Students’ Score General Findings

60 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 61 the picture, they tried to find them by using their dictionary. Therefore picture cued activities enriched the students’ vocabulary. 4. Sentence Structure The next problem was about the sentence structure. In the field, the students were previously confused how to use the appropriate prepositions. By using picture-cued activities they could apply the preposition better. Brown 2003:226 explains that one of the types of picture-cued activities is a picture description. During the actions, the students were shown a picture of living room. From the picture, they tried to write sentences using correct preposition. 5. Spelling The spelling was getting better together with the improvement of the vocabulary mastery as well. Harmer 2004:67 states that grammar and vocabulary work can be presented by the picture. By using picture-cued activities, the students got more new words when they had a picture and they did not know some words to describe the picture, they tried to find them by using the dictionary. At the moment they also learned the spelling of the words. 6. Capitalization and Punctuation Besides focusing on the use of picture cued activities, the researcher also explained the rules of capitalization and punctuation. The students got some practice in this case. They were instructed to correct the wrong letters and punctuation marks. Besides, they wrote sentences based on picture as Brown 2003:226 says that picture cued activities can stimulate students’ written responses. Their capitalization and punctuation in their sentences were checked 62 continuously by the researcher. At the end, the students were more aware of using capitalization and punctuation. Actually their problem in this case was that they were not carful in applying capitalization and punctuation. They now realize that capitalization and punctuation are very significant in writing.