50 questionnaire analysis would use the quantitative method. The researcher would
find the frequency of points of agreement for each categories item in the questionnaire then calculated the mean score of it. Afterward, the researcher also
conducted an interview to 5 participants in order to get detailed information of the implementation. The data taken from the interview would be used to analyze
with the other data. The last data gathered was the students‟ drafts in writing narrative texts.
The students‟ drafts were conducted by the students three times in two cycles. In the first cycle, the students would conduct the first group drafts and the first
individual drafts. Then, in the second cycle, the students would conduct only the second individual draft. Each student‟s drafts were assessed by using the scoring
rubric as presented in the research instruments above. Thus, if the st udents‟
scores in the first cycle were better than their writing ability in the preliminary study, also if the students‟ scores in the second cycle were better than their scores
in the first cycle, the researcher could conclude that the students make good progress.
The progresses of the students‟ writing skill were identified based on the
criteria items of the scoring rubric as mentioned in the research instruments. The researcher checked the students‟ progress in writing skills through the criteria of
the scoring rubric includes their grammar, vocabulary, mechanic, fluency, and also the form organization of their drafts. From the analysis result of the
students‟ drafts, the researcher was able to conclude whether the use of picture series could help the students to improve their writing skill or not.
51
F. Research Procedure
This section describes the procedure of this research. There are three parts which are discussed in the research procedure, namely the conducting of
preliminary study, asking for the research permission, and conducting classroom action research.
1. Asking for Research Permission
There were several procedures in acquiring the research permission. Firstly, the researcher went to SMP Negeri 10 Surakarta and met the vice
principal for the curriculum department. The researcher asked for permission to conduct a classroom action research in this school. Afrer the short meeting, the
researcher asked the secretariat of English Language Education Study Program to make the permission letter for using the school. After the letter was signed by the
chairperson of English Language Education Study Program, the researcher gave the letter to the vice principal for the curriculum department. The researcher
submitted the proposal of her research and conducted this study in accordance with the schedule having been.
2. Conducting a Preliminary Study
In order to identify the problem that occurred in class VIII F of SMP Negeri 10 Surakarta, the researcher conducted a preliminary study. In the
preliminary study, the researcher made an observation to the students. Hence, the researcher distributed the questionnaires, to all of the students in order to get more
information on their problems . The researcher also collected the students‟ written
text in the preliminary study. After doing the preliminary study, the researcher
52 found what the problems were, the researcher had meeting with the English
teacher class of VIII F and decided to teach narrative texts as the material. The researcher read some literature as the references to overcome the problems faced
based on the results of the observation, questionnaire, and the students‟ written
texts. The researcher decided to use picture series to improve students‟ writing
skill in composing a narrative text.
3. Conducting Action Research
In this research, the researcher conducted a classroom action research. The researcher took several steps. First of all, she made lesson plans in implementing
picture series as the media to improve students‟ writing skills in composing the
narrative texts. To prepare the instruments needed in this research, the researcher made students‟ handouts, students‟ worksheets, observation checklists, field notes,
questionnaires, and also interview guidelines. Afterward, the researcher conducted the first cycle on April 24
th
and April 29
th
, 2014. The second cycle was conducted on May 13
th
,2014. In each cycle, the researcher implemented four different sets of picture series. Two sets of picture
series which were implemented in the first cycle were entitled Three Little Pig and The Greedy Dog
.
The students made individual drafts using these two picture series. Meanwhile, two sets of picture series which were implemented in the
second cycle were Cinderella Story, done as a group task for the students and Thee Rabbit and the Tortoise, done as the individual tasks for the students. In the
end of each cycle, the researcher asked the students to submit their drafts to see their improvements.
