C. Conceptual Framework
Writing is one of the four English skills that has to be mastered by the students in learning English. Writing is a complex process in which some
requirements should be accomplished simultaneously. It means that the subskills of writing including grammar, diction, vocabulary, and generating
the idea have to be mastered to reduce errors made by the students on their writing. As the result, the objective of English teaching and learning process
is to improve the students’ writing ability. Although the objective of teaching writing has been set up, the
teaching writing is not successful yet. Most of students agreed that writing was difficult skill to master. In order to help the students to be able to develop
their writing competence, the selection media of teaching writing had to be considered effectively.
From the information obtained by conducting interview and observation, the researcher found the similar problem to teaching and learning
writing in SMA Negeri 2 Sleman. One of the problems came from the students. They still found difficulties in applying grammar, punctuation,
vocabulary, and generating ideas. They also had low motivation to get involve in teaching and learning process. In addition, the media that the
teacher used were not various because she just used LKS. It made the students feel bored and sleepy during the lesson.
Then, the researcher decided to use picture series with a combination of rubric vocabulary lists as the solution of those problems. Picture series was
used because it has many benefits in teaching and learning writing. Through this media, it stimulated the students to have ideas to develop their writing.
So, they could write the ideas into readable sentences. In addition, the students’ motivation could be improved by doing the picture series activity.
The use of picture series would make the students interested in participating the learning writing process. There was also a combination in using the
picture series in this research that was a rubric of vocabulary lists needed to write. The benefit of using rubric that consists of listing vocabularies was to
help the students to choose appropriate vocabularies in composing their writing. Therefore, it could be concluded that the students’ writing ability
improved by conducting the picture series activity.
CHAPTER III RESEARCH METHODS
This chapter presents the method used in this research. It consists of type of the research, setting of the research, subjects of the research, data collecting
instruments, data collecting techniques, techniques of the data analysis, validity, and reliability of the data, procedure of the research and scoring scheme for
writing. Each of them is presented in the following discussion.
A. Type of the Research
In line with the goal of this research to improve the writing skills of the students using picture series, this research was a classroom action research.
Burns 2010: 2 states that the main aim of the action research is to identify a “problematic” situation that the participants consider worth looking into more
systematically. Still, in Burns, the term “action” in action research is to change or to improve the problematic situations in a deliberate way.
According to Kemmis and Robin McTaggart in Burns, 2010:8, action research involves four stages in a cycle; planning, action, observation, and
reflection. The cycle can be continued until the research achieves the satisfactory goal. The four stages of action research can be seen in the schema
below.
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