This document summarizes a thesis that studied using picture series to improve 10th grade students' ability to write narrative texts in Indonesian. The study found that using picture series was an effective technique as it improved students' motivation and helped them generate and organize their ideas. A control class that did not use picture series performed worse on writing tests than the experimental class that was taught with picture series. The thesis concluded that picture series is a useful technique for teaching writing and improving students' writing skills, especially for narrative texts.
The document discusses using abstract painting to enhance students' creativity in writing descriptive texts. It aims to investigate the benefits of using abstract painting in teaching descriptive writing and understand students' responses. The study examines whether abstract painting can improve students' creativity in writing descriptions and what students think about using it. The researcher hopes the study can contribute to language teaching, especially in writing instruction.
The document discusses a study that examines the effectiveness of using journal keeping to improve students' ability to write narrative texts. It takes place with first year students at SMAN 1 Tapung high school in Tapung, Indonesia. The study finds that most students struggle with developing ideas, organizing narratives, using appropriate vocabulary and tense. To address these issues, the study will introduce a journal keeping technique to the experimental class and compare results on a writing test between the experimental and control class using a t-test analysis. The goal is to determine if journal keeping significantly increases students' narrative writing ability.
This document introduces the background and scope of a study on improving students' narrative writing skills through the use of think-pair-share strategy. It notes that writing is difficult for Indonesian students due to limited vocabulary and grammar knowledge. Think-pair-share strategy involves students working in groups to discuss topics, then sharing ideas with the class. The study aims to determine if this strategy improves students' narrative writing achievement. It hopes to help students, teachers, and future research.
An Analysis Of Difficulties In Writing Essay At Second Grade Of Education Col...Cheryl Brown
This document summarizes key aspects of writing instruction for ESL students. It discusses the shift from a product-focused approach to a process-focused one. A process approach focuses on the stages of writing like prewriting, drafting, and revising rather than just the final product. It also emphasizes giving students time to write and rewrite. Additionally, the document outlines different writing genres and discusses the writing process as iterative involving planning, drafting, reviewing, and editing in various orders. Finally, it notes the importance of building a writing habit in students.
The document discusses the implementation of teaching recount writing in an eighth grade class at SMPN 8 Bandung. It begins with an introduction that establishes the importance of writing skills and defines recount text. It then describes the research methodology, which uses qualitative descriptive analysis involving documentation, observation, and interviews. The results of the study showed that teachers implemented recount writing instruction using methods like Audio Lingual, Direct Method, and Community Language Learning. Techniques included lesson planning, determining methods and materials, providing examples and exercises, and assessing student work. Students responded positively and found the lessons engaging and helpful for developing ideas and individual/group recount texts.
This document provides background information and context for a study on improving students' writing skills in descriptive paragraphs through the use of the PPP (Presentation, Practice, Production) technique. It notes that students at SMPN 3 Bangli have struggled with writing skills such as grammar, vocabulary, and generating ideas. The study aims to determine if the PPP technique can help enhance students' writing abilities when applied in the classroom over the course of an academic year. It defines key terms and concepts related to writing skills, descriptive paragraphs, and the PPP technique that will be used in the research.
The document describes an experiment using the Jeremiadic approach to teach English based on a short story. It involves 3 stages: text explanation, where students discuss the story; text examination, where they explore language skills and make connections to other knowledge; and text expectation, where they identify moral values from the story. Based on student feedback, the approach helped improve language skills and engage with course competencies by discussing, questioning, analyzing and applying values from the text. The author concludes the approach helped meet curriculum goals but more experiments are needed with different texts.
English Language Teaching Methodology (Review Literature: The Use of a Short ...Emeral Djunas
This document discusses using a short movie to teach writing descriptive text to 10th grade English students in Indonesia. It begins by explaining the importance of writing skills and descriptive text in the Indonesian curriculum. It then notes that students struggle with generating ideas, grammar, and structure when writing descriptions. The author proposes using a short movie to engage students and provide material to describe. Showing an entertaining movie can motivate students and make the classroom atmosphere more comfortable. Students would then practice the writing process - brainstorming, outlining, drafting, revising - to compose their own descriptive text about a character from the movie. The author believes this activity will help students improve their descriptive writing by giving them clear visual material to observe and describe.
The document discusses using abstract painting to enhance students' creativity in writing descriptive texts. It aims to investigate the benefits of using abstract painting in teaching descriptive writing and understand students' responses. The study examines whether abstract painting can improve students' creativity in writing descriptions and what students think about using it. The researcher hopes the study can contribute to language teaching, especially in writing instruction.
The document discusses a study that examines the effectiveness of using journal keeping to improve students' ability to write narrative texts. It takes place with first year students at SMAN 1 Tapung high school in Tapung, Indonesia. The study finds that most students struggle with developing ideas, organizing narratives, using appropriate vocabulary and tense. To address these issues, the study will introduce a journal keeping technique to the experimental class and compare results on a writing test between the experimental and control class using a t-test analysis. The goal is to determine if journal keeping significantly increases students' narrative writing ability.
This document introduces the background and scope of a study on improving students' narrative writing skills through the use of think-pair-share strategy. It notes that writing is difficult for Indonesian students due to limited vocabulary and grammar knowledge. Think-pair-share strategy involves students working in groups to discuss topics, then sharing ideas with the class. The study aims to determine if this strategy improves students' narrative writing achievement. It hopes to help students, teachers, and future research.
An Analysis Of Difficulties In Writing Essay At Second Grade Of Education Col...Cheryl Brown
This document summarizes key aspects of writing instruction for ESL students. It discusses the shift from a product-focused approach to a process-focused one. A process approach focuses on the stages of writing like prewriting, drafting, and revising rather than just the final product. It also emphasizes giving students time to write and rewrite. Additionally, the document outlines different writing genres and discusses the writing process as iterative involving planning, drafting, reviewing, and editing in various orders. Finally, it notes the importance of building a writing habit in students.
The document discusses the implementation of teaching recount writing in an eighth grade class at SMPN 8 Bandung. It begins with an introduction that establishes the importance of writing skills and defines recount text. It then describes the research methodology, which uses qualitative descriptive analysis involving documentation, observation, and interviews. The results of the study showed that teachers implemented recount writing instruction using methods like Audio Lingual, Direct Method, and Community Language Learning. Techniques included lesson planning, determining methods and materials, providing examples and exercises, and assessing student work. Students responded positively and found the lessons engaging and helpful for developing ideas and individual/group recount texts.
This document provides background information and context for a study on improving students' writing skills in descriptive paragraphs through the use of the PPP (Presentation, Practice, Production) technique. It notes that students at SMPN 3 Bangli have struggled with writing skills such as grammar, vocabulary, and generating ideas. The study aims to determine if the PPP technique can help enhance students' writing abilities when applied in the classroom over the course of an academic year. It defines key terms and concepts related to writing skills, descriptive paragraphs, and the PPP technique that will be used in the research.
The document describes an experiment using the Jeremiadic approach to teach English based on a short story. It involves 3 stages: text explanation, where students discuss the story; text examination, where they explore language skills and make connections to other knowledge; and text expectation, where they identify moral values from the story. Based on student feedback, the approach helped improve language skills and engage with course competencies by discussing, questioning, analyzing and applying values from the text. The author concludes the approach helped meet curriculum goals but more experiments are needed with different texts.
English Language Teaching Methodology (Review Literature: The Use of a Short ...Emeral Djunas
This document discusses using a short movie to teach writing descriptive text to 10th grade English students in Indonesia. It begins by explaining the importance of writing skills and descriptive text in the Indonesian curriculum. It then notes that students struggle with generating ideas, grammar, and structure when writing descriptions. The author proposes using a short movie to engage students and provide material to describe. Showing an entertaining movie can motivate students and make the classroom atmosphere more comfortable. Students would then practice the writing process - brainstorming, outlining, drafting, revising - to compose their own descriptive text about a character from the movie. The author believes this activity will help students improve their descriptive writing by giving them clear visual material to observe and describe.
Language Assessment Strategies(lesson 2)jessaboteros
The document provides information on assessing language skills. It discusses various assessment methods including selected responses, essays, performance assessments, and personal communication. These methods can be used to evaluate skills like writing, speaking, reading comprehension, and vocabulary. The document also explains that a language assessment scheme involves designing a structured approach using multiple methods to comprehensively measure an individual's language proficiency.
The Effect of Contextual Methods based on Time-Lapse Video and The Mastery of...AJHSSR Journal
ABSTRACT: The goal of the study was to determine the effect of contextual method based on time-lapse
video and mastery of diction to the ability to write poetry.The research method used was experimental method.
This research was conducted at a SeniorHighSchool in Kudus Regency. The sampling technique used was
cluster random sampling technique.The sample in this study was 68 students divided into two classes including
the experimental class of 34 students and the control class of 34 students. Data analysis techniques used twoway analysis of variance with 2x2 factorial design. The results showed that: (1) contextual method based on
time-lapse video has the effectiveness which is in the quite effective category that obtained 42,7805 or 42,78%
so, it has a significant influence on the skill to write poetry; (2) poetry writing skill of students who have high
diction mastery taught by time-lapse video-based contextual methods is better than students who are taught by
image media-based contextual methods.
KEYWORD:Contextual methods, learning media, mastery of diction, poetry writing skills
Student Skills Improvement Training powerpoint discussing: how to assess students’ prior knowledge in the English language arts classroom,
current research theories and techniques on skills that students need for a better understanding of literature and informational texts, and recommendations of skills students must improve in order to better understand literature and informational texts, and tools that can help nurture these skills.
The effect of retelling story in teaching speaking of second grade in vocatio...Okta Veza
This document summarizes a study on the effect of retelling stories to improve speaking skills among second grade students at a vocational school in Batam, Indonesia. The study involved 60 students divided into an experimental and control group. Both groups were given pre- and post-tests to measure their speaking skills before and after the experimental group received lessons involving retelling short stories. The results found that retelling stories had a significant positive effect on students' speaking abilities, as measured by improvements in pronunciation, fluency, and vocabulary from the pre- to post-test.
These slides deals with another primary skill in linguistics. Why we write and what is purpose of writing..What are the process in which people write. and how we analyse it...and most importantly what are the types in writing and their exercises.
This document summarizes a student research paper on classroom techniques used by teachers to develop students' English writing skills. The paper studied techniques used at SMP Muhammadiyah 1 Surakarta in Indonesia. Some key techniques identified included writing based on pictures, templates, dictation, topics and rearranging jumbled words/sentences. The study found these techniques helped engage students and make the writing process more active and creative. It also examined the teacher's role in controlling, organizing and modeling lessons, as well as students' roles in planning, collaborating, tutoring and self-monitoring their progress. The conclusion was that using a variety of these techniques can effectively improve students' English writing ability.
This document discusses approaches to teaching writing and provides guidance on writing competence. It outlines the controlled approach, process approach, and genre approach to teaching writing. It emphasizes that writing is a complex recursive process involving skills like paraphrasing, word choice, structure, and developing arguments. The document also differentiates between novice and experienced writers' thinking processes. It provides strategies to enhance second language writing competence, such as focusing on purpose and audience rather than just accuracy.
This document discusses productive skills, specifically speaking and writing, in language learning. It defines productive skills as skills that allow students to practice real-life language use. The document outlines various approaches and activities for teaching speaking, such as role plays, brainstorming, and interviews. It also discusses the importance of teaching writing and defines writing. The document then describes aspects of effective writing like grammar, vocabulary and punctuation. It provides examples of writing activities like letters, diaries and essays. Finally, it discusses product-oriented and process-oriented approaches to teaching writing.
The document summarizes a research paper that investigates the effect of picture media on the writing ability of grade 8 students. It includes an introduction outlining the problem, literature review on previous related studies, and methodology describing the research design, participants, and instruments. The study employed a qualitative design and analyzed 15 students' writing samples in response to three sets of picture prompts using a rubric to determine their level of grammar accuracy and paragraph organization. The findings revealed that picture media improved students' writing abilities in these areas from the first to third task.
The document discusses a study on students' ability to write descriptive texts based on their generic structure. The researchers analyzed samples of descriptive writing from 33 tenth-grade vocational students. They found that 45% of students wrote descriptive texts, while 55% wrote report texts, showing confusion between the genres. Of the descriptive texts, 30% were well-organized following the generic structure of identification and description, while 15% were not well structured. Most students' writing ability could be improved, as many struggled with properly applying the generic structure of descriptive texts.
02 b artikel thesis teguh qi s2 ing uns 2013 pustakateguh.qi
This document describes a study that examines the effectiveness of the Quantum method versus the Direct Instruction method in teaching writing skills to 8th grade students. It also looks at how students' creativity levels affect their writing abilities. The study used a 2x2 factorial design to analyze the effects of teaching method and creativity on writing skills. Results showed that the Quantum method was more effective at improving writing skills compared to Direct Instruction. Students with high creativity also had better writing skills than those with low creativity. Additionally, an interaction was found between teaching method and creativity in influencing writing performance.
This document provides background information on a study that examines the effectiveness of using mind mapping strategy to improve students' understanding of analytical exposition texts. It discusses how mind mapping may help students better analyze texts by separating out specific parts. The study aims to determine students' understanding of analytical exposition texts through both conventional teaching methods and mind mapping strategy. It uses an experimental research design with pre- and post-tests to collect data and measure the dependent variable of students' text comprehension scores. The hypothesis is that mind mapping will be an effective technique for facilitating understanding of analytical exposition texts.
This document outlines six rules for teaching grammar: context, use, economy, relevance, nurture, and appropriacy. It discusses each rule in detail, providing explanations for why each rule is important, what each rule entails, and examples of how to apply each rule when teaching grammar. The overall message is that grammar should be taught in a meaningful, engaging context to facilitate language acquisition and use, rather than just memorization of rules. Students learn best when grammar concepts are relevant to their lives and more time is spent practicing application of the concepts.
This document proposes a research study that will examine the effectiveness of using mind mapping strategy to improve students' understanding of analytical exposition texts. The study will involve two groups of 11th grade students in Purwodadi, with the experimental group receiving instruction using mind mapping and the control group receiving conventional instruction. The researcher develops research questions, objectives, and hypotheses to determine if mind mapping facilitates better understanding compared to conventional teaching methods. Data will be collected through tests of students' text comprehension and analyzed using statistical analysis to evaluate if mind mapping is an effective strategy.
The objectives of this research were to find out: 1) whether or not Think-Pair-Share Technique is effective in improving students’ speaking ability of eighth grade students of SMPN 4 Panca Rijang and 2) whether or not the Eighth grade students of SMPN 4 Panca Rijang are interested in learning speaking English through Think-Pair-Share technique. This research applied quasi-experimental design. The population of this research was three classes of Eighth grade students of SMPN 4 Panca Rijang academic year 2014/2015 with the total population were 69 students. The sample of this research were VIII.1 (23 students) as the experimental group and VIII.3 (23 students) as the control group. This sample was taken by cluster sampling technique. The researcher applied Think-Pair-Share technique in the experimental group and conventional way in control group. This research applied two kinds of instruments were speaking test and questionnaire. Speaking test was used to obtain data of the students’ speaking ability and questionnaire was used to know the students’ interest in learning speaking English through Think-Pair-Share technique. The researcher found that there was a significant difference between achievement of the students who applied Think-Pair-Share technique and who did not applied Think-Pair-Share technique in speaking. It was proved by t-test of post-test (2.206) was higher than t-table (2.021), for α = 0.05 and df = (44) and by the mean score of post-test in experimental group (68.57) was better than mean score of post-test in control group (56.35). And the researcher also found that the Eighth grade students of SMPN 4 Panca Rijang were interested in learning speaking English through Think-Pair-Share technique. It was proved by there were 22 students (95.7%) were interested in speaking English through Think-Pair-Share technique and the mean score of questionnaire was 83.22 and it included in interested category. Based on the data analysis, the researcher concluded that: 1) Think-Pair-Share Technique is effective in improving students’ speaking ability and 2) Eighth grade students of SMPN 4 Panca Rijang are interested in learning speaking English through Think-Pair-Share technique.
I Need Someone To Write My Essay - UK Essay WritingCourtney Esco
This portfolio focuses on analyzing various aspects of media content and how audiences engage with media. It includes sections on communication and semiotics in media, textual analysis of newspapers, narrative analysis of drama series, visual literacy, language and discourse in media. The portfolio aims to understand how signs, narratives, images and language shape audience interpretation and experience of media content.
Do Urgent Essay Writing ,Research Writing ,Summary And Report WritiCourtney Esco
This document provides instructions for students to get essay writing help from HelpWriting.net. It outlines a 5-step process:
1. Create an account with a password and email.
2. Complete a 10-minute order form providing instructions, sources, deadline and sample work.
3. Review bids from writers and choose one based on qualifications. Place a deposit to start.
4. Ensure the paper meets expectations and authorize final payment if pleased. Free revisions are allowed.
5. Multiple revisions can be requested to ensure satisfaction. HelpWriting.net guarantees original, high-quality content or a full refund.
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Language Assessment Strategies(lesson 2)jessaboteros
The document provides information on assessing language skills. It discusses various assessment methods including selected responses, essays, performance assessments, and personal communication. These methods can be used to evaluate skills like writing, speaking, reading comprehension, and vocabulary. The document also explains that a language assessment scheme involves designing a structured approach using multiple methods to comprehensively measure an individual's language proficiency.
The Effect of Contextual Methods based on Time-Lapse Video and The Mastery of...AJHSSR Journal
ABSTRACT: The goal of the study was to determine the effect of contextual method based on time-lapse
video and mastery of diction to the ability to write poetry.The research method used was experimental method.
This research was conducted at a SeniorHighSchool in Kudus Regency. The sampling technique used was
cluster random sampling technique.The sample in this study was 68 students divided into two classes including
the experimental class of 34 students and the control class of 34 students. Data analysis techniques used twoway analysis of variance with 2x2 factorial design. The results showed that: (1) contextual method based on
time-lapse video has the effectiveness which is in the quite effective category that obtained 42,7805 or 42,78%
so, it has a significant influence on the skill to write poetry; (2) poetry writing skill of students who have high
diction mastery taught by time-lapse video-based contextual methods is better than students who are taught by
image media-based contextual methods.
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Student Skills Improvement Training powerpoint discussing: how to assess students’ prior knowledge in the English language arts classroom,
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The effect of retelling story in teaching speaking of second grade in vocatio...Okta Veza
This document summarizes a study on the effect of retelling stories to improve speaking skills among second grade students at a vocational school in Batam, Indonesia. The study involved 60 students divided into an experimental and control group. Both groups were given pre- and post-tests to measure their speaking skills before and after the experimental group received lessons involving retelling short stories. The results found that retelling stories had a significant positive effect on students' speaking abilities, as measured by improvements in pronunciation, fluency, and vocabulary from the pre- to post-test.
These slides deals with another primary skill in linguistics. Why we write and what is purpose of writing..What are the process in which people write. and how we analyse it...and most importantly what are the types in writing and their exercises.
This document summarizes a student research paper on classroom techniques used by teachers to develop students' English writing skills. The paper studied techniques used at SMP Muhammadiyah 1 Surakarta in Indonesia. Some key techniques identified included writing based on pictures, templates, dictation, topics and rearranging jumbled words/sentences. The study found these techniques helped engage students and make the writing process more active and creative. It also examined the teacher's role in controlling, organizing and modeling lessons, as well as students' roles in planning, collaborating, tutoring and self-monitoring their progress. The conclusion was that using a variety of these techniques can effectively improve students' English writing ability.
This document discusses approaches to teaching writing and provides guidance on writing competence. It outlines the controlled approach, process approach, and genre approach to teaching writing. It emphasizes that writing is a complex recursive process involving skills like paraphrasing, word choice, structure, and developing arguments. The document also differentiates between novice and experienced writers' thinking processes. It provides strategies to enhance second language writing competence, such as focusing on purpose and audience rather than just accuracy.
This document discusses productive skills, specifically speaking and writing, in language learning. It defines productive skills as skills that allow students to practice real-life language use. The document outlines various approaches and activities for teaching speaking, such as role plays, brainstorming, and interviews. It also discusses the importance of teaching writing and defines writing. The document then describes aspects of effective writing like grammar, vocabulary and punctuation. It provides examples of writing activities like letters, diaries and essays. Finally, it discusses product-oriented and process-oriented approaches to teaching writing.
The document summarizes a research paper that investigates the effect of picture media on the writing ability of grade 8 students. It includes an introduction outlining the problem, literature review on previous related studies, and methodology describing the research design, participants, and instruments. The study employed a qualitative design and analyzed 15 students' writing samples in response to three sets of picture prompts using a rubric to determine their level of grammar accuracy and paragraph organization. The findings revealed that picture media improved students' writing abilities in these areas from the first to third task.
The document discusses a study on students' ability to write descriptive texts based on their generic structure. The researchers analyzed samples of descriptive writing from 33 tenth-grade vocational students. They found that 45% of students wrote descriptive texts, while 55% wrote report texts, showing confusion between the genres. Of the descriptive texts, 30% were well-organized following the generic structure of identification and description, while 15% were not well structured. Most students' writing ability could be improved, as many struggled with properly applying the generic structure of descriptive texts.
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This document describes a study that examines the effectiveness of the Quantum method versus the Direct Instruction method in teaching writing skills to 8th grade students. It also looks at how students' creativity levels affect their writing abilities. The study used a 2x2 factorial design to analyze the effects of teaching method and creativity on writing skills. Results showed that the Quantum method was more effective at improving writing skills compared to Direct Instruction. Students with high creativity also had better writing skills than those with low creativity. Additionally, an interaction was found between teaching method and creativity in influencing writing performance.
This document provides background information on a study that examines the effectiveness of using mind mapping strategy to improve students' understanding of analytical exposition texts. It discusses how mind mapping may help students better analyze texts by separating out specific parts. The study aims to determine students' understanding of analytical exposition texts through both conventional teaching methods and mind mapping strategy. It uses an experimental research design with pre- and post-tests to collect data and measure the dependent variable of students' text comprehension scores. The hypothesis is that mind mapping will be an effective technique for facilitating understanding of analytical exposition texts.
This document outlines six rules for teaching grammar: context, use, economy, relevance, nurture, and appropriacy. It discusses each rule in detail, providing explanations for why each rule is important, what each rule entails, and examples of how to apply each rule when teaching grammar. The overall message is that grammar should be taught in a meaningful, engaging context to facilitate language acquisition and use, rather than just memorization of rules. Students learn best when grammar concepts are relevant to their lives and more time is spent practicing application of the concepts.
This document proposes a research study that will examine the effectiveness of using mind mapping strategy to improve students' understanding of analytical exposition texts. The study will involve two groups of 11th grade students in Purwodadi, with the experimental group receiving instruction using mind mapping and the control group receiving conventional instruction. The researcher develops research questions, objectives, and hypotheses to determine if mind mapping facilitates better understanding compared to conventional teaching methods. Data will be collected through tests of students' text comprehension and analyzed using statistical analysis to evaluate if mind mapping is an effective strategy.
The objectives of this research were to find out: 1) whether or not Think-Pair-Share Technique is effective in improving students’ speaking ability of eighth grade students of SMPN 4 Panca Rijang and 2) whether or not the Eighth grade students of SMPN 4 Panca Rijang are interested in learning speaking English through Think-Pair-Share technique. This research applied quasi-experimental design. The population of this research was three classes of Eighth grade students of SMPN 4 Panca Rijang academic year 2014/2015 with the total population were 69 students. The sample of this research were VIII.1 (23 students) as the experimental group and VIII.3 (23 students) as the control group. This sample was taken by cluster sampling technique. The researcher applied Think-Pair-Share technique in the experimental group and conventional way in control group. This research applied two kinds of instruments were speaking test and questionnaire. Speaking test was used to obtain data of the students’ speaking ability and questionnaire was used to know the students’ interest in learning speaking English through Think-Pair-Share technique. The researcher found that there was a significant difference between achievement of the students who applied Think-Pair-Share technique and who did not applied Think-Pair-Share technique in speaking. It was proved by t-test of post-test (2.206) was higher than t-table (2.021), for α = 0.05 and df = (44) and by the mean score of post-test in experimental group (68.57) was better than mean score of post-test in control group (56.35). And the researcher also found that the Eighth grade students of SMPN 4 Panca Rijang were interested in learning speaking English through Think-Pair-Share technique. It was proved by there were 22 students (95.7%) were interested in speaking English through Think-Pair-Share technique and the mean score of questionnaire was 83.22 and it included in interested category. Based on the data analysis, the researcher concluded that: 1) Think-Pair-Share Technique is effective in improving students’ speaking ability and 2) Eighth grade students of SMPN 4 Panca Rijang are interested in learning speaking English through Think-Pair-Share technique.
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This portfolio focuses on analyzing various aspects of media content and how audiences engage with media. It includes sections on communication and semiotics in media, textual analysis of newspapers, narrative analysis of drama series, visual literacy, language and discourse in media. The portfolio aims to understand how signs, narratives, images and language shape audience interpretation and experience of media content.
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3. Review bids from writers and choose one based on qualifications. Place a deposit to start.
4. Ensure the paper meets expectations and authorize final payment if pleased. Free revisions are allowed.
5. Multiple revisions can be requested to ensure satisfaction. HelpWriting.net guarantees original, high-quality content or a full refund.
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Terrell Davis was an influential running back for the Denver Broncos. He was born in 1972 in San Diego and came from a large family. Davis had many accomplishments playing for the Broncos, including scoring many touchdowns which drew cheers from crowds. He is now enshrined in the football Hall of Fame for his significant contributions to the sport.
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Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
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Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
An Experimental Study On The Use Of Picture Series In Teaching Writing
1. “AN EXPERIMENTAL STUDY ON THE USE OF PICTURE SERIES IN
TEACHING WRITING NARRATIVE TEXT AT THE TENTH GRADE
STUDENTS OF SMA NEGERI 2 BANJARBARU”
Linda Litasari
Program Studi Pendidikan Bahasa Inggris
FKIP Universitas Lambung Mangkurat
Abstract: Based on previous research, Sarinten (2010) in her thesis titled
Improving Students’ Skill in Writing Narrative Text Through Picture Series (An
Action Research at the Eighth Grade of SMP Negeri 1 Cawas, Klaten in the Academic
Year of 2009/2010), she said that picture series can improve the students’ attention
and motivation in writing lesson, therefore researcher is interested to find out whether
the picture series can improve the skill of the tenth grade students’ of SMA Negeri 2
Banjarbaru in writing narrative text. This research uses quasi experimental method.
The instruments used in collecting data are test and observation. The sample of this
research are X6 students as experimental class and X8 students as control class. The
result of this research shows that the use of picture series in teaching writing has
improved the students’ student’s ability in writing narrative text. This is also proven
through the calculation of t-test. Since t-test result from both result of pre-test and
post-test is higher than t-table, it means picture series has given some effects in
improving the students’ ability in writing narrative text at the tenth grade students of
SMA Negeri 2 Banjarbaru.Based on the research, it is concluded that picture series is
a useful technique to use to improve the students’ achievement in writing skill,
especially in writing narrative text, since the students’ achievement increase after
they are taught by using this technique. Therefore, it is suggested that the teacher to
continue to use picture series in the next lesson.
Keywords: Picture series, Narrative text, Writing
Background of the Study
In learning English, there are
four language skills that should be
learnt, they are listening, reading,
speaking, and writing. Listening and
reading belong to receptive skills in
which the language users require the
ability to receive spoken and written
language, while speaking and writing
belong to productive skills in which the
language users require the ability to
produce language both spoken and
written (Harmer, 1983: 44). Based on
curriculum KTSP, all skills in teaching
and learning English that are integrated
each other must be learnt and taught by
both students and teacher, including
writing skill.
Writing is one of the skills that
are learnt in the English class. In
writing class we often find the students
who can not write an English
2. composition spontaniously or easily,
they might get struggle when they
write, they might be have some
difficulties in making a good sentence,
they might have a trouble with the right
sentence structure and the good word
order.
One of the kinds of the text of
writing that is taught in senior high
school is narrative text. As the tenth
grade English teacher in SMA Negeri 2
Banjarbaru said that the tenth grade
students in this school still get struggle
when they are asked to write a
narrative text, it can be seen in the text
that the students produced, they can not
write the text in the correct sentence
structure, they can not write in the
correct word order. The biggest
problem is the students can not arrange
the text based on the correct generic
structure.
Based on the case above, a
certain technique is needed to help or
to motivate the students they write an
English composition, therefore the
students are expected to be able to
write a good composition, especially in
narrative text. Therefore, researcher
purposed picture series to be applied in
SMA Negeri 2 Banjarbaru, teacher can
use this technique while teaching and
learning process, picture series can be
used to visualize the students’ idea to
be written, therefore writing lesson
becomes easier. It is also supported by
Sarinten (2010) statement in her thesis
titled Improving Students’ Skill in
Writing Narrative Text Through
Picture Series (An Action Research at
the Eighth Grade of SMP Negeri 1
Cawas, Klaten in the Academic Year of
2009/2010), she said that picture series
as teaching media improves the
students’ interest and motivation in
writing narrative text.
In senior high school syllabus,
the students are expected to be able to
express the meaning in short functional
text in a formal and informal language,
correctly and acceptable in daily life
context. When they are writing a
narrative text they are expected to use
the accurate grammar, vocabulary,
punctuation, and spelling, then they are
expected to be able to produce a good
narrative text in order to reach the
objectives.
To teach writing successfully
and to reach the objectives, the teacher
should be able to teach by using certain
techniques, as Raimes (1983)
mentioned that there are 8 (eight)
techniques of teaching writing, they are
3. teaching writing by using picture
series, teaching writing by planning the
class, teching writing by using
readings, teaching writing by using all
language skills, teaching writing by
using practical writing, teaching
writing by using controlled writing,
teaching writing by using teaching
organization, and teaching writing by
responding to students’ writing.
In this thesis, the researcher
purposed to use picture series as the
technique in teaching narrative text.
This is as Sarinten (2010) statement in
her thesis titled Improving Students’
Skill in Writing Narrative Text Through
Picture Series (An Action Research at
the Eighth Grade of SMP Negeri 1
Cawas, Klaten in the Academic Year of
2009/2010), she said that picture series
as teaching media improves the
students’ interest and motivation in
writing narrative text.
The Definition of Writing
Brown (2001: 335) explained
that writing is the representation of
spoken language, written language is
almost same with spoken language, the
difference is the performance of written
language is conveyed in graphichal.
Besides Brown also mentioned that
written products are the result of
thinking, drafting, and revising
procedures, specialized skills is
required in written laguage, and that
not every speaker develops naturally.
The conclusion based on
statements above that writing is a
process of expressing the idea into a
written form, and it needs specialized
skills that not every students can
develop it naturally, it needs the
teacher who is able to motivate and
encourage the students to develop their
writing skills, and they are expected to
be able to develop their writing skills
and make a good composition.
Characteristics of Written Language
There are 7 (seven)
characteristics of written language;
based on Brown (2001:341-342), they
are:
1. Permanence: Written language
should have the power to correcting
the text, to clarify, and to withdraw,
therefore the teacher is expected to
be able to guide, to facilitate, and
help the students to revise and
refine their work, thus the students
feel confidence when they write.
2. Production time: The efficient time
in writing process, the goal is to
4. train the students to make the best
posible use of limitation time.
3. Distance: The students perspective;
general knowledge, cultural and
literary schemata, and specific
subject matter knowledge about
what they write.
4. 4. Orthography: The differences
between our native language with
English.
5. Complexity:
1. How to remove redudancy.
2. How combine sentence.
3. How to make references.
4. How to create syntactical and
lexical variety.
6. Vocabulary: The students’ mastery
of vocabulary.
7. Formality: The students have to
learn how to describe, explain,
compare, contrast, illustrate,
defend, criticize, and argue.
Teaching Writing
Harmer (1998: 261-262) stated
the teacher not only needs to deploy
some or all of the usual roles when they
ask students to write, but also they
should have the ones of these
important roles when they are teaching
writing, the roles are: motivator,
resource, and feedback provider.
Based on Harmer, when teaching
writing teachers are expected to act as:
1. Motivator: teacher will be able to
motivate the students, create the
right conditions for the generation of
ideas, persuade them of the
usefulness of the activity, and
encourage them to make as much
effort as possible for maximum
benefit. And also help them to
generate their idea.
2. Resource: teacher should be ready to
suply information and language
where necessary. Teachers need to
tell the students that they are
available and be prepared to look the
students’ work as it progress, offer
advice and suggestions in a
constructive and tactful way.
3. Feedback provider: teachers should
respond positively and
encouragingly to the content of what
students have written.
Narrative Text
The definition of narrative text:
Rebecca (2003) defined a narrative text
is a text which relates a series of
logically, and chronologically related
events that are caused or experienced
by factors. It is a kind of text to amuse,
entertain, and to deal the readers with
5. actual or vicarious experience in
different ways.
The generic structure of
narrative text: Anderson, M. &
Anderson, K. (2003) explained 3
(three) steps in constructing a narrative
text. They are orientation,
complication, and resolution.
1. Orientation, the writer tells the
audience who is in the story, when
it is happening, where it is
happening, and what is happening.
2. Complication, the writer tells about
something that will begin a chain of
events.
3. Resolution is the ending of the
story, it shows how the characters
deal with the problem.
Pictures Series and the Use of
Pictures in Teaching Learning
Process
The following is the general
strategies for using any pictures
according to Rimes:
1. Whole-class discussion which then
leads to writing, can be generated by
many types of pictures.
2. To provide a student audience for
the student writers, give a half the
class one picture, and the other half
another.
3. With students working in pairs or
small group, give each student of
pair or each group a different
pictures to work with, it can make
teacher frees of obtaining class sets
of pictures, and also provides
students with a real communicative
task. When the students have the
only copy of a picture, they should
be able to inform the rest of the class
about it.
4. Real communicative tasks can be
developed by using in the classroom
pictures that the students themselves
provide. The advantages are: the
teacher can relieved of the task of
finding a picture and the students
have something to write about in the
classroom. The other advantage is
students can be asked to provide
their own favourite picture, they can
choose the picture that they like,
therefore, they will be interested to
participate the lesson.
5. Teacher can ask the students to use
their imagination to visualize what
happened just before the moment in
the picture and what will happen
next, it will be easier for the student
to predict the event that might be
happened when they see it in the
6. picture, they will be able to express
write their idea easily.
Based on the explanation above,
researcher can conclude that the
students still have some difficulties,
problems, and they often get struggle to
convey their idea when they are writing
a narrative text, it is because they have
poor vocabulary, can not put the
sentences in a correct order, and can
not convey the idea in past tense form
easily.
As the teacher we are expected
to able to help, to guide and to
encourage the student in certain
technique, when teaching writing
teacher should be able to act as
motivator, resource, and feedback
provider, and the students are expected
to be able to make a good composition.
The technique that is used in this
reasearch is picture series, because the
picture is attractive for the students,
besides it can povide students’
attention when they are asked to write
narrative text. Therefore, after
treatment using this technique the
students are expected to be able to
write a narrative text correctly.
Methodology of the Research
Research Design
Fraenkel and Wallen (2006:
267) stated that experimental research
is the most powerful research
methodologies that reseachers can use.
Of the many types of research that
might be used, experimental is the best
way to establish cause-and-effect
relathionships among variables.
Experimental research is the
research which is the researcher
decides the nature of treatment; (that is,
what is going to happen to the subject
of the study), to whom it is to be
applied, and to what extent. Fraenkel
and Wallen (2006)
The researcher decide what is
suitable the treatment that will be used
in the research, researcher have also
decide the subject and the purpose of
the research. As the treatment in this
research the students of experimental
class were asked to practice writing
narrative text using picture series, but
the students of control class did not
give a treatment, for the treatment they
were asked to write narrative text
without using picture series. The
subject of this research is the tenth
grade students of SMA Negeri 2
Banjarbaru, the students of X6 class as
7. experimental class and X8 class as
control class, each class is consisting of
28 students. This research is conducted
to find whether using picture series can
improve the students’ skill in writing
narrative text.
Based on the statement above,
the researcher will conduct a quasi
experimental research, because the
researcher will find out whether using
picture series can improve students’
skill of writing a narrative text or not.
The procedures of the
experiment that are used are:
1. Pre-test
In the first meeting pre-test will be
done to measure students’ writing
skill. In the pre-test, both of control
class and experimental class
students was asked to write a
narrative task without using picture
series. The pre-test is in written
form.
2. Treatment
For the treatment, the teacher asked
the students to practice writing
narrative text using picture series, in
each class this treatment given three
times in every class meeting. Each
meeting teacher used different
narrative story and different picture.
- In the control class students
wrote a narrative text without
picture series.
- In the experimental class students
wrote a narrative text using
picture series.
3. Post-test
After treatment, the researcher will
give the post-test in the last meeting.
The test was similar with the pre-
test. The post-test will be done after
the treatment given to the students to
practice writing a narrative text
using picture series in the class.
In the post test students will be
asked to write a similar story that have
been done in the pre-test, but in the
post-test teacher asked the students to
write narrative text the using picture
series.
The researcher will find out if
there any improvement in students’
skill of writing narrative text after they
practice writing using picture series. To
analyze the each result of the
experiment, both the experimental and
the control class, researcher used the
formula below:
t =
8. Research Findings and Discussion
Findings
The research is begun by
conducting a pre test to the students.
The pre-test was done to find out
whether using picture series can
improve the students’ ability in writing
narrative text or not. In this research
researcher used quasi experimental
research, therefore researcher needed to
do the pre-test, treatment and post-test
to get the data to conduct this research,
to get the data resarcher asked the
teacher of the class to teach using
picture series in experimental class.
Findings on the Pre-Test
In the pre-test the students asked
to write the narrative text without using
picture series, and the story was
Pinocchio. First, the teacher stimulated
the students’ background knowledge
about narrative text. Then, the teacher
introduced the topic or the material to
learn and asked the students to write
narrative text based on the topic. In this
stage students wrote the narrative text
without picture series to know the
students’ ability in writing narrative
text before the treatment.
The researcher found out the
mean of the data of pre-test with the
formula:
Md =
Md = 1960
28
= 70
After the data are analyzed, from
the table above it shows that the mean
of the control class is 70, the highest
score 16 and the mark is 8; the lowest
score is 6 and the mark is 3. There is 1
students got the highest score and there
are 4 of 28 students got the lowest
score. Based on the result of the pre-
test above, the students’ ability in
writing narrative text is good, because
the mean of the pre-test in control class
is 70, there was only 1 student got
higher score and 4 students of 28
students got the lowest score.
The mean of the pre-test result is
calculated with the formula:
Md =
Md = 1590
28
= 56.78
After the data are analyzed, it
shows that the mean of the
experimental class is 56.78, the highest
score is 17 and the mark is 8,5; the
9. lowest score is 8 and the mark is 4.
There is 1 students got the highest
score and 20 of 28 students got the
lowest score. Based on the result of the
pre-test above, the students’ ability in
writing narrative text is poor and worse
than the Control class, because the
mean of the pre-test in Experimental
class is 56.78, there was only 1 student
got higher score and 20 students of 28
students got the lowest score than the
control class.
Based on the pre-test result of
each class, it can be seen that the mean
of the students’ score is 70 in the
control class an 56.78 in the
experimantal class. It shows the
differences of each class of the
students’ ability in writing narrative
text. It show that the control class
students’ ability in writing narrative
text is good, because the mean of the
pre-test in control class is 70, and the
experimental class students’ ability in
writing narrative text is poor and worse
than the Control class, because the
mean of the pre-test in Experimental
class is 56.78. Then, researcher
analyzed the post-test result in
experimental class to find out whether
picture series can improve the students’
ability in writing narrative text.
Findings on the Post-Test
The post-test is conducted in
order to find whether using picture
series can improve the students’ ability
in writing narrative text. The result of
post-test is more satisfying than the
pre-test result because most of the
students show the improvement in
writing narrative text after they were
given treatment using picture series.
They show very significant changes in
their skill in writing narrative text after
they got treatment using picture series
as technique in teaching writing
The final result shows that the
score of t-test is 1504,76, and the
percentage of the significant of the
post-test in experimental class is 99%.
After the result of t-test is found then
compare it with t-table. Since the
subject of the test is 28 and find the
result for 28 subject in the t-table.
Having analyzed the data of pre- test
and post-test by using t-test formula,
the result shows that the coefficient is
0.36313. From the result of calculation,
it is obtained the value of the t-
observation (to) 1504,76 is the degree
of freedom (df) is 27 (obtained from N-
1) = (28-1= 27). The researcher used
the degree of significance of 5% and
1%. In the table of significance, it can
10. be seen that on the degree of freedom
27 and on the degree of significance of
5% and 1%, the value of degrees of
significance are 2.055 and 2.77. If the
to (test observation) compared with
each value of degrees of significance,
the result is 2.055 < 1504,76 > 2.77. It
means that the t-test higher than t-table.
Because of the t-test result more than
the t-table result means that the using
picture series in teaching writing has
improved students’ achievement in
writing narrative text
Besides, researcher also
interviewed the students and the
teacher about the picture
Findings on the Observation
While the teaching learning
process, the researcher did the
observation. The observation done to
find out the teacher and students’
performance while teaching and
learning process happening. Researcher
observed the teching and learning
activities based on te lesson plan.
Besides, researcher also
interviewed the students and the
teacher about the picture series.
Researcher interviewed the
experimental class students to know
their opinion about learning English
using picture series, and researcher
interviewed teacher to know her
opinion about teaching English using
picture series.
The result of the observation are
from 28 students of the experimental
class there are 7 students said that
learning English is difficult, and they
said that they are have some difficulties
in writing narrative text, the rest of the
students said that they like studying
English and they said that they do not
find too much difficulties in learning
English, but they are still have some
problems in writing narrative text.
Most of the students said that using
picture series make them more
interested in learning English, in this
case when writing narrative text, they
said that picture series made them
easier to write because they can look at
the series of the picture therefore they
can convey their idea more easily. And
they agree to use picture series in the
next lessons.
The teacher opinion about
teaching using picture series is since
she became a teacher 4 years ago in
this school she never taught using
picture series, she said she has some
difficulties in teaching writing skill, she
said that picture series made the student
11. more easily and more organized in
writing narrative text and made her
more easily in teaching writing
narrative text. She said that picture
series improved the students’ ability in
writing narrative text. She also agreed
if using picture series to teach the next
lessons.
Research Discussion
Based on the test results, it
shows that after teaching learning
process by using picture series as the
technique in teaching narrative text can
increase the students’ score. The using
of simulation can improve the students’
achievement in writing narrative text. It
can be seen from the mean of the pre-
test is 6000 while the mean of the post
test is 21.300. It means that the
classroom average results increased.
The picture series provided students
attention while they are asked to write
a narrative text, picture series made
them more interested in learning
English, picture series made them
easier to write because they can look at
the picture therefore they can convey
their idea more easily
Besides, the results of pre test
and post test, the improvement also
proven by using formula t-test. It
shows that the result is 2.055 < 1504,76
> 2.77. It means that the t-test higher
than t-table. Because of the t-test result
more than t-table result means that
using picture series in teaching
narrative text gives an effect in
improving students’ achievement in
writing narrative text.
Regarding the previous data
analysis, the researcher can take a
conclusion that picture series gives
effects to improve the students’
achievement in writing narrative text.
Before the technique was applied, the
students seemed to be not interested in
writing lesson, after the technique was
applied the students were interested in
writing lesson, picture series made
them easier to write because they can
look at the series of the picture, they
enjoy writing because they look at the
colorful picture, therefore they can
convey their idea more easily.
After the picture was applied in
the classroom, the students are focus
and participate actively the writing
lesson while teaching-learning activity
was happening, the picture helped to
increase students’ attention when they
are asked to write a narrative text,
therefore they enjoyed the lesson.
Picture series helped the students to
12. visualize what happened and what will
happen next in the picture, it made
them easier to predict the event that
might be happened when they see it in
the picture, therefore, they were able to
express their idea easily. They also
produce the well-organized narrative
text, they can write and convey their
idea more easily, they can write with
the accurate diction, punctuation and
spelling, they can write in a correct
generic structure of the text, they can
use the past tense correctly
Conclusions
Based on research in SMA
Negeri 2 Banjarbaru, the appearance of
picture series as a technique in teaching
writing narrative text has improved the
students’ writing ability in writing
narrative text of tenth grade students of
SMA Negeri 2 Banjarbaru especially
the students in X6 class as the
experimental class. Therefore, the
researcher can coclude that:
1. The appearance of picture series as
a technique in teaching writing
narrative text has improved the
students’ writing ability in writing
narrative text, it can be seen in the
differences from their result in pre-
test and post-test mean in control
class, which the mean of the pre-
test is 56.78 while the mean of the
post-test improved up to 76.42. The
score improvement also can be seen
in the result of experimental class
which the mean of pre-test score is
56.78, and post-test score is 72.14.
This is also proven through the t-
test calculation, since t-test result
from both result of pre-test and
post-test in experimental class is
higher than t-table, it means that
picture series as the one of the
techniques in teaching can improve
the tenth grade students’s skill of
SMA Negeri 2 Banjarbaru in
writing narrative text.
2. Using picture series had effects in
improving students’ skill in writing
narrative text. Besides, using
picture series in teaching writing
has improved the students’ writing
ability in writing narrative text,
since the students’ achievement
increase after they were taught by
using picture series, it increased
students attention while they are
asked to write a narrative text, the
students were focus to participate
the writing lesson while teaching-
learning activity was happening.
13. Suggestions
In teaching and learning process
teacher should be able to make the
activity of teaching-learning becomes
enjoyable and fun, therefore, the
students have a high motivation in
learning. The teacher should be able to
use various techniques in teaching-
learning process.
Regarding to the teaching
writing narrative text by using picture
series and based on the general
conclusion of the research, the
researcher suggests:
1. The teacher can use picture series
as one of technique in teaching
writing since it is proved that this
technique can improve the students’
ability, especially in writing
narrative text. Before using the
picture series to the students in
teaching-learning process, the
teacher should make sure that the
students have understood and have
enough vocabulary and information
to write narrative text.
2. The teacher should try to use
picture series which suitable with
the material or genre of text in the
next teaching-learning process,
therefore, the students can produce
the well-organized narrative text,
the students can write and convey
their idea more easily.
14. REFERENCES
Brown, H. Douglas. 1994. Principles of Language Learning and Teaching. New Jersey:
Prentice Hall Regents
Brown, H. Douglas. 2011. Teaching by Principles. An Interactive Approach to Language
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Harris, David. P. Testing English as a Second Language
Harmer, Jeremy.1998. How to Teach English. Harlow: Longman
Levine, Mel. http://www.pbs.org/wgbh/misunderstoodminds/writingdiffs.html
(Accessed date 20th
July 2011)
M & K Anderson, M. 2003.
http://teachingenglish4all.wordpress.com/2010/07/02/narrative-text-in-teaching-english/html
(Accessed date 20th
July 2011)
Raimes, Ann. 1983. Techniques in Teaching Writing. New York: Oxford University Press
Suhaimi, Arikunto. 2006. Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: Rineka
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