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 students 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

produce language both spoken and

In learning English, there are

written (Harmer, 1983: 44). Based on

four language skills that should be

curriculum KTSP, all skills in teaching

learnt, they are listening, reading,

and learning English that are integrated

speaking, and writing. Listening and

each other must be learnt and taught by

reading belong to receptive skills in

both students and teacher, including

which the language users require the

writing skill.

ability to receive spoken and written

Writing is one of the skills that

language, while speaking and writing

are learnt in the English class. In

belong to productive skills in which the

writing class we often find the students

language users require the ability to

who

can

not

write

an

English

composition spontaniously or easily,

learning process, picture series can be

they might get struggle when they

used to visualize the students idea to

write, they might be have some

be written, therefore writing lesson

difficulties in making a good sentence,

becomes easier. It is also supported by

they might have a trouble with the right

Sarinten (2010) statement in her thesis

sentence structure and the good word

titled Improving Students Skill in

order.

Writing

Narrative

Text

Through

One of the kinds of the text of

Picture Series (An Action Research at

writing that is taught in senior high

the Eighth Grade of SMP Negeri 1

school is narrative text. As the tenth

Cawas, Klaten in the Academic Year of

grade English teacher in SMA Negeri 2

2009/2010), she said that picture series

Banjarbaru said that the tenth grade

as

students in this school still get struggle

students interest and motivation in

when they are asked to write a

writing narrative text.

teaching

media

improves

the

narrative text, it can be seen in the text

In senior high school syllabus,

that the students produced, they can not

the students are expected to be able to

write the text in the correct sentence

express the meaning in short functional

structure, they can not write in the

text in a formal and informal language,

correct

biggest

correctly and acceptable in daily life

problem is the students can not arrange

context. When they are writing a

the text based on the correct generic

narrative text they are expected to use

structure.

the accurate grammar, vocabulary,

word

order.

The

Based on the case above, a

punctuation, and spelling, then they are

certain technique is needed to help or

expected to be able to produce a good

to motivate the students they write an

narrative text in order to reach the

English composition, therefore the

objectives.

students are expected to be able to

To teach writing successfully

write a good composition, especially in

and to reach the objectives, the teacher

narrative text. Therefore, researcher

should be able to teach by using certain

purposed picture series to be applied in

techniques,

SMA Negeri 2 Banjarbaru, teacher can

mentioned that there are 8 (eight)

use this technique while teaching and

techniques of teaching writing, they are

as

Raimes

(1983)

teaching writing by using picture

written products are the result of

series, teaching writing by planning the

thinking,

class,

procedures,

teching

writing

by

using

drafting,

and

specialized

revising
skills

is

readings, teaching writing by using all

required in written laguage, and that

language skills, teaching writing by

not every speaker develops naturally.

using

practical

writing,

teaching

The

conclusion

based

on

writing by using controlled writing,

statements above that writing is a

teaching writing by using teaching

process of expressing the idea into a

organization, and teaching writing by

written form, and it needs specialized

responding to students writing.

skills that not every students can

In this thesis, the researcher

develop it naturally, it needs the

purposed to use picture series as the

teacher who is able to motivate and

technique in teaching narrative text.

encourage the students to develop their

This is as Sarinten (2010) statement in

writing skills, and they are expected to

her thesis titled Improving Students

be able to develop their writing skills

Skill in Writing Narrative Text Through

and make a good composition.

Picture Series (An Action Research at

the Eighth Grade of SMP Negeri 1

Characteristics of Written Language

Cawas, Klaten in the Academic Year of

There

are

(seven)

2009/2010), she said that picture series

characteristics of written language;

as

based on Brown (2001:341-342), they

teaching

media

improves

the

students interest and motivation in

are:

writing narrative text.

1. Permanence:

Written

language

should have the power to correcting

The Definition of Writing

the text, to clarify, and to withdraw,

Brown (2001: 335) explained

therefore the teacher is expected to

that writing is the representation of

be able to guide, to facilitate, and

spoken language, written language is

help the students to revise and

almost same with spoken language, the

refine their work, thus the students

difference is the performance of written

feel confidence when they write.

language is conveyed in graphichal.

2. Production time: The efficient time

Besides Brown also mentioned that

in writing process, the goal is to

train the students to make the best

posible use of limitation time.

Based on Harmer, when teaching

writing teachers are expected to act as:

3. Distance: The students perspective;

1. Motivator: teacher will be able to

general knowledge, cultural and

motivate the students, create the

literary schemata,

right conditions for the generation of

and

specific

subject matter knowledge about

ideas,

persuade

them

of

the

what they write.

usefulness of the activity, and

4. 4. Orthography: The differences

encourage them to make as much

between our native language with

effort as possible for maximum

English.

benefit. And also help them to

5. Complexity:

generate their idea.

1. How to remove redudancy.

2. Resource: teacher should be ready to

2. How combine sentence.

suply information and language

3. How to make references.

where necessary. Teachers need to

4. How to create syntactical and

tell the students that they are

lexical variety.

available and be prepared to look the

6. Vocabulary: The students mastery

of vocabulary.

advice

7. Formality: The students have to

learn how to describe, explain,
compare,

contrast,

students work as it progress, offer

illustrate,

defend, criticize, and argue.

and

suggestions

in

constructive and tactful way.

3. Feedback provider: teachers should
respond

positively

and

encouragingly to the content of what

students have written.

Teaching Writing
Harmer (1998: 261-262) stated
the teacher not only needs to deploy

Narrative Text
The definition of narrative text:

some or all of the usual roles when they

Rebecca (2003) defined a narrative text

ask students to write, but also they

is a text which relates a series of

should have the ones of

these

logically, and chronologically related

important roles when they are teaching

events that are caused or experienced

writing,

by factors. It is a kind of text to amuse,

the

roles are: motivator,

resource, and feedback provider.

entertain, and to deal the readers with

actual or vicarious experience

in

different ways.
The

3. With students working in pairs or

small group, give each student of

of

pair or each group a different

&

pictures to work with, it can make

Anderson, K. (2003) explained 3

teacher frees of obtaining class sets

(three) steps in constructing a narrative

of pictures,

text.

students with a real communicative

narrative

generic
text:

They

structure

Anderson,

are

M.

orientation,

and

also

provides

complication, and resolution.

task. When the students have the

1. Orientation, the writer tells the

only copy of a picture, they should

audience who is in the story, when

be able to inform the rest of the class

it

about it.

is

happening,

where

it

is

happening, and what is happening.

4. Real communicative tasks can be

2. Complication, the writer tells about

developed by using in the classroom

something that will begin a chain of

pictures that the students themselves

events.

provide. The advantages are: the

3. Resolution is the ending of the

teacher can relieved of the task of

story, it shows how the characters

finding a picture and the students

deal with the problem.

have something to write about in the

classroom. The other advantage is

Pictures Series and the Use of

students can be asked to provide

Pictures

their own favourite picture, they can

in

Teaching

Learning

choose the picture that they like,

Process
The following is the general
strategies

for

using

any

pictures

according to Rimes:

therefore, they will be interested to

participate the lesson.
5. Teacher can ask the students to use

1. Whole-class discussion which then

their imagination to visualize what

leads to writing, can be generated by

happened just before the moment in

many types of pictures.

the picture and what will happen

2. To provide a student audience for

next, it will be easier for the student

the student writers, give a half the

to predict the event that might be

class one picture, and the other half

happened when they see it in the

another.

picture, they will be able to express

Methodology

write their idea easily.

Research Design

Based on the explanation above,

researcher

can

conclude

that

the

of

the

Research

Fraenkel and Wallen

(2006:

267) stated that experimental research

students still have some difficulties,

is

problems, and they often get struggle to

methodologies that reseachers can use.

convey their idea when they are writing

Of the many types of research that

a narrative text, it is because they have

might be used, experimental is the best

poor vocabulary, can not put the

way

sentences in a correct order, and can

relathionships among variables.

not convey the idea in past tense form

easily.

the

to

most

powerful

establish

research

cause-and-effect

Experimental research is the

research

which

is

the

researcher

As the teacher we are expected

decides the nature of treatment; (that is,

to able to help, to guide and to

what is going to happen to the subject

encourage

the

technique,

when

student

in

certain

of the study), to whom it is to be

teaching

writing

applied, and to what extent. Fraenkel

teacher should be able to act as

motivator,

feedback

The researcher decide what is

provider, and the students are expected

suitable the treatment that will be used

to be able to make a good composition.

in the research, researcher have also

The technique that is used in this

decide the subject and the purpose of

reasearch is picture series, because the

the research. As the treatment in this

picture is attractive for the students,

research the students of experimental

besides

students

class were asked to practice writing

attention when they are asked to write

narrative text using picture series, but

narrative

after

the students of control class did not

treatment using this technique the

give a treatment, for the treatment they

students are expected to be able to

were asked to write narrative text

write a narrative text correctly.

without using picture series.

it

resource,

can

text.

and

and Wallen (2006)

povide

Therefore,

The

subject of this research is the tenth

grade students of SMA Negeri 2
Banjarbaru, the students of X6 class as

experimental class and X8 class as

- In the control class students

control class, each class is consisting of

wrote a narrative text without

28 students. This research is conducted

picture series.

to find whether using picture series can

- In the experimental class students

improve the students skill in writing

wrote a narrative text using

narrative text.

picture series.

Based on the statement above,

3. Post-test

the researcher will conduct a quasi

After treatment, the researcher will

experimental research, because the

give the post-test in the last meeting.

researcher will find out whether using

The test was similar with the pre-

picture series can improve

test. The post-test will be done after

students

skill of writing a narrative text or not.

The

procedures

of

the

experiment that are used are:

the treatment given to the students to

practice writing a narrative text
using picture series in the class.

1. Pre-test

In the post test students will be

In the first meeting pre-test will be

asked to write a similar story that have

done to measure students writing

been done in the pre-test, but in the

skill. In the pre-test, both of control

post-test teacher asked the students to

class

write narrative text the using picture

and

experimental

class

students was asked to write a

series.

narrative task without using picture

The researcher will find out if

series. The pre-test is in written

there any improvement in students

form.

skill of writing narrative text after they

2. Treatment

practice writing using picture series. To

For the treatment, the teacher asked

analyze

the students to practice writing

experiment, both the experimental and

narrative text using picture series, in

the control class, researcher used the

each class this treatment given three

formula below:

times in every class meeting. Each

meeting

teacher

used

different

narrative story and different picture.

the

each

result

of

the

The researcher found out the

Research Findings and Discussion

mean of the data of pre-test with the

Findings
The

research

is

begun

by

formula:

conducting a pre test to the students.

Md =

The pre-test was done to find out

whether

using

picture

series

Md = 1960

can

improve the students ability in writing

28

narrative text or not. In this research

= 70

researcher used quasi experimental

After the data are analyzed, from

research, therefore researcher needed to

the table above it shows that the mean

do the pre-test, treatment and post-test

of the control class is 70, the highest

to get the data to conduct this research,

score 16 and the mark is 8; the lowest

to get the data resarcher asked the

score is 6 and the mark is 3. There is 1

teacher of the class to teach using

students got the highest score and there

picture series in experimental class.

are 4 of 28 students got the lowest

score. Based on the result of the pre-

Findings on the Pre-Test

test above, the students ability in

In the pre-test the students asked

writing narrative text is good, because

to write the narrative text without using

the mean of the pre-test in control class

picture series, and the story was

is 70, there was only 1 student got

Pinocchio. First, the teacher stimulated

higher score and 4 students of 28

the students background knowledge

students got the lowest score.

The mean of the pre-test result is

about narrative text. Then, the teacher

introduced the topic or the material to

calculated with the formula:

learn and asked the students to write

Md =

narrative text based on the topic. In this

Md = 1590

stage students wrote the narrative text

28

without picture series to know the

= 56.78

students ability in writing narrative

After the data are analyzed, it

text before the treatment.

shows

that

the

mean

of

the

experimental class is 56.78, the highest

score is 17 and the mark is 8,5; the

lowest score is 8 and the mark is 4.

Findings on the Post-Test

There is 1 students got the highest

The post-test is conducted in

score and 20 of 28 students got the

order to find whether using picture

lowest score. Based on the result of the

series can improve the students ability

pre-test above, the students ability in

in writing narrative text. The result of

writing narrative text is poor and worse

post-test is more satisfying than the

than the Control class, because the

pre-test result because most of the

mean of the pre-test in Experimental

students show the improvement in

class is 56.78, there was only 1 student

writing narrative text after they were

got higher score and 20 students of 28

given treatment using picture series.

students got the lowest score than the

They show very significant changes in

control class.

their skill in writing narrative text after

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

The final result shows that the

the

score of t-test is 1504,76, and the

shows

the

percentage of the significant of the

differences of each class of the

post-test in experimental class is 99%.

students ability in writing narrative

After the result of t-test is found then

text. It show that the control class

compare it with t-table. Since the

students ability in writing narrative

subject of the test is 28 and find the

text is good, because the mean of the

result for 28 subject in the t-table.

pre-test in control class is 70, and the

Having analyzed the data of pre- test

experimental class students ability in

and post-test by using t-test formula,

writing narrative text is poor and worse

the result shows that the coefficient is

than the Control class, because the

0.36313. From the result of calculation,

mean of the pre-test in Experimental

it is obtained the value of the t-

class

researcher

observation (to) 1504,76 is the degree

result

in

of freedom (df) is 27 (obtained from N-

experimental class to find out whether

1) = (28-1= 27). The researcher used

picture series can improve the students

the degree of significance of 5% and

ability in writing narrative text.

1%. In the table of significance, it can

is

analyzed

class.

56.78.
the

56.78

as technique in teaching writing

in

experimantal

an

they got treatment using picture series

It

Then,

post-test

be seen that on the degree of freedom

using picture series, and researcher

27 and on the degree of significance of

interviewed

5% and 1%, the value of degrees of

opinion about teaching English using

significance are 2.055 and 2.77. If the

picture series.

teacher

to

know

her

to (test observation) compared with

The result of the observation are

each value of degrees of significance,

from 28 students of the experimental

the result is 2.055 < 1504,76 > 2.77. It

class there are 7 students said that

means that the t-test higher than t-table.

learning English is difficult, and they

Because of the t-test result more than

said that they are have some difficulties

the t-table result means that the using

in writing narrative text, the rest of the

picture series in teaching writing has

students said that they like studying

improved students achievement in

English and they said that they do not

writing narrative text

find too much difficulties in learning

Besides,
interviewed

researcher

the

students

and

also

English, but they are still have some

the

problems in writing narrative text.

teacher about the picture

Most of the students said that using

picture

process,

the

teaching learning

researcher

make

them

more

interested in learning English, in this

Findings on the Observation

While the

series

the

said that picture series made them

observation. The observation done to

easier to write because they can look at

find out the teacher and students

the series of the picture therefore they

performance

and

can convey their idea more easily. And

learning process happening. Researcher

they agree to use picture series in the

observed the teching and learning

next lessons.

while

did

case when writing narrative text, they

teaching

activities based on te lesson plan.

Besides,

The

opinion

about

also

teaching using picture series is since

the

she became a teacher 4 years ago in

series.

this school she never taught using

the

picture series, she said she has some

experimental class students to know

difficulties in teaching writing skill, she

their opinion about learning English

said that picture series made the student

interviewed
teacher

the

about

Researcher

researcher

teacher

students
the

and

picture

interviewed

more easily and more organized in

shows that the result is 2.055 < 1504,76

writing narrative text and made her

> 2.77. It means that the t-test higher

more

writing

than t-table. Because of the t-test result

narrative text. She said that picture

more than t-table result means that

series improved the students ability in

using

writing narrative text. She also agreed

narrative text gives an effect in

if using picture series to teach the next

improving students achievement in

lessons.

writing narrative text.

easily

in

teaching

picture

series

in

teaching

Regarding the previous data

analysis, the researcher can take a

Research Discussion
Based on the test results, it

conclusion that picture series gives

shows that after teaching learning

effects

process by using picture series as the

achievement in writing narrative text.

technique in teaching narrative text can

Before the technique was applied, the

increase the students score. The using

students seemed to be not interested in

of simulation can improve the students

writing lesson, after the technique was

achievement in writing narrative text. It

applied the students were interested in

can be seen from the mean of the pre-

writing lesson, picture series made

test is 6000 while the mean of the post

them easier to write because they can

test is 21.300. It means that the

look at the series of the picture, they

classroom average results increased.

enjoy writing because they look at the

The picture series provided students

colorful picture, therefore they can

attention while they are asked to write

convey their idea more easily.

a narrative text, picture series made

them more interested

to

improve

the

students

After the picture was applied in

in learning

the classroom, the students are focus

English, picture series made them

and participate actively the writing

easier to write because they can look at

lesson while teaching-learning activity

the picture therefore they can convey

was happening, the picture helped to

their idea more easily

increase students attention when they

Besides, the results of pre test

are asked to write a narrative text,

and post test, the improvement also

therefore they enjoyed the lesson.

proven by using formula t-test. It

Picture series helped the students to

visualize what happened and what will

test is 56.78 while the mean of the

happen next in the picture, it made

post-test improved up to 76.42. The

them easier to predict the event that

score improvement also can be seen

might be happened when they see it in

in the result of experimental class

the picture, therefore, they were able to

which the mean of pre-test score is

express their idea easily. They also

56.78, and post-test score is 72.14.

produce the well-organized narrative

This is also proven through the t-

text, they can write and convey their

test calculation, since t-test result

idea more easily, they can write with

from both result of pre-test and

the accurate diction, punctuation and

post-test in experimental class is

spelling, they can write in a correct

higher than t-table, it means that

generic structure of the text, they can

picture series as the one of the

use the past tense correctly

techniques in teaching can improve

Conclusions

the tenth grade studentss skill of

Based on research in SMA

Negeri 2 Banjarbaru, the appearance of

SMA Negeri 2 Banjarbaru in

writing narrative text.

picture series as a technique in teaching

2. Using picture series had effects in

writing narrative text has improved the

improving students skill in writing

students writing ability in writing

narrative

narrative text of tenth grade students of

picture series in teaching writing

SMA Negeri 2 Banjarbaru especially

has improved the students writing

the students in X6 class as the

ability in writing narrative text,

experimental

since the students achievement

class.

Therefore,

the

text.

Besides,

using

researcher can coclude that:

increase after they were taught by

1. The appearance of picture series as

using picture series, it increased

a technique in teaching writing

students attention while they are

narrative text has improved the

asked to write a narrative text, the

students writing ability in writing

students were focus to participate

narrative text, it can be seen in the

the writing lesson while teaching-

differences from their result in pre-

learning activity was happening.

test and post-test mean in control

class, which the mean of the pre-

the students can write and convey

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 teachinglearning 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,

their idea more easily.

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&
K
Anderson,
M.
2003.
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