5. Teaching Writing by Using Picture Procedures
The writing task can be approached in two ways – students select a previous piece that they can rewrite or enhance and students create a new piece. Students
are led to follow basic steps
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: 1.
Talk the picture. Teachers give each student one to three sheets of paper. Students talk with each other and the teacher, discussing what they can draw
to tell their story. Teachers coach and support students in providing rich description and they ask questions that will lead to detailed illustrations and a
coherent story line. 2.
The picture. Students illustrate the story they have described and are reminded to include the key elements. The richer details, the richer the
conversation and the writing will be. 3.
Talk the writing. Students discuss, describe and “read” the picture story. Teachers model and support students in formulating sentence to make a story.
Students practice saying the story aloud. 4.
The writing. Students then write the picture story. They are reminded to utilize the rich and descriptive language they practiced.
5. The share. Students read their story to the group. Students ask questions and
compare the completed story to the previous discussion. Some ways of using picture in teaching writing also stated by Harner through
“drills”, which is in form of grammar items for cueing different sentences or practicing vocabulary, “communication games” for creative writing, where
teachers give some pictures to be written by the students then practice it in speaking, and “understanding” which is an easy way of explaining the meaning
of words by having a picture.
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Teresa Walter, Teaching English Language Learners, New York: Pearson Education, 2004, p.77.
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Jeremy Harmer, The Practice of English Language Teaching: 3
rd
edition, Essex: Pearson Education, 2001, p.134.
E. Previous Study
Some researches had been conducted related to the use of pictures on writing of recount text. There were so many kinds of picture used by the researchers. The
first research was entitled “Improving Students’ Recount Text Writing by Using Picture Series A Classroom Action Research to the Tenth Grade Students of SMK
Panca Bhakti Kubu Raya in Academic Year 20112012” written by Eni Yusnita, Clarry Sada and Dewi Novita had problem that students felt difficult to get ideas
in recount text paragraph, so that the writers decided to use picture series to improve students’ recount text. The result found that by using picture series,
students’ recount text writing could be improved. The result of first cycle was 61,5 less than 65, not achieved, while the second cycle was 66 achieved, higher
than KKM score. The differences between this research and the writer’s are the writer will conduct an experimental research which is different from the research
above – a classroom action research, the writer will not use picture series and the place of the research is also different.
The second research was entitled “The Use of Picture Series to Improve Students’ Ability in Writing Recount Texts A Classroom Action Research on the
Eight Grader of SMPN 3 Kartasura in 20092010 Academic Year” by Muhammad Luqman Hakim stated the problem that students felt difficult in
making correct grammatical sentences, developing paragraph and finding appropriate vocabulary. Moreover, the teacher seldom taught writing process and
only asked for writing production. Based on the questionnaire, 73.5 of students felt that writing was difficult, 61,8 of students felt that the time for writing was
not enough, 55,9 said that they felt difficult to start writing, 52,9 students seldom paid attention to appropriate vocabularies and 52,9 students did not
arrange an outline or draft before writing. The result said that there was an improvement of students’ ability in writing recount text, an improvement in
teaching learning situation and an improvement in students’ personal competence. The differences between this research and the writer’s are the writer will conduct
an experimental research which is different from the research above – a classroom action research, the writer will not use picture series and questionnaire as the
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