In brief, by applying picture series and bulletin board, students have experienced writing with a purpose. They can apply the communicative purpose in
their real life. In addition, bulletin board improved the motivation of writing so students’ task achievement of writing improved. Therefore, the researcher and the
collaborator decided to stop the cycle.
B. Research Discussion
As the final reflection, the result of this research was discussed by the researcher and the English teacher as the collaborator. Furthermore, they drew a
conclusion that picture series and bulletin board can be the effective media to help students in doing the writing. Therefore, after the result of the last cycle had shown a
good improvement in students’ writing practice, the researcher and the collaborator decided to stop the cycle. It can be seen from these data:
1. Qualitative Data
The sources of the qualitative data were acquired from the observation in the form of field notes, interview transcripts, photo
graphs, and samples of students’ works. Those data gave the significant result of this research. From the observation
and interview at the reconnaissance stage, it can be implied that students assumed English, especially writing, as a difficult and useless subject because seldom used
English in everyday life. Since those problems occurred, the researcher and the English teacher decided to solve the problems by applying some strategic solutions.
The solutions were by using picture series to help student make recent text easier. The aim of this solution is to show students that they need English, especially writing
English, in many aspects of their life. Furthermore, they could getting their ideas and change their assumption that writing was not useful in their life. Besides, the students
had difficulties in using appropriate vocabulary, verb, and language use. They also had difficulties in generating ideas and organizing them into good paragraphs.
Moreover, they had low grammatical mastery. Therefore, the researcher and the English teacher agreed to use picture series and bulletin board. The aim of this
solution is to solve the writing problems in terms of ideas, grammatical features, and organization.
2. Quantitative Data
The quantitative data were acquired from the gain scores of the five writing aspects. However, to ease the interpretation, the researcher presents a conversion
table consisting of five categories namely “poor”, “fair”, “good”, “very good”, and
“excellent”. The table is presented as follows:
Table 11: Conversion table of students‟ writing scores
No. Class Interval Categorization
Frequency Cycle 1
Cycle 2 1
2 1
2 1
14.1 - 16 Excellent
2 2
2 2
2 12.1
– 14 Very good
6 10
10 11
3 10.1
– 12 Good
14 15
18 19
4 8.1
– 10 Fair
10 6
3 2
5 6.1
– 8 Poor
1 Total students
34 33
33 34
The conversion ta ble above showed that students’ scores of writing improved
every meeting. Based on the table, it can be interpreted that in the first meeting, there were still some students
who were in the “fair” and “poor” categories, however in the seco
nd meeting, the numbers of “poor” and “fair” category decreased. In the third meeting, there were no students in the “poor” category. Most of them were in the
“good category”. Finally in the fourth meeting, most students were in “good” and “very good” category.
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CHAPTER V CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS
In this chapter the researcher presents three different points. They are conclusions, implications, and suggestions. Each point is described as follows.
A. Conclusions
This research belongs to action research. The actions of the research were implemented in English class at SMP Negeri 9 Yogyakarta. It started from August up
to September. The involved participants of this research were the researcher, the English teacher, and the students of IX C class of SMP Negeri 9 Yogyakarta. This
research had attained some data that were related to the use school bulletin board to
improve writing practice on picture series of recount text. According to the data
analysis conducted in this research, the application of school bulletin board is believed to be helpful to improve students’ writing practice. Based on the information
obtained from the discussion in the previous, it can be conclude that implementation of picture series in the teaching and learning process of writing is believed to be
effective to improve the students’ practice in writing. The improvement descriptions are presented below.
1. The students can decrease their writing problems in four aspects of writing that include content, language use, vocabulary and organization. It is possibly happened
