87 activity. Therefore, the researcher made the groups which consist of 4 or 5
students in cycle one into pairs in cycle two. As clarified in chapter two, the techniques used in teaching affect to the
learner‟s understanding of the process. Also, the use of technique in teaching should be potential to enhance and enrich the learning process Dhand, 2008.
According to the theory, the technique which was employed by the teacher should help the students to enhance and enrich their understanding of the topic.
Based on the fact, the researcher found that the way of presenting the picture series by attaching them on the white board was not really effective for the
students. Therefore, the researcher planned to distribute the picture series directly to the students. It was aimed to optimize the usage of the picture series to help
the students in composing the narrative texts.
2. The Implementation of Picture Series in the Cycle 2
In cycle two, the topic was similar to cycle one. It was about composing narrative text. The differences were the group activity and the way of presenting
the picture series to the students. The researcher still employed the picture series as a
technique to improve students‟ writing skills. The second cycle of implementing picture series was conducted in one
meeting: Tuesday, May 13
th
, 2014. This meeting was conducted in eighty minutes. There were 26 students who joined in the class. The researcher employed
the same steps as the first cycle namely planning, action, observation, and reflection.
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a. Planning
The researcher had reflected what went well and what did not go well in the first cycle. The researcher began to plan the second cycle action. In this step,
the researcher prepared the lesson plan Appendix D and the materials. The lesson plan and the materials were prepared based on the reflection done in the
first cycle. The same as in cycle one, the researcher made the lesson plan based on the model of curriculum 2006
KTSP.
The time allocation was 80 minutes and the focus was writing skills. The researcher also employed the same competence
standard and the basic competence of English which were made by the Department of Education. Besides, the indicators included cognitive, affective and
psychomotor, which were the same as lesson plan in cycle one. Moreover, the learning goal in the lesson plan of cycle two was the same as in cycle one; the
students could make good narrative text as the final achievement of the indicators. The methods which were used in the lesson plan cycle two still similar. They were
group work, questions and answers section, genre-based approach method to teach the students in composing narrative texts, and giving assignments to the.
The researcher still employed the books: English in Focus for Grade VIII Wardiman et al., 2008 and SCAFFOLDING: English for Junior High School
Students Grade VIII Priyana et al., 2008. The teaching materials were adapted from these books. In the lesson plan, there were three activities employed: pre-
activities, main activities, and post activities.
