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picture cued activities. The mean increased from 34, 5 to 50, 3. The following table presents the result of students writing scores in pretest and post test.
Table 5. The comparison of the students’ writing scores in the pre test and cycle 2.
Score Categories Pre test
Cycle 2 Frequency Percentage Frequency Percentage
70 – 80 Excellent
60 – 70 Very good
4 13,33
50 – 60 Good
1 3,33
9 30
40 – 50 Fair
6 20
11 36,66
30 – 40 Poor
10 33,33
5 16,66
20 – 30 Very poor
12 40
1 3.33
Mean 34,5 50,3
SD 15,1 9,9
The use of picture-cued activities shows a significant difference in the students’ writing skills seen from the result of the pre test and the post test
scores. Finally, it can be said that the use of picture-cued activities can improve the students’ writing skills.
E. Research Discussion
The use of picture-cued activities can solve the problems in writing. There are six aspects that are assessed in this case. The following explanations
will tell how each aspect is improved. 1.
Idea and development
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The students found the difficulties in generating ideas previously. After they got picture –cued activities, they were stimulated to develop their
idea. They had imagination about what they would write. According to Brown 2003:226 picture –cued activities offer non verbal it means that by giving
students picture, it easier for them to get the idea, after they understood the idea it will be much easier for them to generate the ideas. That was why the
researcher adapted the materials with their interests and their ability. 2.
Organization The second problem was related to the organizing the text. By using
picture cued activities, the students knew how to organize text well. What they could see in the picture would be dominantly the description of the text. They
were not focused anymore about the sequence of the descriptive text. The second paragraph would be the description of the text. Brown 2003:226
explain that picture cued activities can stimulate students’ responses. It means that the students got ideas from picture they saw before writing the second
paragraph. Their descriptive sentences were place in the second paragraph as the description of the text.
3. Vocabulary
The next problem was limited vocabulary. Harmer 2004:67 explains that some situations, particularly related to grammar and vocabulary works can
be presented by pictures. The students got more new words within picture-cued activities. When they had a picture and they did know some words to describe
