The Role of Picture Series

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CHAPTER IV RESULTS AND DISCUSSION

This section discusses the role of picture series and the process of how the results could be taken up. The findings are related to the results of the action implemented in this research. Meanwhile, the research process focuses on the steps of the research. The role of picture series presented the outcome of the research after the actions were implemented. The findings were related to the students’ improvement in writing a recount text using picture series. The findings were concluded by triangulating the data taken from the questionnaire analysis, interview analysis, and the students’ writing drafts analysis. The research process described the cycles of the classroom action research. In this research, there were two cycles and each cycle consisted of planning, action, observation, and reflection. However, before the first cycle was conducted, the researcher did the preliminary study initial reconnaissance to know the real condition and problem faced by the students in XB class.

A. The Role of Picture Series

The results would be about to what extent the use of picture series helped the students of XB of SMA N 10 Yogyakarta write a recount text. The result of the research was satisfying enough because the use of picture series could help the students write a recount text. Table 4.1. below showed the students’ progress PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 34 starting from the preliminary study before the use of picture series in writing a recount text was implemented until the second cycle. Table 4.1. The Students’ Improvement Taken from Their Writing Drafts Individual NO Name of the Students The Score of Students’ Draft in Preliminary – Study The Score of Students’ Draft in Cycle 1 The Score of Students’ Draft in Cycle 2 Note 1 Alabama 40 48 44 Failed 2 Albany 88 92 92 3 Amarillo 48 64 80 4 Anaheim 72 68 absent 5 Arizona 64 72 72 6 Arkansas 68 80 84 7 Arlington 40 48 56 Failed 8 Atlanta 40 56 52 Failed 9 Aurora 36 56 64 10 Austin 56 64 72 11 Dakota 48 52 64 12 Delaware 20 48 52 Failed 13 Detroit 52 72 72 14 El Monte 48 40 52 Failed 15 El Paso 60 52 68 16 Florida 72 80 88 17 Fort Worth 44 48 72 18 Fremont 40 52 56 Failed 19 Fresno 40 44 48 Failed 20 Illinois 52 64 80 21 Indiana 48 52 64 22 Iowa 72 84 92 23 Louisiana 56 56 84 24 Massachusetts 68 80 76 25 Michigan 40 64 72 26 Missouri 56 68 68 27 Nevada 24 48 68 28 Pennsylvania 48 56 56 Failed PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 35 NO Name of the Students The Score of Students’ Draft in Preliminary – Study The Score of Students’ Draft in Cycle 1 The Score of Students’ Draft in Cycle 2 Note 29 Phoenix 84 88 92 30 Riverside 64 Absent 88 31 Rochester 44 52 64 32 Seattle 68 72 84 33 Utah 36 44 68 34 Virginia 60 64 64 Average 52.82 61.45 69.94 From table 4.1., the students made progress in writing a recount text. In the preliminary study, the class average was 52.82. Meanwhile, the class averages in the first and second cycles were 61.45 and 69.94. Here, the researcher concluded that the use of picture series helped the students write a recount text. The real classroom teacher once told the researcher that the Kriteria Ketuntasan Minimal passing grade for English subject was 64. From table 4.1., there were 23 students 70.59 failed to pass the passing grade in the preliminary study in which the students wrote recount text without picture series. Meanwhile, there were 17 students 51.52 did not pass the passing grade in the first cycle when the use of picture series was implemented. It showed a good progress made by the students in writing a recount text. Moreover, in the second cycle, the students again made good progress where there were only 8 students 24.24 who did not pass the passing grade. Chart 4.1. below showed the percentage of students who had passed that passing grade. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 36 0.00 20.00

40.00 60.00

80.00 Failed 70.59

51.52 24.24

Passed 29.41

48.48 75.76

Preliminary Study Cycle 1 Cycle 2 Figure 4.1. The Students’ Progress in Writing Recount Text Individual From figure 4.1. above, the researcher could sum up that the students made significant progress in writing a recount text. It meant that the use of picture series really could help the students of XB of SMA N 10 Yogyakarta write a recount text. It could be concluded that the use of picture series helped the students of XB of SMA N 10 Yogyakarta write a recount text seeing from the number of the students who failed to pass the passing grade in preliminary 23 students, cycle one 17 students, and cycle two 8 students. The results presented in table 4.1. and figure 4.1. were the same to the students opinion towards the use of picture series as the instructional media in writing a recount text taken from the questionnaires. There were 19 students from 33 57.58 stated that the use of picture series helped them in writing a recount text. Moreover, there were 9 students from 33 students 27.27 stated that the use of picture series really helped them write a recount text. There were only 5 students 15.15 stated that the use of picture series did not help them write a PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 37 recount text. Some participants also stated that the use of picture series helped him get ideas. Albany: “Sangat membantu dalam menemukan ide, jadi kita tidak usah bingung lagi event selanjutnya ini kira-kira mau apa gitu.” It is very helpful in getting ideas so we do not need to be confused to think about the next events Michigan wrote in the questionnaire: “Sangat menarik dan dapat menemukan ide dengan cepat” It is very interesting and I can get the idea fast. Based on the students’ drafts written in groups, they also made progress in writing recount texts. It was good to prove that picture series could help the students write a recount text not only when they had to work individually but also when they had to work in groups. Table 4.2. The Students’ Improvement Taken from Their Writing Drafts in groups Name of the Group The Score of the First Cycle The Score of the Second Cycle Progress Africa 60 72 12 America 64 68 4 Arctic 48 72 24 Asia 76 80 4 Atlantic 64 72 8 Australia 68 80 12 Europe 52 84 32 Oceania 56 68 12 Average 61 74.5 13.5 From table 4.2. above, the researcher concluded that the students also made improvement in writing a recount text in groups using picture series. The students made 13.5 progress in the score from the first cycle until second cycle. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 38 Some of the students stated that the use of picture series helped them get ideas and then develop the ideas into a good recount text. Kreidle 1968 argues that picture series can be used as cues for retelling a story. Using what appears in the pictures, the students can get ideas and opportunity to write in a connected way. From the questionnaire, there were 25 students 75.76 stated that the use of picture series in writing a recount text helped them get ideas and 6 students 18.18 stated that it really helped them get the ideas to write. Some of them added that picture series could help them develop the ideas. There were 24 students 72.73 who said so and 7 students 21.21 who strongly agreed that the use of picture series could help them develop the ideas. Moreover, some participants who were interviewed by the researcher also said the same thing. Arkansas: “Ya asyik, jadinya jadi ada ide untuk mengembangin paragrafnya kan jadi tambah-tambah ide…” It is exciting so there is idea to develop the paragraph because many ideas are there Nevada: “…Yang kedua, terus ada kata-kata, kata-katanya itu… gimana ya…. Lebih..lebih luaslah…..” …secondly, we have many words, and the words are broader… Besides, there were 25 students 75.76 and 6 students 18.18 stated that the use of picture series helped them make sequence events. Setiawaty 2003 states that a series of picture can be guidance in arranging the story sequentially. Moreover, Widdowson 1983, as cited by Setiawaty 2003, states that well- chosen pictures that have a story to tell will help students to get ideas and integrate the information into cohesive and coherent paragraphs and texts. Sequence of events is very important in a recount text. Therefore, it could be PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 39 concluded that the use of picture series helped the students arrange the events of a recount text into the correct order. When the teacher asked the students to decide the better writing, there were 25 students 75.76 and 2 students 6.06 stated that their recounts which were written based on picture series were better than their recounts which were written without using picture series. Some of them said: Albany: “Lebih bagus yang sudah ada gambar serinya karena eventnya lebih runtut.” The one which has picture series is better because the events are sequent In the questionnaire, Albany also wrote: “Ya, gambar seri dapat membantu saya sehingga saya bisa menulis dengan urutan events yang cukup baik.” Yes, picture series can help me so I can write using good sequence of events Nevada: “Lebih teraturan yang ini, yang pakai gambar seri… Karena kalau dilihat-lihat, ini ceritanya lebih teratur karena ada gambarnya….” This is more sequent, which used picture series because if we see, this story is more sequent because it has picture… Seattle: “Proses pembuatan recount teks lebih mudah karena event-eventnya tersusun urut …” The process of writing a recount text is easier because the events are in good order… Riverside: “Ya, dalam gambar seri telah dijelaskan urutan peristiwa secara runtut dan jelas dan ini membuat karangan lebih sistematik.” Yes, in the picture series, it has been explained the order of the event in good order and clear and it makes the writing more systematic. The researcher also found that the use of picture series could increase the students’ English vocabulary. It could be seen from the number of the students who agreed that their vocabulary increased after they wrote a recount text. There were 22 students 66.67 who agreed and 7 students 21.21 who strongly agreed that the use of picture series increased their English vocabulary. Raimes PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 40 1983: 36 argues that a set of parallel picture – picture that shows a similar scene or tell a similar story – provides material that offers guidance on vocabulary, sentence structure, and organization yet lets the students write about new subject matter. Albany : “O iya, jelas. Karena ada dari gambar itu kita bisa melihat o kalau ini seperti ini, kita mau pakai apa ya? Terus kalau karena kita tak tahu katanya apa, kita bisa cari di kamus.” Of course, yes It is because from the picture we can see that it is like that, so what will we use? Next, if we do not know the word, we can check it in the dictionary. Although the teacher provided some vocabulary in the picture series, the students sometimes found the other words outside the list provided in order to write a good recount text. It was very good because some students stated that their lack of vocabulary became the source of difficulty in writing a recount text. Arkansas: “Menurut saya, sulit, karena kosakata dalam otak saya itu kurang.” I think it is difficult because I have limited vocabulary in my brain. The use of picture series could also make the students more creative. They could create a story creatively. They could be one of the characters in the story or they could also become someone who was seeing and then reporting what happened in the story. There were 25 students 75.76 and 6 students 18.18 stated that the use of picture series in writing a recount text made them to be more creative. Arkansas: “Kan, kalau menggunakan gambar seri itu kita dibantu untuk berfikir. Apa, misalnya gambar nya ini, kita harus menggambarkan kalimat- kalimatnya seperti yang ada di gambar tersebut.” if we use picture series, we are being helped to think. For example, the picture is this. We must make the sentences like in the picture. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 41 Riverside in the questionnaire: “Gambar seri dalam menulis Bahasa Inggris membuat kita kreatif dan tertantang untuk mengembangkan suatu ide” Picture series in writing English texts make us creative and challenge us to develop an idea The students also felt that they could write a recount text fast using picture series. There were 21 students 63.63 stated that they could write a recount text without taking much time. It was good because they could save much time and they could be accustomed to write a recount text quickly. However, based on the field notes written by the outside observers, some students spent the time to discuss something else different from the topic being discussed. It might become the reason why 12 students 36.36 did not feel that the use of picture series could help them write a recount text fast. Some students in XB class did not love writing. There were 12 students 36.36 disliked writing English text. Moreover, from 33 students, 27 students 81.81 found difficulties in writing a recount text and only 13 students 39.39 had understood about recount text well. It might be very ironical because recount is classified as the simplest story text Feez, 1998. Fortunately, the use of picture series in writing a recount text could motivate 20 students 60.61 to write a recount text. This fact was supported by Kieffer and Cochran 1985, as cited by Setiawaty 2003, who mention that well-chosen picture series give motivation to the students in learning situation, especially in learning how to write. One of the observers also stated that the internal motivation of the students was high. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 42 An observer wrote: “Sometimes, I saw the students got difficulties and asked the teacher. The students actively asked questions in order to accomplish the task correctly. Here, I could see that the internal motivation of the students was high.” Field note of the first meeting of the first cycle, see appendix 7. That was a good progress made by the students. Besides, 23 students 69.70 agreed and 6 students 18.18 strongly agreed that the use of picture series was interesting. It meant that the students had positive perception towards the use of picture series in writing a recount text. Having analyzed the data taken from the research, the researcher concluded that the use of picture series helped the students in XB of SMA N 10 Yogyakarta write a recount text which is seen from the number of the students who failed to pass the passing grade in preliminary 23 students, cycle one 17 students, and cycle two 8 students.

B. Research Process