74.36 The Implementation of Picture Series in the Cycle 2

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 102 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 21.65. It indicated that the implementation of the technique picture series could help the students to improve their writing skills. The criterion achieved was high achievement. The activities and the techniques used in the second cycle could help them to produce the writing products better than in the preliminary study and also the first cycle. It could be seen that 18 students 69.23 agreed, 8 students 30.77 strongly agreed, and there was no student who 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. There were 10 students 38.36 who agreed 13 students 50 who strongly agreed, and also 3 students 11.54 who stated that picture series could help them in finding new vocabularies to compose the story. Referring to the generic structure of narrative text, there were 13 students 50 who agreed, 9 students 34.62 who strongly agreed, and 4 students 15.38 who disagreed that picture series could help them in applying the appropriate generic structure of narrative to the story they made. The researcher also presented a statement related to the use of tense simple past tense to compose the story. There were 9 students 34.62 who agreed, 11 students 42.31 who strongly agreed, and 6 students 23.08 who disagreed that the use of picture series could help them in understanding the tense used for composing the story. Moreover, related to the new vocabularies found in the