d. Criteria for Good Picture
According to Andrew Wright, there are some characteristics for selecting the good pictures for the learners as follows:
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The aid must be easy to prepare and organized by the teacher The aid must be interesting for the learners, especially for the young learners.
The aid must be meaningful and authentic The aid must be sufficient amount language
The teachers should consider those four criteria to choose a good picture in the teaching learning for the learners.
e. Picture Sequences Picture Series
According to Wright, he states that picture sequence consists of cartoon strips and instruction strips. Cartoon strips and instruction strips are potentially useful.
The strips can be kept as they are and used to contextualize a story on description of a process.
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It means that, picture sequence need to use by the teacher to make students think chronologically on their writing based on which describe of a
process. Another statement comes from Rimes on her book Techniques in Teaching Writing, she states that pairs of pictures or pictures in sequences provide
for a variety of guided and free writing exercise. A picture sequences, such a comic strip, provides the subject for writing narrative and for speculating about
the story beyond the pictures in the strip.
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It means that, picture sequences pictures series provide to use in writing narrative. Because in pictures sequences
have related number to make the students create the cohesive paragraph. Whereas, according to Scrivener, traditionally pictures stories have been used
as a starting point for writing exercises, but they are also very useful for focusing on specific language points or as material for speaking and listening activities.
Most pictures stories seem inevitably to involve practice of the past simple and
24
Ibid,. p. 3.
25
Ibid,. p. 201.
26
Ann Raimes, Techniques in Teaching Writing, New York: Oxford University Press, 1983, p. 36.
past progressive ”.
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It means that pictures stories as a starting point in writing exercises. Sometimes, it is also useful in focusing other skills, like speaking and
listening activities.
B. Previous of the Study
The writer has found three relevant studies which related to this research. The first study was taken from Mansur 2011 who studied the teaching English
entitled “Improving the Students Ability in Writing Narrative Text through Series Picture at the Tenth Grade of SMA PGRI I Tuban
”. The research was a classroom action research that dealt
with the use of picture series to improve the students‟ ability in writing narrative text at the tenth grade of SMA PGRI I Tuban. The
writer analyzed the data in a descriptive way. The result of the study showed that 1 the implementation of picture series in teaching narrative text is effective to
use because it can attract the students and motivate them in writing. It is also mentioned that through picture series, the students can get enough stimuli. The
students also could show their opinion about the picture so they can express their ideas, 2 the students‟ writing ability in narrative text after using picture series
was improved in each aspect. The students could develop the content of the story and organized it based on the generic structure. They also used the proper
vocabularies. It made the reader understood with the whole of the story. The average score in the first cycle was 65, and the average score in the second cycle
was 71. The second was taken from Sarinten 2010 which
entitled “Improving Students’ Skill in Writing Narrative Text through Picture Series at the Eighth
Grade of SMP Negeri 1 Cawas, Klaten in the Academic Year of 20092010”. The
study was a classroom action research. It aimed at finding out whether or not picture series can improve the students‟ skill and motivation in writing narrative
text. The result of the study, the writer found that picture series can improve students‟ motivation and students‟ skill in writing narrative text. Picture series can
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Jim Scrivener, Learning Teaching : The Essential Guide to English Language Teaching 3rd ed, New York: MacMillan, 2011, p. 350.
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