Jurnal Serunai Bahasa Inggris Vol 16.
No.
Oktober 2024
e-ISSN 2621-010X
IMPROVING STUDENTSAo WRITING ABILITY IN ANALYTICAL EXPOSITION TEXT
THROUGH PICTURE SEQUENCES AS MEDIA OF THE ELEVENTH GRADE
OF SMAS BINTANG LANGKAT
Conny, 2Khairul Ismizar, 3Eka RahmadantaSitepu georgina@gmail.
khairulismizar15@gmail.
dhanta07@gmail.
ABSTRACT
Penelitian ini ditujukan kepada siswa kelas XI SMAS Bintang Langkat.
Penelitian ini berupa Penelitian Tindakan Kelas (PTK) dimana subjek penelitian adalah siswa kelas XI-IPS.
Jumlah keseluruhan siswa adalah 20 siswa.
Penelitian ini bertujuan untuk meningkatkan kemampuan menulis siswa dalam teks eksposisi analitis melalui media gambar berseri.
Berdasarkan data, disimpulkan bahwa cara pandang siswa melalui pembelajaran dengan menggunakan urutan gambar dinyatakan sangat baik.
Hampir sebagian besar dari mereka telah menulis teks dengan isi dan organisasi yang baik.
Nilai siswa mengalami peningkatan dari nilai pra-observasi.
Siswa terlihat tertarik dalam proses pembelajaran.
Hal ini berarti bahwa riset ini berhasil meningkatkan kemampuan siswa dalam menulis teks eksposisi analitis.
Pada tahap pertama, siswa mendapatkan nilai 69,35 yang mana nilai tersebut belum mencapai KKM.
Selain itu, setelah dilakukan perencanaan ulang pada tahap siklus kedua, siswa memperoleh nilai rata-rata 78,55.
Hal ini menandakan adanya peningkatan.
Hal ini menyatakan bahwa ada peningkatan kemampuan menulis teks eksposisi analitis siswa dengan menggunakan media gambar berseri di SMAS Bintang LangkatKata Kunci Meningkatkan.
Urutan Gambar.
Kemampuan Menulis.
Teks Eksposisi Analitis.
Kata Kunci Meningkatkan.
Urutan Gambar.
Kemampuan Menulis.
Teks Eksposisi Analitis ABSTRACT This research was conducted to the eleventh grade students of SMAS BintangLangkat.
This was a Classroom Action Research which used the research subject from class XI-IPS.
The total number of students was 20 students.
This research was conducted to improve studentsAo writing ability in analytical exposition text by using picture sequences as media.
Based on the data, it concluded that the studentsAo point of view through learning by using picture sequences was stated very good.
Almost of them had written the text using good content and organization.
StudentsAo score was improved than pre-observation score.
Students were realized to be interested through learning process.
It meant that this research was success to improve studentsAo ability in writing analytical exposition text.
In first cycle, students got 69,35 as the meant, it did not achieve the KKM.
Beside after replanning action in second cycle, students got 78,55 as the mean, it meant that there was improved.
It stated that there was an improvement of studentsAo writing ability in analytical exposition text by using picture sequences as media of SMAS BintangLangkat.
Key Word: Improving.
Picture Sequences.
Writing Ability.
Analytical Exposition Text
INTRODUCTION
Language is system of sound symbol used by humans to communicate.
The system of communication in speech and writing that is used by people of a particular country or area.
It means that language is so important in human life because it is impossible for the human to communicate in their life especially in their own society or the neighborhood (Kurniawan, 2017: .
Learning english is very important because english has become an international language, which is used by most communities in the Many countries use english as the second language, such as Singapore and Malaysia.
In spite of the difficulties of studying english, it is useful to study the language because people can realize the importance of cummunication using english language.
When someone knows english , they can come to and communicate with the citizens of most countries in this globe without any confusion in expressing their feeling and thinking.
Therefore, english is one of the world largest language used around the world and most important language to learn and use.
There are four aspect in learning english such as speaking, listening, writing and reading, each of them has its own difficulties.
Writing is one of the four basic language skills that will be learned by the students at school but writing text in english still be a problem at According to Brumfit .
6: .
Auwriting should reinforce and help extend the listening, speaking and reading skillsAy.
Harmer .
4: .
states AuAs one of the four language skills, writing has always formed part of the EnglishAy.
(Conny2018: .
AuWriting is a productive skill because writing is an indirect communication and its character is very different from speaking directly, therefore writing includes the ability to construct Based on the teories above, the writer could conclude if in writing, a writer should prepared several thing before write The preparation must be about what kind of writing topic that would establish students inspiring to write.
The aspect of English language that becomes problems to EFL (English as Foreign Languag.
learners is writing.
The English writing also has communicative purposes.
means through having good English writing ability, it will aid students to make good English paragraph or text.
According to Jozsef .
1: .
AuWriting is among the most complex It involves the development of a design idea, the capture of mental representation of knowledge, and of experience with subjectsAy.
Procter .
8: .
states that writing is making signs that represent letters, words or numbers on the surface.
Byrne .
4: .
says that writing is clearly more of a product of graphic symbols because speech is more than sound production.
Based on several theories above, the writer could conclude that writing is complex activity cause itAos a process Jurnal Serunai Bahasa Inggris Vol 16.
No.
Oktober 2024 e-ISSN 2621-010X of produce and arrange letters, numbers, written symbols and ideas to be a medium to represent a knowledge and experiences All of Indonesian students at schools from primary school until university, learn english as a foreign language.
As the means, the students can use English as a language to communicate both spoken or written form.
ThatAos why, to make studentsAo can use english both in spoken or written form the english teacher have to set up a proper method/ media/ strategy than can give students chance to understand more about english and be meaningful for themselves.
In a research, method is a set of procedures that is related to the implication of treatment, media is explained as a thing included how the treatment is delivered and strategy is a precise plan about achieving a specific target.
In writing a text, although having inspirations to write, the students also have to consider what kind of text that the students want to write.
Therefore, writing is not only about the students are able to write a text in english but also students can determine what the genre of text it is, cause there are many genres of text, and each genres has own general structure, language features and social The students have to be able comprehending one of them firstly so that the students will be capable to write the text well both its english written and its rules of writing.
One of english text that had to be mastered by the students in eleventh grade was an analytical exposition text.
This text was about arguments of surrounding phenomenons.
write this text, the students had to understand about its definition, language features and generic structure to avoid some mistakes in writing it.
Indonesian Education Program based on curriculum 2013 put some great expectations to the students through study English writing analytical exposition text.
Based on the English Handbook of curriculum 2013 class XI that is arranged by Bashir, et al .
7: .
explains standard competence in study English analytical exposition text is differ social function and language features, to catch meaning and to compile analytical exposition According to Regulations of Educational Minister No.
37 about standard competency studying English at eleventh grade .
8: .
Au3.
8 membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks explanation lisan dan tulis dengan memberi dan meminta informasi terkait gejala alam atau sosial yang tercakup dalam mata pelajaran lain di kelas XI, sesuai dengan konteks penggunaannya.
8 menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur kebahasaan teks explanation lisan dan tulis, terkait gejala alam atau sosial yang tercakup dalam mata pelajaran lain di kelas XIAy.
According Wright .
9: .
AuIt is important to have as wide a range of resources as possible in the classroom so that the student can have a rich base and stimulus for this development and the resources must include picturesAy.
Based on Merriam Webster Dictionary .
AuPicture is a description so vivid or graphic as to suggest a mental image or give an accurate idea of somethingAy.
Based on the definition above, the writer can conclude that picture can be an important resources to suggest and stimulate studentsAos ideas of something.
It means, using picture in the classroom will provide students images how to describe something to write a text Based on the expectation from current curriculum of 2013 revised 2018, the writer concluded that in learning for analytical exposition the students were expected to be able differ social function, text structure and language features of explanation text.
Students were expected to be able in understanding the contextual meaning related to social function text structure and language features of explanation text.
The conduct this research was related to the problems that the writer got when became an English teacher in SMA Swasta Bintang Langkat registered in program of apprentice 3th for one month.
The problem also known by observation and interviews with the English teacher of SMAS Bintang Langkat.
Based on experience in observing the classroom during the process of study, many students faced some difficulties in learning English language especially in writing analytical exposition text.
The studentsAo difficulties were The students were difficult to find inspiration or frequently Jurnal Serunai Bahasa Inggris Vol 16.
No.
Oktober 2024 e-ISSN 2621-010X obtained a brainfart when wrote the text.
The students did not have good idea to gain the topic of the text.
The students had uncorrectgrammartical tenses in use for writing the analytical exposition text.
The students had incorrect text structure to write the analytical exposition text.
The students wonder a media, method or strategy that strongly helps to write the text.
Thus, the writer was very interested in discovering how Picture Sequence as media can improve studentsAo achievement in writing analytical exposition text.
Based on the expectations and realities above, the writer could see the gap of both.
Thus, the classroom action research would be conducted to creat a systematical process that overcame the problem then the studentAos result of studying analytical text would be improved.
To do the classroom action , it would be conducted by four steps (Planning.
Action.
Observing and Reflectin.
, the steps were counted by one cycle.
The cycle of steps could be conducted being several cycles until the problem was solved and the result of study was As we know that writing is one of the very important skill.
The skill demanding the students memorize many words, understanding the grammar so that they can write sentences and paragraph.
When the writer did the observation, writer knew that the English teacher in SMAS Bintang Langkat still using conventional method during the process of study, that made the students were difficult to find inspiration or frequently obtained a brainfart when wrote an english text because the students did not have good idea to gain the topic of the text, the students had uncorrectgrammartical tenses in use for writing the text because the students had low English structure mastery to write the analytical exposition text and the students wondered a media, method or strategy that strongly helped the students to write an english text well.
II.
RESEARCH METHOD
This study had conducted in SMAS BintangLangkat.
The location of the school was on JalanStabat-Secanggang, at DSN 1 UluBrayun sub-district of Stabat, regency of Langkat.
The writer selected this school Jurnal Serunai Bahasa Inggris Vol 16.
No.
Oktober 2024 e-ISSN 2621-010X analytical exposition text and the questionnaire reflected the result study.
because there was no similar study conducted in this school.
Another reason was based on the writerAo observation and interview to SMAS Bintang LangkatAos English Teacher, the writer i.
RESEARCH
FINDINGS
AND
found studentsAo problems in writing.
This DISCUSSION research had conducted this research on August Research Findings Time was needed to know when the The findings of classroom action research writer had time to prepare things related to the with the answer of the problem starting and when it would finish.
The research statement which aimed to improve studentsAo had conducted for three days in a week.
It had writing skills in writing analytical exposition begun in august 2023.
This research was a The findings consisted of studentsAo skill in collaborative action research.
This research writing and observation result.
It was about the tried to improve the studentsAo writing ability at studentsAo writing skills through Picture the eleventh grade of SMAS Bintang Langkat Sequences as media.
To measure the improving in the academic year of 2023/2024.
This students writing skills, there were four steps in research adopted cyclical action research couducting classroom action research for one model proposed by Stephen Kemmis and Mc cycle that were concerned by the writer.
Taggart.
The process of research consisted of namely: plan, action, observation and Planning.
Acting.
Observing and Reflecting.
In this research, to get the studentsAo The writer and the English teacher of the improvement in writing analytical exposition school collaboratively found the obstacles and text was through two cycles.
weaknesses of the writing learning process, identified the problems, planned and FIRST CYCLE implement the action.
After that, the writer and Planning the collaborator made evaluation, reflection and discussion related to the implemented In this stage, the writer and English Ary, et al .
0: 29-.
explained that teacher collaboratively arranged a plan to AuQuantitative researchers use a wide variety of conduct the action of the first cycle.
As the instruments to gather data, including tests, result, it could be explained that the preparation which had been prepared scalesAy.
Ary, et al .
0: .
explained that including problems which had identified.
AuTests are valuable measuring instruments for the instrument of teaching and the educational research.
A test is a set of stimuli instrument for evaluating studentsAo presented to an individual in order to elicit All preparations were taken responses on the basis of which a numerical action for the second stage.
score can be assigned.
This score, based on a Action representative sample of the individualAos In this stage, the writer and the English behavior, is an indicator of the extent to which teacher implemented the teaching process.
the subject has the characteristic being The teaching in writing analytical text was measuredAy.
The most common achievement done by using picture sequences as media.
tests are paper-and-pencil tests measuring As the result of the test, it could be cognitive objectives.
This familiar format, explained as follow :
usually administered to groups, requires Table 1 Score of Test in Action Stage of The individuals to compose answers or choose First Cycle responses on a printed sheet.
Ay (Ary et al, 2010:
In this research, the writer used paper and Initial A 1 A 2 A 3 A 4 A 5 Total
KKM
pencil test forming in Writing Test.
NO Questionnaire and interview transcript as the 1 AR
15 13 13 12 3
instruments to gather the data of research.
The 2 AI
16 17 17 16 4
writing test was an Instruction to write the 3 AFA
20 15 15 12 3
AGA
5 FAH
6 GAM
7 FD
8 IS
9 ID
10 IIS
11 IA
12 SV
13 MRF
14 MAA
15 NAP
16 NFD
17 PZ
18 RDS
19 SFA
20 NA
TOTAL
OcX
= 69,35
69,35
Table 2 The Explanations of Writing Score
Criteria
NAME
Aspect 1
Aspect 2
Aspect 3
Aspect 4
Aspect 5
TOTAL
CRITERIA
Content Organization Vocabulary Language Use Mechanics MAX SCORE Based on the score above, it showed that there were four students who got KKM score in the test about writing analytical exposition text.
The students were initial NFD .
PZ .
NAP .
and RDS .
The total number of the score was 1.
387 with 69,35 as the mean The highest score was 80 beside the lowest score was 56.
The mean score of total number was 69,35, it classified as fairly good based on mean classification but it didnAot strive the KKM Score.
It meant that in this first action stage, the studentsAo score were needed to improve through the second stage.
Table 3 The Score Classification (First Cycl.
Lowest Score Highest Score Mean Classification AR .
NFD .
69,35 Fairly Good Observation Jurnal Serunai Bahasa Inggris Vol 16.
No.
Oktober 2024 e-ISSN 2621-010X In this stage, the teacher interview some students as sample to get the description about the studentsAo common difficulties that happened in the first action stage.
The result of interview could be showed that as follow :
The lowest score as the first informant had the difficulties when he tried to start writing based on the sequences picture given.
He felt difficult to describe the pictures AuSaya rangkaian gambar miss, saya merasa sulit sebab tidak ada keterangan pada gambar menterjemahkan gambar itu missAy The second informant was GAM as the initial, he also had difficulties in writing analytical exposition text because of lack vocabularies mastery.
He described that inside the picture needed to be included some vocabularies which were able to help the writer to start writing and to developed the ideas :
AuAda kesulitan miss sewaktu melihat rangkaian gambar nya, saya merasa agak bingung dalam mengartikan rangkaian gambar tersebut mungkin memperlukan sedikit keterangan miss misalnya seperti beberapa kosa kata gitu miss yang bisa digunakan sewaktu menulis teksAy.
The thirth informant was AFA as the initial, he did not understand and felt complicated to arrange the meaning of picture sequences AuJujur sih miss, malah bingung gitu membaca gambarnya.
Karena disetiap gambar berbeda peran dan situasi miss dan untuk mendeskripsikan gambarnya saya rasa butuh sedikit keterangan didalam gambar guna memudahkan penulis dalam membuat teks nya missAy.
The fourth informant was FD, he had difficulties for aspect organization and vocabulary AuUntuk kesulitan itu di aspek organization miss nilainya tidak baik sebab bingung mengartikan gambarnya, dan juga aspek vocabulary nya karena kesalah dalam menuliskan kosa kata yang sesuai dalam penggunaannya missAy.
The fifth informant was MAA, he wondered the relevant words to enhance ideas to start writing.
He also described that picture sequences gave the content of the text but did not give the relevant description to help writer to write and develop the topic from the sequenced pictures : AuRangkaian gambar memang membantu miss untuk mengisi topic apa yang perlu di tulis tetapi untuk kesulitan nya sebab yang ditulis kedalam bahasa inggris, untuk itu saya rasa sangat memerlukan rangkaian gambar yang disertai dengan beberapa kata bahasa inggris sehingga dapat membantu penulis untuk mengembangkan topik disetiap paragraf nya missAy.
Based on the short interview given above, the writer realized that the picture sequences needed to be included by words that would useful to enrich studentsAo vocabulary mastery to describe the sequenced pictures.
The description would help students for aspect organization, content and also vocabulary.
So the writer and English teacher needed to prepare second sequenced pictures which included the words inside it.
Reflection In this stage of the last CAR stage for a cycle, the writer reflected the action had did, the result test which had taken then the observation result as the value which was useful to describe studentsAo difficulties for the In The first reflection stage of this research, the writer concluded that: first, the main problems of studentsAo writing analytical exposition text were from the identification of the problem based on analysis in preobservation that had been did while the writer was a teacher in practiced program.
Second, based on the main problems, the writer did the first cycle of Classroom Action Research.
the action stage, the writer and the English teacher collaboratively in teaching students about writing analytical exposition text by using picture sequences as media to study.
Third, based on the test, there were only four students who strived KKM score.
It meant, there were still problems who was experienced by student in the action stage.
The studentsAo difficulties were related to uncomprehending to arrange the picture description.
Almost of the students were wrong in interpreting the meaning of sequenced pictures.
They also were difficult to find suitable words that used to writer supporting sentences based on the topic.
Fourth, based on the explanation above, the writer realized that this classroom action research need to be taken the second cycle.
Jurnal Serunai Bahasa Inggris Vol 16.
No.
Oktober 2024
e-ISSN 2621-010X
SECOND CYCLE
Planning In this stage, the writer needed to make some plans related to implement the second cycle.
In this stage, the writer organized new sequenced pictures including words inside it.
The words had function to describe the picture sequences, the description also would help the students to write and compile analytical exposition text.
In this stage, the writer added some explanations into lesson plan related to implementation of second cycle.
Then, the writer also prepared closed questionnaire using googleformulir as the instrument to realize the studentsAo opinion through research implementation then for the teacher, the writer prepared an interview transcript to know the result of the test based on the teacherAos point of Action In this stage, the writer and the English teacher implemented the teaching process.
The teaching in writing analytical text was done by using picture sequences including with words inside it.
As the result of the test, it could be showed as follow :
Table 4 Score of Test in Action Stage of TheSecond Cycle Initial A 1 A 2 A 3 A 4 A 5 Total KKM
AFA
AGA
FAH
GAM
IIS
MRF
MAA
NAP
NFD
RDS
SFA
TOTAL
OcX
= 78,55
78,55
Based on the score above, it showed that there were sixteen students who got KKM score in the test about writing analytical exposition text beside only four students who did not strive the KKM score .
The students highest score was NFD .
and NA .
beside the lowest score was MRF .
The total number of the score was 1.
571 with 78,55 as the mean score.
The students who did not get KKM score were MRF .
FAH .
IIS .
and SFA .
Because of 78,55 as the mean score, it classified as AuGoodAy based on mean classification and it had strive the KKM Score.
It meant that in this second action stage, the studentsAo score improved.
Because of that, the cycle of classroom action research would be stopped.
Table 5 The Score Classification (Second Cycl.
Lowest highest score MRF .
NFD .
NA .
78,55
Good Observation After the improvement of the studentsAo score was taken, then the writer needed to give a closed questionnaire in order to realize the studentsAo point of view through learning process at the action of this second cycle.
The result of questionnaire could be explained as The questionnaire was responded by twenty students of class XI-IPS SMA BintangLangkat in academic year 2023/2024 as the informant.
It meant that the percentage got 100% of subject research including the The first question got 65% stated strongly agree and 35% stated agree.
It meant that students could understand what the teacher explained related to learning by using Picture Sequences as media.
Jurnal Serunai Bahasa Inggris Vol 16.
No.
Oktober 2024 e-ISSN 2621-010X The second question, the percentage got 20% stated agree and 80% stated strongly It meant that the students were easier to produce the text especially in analytical exposition by using picture sequences, it was better than without using picture sequences.
The third question, the percentage was 45% agree and 55% strongly agree.
It meant the picture sequences as media could improve studentsAo vocabulary mastery.
The fourth question, asked in percentage 20% percentage for agree and 80% strongly agree, it meant students got help in writing the content of the text by using picture sequences as media.
The fifth question, it stated that there was 25% disagree and 75% strongly agree.
It meant that, studentsAo text organization result is specifically excellent to very good.
For the sixth question, it was 5% neutral, 15% agree and 80% strongly agree.
It meant that, students had great achievement in aspect mechanic.
The seventh question, it was 20% neutral beside 80% strongly agree.
It meant that students got improvement in aspect language The eight question, it was stated that there was 5% for agree and 95% for strongly agree.
It showed that the picture sequences including words in it could produce better writing analytical exposition result.
The ninth question, it explained that 90% for disagree and 10% for neutral.
It meant that students did not understand the sequences of pictures if it is only pictures without words inside it.
The tenth question, it explained 100% for strongly agree.
It meant that the use of picture sequences gave students improved Table 6 Result of Questionnaire QUESTION
Students understood
what the teacher
writing analytical by Students felt easier
to produce analytical text by using picture The sequences improved studentsAo
SDA DA
The Picture students to arrange the content of the StudentsAo organization result excellent to very Students got good to assessing writing in StudentsAo assessing writing in language excellent to very The sequences including words in it could exposition result.
Students understood the sequences of pictures if it is only The use of picture students improved 20% 80% .
5% 15% 80% .
90% 10%
After the result of action in cycle two was improved then the writer needed to ask the English teacher some interview questions which used to support the result of this The interview transcript could be presented as follow:
After The Teaching and Learning Process.
What was The Result of StudentAo Writing? AuSetelah melalui proses pembelajaran menggunakan media picture sequences .
angkaian gamba.
siswa memiliki pemahaman yang baik dengan hasil nilai tes yang meningkat setelah melalui 2 siklus penelitian tindakan kelasAy.
What was the most studentsAo difficulties in writing English text, especially in analytical exposition text by using picture sequences as media? AuBila saya lihat, kesulitan siswa dialami pada saat mengerjakan tes pada siklus Yang mana siswa mengalami kesulitan dalam mengartikan media rangkaian gambar yang telah disiapkanAy.
Jurnal Serunai Bahasa Inggris Vol 16.
No.
Oktober 2024 e-ISSN 2621-010X How many students that get KKM Score through study writing analytical exposition text by using picture sequences? AuAda 16 siswa yang mencapai Nilai Ketuntasan Minimal (KKM), serta 4 siswa yang nilainya belum mencapai KKMAy.
How are about the studentAos ability in text AuPada Organization, 75% siswa mencapai kriteria Luar Biasa / Sangat BaikAy.
What do you think related to the manner in expanding the students vocabularies through picture sequences ? AuPerilaku siswa baik, siswa terlihat tertarik selama proses pembelajaran membantu siswa dalam menciptakan ide menulisAy.
Based on the interview above, the writer concluded that the studentsAo point of view through learning by using picture sequences was stated very good.
Almost of them had written the text using good content and StudentsAo score was improved than pre-observation score.
Students were realized to be interested through learning It meant that this research was success to improve studentsAo ability in writing analytical exposition text.
Reflection In this stage, the writer reflected the action had did, the result test had taken then the observation result as the value was useful to describe from studentsAo point of view related to questionnaire given in the action.
This second reflection stage of this research, the writer concluded :
StudentsAo score was improved through two cycle of classroom action There were only four students who did not achieve the KKM score of the school.
The use of picture sequences as media in used should be added by some words that were useful to help students to arrange the analytical exposition text.
The students thought that was easier to writer analytical exposition text by using picture sequences as media.
The studentsAo score improved from the pre-observation test.
It was the result exposition text by using picture sequences as media.
VALIDITY TEST
The validity test was done to measure the questionnaire stated as valid or not.
In this research, the writer used SPSS Version 23.
The result of validity test could be showed as the Table 7 Result of Validity Test
Value Question 1 0,010 Question 2 0,031 Question 3 0,006 Question 4 0,015 Question 5 0,000 Question 6 0,000 Question 7 0,000 Question 8 0,004 Question 9 0,011 Question 10
Item
Comparison Value Result
0,05
0,05
0,05
0,05
0,05
0,05
0,05
0,05
0,05
0,05
Valid
Valid
Valid
Valid
Valid
Valid
Valid
Valid
Valid
Valid
RELIABILITY TEST
To measure the reliability of the questionnaire, the writer used Statistic Software SPSS Version 23.
The result could be showed as the following :
Table 8 Result of Reliability Test
Value of CronbachAos Alpha
0,737
Comparison Value Result Reliable DISCUSSION After implemented the research steps, the writer realized that studentsAo writing analytical exposition text by using graphic organizer was The improvement was gotten through two cycle of classroom action Based on the result in the first action for cycle one.
The total number of the score 387 with 69,35 as the mean score.
The highest score was 80 beside the lowest score Jurnal Serunai Bahasa Inggris Vol 16.
No.
Oktober 2024 e-ISSN 2621-010X The mean score of total number was 69,35.
Beside through the test in action for cycle two the total number of the score was 571 with 78,55 as the mean score.
It meant that, the studentsAo score was improved then the studentsAo writing ability was developed.
Another matter could be discussed as follow:
Students felt picture sequences as media that was effective to improve the learning Based on the interview above, the writer concluded that the studentsAo point of view through learning by using picture sequences was stated very good.
Almost of them had written the text using good content and organization.
StudentsAo score was improved than pre-observation score.
Students were realized to be interested through learning process.
It meant that this research was success to improve studentsAo ability in writing analytical exposition text.
Through learning writing using picture sequences, students felt more enthusiastic.
Students enthusiastic in learning by using picture sequences, it could be showed from the the studentsAo responses through the study.
They felt that their score in writing could be improved significantly.
The seventh question, it was 20% neutral beside 80% strongly agree.
It meant that students got improvement in aspect language uses.
The eight question, it was stated that there was 5% for agree and 95% for strongly agree.
It showed that the picture sequences including words in it could produce better writing analytical exposition result.
The picture sequences gave the students ideas to arrange the sentences.
The second question, the percentage got 20% stated agree and 80% stated strongly It meant that the students were easier to produce the text especially in analytical exposition by using picture sequences, it was better than without using picture sequences.
The third question, the percentage was 45% agree and 55% strongly agree.
It meant the picture sequences as media could improve studentsAo vocabulary mastery.
The fourth question, asked in percentage 20% percentage for agree and 80% strongly agree, it meant Jurnal Serunai Bahasa Inggris Vol 16.
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Oktober 2024
e-ISSN 2621-010X
REFERENCES