97
Table 4.3 The Students’ Scores in the Second Cycle
N o
Student Number
Cycle 2 Individu
al drafts G
ra m
V oc
Mech Flue
Fom Revised
written Noted
1 Student 1
73.33
6 5
5 5
5 86.67
Successful 2
Student 2 50.00
4 3
4 3
4 60.00
Failed 3
Student 3 70.00
5 5
5 4
4 76.67
Successful 4
Student 4 63.33
5 6
5 5
6 90.00
Successful 5
Student 5 80.00
4 5
5 5
4 76.67
Successful 6
Student 6 43.33
4 4
4 3
4 63.33
Failed 7
Student 7 73.33
5 5
4 4
4 73.33
Successful 8
Student 8 73.33
5 6
5 4
4 80.00
Successful 9
Student 9 53.33
4 5
5 4
4 73.33
Successful 10 Student 10
50.00
3 4
5 4
3 63.33
Failed 11 Student 11
60.00
3 4
5 3
4 63.33
Failed 12 Student 12
66.67
4 5
4 4
3 66.67
Successful 13 Student 13
43.33
5 3
4 3
4 63.33
Failed 14 Student 14
53.33
5 4
5 5
5 83.33
Successful 15 Student 15
83.33
5 5
5 5
6 90.00
Successful 16 Student 16
70.00
4 4
4 4
4 70.00
Successful 17 Student 17
70.00
5 4
4 4
4 70.00
Successful 18 Student 18
76.67
5 4
5 5
5 80.00
Successful 19 Student 19
63.33
4 4
5 4
5 73.33
Successful 20 Student 20
90.00
6 6
5 6
5 93.33
Successful 21 Student 21
83.33
6 5
5 5
5 86.67
Successful 22 Student 22
70.00
5 5
5 5
5 83.33
Successful 23 Student 23
56.67
5 5
4 3
3 66.67
Successful 24 Student 24
53.33
4 4
4 3
4 63.33
Failed 25 Student 25
66.67
4 5
4 4
4 70.00
Successful 26 Student 26
46.67
4 4
4 4
4 66.67
Successful
Rata- Rata
64.74 74.36
The table showed that the writing skills of VIII F class improved. It could be seen from the score achieved in each aspect. The explanations are presented as
follows.
98
a. Grammar
After the researcher implementing the picture series technique, the grammar aspect in the writing improved. They produced correct sentences with
the correct tenses and correct verb form of the tenses used for narrative texts. They were able to reduce the grammatical mistakes in cycle two compared to the
preliminary study and also cycle one. In cycle one, there were 2 7.69 students who got 6 points as the maximum point and 10 38.46 students who got 5
points. In other words, there were 12 46. 15 students who were successful. In cycle two, there were 3 11.54 students who got 6 points and 10 38.46
students who got 5 points. It could be said that 13 50.00 students who were successful in improving their grammar skills.
b. Vocabulary
Students also made improvement in the vocabulary aspect. In cycle one, there was only 1 3.85 student who got 6 point and 14 53.85 students who
got 5 points. Meanwhile, in cycle two there were 3 11.54 students who got 6 points and 11 42.30 students who got 5 points. In other words, 15 57.69
students who considered successful in cycle 1. In cycle two, the percentage of successful students bit higher. There were 14 53.85 students who were
successful.
c. Mechanics
In the mechanics aspect, the students made improvement. In cycle one, students who got 5 points were 9 34.62 students and 15 57.69 got 4 points.
Meanwhile, in cycle two, there were 15 57.69 students who got 5 points and
99 11 42.30 students who got 4 points. Both, in cycle one and cycle two, there
was no student who got the maximum points. However, the students still made progress in this aspect.
d. Fluency
In this case, the students started to make progress since the grammar and vocabulary also increased. They produce better structure of the sentences
compared to cycle one. In cycle two, the students got a bit higher improvement. It could be seen that 1 3.85 who got 6 points and 8 30.77 students who
got 5 points in cycle two. In cycle one, there was no student got 6 point. There were 6 23.08 students who got 5 points in cycle one.
e. Forms
In forms aspect, students showed better performances in organizing the ideas of the story than in cycle 1. After implementing picture series in the cycle
two, the students made significant progress. There were 2 7.69 students who got 6 points and 7 29.92 students who got 5 points. Meanwhile, compared to
cycle one, there was no student who got 6 point and 7 29.92 who got 5 points. In other words, in cycle one; there were 7 29.92 students who
considered successful in forms aspect. The percentage increased in cycle two. There were 9 39.13 students who considered successful in forms aspect.
However the improvement was not high, the students made their progress. To strengthen the data finding in cycle two, the researcher also employed
questionnaire from the students Appendix G. The researcher still employed
100 three major parts in the questionnaire: learning activity, learning product, and
students‟ attitude. The result was presented as follows. 1
Learning activity conducted by the researcher in the first cycle In discussing this topic, the researcher provided five statements. Those
five statements were placed in the beginning of the questionnaire. The researcher presented the results of the questionnaire using the criteria of the total mean score
counted from the results of this topic. Here are the criteria of the total mean score: 5.00
– 8.75 useless
8.76 – 12.50
less useful 12.51
– 16.25 useful
16.26 – 20.00
very useful
The total mean score of this topic was 17.31. It was considered as the very useful criterion. The criteria gained in the second cycle showed progress from the
useful criteria into very useful level. The students of class VIII F of SMP Negeri 10 Surakarta accepted the activities which were implemented as the useful
activities. The activities implemented in the first cycle were made in order to improve students‟ writing skills in composing the narrative texts. They were
practicing jumbled picture series as the pre-writing activities, and also using picture series to compose the individual drafts. It was proved by 11 students
42.31 who agreed and 13 students 50 who strongly agreed that working in the group helped them in composing the narrative texts. Meanwhile, there were 2
students 7.69 disagreed that working in group could help them in composing the narrative texts.
101 The interview result indicated the same information of the analysis. Some
of the students in the interview stated that the working in the group helped them in composing narrative text.
Students 4: “
Iya Miss. Waktu belajar kelompok di pertemuan sebelumnya itu banyak yang rame. Jadi yang mau mengerjakan
terganggu dengan
teman-teman yang
rame. Kalau
mengerjakan di kelompok di pertemuan yang ketiga lebih enak. Bisa sharing dengan teman
sepasang.” Yes, Ms. When we are working in the previous cycle group.
So, when I want to do the tasks, I am disturbed by their noise. But, in the third meeting, I think that the group discussion is
better. I can share the ideas with my friend in pairs.
Also, the students said that the group activity was more interesting. Students 2 :
“Aktifitas di grup
pada pertemuan yang ketiga lebih menarik, Miss. Sewaktu diminta untuk mengurutkan
gambar dan paragraf, kita jadi tahu urutan yang benar dan
cerita yang benar.” Group activity in the third meeting is more interesting. When
we are asked to arrange the picture series and the paragraphs, we get to know the correct sequences and the good paragraphs.
Based on these results, the researcher could sum up that the activities were applied in the second cycle were useful.
2 Learning products which were obtained by the students
In this part, the researcher presented 6 statements. The researcher provided statements which were employed to observe stud
ents‟ achievement in composing the narrative texts. The statements discussed the elements in the narrative texts
which must be achieved by the students namely: organizing ideas, using vocabularies, arranging the generic structure, and also using the appropriate tenses
in the sentences. Here, the researcher made the criteria of the total mean score: 06.00
– 10.50 very low achievement
