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Studies New South Wales 1994: 146, the grammatical features of recount include:
1 Use of specific participants to identity people, animal, or things involved
2 Use of material processes to refer to the actions
3 Use of past tense to locate events in relation to speakerwriter’s time
4 Use of temporal connectives to sequence of events
5 Use of circumstances of place and time yesterday, after lunch, to the
beach, at my house.
3. Picture Series
There are two things being discussed in this part. They are the nature of picture series and the advantages of picture series in writing.
a. The Nature of Picture Series
According to Heinich 1982, pictures are photographic, representative of people, places, and things that are available in most subject areas and levels from
kindergarten to adults. Setiawaty 2003: 106 argues that “picture series are series of three or nine pictures”. Breitkreuz 1967, as cited by Setiawaty 2003, states
that picture series normally depict logical or continuous actions, situations, and thoughts and are arranged in a row coming one after another. It means that picture
series consist of several pictures as the representative of people, place, and things which are arranged in a row coming one after another.
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b. The Advantages of Using Picture Series in Writing
Picture can be one of good media to teach writing because it has many advantages. Raimes 1983 argues that picture provides for the use of a common
vocabulary and common language forms. Besides, he adds that pictures bring the outside world into the classroom in a vividly concrete ways. A picture is a
valuable resource as it provides:
1. a shared experience in the classroom;
2. a need for common language forms to use in the classroom;
3. a variety of tasks;
4. a focus of interest for students.
Raimes, 1983, p.28 Moreover,
Widdowson 1983, as cited by Setiawaty 2003: 106, 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”. Setiawaty 2003 explains that picture series are certainly involved under the
category of visual materials. She adds that a series of picture can be guidance in arranging the story sequentially. Kreidle 1968 supports 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. Kieffer and Cochran
1985, as cited by Setiawaty 2003: 106, mentions that well-chosen picture series give motivation to the students in learning situation, especially in learning
how to write. Meras 1954: 254 also states that showing a picture or a series of picture is an interesting device to stimulate student imagination in writing
composition. Meanwhile, Raimes 1983: 36 argues that “a set of parallel picture
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provides material that offers guidance on vocabulary, sentence structure, and organization yet lets the students write about new subject matter”.
Based on previous research done by Setiawaty in 2003, picture series can help her participants write a narrative text. It can be concluded that the theories
mentioned agree that picture series can be used to help students write a recount text.
4. Classroom Action Research
