8 13
25 87,5
14 25
75 15
50 62,5
16 50
68,75 17
50 75
18 25
81,25 19
50 75
20 37,5
75 21
50 62,5
22 37,5
75 23
25 75
24 50
87,5 25
50 75
26 37,5
75 27
50 87,5
28 50
75 29
37,5 87,5
30 50
75 Average
40,625 76,875
Then after the calculation of the value of the results based on pre-test and post-test, the writer looked for an average score of
pre-test and post-test of the students as follows: 1 Average pre-test = 40,625
2 Average post-test = 76,875 Based on these calculation, it can be concluded that
teaching writing recount text before using picture series, the students’ score is 40,625. After doing the treatments of teaching
writing recount text using picture series the students’ score is 76,875. The difference in the value of pre-test and post-test is
increasing 36,25 points. The writer can conclude that using picture series is effective to students in teaching writing recout text.
3.2.3 The strengths and weaknesses of teaching writing recount text
using picture series for tenth grade students of SMA Muhammadiyah 1 Surakarta in academic year of 20152016
Based on the observation, interview, and document analyzed, the writer could know the strengths and weaknesses in the
effectiveness of teaching writing text using picture series for the tenth grade students of SMA Muhammadiyah 1 Surakarta. The
strengths are as follows: the learning becomes more interesting, the material presented was easier to understand, the students become
more motivated. The weaknesses are to finding an appropriate picture and the material being taught is hard, the printed picture is
less clear.
9
3.2.4 Discussion
Joklova 2009:19 states “The picture is used in a more meaningful and ‘real-life-communicative’ way than being just
displayed for students to say what they can actually see.” Pictures are easy to find from many sources. It can be taken from books, the
Internet, and magazines.Wright 1989:17 explained that pictures can motivate the students to take part in the teaching and learning
process. They contribute to the context in which the language is being used. The pictures can be described in an objective way or
interpreted or responded to subjectively. Then, pictures can cue responses to questions or cue substitutions through controlled
practice. They can stimulate and provide information in the conversation, discussion and story telling.
Based on the theory discussed above, the writer can conclud that the theory and the reseach finding have relation.
Because in this theory it is written that the strength of picture series can motivate the students.
4. CONCLUSION
After discussing and analyzing the data, the writer shows the conclusion of this research. The procedure of teaching writing recount text
using picture series includes the researcher to conduct the study to know the students’ writing ability by using pre test, then giving treatment to the students
using picture series and, the giving post test to know the students’ writing ability after using picture series in teaching writing recount text. To know the
effectiveness of teaching writing recount text using picture series, the writer divided the score into four criteria, namely: grammar, vocabulary, content, and
text organization. Each crtieria is related to five scales of rating scores. The pre test had been given before the treatment was given, and the post test was given
after giving the treatment. Based on the result of the data analysis, it is proven that the students’ score of writing taught using picture series is better. Based on
the observation, interview, and document analyzed, the writer could know the strengths and weaknesses in the effectiveness of teaching writing text using
picture series for the tenth grade students of SMA Muhammadiyah 1 Surakarta. The strengths are that the learning becomes more interesting, the material
presented was easier to understand and, the students become more motivated. The weaknesses includes the difficulty in finding an appropriate picture and the
material being taught and, the printed picture is less clear to understand.
BIBLIOGRAPHY Ahlsén, Emelie and Lundh, Nathalie. 2007. Teaching Writing in Theory and
Practice. Swedish: Barbara. 1985. Writing Strategies for All Disciplines. United State of Amerika:
Premtice Hall. Stockholm University.
Brown, H. Douglas. 2001. Teaching by principle: An Interactive Approach to Language Pedagogy Second Edition. New jersey : prentice hall regents
prentice, Inc.
