THE USE OF PICTURE SERIES TO HELP THE STUDENTS OF XB OF SMA N 10 YOGYAKARTA 20102011 ACADEMIC YEAR WRITE A RECOUNT TEXT: CLASSROOM ACTION RESEARCH

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  THE USE OF PICTURE SERIES TO HELP THE STUDENTS OF XB OF SMA N 10 YOGYAKARTA 2010/2011 ACADEMIC YEAR WRITE A RECOUNT TEXT: CLASSROOM ACTION RESEARCH A THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

  By Dwi Yulianto Nugroho Student Number: 071214138 ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS AND TRAINING EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA 2011

      PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI THE USE OF PICTURE SERIES TO HELP THE STUDENTS OF XB OF SMA N 10 YOGYAKARTA 2010/2011 ACADEMIC YEAR WRITE A RECOUNT TEXT: CLASSROOM ACTION RESEARCH A THESIS

  Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

  By Dwi Yulianto Nugroho Student Number: 071214138 ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS AND TRAINING EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA 2011

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  I DO NOT CHOOSE TO BE A COMMON MAN

  Dean Alfange I do not choose to be a common man. It is my right to be uncommon. I seek opportunity, not security. I do not wish to be kept citizen, Humble and deluded by having the State to look after me. I want to take the calculated risk, To dream and to build, To fail and to succeed.

  I refuse to barter incentive for a dole, I prefer the challenges of life to the guaranteed existence The thrill of fulfillment instead of a stale utopia.

  I will not trade my freedom for beneficence, Nor my dignity for a handout. I will never cower before any master Nor bend to any threat. It is my heritage to stand erect, proud and unafraid, To think and act for myself, To enjoy the benefit of my creations, And to face the world boldly, And to say: “This I have done!” And this is what it means to be a MAN

  This thesis is dedicated to my great parents, Bapak and Ibu Surahmat iv

   

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STATEMENT OF WORK’S ORIGINALITY

  I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotations and the references, as a scientific paper should.

  Yogyakarta, May 12, 2011 The Writer

  Dwi Yulianto Nugroho 071214138

                         

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LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

  Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma Nama : Dwi Yulianto Nugroho Nomor Mahasiswa : 071214138 Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:

  

THE USE OF PICTURE SERIES TO HELP

THE STUDENTS OF XB OF SMA N 10 YOGYAKARTA

2010/2011 ACADEMIC YEAR WRITE A RECOUNT TEXT:

CLASSROOM ACTION RESEARCH

  beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis. Demikian pertanyaan ini saya buat dengan sebenarnya. Dibuat di Yogyakarta Pada tanggal: 12 Mei 2011 Yang menyatakan Dwi Yulianto Nugroho vi

   

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ABSTRACT

  Nugroho, Dwi Yulianto. 2011. The Use of Picture Series to Help the Students of

  

XB of SMA N 10 Yogyakarta 2010/2011 Academic Year Write a Recount Text:

Classroom Action Research. Yogyakarta: Sanata Dharma University.

  Mastering English is very important to help us communicate with other people from various countries which use English. The fact that mastering English is very important, the government of Indonesia implement genre-based approach in teaching English. In this approach, the students need to learn English through different types of texts. Recount is one of the compulsory texts that should be learnt by the students of senior high school. Recount should be learnt in four language skills and writing is one of them. Unfortunately, many students consider writing as the most difficult skill to learn. Based on the preliminary study conducted by the researcher, the students of XB of SMA N 10 Yogyakarta experienced difficulties in writing a recount text. Besides, the result of the students’ recount text was still unsatisfying.

  This research is intended to overcome the problem faced by the students of

  XB of SMA N 10 Yogyakarta. The use of picture series was taken up as the solution considering that picture series provided advantages in teaching writing. The researcher formulated one question to be answered in this research. The question is to what extent does picture series help the students of XB of SMA N

  10 Yogyakarta write a recount text? This research is based on Classroom Action Research (CAR) which aimed to help the students of XB of SMA N 10 Yogyakarta write a recount text using picture series. The participants of this research were 34 students of XB of SMA N 10 Yogyakarta 2010/2011 academic year. There were two cycles of this research.

  The first cycle was conducted in one meeting. Meanwhile, the second cycle was conducted in two meetings. By using five research instruments which were observation, field notes, questionnaire, interview, and students’ drafts; the researcher gathered and then analyzed the data of this research.

  The results of data gathered showed that the use of picture series helped the students of XB of SMA N 10 Yogyakarta write a recount text. It could be seen from the number of the students who failed to pass the passing grade in preliminary (23 students), cycle one (17 students), and cycle two (8 students). The students could find the ideas quickly, develop the ideas, and then make good organization of a recount text. The use of picture series could also increase the students’ vocabulary. It also helped the students become more creative while they were writing a recount text. Besides, the use of picture series could motivate the students to write a recount text.

  Having known that the use of picture series could really help the students write a recount text, the researcher suggested English teachers using picture series in teaching recount. Besides, English teachers may use colorful picture series. Keywords: classroom action research, writing, recount, picture series vii

   

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ABSTRAK

  Nugroho, Dwi Yulianto. 2011. The Use of Picture Series to Help the Students of

  

XB of SMA N 10 Yogyakarta 2010/2011 Academic Year Write a Recount Text:

Classroom Action Research. Yogyakarta: Universitas Sanata Dharma.

  Menguasai bahasa Inggris sangatlah penting guna membantu kita untuk berkomunikasi dengan orang lain yang berasal dari berbagai Negara yang menggunakan bahasa Inggris. Kenyataan bahwa menguasai bahasa Inggris itu penting, pemerintah Indonesia menerapkan model pendekatan berbasis genre dalam pengajaran bahasa Inggris. Dalam model pendekatan tersebut, siswa belajar bahasa Inggris melalui bermacam-macam jenis teks. Recount adalah salah satu jenis teks yang dipelajari oleh siswa SMA. Recount dipelajari melalui keempat ketrampilan berbahasa dan menulis merupakan salah satu dari ketrampilan tersebut. Akan tetapi, banyak siswa yang menganggap bahwa menulis adalah ketrampilan yang paling susah dipelajari. Berdasarkan studi awal yang dilakukan peneliti, siswa di kelas XB SMA N 10 Yogyakarta mengalami kesulitan dalam menulis karangan berbentuk recount. Selain itu, hasil karangan recount siswa masih belum memuaskan.

  Penelitian ini dimaksudkan untuk mengatasi masalah yang dihadapi oleh siswa kelas XB SMA N 10 Yogyakarta. Penggunaan gambar seri dipilih sebagai solusi mengingat bahwa gambar seri memberi manfaat dalam pengajaran menulis. Peneliti merumuskan sebuah masalah untuk dipecahkan dalam penelitian ini. Rumusan masalah tersebut adalah sejauh mana penggunaan gambar seri dapat membantu siswa kelas XB SMA N 10 Yogyakarta dalam menulis sebuah karangan berbentuk recount.

  Penelitian ini merupakan Penelitian Tindakan Kelas (PTK) yang bertujuan untuk membantu siswa kelas XB SMA N 10 Yogyakarta dalam menulis sebuah karangan berbentuk recount menggunakan gambar seri. Responden dalam penelitian ini berjumlah 34 siswa dari kelas XB SMA N 10 Yogyakarta tahun ajaran 2010/2011. Dalam penelitian ini terdapat dua siklus. Siklus yang pertama dilaksanakan dalam satu kali pertemuan sedangkan siklus yang kedua dilaksanakan dalam dua kali pertemuan. Dengan menggunakan lima buah alat penelitian yaitu lembar observasi, catatan lapangan, kuesioner, panduan wawancara dan tulisan siswa; peneliti mengumpulkan dan menganalisa data penelitian ini.

  Hasil dari data yang terkumpul menunjukan bahwa penggunaan gambar seri dalam menulis sebuah karangan berbentuk recount dapat membantu siswa kelas XB SMA N 10 Yogyakarta. Hal ini dapat dilihat dari jumlah siswa yang gagal lulus dengan melewati kriteria ketuntasan minimal di studi awal (23 siswa), siklus pertama (17 siswa), dan siklus kedua (8 siswa). Siswa dapat menemukan ide dengan cepat, mengembangkan ide, kemudian membuat sebuah karangan berbentuk recount dengan organisasi yang baik. Penggunaan gambar seri dapat meningkatkan kosakata siswa. Penggunaan gambar seri juga membantu siswa untuk lebih kreatif saat mereka menulis sebuah karangan berbentuk recount. viii

   

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  Selain itu, penggunaan gambar seri dapat memotivasi siswa untuk menulis sebuah karangan berbentuk recount.

  Setelah mengetahui bahwa penggunaan gambar seri dapat membantu siswa menulis karangan berbentuk recount, peneliti memberi saran kepada guru- guru bahasa Inggris untuk menggunakan gambar seri saat mengajar tentang recount. Selain itu, para guru bahasa Inggris dapat menggunakan gambar seri yang berwarna. Kata kunci: penelitian tindakan kelas, menulis, recount, gambar seri

                                           

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ACKNOWLEDGEMENTS

  First of all, I would like to address my gratitude to Jesus Christ for His love, grace, and guidance during my whole life, especially the time when I had to struggle to plan, conduct, and finally report this research. Secondly, my gratitude goes to my hands, my eyes, my brain, my nose, my ears, my lung, my feet, and that have cooperated and synergized very well

  the whole parts of my body during my life.

  I would also thank my supervisor, Ag.Hardi Prasetyo, S.Pd., M.A. for his very valuable time, guidance, suggestions, motivation, and jokes during the process of doing this research and writing this thesis. I am also greatly indebted to

  

Widya Astuti, S.Pd . who has permitted me to conduct a research in her

  classroom. I would also like to thank for her time, guidance and suggestions. I also thank Drs.Timbul Mulyana, M.Pd., the principal of SMA N 10 Yogyakarta, who has permitted me to conduct a research in SMA N 10 Yogyakarta. The next thankfulness goes to the students of XB of SMA N 10 Yogyakarta 2010/2011 Academic Year for being very friendly and cooperative.

  I would also like to address my thankfulness to ELESP grant

  

evaluators who have given me opportunity and fund to conduct this research and

  learn many things from the whole process. I am proud and happy to be one of the lucky winners of the hibah kompetisi internal. I have done my very best as my thankfulness to be chosen as the winner.

  My greatest gratitude goes to my beloved family. I thank my great parents, Bapak Surahmat and Ibu Sulasmi for their sincere love, patience, and advices. I am very grateful to have my parents. I also thank my sister, Mbak

  

Ningsih , and also my brothers, Mas Woto and Dik Aji for their jokes, care, and

  love. I also thank my lovely nephew, Lano for his smile and ompol so that I never got stress when I was at home. I am very happy to have my family.

  I owe a great debt to all PBI lecturers and all my beloved teachers in

  

TK, SD, SMP, and also SMA who have helped me become a real human-being. I

  thank Carla Sih Prabandari, S.Pd., M.Hum. who has become the supervisor x

   

  PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI when I was doing my Program Pengalaman Lapangan in SMA N 10 Yogyakarta.

  I address my special thankfulness to my great lecturer, Yuseva Ariyani

  

Iswandari, S.Pd., M.Ed. who has given me a precious chance to read her book

  and also has given feedback and comments on this research. I also thank for her motivation given to me to enjoy the process of doing a research. I also thank

  

Laurentia Sumarni, S.Pd. who has shared her positive-thoughts that can inspire

  me to always do my very best. I am very happy to have and meet all of my teachers in my life.

  I also would like to thank PBI secretariat staff, Mbak Tari and Mbak , Tata Usaha staff in SMA N 10 Yogyakarta and also all librarians

  Dhanniek

in Sanata Dharma University who have given their very best services. I am

  amazed of their high spirit to assist everyone who needs their help. I also thank my friend Antonia Rahayu Rosaria Wibowo, for her help become the observer and also for her support, patience, positive-thoughts, and encouragement to graduate as quickly as possible. I also thank for her suggestions and comments towards this research. I thank Mbak Maria Susana Widyaningsih, S.Pd. for her help to become the observer of my research and also for her sharing about classroom action research. I also thank Mbak Maria Heni “Sarce” Krisnasari, S.Pd. who has become a very great senior in PBI.

  I would also like to thank my great friends in PBI, especially Desta,

  

Bretya, Yusak, Susan, and Achie who have become my best friends during my

  study in PBI. I thank all my friends in PBI, especially 2007ers in class C, and also in Sanata Dharma University whose name I could not mention one by one. I am very happy and lucky to meet and have all of my great friends in PBI Sanata Dharma University.

  Dwi Yulianto Nugroho xi

   

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TABLE OF CONTENTS

  Page TITLE PAGE …………………………………………………………….. i APPROVAL PAGES ……………………………………………………. ii DEDICATION PAGE …………………………………………………… iv STATEMENT OF WORK’S ORIGINALITY …………………………... v

  LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH

UNTUK KEPERLUAN AKADEMIS ……………..…………………….... vi

  ABSTRACT ................................................................................................ vii

  

ABSTRAK …………………………………………………………….…... viii

  ACKNOWLEDGEMENTS ……………………………………………… x TABLE OF CONTENTS ………………………………………………… xii LIST OF TABLES ……………………………………………………….. xiv LIST OF FIGURES ……………………………………………………… xv LIST OF APPENDICES …………………………………………………. xvi

  CHAPTER I. INTRODUCTION A. Background of the Study ……………………………...

  1 B. Problem Formulation ………………………………….

  4 C. Limitation of the Study ……………………………......

  5 D. Objective of the Study …………………………………

  5 E. Benefits of the Study ...………………………………...

  5 F. Definition of Terms ……………………………………

  6 CHAPTER II. REVIEW OF RELATED LITERATURE A. Theoretical Description ………………………………..

  9 1. Writing Skill ……….. ………………………………...

  9 a. The Nature of Writing …………………………….

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  b. Teaching Writing …………………………………

  10 2. Recount ……………………………………………….

  14 a. Definition of Recount …………………………….

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  A. Research Method ………………………………………

  B. Research Setting and Participants …………………… C. Research Instruments …………………………………..

  D. Data Gathering Technique .…………………………….

  E. Data Analysis Technique ………………………………

  F. Research Procedure ……………………………………

  CHAPTER IV. RESEARCH RESULTS AND DISCUSSSIONS A. The Role of Picture Series …………………………….. B. Research Process ………………………………………

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  21 B. Theoretical Framework ………………………………...

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  42 CHAPTER V. CONCLUSIONS AND SUGGESTIONS

  A. Conclusions ……………………………………………

  69 B. Suggestions …………………………………………….

  70 REFERENCES ……………………………………………………………

  22 CHAPTER III. METHODOLOGY

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    b. Communicative Purpose of Recount ……………..

  d. Model of Classroom Action Research ……………

  c. Types of Recount ………………………………… d. Generic Structure of Recount …………………….

  e. Grammatical Features of Recount ………………..

  3. Picture Series ………………………………………… a. The Nature of Picture Series ……………………...

  b. The Advantages of Using Picture Series in Writing 4. Classroom Action Research …………………………..

  a. Definition of Classroom Action Research ……….

  b. Aims of Classroom Action Research……………..

  c. Characteristics of Classroom Action Research …..

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  72 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI LIST OF TABLES

  Table Page

Table 4.1. The Students’ Improvement Taken from Their Writing Drafts

  (individually) ………………………………………………… 34

Table 4.2. The Students’ Improvement Taken from Their Writing Drafts

  (in groups) …………………………………………………… 37

                                     

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  PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI LIST OF FIGURES

  Figures Page Figure 2.1. Stages of the teaching/learning cycle ………………………...

  12 Figure.2.2. Kemmis and McTaggart’s Model of Classroom Action Research ………………………………………………………

  21 Figure.4.1.The Students’ Progress in Writing Recount Text (Individual) ..

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  Appendix Page

  Appendix 1. Covering Letter for the Head of SMA N 10 Yogyakarta …….. 76 Appendix 2. Covering Letter for the Governor of DIY ………..................... 78 Appendix 3. Permission Letter from the Governor of DIY……………........ 80 Appendix 4. Permission Letter from the Mayor of Yogyakarta ………….... 82 Appendix 5. Research Official Statement from SMA N 10 Yogyakarta …... 84 Appendix 6. Lesson Plan and Teaching Materials of Cycle One ………….. 86 Appendix 7. Field Notes of Cycle One …………………………………….. 98 Appendix 8. Observation Sheet of Cycle One ……………………………... 103 Appendix 9. Lesson Plan and Teaching Materials of Cycle Two ………….. 108 Appendix 10. Field Notes of Cycle Two …………………………………… 120 Appendix 11. Observation Sheet of Cycle Two ……………………………. 126 Appendix 12. Questionnaire ………………………………………………… 133 Appendix 13. The Raw Data of Questionnaire ……………………………… 137 Appendix 14. Interview Guide …………………………………………….... 142 Appendix 15. Interview Transcripts ……………………………………….... 144 Appendix 16. Sample of the Students’ Drafts Written in Preliminary Study .. 154 Appendix 17. Sample of the Students’ Drafts Written in Cycle One………… 157 Appendix 18. Sample of the Students’ Drafts Written in Cycle Two ………. 160 xvi

   

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CHAPTER I INTRODUCTION In this chapter, the researcher would like to present the background of the

  study, the limitation of the study, the problem formulation, the objective of the study, the benefits of the study, and definition of terms.

A. Background of the Study

  English is well-known as a global language used by people to communicate with other people around the world. If someone does not know English, he will get difficulties in having communication with other people that use English. Therefore, mastering English language is very important.

  The fact that mastering English is very important becomes the background for the government of Indonesia to put English in the formal education curriculum. The government of Indonesia has put English as a compulsory subject since the fourth grade of elementary school. It is expected that every student will be able to master English so the student does not find any obstacles dealing with language when the student is having communication with other people from around the world.

  Feez (1998) argues that enabling learners to develop the knowledge and skills which will allow them to engage with whole texts appropriate to social context is the aim of English language teaching. Because of that, the government of Indonesia is implementing the School Based Curriculum which focuses on

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  texts both in junior and senior high school levels. In the curriculum, senior high school students are obliged to learn English through different texts which have different function based on social context. Therefore, the syllabus used in the learning and teaching activities is text-based syllabus. The genre-based approach is one example of approaches used in text-based syllabus (Feez, 1998). Some texts to be taught in senior high schools are recount, narrative, procedure, descriptive, news item, report, analytical exposition, spoof, hortatory exposition, explanation, discussion, and review (BSNP, 2006).

  Those texts should be learned by the students in all language skills which are listening, speaking, reading, and writing. However, each student has different types of difficulties related to those four skills. Some of them consider writing as the most difficult skill to be learnt. Tiedt (1989: 6) states that “of all the language skills, writing is the most difficult and it is a hard work.” As with speaking, the writer generates ideas. On the other hand, writing is important to be mastered to express ideas without the pressure of face-to-face communication (Raimes, 1983). Unfortunately, based on the researcher’s experience and observation when he was doing his Program Pengalaman Lapangan (PPL), many English teachers usually do not give equal portion of teaching to the four language skills when they are teaching the students. Many English teachers usually assign the students to write a text at home and then they submit their writing in the following meeting. The teachers do not understand that writing has to be done after several stages of writing starting from brain-storming until final draft of writing. They even do not give any feedback on the students’ writing so that the students cannot know

  

 

 

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  whether their writing is good or not. It can be the obstacle for the students to improve their writing skills.

  The students in XB of SMA N 10 Yogyakarta also considered writing as the most difficult skill to learn. The researcher asked the students to write down their simple opinion towards writing on the back side of their drafts while the researcher taught the students. From the data, there were more than 50% students who stated that writing is difficult. They found a lot of difficulties in writing. Based on the researcher’s observation, the students had problem in writing a recount text. They needed much time to start writing because they did not have any idea to write and they had very limited English vocabulary. Besides, the result of the students’ recount texts was not really satisfying. Their ideas were not organized well. They also made mistakes mostly on the use of past tense, minimum requirements, and even some of them did not write proper recount text based on the generic structure of a recount text. It was so ironic since recount is one of the texts that have more value in the context of schooling (Gerot and Wignell, 1994) as cited by Mulya (2007: 17). Feez (1998) adds that recount is classified as the simplest story text.

  The reasons motivated the researcher to conduct a classroom action research to help the students write a recount text. Besides, the researcher, who considers that writing is not really difficult, wants to help the students in that class write a recount text so that they will not think that writing is difficult anymore.

  The research offered a solution in the form of instructional media to overcome the problem faced by the students by using picture series. Picture series

  

 

 

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  were chosen because they have many advantages. Using what appears in the pictures, the students can get ideas and opportunity to write in a connected way (Kreidle, 1968). It will help the students write a text without spending much time only to find ideas. Well-chosen picture series also give motivation to the students in learning situation, especially in learning how to write (Kieffer and Cochran, 1985). Besides, picture series provide material that offers guidance on vocabulary, sentence structure, and organization yet lets the students write about new subject matter (Raimes, 1983).

  Some previous research dealing with the use of picture series in teaching writing showed good results. One of them was done by Setiawaty in 2003.

  Setiawaty used the picture series to help her students write a narrative text. Based on Setiawaty’s research, the use of picture series helped her students write a narrative text. Understanding the advantages provided by picture series and also the problems in writing a recount text faced by the students, the use of picture series can be a good solution in the form instruction media for the students in this research in writing a recount text.

B. Problem Formulation

  In this research, the researcher addresses one question as follows: To what extent does picture series help the students of XB of SMA N 10 Yogyakarta write a recount text?

  

 

 

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      C.

   Limitation of the Study The researcher limits the research on its participants and also its purpose.

  The participants of the research were 34 students of XB of SMA N 10 Yogyakarta. The purpose of the research is to overcome the problem faced by the students of XB of SMA N 10 Yogyakarta in writing a recount text. The use of picture series is offered as the solution to overcome the problem. Therefore, the researcher limits this research into a study of writing a recount text using picture series for the students of XB of SMA N 10 Yogyakarta.

   

  D. Objective of the Study

  The objective of this research is to overcome the problem in writing a recount text faced by the students of XB of SMA N 10 Yogyakarta. The solution is taken by using picture series when the students write recount text. The aim of this implementation is to figure out to what extent the use of picture series helps the students of XB of SMA N 10 Yogyakarta write a recount text.

  E. Benefits of the Study

  There are several benefits which can be obtained from this research. This research is expected to give valuable contribution for the people as follows:

1. The Students of XB of SMA N 10 Yogyakarta

  By conducting this research, the students are expected to be able to write a good recount text using picture series given by the teacher. They can use or draw their own picture series when they have to write a recount text to help them

  

 

 

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  get ideas, organize ideas in a good sequence, and use correct grammar. Besides, it is also expected that they will be more creative to find ideas based on the pictures.

  Finally, the students are expected to love writing.

  2. The Researcher

  By conducting the research, the researcher is expected to be able to answer the problem formulated in this research. Besides, he is also expected to be more creative in using media while teaching.

  3. The English Teachers in SMA N 10 Yogyakarta

  This research is also expected for the English teachers in SMA N 10 Yogyakarta to have good instruction media which is picture series to teach writing a recount text. Furthermore, the teachers in SMA N 10 Yogyakarta can help their students write a recount text.

  4. The Other Researchers

  The other researchers in the same topic may use the results of this research as their research background or reference for the sake of better improvement of a problem.

F. Definition of Terms

  There are some terms used in this research that should be defined to avoid misunderstanding in meaning. They are:

1. Classroom Action Research

  Elliott (1991) suggests that classroom action research (CAR) is a process through which teachers collaborate in evaluating their practice, try out new

  

 

 

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  strategies, and record their work in a form that is understandable by other teachers. Carr and Kemmis (1986), as cited by Burns (1999: 30), add that action research is simply a form of self-reflective enquiry done by participants whose aim is to improve the rationality and justice of their own practices, their understanding of these practices and the situations in which the practices are carried out. In this research, the classroom action research is a research to overcome a problem after doing some action and reflection.

  2. Writing

  Harmer (1991) argues that writing is a productive skill which requires students to produce or make a written form of language. It means that the students will produce something that can be read as the expression of their thought. In this research, the participants will produce recount texts which are written based on picture series.

  3. Picture

  According to Heinich (1982), pictures are photographic, representative of people, places, and things are available in most subject areas and levels from kindergarten to adults.

  4. Picture Series

  According to Setiawaty (2003), “picture series are series of three or nine pictures”. Breitkreuz (1967), as cited by Setiawaty (2003), argues that picture series normally depict logical or continuous actions, situations, and thoughts and are arranged in a row coming one after another. In this research, the researcher will use picture series which consist of four pictures for the joint construction of

  

 

 

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  the text stage and use picture series which consist of eight pictures for the independent construction of the text stage.

  5. Recount

  The Board of Studies New South Wales (1994), as cited by Mulya (2007: 3), explains that recount means a series of events that is written or spoken in the time order in which it occurs and it has specific generic structure and grammatical features to differ recount from other texts. In this study, recount refers to written text. According to Doyle, Christine, and Lawrence (2004), there are three types of recount text. They are personal, factual, and historical recount. This research would like to focus on personal and factual recount. In personal recount, the writer is personally involved. Meanwhile, factual recount is that a recount text which records the circumstances of a particular event in which the speaker or writer might or might not have been involved. Here, the circumstances of an event are taken from the picture series. The students can write either personal or factual recount.

  6. XB Students in SMA N 10 Yogyakarta

  XB is one of the classes in SMA N 10 Yogyakarta. This is the first grade of senior high school level. Based on the observation done by the researcher, the students of XB in SMA N 10 Yogyakarta had difficulty in writing a recount text. They were very difficult to get idea to write a recount text. They need much time to write a recount text and the result of their writing was not satisfying enough.

  Therefore, the use of picture series was significant to help the students write a recount text.

  

 

 

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  In this chapter, the researcher presents a discussion on some theories which become the bases of this research. The purpose of this chapter is to get understanding to answer the question of this research. This chapter is divided into two major parts. In the first major part, the researcher presents the theoretical description. Meanwhile, the second major part is about the theoretical framework.

A. Theoretical Description

  In the theoretical description, the researcher discusses the theories related to this research. The theories are Writing Skill, Recount, Picture Series, and Classroom Action Research.

1. Writing Skill

  This part discusses two things related to this research. They are the nature of writing and teaching writing. The nature of writing part presents the characteristics of writing. Meanwhile, teaching writing part elaborates the reasons why we teach writing and genre-based approach as one approach used in teaching writing.

a. The Nature of Writing

  As one of the language skills, writing has its own characteristics which make it different from the other language skills. According to Harmer (1991), writing is a productive skill which requires students to produce or make a written 9  

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  form of language. It means that the students actively produce written form of language which can be read.

  Many experts explain the nature of writing by comparing it with speaking skill. Both writing and speaking are productive skills which produce something rather than receiving something as listening and reading. Widdowson (1978: 57) argues “the same thing that speaking and writing are said to be active, or productive skills whereas listening and reading are said to be passive or receptive skills”.

  Meanwhile, writing is different from speaking. Writing is a much slower process than either speaking or reading (Bismoko, 1976). Raimes provides some differences between writing and speaking. They are:

  1. universal; everyone acquires a native language in the first few

  Speech is years of life. Not everyone learns to read and write.

  2. The spoken language has dialect variations. The written language generally demands standard forms of grammar, syntax, and vocabulary.

  3. Speakers use their voices (pitch, stress, and rhythm) and bodies (gestures and facial expressions) to help convey their ideas. Writers have to rely on the words on the page to express their meaning.

  4. Speakers use pauses and intonation. Writers use punctuation.

  5. Speakers pronounce. Writers spell.

  6. Speaking is usually spontaneous and unplanned. Most writing takes time and it is planned. We can go back and change what we have written.

  7. A speaker speaks to a listener who is right there, nodding or frowning, interrupting or questioning. For the writer, the reader’s response is either delayed or nonexistent. The writer has only that one chance to convey information and be interesting and accurate enough to hold the reader’s attention.

  (Raimes, 1983, pp. 4-5) It is clear that writing and speaking are productive skills which also have some differences. Writing and speaking have their own characteristics. It means that the technique used to teach writing and speaking is different. Having known the nature of writing, teachers should teach writing based on its nature.

  

 

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      b.

   Teaching Writing

  In order to help students master in one language, teacher should teach them four language skills, including writing. The reason why teacher should teach writing is led by the advantages of writing itself. According to Pereira (1991) writing has moved up in the scale of classroom priorities, partly because it provides the following advantages:

  1) Writing and thinking are closely connected. The process of writing enables students to explore a topic fully.

  2) Writing helps students to discover what they want to say. The writing process is creative. The students sit down to write with a definite idea in mind, but as they write, new ideas develop. 3) Writing reinforces grammar, idioms, and vocabularies that students have been working with in class.