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three major parts; orientation, complication and resolution. The sequences of the structure in narrative are more complicated than in recount text since the recount
text only consists of two parts; orientation and sequence of events. While in the other hand, narrative has a resolution stage which includes reflection on the
problem and possible solutions p. 224.
3. Picture Series
This part discusses the advantages of using picture series in writing and some examples of activities using picture series.
a. The Advantages of Picture Series
Raimes 1983 advises ESL writing teachers to use picture series as the instructional media because they provide:
- A shared experience in the classroom;
- A need for common language forms to use in the classroom;
- A variety of task;
- A focus of interest for students.
Heinich, Molenda, Russel, and Smaldino 2002 state that a visual media like sequencing picture cards can improve learners‘ ability to visualize a narrative
as a chronological sequence of events by arranging story cards in a proper sequence p
.116. They add that ―Using realistic colors can heighten the degree of realism; this is one of the major instructional purpose that color serves‖ p.118. It
can be said that the more realistic a visual is, the closer it is to original see Figure 2.1.
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Figure 2.1 The Relation between Pictorial, Graphic and Verbal Symbols Heinich et al. 2002
Raimes 1983 states, ―Pairs of pictures or pictures in a sequence provide
for a variety of guided and free writing exercises‖ p.36. It also provides the subject matter for writing narrative and for speculating about the story beyond the
pictures in the strip p.36. She added that a set of parallel pictures — pictures that
show a similar scene or tell a similar story-provides material that offer guidance on vocabulary, sentence structure and organization yet lets the students write
about new subject matter p.36. b.
Examples of Activities Using Picture Series Using picture series as the teaching media help English teachers provide a
variety of activities to increase students‘ writing skill. Wright 1989 suggests some examples of activities below using picture series to enhance the writing skill
of the students during the learning process pp. 37-39. 1
The students individually write a list of sentences about a picture sequence frame by frame. Then in small groups, they work on combining or linking the
sentences to make continuous prose based on the picture sequence.
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2 The whole class works with the picture sequence, but with the pictures out of
order. In small groups, the students discuss which order is correct for the pictures and why they arrange the pictures in a certain way. Then they write
the story of pictures. 3
One groups in given only two of the picture in sequence, while another group receives the other two. The groups discuss and write what they think the four-
picture sequence shows. They exchange papers and read each other‘s. Then they show each other their two pictures.
4. Classroom Action Research
