IMPROVING STUDENTS’ SKILL IN WRITING EXPLANATION TEXT BY USING

PICTURE SERIES
(An English Action Classroom Research at The Eleventh Grade Students of SMAN 8
Bengkulu in the Academic Year of 2018 / 2019)

Atikah Aprilliani, Elfrida

Teacher Profession Pedagogy Study Program
Teacher Training and Education Faculty
Universitas Bengkulu
email: atikahasrul264@gmail.com
Abstract
This study was aimed at improving the students’ writing skill of the Grade XI Science
1 at SMA N 8 Bengkulu by using picture series. This research was an English Classroom
Acrion Research (ECAR) that was consisted of two cycles. Each cycle had one meeting
respectively. The subjects of the research were 32 students of Grade XI Science 1. The data
collection techniques were interview, observation and tests. The data were analyzed
qualitatively and quantitatively. The result of the research shows that the use of picture series
and the supporting materials improved the students’ writing skill. Based on the qualitative
data, the students could develop their ideas to produce an explanation text with better
vocabulary, sentence structure, punctuation, and capitalization. They also enthusiastically
joined the teaching and learning activities. Furthermore, their involvement in writing
improved because the series of pictures could attract the students’ attention. Based on the
quantitative data, the students’ mean value for the writing skills improved. In the pre – test,
the students’ mean value was 55. Then, after Cycle 1 (post – test 1), the students’ mean value
of post – test 1 was 69,7. At last, after Cycle 2 (post – test 2), the students’ mean value in the
post – test 2 was 87,2.

Keywords: Writing, Picture series

INTRODUCTION
Writing involves many aspects to learn
about how display students’ writing skill
in english on the papers correctly. Students
can explore their english ability in the
same time by writing. Brown (2003) has
explained that the students are strived to be
able: using acceptable grammatical
systems, using appropriate word, using
cohesive tools, using good spelling and
mechanics, organizing logical thinking,
and developing their ideas, to make their
writing can be readable. So, from the
definitions above, those can be concluded
that writing is a process while the students
are communicating their ideas, feelings, or
thoughts without neglecting linguistic
aspects that are related to language feature
of the text.
Richard and Willy A. Renandya (2002)
said, “writing is the most difficult skill for
second language learners to master. The
difficulty lies not only in generating and
organizing ideas, but also in translating
In English learning, writing is one of
productive skills that should be mastered
by the students. Writing as one of the
language skills is very important for some
reasons for senior high school students.
The first reason is that writing is important
for students to communicate or share
information and idea such as to write letter
or to compose stories. Secondly, writing
helps the students to prepare the global
competition for their future, for example to
get a job in a foreign country.
Furthermore, writing can help the students
to focus on accurate language use, such as
grammar and vocabulary. It may well
provoke language development of the
students because they think as they write.
Though writing is one of the four
language skills which is very important to
learn, but this skill is not easy. As Jack C.
these ideas into readable text.” Among the
skills, writing is the most difficult skill to
be learnt, because it needs hard thinking in
producing words, sentences, and paragraph
at the same time.
 That statement is also supported by the
Standard of Competency and Basic
Competence of curriculum 2013 of
English learning. According to the
curriculum, the writing skill is placed in
the last part after three skills namely
listening, speaking, and reading. It can be
said that the learners have to apply
everything that they have got in the three
stages before. So, writing can not be learnt
spontaneously.
For Indonesian students who learn
English as a foreign language write
paragraphs in English can easily become
overwhelming when the students lack
vocabulary, grammar, and knowledge.
They do not know what they must write
first as the topic sentence, generate the
topic by supporting sentences, conclude
the paragraph by concluding sentence
without ignoring the other major elements
such as grammatical items, vocabulary,
and mechanics that should be mastered by
the students.
One scope of English learning at senior
high schools is that students can
understand and produce a short functional
text and short essays in the form of certain
text types. They are procedure, descriptive,
recount, narrative, report, news item,
analytical exposition, hortatory exposition,
explanation, and discussion (Depdiknas,
2013). In this research, the researcher
focused on improving students’ ability in
writing an explanation text because it is
one of the texts which should be mastered
by the eleventh grade students. The
researcher also realized that writing an
explanation text was not an easy thing to
do. Through this research, the students
interview, the students were still confused
in applying the tense in their writing. In
addition, they told that they found
difficulties in generating and developing
were expected to be able to produce
explanation texts appropriately.
According to the previous explanations,
the students have to master writing skill.
However, based on the observation and
interview conducted in SMA Negeri 8
Bengkulu, especially in Grade XI of
Science 1, the researcher found some
problems related to teaching and learning
writing in the field. The problems are
explained as follows.
The first problem was related to the
teacher. The teacher must have four
competencies to teach. They are technical
competency, pedagogical competency,
interpersonal competency, and personal
competency (Brown, 2001). The teacher
should give a good quality in terms of their
professionalism in teaching. Moreover, she
has to be able to maintain an inquisitive
mind in trying out new ways of teaching.
However the researcher found some
problems related to pedagogical and
personal competency based on the
observation conducted in SMA Negeri 8
Bengkulu. In pedagogical competency, the
teacher must be able to decide the best
technique and media that will be used in
the teaching and learning process. She
must be able to make the lesson plan and
manage the class. In fact, the teacher rarely
combined the teaching process with any
interesting media like picture or video.
Most of the activities of writing were
dominated on using student’s worksheets.
Therefore, the teaching and learning
process seemed to be monotonous.
The next problem was related to the
students. Based on the observation, the
researcher found that the students showed
low motivation to learn. It could be seen
from their attention to the teacher’s
explanation. When the teacher explained in
front of the class, some students did not
pay attention but they had unnecessary
interaction with others. In addition, they
still had difficulties on applying grammar,
lacking vocabulary, and generating idea.
The grammatical problem was related to
the use of tense. According to the
the ideas in composing the text. Another
problem faced by the students in writing
was the lack of vocabulary. In observation,
the researcher found that the students met
difficulties in completing the task with the
appropriate words.
The third problem that the researcher
found in the field was related to the
method. Method is directly related to the
teaching and learning process because it
influences the students’ learning mastery.
Referring to the observation, the researcher
found that the method applied in teaching
and learning process was less attractive
due to the domination of the teacher.
Hence, the students were passive in the
teaching and learning process because the
teacher explained the materials taught too
often rather than allowed the students to
practice.
The last problem that researcher found
in the field was related to the media. From
the observation and interview with the
teacher and the students, the use of media
in teaching and learning writing skill was
limited. The school facilities like LCD
were not available in every class. So, in
delivering the materials, the teacher always
used student’s worksheets. It made the
students less enthusiastic and interested in
learning writing. Furthermore, the teacher
did not use various media like picture to
encourage the students in teaching and
learning process. Thus, it made them look
so bored to attend the lesson.
Based on those found problems, there
must be new formulas as a solution of the
problems to improve students’ writing
skill. The researcher worked
collaboratively with the English teacher to
overcome the problems through picture
series with a combination of vocabulary
lists in the form of rubric. Picture series is
a visual media that consists of sequenced
pictures and rubrics is a list of
vocabularies related to the pictures.
Action research, according to Kemmis
and Robin McTaggart (2010), involves
four stages in a cycle; planning, action,
observation, and reflection. The cycle can
Through this activity, the students were
expected to be able to generate and to
develop their idea through the series of
pictures about how something happened.
The pictures could stimulate the students
about what they want to write. Pictures
could be good guidance for them when
they get stuck in finding and developing
ideas. Then, the rubric of listing
vocabularies was hoped to help the
students when writing based on the
pictures. Those must help them in
composing an explanation text.
The researcher applied media as a
means to overcome the obstacles found in
the field. According to Harmer (2008)
media can effectively help students to
improve their writing skills. One of media
that can be used to improve the students’
writing skill is pictures. In this research,
the researcher used picture series to
improve the writing skill of the students.
According to Wright (1992), picture series
has two advantages. First, picture series is
very useful to help the students retell or
understand something since they can
represent places, object, and people.
Second, picture series helps the students to
understand general context. The use of
picture series was expected to solve the
problems and to improve the writing skill
for the students.
As the result of the problems that have
been talked and according to the
explanations that the researcher had been
written above, it is a scientific reason to
conduct a classroom action research which
is entitled: IMPROVING STUDENTS’
SKILL IN WRITING EXPLANATION
TEXT BY USING PICTURE SERIES.
RESEARCH METHOD
This research has an aim to improve the
students’ writing skill on explanation text.
So, this research can be categorized as
action research study. According to Bassey
(1998) in Koshy (2005), action research is
a research in which the purpose is to
evaluate and then to change something in
order to improve the educational practice.
be continued until the research achieves
the satisfactory goal. The four stages of
action research can be seen in the schema
below.
 Figure 1: Cyclical Action Research
Model by Kemmis and McTaggart
Based on the figure above, the research
was done in two cycles. In this research,
the researcher and the English teacher as a
collaborator formulated the problem
related to the writing skill of the students
based on the observation then identified
the research problems. After that, they
planned and carried out the actions,
evaluated and reflected the actions
implemented in the study.
The participants of the research were
the students of XI Science 1 class of SMA
N 8 Bengkulu, the researcher, and the
English teacher as a collaborator. There
were 32 students in XI Science 1 class.
They were 13 males and 19 females. The
researcher chose this class as the subject of
the research randomly because the all XI
classes had equal competency. The
research was conducted in the middle of
the second semester of the academic year
2018/2019. The observations were done on
Feb, 25th 2019. Then, the action was
conducted from March 04th to April 15th
2019.
This research was conducted in two
cycles whose each consisted of four stages:
plan, action, observation, and reflection.
These four stages were performed
continuously until the indicator of success
Mean: x= ∑ fx
N which:
y=∑ fy
of the research was achieved. The action of
the previous cycle was observed and the
result was then reflected as a reference to
improve the quality of the later cycle.
There are two kinds of instruments used
to collect the data of the research: writing
test and assessment teaching observation.
Writing test was used to measure students’
writing progress. The test was given at the
end of each cycle. In this test, the students
were given a series of pictures and further
asked to write a simple recount text based
on the pictures. The picture series were
adapted from Chabot’s Sequences: Picture
Series for ESL (2006). The result of the
writing test was then scored by the
researcher and the collaborator by using
Jacob et al’s (1981) scoring profile (in
Weigle, 2002: 116). Moreover, assessment
teaching observation was used as a means
to collect information about the teaching
and learning process of writing by using
picture series. The assessment included
students’ and teacher’s activities in the
classroom. Moreover, the checklist was
fulfilled by the collaborator during the
teaching and learning process. In other
words, the collaborator observed the
process and assessed whether the activities
(i.e. observation items) are suitable in the
classroom. The collaborator also wrote
some information in note columns to give
detail information about the items
observed. In other words, the data was
collected quantitatively and qualitatively.
The quantitative data was collected
through test, and the qualitative data was
assembled by using observation and
questionnaire.
The data obtained from the writing test
was in the form of scores. The quantitative
data that was taken from the test (pre-test
and post-test) would make a conclusion
whether picture series can improve
students writing skill or not. The
researcher determined the mean by using
formulas as follows:
N
In
x = Mean of Pre-
Test
 y = Mean of Post- Test
∑ fx = The sum of Pre-test score
∑ fx = The sum of Pre-test score
N = The Number of Students
The reflection was useful to show the
effectiveness of the action conducted in the
teaching and learning processes. The
influences of the implementation on the
student’s involvement were identified. The
results of the identification were
determined as successful or unsuccessful
ones. The successful actions were used and
reapplied in the next cycle, but those
which were unsuccessful would be
changed or improved into the suitable one.
FINDING AND DISCUSSION
1. Finding
The researcher conducts the action
research into two steps. First, the
researcher does the observation and
conducts the preliminary data (pre-test).
Then, the second, the researcher conducts
the action research. The test was
conducted on Monday, March 04th 2019.
There were 31 students in the XI science
1 class, consisting of 12 male and 19
female students. Pre-test was given in the
first meeting to know the student’s
writing skill before giving the treatment.
This test took 30 minutes long before the
meeting ends. The researcher asked the
students to write an explanation text. In
this case, they wrote an explanation text
by choosing the topic that they interested
about.
writing first post – test mean score, the
researcher concluded that the students’
writing score increased because of the
use of picture series. The frequencies on
The result of the pre-test showed that
the writing skills of the students were
still low. Students writing scores of pre-
test were between 45 – 70. It is still lower
than the minimum standard score. The
minimum standard score of English is 75.
None student who got score more than
70. It means that all of the students got
scores under the minimum standard. The
highest score in pre-test was 70, and the
lowest score was 45. So, the result of pre-
test above showed that the students
writing skills were needed to be
improved. The researcher decided to
improve it by using picture series.
A. Cycle 1
The first cycle was conducted on
Monday, March 11th 2019 at 09.45 a.m.
There were 29 students in the XI science
1 class, consisting of 13 male and 16
female students. In this cycle, the
researcher played a role as a teacher. The
teacher did the teaching-learning process
in three phases; pre-activity, main-
activity, and post activity. The pre-
activity phase covered all the thing done
as the openinng such as greeting, cheking
the student’s attendance, and giving
motivation for students to learn English
and practice more. Then, the researcher
did the brainstorrning or give some
questions to simulate students
participation in the lesson.
The result of this cycle, the researcher
concluded that implementing picture
series could improve the students’
writing skill based on comparison
between pre test and 1st post test. During
the observation in teaching and learning
process, the researcher did not only teach
the students writing skill but also the
researcher gave a motivation. They got
motivation to be better in writing class,
and they had braveness to make
explanation text. The result of the first
post-test also showed that the students’
writing skill score had improved.
Students writing scores of first post-test
were between 55 – 85. By comparing the
writing pre – test mean score with the
the very good category increased from 0
student to 9 students. On the good category,
the frequencies increased from
2 students to `17 students. Meanwhile,
the frequencies on the fair decreased
from 21 students to 1 student. On the
very poor category also decreased from 3
students to 0 student. Moreover, the
mean score in the class increased from 55
to 69,7.
However, the researcher and the
teacher still found some problems in
class, as follow:
1. Although most of students were
active, some of them were still
passive. Some students did not write
anything about the material given by
the researcher.
2. There were not good cooperation in
between the students. Some students
did not do the exercises well in the
writing class. They only copied from
others or from book.
3. Some students got difficulties in the
sentence structure and vocabulary
choice.
4. There were many students who made
noises, and the class was not
conductive.
5. There are three students who still got
lower than the minimum standard
score.
Based on the result of the reflection
above, the researcher decided to make
second cycle in order to make better
results and better improvements in
students’ writing skill.
B. Cycle 2
The researcher implemented the action
of second cycle on Monday, April 15th,
2019 at 09.45 a.m. There were 31
students in the XI science 1 class,
consisting of 12 male and 19 female
students. In the second cycle, The
researcher used different technique and
topic to make students be more focused
enjoyed the writing class. The students
also said their self-confidence built and
increased and that pictures could help
on this cycle activities. The researcher
used Three Phase Technique. It is a
technique or a method that uses three
processes in teaching that are before,
while and after do the activities. It is used
to improve the all of the studnts skills in
English learning. In this case, the
researcher focused on listening and
writing skills. There are three phases that
the students would do; pre-listening
phase, whilst-listening phase, and post-
listening phase (Nunan:2003).
After giving a treatment in second
cycle to resolve the problems of the first
cycle, there were some improvements
that can be explained as follows:
1.The students’ attention increased, it
could be seen when the researcher
discussed the first post test the students did
not make noises. Besides, when the
researcher gave a scond post-test, the
students also paid attention and focused
on their tasks.
2. The students’ motivation and self-
confidence increased; it could be seen
from the enthusiasms of the students
when they made an explanation text
based on the picture series.
3. There was an improvement of the
students’ writing skill. It was shown from
yhe result of the second post-test that
87,2 it was higher than the mean score of
the first post-test that was 69,7.
2. Discussion
In the discussion, the researcher
presented the implementation of picture
series in improving students’ writing skill
in explanation text, the students’
responses on the teaching writing and the
improvement of students’ writing skill
after the implementation of picture series,
for the eleventh grade students at SMA N
8 Bengkulu in academic year 2018/2019,
especially at XI science 1 class.
The researcher also conducted
interview with one of the students after
the implementation of picture series
technique to know their responses about
the implementation of picture series. The
result of the interview was that they
them to make a explanation text because
the sequenced explanation was clear.
Based on the findings of the research,
the first improvement was related to the
 content. Picture series which were
provided during the process of teaching
and learning of writing could stimulate
the students to generate the ideas. It
could help them to brainstorm the
important ideas that they had to write. By
looking at the pictures, the students could
organize the ideas that they had in mind
into a good sequence. They could arrange
them regarding to the generic structure of
explanation text and in a chronological
order. By providing some exercises about
grammar which were related to the text,
the students could have better
understanding about the concept of
simple past tense. By looking at the
pictures and looking up at the dictionary,
the students could use more appropriate
words in writing. They could choose the
words based on the context that they
needed to be used.
Based on the analysis of the mean
score of the writing ability test, it can be
concluded that the use of picture series in
explanation text did improve the
students’ writing skill. The improvement
of the writing skill can be seen from the
students’ writing composition. The
improvements were in the skill of making
content, choosing the appropriate words
in vocabulary, and making sentence in
correct structure of grammatical use. The
result can be seen below:
Mean Score Result of Writing
Composition
Writing Pre- 1st 2nd
Composition test Post- Post-
test test
Content 10,9 14,1 18,2
Organization 11,1 16,4 19,5
Grammar 9,5 13,7 15,8
Vocabulary 11,7 13,7 18,4
Mechanics 11,6 14,5 15,3
froms structure in making sentences.
They could produce sentences in correct
structure. Then, the students could
The improvement of the students’
writing score from the mean score of pre-
test / post-test in 1st cycle and 2nd cycle
and the percentage can be seen below:
The Mean and Percentage
Comparation of The Tests
Pre- 1st 2nd
test Post- Post-
test test
Mean 55 69,7 87,2
Percentage 0% 26,7% 25,1%
Based on the data above, the
percentage showed that based on the
mean of preliminary test result, the first
action research that had been conducted
increased up to 26,7%. The second mean
score based on last action research post-
test also showed the improvement up to
25,1%.
It means that the first action could
improve students’ writing skill than
without treatment. In the preliminary
stage, the mean of the students’ writing
skill were still low, but after the action
the students’ writing skill be better and
higher. It can be seen that after the
second action research had been
conducted, the scores of the tests were
improved from preliminary test, first
cycle post-test, and second cycle post-
test.
It also happens to the composition of
writing such as content, text
organization, vocabulary, language use
and also mechanic improved. Besides,
before the action researcher there were
some problems in learning writing, such
as; (1) in differentiating the tense, (2)
building sentence structure, (3) appllying
spelling and punctuation as well as, (4)
remembering the vocabularies and
composing words into the sentences or
paragraphs, and using transitional signal
or conjunction to arrange their ideas.
After doing the action research, the
students skill increased in vocabularies;
the students also used the words in
correct spelling and punctuation. Besides,
the students could use the grammatical
arrange their ideas to put in writing
forms.
The data result above also proved that
the using of picture series could increase
students score to pass the minimum
standard score of English, especially in
writing explanation text. In the
preliminary stage, none of the students
that pass the minimum standard score of
English. In the first cycle, some of the
students’ score were still low. In the last
cycle, none of them did not pass the
standard.
Based on the analysis and explanation
of the data above, it can be conluded that
the use of picture series in explanation
text could improve the students writing
skills. The researcher considered that
most of the students could write
explanation texts. It can be seen from the
students’ test results. It indicates that
they could produce a text, and identify
the generic stucture of explanation text.
The researcher also asked the English
teacher as collaborator to observe and
evaluate the action while learning
process ran in the classroom. So, by
considering the improvement, the
researcher concludes that picture series
technique has improved the eleventh
grade students’ writing skill of SMA N 8
Bengkulu.
CONCLUSION AND SUGGESTION
1. Conclusion
Based on the research findings, it was
indicated that the writing ability of
Eleventh Grade Science 1 students of
SMA N 8 Bengkulu improved after the
implementation of picture series in
writing explanation text. The teaching
writing using picture series could
improve the students’ skills in writing
explanation text. The response of the
students’ about the implementation of
picture series were they enjoyed in the
writing class.
organization, picture series could help the
students organize their ideas. By studying
some series of pictures, the students
could understand the sequence of the
The research was conducted in two
cycles. Each cycle consisted of one
meeting. In every cycle, some research
steps namely planning, action and
observation, and reflection were
included. In cycle I, the researcher
implemented picture-series and some other
actions, such as giving a model of
explanation text and listing difficult
words and giving rewards. Some picture
based activities such as sequencing
jumbled pictures and video were also
implemented in order to make the
learning situation was not monotonous.
Pair work and group work activities were
also done. In addition, the students also
wrote explanation texts individually. In
cycle II, four sets of picture series were
provided. The students got the
opportunity to write two explanation
texts based on the pictures. The process
of writing namely drafting, revising, and
producing the final product were
successfully done by the students. The
researcher also conducted interview with
one of the students after the
implementation of picture series
technique to know their responses about
the implementation of picture series. The
result of the interview was that they
enjoyed the writing class. The students
also said their self-confidence built and
increased and that pictures could help
them to make an explanation text because
the explanation would be more lively and
clear. The use of picture series
accompanied by picture based activities,
worksheets, and giving feedback brought
some significant improvements to the
students’ writings especially in the aspect
of contents, organization, language use,
vocabulary, and mechanics.
The students made a quite much
improvement in the aspect of content.
Picture series could help the students to
stimulate the ideas about what they had
to write. As the result, they could
develop their ideas into long paragraphs.
They also could write fluently.
Furthermore, in the aspect of
ideas. The students could arrange the
ideas based on the generic structure of
explanation text. As the result, the students’
writing were well written. Picture series
could also improve the students’
vocabulary mastery. By looking at the
pictures, the students knew the vocabulary
that they wanted to use and then they
checked in the dictionary to find the
words in English. The worksheets also
provided some key words to help the
students write. In addition, the students’
writing skills also improved in the aspect
of language use. By the explanation and
worksheet given by the teacher the
students had a better mastery of the use
of simple present tense and passive voice
in writing explanation texts. They could
produce simple but meaningful sentences.
In addition, during the whole class
discussions the students corrected each
other so they could realize their mistakes.
The research findings also indicated that
the students’ mean scores in writing
increased cycle by cycle. The increase of
the students writing skill was also
supported by the result of the test scores.
The mean scores of pre-test was only 55,
it improved to 69,7 and in the final test, it
increased 87,2. It can be concluded that
the use of picture series in narrative text
does improve the students’ writing skill.
2. Suggestion
After drawing the conclusions and
telling the implications of the research,
some suggestions for the English teacher,
the students, and the next researchers on
this subject can be proposed. First, it is
suggested for the English teachers to use
picture series in teaching writing
narrative texts since the result of the
research show that picture series were
useful to help students in generating the
ideas. The students could write the
narrative texts in good order. Besides, the
Readings Sixth Edition. Boston:
Wadsworth.
Boardman C. and Frydenberg J. 2008.
use of picture series also promoted the
students‟ positive behaviour during the
teaching and learning process. The
learning using picture series was able to
enhance the students’ interests and
preference to do writing activities. Second,
The students should manage themselves to
always have positive attitudes towards
English. They also should have motivation
in learning for their own benefits. It is
important for them to always practice
writing so that they could improve their
skills. In addition, they should always
actively participate in the process of
teaching and learning and do the tasks
given by the teacher. They should also
manage themselves to work in pairs, in
groups, or individually. Last, This
research is only a small study in
improving students’ writing skill. This
study was done by implementing picture
series as the technique in teaching-
learning process. It is expected for the
other researchers that this study can be
used as additional reference in the future
in order to create better teaching learning
process, especially for writing skill.
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