104 The total score of this topic was 13.38. It means that the students of VIII
F class of SMP Negeri 10 Surakarta were willing to improve their writing skills since the level of the criteria was very high. By using the picture series in
learning composing the narrative texts, most of the students were motivated to write better than in the first cycle. It could be seen from the questionnaire that 13
students 50 agreed, 12 students 46.15 strongly agreed, 1 student 3.85 disagreed to the use of picture series. Most of the students also viewed picture
series as an interesting technique to be used since they were not bored with the activities. It was proved by the results that 13 students 50 agreed, 11 students
42.31 strongly agreed, 2 students 7.96 disagreed to the fact that picture series made them not bored of the activities. Moreover, there were 12 students
46.15 agreed and 10 students 38.46 strongly agreed as they felt more confident and enthusiastic while getting engaged in with the writing activities.
There were only 3 students 11.54 who disagreed to the statement. While conducting the interview, the researcher
found that students‟ statement supported the finding above.
Student 1 : “
Pembelajarannya menarik. Waktu tugas grup, aktivitasnya menarik. Itu membuat saya lebih semangat dan
antusias dengan pelajaran bahasa
Inggris.” The lesson is interesting. When the students are asked to do
the group work, the activity is nice. It makes me feel more enthusiastic to the English lesson.
Student 5 : “
Ya membuat saya lebih semangat nulisnya. Walaupun saya tidak suka menulis karangan bahasa Inggris,
tapi kalau pelajarannya menarik seperti tadi, saya jadi lebih
suka.” It makes me more enthusiastic in writing the text. Although, I
don‟t like writing an English text, but if the lesson is interesting like that, I think I like it.
105
d. Reflection
The implementation of picture series in the second cycle was quite satisfactory. The researcher was satisfied with the results since there were many
things that went very well in the second cycle. Firstly, the time management which became a problem in cycle 1 could be handled well in cycle two. The
researcher realized that time management was one of important aspects in teaching the students. It indicated whether the activitiy, the strategy, or the
technique employed in the classroom research were effective or not. By using the data instruments which were analyzed in the previous section, the researcher
found that the activities in the group in cycle one should be changed because it caused the time management went not to run well.
The researcher agreed that enjoyment ought to be one of the important aims of education. In order to have the students master the language skills,
teachers as a practitioner in the classroom had better make the language activities enjoyable including teaching and learning process Tiedt, 1989. The second and
third point of the researcher‟s reflection will use the theory as the guidance. Second, the grouping activity which had some obstacles in the first cycle, since
the class condition was not conducive, could be also overcome by the researcher. The modification of the group activity which was done by the researcher made
the students become more enthusiastic. It could be seen when the students were involved in the teaching- learning process. They were more confident to express
106 their opinions in the learning process. It indicated that the students enjoyed
learning English, particularly in composing the narrative texts. Third, the researcher also noticed that the students were satisfied with the
picture series which were distributed to them. Since in the previous meeting the students got the picture series which were attached on the whiteboard, in the
second cycle they could use the picture series for themselves. They gained more ideas based on the picture series. It made the students able to produce more
sentences for the story. Here, the researcher summed up that the students made very good progress
in the second cycle. The activities went well in the second cycle. The students showed significant improvements from their work. It indicated that they could
achieve the indicators expected by the researcher.
3. Lesson Learned of the Implementation Picture Series Technique to
Improve Students’ Writing Skills
As clarified in chapter two, the aim of conducting classroom action research CAR is to improve classroom practice in the school Richards, 2005;
Ary et al, 2010; Fraenkel Wallen, 2009. The teachers as the practitioners of the classroom action research conduct the action as the reflective practice Burns,
2010. Therefore, the action as the implementation of certain techniques used in the classroom should be evaluated in the reflection form.
This study employed text-based approach or known as genre-based approach to view the goal of the research. The researcher focused on the need of
