THE USE OF PICTURE SERIES

AS TEACHING MEDIA
TO IMPROVE STUDENT’S DESCRIPTIVE
TEXT WRITING SKILL

By:
Regina Fauqa Imani (BIB 150046)
A. Background

In writing classes we often find students who are confused and have difficulty
writing English spontaneously or easily. They also have difficulty arranging sentences.
As we already know that writing is a process of sequencing sentences that must be
arranged in a certain order. This means improving writing skills is very important in the
teaching and learning process, because it can help students to write correctly.
In Vocational School there are some kind of text that need to learn in writing
skill. One of them is Descriptive text. It is a text which says what a person or a thing is
like.
To optimize the writing descriptive text process, students need some media to
help them in writing process. Some students have difficulties in writing because they
have to arrange some words, which grammatically should be right. The use of some
pictures as media can help students in writing process.
Picture Series is one kind of picture that also can be a teaching media in
helping students to write a descriptive text. Picture series can be an alternative for
teacher to be used as media in teaching learning process
B. Research Questions

1. How can the picture series be used as a teaching

vocational school in teaching descriptive text?

2. To what extent does the use of picture series as a

teaching aid improve the ability of students in writing a
descriptive text?
C. Research Purposes
1. To know how can the picture series be used as
a teaching vocational school in teaching
descriptive.

2. To know what extent does the use of picture

series as a teaching aid improve the ability of
students in writing a descriptive text.
 D. Literacy Review
Writing
According to Byrne (1993:1) writing is an activity to form graphic symbols in the form of
letters or a combinations of letters related to the sounds we make when we speaking on a flat
surface or some kind.

Teaching Writing
Byrne (1993:21) stated teacher focused on writing problems faced by students during writing
activity and continue to accompany them even though students are only given the same topic.

Picture Series as Media

According to Wright (1989:22), speaking and writing are both productive skill and pictures
can often be used in similar ways to promote them. Picture also can motivate student want to
pay attention and want to take part. Picture can be used to motivate the learner and to remind
him or her what to say. A more demanding activity is when the student tries to remember a
number of lines of text and is prompted by a series of pictures.

Descriptive Text
According to McCarthy (1998:5) descriptive writing is writing that aims to develop an idea or
an image by adding phrases, metaphor and sound of word appropriately.
E. Research Method
1. Design
The researcher will use Pre-experimental research. Based on Ary et al
(2010:302) Pre-experimental designs is a scientific investigation in
which the research do not have random assignment of subjects to
groups or other strategies to control extraneous variables.

2. Population and Sample

• Population
The population of this research will be all the first grades of Pelita
Bunga Bangsa Vocational School.
• Sample
The sample of this research will be students of Electrical
Engineering class of Pelita Bunga Bangsa Vocational School.

3. Instrument
In collecting the data, there will be two types of instruments in this
study, namely pre-test and post-test.

4. Data Analysis
The analysis will be done in the form of the comparison of the
percentages of the two groups of the students.
The procedure of this method is :
1. The teacher attaches 10 different pictures about the description of the
person or object, on the whiteboard or displayed on the screen.
2. The teacher gives instructions and gives students the opportunity to pay
attention and analyze images.
3. The teacher distributes a worksheet that students must fill in after observing
the picture
4. In the worksheet students are asked to write a sequence of 10 images that
are displayed in the right order.
5. The teacher tells students to exchange their worksheet with their friends.
6. The teacher asks several students to convey the reasons for drawing or the
results of their work in front of the class.
7. The teacher invites students who have not properly compiled the image to
fix it first
8. After all students compile the picture with the right arrangement, students
are invited to write the description text according to the sequence of images
9. The teacher determines conclusions from the results of the joint discussion.