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the internet. Second, the researcher will show it by using projector in order to make the students can see clearly the picture displayed.
In this research, the researcher will choose composite pictures as teaching media to teach the students’ recount paragraph writing considering that the
English teacher of SMPN 4 Jember has not used composite picture as media in teaching writing especially writing a recount paragraph.
2.8 Composite Pictures for Teaching Writing A Recount Paragraph
In this research, composite picture is one of teaching media that will be used to teach writing recount paragraph. It is because by using composite pictures
it can motivate the students to write a recount paragraph. It is not only motivating them in writing a recount paragraph but it also helps them to find ideas based on
the picture given. As stated by Wright 1989:10, “pictures can play a key role in motivating students, contextualizing the language they are using, giving them a
reference and in helping to discipline the activity”. Recount paragraph is a kind of paragraph that tells the reader about the
writers’ past event. Therefore, the students have to use past tense in constructing a recount paragraph. Oshima and Hogue 2007:3 define that a paragraph is a group
of related statements that a writer develops about the subject. Therefore, in writing recount paragraph the students should decide the subject they will use and develop
it into some statements relate each other. By using composite pictures it will help them in finding the subject they should use and they can make a group of related
statements based on the activities done in the picture.
2.9 The Procedures of Teaching Writing by Using Composite Pictures
There are some procedures that should be done by the teacher before teaching writing a recount paragraph by using composite pictures. The teacher
should provide a relevant picture that is appropriate with the students’ level and interest. Furthermore, the teacher has to follow some steps to make the teaching
and learning activity in the classroom run well.
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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
