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According to Raimes 1983:21, the ways of teaching writing included some activities: 1 identifying why they are writing; 2 identifying whom they are
writing for; 3 gathering material through observing, brainstorming, making notes of lists, talking to others, and reading; 4 planning how to go about the task and
how to organize the material; 5 writing a draft; 6 reading the draft critically; 7 revising the draft; 8 preparing more drafts and then a final version; 9
proofreading for errors. Following the procedures stated previously, the researcher will adapt those
ways from Raimes 1983: 21 in teaching learning process: 1. Asking the students to identify why they are writing by showing the learning
objectives of the indicators they should achieve while showing the composite picture
2. Reviewing the explanation about a recount paragraph, giving the composite picture and asking the students to discuss about the composite picture.
3. Asking the students to brainstorm and plan their writing by looking at the picture and finding some vocabularies based on the composite pictures
4. Asking the students to arrange some sentences in sequence to tell the events from the vocabularies they have already found by looking at the activities on
the composite picture 5. Compose a piece of recount paragraph from the sentences they have made
individually by looking at the activities on the composite picture 6. Asking the students to recheck their writing
2.10 Previous Research Related to the Use of Composite Pictures
The finding of previous research is very important to support this experimental research. The first research is conducted by Nistina 2012
entitled “ The Use of Composite Pictures to Improve Class VIII D Students’ Recount Text
Writing Achievement At SMP Negeri 1 Krejengan Probolinggo In 20112012 Academic Year”. She reported that the use of composite pictures could improve
the students’ recount text writing achievement. The improvement can be seen from the students’ writing result in the second cycle. She said that the problem
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had by the eighth grade students’ writing related to the aspect of grammar. By using composite pictures, it minimized
the students’ grammatical errors. She applied some ways such as; asking the students to make three simple past tense
sentences that tell about the composite picture given and writing down a simple recount text based on the previous composite picture. By writing down simple
past tense sentences the students can learn better how to use past tense correctly. It is proved in the second cycle. In the second cycle the students could improve
the use of grammar well. The use of composite pictures also helped the students understand more about the generic structures of recount text. It is also proved by
looking at the percentage of students who got score 70 had improved from 54.5 12 students in the first cycle to 72.7 16 students in the second cycle. It
prove s that there is an improvement on the students’ recount text writing
achievement by using composite pictures. So, it can be concluded that most of students are facilitated with the use of pictures.
Another research is conducted by Yusnita 2012 entitled “The Use of
Picture Series to Improve the Tenth Grade Students’ Recount Text Writing at SMK Panca Bhakti Kubu Raya
”. She reported that that there is an improvement of using picture series on
students’ recount text writing 2012. She said that the use of pi
cture series improved the students’ vocabulary and helped the students to find ideas from the picture. She reported that lack of vocabulary was the students’
problem. Therefore she used picture series to improve the students’ writing
recount text especially on the aspect of vocabulary. In the first cycle it was still difficult for the students to find ideas based on the picture because they didn’t
know how to use the picture. Then, in the second cycle he explained more about the generic structures and language features of recount text and guided them in
using the picture series. So, in the second cycle the students could find some ideas from the picture and their vocabulary was also improved. So far, it can be
concluded that the use of picture can improve th e students’ vocabulary and help
them to generate their ideas. The result of the second cycle also proves that the use of picture improves
the students’ recount text writing. On the first cycle, the result of the students’
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mean score is 61.5 less that 65, not achieved. However, on the second cycle it proves that the use of picture series can improve the students’ recount text writing.
It has shown that the students’ mean score on the second cycle is 66.0. It proves
that the use of picture can give an effec t on the students’ recount text writing
achievement. Therefore the researcher wants to do another research by using another picture. It is composite pictures.
2.11 The Research Hypothesis
