However, the disadvantages can be solved. The first disadvantage can be minimized by showing the photographs through LCD projector. By doing so, the
whole class can see it clearly. Meanwhile, for the second disadvantage the way how to solve it is by taking photographs from many different sides to give more
clear perspective towards certain thing. The last, for the third disadvantage, the solution is by showing and arranging photographs in series. Photographs which
are arranged in chronological order can make motion impression.
2.7 The Procedures of Teaching Writing Using Photographs
In this research, the researcher adapts the procedure of writing process proposed by Stead and Hoyt 2011: 19 as the procedures of using photographs in
teaching writing, so it is more suitable for the eighth grade students. The writing process covers prewriting, drafting, editing, revising, and publishing. Thus, the
procedures of teaching learning process by using photographs are as follows: a.
Prewriting Stage In pre-writing stage, the students need to
choose a topic and get “facts from pictures, books, the comput
er, videos, and interviews” Stead and Hoyt, 2011:19. From these kinds of sources then the writer is generating ideas related to the topic
by clustering, listing, or brainstorming. Since in this research photographs was used as the media, so the teacher asked the students to generating ideas by listing
at least 5 simple verbs based on the photographs they bring. They also needed to change the simple verbs into past form since recount paragraph uses past form of
verb. Then the students were demanded to construct sentences based on the verbs they got. It was done in order to collect information based on the photographs.
Then from the information, the students were guided to write the draft of their own personal recount paragraph.
At this stage, the students also did not need to think about grammar, mechanics and so forth. Jordan et al. 2007:117 provoke a
writer to “write freely and rapidly”. He adds that the writer “might freely write in response to music,
ideas, experiences, photographs, advertisements, or art works.” Afterwards, the
writer should highlight ideas that are possible to be the starting points.
b. Drafting Stage
In whilst-writing stage, the students were required to make a draft and develop what they have got from the first stage. In this stage, the teacher asked the
students to write a simple recount paragraph writing containing about 10 – 15
sentences based on the sentences they have from the previous activity. In drafting, they put their ideas on paper and only do what Stead and Hoyt
2011:19 say “focuses on what you want to say.” The students do not need to be
worried about the convention in writing such as punctuation, spelling, grammar, or neatness because it will be reworked, rearranged, reorganized, or revised, and
edited to get satisfactory result. In addition, draft is a beginning, an effort to clarify thinking about the
paragraph’s main ideas. Drafting is also a way to discover more ideas about a certain topic, since new ideas will come. That is all a draft is which is never
perfect. The students should go to the next stage to turn it to become a perfect final version.
c. Editing and Revising Stage
When the students came at this stage, it means that the process of writing is almost done referring to Latief 2003:53 who
says “editing is putting the last touches on the work to make sure it flows well like adding any missing pieces or
removing parts that do not fit.” In addition, this phase is where the students check the spelling, grammar, and mechanics.
Meanwhile, revising is one of the most important phases of a writing process. It focuses on different aspect of writing, from how well the ideas are expressed
and organized to sentence structure. Revising a piece of work can be done by “adding, rearranging, removing and replacing sentence” Jordan et al., 2007:119.
That is why revision is essential to create a good writing. In many cases, a draft may be out of sequences, with irrelevant information that needs to be moved or
thrown away. In the same way, sentences have to be corrected or combined in order to deliver effective information.
Thus, in this stage the teacher asked the students to swap their works with their seatmate. They got peer-editing activities in which they discussed their
works. It dealt with revising content, editing for writing conventions spelling, punctuation, and grammar and text organization. Hopefully by doing this activity
the students were more sensitive on the mistakes which may occur in writing process.
d. Publishing Activity
Finally, the students come to the last stage that is publishing. It is time to present and share the final work which has passed the writing process as Jordan et
al. 2007:121 express that “a neat final copy is the result of a well-executed
writing process.” The students were asked to show off their work. Some of representative students wrote their final work on the white board. Then, they had
to submit all their works to the teacher.
2.8 The Research Hypothesis
