Implementing Picture Sequences to Improve Students’ Ability in Writing Narrative Texts
| Main Author: | Yuli Astuti Hasanah; English Department, Faculty of Letters, State University of Malang. Advisors: (1) Dr. Johannes Ananto Prayogo, M.Pd, M.Ed, (2) Niamika El Khoiri, S.Pd, M.A |
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| Format: | PeerReviewed |
| Bahasa: | eng |
| Terbitan: |
, 2009
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| Subjects: | |
| Online Access: |
http://karya-ilmiah.um.ac.id/index.php/sastra-inggris/article/view/619 |
Daftar Isi:
- The writing ability of the second year students of SMP N 6 Malang was unsatisfactory. They were unable to express their ideas into writing and write in a good order. Picture sequences were proposed as an alternative strategy to solve the problems. The study was designed to improve students’ writing ability through implementing picture sequences. The objective of the study was to find out how picture sequences can be implemented to improve students’ writing ability. This study was a collaborative classroom action research, which consisted of three cycles, each of which consisted of four steps, namely: planning the action, acting on the plan, observing the action, and reflecting on the observation. The subjects of this study were 40 students of VII-I class of SMPN 6 Malang, in the academic year of 2007/2008. The instruments used to collect the data were the observation checklists, field notes, questionnaires and the students’ writings. The data from the observation and questionnaires were presented in the form of tables, while the data gained from the field notes and students’ writing were analyzed and reported descriptively. The result of this study showed that the picture sequences strategy was effectively improving the students’ writing ability. The improvement on the students’ writing ability could be seen from the result of the students’ writings which showed that they were able to express the ideas, tell the stories in a good order, and write the stories with the appropriate content, language use, and spelling. Moreover, the implementations of pictures sequences also brought positive students’ attitude during the teaching and learning process. They were happy and excited to have picture sequences. There were some procedures to be followed in implementing the picture sequences strategy. First, the students were introduced to the picture sequences. Second, they were asked to identify the aspects of stories and determine the objects of the stories based on the picture sequences. Third, they were asked to make the outline and develop the outline into a paragraph. Finally, they were asked to edit the stories in terms of the content, language use, and spelling. In addition, the students were taught the sentence structure, organization, vocabulary, punctuation and spelling. It is suggested that English teachers use picture sequences in teaching writing in order to make students get used to the writing activities. It is also suggested other researchers conduct similar studies with different skills, setting and more respondents for the improvement of the writing skills.