75 researcher gave positive reinforcement to the students who could answer the
other students‟ question. In the second meeting, the researcher could manage the time wisely than in the first meeting.
Based on the observation sheet on students‟ activities, the students looked
more enthusiastic when the researcher explained the materials. It could be seen that the students started to get relaxed with the classroom atmosphere. Some of
them felt confident enough to state their opinion or just raised their hand to ask something.
In the main activity of second meeting, the researcher asked the students to compose a story from the picture series given individually. Here, the students
looked enthusiastic. They enjoyed the individual activity. But, unfortunately, the classroom
‟ situation still did not really conducive because of the technique in presenting the picture series on the whiteboard. It can be seen in the results of
field notes of cycle two Appendix F: “The students were still enthusiastic with the picture series used
in the learning process. But, because of the picture series was attached on the whiteboard, some of the students come in front
to see the details of the picture series. They wasted their time to
look the picture series rather than did their work.” Field notes, on Tuesday. April 29
th
, 2014 Some students still asked their friends when they were doing the writing.
The teacher asked them to do their own work and reminded them to always bring their dictionary. The students who came in front of the class to see the detail of
the picture series also used the chances to talk about the other topics with their friends. They wasted their time to compose the individual drafts. The teacher
76 visited them and asked them to go back to their seat. The same statements were
found in the field notes of cycle two: “Also, there were some students who still had difficulty in
composing the text. Few students in the groups did their writings then the rest just saw the picture series in front of the
class then informed to these students. Also, there were students who talked about another topic which did not related to the
lesson. But the researcher tried to always control them. The researcher visited the students and tried to guide them
.” Field notes, on Thursday, April 29
th
, 2014 After finishing the writing, the researcher asked them to submit their
drafts. The researcher gave the feedback of their drafts. The students‟ drafts
would be returned to the students on Thursday, May 1
st
, 2014. Finally, the students were asked to revise their drafts and to submit them on Friday, May 3
rd
, 2014.
2 The Analysis of Students’ Score and Questionnaire of Cycle 1
In order to provide the evidences of students‟ improvement in the writing
skills, the researcher presented some aspects that showed the improvements made by the students compared to their achievements in the preliminary study.
The results of cycle one was 15 out of 26 students 57.69 reached the passing grade for English subject. The passing grade of English subject for eight graders
in SMP Negeri 10 Surakarta was 65. It indicated that more than half of the students in the class reached the passing grade. Meanwhile, in the preliminary
study only 5 19.23 of 26 students who reached the passing grade. It could be summed up, in cycle one the students had made progress. The
number of the students who reached the passing grade increased. The following
77 was the presentation of their improvement in the form of table of students‟ scores
in their writing performance result which was done in cycle one.
Table 4.2 The Stu dents’ Achievement Score in Cycle 1
No. Students’
Numbers CYCLE 1
Indivi dual
Draft Score
G ra
m
Vo c
M ec
h F
lue F
o rm
Revised Written
Total Score Note
1 Student 1
70.00 4
5 4
4 4
70.00 Successful
2 Student 2
56.67 3
4 4
4 4
60.00 Failed
3 Student 3
53.33 4
4 4
4 3
66.67 Successful
4 Student 4
66.67 5
5 5
4 4
76.67 Successful
5 Student 5
50.00 3
2 3
4 4
50.00 Failed
6 Student 6
70.00 4
5 4
5 5
76.67 Successful
7 Student 7
56.67 3
4 4
3 4
60.00 Failed
8 Student 8
63.33 5
5 5
4 4
76.67 Successful
9 Student 9
53.33 3
2 4
3 3
50.00 Failed
10 Student 10
60.00 6
5 5
4 5
83.33 Successful
11 Student 11
50.00 4
4 4
3 4
63.33 Failed
12 Student 12
56.67 4
4 4
3 4
63.33 Failed
13 Student 13
63.33 4
4 4
4 5
70.00 Successful
14 Student 14
56.67 4
4 3
4 3
60.00 Failed
15 Student 15
80.00 5
5 5
6 5
86.67 Successful
16 Student 16
70.00 5
6 5
5 5
86.67 Successful
17 Student 17
60.00 4
5 4
4 4
70.00 Successful
18 Student 18
56.67 4
4 3
4 4
63.33 Failed
19 Student 19
56.67 6
5 5
5 5
83.33 Successful
20 Student 20
56.67 4
5 4
4 5
73.33 Successful
21 Student 21
76.67 5
5 5
5 4
80.00 Successful
22 Student 22
63.33 4
5 4
4 4
70.00 Successful
23 Student 23
53.33 5
5 4
3 4
70.00 Successful
24 Student 24
60.00 5
5 5
4 3
73.33 Successful
25 Student 25
56.67 5
5 4
4 3
70.00 Successful
26 Student 26
56.67 4
4 4
4 3
63.33 Failed
Average 60.57
69.87
78
According to Table 4.1, it could be seen that the students made progress
on their writing skills. Their scores improved from the preliminary study, the first individual drafts, and the revised written text.
Besides, the students‟ achievement in each aspect of writing skill also increased. The data were presented as follows.
a. Grammar
In the grammar aspects which were compared to the preliminary study, there was no student who got point 6. The improvement of this aspect was there
were 1 3.85 of 26 students who got 6 as the maximum point of the scoring rubric. There were 9 34.62 of 26 students who got 5 points in the grammar
aspect. There were 12 46.15 students who got 4 points. The others were 4 15.38 students who got 3 points. In cycle one after implementing the picture
series, there were no students who got 2 point in the grammar skill likewise in the preliminary study.
b. Vocabulary
The implementation of picture series did improve students‟ vocabulary. Students were accustomed to using their dictionary to find the meaning of new
words. The points of vocabulary aspect in cycle one increased from the preliminary study. In the preliminary study, there was no one who got the
maximum point of vocabulary aspect. In cycle one, there was 1 3.85 student who got 6 point. Also, there were 14 53.85 students who got 5 points. There
was no student who got 5 in the preliminary study. There were 9 34.62 of 26 students who got 4 points. The rest, there were 2 7.69 students who got 2
point.
79
c. Mechanics
In the mechanics aspects, the researcher saw that some of the students had been good enough in the preliminary study. But, still, the students made progress.
In the cycle one, students who got 5 points increased from 4 in the preliminary study became 8 30.77. The others, 15 57.69 students got 4 points. There
were 3 711.54 students who got 3 point.
d. Fluency
In the fluency aspect, because of the grammar aspect and vocabulary aspect increased, students produced better structure and vocabulary in composing the
story. In this aspect, there was no student who got 6 point as the highest score in scoring rubric in the preliminary study. After the implementation of picture series,
there was 1 student 3.85 who got 6. Also, there were 4 15.38 students who got 5 points compared to preliminary study only in which 1 student got this point.
There were 16 students 61.54 who got 4 points and 5 19.23 students who got 3 points.
e. Form
In the form aspect, after implementing the picture series, the students looked getting easier in organizing the idea. The students made improvement. There was
only 1 3.85 student who got 5 point in the form aspect in the preliminary study. In cycle one, there were 7 26.92 students who got 5 points. There were
6 23.08 of 26 students who got 4 points in the preliminary study. In cycle one, there were 13 50.00 of the students who got 4 points. The others, 6 23.08
students who got 3 points as the lowest point.
80
The researcher employed the supporting research instruments to obtain the data from the students. The researcher employed questionnaire in the cycle one
Appendix C .
The questionnaire of the first cycle consisted of three major parts which were employed to observe the action implementation in the first cycle.
They were learning activity, learning product, and students‟ attitude. The result
Appendix G 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 questions are 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 result 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 15.69. It was considered as the useful criteria. 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 narrative text. They were writing in a group, playing game as the pre-writing activities, and also using the picture series to compose individual
81 draft. It was proved by the fact that 14 students 53.85 who agreed and 5
students 19.23 who strongly agreed that working in the group helped them in composing the narrative texts. Meanwhile, there were 7 students 26.92 who
disagreed that working in group could help them in composing a narrative text. The game which was presented by the researcher in pre-writing actvity
could help them before they had to compose their individual drafts. It was proved by the fact that 14 students 53.85 agreed to the statement and 7 students
26.92 strongly agreed. They were 5 students 19.23 who disagreed that pre- writing activity could help them to practice their first writing of a narrative
text. Picture series as a technique was used in this study in order to help the
students in practicing their writing. There were 16 students 61.5 who strongly agreed and 8 students 30.77 agreed to that statement. Conversely, there were
2 students disagreed that picture series could help them in composing the narrative texts.
Based on these results, the researcher could sum up that the activities were applied in the first cycle were useful. However, the researcher still had to modify
and improve the activities since the researcher reflected that there were activities which went well and which did not. The researcher also referred to the field
notes done by the observer in the first cycle to plan the activities in the second cycle in order to obtain the very useful criteria in the second cycle.
82 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 students‟ achievement in composing
the narrative texts. The statements discussed the elements in narrative texts which must be achieved by the students: the organization of ideas, the use of
vocabularies, the arrangement of generic structure, and also the use of the appropriate tenses in the sentences. Here, the researcher made the criteria of the
total mean score: 06.00
– 10.50 very low achievement 10.51
– 15.00 low achievement
15.01 – 19.50 high achievement
19.51 – 24.00 very high achievement
The total mean score of this topic was 19.31. It indicated that the application of the technique picture series could help the students to improve
their writing skills. The criterion achieved was high. The activities and the techniques used in the first cycle could help them produce the better writing
product from the preliminary study. It could be seen that 10 students 38.46 agreed, 9 students 34.61 strongly agreed, and 7 students 26.92 disagreed
that picture series made them able to organize the ideas of the story. The researcher also provided a statement about finding the new vocabularies to be
used in the story. The results were 12 students 46.15 agreed 10 students 38.46 strongly agreed, and also 4 students 15.38 disagreed that picture
series could help them in finding new vocabularies to compose the story.
