could write a text which was well organized and developed. They stated their ideas clearly and orderly. Their mistakes in using language and finding the
appropriate diction decreased. There were some examples of the improvement in writing recount texts by using picture series after the researcher conducted Cycle
2. These could be seen on the appendix at page 170 and 171. The results of the reflection showed that Cycle 2 reached the criteria of
success. From the rubric employed, the researcher and the collaborator used scale 3 as the standard of success. All of the students’ writing was on scale 3 or above.
It could be concluded that Cycle 2 was successful. It was enough to the researcher to hold 2 cycles only because the goal had been achieved.
3. Summary of Cycle 1 and Cycle 2
These are some findings that the researcher found before conducting the actions, Cycle 1, Cycle 2 and after conducting the actions that are explained as
follows.
Table 8: The Results of Students’ Writing in the Research
Aspect of Writing
Before Conducting
the Actions Cycle 1
Cycle 2 After
Conducting the Actions
Content Most of the
students’ could
not develop their
ideas and some of their
writing could not be
evaluated. Some of the
students developed the
topic based on the picture
series orderly. However, they
only could produce
limited sentences.
Most of the students
successfully developed the
topic based on the picture
series with the right
components of the
recount texts.
All students were able to
develop the topic based
on the picture series with
the right components
of the recount texts.
Continued
Continued Aspect of
Writing Before
Conducting the Action
Cycle 1 Cycle 2
After Conducting
the Action Organization Most of the
students did not put their
ideas clearly and orderly.
Many students wrote their
ideas in a good organization of
the
recount texts.
Most of the students wrote
a good recount text in a good
organization based on the
picture series. All students
wrote a good recount text
in a good organization
based on the picture series.
Vocabulary Most of the
students had difficulties in
the
word choice so
that the meaning was
not obscure. Some of the
students used effective word
choices but the rests still made
some errors in the word form
mastery. Most of the
students used effective word
choice and word form
mastery. All students
used effective words
and word forms.
Language Use
All students did some
errors of agreement,
tense, word order,
articles, pronoun and
sentence construction.
Many students did few errors
of tense, agreement and
word order. Most of the
students wrote effective
sentences and only did few
errors in word order, tense
and agreement. All students
wrote effective
sentences and only did few
errors in the word order,
tense and agreement.
In addition to the improvements of the students’ writing, the researcher and the collaborator also found other findings during the research which are
explained as follows. a.
Students’ behaviour After implementing the picture series, the researcher and the collaborator
found that picture series improved the students’ involvement in the class. The strategies in implementing picture series attracted the students’ enthusiasm in
doing the writing process. Moreover, the students’ interaction in the class also improved.
b. The use of picture series
Picture series was successful to help the students to organize and develop their ideas in a good order. It could be seen from the students’ writing
that consisted of more sentences compared with their writing before the researcher implemented the actions. Their writing was well-organized and developed. By
practicing writing, the students could create a good recount text with a few mistakes in diction and language use.
B. The Results of the Research
The samples of students’ writing from the pre-test, Cycle1, Cycle 2 and the post-test that show one of the students’ improvements in writing a recount text
were used to represent all of the students’ writing. In the preliminary study, he could not develop his ideas in good paragraphs. He did not give any personal
comments in the reorientation. Besides, he also did some errors in language use such as punctuation, tense and word order. He still used simple present tense in
telling his experiences. The actions of Cycle 1 brought some improvements in all aspects of
writing but one of the students’ writing was not really good. He could organize his story well. However, he only wrote some sentences in the orientation, events and
reorientation of the text. In the last aspect, he used simple past tense in writing his story although he still did some mistakes such as the word has should be had. In
