THE IMPLEMENTATION OF PICTURE SERIES IN TEACHING WRITING TO THE SECOND GRADERS AT MAN KOTA BATU
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This chapter presents and discusses about background of the study, statement of the problems, purposes of the study, significance of the study, scope and limitation, and definition of the key terms. Each section is presented as follows: 1.1Background of the Study
As a social being, human being cannot live alone. They need other people to create interaction. In daily relationships, people can use many kinds of ways to make interactions; those are by behavior, sign, and language. Language is an important media to communicate with people. According to Johnston (2008), “language is the process or set of processes used to ensure there is agreement between the sender and receiver for meanings assigned to the symbols and the schema for combining them used for each communication”. This idea tells us that language is a process to transfer messages between the sender and the receiver to communicate, in order to create interaction and get information.
Nowadays in globalization era, English becomes an international language that should be learned by people. Moreover, English becomes a window of the world because it gives update information about cultures, languages, politics and economy from different countries. By learning English, people have got the key for mastering the knowledge since most of books are written in English. For those reasons, it is very important to teach English as foreign language for students in Indonesia.
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In learning English, there are four skills to master the communication: listening, reading, speaking, and writing. Listening and reading belong to receptive skills that people receive the language when listening and understanding the message when reading. Whereas, speaking and writing belong to productive skill that people produce the language through speech or written text in order to be understood by others.
Harmer (2007) states that writing as a skill is a basic language skill, just as important as speaking, listening, and reading. Based on Harmer’s idea, it can be stated that writing is basic component skill just as important as three other skills. Writing belongs to productive skill that is related to the way to generate and organize the ideas. Moreover, “writing is an instrument of power…writing is particularly important for the principle of individual responsibility” (Neler, 2011). It can also be stated that writing is an important ability as instrument of power that should be learnt by each individual. In order to write, we need letters join together to make words or sentences to communicate or share information. From those theories, we can also learn that writing is difficult skill because it is not only just writing on the paper. Writing also produces accuracy, complete sentences and phrases. It is difficult to organize the idea in written text, because the content of writing must be related to the topic in order to be understood by people. Another reason why writing becomes the difficult skill to be mastered for the learners is because it is more complex and complicated to produce or organize the ideas in written text. This argument is also supported by Emmons (2003), “writing is definitely hard work.”
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Brown (2001) claims that product of writing is the result of thinking. Writing is thinking process to convey ideas or information in written form in order to be understood by others. The process of writing itself is not just putting words on the piece of paper. Hedge (2005) writes that process of writing generally requires quite a lot of classroom time. In other words, process of writing needs more time to think, because it is very important to build a coherent text, related to the topic, well chosen words and punctuations. In the process of writing, teacher will guide students and give them feedback or respond in writing. So that writing process gives the students the opportunity to use both expressive writing and to use writing as a tool for learning and thinking.
In developing writing skill, teacher should give writing direction and respond to the students since writing involves all accuracy aspects: grammar, vocabulary, punctuation, spelling, and capitalization. Brown (2001) states that in the school, writing is a way of life. Without some abilities to express in writing, students will not pass the course from elementary school until university graduate courses. Students need to write in order to succeed in mastering the subject matter. As EFL students, learning to write is not easy. They face some difficulties, such as how to start writing, how to generate ideas, lack of vocabulary, and etc. According to Harmer (2004), teacher should respond positively and encouragingly to the content of what the students have written. Following this idea, teacher can give feedback on students’ writing when they ask about their writing or when they find difficulty in writing.
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In many schools, writing has a bad reputation for both teachers and students. For the teacher, the score is far from the expectation because of many mistakes in accuracy of writing and about the content. It makes harder to teach and explain how to write well. Hancock and McDonald (2000) states that students do not like writing because it is like an opportunity to make a lot of mistakes, whether it is about the wrong grammatical or the content is not related to the topic. For many students, writing is boring activity. Most of students have no idea to write and then they are getting lost in writing. When the teacher gives them a topic to write, they are confused to express their idea in a written form.
In teaching writing, teacher should explore students’ motivation. Harmer (2001) states that “teaching writing is the way where a teacher has to give writing direction to the students, stimulate them to get ideas, help the students when they lose their words, and always give support.” Following this idea, we learn that the teacher should help the students to find out and organize the ideas in written text. Teacher can also help the students when they are getting lost in writing. To help students solve the difficulties in writing, teacher should be creative to find out the appropriate techniques in teaching writing.
There are many ways to attract students’ attention in writing class. One of them is by using picture series as a media for teaching writing. According to Suryawan (2008), “picture series is series of pictures in which each has certain stories that has strong correlation between one and another that is used as media of teaching.” By using picture series, teacher stimulates the students to express their idea easily.
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Picture series as visual media are very useful for teaching writing. The teacher can use picture series in teaching learning process, because it makes more effective. In addition, picture series help the students to understand the material which is given by the teacher better. Teacher can give some pictures which are related each other to express the material and then stimulate the student to speak English by using picture series. Those activities make students more active, meaningful, and fun in the learning process so that they can write their own idea based on that picture series.
In the previous research, Awaliah (2014) on “The Effectiveness of Picture Series towards Students’ Writing Skill in Narrative Text” found that the result of the score in experimental class which is taught by using pictures is higher than the control class which received the normal treatment without using pictures. It can be concluded that pictures was very effective and applicable for helping the students in writing a narrative text.
Another research is from Febryanto (2012). In his thesis entitled “Using Pictures to Improve Students’ Writing Skill at SMP Muhammadiyah 06 Dau Malang” showed that the students are more enthusiastic and attentive to the lesson because the picture is the real thing to describe. Interesting and colorful pictures can attract students’ interest and avoid their boredom. Suyanto (2007) stated that “color pictures will be more attractive because children love colorful pictures.” So, the students will be not bored in the classroom and they will be more interested in learning to write if teacher uses picture.
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MAN Kota Batu is located at Pattimura street no.25 Batu. In that school, the media such as LCD in every class and computer laboratory are sufficient. So that it is easier for the teacher to teach every subject by using media. In the researcher’s interview with the senior of English teacher at the school, the teacher said that she taught English at the hour after the break time or in the last hour. At that time, most of the students were already tired, sleepy and bored. Then the teacher used picture series so that the teaching learning process can be more interesting and fun.
Based on the explanation above, the researcher was interested in conducting a research about using picture series in teaching writing at MAN Kota Batu. The researcher wanted to know the implementation of picture series in teaching writing at MAN Kota Batu. The researcher also tried to investigate the advantages and disadvantages of picture series in teaching writing used by the teacher.
1.2Statement of the Problems
1. How is the implementation of picture series in teaching writing at MAN Kota Batu?
2. What are the advantages of picture series in teaching writing at MAN Kota Batu? 3. What are the disadvantages of picture series in teaching writing at MAN Kota
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1.3Purposes of the Study
1. To know the implementation of picture series in teaching writing at MAN Kota Batu.
2. To investigate the advantages of the implementation of picture series in teaching writing at MAN Kota Batu.
3. To investigate the disadvantages of the implementation of picture series in teaching writing at MAN Kota Batu.
1.4Significance of the Study
The findings of this study are expected to be useful for:
1. English Teacher, to give inspiration so that the English teacher can apply picture series media in order to motivate students in writing skill.
2. Students, to get motivation in developing their writing by using picture series. 3. English department students, to give more explanation about the implementation,
advantages and disadvantages of picture series in teaching writing. The findings of this study will support them to understand about it.
4. The next researchers, to add an additional or source of information about the implementation, advantages and disadvantages of picture series in teaching writing.
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1.5Scope and Limitation
The scope of this study is the teaching of writing skills by using picture series used by the teacher of MAN Kota Batu, more specifically focusing on the implementation, advantages, and disadvantages of picture series. Meanwhile, the study is limited on the students of senior high school for the second grade at MAN Kota Batu.
1.6Definition of the Key Terms
To avoid misunderstanding, the key terms used in the study are defined as follows:
1. Picture series is “series of pictures in which each has certain stories that has strong correlation between one and another that is used as media of teaching” (Suryawan, 2008). In this research, picture series is defined as sequence of images that has relation of chronological events between one images with another image. Picture series is used as media of teaching to make easier the students in expressing their ideas.
2. Teaching writing is “the way where a teacher has to give writing direction to the students, stimulate them to get ideas, help the students when they lose their words, and always give support” (Harmer, 2001). In this research, teaching writing is defined as a process to guide the students to write, giving them direction and help them when they are getting lost in writing.
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3. Effectiveness is the achievement of planned or desired result (Truscott, 2003). In this research, effectiveness id defined as producing the desired result.
4. MAN Kota Batu is the name of the school that is analyzed in this study. It is located at Pattimura Street no. 25 Batu.
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THE IMPLEMENTATION OF PICTURE SERIES IN TEACHING WRITING TO THE SECOND GRADERS AT MAN KOTA BATU
THESIS
by: Novi Indah Sari 201110100311129
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MUHAMMADIYAH MALANG
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This thesis is submitted to meet one of the requirements to achieve Sarjana Degree in English Education
by: Novi Indah Sari 201110100311129
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MUHAMMADIYAH MALANG
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“Maka sesungguhnya bersama kesulitan ada kemudahan. Sesungguhnya
bersama kesulitan ada kemudahan. Maka apabila engkau telah selesai
(dari sesuatu urusan), tetaplah bekerja keras (untuk urusan yang lain).
Dan hanya kepada Tuhanm
ulah engkau berharap.”
QS: Al-Insyirah: 5-8
“When there is a will, there is a way”
“Jangan menunda
-nunda suatu pekerjaan karena waktu tidak akan bisa
menunggumu. Hargai waktumu karena waktu yang hilang tidak akan
pernah kembali”
-
Novi Indah sari
-DEDICATION
I dedicate this thesis especially to:
My beloved Mother and Father
My beloved Brother
My beloved Friends
My lovely boyfriend
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ACKNOWLEDGEMENTS
In the name of Allah, the Almighty and Merciful. Praise is only to Allah, for all His abundant blessing, mercies, and guidance, so that the writer is able to complete this thesis writing.
The researcher is fully aware that this thesis cannot be finished without other people’s help. Therefore, in this opportunity she would like to express her deep gratitude to the following people:
1. Dr. Poncojari Wahyono, M. Kes, the dean of Faculty Teacher Training and Education University of Muhammadiyah Malang.
2. Dr. Sudiran, M.Hum., the head of English Department.
3. Dr. Masduki, M.Pd, as the first advisor who has given his support, suggestions, criticism, guidance, and motivation for writing this thesis. He has done so much to help the writer finish this thesis.
4. Mrs. Laela Hikmah, M.Ed, as the second advisor for her guidance, advice, and feedback in writing the thesis. Thanks a lot for the spending time and energy to revise the researcher’s thesis.
5. My beloved parents and family who always motivates, supports, and prays for finishing this thesis.
6. Drs. Winarso, the headmaster of MAN Batu who has given permission to conduct the research at the school..
7. Mrs. Emmy Suzana, S.Pd, the English teacher of MAN Batu who helped the researcher during the research in the process of collecting the data by observing and interview.
8. Students of XI Science 1 and XI Science 4 at MAN Batu for their cooperation. 9. Her beloved parents who are never tired giving material, support, and pray so
that the researcher is able to finish this thesis.
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vii motivates the researcher.
13. All people who cannot be mentioned one by one.
The researcher realizes that this thesis is still far from being perfect. Therefore, suggestion is needed for the progress of the next study. The researcher hopes that this research would be beneficial to the readers.
Malang, 12 September 2015
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TABLE OF CONTENTS
COVER……….. ………...i
APPROVAL PAGE……….ii
LEGALIZATION……….. iii
STATEMENT OF WORK’S ORIGINALITY………... iv
MOTTO AND DEDICATION……….. v
ACKNOWLEDGEMENTS……….……… vi
ABSTRACT………...….. viii
TABLE OF CONTENTS..……… ix
CHAPTER I INTRODUCTION 1.1Background of the Study……… 1
1.2 Statement of the Problems……….. 6
1.3 Purposes of the Study………. 7
1.4 Significance of the Study……… 7
1.5 Scope and Limitation……….. 8
1.6 Definition of the Key Terms………...… 8
CHAPTER II REVIEW OF RELATED LITERATURE 2.1 Teaching Writing………..… 10
2.2 The Process of Writing………. 12
2.3 Teaching Media……… 15
2.4 Picture………...… 17
2.4.1 Definition of Picture……… 17
2.4.2 Kinds of Picture………... 18
2.4.3 Picture Series………...… 19
2.4.4 Teaching Writing by Using Picture Series……….. 20
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3.1 Research Design………...……… 25
3.2 Research Subject………... 26
3.3 Data………... 26
3.4 Data Collection and Research Instrument……… 27
3.4.1 Observation……….. 27
3.4.2 Interview……….. 28
3.5 Data Analysis……… 29
CHAPTER IV RESEARCH FINDING AND DISCUSSION 4.1 Research Findings……….. 30
4.1.1 The Implementation of Picture Series in Teaching Writing………. 30
4.1.1.1 The First Meeting…...………...………. 32
4.1.1.2 The Second Meeting………... 36
4.1.1.3 The Third Meeting……….. 40
4.1.2 The Advantages of Picture Series in Teaching Writing……….. 43
4.1.3 The Disadvantages of Picture Series in Teaching Writing…...…..…. 47
4.2 Discussion………. 49
CHAPTER V CONCLUSION AND SUGGESTION 5.1 Conclusion……… 56
5.2 Suggestion………. 57
5.2.1 For the English Teacher………... 57
5.2.2 For the Next Researcher………... 58 REFERENCES
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REFERENCES
Ariningsih, Dwi. 2010. The Effectiveness of Using Picture Series to Improve the Students’ Writing Skill Viewed from Their Learning Motivation. Published Thesis. University of Sebelas Maret Surakarta.
Ary, Donald. 2002. Introduction to Research in Education. 2nd Edition. Canada: Nelson
Education.
Ary, Donald et al. 2010. Introduction to Research in Education. 8th Edition. Wadsworth
Cangage Learning.
Awaliah. 2014. The Effectiveness of picture Series towards Students’ Writing Skill in Narrative Text. Published Thesis. Semarang: State University of Semarang Brown, Douglas. 2001. Teaching by Principles : An Interactive Approach to Language
Pedagogy Second Edition. New York : Longman
Cahyono, B. Y and Kusumaningrum. 2011. Best Practices in the Teaching of English. Creswell, John W. 2012. Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. 4th Edition. USA: Pearson Education Inc
Emmons, R.H. 2003. An Effective Writing Formula for Unsure Writers. Available at
http://www.airpower.au.af.mil/airchronicles/aureview/1975/sept-oct/Emmons.html (Retrieved on January 30, 2015)
Febryanto, Nuzul. 2012. Using Pictures to Improve Students’ Writing Skill at SMP Muhammadiyah 06 Dau malang. Unpublished Thesis. Malang: University of Muhammadiyah Malang.
Hancock, Mark and Annie McDonald. 2000. Teaching Writing to School Children. Available at http://hancockmcdonald.com (Retrieved on January 31, 2015) Harmer, Jeremy. 2001. How to Teach English. England: Pearson Education Limited Harmer, Jeremy. 2004 The Practice of English Language Teaching Third Edition
Completely Revised and Updated. London : Longman.
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References/Rice-Johnston,%20W.%20(2008) (Retrieved on January 31, 2015)
Khoridi. 2009. Learning Vocabulary through Picture Dictionary. Published Thesis. Jakarta: Syarif Hidayatullah State Islamic University
Kirby, Dawn Latta and Darren Crovitz. 2013. Inside Out : Strategies for Teaching Writing. USA: Greenwood Publishing Group, Inc
Kurniawan, Irwan. 2009. Using Pictures and Guided Questions in Teaching Descriptive Writing at the Odd Semester of VIII Grade Students at SMPN 111 Jakarta. Published Thesis. Jakarta: Syarif Hidayatullah State Islamic University.
Maurer, Ina. 2006. Characterizations of Recognizable Picture Series. Available at http:// portal.acm.org/citation.cmf?id. (Retrieved on March 10, 2015) Miles, Matthew B. and A. Michael Huberman. 1994. Qualitative Data Analysis.
Second Edition. New York: Sage publications.
Neler, Volker Boehme. 2011. Pictorial Law : Modern Law and the Power of Pictures. Berlin : Springer.
Phill, Nirmala. 2013. Teaching Writing Using Picture Stories as Tools at the High School Level: the Movement from Other Regulation to Self Regulation. Vol. 13 : 2 February 2013.
Raimes, Ann. 2001. Technique in Teaching Writing. New York: Oxford University Press.
Ruis, Nuhung et al. 2009. Instructional Media. Jakarta: Ministry of National Education Sadiman, Arief S. et al. 2002. Media Pendidikan: Pengertian, Pengembangan, dan
Pemanfaatannya. Jakarta: PT. RajaGrafindo Persada.
Spivey, Becky L. 2006. What Is the Writing Process?. Available at www.superduperinc.com (Retrieved on February 2, 2015)
Sudiran and Prasetiyo Eni, The Implementation of Media in Teaching English for Young Learners (EYL), Volume 1, Number 1, June 2014, pp.7-9
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Suryawan, I. 2008. Improving the Ability of the Second Year Students of MTs Muhammadiyah Wangon in Writing Recount Paragraph Using Picture Series. Unpublished Thesis. State University of Malang
Suyanto, Kasihani K.E. 2007. English for Young Learners. Jakarta: PT. Bumi Aksara Turbill, Jan and Wendy Bean. 2006. Writing Instruction: Understanding Process,
Purpose, Audience. Available at www.RCOwen.com (Retrieved on February 26, 2015).
Truscott, John. 2003. An outline: the Christian Effectiveness Model. Available at http://www.Kreeyellow.edu (Retrieved on October 2, 2015)
Wright, Andrew. 2004. Pictures for Language Learning. Twelfth printing. England: Cambridge University Press.
Zulfainah. 2007. The Effect of Using Sequenced Pictures on the Writing Narrative Ability of the First Year Students at SMAN 2 Batu. Unpublished Thesis. Malang: University of Muhammadiyah Malang.
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11. Agung Rahadianto, S.Pt who has given financial support for finishing and printing this thesis well.
12. For all of her friends in English Department students 2011 class C, especially Wulan, Vee, Denok, Ismi, Nena, Eka, Silvi, and Via who always supports and motivates the researcher.
13. All people who cannot be mentioned one by one.
The researcher realizes that this thesis is still far from being perfect. Therefore, suggestion is needed for the progress of the next study. The researcher hopes that this research would be beneficial to the readers.
Malang, 12 September 2015
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viii
TABLE OF CONTENTS
COVER……….. ………...i
APPROVAL PAGE……….ii
LEGALIZATION……….. iii
STATEMENT OF WORK’S ORIGINALITY………... iv
MOTTO AND DEDICATION……….. v
ACKNOWLEDGEMENTS……….……… vi
ABSTRACT………...….. viii
TABLE OF CONTENTS..……… ix
CHAPTER I INTRODUCTION 1.1Background of the Study……… 1
1.2 Statement of the Problems……….. 6
1.3 Purposes of the Study………. 7
1.4 Significance of the Study……… 7
1.5 Scope and Limitation……….. 8
1.6 Definition of the Key Terms………...… 8
CHAPTER II REVIEW OF RELATED LITERATURE 2.1 Teaching Writing………..… 10
2.2 The Process of Writing………. 12
2.3 Teaching Media……… 15
2.4 Picture………...… 17
2.4.1 Definition of Picture……… 17
2.4.2 Kinds of Picture………... 18
2.4.3 Picture Series………...… 19
2.4.4 Teaching Writing by Using Picture Series……….. 20
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2.5.1 The Advantages of Picture Series……… 22
2.5.2 The Disadvantages of Picture Series………... 23
CHAPTER III RESEARCH METHODOLOGY 3.1 Research Design………...……… 25
3.2 Research Subject………... 26
3.3 Data………... 26
3.4 Data Collection and Research Instrument……… 27
3.4.1 Observation……….. 27
3.4.2 Interview……….. 28
3.5 Data Analysis……… 29
CHAPTER IV RESEARCH FINDING AND DISCUSSION 4.1 Research Findings……….. 30
4.1.1 The Implementation of Picture Series in Teaching Writing………. 30
4.1.1.1 The First Meeting…...………...………. 32
4.1.1.2 The Second Meeting………... 36
4.1.1.3 The Third Meeting……….. 40
4.1.2 The Advantages of Picture Series in Teaching Writing……….. 43
4.1.3 The Disadvantages of Picture Series in Teaching Writing…...…..…. 47
4.2 Discussion………. 49
CHAPTER V CONCLUSION AND SUGGESTION 5.1 Conclusion……… 56
5.2 Suggestion………. 57
5.2.1 For the English Teacher………... 57
5.2.2 For the Next Researcher………... 58 REFERENCES
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REFERENCES
Ariningsih, Dwi. 2010. The Effectiveness of Using Picture Series to Improve the Students’ Writing Skill Viewed from Their Learning Motivation. Published Thesis. University of Sebelas Maret Surakarta.
Ary, Donald. 2002. Introduction to Research in Education. 2nd Edition. Canada: Nelson
Education.
Ary, Donald et al. 2010. Introduction to Research in Education. 8th Edition. Wadsworth
Cangage Learning.
Awaliah. 2014. The Effectiveness of picture Series towards Students’ Writing Skill in
Narrative Text. Published Thesis. Semarang: State University of Semarang
Brown, Douglas. 2001. Teaching by Principles : An Interactive Approach to Language
Pedagogy Second Edition. New York : Longman
Cahyono, B. Y and Kusumaningrum. 2011. Best Practices in the Teaching of English. Creswell, John W. 2012. Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. 4th Edition. USA: Pearson Education Inc
Emmons, R.H. 2003. An Effective Writing Formula for Unsure Writers. Available at
http://www.airpower.au.af.mil/airchronicles/aureview/1975/sept-oct/Emmons.html (Retrieved on January 30, 2015)
Febryanto, Nuzul. 2012. Using Pictures to Improve Students’ Writing Skill at SMP
Muhammadiyah 06 Dau malang. Unpublished Thesis. Malang: University
of Muhammadiyah Malang.
Hancock, Mark and Annie McDonald. 2000. Teaching Writing to School Children. Available at http://hancockmcdonald.com (Retrieved on January 31, 2015) Harmer, Jeremy. 2001. How to Teach English. England: Pearson Education Limited Harmer, Jeremy. 2004 The Practice of English Language Teaching Third Edition
Completely Revised and Updated. London : Longman.
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Hedge, Tricia. 2005. Writing – Resource Books for Teachers. Second edition. New York: Oxford University Press.
Johnston, William Rice. 2008. Language: A Definition from First Principles – Three
Grand Over the Truckstop. Available at www.eBook%20writing/
References/Rice-Johnston,%20W.%20(2008) (Retrieved on January 31, 2015)
Khoridi. 2009. Learning Vocabulary through Picture Dictionary. Published Thesis. Jakarta: Syarif Hidayatullah State Islamic University
Kirby, Dawn Latta and Darren Crovitz. 2013. Inside Out : Strategies for Teaching Writing. USA: Greenwood Publishing Group, Inc
Kurniawan, Irwan. 2009. Using Pictures and Guided Questions in Teaching Descriptive Writing at the Odd Semester of VIII Grade Students at SMPN 111 Jakarta. Published Thesis. Jakarta: Syarif Hidayatullah State Islamic University.
Maurer, Ina. 2006. Characterizations of Recognizable Picture Series. Available at http:// portal.acm.org/citation.cmf?id. (Retrieved on March 10, 2015) Miles, Matthew B. and A. Michael Huberman. 1994. Qualitative Data Analysis.
Second Edition. New York: Sage publications.
Neler, Volker Boehme. 2011. Pictorial Law : Modern Law and the Power of Pictures. Berlin : Springer.
Phill, Nirmala. 2013. Teaching Writing Using Picture Stories as Tools at the High
School Level: the Movement from Other Regulation to Self Regulation. Vol.
13 : 2 February 2013.
Raimes, Ann. 2001. Technique in Teaching Writing. New York: Oxford University Press.
Ruis, Nuhung et al. 2009. Instructional Media. Jakarta: Ministry of National Education Sadiman, Arief S. et al. 2002. Media Pendidikan: Pengertian, Pengembangan, dan
Pemanfaatannya. Jakarta: PT. RajaGrafindo Persada.
Spivey, Becky L. 2006. What Is the Writing Process?. Available at www.superduperinc.com (Retrieved on February 2, 2015)
Sudiran and Prasetiyo Eni, The Implementation of Media in Teaching English for Young Learners (EYL), Volume 1, Number 1, June 2014, pp.7-9
(6)
Suryawan, I. 2008. Improving the Ability of the Second Year Students of MTs Muhammadiyah Wangon in Writing Recount Paragraph Using Picture Series. Unpublished Thesis. State University of Malang
Suyanto, Kasihani K.E. 2007. English for Young Learners. Jakarta: PT. Bumi Aksara Turbill, Jan and Wendy Bean. 2006. Writing Instruction: Understanding Process,
Purpose, Audience. Available at www.RCOwen.com (Retrieved on
February 26, 2015).
Truscott, John. 2003. An outline: the Christian Effectiveness Model. Available at http://www.Kreeyellow.edu (Retrieved on October 2, 2015)
Wright, Andrew. 2004. Pictures for Language Learning. Twelfth printing. England: Cambridge University Press.
Zulfainah. 2007. The Effect of Using Sequenced Pictures on the Writing Narrative Ability of the First Year Students at SMAN 2 Batu. Unpublished Thesis. Malang: University of Muhammadiyah Malang.