1

CHAPTER I

INTRODUCTION

This chapter is going to discusses background of the study, research question, purpose

of the study, scope of the study, significant of the study, and definition of terms.

A. Background of Study

Writing is one of the important skills from four skills in English. The skill is not only

learned by the students who sat in College, but also learned by students in senior and

junior high school including students of MTsN 2 Kendari, especially for Ninth Grade

students. Learning writing in junior high school especially in MTsN 2 Kendari, will

make the students able to write correctly and to develop students idea in writing.

Writing is complex skill that involves other skills. Therefore, in learning the

skill, students must be taught correctly. Supporting the statement, Harmer (2005 p.11)

stated that writing is a complex skill. It can be concluded that to learn writing is not

easy because the skill is complex and need other skill to support it. In other words, in

learning writing can be difficult for students if only know one skill because other

skills are much needed to support students in creating a good writing.

In other hand, Writing is important activities that almost every day is done by

students especially in college or campus, Gebhardt and Dawn Rodrigues (1989) said

that Writing is one of the most important things you do in college. Writing not only in

subject of writing but also in other subjects need to write .This subject give high

influence for other skill. For example in subject of listening, students in demand to

not only listen but also write what they listen. With following this, students will be
 2

taught how to write correctly and how to develop ideas in writing form. The

knowledge on how to write correctly and how to develop ideas in writing form is

successful provision for this skill.

Realizing the achievement of students successful in writing, not only involve

students but also involve many factors and one of them is teacher. Teacher is one of

important factor in achieving students successful especially in writing skill. Good

interaction, creativeness, and activeness in the classroom or in teaching learning

process between teachers and students are expected to support the achievement of

students successful in writing. Besides, provision of good facilities and learning

media that creative by the teacher also will support the students successful in writing.

However, based on the interview from some students of ninth grade (IX.3) on

April 16th, 2016 that English teaching in the class was monotonous. The teacher were

not gave opportunities for students to develop their idea, they just focused on LKS so

that caused students felt bored. In other hand, the teacher was not prepared creative

media so that students felt not interested in the learning. The entire problems surely

give bad influence to the students skill in English, including in writing. The students

problems must be overcome, because if it is left so this case will hamper the students

successful in achieving the aim of this learning. One of solution that can be done is

create interesting learning with prepare a good media. Media is one of tool that can be

support students successful in learning. Many media that can be apply by the teacher

in teaching English especially in writing, and one of them is series of picture.

Callahan, et al. (1992 p.479) suggested the teachers to use pictures effectively
 3

because the media are very useful for the teaching. It means that pictures are media

that can help the teacher in teaching writing and can give advantage for students in

the learning. In this study, the researcher interest to use series of picture to overcome

the problem faced by the students in writing through writing procedure text.

B. Research Question
1. Can the implementation of series of picture improve the students writing procedure

text at MTsN 2 Kendari?

C. The purpose of study

The purpose of this study is to identify whether series of picture can improve the

students writing skill in procedure text at Ninth Grade of MTsN 2 Kendari or not.

D. Scope of the study

This research will focus in using picture series on students writing procedure text and

the subject are students at the seventh grade of MTsN 2 Kendari .

E. Significant of the study

For Teacher

The result of this study will become a reflection to the teacher in teaching learning

process of teaching learning activities and solve the problem of teaching writing.

For Students

Through picture series, students are expected to have good improvement in writing

skill during the learning process.

For School
 4

This study result can be utilized as a resource to develop the quality of teaching

learning process by providing more facilitation in teaching English.

F. The definition of terms

To avoid misunderstanding of term used in this study, the researcher provides the

definition as follows:

1. Picture series or sequence picture is a series of pictures of a single subject it is

function is tell a story or sequence of events, Bowen (1973). It can be conclude that

sequence of picture (picture series) is singular subject that helpful to tell a story or

sequence of events.
2. Writing is a complex skill, Harmer (2005 p.11). It means that writing is a complex

skill which needs adequate information and good skill of students first before they

start to write in order that they can be able to deliver a message. Then, Achievement

is the result of what an individual has learned from some education experience,

Travers (1970). Base on the definition of writing and achievement above, it can be

conclude that writing achievement is the result of learning which done by students in

writing.

CHAPTER II

LITERATURE REVIEW

This chapter is going to discusses review on previous studies, writing, procedure text,

picture, and action hypothesis.

 5

A. Review on previous studies

The researcher has found three relevant studies which related to this study. First study

was taken from Febriani (2014) who studied the teaching English entitled Improving

Students Skill in Writing Procedure Text by Using Pictures Series for The Seventh

Grade Students of SMP N 3 Mertoyudan . The objective of the study was to

improve the students skill in writing procedure text by using picture series in the

seventh grade of SMP N 3 Mertoyudan. The studys design was classroom action

research. The participants of the study were students at grade VIIC. The data is

collected by observation (field note), interview guideline, and test. The result of the

study showed there was improvement effectively of the students skill in writing

procedure text by using picture series. The improvement can be seen from the mean

score of pre-test and post-test. There was an improvement between the pre--test

means (9.13) and the post-test mean (14.09). The gain score of the means was (4.96).

The second was taken from Hermanto (2013) which entitled Improving

Students Ability in Writing Narrative Using Pictures Series at SMAN 1 Gapura

Sumenap . The objective of the study was to improve the students writing narrative

text in SMAN 1 Gapura Sumenep through Picture Series. The studys design was

classroom action research. The data is collected by writing test and observation. The

result of the study showed Picture series activity was successful in improving

students writing narrative text. The improvement could be seen from the increase of

students average writing score from 56 in the preliminary study, and 65 in the first

cycle, and 70.2 in the second cycle.

 6

The third was taken from Awaliah (2014) which entitled The Effectiveness of

Pictures Series towards Students Writing Skill in Narrative text at Eleventh Grade of

SMAN 4 Depok . The objective of the study was to find out the empirical data

concerning whether Picture series as media in writing narrative text was effective

towards students writing skill in narrative text. The studys design was quasi

experimental. The data is collected by writing test. The result of the study in the

experiment class show that the lowest score of pre- test was 48 and the highest score

was 66. And the lowest score of post-test was 74 and the highest score was 80. Then,

in the control class result show that the lowest score of pre- test was 52 and the

highest score was 71. And the lowest score of post-test was 72 and the highest score

was 82. Base on the result show that the use of Picture series effectively improves the

students writing skill in narrative text.

Those previous studies above used as references for the researcher in

conducting this study and also as the comparison between those relevant studies with

this study conducted by the researcher this time. The similarity and differences

between firs study and this study are design, sample, and data collection of the study.

The design of the first study and this study is classroom action research (CAR), the

sample of the first study is junior high school at seventh grade students while this

study is junior high school at ninth grade students, and the data collections of the first

study are observation (field note), interview guideline, and test while this study are

observation (observation sheet ), writing test, and documentation. And the similarity

and differences between the second study and this study are design, sample and data
 7

collection. The design of the second study and this study is classroom action research

(CAR), the sample of the second study is senior high school while this study is junior

high school, and the data collection of the second study are writing test and

observation while this study are observation (observation sheet ), writing test and

documentation. Then, the differences between the third study and this study are

design, sample, and data collection. Design of the third study is quasi experimental

while this study is classroom action research, the sample of the third study is senior

high school while this study is junior high school, and data collection of the third

study is writing test while this study are observation (observation sheet ), writing test,

and documentation. The researcher assumes that these differences might bring

different finding and result.

B. Writing

Writing is a skill of English language which requires students to represent and

develop their own idea in a written form. Many students get difficult in writing and to

be able to write well can be difficult even for the professionals because writing is a

complex skill. This is support by Harmer (2005 p.11) who stated that writing is a

complex skill. It means that the students should have adequate information and good

skill before starting to write in order that they can be able deliver a message. And

other support is stated by Richard and Renandya (2002 p.303) that writing is the most

difficult skill for second language learner.

From the Literary statement above show that writing is difficult and complex

skill. Therefore it becomes important to learn. As known that writing is important

 8

activities that almost every day is done by students especially in college or campus.

This is support by Gebhardt and Dawn Rodrigues (1989) who stated that writing is

one of the most important things you do in college. In other hand, writing is

considered as a tool in learning because of some reasons. First, while students are

writing, they are applying their knowledge of grammatical structures, idioms, and

vocabulary. Second, they also have an opportunity to be exploratory with the

language. Last, the students become very involved with the new language, stated by

Raimes (1983). As the conclusion that in learning, writing is functioned as a tool for

students to concern their knowledge of grammatical structures, idioms, and

vocabulary and also give them opportunity to be exploratory with the language and

extremely involved with the new language.

According to Williams (2005 p.26) that writing is an activity to communicate

ones idea by using letters, words, phrases, and clauses to from a series of related

sentences. It means that writing is conveying a message through a written text. In

addition, Writing is a thinking process of ideas, experiences and feelings in written

form. This is supported by Lado (1961 p.248) who said that not everyone have the

ability of writing a good composition because writing skill needs talent and special

treatment. It means that writing skill does not come automatically. It needs

experiences, talent and practices, Young and Savage (1982 p.135).

From the statement above show that writing is a skill that compares some way

in the process and need more practice and talent. A more practice in learning writing

surely it very needed for students, its aim to know how the students ability in writing.
 9

As that stated by Hughes (2003 p.75) that the best way to test peoples writing ability

is to get them to write. It means that through writing test can show the students

ability in writing. In other word, to measure the students writing ability it can be seen

from how they can be able to write.

C. Procedure text
1. Definition of Procedure Text

Before going to the definition of procedure text, it is better to know definition of text

itself. Jack C Richard explains on his book that Text is a segment of spoken or

written language. It has some characteristic: it is normally made up of several

sentences, has distinctive structure and, has a particular communicative function or

purpose, and often can be understood in relation to the context.

There are several genres of text which are currently learnt by students in junior

high school. One of the genres is procedure text. Procedure text is a piece of text that

gives us instruction for doing something, stated by Anderson and Anderson (2007

p.50). It means that procedure text is a text that explains how to do something.

According to Derewianka (2004 p.27) that procedure text is a kind of text designed to

describe how something is achieved through a sequence of action or step. It explains

how people perform different processes in sequence of step.

From the two statements above, it can be concluded that procedure text is text

type that gives us instruction how to do something trough a sequence of action or

steps.

2. Language Features of Procedure Text

 10

According to Anderson (1998) that procedure text usually includes the following

language features:

Sentence begun with action verb ( imperative sentences ) e.g. pour hot water

into the cup

Sequence words or temporal conjunctions (e.g. firstly, next, then) and numbers

(e.g. 123) that show the order for carrying out the procedure.

Adverbs of manner to describe how the actions should be performed. e.g.

quickly and firmly.

Precise terms and technical language. e.g. ml, grams, etc.

In addition, language feature in procedure text use simple present tense. The simple

present tense has a pattern like this:

Subject + Verb + Object

Example : I boil a pan of water

I as a subject
Boil as a verb
A pan of water as the object

3. Structure of Procedure Text

Generally, procedure text is arranged of three parts namely: Aim or goal of procedure,

ingredients and equipment / list of materials which needed to complete the procedure,

and sequence or steps in correct order that need to be taken to accomplish the task.

An introductory statement giving the aim or goal

 11

This part can be the little of the procedure text, it is also including an

introductory paragraph.

Ingredients and equipment/List of material needed for completing the

procedure.

This part usually takes form in kind of list, though sometimes also can be in

form of paragraph. In certain procedure text this part sometimes is omitted or

left out.

A sequence of steps in the correct order

This is the last part of procedure text which shows a sequence of steps that need

to be taken by readers to complete the task. The sequence usually is shown by

numbers (1, 2, 3 ...) or by using words such as first, second, third, etc. Words

such as now, next, and after this sometimes are used as well. Commonly, the

steps usually begin with a command such as add, stir, boil, and etc.

From the above statement, there are three point of generic structure of

procedure text are goal or purpose, ingredients and equipment/list of material, and

step.

D. Picture
1. Definition of Picture

Picture is one of media that can be used by teacher in teaching writing. Teacher

always used pictures or graphics, whether drawn, taken from books, newspaper and

magazine or photograph to facilitate their teaching and learning process, Harmer

(1998). Besides, Brown (1983) stated that when we talk about pictures, they include
 12

flash cards. Flash cards can be in the form of photographs, drawings, or pictures cut

from magazines, and newspapers. It means that picture is media that formed from

flashcard and it can be take from magazine and newspaper.

According to Wright (1992 p.86) that pictures are very important in helping

students to retell experiences or understand something since they can represent place,

object, people, etc. As stated by Ernestova (1981 p.57) that the students will

understand and retain the meaning of words better when they have seen some subjects

associated with it. The picture is effective to use because it can attract the students

and give them motivation in writing, and through picture the students can get enough

stimuli. It is very useful for the students because mostly they are difficult to start in

writing when they do not know what they have to do, (Wright, 1989 p.2).

From the above statements, it can be conclude that through pictures, the

students can be easier to understand and translate the meaning base on the picture and

also make them be motivated and interest in the learning. In other word, the students

can be focus to what they see on the picture. As stated by Wright (1989) in his book

Picture for Language Learning that picture can motivate the students and make him

or her want to pay attention and want to take part.

There are many types of picture and one of them is sequence of picture (picture

series). According to Bowen (1973) that Picture series or sequence picture is a series

of pictures of a single subject it is function is tell a story or sequence of events. In

addition, Yunus (1981 p.49) described picture series as numbers of linked pictures

which form series of sequences in order tell a sequence of events or a story. The use
 13

of picture series can help the students to write types of text that require sequences like

narrative, procedure, recount or spoof.

As the conclusion of the above statements that picture series is a series of

pictures of a single subject that purpose to help the students in telling sequence of

even or a story and write some kind of text such as narrative, procedure, recount or

spoof.

2. Types of Picture

Andrew Wright (1989) explained in his book Pictures for Language Learning states

that, there are 20 types of picture that can be found, they are:

1. Pictures of a single object

2. Pictures of one person

3. Pictures of famous people

4. Pictures of several people

5. Pictures of people in action

6. Pictures of places

7. Pictures from history

8. Picture with a lot of information

9. Pictures of the news

10. Pictures of fantasies

11. Pictures of maps and symbols

12. Pairs of pictures

13. Pictures and texts

 14

14. Sequence of picture (Picture Series)

15. Related pictures

16. Single stimulating pictures

17. Ambiguous pictures

18. Bizarre pictures

19. Explanatory pictures

20. Student and teacher drawings

As mentioned above that there are twenty types of picture and the researcher

will take one of them which applied that is sequence of picture (picture series).

3. The advantages of use picture

Using picture in teaching writing can give many advantages. As mentioned by Marie

Esternova (1981 p.5) that the use of picture series has some advantages. First, it is

concrete. It is more realistic so that it describes one point directly than verbal way.

Second, it covers space and time. Not every object can be borrowed in a classroom.

Besides, pictures have function in teaching and learning process. As stated by

Latuheru (1988 p.41) that pictures have several functions in the teaching and learning

processes. First, pictures can translate abstract ideas into more realistic forms.

Second, pictures are easily obtained, for examples, from schoolbooks, newspapers,

and magazines. Third, pictures are usable in different kinds of academic levels.

Fourth, pictures can save the teachers time and energy.

According to Andrew Wright (1989) in his book Picture for Language

Learning state that there are some function of picture namely:

 15

Structures and Vocabulary

Pictures are very useful for presenting new grammatical and vocabulary entries. They

also help to provide the situations and the contexts that light up the meaning of words

or utterances, and help the teachers to avoid giving a long translation that might

confuse the learners.

Function and Situation

Pictures can be used for the revision from one lesson to another. Pictures also can be

used as the basis of the written work, for example question writing. Pictures also can

increase the learners motivation and provide a useful practice material.

Skills

Pictures can be useful to give the learners an opportunity to practice the language in

real context or in the situations in which they can use it to communicate their ideas.

4. The criteria of Good Picture

In order to make the teaching learning activities optimal, the pictures which are used

must be has good criteria. Wright (1989) said that there are some criteria for selecting

good pictures for the students, such as:

The aid must be easy to prepare and organize by the teacher.

The aid must be interesting for students.

The aid must be meaningful and authentic.

The aid must be sufficient amount language.

 16

Wright (1989) gave further explanation about the statement above that picture

must be meaningful and sufficient for the students in order the students can get value

from the teachers explanation. It also should be interesting, so the students could be

more interested and motivated to see it. Therefore, teaching learning process will be

easier to handle.

E. Procedure in Teaching Writing of Procedure text using Pictures series

According to Feez and Joyce (1998 p.27) explain that there are four stages in teaching

learning cycle using the genre approach.

Building the context

In this stage, the teacher tries to develop students prior knowledge of procedure text

by doing brainstorming. Here, teacher asks some questions based on the topic which

related to the procedure text. Furthermore, teacher gives series of picture and asks

some questions based on it. Series of pictures in this stage can enhance students

motivation and interest in writing. Moreover, it also can stimulate students to find

what they going to write.

Modeling of the text

In this stage, teacher tries to develop students understanding of procedure text from

its feature and purpose. Here, teacher give the text based on the give series of

pictures. Then, ask the students to read and explore a series of picture. Finally, teacher

and students try to analyze the structural pattern and language features of the model

text. They will also try to compare the model text with other examples of the text-

type.
 17

Joint construction of the text

In this third stage, teacher tries to develop students writing skill to make procedure

text. Students here start to have group discussion related to the text. Doing some

activities such as matching the sentences to the suitable pictures, arranging the jumble

sentences into a correct order and combining them into a good writing based on a

series of pictures. And then, have discussion to find the right answer.

Independent construction of the text

The fourth stage lead students to have independent activities. They will construct

(write) a text that is being studied independently, for example. Here, teacher tries to

develop students writing skill to produce procedure text individually.

Base on the above statement, the researcher summarizes that there are some

procedures in teaching series of picture, namely:

Brainstorming the students with give series of picture. It purpose to develop

student prior knowledge of procedure text, besides it also to motivate and

make the students be interest in writing and stimulate them to find what they

going to write.

Developing students understanding with give text that following series of

picture. And asking them to read and explore a series of picture. Then, teacher

and students analyzing together about the structural pattern and language

feature of the text.

Developing students writing skill with divide them in group work. And asking

them to do some activities such as matching the sentences appropriate with

 18

the picture, arranging the jumble sentences into a correct order and combine

them into a good writing based on a series of pictures. Then, have discussion

to find the right answer.

Asking students to produce procedure text individually.

Action Hypothesis

The action hypothesis of the study is there is an effect of the use of pictures series on

students writing procedure text. Where, from using the picture series give

improvement on students writing especially in procedure text and also they give

good response in learning process in the classroom.

CHAPTER III

RESEARCH METHODOLOGY

This chapter is going to discusses design of the study, subject of the study, research

procedure, instrument of the study, technique of data collection, technique of data

analysis, marking scheme and indicator of the study.

A. Design of the study

 19

Design of this study is Classroom Action Research (CAR). According to Stringer

(2007p.1) state that Action research is systematic approach for discovering fact or

information that enables people to find effective solutions from problems, which they

face in their everyday life. Besides, according to Kunandar (2008 p.46) stated that

Classroom Action Researcher is the scientific activities conducted by the teacher in

his/her own class with steps of planning , acting , observing and reflecting action

through several cycles of collaborative and participatory with the aim to improve or

enhance the quality of the process or learning outcomes.

In this study, the researcher would conduct classroom action research to

overcome the students problem in writing. The design of classroom action research

in this study used type of CAR by Kemmis and Mc Taggart (1998) who categorize

classroom action research involves four steps are planning, action, observation, and

reflection. Those above steps can describe in the following:

 20

(Kemmis and Mc Taggart, 1998. P. 9 as cited Anne Burns, 2010)

In doing this study, the researcher begun the action research by (1) Planning. The

planning here means that the researcher would act as a teacher and made the lesson

plan which focus with series of picture. (2) Action. The action here means that the

researcher as a teacher would thought (applied the lesson plan in teaching) by using

series of picture. (3) Observation. The observation here means that all of activity

which done or not by the researcher and students would observed by the observer,

and after thought (applied the lesson plan in teaching), the researcher did evaluation

to find out the result of the study. (4) Reflection. The reflection here means that the

researcher and her observer worked together to evaluate the strength and weakness of

each the previews classroom activities.

 21

B. Subject of the study

The subjects of this study are the students of Ninth grade of MTsN 2 Kendari in the

academic year 2015/2016. There are 166 students in 4 classes. But the researcher only

took one class as the sample of the study that is class IX-3. And in the class consist of

40 students. As the following participants, look at the table below:

Class Participants
IX -1 45 students
IX 2 42 students
IX 3 40 students
IX 4 39 39 students

Since the study was a classroom action research, the researcher then took one

class as the sample of the study which had done. The selection of the sample is done

randomly and the technique of choosing subject called Looting. Where all the classes

had a chance to be chosen. The researcher wrote the name of the class on small pieces

paper then she rolled the paper and put it into a bottle. Then, she shaken the bottle and

let the one rolled paper out. Finally, she got class IX-3 as the sample of the study.

There are 40 students in class IX-3.

C. Research Procedure

In doing this study the researcher was apply two cycles, every cycle consist of three

meeting. And every meeting consists of some steps, as follow:

1. Planning

Activities which had done in this step:

 22

The researcher determined writing problems happening to the students of ninth

grade of MTsN 2 Kendari.

The researcher informed the students that they used picture series when learning

writing.

The researcher prepared and arranged lesson plans for the classroom.

The researcher made research instrument which involve observation sheet, and

writing test.

The researcher prepared the instruments of the research that may be needed to

collect the data.

The researcher and the observer discussed how the students writing skill will be

graded.

2. Action

The action is an application of lesson in the lesson plan. To act the planning, the

researcher as a teacher prepared material based on the lesson plan and then presented

to the students in the classroom.

3. Observation and evaluation

In this step, the researcher did observing with the observer ( english teacher at class

IX.3 ) about all of the activity in action whether the activities are appropriate to the

lesson plan. Then, the evaluation done to evaluate the accomplishment of lesson plan.

And the subjects of observation were the teacher (researcher) and the students.
 23

4. Reflection

Reflection would done to evaluate the strength and the weakness of each the previous

classroom activities. In this step, researcher and observer collaborated to analyze the

result of action by referencing to writing tests. Then, the strength and the weakness

that will be found in the first cycle became input for the researcher to revise the

planning for the next cycle.

D. Instrument of the study

In this study, the researcher used three kinds of instruments to collect the data

namely:

1. Observation sheet

Observation sheet contains a series of activities in which the observer should check

all the activities are done or not by the teacher (researcher as a teacher) with give sign

( ).

2. Writing test

Writing test is used to measure the students ability in writing procedure text by using

series of picture.

3. Documentation

Documentation is used to take some photos in teaching and learning activities as a

research document. It aimed to strengthen the data.

 24

E. Technique of Data collection

To find out the data in this study, the researcher used observation sheet, and writing

test, and documentation. And to collect data during and after the action in each cycle,

the researcher done the following steps as follows:

1. Observation.

The purpose of observation was to see the implementation and students responds of

applying series of picture in writing procedure text. The subject of the observation

was the students at Ninth grade students of MTsN 2 Kendari class 3 and the

researcher as the teacher who used series of picture in teaching writing. This

observation done as follow as view cycles where every cycle is consist of three

meeting. First until second meeting was applied this media in teaching and the last

meeting was evaluation of two meeting before. Although in first and second meeting

was teaching activity but in the last section of teaching the teacher also doing

evaluation. In doing this observation, the researcher used a tool that is observation

sheet. And the step of doing observation was as follows:

Prepare the observation sheet.

Come in to the class observation.

Observe the students activities in the class

Check the observation sheet that had prepared.

Analyze the result of observation.

 25

2. Writing test

The test would conducted in every cycle after implementing picture series in teaching

writing especially in procedure text in order to know the achievement of the students

in learning writing after implemented the picture series. In writing test, the researcher

as a teacher asked students to make a procedure text based on the picture series, with

following some suggestions: First, researcher as a teacher asked students to write the

goal/title of the text. The second is writing the ingredients and equipment/ list of

material of the text. And the last is writing the procedure.

3. Documentation

The documentation would take when the teaching and learning activities done. This is

used as research documentation. It aimed to strengthen the data of this researcher.

F. Technique of Data Analysis

Before going to the data analysis of the research, it is better to know definition of data

analysis itself. According to Mills (2000) defined that Data analysis is undertaken

efforts of researchers to summarize accurately the data that has been collected so that

a reliable and correct.

In this study, the writer used qualitative and quantitative approaches or also

called descriptive qualitative data analysis. Qualitative data focus on using picture

series in teaching and learning process. The analysis of qualitative data was taken

from observation sheet.

The steps to analyze the qualitative data are as follows:

 26

Observation sheet: Count each marked category, interpret the data, and draw the

conclusion

In analyzing the quantitative data, there were some formulas that had been

used. The first formula was to analyze mean of the data. Then, the data of this

research also used descriptive analysis, namely to count the percentage of students

achievement score classically.

Formula 1. Mean

Where:
= mean score
X = sum of all X scores students complete
n = total number of subject.

(Nurgiyantoro, 2001, p. 360)

To measure the percentage of teachers activities and students activities, as follow:

Percentage Teachers / Students activities = x 100%

(Riduwan, 2003)

G. Marking Scheme
 27

To evaluate students work, the researcher used band score from ESL Composition

Profile proposed by Jacobs et al. ( 1981 p.236 ). There were five categories of

composition, they are as follow :

No Score-Interval Writing Category

1. 100-88 Excellent to very good ability
2. 87-75 Good to average ability
3. 74-64 Fair ability
4. 63-49 Poor ability
5. 48-34 Very poor ability

(Jacobs et al, 1981)

H. Indicator of the study

To get successful of this research it was determined by the process and the result of

the students writing skill in procedure text by using picture series as follows:

In process points of view, action categorized as a success if 80% minimum

scores of action which refers to the lesson plan.

In result point of view categorized be success when 80% students got the

minimum of achievement criteria (KKM) 70 based on the obligation of MTsN

2 Kendari.

CHAPTER IV
 28

FINDING AND DISCUSSION

This chapter is going to discusses finding and discussion of the study. Finding

consists of students and teachers activities in cycle 1, cycle 2, and result of students

writing. The result of this study will be discussed completely in discussion.

A. FINDING
1. Activities in Cycle 1
a. Planning

Planning was designed by researcher and observer before action in the class. The

planning activities in cycle 1 as follows:

Researcher prepared the material about procedure text

Researcher prepared the example of procedure text

Researcher prepared lesson plan

Researcher prepared observation sheet

Researcher taught in the class by using series of picture

Researcher evaluated the students writing skill

Researcher reflected the students weakness in writing.

b. Action

Researcher had two meetings in cycle 1. Each cycle would be discussed as follows:

First meeting

The first meeting was held at 09.20-11.00 am, August 29 th 2016. In this meeting, the

researcher taught based on the lesson plan. The fist activity was done by researcher

was greeting to the students and checked the students attendance list. To make the

condition be relaxed, the researcher asked the students condition. Students responded
 29

the teacher friendly. In addition, researcher brainstormed the students by asking their

daily live experience in making something. The students answered the question

spontaneously.

Then, to take the students attention, the researcher showed a picture and asked

some of question about the picture. The students in the class answered the questions

loudly. After that, the researcher asked the students to guest the topic based on the

picture and questions given. The last stage in this activity was the researcher

explained the objective of the study in the first meeting but before it the researcher

clarified the topic that could learn to the students by saying " so, today we are going

to learn about how to make ice milk tea".

Researcher began main activity by asking the students about procedure text as

far as they knew. There were some students answered the question even though it was

not complete answer. After gave chance to the students to show their knowledge, the

researcher clarified that procedure text is a piece of writing that tell us information of

making or doing something through several steps or directions.

Then, researcher asked the students about generic structure of procedure text.

Most of the students were just silent, they did not provide their answer. And the other

students looked confused. Moreover, the researcher asked their knowledge about the

language feature of the procedure text. The students still gave the same response as

before. They just silent, they did not give their answer, and looked confused.

Regard, to the students response above, the researcher explained clearly about

the generic structure and language feature of procedure text. The students involved
 30

passively in this activity. Before the researcher moved to the next activity, she

ensured that the students have understood about the explanation, she gave chance to

the students to have a question. In this case, there was some student who asked that

the explanation was repeated.

Then, the researcher introduces a model of procedure text to the students and

asked them to read the material. The students were read actively. After that, the

researcher gave its picture series of the text. The researcher gave changes to the

students for asking question. Then, the researcher guidance the students in identifying

the generic structure and language feature of the text given. After that, the researcher

insured that the students have understood.

The next activity was the researcher divided the students into some groups

where each group consists of eight students. Then, the researcher gave some writing

tasks for each group. The researcher asked students to cooperate well in their group.

After that, the researcher checks the students group work. After check the students

group work, the researcher asked the students to write a procedure text base on the

picture series given. In addition, the researcher guidance the students during the

process and asked them to use dictionary in finding vocabularies.

Unfortunately, in the last activity the time was up, she was not gave advice,

motivation, and not ended the class.

Second meting
 31

The second meeting was held at 07.20-08.40 am, 30 th August 2016. In this meeting,

the researcher taught based on the lesson plan. This meeting was begun by greeting to

the students and checked the students attendance list. The researcher persuaded the

students by asking their condition and brainstormed them with showed a picture. All

of students answer the question by saying that their condition was good.

In stimulating the students prior knowledge about the material last meeting, the

researcher asked the students about definition, generic structure, and language feature

of procedure text randomly. Most of students gave right answer about definition of

procedure text. Whereas, there was some students gave right answered about generic

structure and language feature of procedure text and the other students was still

uncertain in providing their answered about the two. It clarified by researcher.

Main activity was begun by the researcher gave feedback toward students

writing. The researcher elicited the students mistake on the white board. Then, she

explained it. Most of their mistake was determining the generic structure. Many of

them were still confused in differencing equipment and ingredients of the text and

pictures given. Moreover, there were some students that still wrong in using language

feature. They were still confused in assigning the sequence word of procedure text.

After the researcher explained the students mistake, she moved to the re-

explanation of generic structure (goal, equipments and ingredients, and the steps) and

the language feature of the procedure text (the using simple present tense and the

sequence word). After the researcher re-explanation about the generic structure and

language feature, she continued with gave a text of procedure text. Then, she asked
 32

the students to read the text. After that, she showed its picture series to the students.

After showed the pictures, she gave chance to the students for asking questions.

Afterword, she asked them to identify the generic structure and language feature

based on the text and pictures given. In this activity, the researcher also divided

students in pairs. But, before it she ensured that the students have understood.

To check the students understanding about the generic structure and language

feature of procedure text, the researcher gave some writing tasks to the students. She

asked the students to identify the generic structure and language feature based on the

text and picture series given together with their pairs. The researcher also explained

how to work the task. Then, the researcher checked the students work. Afterword,

she asked some of pairs to read and write up the result of their work in front of class.

There were some pairs that understand the material well, they were gave right answer.

And there were still some pairs that had not understood it well. It clarified by the

researcher and she gave feedback to the students.

The most important activity in this meeting was the students were asked to write

a procedure text. The researcher prepared picture series to the students and asked

them to make a procedure text based on the picture series given. She asked the

students to mention the generic structure and also its language feature. In addition,

she asked the students to use dictionary in helping them found vocabularies.

Before the researcher closed the class, she asked the students to conclude the

material that had learned. The students conclude the material completely. After the

students conclude the material, she gave advice and motivation to the students. She
 33

asked the student to do not stop study hard in their home. The students also gave good

response. Afterword, she ends the class by saying wassalamu alaikuum wr,wb and

say see you next week.

c. Observation and evaluation

In this section, observer used observation sheet to observe the students and teachers

activity. Observer observed the researchers activity which was relevant with the

lesson plan or not. Moreover, observer observed the students activities, responses

and difficulties during learning process.

First meeting

1. Observation and evaluation for the teacher (researcher)

Based on observations, there are several points that the teacher does not do. First is

the teacher was not asked the students understanding. She not insured what the

students have understood or not with her explanation during learning process.

Second, in the last activity, she was not asked students to conclude the material that

they had learned. Third, she was not gave rewards and motivation to the students to

participate more in the next meetings. The last is she was not ended the class.

Furthermore, the teacher has to reduce the weaknesses in the next meeting.

2. Observation and evaluation for the students

Based on observation, the students also do not do some points in this meeting. First is

the students did not have a question. It caused by the teacher who did not gave chance

for them to have a question. Second, they were not gave respond to the teacher

question about their understanding of teachers explanation in identifying process. It

 34

caused by the teacher who not insured what they had understood or not about the

explanation which she had explained. Third, they were not concluded the material

that they had learned. It caused by the teacher who not asked them. The last, they

were not enthusiasm during learning process.

Second meeting

1. Observation and evaluation for the teacher (researcher)

In this meeting, the teacher does the same mistakes that are she does not do some

point base on the observation sheet. But, her mistake in this meeting is less than in the

first meeting. First, the teacher was not explaining objective of the study. Second, the

teacher was not guidance the students. When, the process of identify the generic

structure and language feature of the text given, she only monitored them from her

seat. However, the teacher already makes her teaching to be better in the next

teaching.

2. Observation and evaluation for the students

Base on the observation sheet, there some point that the students do not do in this

meeting. First, the students were not listened the teacher explanation about the

objective study, it caused by the teacher who was not explained it for them. Second,

the student were not ready to learn the material, it caused there were some students

that out of the classroom and some were late. The last, the students were not have a

question. When the teacher asked them to have a question, they were not gave it.

d. Writing Test
 35

After finishing material in the second meeting, the teacher did the evaluation to

determine the students writing improvement in procedure text. It was conducted on

Tuesday, September 13rd, 2016 at 07:20 until 08:40 am. The teacher was tested the

students in writing by using series of picture. It aimed to help the students be easier in

writing a procedure text. Through the series of picture the student can be easy to

imagine step by step which could do based on the pictures. In this section, the

students were given papers that contain series of picture. Based on the series of

picture, they asked to write a procedure text with following some instruction: 1. Write

the goal, 2. Write the material, it consist of equipment and ingredient, 3. Write the

steps. In writing the steps, they also asked to attention the language feature in writing

the procedure text. Because it is important point. Based on the result of this cycle

which researcher obtained from 40 students the total grade of the students were 2403,

they who got higher score 80 and the students got lowest score 44.

e. Reflection
1) Strength
Based on the observation of teachers teaching, during first until second

meetings observed that there are some forces that occur in learning process using

series of picture in writing procedure text in which students became interested in the

learning. Students be enthusiasm when use series of picture. Moreover, the students

more easy to imagine step by step because there are object that they can see. Every

step described through the series of picture. Therefore, they were felt happy.

Nevertheless, they also tried to focus with the learning process, however they know
 36

that the application of series of picture is for their improvement in English especially

in writing procedure text.

2) Weaknees
Based on the observation found some weakness observed lessons given by

teachers from the first meeting and the second meeting. The observation was

observed in finding weaknesses conducted by the teacher during lessons, where in the

first meeting the teacher does not asked the students understanding. She not insured

what the students have understood or not with her explanation during learning

process. It is very important for the students because they can get a chance to have a

question about their difficultness of the lesson, remembering that the use of series of

picture in writing procedure text is new for them. Therefore, it is important for the

teacher to check and ask the students understanding during the learning process.

Furthermore, in the last activity, she was not asked students to conclude the material

that they had learned. It is important for the students in order that they can reflect the

lesson. And important for the teacher to give reword and motivation to the students to

participate more in the next meetings, but it did not do by the teacher. In addition, the

teacher does not end the class. In second meeting, the teacher does not explain the

objective study. It is important for the students to know the objective study in order

they can know what they have to focus in the lesson. Then, important for the teacher

too guidance students during learning process it aimed to know the difficultness that

faced of the students, but it does not do by the teacher.

3) Problem of the Writing Test
As the results of writing test carried out by the teacher after the completion of

the learning activities in the first meeting and the second meeting there were some
 37

problems that occur in students generally when they writing a procedure text, of these

test teacher give them a paper that contain series of picture and ask them to write a

procedure text base on it. From the test, the teacher found that there are some students

still difficult in finding vocabularies that appropriate with the picture series given.

There also students who still confuse in using sequence word and some of them

assign it in the wrong way. In addition, most of students do not pay attention the use

of punctuation in their writing such as the use of capital letter, commas, and full stop.

It caused by the teacher who not explain it clearly to the students, so many students

get low score in mechanic.

4) Ideas to Solve the Weakness
After reflection all problems and weaknesses during teaching learning process,

the observer ( Nursyam S.pd as english teacher in the school ) and the teacher talked

and discussed together what the best way to solve students problem and the

weaknesses of teaching learning during the cycles and planned the text planning to be

implemented in the second cycle. Teachers will try to complement the shortcomings

experienced in the previous meeting in which to improve students' ability and

understanding of the material. First, the teacher have to check and ask the students

understanding after explain the material but before it, the teacher have to closer the

student and make them comfortable to the class so that students are not shy and

hesitant to answer the question that is given by the teacher and they will be confident

to ask questions when they do not understand the explanation given by the teacher.

Second, the teacher has to ask the students to conclude the material that they had

learned to reflect the students memorizing of the lesson which they had learned.
 38

Third, the teacher has to give reward and motivation to the students to make them be

spirit and active in learning process and to make them participate more in the next

meetings. The last, the teacher has to end the class. In addition, based on students

writing problem, the teacher has to attention more to the students mistakes which

done in the cycle and must be fix it in the next cycle.

The summary of the students problem and the weaknesses of teaching learning

process could be seen in the table 4.1.

Table 4.1 summary of problem and weakness in the first cycle

Students problem Solution

1. The student did not have a question. 1. 1. Giving a chance for students to
asking question after explain
material. And make them felt
comfortable by closering them so
that they not shy and hesitant to
answer question.
2. The students were not gave respond to 2. Making the students be active
2.
the teachers question about their during learning process and make
understanding of teachers explanation in them be more confidance to have
identifying process. aquestion.
1. 3. The students were not conclude the 3. 3. Asking students to conclude the
material. material.
2. 4. The students were not enthusiasm 4. Making interesting learning.
4.
during learning pocess.
3. 5. The students were still difficult in 5. Giving explanation that more
finding vocabularies that appropriate clear and guidance them.
with the picture series given.
4. 6. The students were still confuse in 6. Giving explanation that more
using sequence word and assigned it the clear.
wrong way.
5. 7. The students were still wrong in using 7. Giving explanation that more
punctuation in their writing. clear.
 39

2. Activities in cycle 2
a. Planning
Based on the result of students writing in cycle 1, there were still many mistakes

which they made. Based on the students problem in writing were they still difficult in

finding vocabularies that appropriate with the picture series given, they still confused

in using sequence word and assigned it the wrong way, and they still wrong in using

punctuation in their writing. Based on the result of students score in the first cycle

showed the technique which is applied to the students was not effective. Based on the

problem, the researcher would create interesting technique in learning like game. The

researcher would use game in this cycle. Therefore, researcher and observer wanted

to conduct cycle 2 to see the students improvement in writing especially in procedure

text by using Series of picture. Steps that would be applied in cycle 2 as follows:

Researcher prepared the complete material of procedure text.

Researcher prepared some new writing task which different in the first cycle.

Researcher applied game in learning activities.

Researcher gave many feedback toward students weakness

Researcher evaluated the students writing skill.

Researcher compared and then concluded the result of students writing

b. Action

Cycle 2 consisted of two meetings.

First meeting
 40

The first meeting was held on September 19th 2016 at 9.20-11.00 am. Researcher

taught in this meeting based on the lesson plan (see appendix). Researcher began the

first meeting of the second cycle by greeting to the students and checked their

attendance list. There were one student were sick and one student absent. Mainly,

there were two students did not join in this meeting. The students sat based on their

seat. Researcher asked the students condition. Regard to this question, the students

answered that they were fine. In stimulating students prior knowledge, researcher

asked them about the example of simple present tense, generic structure and language

feature of procedure text. Indeed, researcher wrote the example on the white board.

Then, explained it.

Before going any further activity, researcher motivated the students by

explaining the mistake that related to the students writing. Researcher continued this

activity by brainstorming the students by showing a picture and asked them to guess

the topic. Then, informing the objective of the study.

The main activity was begun by giving explanation about the use of simple

present tense and the point of generic structure and language feature of procedure

text. Researcher only gave short explanation about simple present tense, then, moved

to the explanation of generic structure and language use points. During time to

explain simple present tense, generic structure and language feature points, the

researcher did not forget to give time to the students to have a question. Moreover,

researcher also gave a question to the students.

 41

Furthermore, the researcher gave a text about procedure text. Then, she showed

its picture series. Afterword, she was guidance the students to identify the generic

structure and language feature. Before continued the activity, she gave chance to the

students to have a question. Then, she divided the students into pairs. She gave some

writing task. In this activity, the teacher gave a text of procedure text and its picture

series and asked students to find new word which they consider it difficult for them

and asked them to find the meaning and write it. Then, the students were asked to

find and discuss the generic structure (goal, equipment and ingredients, and steps)

and language feature of the text and picture series given. After that, researcher asked

them to collect it on her table.

Before moving to the next activity, she insured that the students had understood.

The students were asked have a question. Then, to check the students understanding,

she asked them to produce a procedure text based on the picture series given. They

asked to mention the goal, equipment and ingredient if there was and asked them to

use sequence word in their writing and writing the procedure text. In addition, they

asked to use dictionary to help them in founding vocabularies. During did the activity,

she monitored them. She helped them if they got misunderstanding during the

activity.

Before end the class, she asked students to conclude the material. There was one

student who raised his hands and he concluded the material. The last, she ended the

class.

Second meeting
 42

The second meeting of cycle 2 was held on September 20th 2016. This meeting started

at 07.20-08.40 am. Researcher taught based on the lesson plan in this meeting (see

appendix). Greeting and checking the attendance list as the first activity in this

meeting. Researcher continued it by brainstorming to the students. She showed them

a picture and gave some question based on it. She asked them to guess the topic based

on the question and picture showed. They guessed the topic. In addition, researcher

elicited the students major problem on the white board. Similarly, she explained the

mistake and clarified it. Furthermore, she re-explained about generic structure and

language feature points of procedure text. The students focused on this activity.

Afterword, she gave time to the students to have a question.

The main activity in this meeting was continued by doing different activity as

last meeting. In this meeting the researcher applied game to the students that was

jumble picture. But, before it the teacher divided them in groups and asked them to

work well in their groups. In this activity, the teacher gave picture series randomly

and asked every group to arrange it in correct way. The students were work well and

actively in their groups. They looked very happy in doing the activity. After that, the

teacher asked them to show their answer. After showed their answer, the teacher gave

key answer which completed with the text. They look very happy when they knew

that their answers were correct. Then, the teacher continued by asking them to

identify the generic structure (goal, equipment and ingredient) and its language

feature (sequence word, and action verb) based on the text and picture series.

After that, the teacher asked some group to read their answer and the next teacher and
 43

students answer together. Then, before continued to the next activity, the teacher

asked them to have a question.

To check their understanding, she asked them to produce a procedure text, it the

same with the last meeting. It became most important activity of this meeting. They

asked to mention the generic structure and using language feature in their writing

procedure text based on the picture series given. In addition, they asked to use

dictionary to find vocabularies. She did forget to monitor them. The last activity was

she closed the class by saying I think enough for our lesson today and wassalamu

alaikum wr,wb.

c. Observation and Evaluation

First meeting
1. Observation and evaluation for the teacher (researcher)

Based on observations, there are several points that the teacher does not do in this

meeting. First is the teacher was not checked the students work. After students

finished did their work in pair, the teacher asked them to collect their work on her

table. Second, after the students conclude material, she ended the class. She was not

gave reword and motivation to the students.

2. Observation and evaluation for the students

Based on the observation, in this meeting the students also does not do some point.

First, the students did not have a question. When the teacher was asked them to have

a question. They were just silent. Second, the students were not read and wrote their
 44

work. When they finished do their pair work, they were collected it on the teachers

table.

Second meeting
1. Observation and evaluation for the teacher (researcher)

In this meeting, the teacher has the same mistake are she does not do the some, it

based on the observation. First, she was not explained the objective of study. Second,

she was not gave reward and motivation to the students. It the same in the first

meeting, after the students conclude material, she ended the class.

2. Observation and evaluation for the students

Based on the observation in this meeting, the students still have a problem that they

lost some point on the observation sheet. First, the students were not listened the

teacher explanation about the objective study. It caused by the teacher who not

explained it. Second, the students were not gave a question when the teacher asked

them.

d. Writing Test

After finishing material in the second meeting, the teacher did the evaluation to

determine the students writing improvement in procedure text. It was conducted on

Monday, September 26th 2016 at 09:20 until 11: 00 am. The teacher was done the

same activity in the first cycle. The teacher would see what the students have
 45

improvement or not. The teacher also tested the students in writing by using series of

picture. In this section, the students were also given papers that contain series of

picture. Based on the series of picture, they asked to write a procedure text with

following some instruction: 1. Write the goal, 2. Write the material, it consist of

equipment and ingredient, 3. Write the procedure text. In writing the procedure, they

also asked to attention the language feature.

e. Reflection
1.) Strength

Based on the observation of teachers teaching, during first until second meetings in

this cycle observed that there are some forces that occur in learning process using

series of picture in writing procedure text in which students became more active than

the first cycle. Their motivation in learning also became increase. They were actively

to act as what is requested by the teacher. And the classroom atmosphere also is more

enjoy. From observations, many students are feeling happy. Nevertheless, they also

tried to focus with the learning process, however they know that the application of

series of picture is for their improvement in English especially in writing procedure

text.

2.) Weakness

Observations found some weaknesses observed lessons given by teachers from the

first meeting and the second meeting. This observation was observed in finding

weaknesses conducted by the teacher during lessons, where in the first meeting the

teacher does not checked the students work. It is important for the students to know
 46

their mistake directly after they finishing do their pair work. Then, she does not give

reword and motivation to the students. It is important for the students in order they

can more spirit in learning and can increase their motivation to learn in the next

meeting. While in the second meeting, the teacher does not explain the objective of

study. It is important for the students to know that, in order that they can know what

they have to focus in learning. Then, the teacher has the same mistake like in the first

meeting that she was not gave reward and motivation to the students. It is important

to increase the students motivation in learning.

3.) Problem of the Writing Test

As the results of writing test carried out by the teacher after the completion of the

learning activities in the first meeting and the second meeting there were some

problems that occur in students generally when they writing a procedure text, but it

lesser than the first cycle. In the activity the teacher also gave the students a paper

that contain series of picture and asked them to write a procedure text base on it.

From the test, the teacher found that there were some students still difficult in finding

vocabularies that appropriate with the picture series given. There also students who

still not pay attention the use of punctuation in their writing. Nevertheless, many

students were writing well.

4.) Ideas to Solve the Weakness

After reflection all problems and weaknesses during learning teaching process, the

observer and the teacher talked and discussed together about students problem and

the weaknesses of teaching learning during the cycles. However, teacher already done

the second meeting better than the first cycle. Although, she could make the students
 47

be interested in their learning by applied interesting technique like game. She has to

also complete all of the activity. She has to more attention the students difficultness

in every meeting and giving some correction directly and friendly when they have

mistake so that they were accept and improve it well.

The summary of the students problem and the weaknesses of learning teaching

process could be seen in the table 4.2.

Table 4.2 Summary of problem and weakness in the second cycle

Students problem Solution

1. 1. The students does not have

1. 1. Making the students more
question. confident to show their problem in
learning so that they can be more
active.
2. 2. The students does not read and 2. 2. Asking the students to read and
wrote their work. write their answer in whiteboard and
correct it so that they can know their
3. The students does not listen the mistake dirrectly.
teacher explanation about the
3. 3. Explaining thee objective study to
objective study.
the students so that they can know
4. The students were difficult in
what they have to focus in learning.
finding vocabularies.
5. The students were not attention 4. Giving explanation that more clear
the punctuation in their writing. and guidance them.
5. Giving explanation about the
important of using punctuation in
writing.

3. Student score and Teachers Activity (teaching learning process)

 48

In this part, the research rolled out the result of writing skill through writing test and

the completeness of teaching learning process which was taken from observation

sheet for the teacher and students and from writing test.
a. Student scores of writing test in Cycle I
In this part, the researcher explained the findings of writing test in term of students

writing skill especially in procedure text in the first cycle as exposed in the following

table:

Table 4.3 Students score, frequency, percentage, mean, and classical

completeness in cycle I
(See appendix)

Students Data Of Writing Test In The First Cycle

Total 2403
Maximal score 80

Minimal score 44
Mean 60.08

Percentage of KKMs achievement (70) 42.5

The result of the students score in cycle I was taken from the value which was

marked by teacher. The result showed that in this first cycle, there were 17 students

who reached the target and there were 23 students did not. From 40 students the total

grades of students were 2403, the student who got higher score 80 and the student got
 49

lowest 44. There were 17 students KKM with mean 72.88%. The classical

completeness in this cycle was 42.5%, meanwhile expected classical completeness

according in school rule was 70%. This meant that the KKM was not reached. To

create the students achievement the teacher continue the next cycle to make the

students score more increase.

b. Student scores of writing test in Cycle II

In this part, the researcher explained the findings of writing test in term of students

writing skill especially in procedure text in the second cycle as exposed in the

following table:
Table 4.4 Students score, frequency, percentage, mean, and classical
completeness in cycle II
(See appendix)
Students Data Of Writing Test In The Second Cycle

Total 3026
Maximal score 88

Minimal score 65

Mean 75.65

Percentage of KKMs achievement (70) 87.5

The result of the students score in cycle II was taken from the value which was

marked by teacher. The result showed that in this second cycle, there were 35

students who reached the target and there were 5 students did not. From 40 students

the total grades of students were 3026, the student who got higher score 88 and the

student got lowest 65. There were 35 students KKM with mean 77.17%. The classical

completeness in this cycle was 87.5%, the classical completeness in the first cycle
 50

was 42.5%, and total improvement by first cycle to the second cycle is 45%.

Meanwhile expected classical completeness according in school rule was 70%. This

means that the percentage of students KKM (70% of the indicator successful of

teaching) had accomplished.

c. Students overall scores

The distribution of students score showed the significant improvement between cycle

I and cycle II. The table showed the frequency and the percentage of students writing

in both of cycles.
Table 4.5 Students overall scores

Writing Score Cycle I Cycle II

Category Frequenc Percentage Frequency Percentag

y e
Excellent to 100-88 0 0% 1 2.5%
very good
ability
Good to 87-75 4 10% 34 85%
average
ability
Fair ability 74-64 13 32.5% 5 12.5%

Poor ability 63-49 11 27.5% 0 0%

Very Poor 48-34 12 30% 0 0%

ability
Total 40 100% 40 100%

Based on the table above, there were not students who got excellent to very

good score in cycle I and there were 4 students who got good to average score with
 51

the percentage was 10%. Students who got fair ability were 13 students with the

percentage were 32.5%. In fair ability there are 11 students with the percentage

27.5%. And there 12 students were got very poor with the percentage 30%, while in

cycle II there was one student who got excellent to very good with the percentage

2.57%. There were 34 students who got good to average score with the percentage

was 85% and there were 5 students who got fair ability score with the percentage was

12.5%. From the explanation, there were increasing the students who excellent to

very good score and good to average score from cycle I to cycle II and there were

decreasing of students who fair, poor, and very poor score from cycle I to cycle II. In

excellent to very good score, the percentage rise 2.5%, in good to average score rise

85% and in fair decreased 12.5%, and in poor and very poor score decreased 0%. The

percentage of improvement of students pronunciation score could be seen in the

histogram below:

Chart 1.1 Percentage of improvement of students writing score

 52

Chart 1
The Percentage of Students' Score in Content Cycle 1 and Cycle 2
85
90
80
70
60 Cycle I Cycle II
50
32.5 30
40 27.5
30
10 12.5
20
0 2.5
10
0
excellent good fair poor 0 very poor
0

d. The attainment of teacher and students on the learning process

After applying series of picture on the grade IX.3, observer used observation sheet for

teacher and students where both of them had perfected by the observer the class

during the learning process of each cycle. Clearly, the result of teachers and students

percentage as long as teaching and learning process in the classroom can be seen in

the table below, as follows:

Table 10.The percentage of students and Teachers activity during teaching and

learning process

Percentage (%)
Meeting/cycle
Teachers Students
1/1 81.81% 81.81%

2/1 90.90% 86.36%

3/2 90.90% 90.90%

 53

4/2 90.90% 90.90%

Mean of Percentage 88.63% 87.5%

Form the data above, 1t was obvious that the observer and the teacher could

successfully reach the classical and individual target. There was improvement of

students and teachers activity in each meeting during teaching and learning process.

About the teacher performance; 81.81% at the first meeting, 90.90% at the second

meeting of the first cycle, while on the second cycle, the teacher also get 90.90% in

the first and second meeting. It means that, if we should be determining the learning

process during 2 cycle of teaching in the class, the teacher reached 88.63%.

In the first cycle showed some weaknesses in teaching in the class that day, she

not completes all of the activity that she had plane. There are some activity that

loosed, it might be caused also the teacher less provided the material before teaching.

Exactly, it was not becoming problem of this research because of the observer and the

teacher showed improvement in the next meeting though two cycles.

About the students performance of the table above; they had tendency the

improvement each meeting to meeting during teaching and learning process including

in the second meeting of cycle II because they have some score in the first meeting

and second meeting. The students performance in first cycle; 81.81% at the first

meeting, and 86.36% at the second meeting, while on the second cycle, the students

raised became 90.90% at the first meeting, and still 90.90% at the second meeting. It

means that, if we should be determining the learning process during 2 cycle of

 54

teaching in the class, the students reached 875%. This is because of the students had

already prepared them self to study every day but those still less emphasized of the

students.

Clearly, it can be seen the improvement between students and teachers

progress in the chart below during teaching and learning process in each meeting.

Moreover, the following chart described the result of students and teachers

observation sheet in each cycle:

Chart 2
The Teacher's and Students' Percentage of Progress in Teaching and Learning
90.9 90.90.9 9 90.990.9
92
90
88 86.36
86 teacher students
84 81.81.81 81
82
80
78
76

B. Discussion

Briefly, in this research, based on interview result that there were many problem

which done by the teacher which was it also have impact on students. It was

interviewed on April 16th, 2016 at VIII3 grade students of MTsN 2 Kendari. The

problems that have mention in the background. Naturally it needs an interesting

 55

media to improve the students` skill in writing. The weaknesses of teacher were

teacher just did monotonous teaching which starts by giving LKS to the students, not

gave opportunity to the students to develop their idea, not prepared creative media, all

of them effect the students feel bored and not interested in learning. Consequently, the

researcher used series of picture as media in the teaching and learning process to help

the students of MTsN 2 Kendari to improve their writing skill especially in procedure

text.
In this study, the researcher found that using series of picture in teaching

English can significantly improve students' writing skills especially in procedure text.

This can be seen in the result of writing test of the second cycle in which the students

could write well and correctly (see Appendix), and using series of picture in teaching

can make students be interest and stimulate them to be more relax and comfortable in

teaching learning process.

However, as previously described in the above findings of this study, there were

some problems during the study cycle. Here teachers handling the case. In the first

cycle, students mostly faced some problems like, the teacher did not ask the students

understanding. She not insured what the students have understood or not with her

explanation during learning process. It is very important for the students because they

can get a chance to have a question about their difficultness of the lesson,

remembering that the use of series of picture in writing procedure text is new for

them. Therefore, it is important for the teacher to check and ask the students

understanding during the learning process. Furthermore, in the last activity, she was

not asked students to conclude the material that they had learned. It is important for
 56

the students in order that they can reflect the lesson. And important for the teacher to

give reword and motivation to the students to participate more in the next meetings,

but it did not do by the teacher. In addition, the teacher does not end the class. In

second meeting, the teacher does not explain the objective study. It is important for

the students to know the objective study in order they can know what they have to

focus in the lesson. Then, important for the teacher too guidance students during

learning process it aimed to know the difficultness that faced of the students, but it

does not do by the teacher.

To solve students problem and the weaknesses of teaching learning during the

cycles, the teacher has to check and ask the students understanding after explain the

material but before it, the teacher have to closer the student and make them

comfortable to the class so that students are not shy and hesitant to answer the

question that is given by the teacher and they will be confident to ask questions when

they do not understand the explanation given by the teacher. Second, the teacher has

to ask the students to conclude the material that they had learned to reflect the

students memorizing of the lesson which they had learned. Third, the teacher has to

give reward and motivation to the students to make them be spirit and active in

learning process and to make them participate more in the next meetings. The last, the

teacher has to end the class. In addition, the teacher has to explain the objective study

so that students can know the focus learning. The teacher also has to guidance

students during learning process to know difficultness that faced of them.

Weaknesses and deficiencies that occur in the first cycle is done by teachers and

students an effect on the students scores achievement for classical completeness of

 57

the first cycle which only reached 42.5% (While KKM score was 70). This means

that the KKM was not reached. To increase the students achievement the teacher

continue the next cycle to makes the students score more increase of using series of

picture . Further, the result showed that in this first cycle, there were 17 students who

reached the target and there were 23 students did not. From 40 students the total

grades of students were 2403, the student who got higher score 80 and the student got

lowest 44. There were 17 students KKM with mean 72.88.

In the second cycle, the teacher does not check the students work. It is

important for the students to know their mistake directly after they finishing do their

pair work. Then, she does not give reword and motivation to the students. It is

important for the students in order they can more spirit in learning and can increase

their motivation to learn in the next meeting. While in the second meeting, the teacher

does not explain the objective of study. It is important for the students to know that,

in order that they can know what they have to focus in learning. Then, the teacher has

the same mistake like in the first meeting that she was not gave reward and

motivation to the students. It is important to increase the students motivation in

learning. However, teacher already done the second meeting better than the first

cycle. The teacher also will complete all of the activity and she wills more attention

the students difficultness in every meeting and giving some correction directly and

friendly when they have mistake so that they can accepted and improve it well.
The following are the results of students achievement in the second cycle. It

can be seen that there are 35 students who completed and there are 5 students are not

completed in this second cycle. Of the 40 students total of 3026 students, students
 58

who received higher scores were 88 and students who received the lowest score is 65.

Classical completeness in this second cycle was 87.5% of 100% is expected. There is

45% of the student achievement of KKM compared to the first cycle. There are 35

students who received the KKM with mean 77.17%. It means that the percentage of

students KKM (70% of the indicators of success teaching) had accomplished.

In support of previous research results mentioned earlier, Febriani (2014) by her

classroom action research design, showed the results of concluded that there was

improvement effectively of the students skill in writing procedure text by using

picture series. Awaliah (2014) used quasi experimental design showed that the use of

Picture series effectively improves the students writing skill in narrative text. At last,

from the previous investigators can be concluded that using series of picture can

improve the students can improve students writing skill in procedure text.

CHAPTER V

CONCLUSION, LIMITATION, AND RECOMMENDATION

 59

This chapter would explicate about the point of this research. It would discuss about

conclusion, limitation, and recommendation. It is aimed to answer the performance of

criteria in this research. To know the problems which are found in conducting this

research, it will be discussed in limitation. The last, researcher recommends some

suggestion for further researcher.

A. Conclusion

The primary of this study was to investigate the effect of series of picture in teaching

writing especially in procedure text. Since using series of picture as tools for teaching

a foreign language has many advantages. According to Marie Esternova (1981 p.5)

that the use of picture series has some advantages. First, it is concrete. It is more

realistic so that it describes one point directly than verbal way. Second, it covers

space and time. Not every object can be borrowed in a classroom. Besides, pictures

have function in teaching and learning process. Besides, pictures have several

functions in the teaching and learning processes. First, pictures can translate abstract

ideas into more realistic forms. Second, pictures are easily obtained, for examples,

from schoolbooks, newspapers, and magazines. Third, pictures are usable in different

kinds of academic levels. Fourth, pictures can save the teachers time and energy

Latuheru (1988 p.41). In addition, Picture is effective to use because it can attract the

students and give them motivation in writing, and through picture the students can get

enough stimuli, Ernestova (1981 p.57). By the statement above it can said that using
 60

series of picture in teaching foreign language can give students stimuli enough and

give motivation to the students in writing. Besides, for the teachers through pictures

can save the teachers time and energy.

Harmer (1998) stated that Picture is one of media that can be used by teacher in

teaching writing. Teacher always used pictures or graphics, whether drawn, taken

from books, newspaper and magazine or photograph to facilitate their teaching and

learning process. Wright (1992 p.86) stated that pictures are very important in helping

students to retell experiences or understand something since they can represent place,

object, people, etc. It is very useful for the students because mostly they are difficult

to start in writing when they do not know what they have to do, (Wright, 1989

p.2).Therefore, through picture students can focus in learning caused there are object

that they can see. As stated by Wright (1989) in his book Picture for Language

Learning that picture can motivate the students and make him or her want to pay

attention and want to take part.

This study was held at grade IX.3 of MTsN 2 Kendari. This study used

classroom action research design. Instrument of this study were writing test and

observation sheet. Writing test was used to identify the students achievement in

writing especially in procedure text. Observation sheet is used to collect the data that

needed in this study to know how far the students and teachers activeness and ability

in teaching learning process. Whereas, observation sheet means that in this research is

observed the teaching learning activities with aim to know the students and teachers

activities in teaching learning process. This observation divided into two parts namely
 61

observation for teachers and students, where the content of observation sheet is

adopted by Feez and Joyce (1998 p.27) steeps procedure applying series of picture.

This study had proved that using series of picture in teaching English especially

in writing procedure text could improve students writing skill. This could be seen

from progress that students could achieve from first cycle to second cycle. In the first

cycle, the students scores achievement for classical completeness of the first cycle

which only reached 42.5% (While KKM score was 70). This means that the KKM

was not reached (since KKM score was 70). To create the students achievement the

teacher continue the next cycle to makes the students score more increase using series

of picture. Further, the result showed that in this first cycle, there were 17 students

who reached the target and there were 23 students did not. From 40 students the total

grades of students were 2403, the student who got higher score 80 and the student got

lowest 44. There were 17 students KKM with mean 72.88.

The following are the results of students achievement in the second cycle. It

can be seen that there are 35 students who completed and there are 5 students are not

completed in this second cycle. Of the 40 students total of 3026 students, students

who received higher scores were 88 and students who received the lowest score is 65.

Classical completeness in this second cycle was 87.5% of 100% is expected. There is

45% of the student achievement of KKM compared to the first cycle. There are 35

students who received the KKM with mean 77.17%. It means that the percentage of

students KKM (70% of the indicators of success teaching) had accomplished.

 62

There were 35 (87.5%) of students who get KKM. From the entire of

explanation about the findings, the researcher concluded that using series of picture in

teaching English could improve the students writing skill especially in procedure text

at grade IX.3 of MTsN 2 Kendari.

B. Limitation

In conducting this study, the researcher has plenty of limitations as describe below:

1. This research is not compared between conventional method with technique that

researcher used
2. The researcher just sees whether or no significant effect of using series of picture in

teaching English to improving students writing skill in procedure text at grade IX.3

of MTsN 2 Kendari.
3. Because of the time was limited, researchers applied only 6 meetings in taking

research data, 2 meetings for writing tests and 4 other meetings are in the first cycle

and the second cycle in which each cycle consisted of 2 meetings.

4. The students were really low of English knowledge and the main factor was the

English teaching in the school was not effective.

C. Recommendations

After conducting this research, the researcher offers several recommendations for

further researcher. The recommendation as follows:

Firstly, the researcher recommended to the next researcher it is possible to carry

out the research concerning the use of Series of picture in teaching another English

skill by using the same or different design or may apply the same design but in the

different type of text genre such as narrative writing, descriptive, etc.

 63

Secondly, this research focused on Teaching Writing especially procedure text

through Series of picture in Junior High School at IX3 grade students of MTsN 2

Kendari. Therefore, for further researcher, the research may focus on students in

SeniorHigh school or University students level.These researches can be classroom

action research or experimental design.

Thirdly, the result of this study showed that most students still found difficult in

term of organization, vocabulary and language use. Therefore, it is imperative for the

teacher to encourage the learner in giving more emphasizing to these three items in

composing a genre.

Finally, this study focused on five aspects of writing namely content,

organization, vocabulary, mechanic and Language use. For the next research, the

research may limit the aspect of writing in assessing the students writing skill by

using Series of picture.

D. Pedagogical Implication

Regarding the finding of this study, there are several implications for teacher,

institution and students will be suggested by the researcher for them. The following

are:

Firstly, to help students improve their writing skill. Series of Picture is the

solution to the students writing skill especially in procedure text. It is in line with

Wright (1989 p.2) statement that picture is effective to use because it can attract the
 64

students and give them motivation in writing, and through picture the students can get

enough stimuli. It is very useful for the students because mostly they are difficult to

start in writing when they do not know what they have to do, (Wright, 1989 p.2). The

use of picture series can help the students to write types of text that require sequences

like narrative, procedure, recount or spoof.

Second, Songs can also be useful tools in the learning of structure and

vocabulary. Wright (1989) stated that Pictures are very useful for presenting new

grammatical and vocabulary entries. They also help to provide the situations and the

contexts that light up the meaning of words or utterances, and help the teachers to

avoid giving a long translation that might confuse the learners.

Finally, the students should be given feedback of their writing in the beginning

or in the end of the lesson. Spratt, Pulverness, and Williams explained that feedback

is aimed to motivate learners and help them to understand what their problems are

and how they can improve it (2003, p.156). Indeed, it might be better if all of the

English teacher aware about this problem that teaching English is really complex.

REFERENCES
 65

Anderson, M and Anderson K. Text Types in English 3. South Yarra: Mcmillan

Education Ltd, 1998.
Brown, H. D. (1983). Teaching by Principles: an Interactive Approach to Language
Pedagogy. (Second Edition). New York: Addison Westley Lonman, Inc.
Burn, A. (2010). Collaborative Action Research for Language Teacher.
Cambridge: Cambridge University Press.
Esternova, M. (1981). How to Use Ready Made Pictures. English Teaching Forum.
Feez, S and Joyce, H. (1988). Text-based Syllabus design. Sydney: Macquarie
University AMES
Harmer, J. (2005). How to Teach Writing. England: Person Education Limited.
Hughes, A. (2003). Testing for Language Teachers. Cambridge University Press.
Lado. (1961). Visual Aids for teaching English to Speaker of Other Language.
Washington D.C: US Information Agency
Latuheru, J. D. (1988). Media Pembelajaran dalam Proses Belajar Masa Kini.
Jakarta: P3G Longman Group UK Limited, 1993. ISBN 0582 74606 X
Nugiyantoro, B. (2001). Penilaian dalam pengajaran bahasa dan sastra.
Yogyakarta: BPFE-Yogyakata
Raimes, A. (1983). Techniques in Teaching Writing. New York: Oxford University
Press.
Richards, Jack C, and friends. Longman Dictionary of Applied Linguistics. England:
Longman, 1990.
Richards, J. C, and Renandya W. A. (2002). Methodology in Language Teaching.
Cambridge: Cambridge University Press.
Riduwan, (2003). Dasar-dasar statistik. Kendari: Bandung.

Saefudin, A. Aziz. Meningkatkan Profesionalisme Guru dengan PTK. Jakarta: PT

Citra Aji Parama, 2012.
 66

Stringer, Ernest T. (2007). Action Research Third Edition. United State of America:
Sage Publication Inc.
Travers, John P. (1970). Fundamental of Educational Psychology. Scranton,
Pensylvania: International Textbook Company.
https://en.wikipedia.org/wiki/International_Textbook_Company
Wright, A. (1992). Pictures for Language Learning. Cambridge: Cambridge
University Press.
Wright, A. (1998). Pictures for Language Learning. Cambridge: Cambridge
University Press.
Young, Rosalie. M and Savage Harrieth H. (1982). Better Learning. New Jersey:
Practice Hall, Inc.
Yunus, N . A. (1981). Preparing and Using Aids for English Language Teaching.
Kuala Lumpur: Oxford University Press.

Http://www.wihihow.com/Main-Page

Http://books.google.co.id

Www.cambridge.org/elt/tkt

Www.twirpx.com
 67

Appendix 1
Appendix: 1 (Lesson Plan)
School : MTsN 2 Kendari

Class/Semester : IX/1

Subject : English

Topic : Procedure text

Skill : Writing

Meeting : 1(first meeting)

Time allocation : 2 x 45 minutes

A. Standard of Competence
Express meaning in functional writing text and simple, short essay procedure and

report to interact in the context of daily life.

B. Basic competence
Express meaning and rhetorical stages of a simple, short essay using a variety of

written language accurately, fluently, and thankful to interact in the context of daily

life in text form procedure and report.

C. Indicators
1. Arrange random sentences into coherent text of procedure/report.
2. Writing essay shaped procedure / report.

D. Learning Objectives
1. The students are expected to understand (C2) the communicative purpose, generic

structure, & language feature of the procedure text.

2. The students are expected to recognize (C2) the model of procedure text.
 68

3. The students are expected to identify (C4) the generic structure and language feature

of the procedure text base on the picture series given.

4. The students are expected to produce (C6) a procedure text base on the picture series

given
E. Learning Method
1. Group work
2. Individually
F. Learning Material ( see appendices )
G. Teaching Media
1. Picture series
2. Whiteboard
H. Learning source
1. Internet
m.wikihow.com

I. Learning activity
Pre-Activity
1. Greeting
Teacher say assalamu alaikum
Teacher say good morning
Teacher say how are you
2. Teacher check the students attendant list
3. Teacher brainstorm the students
4. Teacher explain the learning goals

Main-Activity
1. Teacher explains the material (definition, generic structure, and language feature of

the procedure text).

2. Teacher introduces a model of procedure text.
3. Teacher asks students to read the material.
4. Teacher introduces its picture series.
 69

5. Teacher gives chance to the students to asking question.

6. Teacher guidance the students in identifying the generic structure and language

feature of the procedure text.

7. Teacher asks the students understanding.
8. Teacher asks the students to sit in groups.
9. Teacher gives some writing task to the students.
10. Teacher check the students work
11. Teacher asks some of pair to read and write up the result of their working in front of

class.
12. Teacher gives feedback.
13. Teacher asks students to make a procedure text base on the picture series given.
14. Teacher guides the students in the process of composing text.
15. Teacher asks students to use dictionary.

Post-Activity
1. Teacher asks students to conclude the material
2. Teacher gives reword, advice and motivation to the students to participate more in the

next meeting.
3. Teacher ends the class by saying wassalamu alaikum wr,wb

APPENDICES

Picture
 70

How to make Ice Milk Tea

Making ice milk tea is very easy by following these directions. You need tea, sugar,
and
water, cub of ice, glass, gas stove, kettle and spoon.
First, boil the water on gas stove
Second, prepare the tea and sugar into a glass and put the hot water into the glass
After that, when the hot tea is ready add milk
Then, prepare cub of ice in a glass and mix all of them into the glass
Finally, the ice milk tea is ready to drink
 71

Task 1
The questions:
1. What is the purpose of the text?
2. Which part belongs to the material?
3. How many action verbs are there in the procedure?
4. Do you find sequence words in the text? Mention it?
The answer:

Task 2
 72

Study the picture above. And write each word in correct list !

Rice Oil Fraying pan Put Onion Salad

Spatula Deep Salt Gas Stove Chili Frying pan

Fried Rice
 73

Eqipment Verbs Ingredients

Base on the picture above, arrange the text into the correct order by putting
numbers base on the order.

Finally, frying the rice

After that, deep the salad into the pan and fry it

First, put frying pan on gas stove

When the salad are brown, deep the rice into the pan and mix them

together.

Next, Slice the onion and chili

Second, deep the oil into the pan and panaskan

Make a procedure text based on the picture given. !

 74

1 What you are going to do?

( Goal )

2 What do you need to make it?

Ingredients:

Equipment:

3 How do you make it?

( Steps )

Materi

Definition of Procedure Text

A procedure text is a piece of writing that tells us information of making or
doing something through several steps or directions. It is usually found in the form of
cooking recipes, manual steps of doing something.
 75

The Generic Structure of Procedure Text

1 Goal/Purpose: can be the title of the text. It also can be an introductory paragraph. For

example the recipe to make instant noodle. It mentioned the name of the recipe that

we will make in the mine heading or the title of the text.

2 Ingredients/Materials are things to be prepared
3 Steps/Methods: provide sequence step in making or doing something.

Language Features

1 Using sequence words such as First, second, next, after that, then, and finally. Using

sequence words as a guide makes it easier for the rider to follow our ideas.
2 Noun or noun phrase are used in the listed material or equipment.
3 Action verbs start most sentences.
4 Using imperative sentences ( stir the mixture, prepare the vegetables, slice the garlic,

heat the oil, etc.

Marking Scheme

No Aspect of Level Criteria

Composition
1 Content 30-27 Excellent to very good: knowledgeable,
substantive
Through development of thesis, relevant to
assigned topic.
26-22
Good to average: Some knowledgeable of
subject, adequate range, limited
development of thesis, mostly relevant to
21-17 topic but lack detail.

Fair to poor: knowledge of subject, little

 76

16-13 substance, inadequate development of

topic.

Very poor: does not show knowledge of

subject, non substantive, not pertinent, nor
enough to evaluate.
2 Organization 20-18 Excellent to very good: fluent expression,
ideas clearly stated/supported, succinct,
well organized, logical sequencing,
cohesive.
17-14
Good to average: somewhat choppy,
loosely organized, but main ideas stand
out, limited support, logical but incomplete
13-10 sequencing.

Fair to poor: non-fluent, ideas confused or

9-7 disconnected, lack logical sequencing and
development.
Very poor: does not communicate, no
organization, not enough to evaluate.

3 Vocabulary 20-18 Excellent to very good: sophisticated

range, effective word/idiom choice and
usage, word form mastery, appropriate
register.
17-14
Good to average: adequate range,
occasional errors of word/idiom form,
choice and usage but meaning not
13-10 obscured.

Fair to poor: limited range, frequent errors

of word/idiom form, choice, usage,
9-7 meaning confused or obscured.

Very poor: essentially translation, little

knowledge of English vocabulary, idioms,
word form, or not enough to evaluate.
4 Language Use 25-22 Excellent to very good: effective complex
construction, few errors of agreement,
tense, number, word order/function, article,
 77

pronoun, preposition.

21-18 Good to average: effective but simple

construction, minor problems in complex
construction, several errors agreement,
tense, number, word order/function, article,
pronoun, preposition, but meaning seldom
obscured.
17-11
Fair to poor: major problems in
simple/complex construction, frequent
errors of negation, agreement, tenses,
number, word order/function, article,
pronoun, preposition, and/or fragments,
10-5 deletions, meaning confused or obscured.

Very poor: virtually no mastery of sentence

construction rules, dominated errors, does
not communicate, or not enough to
evaluate.
5 Mechanics 5 Excellent to very good: demonstrate
mastery of conventions, few errors of
spelling, punctuation, capitalization,
paragraphing.
4
Good to average: occasional errors of
spelling, punctuation, capitalization, but
meaning not obscured.
3
Fair to poor: frequent errors of spelling,
punctuation, capitalization, paragraphing,
poor handwriting, meaning confused or
2 obscured.

Very poor: no mastery of convention,

dominated by errors of spelling,
punctuation, capitalization, paragraphing,
handwriting illegible, or not enough to
evaluate.

No Score-Interval Writing Category

 78

1 100-88 Excellent to very good ability

2 87-75 Good to average ability
3 74-64 Fair ability
4 63-49 Poor ability
5 48-34 Very poor ability

(Jacobs et al,1981)

Kendari, September 2016

The Teacher of Observed Teacher Researched

NURSYAM, S.Pd. NURAENI

NIP. 1970 0523 1993 03 2009 21213134

Headmaster of MTsN 2 Kendari

MAPPATALIANG, S.Pd.,M.A
NIP. 1973 1231 1999 03 1013

Appendix: 2 (Lesson Plan)

School : MTsN 2 Kendari

Class/Semester : IX/1

Subject : English

Topic : Procedure text

Skill : Writing

Meeting : 2(second meeting)

Time allocation : 2 x 45 minutes

 79

A. Standard of Competence
Express meaning in functional writing text and simple, short essay procedure and

report to interact in the context of daily life.

B. Basic competence
Express meaning and rhetorical stages of a simple, short essay using a variety of

written language accurately, fluently, and thankful to interact in the context of daily

life in text form procedure and report.

C. Indicators
1 Arrange random sentences into coherent text of procedure/report.
2 Writing essay shaped procedure / report.

D. Learning Objectives
1 The students are expected to understand (C2) the communicative purpose, generic

structure, & language feature of the procedure text.

2 The students are expected to recognize (C2) the model of procedure text.
3 The students are expected to identify (C4) the generic structure and language feature

of the procedure text base on the picture series given.

4 The students are expected to produce (C6) a procedure text base on the picture series

given.
E. Learning Method
1. Pairs
2. Individually
F. Learning Material ( see appendices )
G. Teaching Media
1. Picture series
2. Whiteboard
H. Learning source
1. Internet
m.wikihow.com
 80

I. Learning activity
Pre-Activity
1. Greeting
Teacher say assalamu alaikum
Teacher say good morning
Teacher say how are you
2. Teacher check the students attendant list
3. Teacher brainstorm the students
4. Teacher explain the learning goals

Main-Activity
1 Teacher re-explains the material (definition, generic structure, and language feature of

the procedure text).

2 Teacher gives feedback toward students writing last meeting.
3 Teacher introduces a model of procedure text.
4 Teacher asks students to read the material.
5 Teacher introduces its picture series.
5. Teacher gives chance to the students to asking question.
6. Teacher guidance the students in identifying the generic structure and language

feature of the procedure text.

7. Teacher ensures that students have understood about the explanation.
8. Teacher asks the students to sit in pairs.
9. Teacher gives some writing task to every pairs.
10. Teacher explains how to work the task
11. Teacher check the students work
12. Teacher asks some of pair to read and write up the result of their working in front of

class.
13. Teacher gives feedback.
14. Teacher asks students to make a procedure text base on the picture series given.
15. Teacher guides the students in the process of composing text.
16. Teacher asks students to use dictionary.

Post-Activity
6 Teacher asks students to conclude the material
7 Teacher gives advice and motivation to the students
8 Teacher ends the class by saying wassalamu alaikum
 81

APPENDICES

Picture
 82

How to Make a Coffee

Making a coffee is very simple by following these directions. You need 3

tea spoon of coffee, 1 spoon of sugar, water, a glass (Mug), spoon, gas
stove, and kettle.
First, boil the water on the gas stove
Second, prepare a mug and put 3 tea spoon of coffee into the mug
After that, add 1 spoon of sugar
Then, when the water is warm pour it into the glass
Finally, stir the coffee gently and the coffee is ready to drink
 83

Task 1 (Sit in pair)

Goal:

Equipments:

..

Ingredients:

Sequence words:

Task 2

Complete the missing parts with the words in the box. Look at the picture to
guide you.
 84

Making hot tea is very simple and makes it by your self is easy. Prepare the
following equipments and ingredients
1. A spoon of .
2. a .,
3. Gas stove, , ..

After the equipments and ingredients have been prepared, the directions bellow is
easy instruction on how to make a hot tea:
First, . the kettle on the gas stove and .. the water
., when the water is warm put the into the kettle
Finally, pour ..of sugar into the .and dont forget to stir it.

Sugar Next Tea Spoon

boil Put kettle Stove

Task 3
In pair, make a survey. Find the action verbs used in making a hot tea.

No Action Verbs Meaning

.

1.

2.

3.
Task 4
Arrange the sentences on the colomn bellow become correct sentence, base on
the picture.
 85

1.

The power on / first / find and

press

2.

the computer / for / wait / boot up /

to / next

3.

Wait / everything / finally / until /

is loaded.

The answer

Name :
Kelas :

Make a procedure text base on the picture given.

 86

1. What you are going to do?

( Goal )

2. What do you need to clean it?

Ingredients:

Equipment:

3. How do you clean it?

( Steps )

Marking Scheme

No Aspect of Level Criteria

Composition
 87

1 Content 30-27 Excellent to very good: knowledgeable,

substantive
Through development of thesis, relevant
to assigned topic.
26-22
Good to average: Some knowledgeable of
subject, adequate range, limited
development of thesis, mostly relevant to
21-17 topic but lack detail.

Fair to poor: knowledge of subject, little

16-13 substance, inadequate development of
topic.

Very poor: does not show knowledge of

subject, non substantive, not pertinent,
nor enough to evaluate.
2 Organization 20-18 Excellent to very good: fluent expression,
ideas clearly stated/supported, succinct,
well organized, logical sequencing,
cohesive.
17-14
Good to average: somewhat choppy,
loosely organized, but main ideas stand
out, limited support, logical but
13-10 incomplete sequencing.

Fair to poor: non-fluent, ideas confused

9-7 or disconnected, lack logical sequencing
and development.
Very poor: does not communicate, no
organization, not enough to evaluate.

3 Vocabulary 20-18 Excellent to very good: sophisticated

range, effective word/idiom choice and
usage, word form mastery, appropriate
register.
17-14
Good to average: adequate range,
occasional errors of word/idiom form,
choice and usage but meaning not
13-10 obscured.
 88

Fair to poor: limited range, frequent

errors of word/idiom form, choice, usage,
9-7 meaning confused or obscured.

Very poor: essentially translation, little

knowledge of English vocabulary, idioms,
word form, or not enough to evaluate.
4 Language Use 25-22 Excellent to very good: effective complex
construction, few errors of agreement,
tense, number, word order/function,
article, pronoun, preposition.

21-18 Good to average: effective but simple

construction, minor problems in complex
construction, several errors agreement,
tense, number, word order/function,
article, pronoun, preposition, but meaning
seldom obscured.
17-11
Fair to poor: major problems in
simple/complex construction, frequent
errors of negation, agreement, tenses,
number, word order/function, article,
pronoun, preposition, and/or fragments,
10-5 deletions, meaning confused or obscured.

Very poor: virtually no mastery of

sentence construction rules, dominated
errors, does not communicate, or not
enough to evaluate.
5 Mechanics 5 Excellent to very good: demonstrate
mastery of conventions, few errors of
spelling, punctuation, capitalization,
paragraphing.
4
Good to average: occasional errors of
spelling, punctuation, capitalization, but
meaning not obscured.
3
Fair to poor: frequent errors of spelling,
punctuation, capitalization, paragraphing,
 89

poor handwriting, meaning confused or

2 obscured.

Very poor: no mastery of convention,

dominated by errors of spelling,
punctuation, capitalization, paragraphing,
handwriting illegible, or not enough to
evaluate.

No Score-Interval Writing Category

1 100-88 Excellent to very good ability
2 87-75 Good to average ability
3 74-64 Fair ability
4 63-49 Poor ability
5 48-34 Very poor ability

(Jacobs et al,1981)

Kendari, September 2016

The Teacher of Observed Teacher Researched

NURSYAM, S.Pd. NURAENI

NIP. 1970 0523 1993 03 2009 21213134

Headmaster of MTsN 2 Kendari

MAPPATALIANG, S.Pd.,M.A
NIP. 1973 1231 1999 03 1013
Appendix: 3 (Lesson Plan)
School : MTsN 2 Kendari

Class/Semester : IX/1

Subject : English
 90

Topic : Procedure text

Skill : Writing

Meeting : 4(fourth meeting)

Time allocation : 2 x 45 minutes

A. Standard of Competence
Express meaning in functional writing text and simple, short essay procedure and

report to interact in the context of daily life.

B. Basic competence
Express meaning and rhetorical stages of a simple, short essay using a variety of

written language accurately, fluently, and thankful to interact in the context of daily

life in text form procedure and report.

C. Indicators
1. Arrange random sentence into coherent text of procedure/report.
2. Writing essay shaped procedure / report.

D. Learning Objectives
1. The students are expected to understand (C2) the communicative purpose, generic
structure, & language feature of the procedure text.
2. The students are expected to recognize (C2) the model of procedure text.
3. The students are expected to identify (C4) the generic structure and language feature

of the procedure text base on the picture series given.

4. The students are expected to produce (C6) a procedure text base on the picture series

given.
E. Learning Method
1. Pairs
2. Individually
 91

F. Learning Material ( see appendices )

G. Teaching Media
1. Picture series
2. Whiteboard
H. Learning source
1. Internet
m.wikihow.com/Cook-rice
m.wikihow.com/Hand-Wash-Clothes

I. Learning activity
Pre-Activity
1. Greeting
Teacher say assalamu alaikum
Teacher say good morning
Teacher say how are you
2. Teacher check the students attendant list
3. Teacher brainstorm the students
4. Teacher explain the learning goals
Main-Activity
1. Teacher re-explains the material (definition, generic structure, and language feature of

the procedure text).

2. Teacher introduces a model of procedure text.
3. Teacher asks students to read the material.
4. Teacher introduces its picture series.
5. Teacher gives chance to the students to asking question.
6. Teacher and students guidance identify the generic structure, and language feature of

the procedure text.

7. Teacher ensures that students have understood about the explanation.
8. Teacher asks the students to sit in pairs.
9. Teacher gives some writing task to every pairs.
10. Teacher check the pairs work
11. Teacher asks some of pair to write up the result of their working in whiteboard.
12. Teacher gives feedback.
13. Teacher asks students to make a procedure text base on the picture series given.
14. Teacher guides the students in the process of composing text.
15. Teacher asks students to use dictionary.
Post-Activity
 92

1. Teacher asks students to conclude the material

2. Teacher gives advice and motivation to the students
3. Teacher ends the class by saying wassalamu alaikum

APPENDICES

How to Cook Rice in Rice cooker

 93

Cooking rice in rice cooker is not too difficult by following these directions. You
need rice, water, salt, spoon, rice cooker, cooking pot, and a cup.
First, measure the rice with a cup and put it into the cooking pot
Second, rinse the rice
Next, measure the water
After that, add flavorings into the rice
Then, check your rice cooker for special optional dont forget to fluff
Finally, cook the rice in the rice cooker

Task 1 (sit in pairs)

1. Identify the action verb of the text and the meaning!
2. Mention the equipment and ingredients used in the text !
3. Is there sequence word used in the text ? Mention it !
Answer :

Task 2 :
How to make orange juice

First, soften the orange. Tightly squeeze or roll the oranges firmly with the palm of
your hand across the counter or table to soften them up. Second, cut the orange. Slice
the orange in half and remove the seeds. Third, juice the orange. Grip the one of the
 94

orange halves tightly and squeeze it by hand, using a plain juicer to coax all the juice
out. Next, add pulp. Scrape the orange with a spoon and add the pulp directly to the
juice if you use a hand juicer. Finally, drink up.

Based on the text above, write new word that is considered it difficult and then,
find the meaning.

No. Word Meaning

Task 3 ( Individual )
Make a procedure text base on the picture series below !

Title:

Equipments: Ingredients:
 95

Steps:

Marking Scheme

No Aspect of Level Criteria

Composition
1 Content 30-27 Excellent to very good: knowledgeable,
substantive
Through development of thesis, relevant to
assigned topic.
26-22
Good to average: Some knowledgeable of
subject, adequate range, limited
development of thesis, mostly relevant to
21-17 topic but lack detail.

Fair to poor: knowledge of subject, little

16-13 substance, inadequate development of
topic.

Very poor: does not show knowledge of

subject, non substantive, not pertinent, nor
 96

enough to evaluate.
2 Organization 20-18 Excellent to very good: fluent expression,
ideas clearly stated/supported, succinct,
well organized, logical sequencing,
cohesive.
17-14
Good to average: somewhat choppy,
loosely organized, but main ideas stand
out, limited support, logical but incomplete
13-10 sequencing.

Fair to poor: non-fluent, ideas confused or

9-7 disconnected, lack logical sequencing and
development.
Very poor: does not communicate, no
organization, not enough to evaluate.

3 Vocabulary 20-18 Excellent to very good: sophisticated

range, effective word/idiom choice and
usage, word form mastery, appropriate
register.
17-14
Good to average: adequate range,
occasional errors of word/idiom form,
choice and usage but meaning not
13-10 obscured.

Fair to poor: limited range, frequent errors

of word/idiom form, choice, usage,
9-7 meaning confused or obscured.

Very poor: essentially translation, little

knowledge of English vocabulary, idioms,
word form, or not enough to evaluate.
4 Language Use 25-22 Excellent to very good: effective complex
construction, few errors of agreement,
tense, number, word order/function, article,
pronoun, preposition.

21-18 Good to average: effective but simple

construction, minor problems in complex
construction, several errors agreement,

17-11
10-5
5 Mechanics
No Score-Interval
1 100-88
2 87-75
3 74-64
4 63-49
5 48-34
97
tense, number, word order/function, article,
pronoun, preposition, but meaning seldom
obscured.
Fair to poor: major problems in
simple/complex construction, frequent
errors of negation, agreement, tenses,
number, word order/function, article,
pronoun, preposition, and/or fragments,
deletions, meaning confused or obscured.
Very poor: virtually no mastery of sentence
construction rules, dominated errors, does
not communicate, or not enough to
evaluate.
5 Excellent to very good: demonstrate
mastery of conventions, few errors of
spelling, punctuation, capitalization,
paragraphing.
4
Good to average: occasional errors of
spelling, punctuation, capitalization, but
meaning not obscured.
3
Fair to poor: frequent errors of spelling,
punctuation, capitalization, paragraphing,
poor handwriting, meaning confused or
2 obscured.
Very poor: no mastery of convention,
dominated by errors of spelling,
punctuation, capitalization, paragraphing,
handwriting illegible, or not enough to
evaluate.
Writing Category
Excellent to very good ability
Good to average ability
Fair ability
Poor ability
Very poor ability
 98

(Jacobs et al,1981)

Kendari, September 2016

The Teacher of Observed Teacher Researched

NURSYAM, S.Pd. NURAENI

NIP. 1970 0523 1993 03 2009 21213134

Headmaster of MTsN 2 Kendari

MAPPATALIANG, S.Pd.,M.A
NIP. 1973 1231 1999 03 1013
Appendix: 4 (Lesson Plan)
School : MTsN 2 Kendari

Class/Semester : IX/1

Subject : English

Topic : Procedure text

Skill : Writing

Meeting : 5(fifth meeting)

Time allocation : 2 x 45 minutes

A. Standard of Competence
Express meaning in functional writing text and simple, short essay procedure and

report to interact in the context of daily life.

 99

B. Basic competence
Express meaning and rhetorical stages of a simple, short essay using a variety of

written language accurately, fluently, and thankful to interact in the context of daily

life in text form procedure and report.

C. Indicators
1. Arrange random sentence into coherent text of procedure/report.
2. Writing essay shaped procedure / report.

D. Learning Objectives
1. The students are expected to understand (C2) the communicative purpose, generic
structure, & language feature of the procedure text.
2. The students are expected to recognize (C2) the model of procedure text.
3. The students are expected to identify (C4) the generic structure and language feature

of the procedure text base on the picture series given.

4. The students are expected to produce (C6) a procedure text base on the picture series

given.
E. Learning Method
1. Group work
2. Individually
F. Learning Material ( see appendices )
G. Teaching Media
1. Picture series
2. Whiteboard
H. Learning source
1. Internet
http://www.wikihow.com/Make a kite
m.wikihow.com/clean-a-kitchen cleaning.

I. Learning activity
Pre-Activity
 100

1. Greeting
Teacher say assalamu alaikum
Teacher say good morning
Teacher say how are you
2. Teacher check the students attendant list
3. Teacher brainstorm the students
4. Teacher explain the learning goals
Main-Activity
1. Teacher re-explains the material (definition, generic structure, and language feature of

the procedure text).

2. Teacher introduces a model of procedure text.
3. Teacher asks students to read the material.
4. Teacher introduces its picture series.
5. Teacher gives chance to the students to asking question.
6. Teacher and students guidance identify the generic structure, and language feature of

the procedure text.

7. Teacher ensures that students have understood about the explanation.
8. Teacher asks the students to sit in groups.
9. Teacher gives some writing task to every group.
10. Teacher check the groups work
11. Teacher asks some of group to write up the result of their working in whiteboard.
12. Teacher gives feedback.
13. Teacher asks students to make a procedure text base on the picture series given.
14. Teacher guides the students in the process of composing text.
15. Teacher asks students to use dictionary.
Post-Activity
1. Teacher asks students to conclude the material
2. Teacher gives advice and motivation to the students
3. Teacher ends the class by saying wassalamu alaikum
 101

APPENDICES

How to make a kite

Making a kite is very simple. You can follow the instructions:

First, use paper to form the body of your kite.
After that, to cut diamond shape on the paper, cut the four corners off.
Next, tie two sticks together.
Finally, pierce four holes in the diamond shaped paper at each corners.
Picture series
 102

Task (grouping)

Jumble Pictures Game

 103

Base on the jumble picttures above, arrange it in the correct way !!

 104

1. 2.

3. 4.

The procedure text that appropriate of the pictures above:

How to clean a kitchen

 105

Cleaning kitchen is very simple by following these steps:

First, take the broom and clean the floor. Second, prepare lifting trash and clean trust
or dust which there on the floor. Third, collect all of thing/scraps which are not need
and put it on the trash bin. Finally, throw away the trash and clean the trash bin.

Based on the text above, answer the question below:

What the goal of the text?
Mention the equipment that is used!
Is there sequence word of the text? Mention it!
Mention the action verb which there in the text !

Name :
Kelas :

Make a procedure text base on the picture series bellow !!!!

 106

I. Title:
II. Equipments:

Ingredients:

III. Steps:

Marking Scheme

N Aspect of Level Criteria

o Composition
 107

1 Content 30-27 Excellent to very good: knowledgeable,

substantive
Through development of thesis, relevant
to assigned topic.
26-22
Good to average: Some knowledgeable of
subject, adequate range, limited
development of thesis, mostly relevant to
21-17 topic but lack detail.

Fair to poor: knowledge of subject, little

16-13 substance, inadequate development of
topic.

Very poor: does not show knowledge of

subject, non substantive, not pertinent,
nor enough to evaluate.
2 Organization 20-18 Excellent to very good: fluent expression,
ideas clearly stated/supported, succinct,
well organized, logical sequencing,
cohesive.
17-14
Good to average: somewhat choppy,
loosely organized, but main ideas stand
out, limited support, logical but
13-10 incomplete sequencing.

Fair to poor: non-fluent, ideas confused or

9-7 disconnected, lack logical sequencing and
development.
Very poor: does not communicate, no
organization, not enough to evaluate.

3 Vocabulary 20-18 Excellent to very good: sophisticated

range, effective word/idiom choice and
usage, word form mastery, appropriate
register.
17-14
Good to average: adequate range,
occasional errors of word/idiom form,
choice and usage but meaning not
13-10 obscured.
 108

Fair to poor: limited range, frequent

errors of word/idiom form, choice, usage,
9-7 meaning confused or obscured.

Very poor: essentially translation, little

knowledge of English vocabulary, idioms,
word form, or not enough to evaluate.
4 Language Use 25-22 Excellent to very good: effective complex
construction, few errors of agreement,
tense, number, word order/function,
article, pronoun, preposition.

21-18 Good to average: effective but simple

construction, minor problems in complex
construction, several errors agreement,
tense, number, word order/function,
article, pronoun, preposition, but meaning
seldom obscured.
17-11
Fair to poor: major problems in
simple/complex construction, frequent
errors of negation, agreement, tenses,
number, word order/function, article,
pronoun, preposition, and/or fragments,
10-5 deletions, meaning confused or obscured.

Very poor: virtually no mastery of

sentence construction rules, dominated
errors, does not communicate, or not
enough to evaluate.
5 Mechanics 5 Excellent to very good: demonstrate
mastery of conventions, few errors of
spelling, punctuation, capitalization,
paragraphing.
4
Good to average: occasional errors of
spelling, punctuation, capitalization, but
meaning not obscured.
3
Fair to poor: frequent errors of spelling,
punctuation, capitalization, paragraphing,
 109

poor handwriting, meaning confused or

2 obscured.

Very poor: no mastery of convention,

dominated by errors of spelling,
punctuation, capitalization, paragraphing,
handwriting illegible, or not enough to
evaluate.

No Score-Interval Writing Category

1 100-88 Excellent to very good ability
2 87-75 Good to average ability
3 74-64 Fair ability
4 63-49 Poor ability
5 48-34 Very poor ability

(Jacobs et al,1981)

Kendari, September 2016

The Teacher of Observed Teacher Researched

NURSYAM, S.Pd. NURAENI

NIP. 1970 0523 1993 03 2009 21213134

Headmaster of MTsN 2 Kendari

MAPPATALIANG, S.Pd.,M.A
NIP. 1973 1231 1999 03 1013
Appendix2

Observation Sheet 1( meeting 1 cycle 1 )

Pertemuan : first meeting (Cycle 1)

Tanggal/tahun : August 29th 2016
 110

Berilah tanda centang () pada setiap pertanyaan berikut dalam kolom Yes
atau No dan komentar sesuai dengan kegiatan guru dan siswa!
No. Researchers and Students activities Yes No Comments
A. Pre- Activity
The researcher greets the students
The students respond to the greeting
The researcher ask the students condition
The students tell their condition to the
teacher
The researcher check the students
attendant list

The students responds their attendance

The researcher brainstorm the students
The students respond to the teachers
brainstorming
The researcher explain the objective of
learning

The students listen the explanation

B. Main-Activity
The students are ready to learn the
material
The researcher explain the material
The students attention the teachers
explanation
The researcher introduce a model of
procedure text

the students read and understand a text of

procedure text
The researcher asks students to read the
materials
The students read the materials
The researcher introduce its picture series

The students attention it

The researcher give chances to the
students for asking questions
The students asks the researcher
The students with the researchers
 111

guidance identify the generic structure of

procedure text
The students with the researchers
guidance identify the language feature of
procedure text
The researcher asks the students
understanding

The student responds the question

The researcher asks the students to move
in groups

The students sit in group

The researcher gives some writing tasks to
the students
The students cooperate well in groups
The researcher check the students work

The students read/write their working

The researcher asks the students to write a
procedure text based on the picture series
given

The students write the text.

The researcher guides the students in the
process of composing text.
The students use dictionary to help them in
finding vocabulary
C. Post- Activity
The researcher asks students to conclude
the material
The students conclude the material
The researcher gives rewards and
motivates the students to participate more
in the next meetings.
The researcher ends the class
D. Class situation
The students seems enthusiastic
The students involvement
The use of media
The researcher instructions
 112

Adopted from Feez and Joyce (1998 p.27)

18
X gotten score
22
Percentage Teachers / Students activities = total item x 100%

X 81.81%
Teacher and students score
x 100

(Riduwan, 2003)

Kendari, , September 2016

Observer

(NURSYAM, S.Pd)

Observation sheet 2 ( meeting 2 cycle 1 )

 113

Pertemuan : meeting 2(Cycle 1)

Tanggal/tahun : 30th August 2016
Berilah tanda centang () pada setiap pertanyaan berikut dalam kolom Yes
atau No dan komentar sesuai dengan kegiatan guru dan siswa!
No. Researchers and Students activities Yes No Comments
A. Pre- Activity
The researcher greets the students
The students respond to the greeting
The researcher ask the students condition
The students tell their condition to the
teacher
The researcher check the students
attendant list

The students responds their attendance

The researcher brainstorm the students
The students respond to the teachers
brainstorming
The researcher explain the objective of
learning

The students listen the explanation

B. Main-Activity
The students are ready to learn the
material
The researcher explain the material
The students attention the teachers
explanation
The researcher introduce a model of
procedure text

the students read and understand a text of

procedure text
The researcher asks students to read the
materials
The students read the materials
The researcher introduce its picture series

The students attention it

The researcher give chances to the
 114

students for asking questions

The students asks the researcher
The students with the researchers
guidance identify the generic structure of
procedure text
The students with the researchers
guidance identify the language feature of
procedure text
The researcher asks the students
understanding

The student responds the question

The researcher asks the students to move
in pairs

The students sit in pairs

The researcher gives some writing tasks to
the students
The students cooperate well in pairs
The researcher check the students work

The students read/write their working

The researcher asks the students to write a
procedure text based on the picture series
given

The students write the text.

The researcher guides the students in the
process of composing text.
The students use dictionary to help them in
finding vocabulary
C. Post- Activity
The researcher asks students to conclude
the material
The students conclude the material
The researcher gives rewards and
motivates the students to participate more
in the next meetings.
The researcher ends the class
D. Class situation
The students seems enthusiastic
 115

The students involvement

The use of media
The researcher instructions
Adopted from Feez and Joyce (1998 p.27)

20
X gotten sc ore
22
Percentage Teachers / Students activities = total item x 100%

X 90.9%
Teacher x 100

19
X
22
(Riduwan, 2003)
Students x 100
X 86.36%

(Riduwan, 2003)

Kendari, , September 2016

Observer

(NURSYAM, S.Pd)
 116

Observation sheet 3 ( meeting 4 cycle 2 )

Pertemuan : meeting 4(Cycle 2)
Tanggal/tahun : September 19th 2016
Berilah tanda centang () pada setiap pertanyaan berikut dalam kolom Yes
atau No dan komentar sesuai dengan kegiatan guru dan siswa!
No. Researchers and Students activities Yes No Comments
A. Pre- Activity
The researcher greets the students
The students respond to the greeting
The researcher ask the students condition
The students tell their condition to the
teacher
The researcher check the students
attendant list

The students responds their attendance

The researcher brainstorm the students
The students respond to the teachers
brainstorming
The researcher explain the objective of
learning

The students listen the explanation

B. Main-Activity
The students are ready to learn the
material
The researcher explain the material
The students attention the teachers
explanation
The researcher introduce a model of
procedure text

the students read and understand a text of

procedure text
The researcher asks students to read the
 117

materials
The students read the materials
The researcher introduce its picture series

The students attention it

The researcher give chances to the
students for asking questions
The students asks the researcher
The students with the researchers
guidance identify the generic structure of
procedure text
The students with the researchers
guidance identify the language feature of
procedure text
The researcher asks the students
understanding

The student responds the question

The researcher asks the students to move
in pairs

The students sit in pairs

The researcher gives some writing tasks to
the students
The students cooperate well in pairs
The researcher check the students work

The students read/write their working

The researcher asks the students to write a
procedure text based on the picture series
given

The students write the text.

The researcher guides the students in the
process of composing text.
The students use dictionary to help them in
finding vocabulary
C. Post- Activity
The researcher asks students to conclude
the material
The students conclude the material
 118

The researcher gives rewards and

motivates the students to participate more
in the next meetings.
The researcher ends the class
D. Class situation
The students seems enthusiastic
The students involvement
The use of media
The researcher instructions
Adopted from Feez and Joyce (1998 p.27)

20
X gotten score
22
Percentage Teachers / Students activities = total item x 100%

X 81.81%
Teacher and students score
x 100

(Riduwan, 2003)
Kendari, , September 2016
Observer

( )
 119

Observation sheet 4 ( meeting 5 cycle 2 )

Pertemuan : meeting 5(Cycle 2)
Tanggal/tahun : September 20th 2016
Berilah tanda centang () pada setiap pertanyaan berikut dalam kolom Yes atau No
dan komentar sesuai dengan kegiatan guru dan siswa!
No. Researchers and Students activities Yes No Comments
A. Pre- Activity
The researcher greets the students
The students respond to the greeting
The researcher ask the students condition
The students tell their condition to the
teacher
The researcher check the students
attendant list

The students responds their attendance

The researcher brainstorm the students
The students respond to the teachers
brainstorming
The researcher explain the objective of
learning

The students listen the explanation

B. Main-Activity
The students are ready to learn the
 120

material
The researcher explain the material
The students attention the teachers
explanation
The researcher introduce a model of
procedure text

the students read and understand a text of

procedure text
The researcher asks students to read the
materials
The students read the materials
The researcher introduce its picture series

The students attention it

The researcher give chances to the
students for asking questions
The students asks the researcher
The students with the researchers
guidance identify the generic structure of
procedure text
The students with the researchers
guidance identify the language feature of
procedure text
The researcher asks the students
understanding

The student responds the question

The researcher asks the students to move
in pairs

The students sit in pairs

The researcher gives some writing tasks to
the students
The students cooperate well in pairs
The researcher check the students work

The students read/write their working

The researcher asks the students to write a
procedure text based on the picture series
given
 121

The students write the text.

The researcher guides the students in the
process of composing text.
The students use dictionary to help them in
finding vocabulary
C. Post- Activity
The researcher asks students to conclude
the material
The students conclude the material
The researcher gives rewards and
motivates the students to participate more
in the next meetings.
The researcher ends the class
D. Class situation
The students seems enthusiastic
The students involvement
The use of media
The researcher instructions
Adopted from Feez and Joyce (1998 p.27)
20
X gotten score
22
Percentage Teachers / Students activities = total item x 100%

X 81.81%
Teacher and students score
x 100

(Riduwan, 2003)
Kendari, , September 2016
Observer

( )

Appendix 3 CYCLE 1
Evaluation ( cycle 1 )
NAME :
CLASS :
 122

2 3 4

5 6 7

Base on the picture series above, please answer the question bellow!
Title :
Equipments: Ingredients:
 123

Steps:

Evaluation ( cycle 2) CYCLE

Name :
Class :
Write a procedure text, base on the picture series bellow, requirements:
1) Write the goal/purpose, base on the picture
2) Determine the equipments and ingredients to make it
3) Write the steps to make it

1 2 3

4 5 6 7
 124

1. Goal ( Title ):

2. Equipments: Ingredients:

1. .. 1. ..
2. . 2. ..
3. . 3. ..
4. . 4. ..
5. . 5. .
6. . 6. .
Steps:

Appendix 4
Documentation
Documentation
Meeting 1 (Grouping)
The situation when work the task
 125

The situation when read and write the answer of their task
 126

Meeting II ( Pair )
The situation when they work their task

The situation when answer the question of their task

 127

Meeting 4 (Pair)
The situation when work the task

Meeting 5 (Grouping)
The situation when work the task
128