHER TRAINING AND EDUCATION

PGRI PASURUAN

FACULTY OF LANGUAGE AND ART EDUCATION

DEPARTMENT OF ENGLISH EDUCATION

2010

Generated by Foxit PDF Creator © Foxit Softwarehttp://www.foxitsoftware.com For evaluation only.

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CHAPTER I

INTRODUCTION

1.1 Background of The Study

English is one of the international languages that is used by

many people in the world and in many areas of everyday life. Therefore,

using English is the acceptable way to communicate about many aspects in

human life such as technology, economy, social, and politics with people

from other countries.

For Indonesia, English is a foreign language. Learning a

foreign language is an integrated process that the learners should study the

four basic skills: listening, speaking, reading, and writing. They use it to

understand their world through listening and reading and to communicate

our feeling, need, and desires through speaking and writing. By having

more knowledge about language skill they have much better chance of

understanding and being understood and getting what they want and need

from these around them.

The four basic skills consist of: (1) Listening:

Understanding various meanings (interpersonal, ideational, textual) in

various interactional spoken texts especially in form of procedure,

descriptive, narrative, recount, report texts ; (2) Speaking: Telling various

meanings (interpersonal, ideational, textual) in various interactional

spoken texts especially in form of procedure, descriptive, narrative,

recount, report texts ; (3) Reading: Understanding various meanings


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(interpersonal, ideational, textual) in various interactional written texts

especially in form of procedure, descriptive, narrative, recount, report texts

; (4) Writing: Telling various meanings (interpersonal, ideational, textual)

in various interactional written texts especially in form of procedure,

descriptive, narrative, recount, report texts.

From those explanations above, The researcher can see that

SMP graduates students should master listening, speaking, reading,

writing interactional texts in form of procedure, descriptive, narrative,

recount, report texts.

Writing is one of four basic skills. It is very important in

teaching and learning English. Writing involves some language

components (spelling, grammar, vocabulary, and punctuation). This is in

line with what is stated by Braine and May (1996:60), writing clear

sentences requires the students to learn the rules of English grammar and

mechanics such as the correct use of verbs and pronouns, as well as

commas and other marks of punctuation.

There are various ways to organize the sentences in a piece

of writing. One of them is recount text. Recount text is the form of text

that aims at retelling events for the purpose of informing or entertaining. In

the recount text, the sentences are usually organized according to time

order or chronological order. One thing happens and then another thing

happens, and the events are told in the same order. Based on researcher’s

experiences, there are some problems found in the field when giving

writing materials to the students, especially the recount text.


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The first problem is that the students’ writing is not

comprehensible, because the content of the composition is not relevant to

the topic, the ideas are not clearly stated, the ideas and sentences are not

well organized. The second problem is that there are many errors in

vocabulary, grammar, and spelling. Another problem is the students have

low motivation and are not interested in doing the task since the writing

activities are not interesting. Usually, the students are asked to write

sentences and paragraphs without being given some clue so that it is

difficult for them to express their ideas on a piece of paper. Besides that,

the students have difficulty at telling their experience because writing is

difficult for them since they have to master enough vocabulary, spelling,

and grammar.

The researcher is inspired to conduct action research at

SMP PGRI SUKODONO of the eight grade students because many eight

grade students can not write the recount text well so that they got bad

score in writing recount text. Their average score is 65.

In this research, the researcher tries to use picture series in

teaching recount text in order for the students can understand about the

meaning of picture series given by researcher so that the students can

apply their imagination easily to write recount text.

In reference to the explanations above and the strong desire

of finding the solution of these problems, the researcher has motivation to

do the research in improving the teaching of writing in real class by using


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picture series as the instructional media. It is hoped that the media can

improve the students’ ability in writing, especially in recount text.

1.2 Problem Statement

In this research, the writer tries to describe the students’ ability in

writing the recount text through using picture series. So, the problem is

formulated as follows:

How can grade eight students’ ability in writing recount text at SMP

PGRI Sukodono in academic year 2010/2011 be improved by picture

series?

1.3 Objective of the study

Based on the problem formulation above, the objective of the

research is to find the appropriate way in using picture series to improve

the eight grade students’ ability in writing the recount text at SMP PGRI

Sukodono in academic year 2010/2011.

1.4 Significances of the study

The study is expected to have both academic and practical

contributions.

1. Academically, this study is expected to help teacher/researcher to find

out the alternative way of teaching writing, especially recount and to

produce the relevant and valid knowledge for their class to improve

their teaching.


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2. Practically, it can be used as a model to improve the students’ ability in

writing recount text, and it may guide, help and encourage students to

express their ideas, opinion, and thought onto paper.

1.5 Scope and Limitation of The Study

According to the topic, the researcher makes the scope and

limitation about the teaching in writing recount text by using picture series

1.5.1 The Scope of the Study

To have a clear limitation and the research conducted not

too widespread. The researcher makes the scope of this study is focused in

finding a good way to improve the students’ writing skill especially in

writing recount text. Besides that, the research is focused on the teaching

of recount text by using picture series as the instructional media.

1.5.2 The Limitation of the Study

In this study, the researcher would like to conduct research

on the teaching of recount text by using picture series as the instructional

media in eight grade students at SMP PGRI Sukodono. To get more

specific object, the researcher specifies eight grade students which consist

of 36 students, 18 women and 18 men.

1.6 Definition of Key Terms

1. Using picture series is one of the instructional media in the teaching

and learning process to attract the students’ attention and deliver

information.


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2. Writing ability is a productive skill beside speaking in junior high

students are expected to write simple sentence, message, and

announcement and to write text in the forms of narrative, recount,

and descriptive, and to write simple messages and personal letters.

3. Recount text is a text that tells the students’ own experiences. It can

also be found in personal letter, biography, and history.


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CHAPTER II

REVIEW OF RELATED LITERATURE

2.1 The Nature of Writing

According to Angelo (1989:5), writing is a form of

thinking. It means that writing is an activity to express ideas, issues,

events, feeling or thinking to the others through written form. Cohen and

Reil in Kusumaningsih (2001:1) say that writing can be defined as

communicate act, a way of sharing observation, thought, or ideas with

ourselves and others. It is a tool of thinking. By writing we can tell about

people, remember the facts and ideas.

Based on the statement above, it can be concluded that

writing is expressing ideas, facts, feeling, experience, and thought in

written form. In writing, the aspects include the use of vocabulary,

structure of the sentence, composition of the sentence, spelling, and

punctuation. These aspects are important to master in order to be able to

produce good writing.

Writing, one of the productive skills, is considered difficult,

especially writing in a foreign language. According to Axelord and cooper

in Ma’mun (2004:5), writing is a complex process and such contains

element of mastery and surprise. When students want to write something

they should have a lot of information, ideas, and thought in their mind so

that they will be able to express them into sentences, paragraphs, and an

essay. The writing ability is the main activity of composition. The writing


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should be systematic and detail. A knowledge or study about good writing

or how to write composition is much needed.

2.2 The Teaching of Writing for SMP Students

According to English Syllabus of School Unit Level

Curriculum (KTSP), the teaching of writing for SMP students involves the

teaching of paragraphs or text. The texts advocated are: recount, narrative,

descriptive, procedure and report.

Recount text is a kind of text that is usually found or

presented in journals, diary, personal letter, biography, travel report, police

report, sport report, history, etc. The main elements of recount are

orientation, list of events, and reorientation. In the orientation step the

writer mentions people and things that are involved, time of the event, the

place, and the situation. In the list of events, the writer tells the events

happen chronologically. In the reorientation, the writer concludes the story

by giving comments. And the characteristics of recount text are using

simple past tense.

Table 2.2 Recount text No. Point Recount 1. Purpose A text that tells someone’s past experience in a

chronological order and usually used to retell past events for the purpose of informing or entertaining.

2. Generic structure 1. Orientation : - In orientation, the writer at least introduces the main

characters, the location and the time. To make it easier we can answer the questions:

* Who involved in the story? * Where it happened? * When it happened? * Why it happened?


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2. Events - In series of events, the writer writes the events

chronologically. Tell what happen and what sequences. It begins from the first event, followed by the second event to the last event. The sums of events depend on the creativity of the writer.

3. Reorientation - In reorientation, the writer draws a conclusion or

gives comment about the story. 3. The language

features a. The language is written in simple past tense

Simple Past Tense is used to express something that happened in the past. The pattern : S + V2

b.Connecting words are words and phrases used to start, connect a sentence with the next one, and end an explanation. For examples: first, then, later, after that, finally.

c.The following adverb of time:

- yesterday

- last ..........

- ................ ago

- just now

- this morning

- in 2010/2011 and etc

The researcher chose recount text because the student’s

ability in writing recount text is very low and the content of the

composition is not relevant to the topic, the ideas are not clearly stated, the

ideas and sentences are not well organized. The last is that there are many

errors in vocabulary, grammar, and spelling.

Narrative text is a kind of text that tells a story. It is

developed in some steps: orientation, complication, resolution, evaluation,

and reorientation. In the step of orientation, the writer tells the characters

in the story, their names and the place they live, their ages, their condition,

and their willing. In the complication step, the writer presents the

unexpected event that happens to the characters. In the resolution step, the


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writer tells how the complication is solved. In the evaluation step, the

writer invites the reader to think what meaning or values that are taken

from the story. In the reorientation step, the writer concludes the story by

giving comments.

Descriptive text is a kind of text to describe something,

people, or objects. Procedure text is a kind of text that tells a procedure of

making something. Meanwhile, Report text is a kind of text to report an

event, things in the world, animals, and flora.

In this study, the focus is only to recount text, since this

kind of text becomes problems for the students and it needs to be solved

immediately. The strategy applied to improve the students ability in

writing recount text is pyramid planning strategy.

2.3 Media

Generally, every body knows that media can enhance and

promote learning and support teacher’s instruction. Besides that, media

can also be used effectively in formal education situation when teachers

explain the material for students. It means that media often helps the

teachers in learning process. So that the students more understand with

study items which have been taught by teacher.

2.3.1 Function of Media

Media has very advantages for many aspects in our life

especially in learning process. Suyanto and Kasihani Kasbolah (2001 : 12)

in their book Foreign Language Teaching Media and Brown ( 1983 )


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quoted by Rosanti ( 2004 ) stated that the function of media in teaching in

learning process are :

1. Media can save our time as a teacher

2. Media can stimulate interest to learn

3. Media can encourage student’s participation

4. Media can provide a review

5. Media can help the student’s learn communicate ideas visually

6. Media can provide medium for individual or group report and

7. Media can make a classroom dynamic, relevant, and attractive.

Besides that, according to Davies, 1980: 193 (in Suryanto,

2001: 13) also stated that the function of media in teaching in learning

process is:

a. Aids to Instruction

Media gives serve to help teacher and instructors to manage

the instruction more efficiently especially in learning process. It

means, Media helps teachers to communicate more effectively and

take over the operating role of instruction from teacher and

instructors.

b. Aids to learning

Media gives serve to help students learn more efficiently.

Media promote understanding, assist in the transfer of training and

assist in assignments. Media can be used in writing mastery

performance.

2.3.2 Criteria of Good Media


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To know the quality of the media, we must have special

guidance and According to Setyowati (2004: 1) the criteria of good

media are:

1. Interesting (colourful, big size → big enough for all students to see)

2. Relevant to the instruction.

3. Practical (carried easily).

4. Useful (usable for most level)

5. Easily to prepare and organize.

6. Inexpensive ( in rich)

7. Usable in community learning 9 group / pairs).

8. Usable in constructivism learning (stimulate them to create something

new to think higher and higher).

From kinds function of media above, the researcher

concluding that media is really important in teaching learning process

especially for the teachers and the students.

In using media needs to be carefully made and planned. The

teachers should follow some considerations in using instructional media

in order to avoid difficulties and mistakes in using it in their teaching

activities.

2.3.3 Kinds Of Media

Media is much needed in learning process because media can

make learning process more creative and interesting for the students.

And the media can be taken from anything: picture, tape recorder, and

flashcard.


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In the book of instructional Media by Kasihani and Yuswotomo (

1999:9) mention about the form of media. They are as follows.

1. The Gesture by the teacher – self

Gesture is one of the media which has a cheap value. It

means that the teacher does not make it from something or other tool

(axe, pen, bamboo, etc.). It is only the body movement of the teacher.

So, the teacher can use a signal or an expression of a face or body

movement which help the teacher to show one definition of a word and

to illustrate a situation.

2. The blackboard

Actually blackboard is a tool to write down the lesson but it

can be included as a media because the teacher and the student can use it

to draw or make a diagram or a picture to show a definition of a word.

3. The real Object

Real object is something which can be touched or seen by

the students or teacher. So, the teacher can use a real object in the

classroom (such as vegetables, clothes, etc.) to teach English.

4. The Card

The card with a picture or word on it which can be made by

the teacher him self. It can be used to present or practice a new word,

grammar and also to improve the student’ vocabulary.

5. The Picture

Chart is a piece of paper which is bigger than card. It is

completed by the picture or words. Usually it is stick on the wall or on


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the blackboard. Yunus (1981; 58) classifies picture into three kinds,

there are individual picture, composite picture and picture series. The

researcher chose picture series as a learning process in writing recount

text.

Definition of Individual Picture

Individual picture are single object, person or activity.

Wright (1989) says that individual picture as a picture of single object

and gives example of individual picture such as: picture of one person,

famous person and place. Picture of place such as: single building views

and townscape. For example:

These characteristics of individual picture are small picture

that can assist students to understand the meaning of word.

Definition of Composite Picture

Composite picture is large single pictures that shows scene

such as library, hospital, beach, street in which we can see a number of

people do something. The teacher can be found the picture from

textbook, newspaper, and etc. For example:


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Definition of Pictures Series

Students can construct their knowledge during learning

recount text easily by using media. One of the media is picture series

which draws a story. Picture series is the row of picture that has

relationship. This medium fulfils the principles of using media issued by

Nyoman S.Degeng (2001). Media which can be used to make the

students learn more easily and the teacher teaches easily is the main part

of the learning process. The media must be used in integrated way in

teaching and learning and not only as ice breaker of teaching and

learning.

To understand the way of the picture series, the students

need to appreciate it in abstract way. In the same way, when they express

their ideas to construct the story in a good coherence as well as unity,

they have to think it in abstract way too. Both of them will be easier for

them in learning process if the teacher can use picture series. It can not

only help the students to get ideas more realistic in understanding the

recount text but also in constructing ideas to create it.

During the students are writing the text, they can use top-

down technique in predicting the content of the text based on


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understanding of picture series (Brown, 2004:217). They can predict the

content of the text easily based on their understanding about the picture

series. The pictures give the schemata to the students to construct ideas

from their background knowledge and experience. For example:

drove-broken-searched walked-repaired-waited

finished-paid-went to

rained-ran-made arrived-met-slept

Picture series 1


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Picture series 2

________________________________

2.4. Previous of The Study

The following are the results of previous studies, which are

relevant to present study. They are presented in order to give illustration

in using picture series for the teaching write a recount text.

1. In 2009, Syaifullah conducted a study entitled “Improving the

students’ ability in writing the recount text through using picture series

went up-arrived -went down took-brought-walked

asked-showed-left went upstairs-searched--found

sat-waited-read depart-flew- enjoyed


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of the class VIII C students at SMPN Bati-Bati”. And the result of this

research indicates that picture series have advantages for students, that

is becoming students are eager to write recount text. And also picture

series have advantage for teachers, that is becoming teachers teach

writing recount text easily, because students are more interested in

writing recount text through using picture series.

2. The next study entitled “Improving the Students’ Ability in Writing

Recount Texts through Picture Sequences at State Islamic Junior High

School (MTsN) Lubuk Basung I West Sumatra” was conducted by Era

Susanti in 2009. She found out that the picture sequences gives great

contribution for junior high school students that is motivating the

students in writing recount text so that writing recount text becomes

enjoyable and interesting activity for them. The implementation of

using picture sequences in teaching writing recount texts also obtains

positive response from the students.

From the result of previous studies above, the researcher

can conclude that almost of these experiments can give the

improvement of writing recount text after using picture series in

teaching of writing recount text.

Besides, on the basic of theoretical consideration and

relevant research finding discusses above. The researcher is interested

in conducting the study on the use picture series as instructional media

to improve eight grade students’ ability in writing recount text at SMP

PGRI Sukodono in academic year 2010/2011.


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CHAPTER III

RESEARCH METHOD

3.1. Research Design

Related to Pedoman Teknis Pelaksanaan Classroom Action

Research (CAR) by DEPDIKNAS (2003:3), there are some kinds of

classroom action research. Two of them are individual classroom action

research and collaborative classroom action research. Moreover the writer

took collaborative classroom action research. In this case to do the

classroom action research, the writer worked together with other English

teachers to judge the degree to which value of writing test items actually

represent the elements in the Guidelines and Curriculum. The researcher

did action research and the English teacher observes it.

Classroom Action research (CAR) is a reflective study done

by teacher in a classroom for getting solution about the problem until it

could be solved.

According to Kurt ( Pedoman Teknis Pelaksanaan CAR;

2003:4 ) that there are four components in one cycle for doing classroom

action research, 1) Planning, 2) Acting, 3) Observing and 4) Reflecting.

3.2. Setting and Subject of the Study

This classroom action research is focused on the students of

class eight grades at SMP PGRI Sukodono in the first semester of

2010/2011. The number of the students in this class is 36 students.


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The students are taken as the subject of the study since they have poor

ability in writing recount text.

3.3.Research Procedure

This research focuses on the positive effect using picture

series as the media to improve the students’ competence to understand the

generic structures of recount text as well as its language features. The

writer also hopes that his students are able to design a recount text orally

after the process of teaching.

And the research study was conducted by following the

procedure of the classroom action research: after identifying problems in

the preliminary study and analysis and identification, the research was

started from planning the action, followed by implementing the action,

observing, analysis and reflecting to the previous data. The processes were

done until the target and the criteria of success were obtained.

In this research, the researcher used the classroom action

research adapted by Kurt. The action research process was done in two

cycles with four stages including planning, implementing, observing, and

reflecting According to Kurt ( Pedoman Teknis Pelaksanaan CAR;

2003:4). For the clearer explanation, the researcher gave an illustration of

the following procedure in the end of this chapter.

3.3.1. Preliminary Study

Before doing the research, the researcher conducted a

preliminary study by observing the classroom activity in writing recount


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text. This step aimed at formulating the problem. Based on the English

teacher information, the main problem of students in writing recount text

was their ability in changing the present tense into the past tense, and their

difficulty in finding idea to explore their writing in writing recount text. In

changing the present tense into the past tense; they have difficulties to

decide the words exactly to change be past tense. And, their difficult in

finding idea to explore their writing in writing recount text; they have not

a series story to explore in writing recount text without being given some

clue. So the test was low and below the target. See appendix

The preliminary study was conducted on November 13th

2010. On November 13th the teacher explained about writing recount text

by using old method, She only explained the material in front of the class

without implementing picture series as a media in writing recount text.

Then she gave the writing test for the students, the writing test can in form

of writing recount text test. It means, the researcher asked the students to

write recount text based on his/her experience.

Furthermore, the targeted score decided was 7.00. There were

36 students could not obtain the target. The mean score was 60.83, (see in

appendix 4). In this stage, the researcher got some data that were used as a

basic for planning the next stages according to classroom action research

procedure including planning, implementing, observing and reflecting.

3.3.2. Analysis and Finding

From the preliminary study, the researcher analyzed some

problems including the students ability in writing recount text was below


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the target. That is their ability in changing the present tense into the past

tense, and their difficulty in finding idea to explore their writing in writing

recount text. In changing the present tense into the past tense; they have

difficulties to decide the words exactly to change be past tense. And, their

difficulty in finding idea to explore their writing in writing recount text;

they have not a series story to explore in writing recount text without

being given some clue. The test was low and below the target. So the

researcher tried to solve the problem. Beside according to the observation

during the preliminary study, the students were not enjoyable with the

technique which was given by the researcher it was monotonous technique

that made their students felt bored.

It could happen their students did not understand by the rule

and format in changing the present tense into the past tense, and they have

not a series story to explore in writing recount text without being given

some clue. That was why, the researcher tried to make them enjoy

involving writing recount text by using picture series.

3.3.3. Planning

Planning the action was done before the action of the

research was carried out, in order the implementation of the action could

run well. There were some activities that were planned before the actions

given, (1) preparing the Strategy, (2) preparing interesting picture series to

attract the students interest, (3) designing lesson plan, (4) making research

instrument, (5) specifying the criteria of success.


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3.3.3.1. Preparing the Strategy

Based on the problem on the preliminary study, the

researcher tried to solve the problem of writing recount text mastery in the

eight grade students of SMP PGRI Sukodono 2010/2011 academic year by

implementing picture series in teaching writing recount text with the

consideration that picture series would attract the students’ attention to

make the teaching – learning process enjoyably. Furthermore the

implementation of picture series as a media in teaching writing recount

text were expected to improve the writing recount text mastery of the eight

grade students of SMP PGRI Sukodono 2010/2011 academic year.

In implementing the picture series as a media in teaching

writing recount text the researcher as the teacher conducted two meetings

of each cycle, on the first meeting three stages of the teaching learning

process including pre-activity, main activity, and post activity. Firstly in

pre-activity, the teacher introduced the material of writing recount text and

explains the format; the teacher asked the students some questions about

the difficulties material was given by the teacher. On the second stage the

teacher implemented the picture series as media in teaching writing

recount text. In implementation researcher as the teacher will divided into

six teams, the teacher will divided the picture series into two terms. On the

first term the teacher will give each team picture series about activities at

home, and in the picture there were words in form of present tense which

must be changed in form of past tense then the group races to the board

and rewrites the sentence. And on the second term the teacher will give


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each team picture series in form of recount text about leaky tyre on the

street. In the picture there was clue that could used to fill incomplete

paragraph in form of recount text. Then the group races to the board and

rewrites the sentences. At last, in the post activity, the teacher made

correction the answer was done by the students on the black board and

asked the students to pay attention on the mistakes was made by the

students, and fixed it with the correct answer. On the second meeting the

teacher gave the students writing test to know the effectiveness of the

writing student’s ability in writing recount text. The writing test is the

researcher as the teacher gave picture series without clue to the students

and asked to the students to write recount text based on their

understanding about the picture series. It will be different strategy to the

next cycle.

In cycle 2 the researcher also needs two meetings. The first

meeting researcher gave more examples of how to write recount text using

picture series. After the students understand and have confident, in the

second meeting the researcher gave them again picture series, and the

students write their own writing based on the pictures that given clue.

3.3.3.2. Preparing Interesting Picture Series to Attract the Students Interest

As we known that picture series as one of the media to

improve the students ability in writing especially in writing recount text,

Students can construct their knowledge during learning recount text

easily by using media. One of the media is picture series which draws a


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story. Picture series is the row of picture that has relationship. This

medium fulfils the principles of using media issued by Nyoman

S.Degeng (2001). Media which can be used to make the students learn

more easily and the teacher teaches easily is the main part of the learning

process. The media must be used in integrated way in teaching and

learning and not only as ice breaker of teaching and learning.

To understand the way of the picture series, the students

need to appreciate it in abstract way. In the same way, when they express

their ideas to construct the story in a good coherence as well as unity,

they have to think it in abstract way too. Both of them will be easier for

them in learning process if the teacher can use picture series. It can not

only help the students to get ideas more realistic in understanding the

recount text but also in constructing ideas to create it.

To present the material, the researcher as a teacher divided

cycle 1 into two terms. On the first term the teacher will give each team

picture series about activities at home, and in the picture there were

words in form of present tense which must be changed in form of past

tense then the group races to the board and rewrites the sentence. For

example:

1. Picture series about activities at home

wake up take a bath eat cereal read newspaper

exercise drink drive bring

cook write watch sleep


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And on the second term the teacher will give each team

picture series in form of recount text about leaky tyre on the street. In the

picture there was clue that could used to fill incomplete paragraph in form

of recount text. Then the group races to the board and rewrites the

sentences. For example:

Leaky tire

Last Sunday, Tommy had a trouble with his motor. He

............... a motor fastly but suddenly the motor was ............... at the

Panglima Sudirman street. Later, he ................... a tire patcher.

drove-broken-searched walked-repaired-waited

finished-payed-went to

rained-ran-made arrived-met-slept


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He ................ far away to search a tire patcher. After he met

a tire patcher. A tire patcher ................... the motor’s tire of tommy. And

tommy ................ for along time.

Tommy’s motor had ...................... and motor’s fare had

................. to the tire patcher. After that tommy ............... to his home.

Although the ................. very hard. Tommy drove the

motor fast. And the motor ................. with maximum speed. So that

............. tommy cold.

Finallly, Tommy ............... at home. And he ..................

with his family. He ............... with his family about the leaky tyre at

panglima strett. Tommy felt tired. And he .............. well.

3.3.3.3. Designing Lesson Plan

Before, the researcher presents the lesson. The lesson plan

must be made by the researcher as a teacher; it aimed for the activity can

run well.

To be clearer, the lesson plan can be seen in the following Table:


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Table 3.1. The Lesson Plan

No Cycle Meeting

/Date Time

allotment Phase Activity

Pre activity (20

minutes )

- Give greeting and pray together

- Introduce the material of writing recount text on the board

- Explains the format or the generic structure of recount text and characteristic of recount text

- the teacher asked the students some questions about the difficulties material was given by the teacher

2x40 minutes

Whilst Activity(40 minutes )

- The teacher implemented the picture series as media in teaching writing recount text.

- In implementation researcher as the teacher will divide into six teams and the teacher will divide the picture series into two terms.

- On the first term the teacher will give each team picture series about activities at home, and in the picture there were words in form of present tense which must be changed in form of past tense then the group races to the board and rewrites the sentence.

- And on the second term the teacher will give each team picture series in form of recount text about leaky tire on the street. In the picture there was clue that could used to fill incomplete paragraph in form of recount text. Then the group races to the board and rewrites the sentences

1. 1 15th

November 2010

Post activity (20

minutes)

- the teacher wrote the correct answer on the black board and asked the students to pay attention on the mistakes made by the students, and fixed it with the correct answer

2.

1

18th

November 2010

2x40 minutes

Pre activity (20

minutes )


- Checking the student’s readiness to follow up the material before.

- Ask the student to write down the generic structure and characteristic of recount text which was given by the teacher at the first meeting.

- Ask the class about their difficulty to change the present tense into past tense

- Ask the class about their difficulty to understand structure and characteristic of recount text


29

- Answer the students question


- Teacher gave the students writing test to know the effectiveness of the writing student’s ability in writing recount text. The writing test is the researcher as the teacher give picture series without clue to the students and ask to the students to write recount text based on their understanding about the picture series

Post activity (20

minutes)

- Teacher ask the difficultness about writing test which has given to the students

- Answer the students question

- Closing the session with give reinforcement to the students about how to write recount text correctly

3. 2 22nd November

2010

2x40 minutes

Pre activity (20

minutes )


- Give the result of the writing test last week to the students

- Explain the generic structure and characteristic of recount text again until all of the students understand.


- Ask to the students one by one to forward in front of class to tell about generic structure and characteristic of recount text

- And ask to the students to change 30 words in form of present tense into past tense

- Correct the answer together

Post activity (20

minutes)

- Give picture series again and ask to the students to try construct idea based on clue on the picture series

- construct idea together based on clue on the picture series and write the result on the black board be in form of recount text suitable

4 2 25th November

2010

2x40 minutes

Pre activity (10

minutes )


- Checking the student’s readiness to follow up the material before.

- Ask the class what is the difficulty to construct their idea to be a recount text suitable and try to solve it together .


- the researcher gave them again picture series, and the students write their own writing based on the pictures that given clue

Post activity (20

minutes)

- Make correction of the work, Ask the student to check their result, find the mistakes and fix into the best answer


30

3.3.3.4. Making the Research Instrument

To collect the data, the researcher as the teacher in this

research used writing test, observation sheets, interview, and

documentation. The instruments were used to know whether the picture

series as a media in teaching writing recount text can improve the eight

grade students of SMP PGRI Sukodono in writing recount text mastery.

And to know whether the student’s writing ability especially in writing

recount text mastery was on the target or not.

The test is writing test; in cycle 1, the researcher as a

teacher give picture series without clue to the students and ask to the

students to write recount text based on their understanding about the

picture series. In cycle 2, the researcher gave them again picture series,

and the students write their own writing based on the pictures that given

clue.

3.3.3.4.1. Test

In this research; writing test is used to collect data. The test

will be given in each cycle. In cycle 1, on the second meeting at whilst

activity; Teacher gave the students writing test to know the effectiveness

of the writing student’s ability in writing recount text. The writing test is

the researcher as the teacher give picture series without clue to the students

and asks to the students to write recount text based on their understanding

- Give conclusion and closing the meeting


31

about the picture series. The time of writing test allocates during 40

minutes.

In cycle 2, on the second meeting at whilst activity; the

researcher gave them again picture series, and the students write their own

writing based on the picture series that given clue. The time of writing test

allocates during 40 minutes.

And dealing with the scoring, grammatically perfect

sentences are worth 4 points. An incorrect sentence structure is worth 0

points. Subtract one point for every other type of grammatical mistake. For

example: Table 3.2. The score criteria of writing recount text test

Rating Score No. Criteria

4 3 2 1 1 The use of

noun phrase All noun phrases are well-ordered

Few noun phrases are not well-ordered

Many noun phrases are not well-ordered

All noun phrases are not well-ordered

2 Sentence Structure

All sentences are structurally correct

Few sentences are not structurally correct

Many sentences are not structurally correct

All sentences are not structurally correct

3 Vocabulary Many vocabulary variations

Few vocabulary variations

Almost no vocabulary variations

Lack of vocabulary variations

4 Grammar There is almost no error in the use of sentence.

There are a few errors in the use of sentence

There are many errors in the use of sentence

Almost all sentences contain errors.

5 Content The text is well written giving readers very clear about the text

The text is adequately written giving readers sufficiently about the text

The text is less sufficiently written giving readers incomplete information about the text

The text is poorly written, fails to give readers information about the text


32

The acquisition of students value = Score X 5

3.3.3.4.2. Observation

Any comment or observation and description about the

learning process as well as the subjects of interest which are worth data.

Observation is needed for monitoring the on-going learning process,

class performance as well as teacher performance. The observation

results in the observation sheet include the process and aspect to be

observed. The collaborator in this case the English teacher who teach at

SMP PGRI Sukodono, made check marks (√) or write briefly any

observation or description about the process as well as the subjects of

interest which are worth nothing.

There is a table of observation sheet to measure the activeness of the

picture series for teaching writing recount text.

Table 3.3. Teacher Observation of Implementing Picture Series as a Media in

Teaching Writing Recount Text

No Phase Class activity Scale

1 Pre Activity

- Students pay attention to the teacher explanation

- Students answer the teacher questions.

- Students draw the conclusion of the teacher explanation

- Students write down the generic structure and characteristic of recount text which was given by the teacher at the first meeting.

- Students asking about difficultness during understanding learning process


33

2 Whilst Activity

- Students listen to the teacher explanation.

- Students ask about difficultness during understanding learning process

- Students pay attention of the formula in form of present tense change into past tense

- Students make a sentence in based on the clue which was given by the teacher.

- Students make six teams.

- Students stand in front of the blackboard. (Each of the team forward in front of class to do the assignment). There are two assignment;

1. Students change present tense into past tense based on picture series and clue which has given by teacher correctly.

2. Students fill in uncompleted paragraph in form of recount text based on picture series and clue which has given by teacher correctly.

- Each of the students do writing recount text test based on their understanding about the picture series without any clue certainty and correctly

- Each of the students write their own writing based on the picture series that given clue by teacher correctly and suitable

- The students felt enjoy when they were using picture series in learning process writing recount text so that the students more understand about how to write recount text well with picture series as a media in writing recount text

3 Post Activity

- Students read the exercise which given by the teacher.

- Students do the teacher exercise with the formula given.

- Students check the answer on the blackboard.

- Students pay the attention of the teacher answer revision

Total


34

Scale: 0: No one does 1: Only some students do 2: A half of students do 3: Most of students do 4: The entire class does

3.3.3.4.3. Interview

Interview was a kind of dialogue between the researcher

and the English teacher to get more information, which was required by

the researcher. The interview was used to get additional information about

what kinds of the difficulties of the students in writing recount text; it was

useful to find the solution of those problems. The interview was done on

November 13th 2010 in the preliminary study and was done outside the

classroom and the teacher could answer directly. Following are the list of

the interview questions:

Table 3.4. Interview of the researcher to the teacher in teaching writing recount

text

NO THE LIST OF QUESTION THE ENGLISH TEACHER’S

QUESTION

1. How do you teach writing

recount text to your students?

I usually teach writing recount text

by asking the students to write

recount text based on their past

experience

2. Do you use textbooks when

you teach writing recount text?

Yes, I always use textbooks when I

teach writing recount text

3. What kind of books do you use

when teach writing recount

I use English in focus for grade eight

junior high school and scaffolding


35

text? grade eight for junior high school

students

4. What kinds of writing

materials do you use when

teach writing recount text?

I usually use the writing material

from textbooks

5. How do you choose the writing

material when teach writing

recount text?

I choose the writing material which

related to syllabus of the school

6. How do the response of your

students when you were

teaching writing recount text?

They are not interested

7. What makes the students not

interested in writing recount

text?

Because the students were difficult

in finding idea to explore their

writing in writing recount text; they

do not have imagination about story

to explore in writing recount text

without being given some clue.

Besides that, they have difficulties to

decide the words exactly to change

present tense to be past tense.

8. How the targeted score

decided in writing recount

text?

The targeted score decided was 7.00

9. Did all the students could No, they could not obtain the target


36

obtain the target score? score

10. Have you ever applied picture

series to teach writing recount

text?

No

3.3.3.4.4. Documentation

The document analysis method is used to obtain data which

deals with all document exits. In carrying out his document method, it

investigated the written materials such as books, regulations, journals

and daily note. In this research, the data from the documents will be used

as the secondary data. The documents are the names of the research

subject (see appendix 3), the students’ score in writing recount text, and

the pictures about the students and researcher as a teacher which was got

during teaching learning process (see appendix 12).

3.3.3.5. Specifying the criteria of success

Criteria of success is needed to measure that the

implementation was effective to improve the writing students’ ability

especially in writing recount text mastery or not. The Table below

described the criteria of success in this research.

Table 3.5. The Criteria of Success in this research.

No Data Instrument Criteria of success 1 Teaching

learning process

Observation format

- ≥ 85 % both of teacher and students are active implementing this technique

- ≥ 95 % the implementation of teaching learning process is conducted


37

suitable with the arranged lesson plan.

2 Students achievement

Test - There are significant improvements of the majority of the students in their ability in writing recount text test from the cycle 1 to cycle 2, The students score on writing recount text test should be greater than or equal to 70 (the score of KKM). The mean of the students score on writing recount text test should be greater than or equal to 70 (the target of achievement).

3 Students’ response

Observation format

- ≥ 90 the students are happy and motivated with picture series.

3.3.4. Implementing

In implementing the picture series as a media in teaching

writing recount text the researcher as the teacher conducted two meetings

of each cycle, on the first meeting three stages of the teaching learning






recount text. In implementation researcher as the teacher will divide into

six teams, the teacher will divide the picture series into two terms. On the







38

street. In the picture there was clue that could be used to fill incomplete

paragraph in form of recount text. Then the group goes to the board and


correction the answer was done by the students on the black board and

asked the students to pay attention on the mistakes was made by the

students, and fixed it with the correct answer. On the second meeting the

teacher gave the students writing test to know the effectiveness of the

writing student’s ability in writing recount text. The writing test is the

researcher as the teacher give picture series without clue to the students

and asks to the students to write recount text based on their understanding

about the picture series. It will be different strategy to the next cycle.

In cycle 2 the researcher also needs two meetings. The first

meeting researcher gave more examples of how to write recount text using

picture series. After the students understand and have confident, in the

second meeting the researcher gave them again picture series, and the

students write their own writing based on the pictures that given clue.

3.3.5. Observing

The other primary data collection method that will be used

is observation. In Syaifullah (2009:50), Observation is an activity of

observing and systematic record keeping toward the phenomenon under

investigation. In this action research, observation will be done in each

meeting of cycle. It aims to record the student’s activities in the classroom

during the teaching writing recount text by implementing picture series as


39

a media in teaching writing recount text. The researcher will conduct

observation when the teaching and learning process took a place and the

observation will be conducted by the English teacher.

3.3.6. Data Collection Method

The data of this research consisted of the data on the

planning, the data on the implementation, and the data on the evaluation.

The data on the planning was the lesson plan contained the strategy of

teaching writing recount text by applying picture series as media in

learning process it, the instructional material, the steps of teaching and

learning activities and evaluation.

The data on the implementation stage include the process of

implementing picture series in teaching writing recount text. It was in the

form of teacher observation during the teaching and learning activities.

While the data on the evaluation, which was taken at the

end of the cycle, was in the form of writing test, it was done in the class

given on the second meeting of each cycle after the implementing of the

picture series as a media in teaching writing recount text. This test needed

40 minutes time allotment for writing test paper. It was done on

November, 18th 2010 and on November, 25th 2010.

3.3.7. Data Analysis

It referred to the researcher procedure in analyzing the data

gathered from the observation and writing test in the planning,


40

implementation, and evaluation stages. The format of Teacher

Observation, assessment and writing test can be seen in the TABLE 3.5

Variable, Sub Variable, Indicators, Data Instrument, Data Collecting

Technique and Data resources of the research as follow:

TABLE 3.6 Variable, Indicators, Data Instrument, Data Collecting Technique and

Data resources of the research (scope of the instrument)

No VARIABLES INDICATORS INSTRUMENT DATA

COLLECTION TECHNIQUE

DATA RESOUR

CES

1. Present Tense change into Past

Tense

1. Students are able to change the present tense into the past tense suitable with clue which has given

2. Students are able to create a sentence in form of present tense which has changed into past tense

Test

Test

writing test

writing test

Teacher Students teaching learning process

2. Incomplete paragraph in form

of recount text

1. Students are able to understand the meaning of picture series and clue which has given by teacher

2. Students are able to fill incomplete paragraph suitable in form of recount text based on clue and picture series which has given by teacher

Test

Test writing test

Teacher Students teaching learning process

3. Picture series (Cycle 1)

1. Students are able to understand the picture series which has given by teacher and write it in form of recount text well based on generic structure and grammar suitable.

Test writing test Teacher Students teaching learning process

4. Picture series with clues on it (Cycle 2)

1. Students are able to understand the picture series with clues on it which has given by teacher and write it in form of recount text well based on generic structure and grammar suitable.

Test

writing test Teacher Students teaching learning process

3.3.8. Reflection

In the reflection stage, the researcher reflected what had

been done in the previous action. In this case, the researcher decided

weather the effect of the action had met the criteria of success. The


41

implementation of the action was successful when all of the criteria of

success had been reached. The criteria of success were determined as; (1)

in teaching learning process (a) ≥ 85 % both of teacher and students are

active implementing this technique, (b) ≥ 95 % the implementation of

teaching learning process is conducted suitable with the arranged lesson

plan. (2) Students achievement when significant improvements of the

majority of the students in their writing recount text test from the cycle 1

to cycle 2, The students score on writing recount text test should be greater

than or equal to 70 (the score of KKM). The mean of the students score

on writing recount text test should be greater than or equal to 70 (the target

of achievement).

If the action met the criteria of success, the research

stopped. On the other hand, if it did not met the criteria of success, it was

necessary for the researcher to revise the plan and had another cycle to be

implemented.


42

Figure 3.1 The Classroom Action Research Procedure

Preliminary Study Obseving the classroom and the taeching- learning of writing recount text and give pre-test the students to collect the data for formulating the problem. The student’s English achievement is not good enough; the student’s score for pre-test is below the target. (SKM :70) Problem The student’s ability in writing recount text is below the target “How can I improve the student’s ability in writing recount text?”

Analysis and finding - The student’s ability in changing the present

tense into the past tense was not good enough.

- The difficultness of the students in finding idea to explore their writing especially in writing recount text

“How can I improve the student’s ability in changing the present tense into the past tense?” “How can I improve the student’s ability in finding idea to explore their writing especially in writing recount text?” “How can I improve the students understanding about the characters of tenses and the grammatical rules in writing recount text?” “How can I make the students enthusiasm and

enjoy in teaching writing recount text?”

Implementing - pre activity: Introduce the writing recount text

material

- main activity :implementing the picture series as a media in teaching writing recount text, discussion difficultness of the students on understanding picture series, and having teacher observation

- post activity: Having writing test.

Planning 1/2 Implementing picture series as a media in teaching writing recount text to improve the student’s active in writing recount text (1) Preparing the Strategy (2) Preparing interesting picture series to attract the

student’s interest (3)Designing lesson plan (4) Making research instrument (5) Specifying the criteria of success.

Observing 1/2 To collect the data in the implementig process using the instrument including observation sheet, field note, questionnaire, and writing test.

Unsuccess

Success Terminated/stop If the data reaches with the criteria of success

Reflecting 1/2 1. Analyzed all data obtains in

implementing and observation stages.

2. if the data meet the criteia of success, the activity stops. If it still does not meet the criteria of success, the activity has to be continued to the next cycle.


43

CHAPTER IV

FINDING AND DISCUSSION

4.1. Finding

In this part, the planning, the implementation of the action,

the observation, the analysis and reflection are made. The analysis and

reflection covered the analysis on teacher observation and assessment in

the teaching and learning process, the analysis on the result of the

student’s ability in writing recount text include writing test and the

reflection.

4.1.1 Preliminary Study

This research is inspired by the result of the interview with

the teacher which revealed that most of the students of the eighth grade

students at SMP PGRI Sukodono did not like to write recount text. Most

of them had problem in changing the present tense into the past tense; they

have difficulties to decide the words exactly to change be past tense. And,

their difficult in finding idea to explore their writing in writing recount

text; they have not a series story to explore in writing recount text without

being given some clue.

Besides, based on the result of observing, it is revealed that

the students had low motivation and were not interested in teaching

learning process of writing especially in writing recount text. Because the

teacher gave explanation about writing recount text by using old method,


44

She only explains the material in front of the class without implementing

picture series as a media in writing recount text. Then she gave the writing

recount text test for the students based on his/her experience. The

researcher look that during the teaching and learning process while the

other were less motivated, did not pay attention to the teacher's

explanantion, talked to the other and ignored the teacher's explanation.

When the teacher gave them questions, they could not answer the

questions. It happened because they felt boring and not interested with the

learning method which teacher done. This condition makes them passive

learners.

4.1.2. Cycle One

There were two meetings in cycle 1 that had been done on

November 15th 2010 and November 18th, each meeting was done in four

steps including planning, implementing, observing and reflecting. The

researcher as a teacher does implementing writing recount text through

using picture series to improve the eight grade student’s ability in writing

recount text at SMP PGRI Sukodono in 2010/2011 academic year.

4.1.2.1. Meeting one (on November 15th 2010)

This meeting was started from the pre- activity, then

continued with whilst activity, and post activity.

4.1.2.1.1. Planning on meeting one


45

In cycle 1, the researcher as the teacher of the action

research introduced the material about writing recount text. The material

was taken from the curriculum of the eight grades in the first semester.

In the first cycle the researcher conducted two meetings in

the class with implementing the writing recount text through using picture

series. On the first meeting there were three stages of the teaching learning






recount text. In implementation researcher as the teacher will divided into

six teams, the teacher will divided the picture series into two terms. On the






street. In the picture there was clue that could used to fill incomplete

paragraph in form of recount text. Then the group races to the board and


correction of the answer which done by the students on the black board

and asked the students to pay attention on the mistakes was made by the

students, and fixed it with the correct answer.


46

4.1.2.1.2. Implementing on meeting one

Below the explanation of the classroom activity in cycle one:

- Pre- activity (20 minutes)

At the first the teacher gave the students greeting the students and

they replied her nicely. Below is their conversation:

Teacher : “Hello, good morning class!” Students : “Good morning sir”! Teacher : “Ok class, it is nice too meet you to study English with

you again. How are you today”? Students : “I’m fine, thank you and you?” Teacher : “I’m very well. Thank you” Students : “You are welcome”

At then the teacher explains the format or generic structure of recount

text to the students. Below is their conversation:

Teacher : “In this nice opportunity, we will learn about recount text” Students : “What is recount text sir”? Teacher : “Recount text is a text that tells someone’s past

experience in a chronological order and usually used to retell past events for the purpose of informing or entertaining”

Students : “What is characteristic of recount text sir”? Than the another text included; narrative text, descriptive text, report text, and etc.

Teacher : “Recount text has a generic structure include Orientation, events, and reorientation. Besides that it also has the language features.”

Students : “What are orientation, events, reorientation, and the language features sir”?

Teacher : In Orientation: the writer at least introduces the main characters, the location and the time. To make it easier we can answer the questions: * Who involved in the story? * Where it happened? * When it happened? * Why it happened? In Events: the writer writes the events chronologically. Tell what happen and what sequences. It begins from the first event, followed by the second event to the last event. The sums of events depend on the creativity of the writer.


47

In reorientation: the writer draws a conclusion or gives comment about the story.

The language features of recount text are: a. The language is written in Simple Past Tense

Simple Past Tense is used to express something that happened in the past. The pattern: S + V2

b. Connecting words are words and phrases used to start, connect a sentence with the next one, and end an explanation. For examples: first, then, later, after that, finally.

c. The following adverb of time: - yesterday - last .......... - ................ ago - just now - this morning - in 2010/2011 and etc Ok, that’s all my explanation about characteristic of recount text. Do you understand?

Students : “Yes sir”.

- Whilst Activity (40 minutes)

The teacher implemented the picture series as media in teaching

writing recount text. In implementation researcher as the teacher will divide

into six teams and the teacher will divide the picture series into two terms.

- On the first term the teacher will give each team picture series about activities

at home, and in the picture there were words in form of present tense which

must be changed in form of past tense then the group races to the board and

rewrites the sentence.

- And on the second term the teacher will give each team picture series in form

of recount text about leaky tyre on the street. In the picture there was clue that

could used to fill incomplete paragraph in form of recount text. Then the

group races to the board and rewrites the sentences.

Below is their conversation on the first term:


48

Teacher : Attention please! Please create teams that consist of six students now! And all of you will divide to be six teams. Do you understand?

Students : Yes we are understand sir Teacher : After that, look at the picture series about activities at

home that I had given to you.

Change these words on the picture in form of present tense to be past tense! Students : Yes we will do it sir Teacher : If you had finished it, please each leader of the team in order to forward in front of class to write correct sentence! Are you ready? Students : Yes sir

Below is their conversation on the second term:

Teacher : In order to more understand how to write recount text well, I will give you about a picture series again about leaky tire on the street. In the picture there was clue that could be used to fill incomplete paragraph in form of recount text.

wake up take a bath eat cereal read newspaper

exercise drink drive bring

cook write watch sleep

broken-searched-drove repaired-walked- -waited

went to – finished - payed

ran - rained – made met - slept - arrived


49

Leaky tire


............... a motor fastly but suddenly the motor was ............... at the

Panglima Sudirman street. Later, he ................... a tire patcher.

He ................ far away to search a tire patcher. After he met

a tire patcher. A tire patcher ................... the motor’s tire of tommy. And

tommy ................ for along time.

Tommy’s motor had ...................... and motor’s fare had

................. to the tire patcher. After that tommy ............... to his home.

Although the ................. very hard. Tommy drove the

motor fast. And the motor ................. with maximum speed. So that

............. tommy cold.

Finallly, Tommy ............... at home. And he ..................

with his family. He talked with his family about the leaky tyre at panglima

strett. Tommy felt tired. And he .............. well.

Students : Yes sir Teacher : If you had finished it, please each leader of the team in order to forward in front of class to complete paragraph

into good paragraph!

- Post activity (20 minutes)

The teacher made correction of the answer which done by the

students on the black board and asked the students to pay attention on the

mistakes was made by the students, and fixed it with the correct answer.

Below is their conversation on the first term:

Teacher : Let’s check the answer together and attention please! Students : Yes sir


50

Teacher : The question number 1 to 10, there was four incorrect answers from you. That is number 2, 4, 6 and 12.

1. He woke up an hour ago (correct answer) V2→irregular verb 2. He takes a bath just now (wrong answer) He took a bath just now (correct answer)

V2→irregular verb 3.He ate cereal last morning (correct answer) V2→irregular verb 4. He readed a newspaper two hour ago (wrong answer) He read a newspaper two hour ago (correct answer) V2→ regular verb 5. He exercised at gymnasium yesterday morning (correct answer) V2→ regular verb 6. He drinked milk this morning (wrong answer) He drank milk this morning (correct answer)

V2→irregular verb 7. He drove BMW car last week (correct answer)

V2→irregular verb 8. He brought items purchased (correct answer)

V2→irregular verb 9. He cooked fried noodle this afternoon (correct answer)

V2→regular verb 10. He wrote letter yesterday (correct answer)

V2→irregular verb 11. He watched movie last night (correct answer)

V2→regular verb 12. He sleeped just now (wrong answer)

He slept just now (correct answer) V2→irregular verb

Teacher : Ok, any question students? Students : No sir Teacher : Do you understand? Students : Of course, we understand sir

On the second term, the teacher also made correction of the

answer which done by the students on the black board and asked the students

to pay attention on the mistakes was made by the students, and fixed it with

the correct answer. Below is their conversation on the second term:

Teacher : After you had understood about how to change present tense to be past tense. Now we will make correction of the


51

answer about incomplete paragraph that you had done on the blackboard. Are you ready?

Students : Absolutely, I’m ready sir Teacher : After I check your answer, there were errors in placement

guide words into incomplete paragraph. To more clear, let’s check the answer together!

Leaky tire


drove a motor fastly but suddenly the motor was broken at the Panglima

Sudirman street. Later, he searched a tire patcher.

He repaired far away to search a tire patcher. After he met

a tire patcher. A tire patcher walked the motor’s tire of tommy. And

tommy waited for along time.

Tommy’s motor had finished and motor’s fare had payed

to the tire patcher. After that tommy went to his home.

Although the rained very hard. Tommy drove the motor

fast. And the motor made with maximum speed. So that ran tommy cold.

Finallly, Tommy arrived at home. And he met with his family. He

talked with his family about the leaky tyre at panglima strett. Tommy felt

tired. And he slept well.

4.1.2.1.3. Observation of meeting 1

During the action, the researcher was doing observation by

using observation checklist of the students’ activities. It was intended to

know the indicator observed. The indicator observed include; the students

asking question, the students answering question, the students paying

correct answer

correct answer

correct answer

correct answer

walked

correct answer repaired

correct answer

correct answer

correct answer

correct answer correct answer

correct answer ran

correct answer

made correct answer correct answer

correct answer


52

much attention to the teacher explanation, and the students writing a

sentence on the blackboard. Students could be categorized active if at least

fulfils five aspect; three aspect done in pre activity, two aspect done in

whilst activity, and one aspect done in post activity.

In pre activity; firstly the student’s active paying much

attention to the teacher explanation, secondly the student’s active asking

question about material which has given by teacher, thirdly the student’s

active answering questions from the teacher.

In whilst activity; firstly the students active asking about

difficultness during understanding learning process until the students could

fix it, secondly the students active doing the test which had given by

teacher.

In post activity; the students active are paying much

attention to the teacher explanation about revision of the test. To more

clear we can see following the table:

4.1.2.1.3. Teacher Observation of Implementing Picture Series as a Media in

Teaching Writing Recount Text on meeting 1


1 Pre Activity

- Students pay attention to the teacher explanation

- Students answer the teacher questions.

- Students draw the conclusion of the teacher explanation

- Students write down the generic structure and characteristic of recount text which was given by the teacher at the first meeting.

- Students asking question about material which has been given by teacher

3

2

3

3

3


53

2 Whilst Activity

- Students listen to the teacher explanation.

- Students asking about difficultness during understanding learning process

- Students pay attention of the formula in form of present tense change into past tense

- Students make a sentence in based on the clue which was given by the teacher.

- Students make six teams.

- Students standing in front of the blackboard. (Each of the team forward in front of class to do the assignment). There are two assignment;

1. Students change present tense into past tense based on picture series and clue which has given by teacher correctly.

2. Students fill in uncompleted paragraph in form of recount text based on picture series and clue which has given by teacher correctly.

3

3

3

3

4

3

3

3 Post Activity

- Students read the exercise was given by the teacher.

- Students do the teacher exercise with the formula given.

- Students check the answer on the blackboard.

- Students pay the attention of the teacher answer revision

3

4

3

3

Total 49 Scale: 0: No one does

1: Only some students do 2: A half of students do 3: Most of students do 4: The entire class does

Based on table above, the researcher got data that the

students’ ability in understanding writing recount text and activeness of

the students most increase than before using picture series as a media in

understanding writing recount text well. And the researcher concludes that


54

the students would be ready to give writing recount text test through using

picture series.

4.1.2.2. Meeting two (on November 18th 2010)

This meeting was started from the pre- activity, then

continued with whilst activity, and post activity.

4.1.2.2.1 Planning on meeting two

On the second meeting, activities of learning process like

pre activity, whilst activity, and post activity almost same. But any little

different that is in giving material and giving test.

In pre activity; the teacher checks the student’s readiness to

follow up the material before, ask the student to write down the generic

structure and characteristic of recount text which was given by the teacher

at the first meeting, ask the class what is the difficulty to changing the

present tense into past tense, ask the class what is the difficulty to

understand structure and characteristic of recount text, and the teacher

answer the question of the students.

In whilst activity; the teacher gave the students writing test

to know the effectiveness of the writing student’s ability in writing recount

text. The writing test is the researcher as the teacher give picture series

without clue to the students and asks to the students to write recount text

based on their understanding about the picture series.

In post activity; teacher asked the difficulty about writing

test which has given to the students, answer the students’ question, closing

the session and give reinforcement about how to write recount text well.


55

4.1.2.2.2 Implementing on meeting two

Below the explanation of the classroom activity in cycle one:

- Pre- activity (20 minutes)

At the first the teacher gave the students greeting the students and

they replied her nicely. Below is their conversation:

Teacher : “Hello, good morning class!” Students : “Good morning sir”! Teacher : “Ok class, it is nice too meet you again to study English

with you again. How are you today”? Students : “I’m fine, thank you and you?” Teacher : “I’m very well. Thank you” Students : “You are welcome”

At then the teacher the teacher checks the student’s readiness to follow

up the material before, ask the student to write down the generic structure and

characteristic of recount text which was given by the teacher at the first

meeting, ask the class what is the difficulty to changing the present tense into

past tense, ask the class what is the difficulty to understand structure and

characteristic of recount text, and the teacher answer the question of the

students.. Below is their conversation:

Teacher : Ok students, Do you still remember about material which I had given to you yesterday?

Students : Yes, I’m still remember sir Teacher : If you were remembered, please tell what is the material

which I had explained to you yesterday? And write down the purpose and characteristic it on the blackboard?

Students : recount text sir, and recount text has purpose to informing or entertaining someone about past events in a chronological order. And while characteristic of recount text has a generic structure includes Orientation, events, and reorientation. Besides that also has the language features.

Teacher : Good, it’s right answer. What a clever you are! Students : Thanks sir Teacher : Do you have difficultness in changing present tense into

past tense?


56

Students : No sir, we just must memorize all regular verbs and irregular verb and much practice about how to change present tense into past tense.

Teacher : Good, all of you have a good motivation. I admire to you. By the way, do you have difficultness in understanding

structure and characteristic of recount text? Students : Yes, I understand sir

- Whilst Activity (40 minutes)

The teacher implemented the picture series as media in

teaching writing recount text. In implementation researcher as the teacher gave

the students writing test to know the effectiveness of the writing student’s

ability in writing recount text. In writing recount text test; the students must

write recount text based on their understanding about the picture series which

given by teacher and in the picture series nothing clue on it. Below is their

conversation:

Teacher : Ok students, after I look your ability in changing present tense into past tense, and your ability in composing incomplete paragraph to be good paragraph. I felt your ability in writing recount text developed. So that I will give you picture series nothing clue on it and please write recount text based on your understanding about the picture series

1 2 3

4 5 6


57

Students : Yes, sir Teacher : your time allocates during 40 minutes, and submitted to

me if you had finished it Students : Yes, I do sir

- Post activity (20 minutes)

The teacher asking the difficulty about writing recount text

test which given to the students, and answer the student’s question. After that,

the teacher gives reinforcement about writing recount text correctly

Below is their conversation:

Teacher : By the way, could you do it well? Do you have imagination to explore your idea in writing recount text?

Students : Yes, I could do it sir and I could had imagination to explore my idea in writing recount text through using picture series but I’m still confuse to put suitable verb in form of past tense without words as a clue on the picture series.

Teacher : Yes I understand your problem; actually which must you do only describe the story on the picture series in a chronological order (past events). Besides that you also must pay attention about Who involved in the story? Where it happened? When it happened? Why it happened.

If that’s all could you do it well, you will have many verbs in form of past tense to develop it.

4.1.2.2.3 Observation of meeting two


using observation checklist of the students’ activities. It was intend to






58

fulfils five aspect; three aspect done in pre activity, one aspect done in

whilst activity, and two aspect done in post activity.

In pre activity; firstly the student’s active paying much

attention to show the readiness to follow up the material before, secondly

the student’s active paying much attention to answer teacher question,

thirdly the student’s active asking the difficultness in learning process to

the teacher.

In whilst activity; the student’s active doing the writing test

which had given by teacher.

In post activity; firstly the student’s active are paying much

attention to ask difficulty about writing test which had given by teacher.

Secondly the student’s active are paying much attention about

reinforcement material before which explained by teacher. To more clear

we can see following the table:

Table. 4.1.2.2.3. Teacher Observation of Implementing Picture Series as a Media

in Teaching Writing Recount Text on meeting two


1 Pre Activity

- The student’s active paying much attention to show the readiness to follow up the material before (writing recount text)

- The student’s active paying much attention to answer teacher question Write down the generic structure and characteristic of recount text which was given by the teacher at the first meeting.

- The student’s active asking the difficultness in learning process to the teacher.

4

3

3


59

2 Whilst Activity

- The student’s active doing the writing recount text test based on understanding the picture series which had given by teacher.

2

3 Post Activity

- The student’s active are paying much attention to ask difficulty about writing recount text test which given by teacher.

- the student’s active are paying much attention about reinforcement writing recount text which explained by teacher

4

4




activeness of the students in asking question, answering question, and

motivation to study hard most increase. That’s all showed on the table

above; that a half of students always doing writing recount text test well.

Although there were errors in writing recount text test, they are paying

much attention in fix the problem with asked their problem to the teacher.

And their problem in putting suitable verb in form of past tense without

words as a clue on the picture series.

Besides, the score of post test in cycle one showed that

most of the students’ writing ability is improved but did not reach the

minimum score requirements because the minimal standard criteria of the

students’ writing ability are when the mean score of all the students is


60

7.00. The result reveals that the mean score of the students is only 65.55. It

means that the study has not been successful yet.

The students’ scores in writing test for the first cycle can be seen in the

following table.

Table. 4.1.2.2.4. Score of writing recount text test in implementing picture

series as a media in writing recount text at cycle one

No Names Score 1 Agus Alfianto 70 2 Ahmad Sahrul Abadi 60 3 Anggi Setiawan 65 4 Cindy Ayu Natalya 65 5 Citra Tarisa Putri 70 6 Dana Yudi Guntoro 65 7 Deni Purwanto 60 8 Devi Wulandari 70 9 Eka Devi Prastika 60

10 Elisa Munika 60 11 Femi Dian R 65 12 Fitria Dwi Astuti 70 13 Imam Safi’i 60 14 Inarsih 60 15 Kiki Febrianti 65 16 Kunti Rahayu Wilujeng 60 17 Lailatul Qomariah 65 18 Lis Dahlia 65 19 M. Romadiwijaya 70 20 Moch. Kasiono 60 21 Moh. Hoirul 70 22 Muh. Husen 70 23 Muh. Saiful Arif 60 24 Muh. Saiful Arifin 75 25 Muhamad Muzaki 65 26 Novitasari 65 27 Nuris Siami 70 28 Rahmawadi Novyanto 70 29 Ratno Agung Dicky W 65 30 Reza Risdiana 70 31 Riki Nur Pratama 70 32 Rizka Yakin Harapan 60 33 Rizky Yakin Harapan 60 34 Siti Maria Ulfa 65


61

No Names Score 35 Siti Rohmawati 65 36 Yovie Fandika Karyati 75

Total 2360 Mean 65.55

4.1.2.2.4 Reflection for Cycle One

Based on the data presented in the table above, it can be

stated that the implementation of using picture media to improve the

students’ ability in writing recount text is not successful yet. The

criteria of success are if the mean score of the students is at least 7.00

and the students are active in the writing activity.

In terms of the students’ activeness in writing activity, the

result of observation shows that a half of the students are active, but

some others are not active in the writing activity. They look still

confused in putting suitable verb in form of past tense without words

as a clue on the picture series so that they can not write recount text

well in a piece of paper.

Although some students show their improvement in writing

motivation and score of writing, the cycle 2 needs to be conducted.

This is done because some students get score under the standard which

is determined. Many students get score below 7.00. The cycle 2 is

done to find the appropriate strategy in improving students’ writing

ability in recount text using picture series media.

4.1.3 Cycle Two


62

Based on the result of reflection of the actions in cycle one,

the second cycle was needed to be conducted. The second cycle was done on

November 22nd, 2010 and November 25th, 2010. The first data were gained

from the students’ writing achievement post test that was done on November

18th, 2010 and the second data were gained from class observation. At the

end of the cycle, the students were expected to be able to develop their

writing skill especially in writing recount text well; and the students were

expected to be able to develop their understanding in writing recount text

based on picture series which given by teacher.

4.1.3.1 Planning of Cycle Two

Based on the reflecting of cycle one, the researcher decided

to continue the research to cycle two in order to achieve the criteria of

success, those are 75 % of the subjects must actively participate in the

teaching and learning process by using picture series in writing recount

text and 75 % of the subjects must get the minimum score requirements

(KKM=70).

In this cycle, the researcher planned to carry out the same

technique which is used in cycle one. The procedures of these activities

are: first, the researcher prepared lesson plan before starting the activities.

The researcher made the lesson plan in cycle two different with lesson

plan in cycle one, precisely in whilst-activity (see appendix 10 and 11). In

cycle one, at the end of writing activity, the students only were asked to

write recount text based on their understanding about picture series


63

without clue on it which given by teacher. However In cycle two, the

students were asked to write recount text based on the picture series which

given clue on it.

The teaching learning process was carried out in three

meetings in this cycle. There were three activities in every meeting; they

were pre activity, whilst activity, and post activity. To know the

improvement of students’ writing recount text test, the researcher used

some instruments. They were observation checklist and the writing recount

text test (post-test) on the second meeting at cycle two.

4.1.3.2 The Implementing of Cycle Two

The actions in this research were the same as the actions in

the previous cycle. The actions were done by the researcher as an English

teacher. The actions in cycle two were done in three meetings consisting

of teaching writing recount text by using picture series which was

conducted once followed by writing recount text test. There were 36

students which consist of 18 females and 18 males who participate in the

teaching and learning by using picture series as a media in writing recount

text.

The implementation of the actions was based on the lesson

plans developed by the researcher and consulted with the English teacher.

The first meeting in cycle two was conducted based on lesson plan 1 in

cycle two, while the second meeting was done based on lesson plan 2 in

cycle two (see appendix 10 and 11). The writing materials taught covered


64

the students' writing skill in the form of: (1) identifying the generic

structure and characteristic of recount text; (2) asking the students to

memorize about generic structure and characteristic of recount text; (3)

asking the students to change 30 words in form of present tense into past

tense; and (4) constructing idea together based on clue in the picture series

and write the result on the blackboard.

4.1.3.2.1 Meeting 1 in Cycle Two (November 22nd, 2010)

This meeting was the first meeting in cycle two. This

meeting was conducted on Monday, November 22nd, 2010 started at 10.30

a.m. and finished at 11.50 a.m. in the eighth grade students' classroom. It

covered three kinds of activity: pre activity, whilst activity, and post

activity.

4.1.3.2.1.1 Pre activity (20 minutes)

The teacher greeted the students and they replied her nicely.

Then the teacher give the result of writing test on cycle one to the students,

and the last, the teacher explain about an error students’ writing recount

text test and the way to fix it. The questions and responses of the teacher

and the students are as follows:

Teacher : Hello Students : Hello sir Teacher : Good morning, class! Students : Good Morning, sir!

Teacher : It is very nice to teach you again. How are you everybody? Students : I’m fine. Thank you and you? Teacher : I’m very well. Everything is all right. Thank you


65

Well, your writing recount text test had corrected. Most of you get improvements in your scores and in your activeness in writing activity but some others are still under the target or the criteria.

Students : By the way, why some other students are still under the target or the criteria?

Teacher : because there were errors of your friends writing tests. An error is in putting suitable verb in form of past tense into recount text paragraph. Do you still confuse in writing recount text?

Students : Yes sir, I’m confuse to write recount text if in the picture (under the target) series nothing clue on it.

Students : To solve your problem, firstly which must you do only describe the story on the picture series in a chronological order (past events). Besides that you also must pay attention about Who involved in the story? Where it happened? When it happened? Why it happened.

If that’s all could you do it well, you will have many verbs in form of past tense to develop it. Do you understand?

Students : Yes sir

4.1.3.2.1.2 Whilst activity (40 minutes)

The teacher asking the students to forward in front of class

one by one to tell about generic structure of recount text, and asking the

students to change 30 words in form of present tense into past tense.

The conversation of the teacher and the students are as

follows:

Teacher : To check your ability in understanding generic structure of recount text. I want all of you forward in front of class one by one to tell about generic structure of recount text? Are you ready?

Student 1 : Yes sir, I’m first Student 2 : Yes sir, I’m the second Student 3 : Yes sir, I’m the third Student 4 : Yes sir, I’m the fourth All of the students forward in front class and all of them are very active to tell generic structure of recount text. They want showed that all of them could understood generic structure of recount text. And all the answer of them correctly. Below is their speaking:


66

Students : Recounts text has purpose to informing or entertaining someone about past events in a chronological order. And while characteristic of recount text has a generic structure includes Orientation, events, and reorientation. Besides that also has the language features.

In Orientation: the writer at least introduces the main characters, the location and the time. To make it easier we can answer the questions: Who involved in the story? Where, When, Why it happened? In Events: the writer writes the events chronologically. Tell what happen and what sequences. In reorientation: the writer draws a conclusion or gives comment about the story. The language is written in Simple Past Tense The pattern: S + V2

Teacher : Good answer students! After that the teacher asking the students to change 30 words

in form of present tense into past tense. Below is their conversation:

Teacher : In order your ability in changing present tense into past tense. Please forward in front of class to change these words into past tense

Student 1 : I’m sir Student 2 : I’m sir Student 3 : I’m sir Student 30 : I’m sir Teacher : Ok, do it! Student 30 : I’m finish sir Teacher : Thank you. Let’s check together. Did all the answer is

right? Students : Of course sir Teacher : Yes, It is right, what a smart you are! Below is the table of the result correction teacher about changing present tense into past tense :

Table 4.1.3.2.1.2 the result correction teacher about changing present tense into past tense

REGULAR VERB IRREGULAR VERB NO

V1 V2 V1 V2

1 Want Wanted take Took

2 Explaine Explained eat Ate

3 Help Helped drink Drank

4 Call Called buy Bought


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REGULAR VERB IRREGULAR VERB NO

V1 V2 V1 V2

5 Kick Kicked begin Began

6 Ask Asked blow blew

7 Cook Cooked go went

8 Develop Developed come came

9 Listen Listened fly flew

10 Look Looked get got

11 Paint Painted have/has had

12 Walk Walked do did

13 Wait Waited sell sold

14 Search Searched speak spoke

15 Talk Talked write wrote

4.1.3.2.1.3 Post activity (20 minutes)

The teacher ask the students to construct idea, and write

recount text together based on picture series which given by teacher.

Below is their conversation:

Teacher : Let’s construct idea and write recount text based on the picture series!

Students : Of course sir

Teacher : Now, who is can construct idea in first picture? Student 1 : I’m the first picture sir Student 2 : I’m the second picture sir Student 3 : I’m the third picture sir

Student 6 : I’m the sixth picture sir Teacher : Ok, all of you please do it now and try it!

1 2 3 4

5 6


68

The result of the constructing idea which written the students on the blackboard could be seen on the below answer! Susi woke up just now, after that she cleaned her room. She felt fresh after she woke up and done activity. After Susi cleaned her room, she took a bath and began cook fried rice. She felt hungry and then she ate fried rice ravenous Susi was very diligent because after she ate fried rice. She washed her plate and her spoonful. After She washed her plate and her spoonful, she was not took a rest but she washed her clothes. After all the work activities of Susi finished, she took a rest with watched television on the family room. Finally, she felt tired and she wanted sat on the front porch.

4.1.3.3 Observation of meeting one on the cycle two


using observation checklist of the students’ activities. It was intend to





fulfils four aspect; one aspect done in pre activity, two aspect done in

whilst activity, and one aspect done in post activity.

In pre activity; the student’s active paying much attention

to listen and understanding about the material which had given by teacher.

In whilst activity; firstly the student’s active are paying

much attention to tell about the generic structure of text with active

forward in front of class. Secondly the student’s active are paying much

attention change 30 words in form of present tense into past tense.


69

In post activity; the student’s active are paying much

attention to construct idea together based on the picture series which given

by teacher.

To more clear we can see following the table:

Table. 4.1.3.3. Teacher Observation of Implementing Picture Series as a Media in

Teaching Writing Recount Text on meeting one at cycle two


1 Pre Activity

- the student’s active paying much attention to listen and understanding about the material which had given by teacher

4

2 Whilst Activity

- the student’s active are paying much attention to tell about the generic structure of text with active forward in front of class

- the student’s active are paying much attention change 30 words in form of present tense into past tense

4

4

3 Post Activity

- The student’s active are paying much attention to construct idea together based on the picture series which given by teacher.

4




activeness of the students in asking question, answering question, and

motivation to study hard most increase. That’s all showed on the table

above; that the entire student’s active paying much attention to listen and

understanding about the material which had given by teacher, the entire

student’s active are paying much attention to tell about the generic


70

structure of text with active forward in front of class, entire the student’s

active are paying much attention change 30 words in form of present tense

into past tense, entire the student’s active are paying much attention to

construct idea together based on the picture series which given by teacher.

Based on the result observation, the researcher thinks that the

students could do the writing recount text test well on the next meeting (on

second meeting at cycle two).

4.1.3.2.3 Meeting 2 in Cycle Two (November 25th, 2010)

This meeting was the second meeting in cycle two. This

meeting was conducted on Thursday, November 25th, 2010 started at 10.30

a.m. and finished at 11.50 a.m. in the eighth grade students' classroom. It

covered three kinds of activity: pre activity, whilst activity, and post

activity.

4.1.3.2.3.1 Pre activity (10 minutes)

The teacher greeted the students and they replied her nicely.

Then the teacher checks the student’s readiness to follow up material

before. The questions and responses of the teacher and the students are as

follows:

Teacher : “Hello” Students : “Hello too sir” Teacher : “Good morning, class!” Students : “Good Morning, sir!” Teacher : “It is very nice to teach you again. How are you

everybody?” Students : “I’m fine. Thank you and you?” Teacher : “I’m very well. Everything is all right. Thank you”


71

Teacher : “Well, we have learned recount text and picture series a media in teaching writing recount text". Do you remembered about the content of the text?

Students : “Of course, sir” I also ready to do writing recount text test which you would

given to me.

4.1.3.2.3.2 Whilst activity (50 minutes)

The teacher gave picture series again to the students, and

the teacher ask the students to write their own writing based on the picture

series which given clue on it.


follows:

Teacher : It is the last writing recount text test which I will give to you. So write well based on understanding in the picture series which clue on it

Students : Yes sir, we will do well Below is the picture series which you must understanding I’

went up-arrived -went down

took-brought-walked

asked-showed-left went upstairs-searched--found

sat-waited-read depart-flew- enjoyed


72

4.1.3.2.3.3 Post activity (20 minutes)

The teacher corrects the student’s work and closing the

meeting with give conclusion about writing recount text through using

picture series


follows:

Teacher : Well, students you had done the writing recount text test well because your mistake just little and almost nothing.

I admire all of you! Students : Thanks sir Teacher : You are welcome, I do hope you always remember which I taught to you. And please remember that recount text

always tell about past events and always use simple past tense.

4.1.3.2.4 Observation of meeting two on the cycle two

The result of observation shows that most students are very

active and serious doing their tasks. Before the time given is over, all

students submitted their writing. When the teacher asked the students, they

stated that they understood how to make recount text by using picture

series and the researcher’s explanation. By paying attention to the

examples the researcher presented and the explanation, the students are

easier to make their own writing.

Besides that, the students not only can write the text but

also mention the components of recount text and explained the function of

each the component.

The result of the writing recount text test can be seen in the

following table.


73

No Names Score 1 Agus Alfianto 75

2 Ahmad Sahrul Abadi 70

3 Anggi Setiawan 70

4 Cindy Ayu Natalya 70

5 Citra Tarisa Putri 75

6 Dana Yudi Guntoro 70

7 Deni Purwanto 70

8 Devi Wulandari 70

9 Eka Dewi Prastika 70

10 Elisa Munika 70

11 Femi Dian R 70

12 Fitria Dwi Astuti 75

13 Imam Safi’i 75

14 Inarsih 75

15 Kiki Febrianti 75

16 Kunti Rahayu Wilujeng 70

17 Lailatul Qomariah 80

18 Lis Dahlia 75

19 M. Romadiwijaya 70

20 Moch. Kasiono 75

21 Moh. Hoirul 70

22 Muh. Husen 70

23 Muh. Saiful Arif 70

24 Muh. Saiful Arifin 70

25 Muhamad Muzaki 75

26 Novitasari 70

27 Nuris Siami 70

28 Rahmawadi Novyanto 65

29 Ratno Agung Dicky W 70

30 Reza Risdiana 65

31 Riki Nur Pratama 70

32 Rizka Yakin Harapan 75

33 Rizky Yakin Harapan 65

34 Siti Maria Ulfa 75

35 Siti Rohmawati 75

36 Yovie Fandika Karyati 70

Total 2575

Mean 71.52

4.1.3.2.5 Reflection for Cycle 2

Based on the data on the table above, it is concluded that the

students’ ability in writing recount text is improved. The criteria of


74

success are if the mean score of the students is 70.00 or more. The data

show that the students’ mean score is 71.52.

In terms of the students’ activeness in writing, it is also

improved. In other words, the teaching of recount text using picture

series can improve the students’ ability in writing recount text for the

students of SMP PGRI Sukodono.


75

CHAPTER V

CONCLUSION AND SUGGESTION

5.1. Conclusion

Based on the description in chapter IV, it is concluded that

the use of picture series can improve the students’ writing ability in recount

text. The students’ mean score is 71.52. It fulfils the criteria of success which

is determined 7.00 or more. In terms of students motivation and activeness,

during the teaching and learning process using picture series the students

actively involved and most motivated to write.

5.2. Suggestions

The research result showed that the implementation of

picture series could improve the eighth grade students' writing recount text test

achievement at SMP PGRI Sukodono in the 2010/2011 academic year.

Considering the result, some suggestions are proposed to the English teacher,

the students, and the future researcher.

5.2.1 The English Teacher

The English teachers are suggested implementing picture

series in teaching and learning writing recount text process. It is due to the fact

that picture series could improve the students' writing recount text test

achievement. By doing this activity, the teacher can promote the students to


76

improve their generic structure first, and then they will comprehend the

structure of recount text so that they do not confuse to write recount text and

they had imagination to construct their idea be good paragraph.

5.2.2 The Students

It is better for the students to apply picture series in writing

recount text given by the teacher in order to improve their writing recount text

achievement. Because by using picture series enabled students could be write

recount text easily. Further, picture series helped the students become more

enjoy and active in writing recount text.

5.2.3 For the future researcher

The future researcher may use this research results as the reference to conduct

further research either through the same research design to improve the

students' ability in writing recount text through using picture series


77

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Departemen Pendidikan Nasional. 2002. Pembelajaran dan Evaluasi

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Direktorat Sekolah Lanjutan Tingkat Pertama. Direktorat Jenderal

Pendidikan Dasar dan Menengah.

…………………………. Kurikulum Tingkat Satuan Pendidikan

(KTSP). 2006. Badan Standar Nasional Pendidikan (BSNP).

Kusumaningsih. 2002. The Teaching of Writing at Secondary School.

Banjarmasin: Departemen Pendidikan Nasional

Syaifullah. 2009. Improving the students’ ability In writing recount

text through using picture seies. Bati-bati

Scaffolding English for Junior High School Students Grade VIII/oleh

Joko Priyana, Arnys R Irjayanti, Virga Renitasari, Editor :Suharso –

Jakarta : Pusat Perbukuan, Departemen Pendidikan Nasional, 2008.


my new script - kertas a4

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