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ISSN: 1907-2341 (Print), ISSN: 2685-4031 (Online)

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Image Series as Media to Improve Students’ Recount

Text Writing Skill

Fatchur Roichan

a,1

, Sulistyaningsih

b,2

a, b

Magister Pendidikan Bahasa Inggris, STKIP PGRI Sidoarjo, Sidoarjo, Jawa timur, Indonesia

fatchurroic[email protected]m

sulistyaningsih3112@gmail.com

INFO ARTIKEL

ABSTRACT

Article history:

Accepted: 16 September 2024

Reviced: 28 October 2024

Approved: 20 November 2024

Available online: 1 December 2024

One of the skills that must be improved in English is writing ability.

Improving writing skills requires a creative teacher’s role in carrying out

learning. One creative way to improve writing skills, especially the re-count

text, is to use a series of images as a learning medium as described in this

research. The aim of this research’s to find out whether the use of series of

images is effective and can also help students in writing about recount text.

This research was conducted on eleventh-grade students at MA Putri Nurul

Masyithoh Lumajang in the 2023/2024 academic year. The method used was

class action research (CAR). Meanwhile, in analyzing the data resulting from

the treatment, the qualitative descriptive analysis method was used. The

results of the research show that students' ability to write recount text can be

enhanced using a series of pictures as a learning medium.

Keywords:

Image Series

Text Recount

Write

This is an open access article under CC BY-SA license

1. Introduction

English is one of the subjects taught in senior high schools in Indonesia, and it is the first

foreign language taught in language programs and institutions here. Out of the four language

skills taught in schools, writing is the most difficult. Writing is the process of expressing ideas,

feelings, and thoughts through written works, including non-fiction (Djumadin et al., 2020).

Ekarista (2018) asserts that writing requires a strong grasp of language, syntax, and spelling in

addition to critical thinking, logic, punctuation, and word structure into coherent phrases. As

stated by Brown (2000:5), four categories are used to group languages. This academic discourse

encompasses the four fundamental language abilities of reading, speaking, listening, and writing.

Oral communication and writing expression are now considered productive skills, whereas

reading and listening are classified as receptive skills. Speaking is not as hard to execute as

writing is as a productive skill. According to Knapp and Watkins (2005), speaking and writing

are two distinct ways of expressing oneself through language because they involve two distinct

modes of communication.

Writing is one of the four fundamental language abilities that is hardest to learn, according

to Liando, Tatipang, and Lengkoan (2022). Effective idea generation and organisation skills are

essential, as is the capacity to turn these skills into clear, legible writing. Writing permits

students to express their ideas, feelings, and experiences. Writing, which involves using words in

phrases or paragraphs, is the most important aspect of language learning, according to Liando et

al. (2020). Anyone can share knowledge, provide information, and communicate through

writing. Writing activities are a crucial part of teaching English language skills. Teachers need to

be able to assist their students in developing as writers. Students are taught to think through the

stages they should follow and to structure their thoughts in a collected manner before beginning

to write. Additionally, writing is a significant and fruitful activity that is an essential component

of students' academic learning, according to Ansi et al. (2023).

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According to research by Saleh, Pelenkahu, and Muntuuntu (2022), students frequently

struggle with a lack of incentive to develop their writing skills. In order to help students develop

ideas from their own experiences, make outlines, identify clear central concepts, arrange

sentences into cohesive paragraphs, establish relationships between paragraphs to ensure text

consistency, and finally refine and polish their ideas as they write until the final iteration, this

process necessitates a methodical approach. According to an early research, the majority of high

school students find writing to be the most challenging subject to learn. Researchers discovered

a number of issues with students' writing skills, including: (1) students' lack of enthusiasm in

writing in class; (2) students' inadequate vocabulary; and (3) students' difficulty coming up with

ideas. Additionally, the pedagogical approach taken by teachers has a big influence on how well

students write. Researchers also discovered that students’ need to acquire writing skills was the

root of these issues. This leads to issues like trouble organizing words, boredom, lack of passion

for writing, and ignorance of proper punctuation and grammatical usage in lengthy works.

Writing is therefore seen as a difficult linguistic ability.

To address the issue, instructors should be more imaginative when teaching youngsters to

write and give them with helpful and entertaining tools. Gaffar (2022) claims that instructors

who identify as creative would inspire their students to be more creative if they acknowledge

their own originality. To help students overcome their writing difficulties, the researcher taught

them how to write a recall recount using image series. A picture series is a collection of photos

offered as a representation of the entire tale based on the storyline in the form of various

pictures, in which students compose the story's theme based on the researcher's picture series

(Halim & Arifin, 2022). Setiati & Gemilang (2019) assert that serial media can pique students'

curiosity and enhance their academic performance. Appropriate approaches, models, methods,

and techniques are required to accomplish learning completeness while using serial picture

media. Enhancing student learning outcomes in text sequence arrangement through serial media

arrangement is the goal of this research.

The goal of using images as visual media is to improve the effectiveness and efficiency of

teaching and learning while producing higher-quality learning outcomes (Rohaniyah & Mari,

2022). Choosing images as a resource is vital since they give students something to focus on and

stimulates their attention when used in the classroom. The image tells a specific narrative or

offers an explanation through intriguing, interactive pictures (Raharjo, 2018). As a result, this

study employs picture series to motivate students to write and to supply knowledge for students

in controlled work, supporting, motivating, and directing students as they compose paragraphs.

Studies employing image series to teach writing have been carried out by certain scholars.

Eliyawati et al. (2022), for example, created an image series for junior high school students. She

came to the conclusion that her students' writing had improved and became more proficient after

putting her image series into practice. They had a stronger desire to participate in the learning

process. Yustika et al. (2021) report that the image series was successfully used to teach writing.

The image series was a fascinating medium that gave students lots of chances to compose

recount texts. The picture series may help students become better writers and was a suitable

teaching tool for writing instruction.

According to Apsari's research (2017), her image series on writing instruction proved to be

successful in assisting students in enhancing their recall text writing skills. Additionally, it

makes the classroom more engaging for the students, piques their interest in writing, and

improves student participation. It is consistent with Defi's research findings from 2022, which

demonstrate that kids can learn in an enjoyable method when utilizing picture series. As a result,

children are more eager to learn how to write using special media. The current study is

comparable. It has to do with using graphic series to teach writing skills. However, this study

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never been employed in MA Putri Nurul Masyithoh Lumajang, mainly students from eleventh

grade as the subject.

In order to boost eleventh grade students of MA Putri Nurul Masyithoh Lumajang

comprehension and guide their writing, the researcher's purpose in this study is to provide an

interesting method of teaching writing recount texts utilizing picture series as learning resources,

all while taking into consideration the previously described concerns. The primary objective of

this study is to gather data regarding the classroom atmosphere during the usage of picture series

in writing teaching and to determine whether using picture series has improved students' recall

text writing abilities.

2. Method

This research is class action research or CAR. Action Research is a research design

following the phases of PAOR which stands for Plan, Act, Observe, and Reflect (Phetsangkhad

et al., 2022). It is a process of systematic inquiry that aims to improve problem stated affecting

the activities of everyday people (Hine, 2013). This was done towards 22 students from MA

Putri Nurul Masyithoh, Lumajang.

The research consisted of three stages. The first stage was giving a pre-test to students to

determine each student's initial abilities. The pre-test given was in the form of practice writing

recount text without any assistance. After obtaining the results from the pre-test, the researcher

continued to stage two, namely cycle 1. In cycle 1, the researcher provided treatment in the form

of a series of images. Researcher presented five image sequences with the theme 'Last Holiday'.

Students were asked to write recount text based on the provided pictures. Students wrote one

paragraph for each picture. So the researcher got five paragraphs in return. Then, the researcher

continued his research towards cycle 2. At this stage, the researcher carried out another writing

exercise. In this cycle the researcher also carried out the same treatment as cycle 1, namely

providing five picture sequences with 'Last Holiday' friends. This second cycle was aimed at

ensuring students' ability to write recount text.

The data taken was in the form of assessment scores on student writing. The score results

were then compared with the minimum completeness criteria (KKM), namely 75. Data from

those three stages was described qualitatively in discussion section.

3. Result and Discussion

a. Result

After analyzing the data from the observation, field notes, and interview, it was clear from

the findings that: (1) Students improved their writing skills; (2) The use of picture series helped

students write better in recount texts; (3) Picture series made learning enjoyable; and (4)

Students were inspired to write. The researcher not only computed each student's score but also

observed each student's behavior throughout the teaching-learning process.

These sources contain the Pre-test results as well as those from Cycles 1 and 2 and Classroom

Action Research. We'll describe the result as follows:

Table 1. The Result of the Student's Work in A Pre-Test

Interval

Amount of Students

Percentages

Category

80 – 100

63,6%

Excellent

66 – 79

36,4%

Good

56 – 65

Fair

40 – 55

Bad

30 – 39

Fail

According to the preceding table, none of the students received a score of 0-75 for their

overall writing skills in cycle II. Based on the designated interval value, all students received

scores between 80 and 100; of these, 63,6% received excellent ratings, while 36,4% received

good ones. It demonstrates how effective it has been to use picture series as learning tools for

XI students at MA. Putri Nurul Masyithoh Lumajang when producing recount texts.

Table 4. The Comparison of Student’s Writing Scores

Test

Total Score

Mean Score

Pre-Test

1524

69,3

Cycle I

1770

80,5

Cycle II

1868

84,9

The comparison revealed that the pre-test and second cycle ratings for every text aspect

were acquired. According to the study of the students' test results, the pre-test mean score was

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69,3, the first cycle's score was 80,5, and the second cycle's mean score was 84,9. Through the

use of picture series, the two cycles enhanced the writing skills of the students. The graphic

below illustrates how much the students’ written recounts have enhanced. The diagram that

helps understand Pre Cycle, Cycle I and Cycle II is as follows:

Comparison of Pre Cycle, Cycle 1 And Cycle 2

Figure 2. Students Writing Score Comparison

b. Discussion

The results of the study suggest that using picture series may have helped students' writing

abilities from the pre-test to cycle two. Yustika et al. (2021) state that because the image series

has many benefits for the writing learning process, it is recommended for use in teaching and

learning writing skill assignments. The researcher implemented the idea of enjoyable learning

through graphic series to get the students involved in the classroom learning process.

4. Initial Assessment

The first stage carried out by researchers was giving a pre-test to 22 students in one class.

The pre-test given was in the form of practice writing re-count text without the help of any

learning media. The theme instructed by the teacher is Last Holiday. In this case, students are

expected to write down their experiences and tell about what they did during the last holiday.

The pre-test was carried out to determine students' initial abilities in writing recount text. So the

results of the writing will be an illustration of students' abilities in writing recount text. Before

commencing their writing exercise, they were still unsure of what they needed to accomplish.

Students' writing proficiency reflected in the pre-test results.

The results show that out of 22 students there are still 18 students who have the ability to

write re-count text below standard. This is illustrated by the scores obtained by the 18 students

which were still below the minimum proficiency score of 75. This data convinced researchers to

continue to the next stage, namely cycle 1. For the purpose of proving that students' difficulties

in writing recount texts were real, the researcher conducted interviews with the students. The

students' writings from their recount texts are shown below:

They found it difficult to keep their writing coherent, arrange their thoughts logically, and

sequence events sequentially. Many students noted dissatisfaction with the way their recall

texts transitioned between sections, finding it difficult to make a smooth connection between

one incident and another. Some students also reported having trouble summarizing and

expanding on important incidents or facts, which made their recall writings seem rambling or

lacking.

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Students also mentioned problems with sentence construction and vocabulary choice,

frequently feeling that their capacity to communicate ideas clearly and vividly was restricted.

Some said that their entire writing process was hampered by their lack of confidence in their

writing skills.

English writing is challenging. Due to their difficulty in compilation, dictionaries are the

focus of this problem. Writing in English presents a number of challenges, including difficulties

with terminology, vertigo, and anxiety of making a mistake. Even though thoughts are already

in the head, it can occasionally be difficult to put them into words. (ASN) English writing is

challenging because mistakes are inevitable and it can be hard to come up with ideas at first.

(DNTD) English text writing is challenging because it can occasionally require work to come

up with concepts.

The interviews shed important light on the particular difficulties students had when

composing recount texts, underscoring the necessity of specialized assistance, training and

Some of the children appeared unsure of what they should put on the worksheet, and others

needed assistance coming up with suggestions.

The Actions Implementation

Cycle I

Cycle 1 is the next stage after the pre-test was held. Researchers in this stage provided

treatment to 22 students, namely providing an image series of five sequences. Yet, every cycle

included the steps of acting, observing, reflecting, and planning. Thus, after developing the

problems with the English teacher, the researcher intended to implement some of the

interventions in the first cycle. The researcher had two meetings scheduled for the first cycle.

The students were given several tasks to complete in order to comprehend what they had to do

for their writing. In the first meeting, participants were given a recount text to work with. They

were to identify verbs in stories, arrange sentences based on photos, and practice creating

phrases. simply completing the blanks with the words shown in the photographs. They provided

the children with an image series and a recount text to utilize in their story-writing during their

second meeting. These visuals help the students create a recount text more effectively.

During the teaching-learning process, the performing stage was carried out in two times

45-minute meetings. The researcher conducted the teaching-learning process in the role of a

teacher. A recount text was introduced by the researcher during the pre-writing phase. In order

to investigate the text's content according to language aspects and generic structure, the

researcher collaborates with the students. In addition, the investigator displayed the images and

requested the students to identify multiple verbs depending on the provided picture. They could

discuss the verbs in the images that refer to deeds of kindness.

The information showed that the activity might make students’ vocabulary active.

Additionally, the students might arrange a number of phrases using the provided visuals. During

the writing phase, the students were shown photographs by the researcher, who also instructed

them to compose a recount and turn in the assignment. The observation revealed that some

students continued to misuse proper language usage and grammatical constructions. On the

other hand, the kids relished investigating the series of pictures. It is evident that several

students actively and enthusiastically shared their observations after viewing the series of

images and hearing the researcher's explanation. Apsari (2017) provides evidence to support the

claim that utilizing picture series will engage and amuse students as well as have favorable

effects on teaching and learning processes, such as generating enthusiasm

The following sums up the learning environment in the classroom: some students were

preoccupied with their own activities and engaged in other pursuits, including conversing with

other students, before beginning their writing. To bolster the findings of the students' writing

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proficiency in the first cycle, the researcher conducted interviews with the students. The

statements made by the students when creating a recount text are shown below:

Using picture series media, we feel energetic and active while performing the work, making

it fascinating because it is not boring and is quite simple to execute. It aids in the idea

development of each segment and organization in the recount text. When I look at a picture, I

can see where the person is, what they're doing, and their circumstances.

The challenge is paying closer attention to the simple past tense to shift verb 1 to verb 2,

while the picture is rather straightforward to grasp and it is easier to create the tale from the

picture series.

I can learn more from it because using this photo series gives me hints. In verb 2, the simple

past tense, there are challenges, though. I require clarification on sentence determination.

After the first cycle's activities were put into practice, reflection was undertaken. The

investigator discovered that certain markers, such linguistic characteristics, remained unfulfilled

in this cycle. The simple past tense was challenging for the students to use when drafting a text.

Nonetheless, the way the learner develops their thoughts in writing has enhanced. It was easy

for the students to come up with ideas for a recount text utilizing picture series. According to

Ekarista (2018), visual series facilitate students’ idea retrieval. They have limited imagination

and have a shorter time span for idea development. Rohaniyah & Mari (2022) provided

additional evidence that students make significant improvement when employing the image

series technique when writing recounts. Put differently, picture series have a positive impact on

student’s English writing skills (Ramadhanty et al., 2021).

In summary, the learning metrics were not satisfactorily attained in the initial cycle. As a

result, the researcher had to carry out the second cycle. The researcher then intended to carry

out the second cycle and observation in order to enhance the students' writing skills when it

comes to recounting text through image series.

Cycle II

In the second cycle, the researcher intended to have two meetings. The purpose of this

meeting was to improve the students' writing abilities with improved recount text materials,

taking into account their reflections and the results of the first cycle. Using the reflections from

the first cycle, the investigator created plans for executing particular tasks in the second cycle.

During the first meeting, they distributed simple previous crossword puzzles, had practice

completing the story using the given verbs, and had arranged the photos in accordance with the

text. At the next class, the students were given the task of creating a group narrative using a

recount text that was supplemented with five different photo series and an illustrative picture.

The writing step, which was completed at the most recent cycle conference, also involved

three additional improvements: linguistic features, goal, and structure. In the writing phase, the

researcher provided the students with five picture series and gave them instructions to write a

story in groups. Groups of students get together to discuss ideas and compose a narrative based

on the pictures. On the basis of the concepts mentioned, the story is then written.

Based on the observational data, the following were noted: (1) Students worked

enthusiastically in groups to produce texts; (2) Some students engaged in lively discussion on

the picture series; and (3) Students' writing level’s increased. The kids could write a story that

was more detailed, a longer paragraph that had lots of evidence, and a narrative that was

cohesive from beginning to end. The students could come up with a few different introductory

statements. They could utilize the right terminology and were more cautious while building

previous sentences, particularly when switching the wrong forms of verbs 1 and 2.

During learning exercises, the classroom environment was explained as follows: In the

second cycle of instruction, the students were more engaged and took pleasure in writing. (2)

Without wasting any time, they typed down what they had written about after exchanging

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information about what they had seen in the picture. The idea that cooperative learning can

boost student participation in the classroom is pertinent to Apsari (2017). It also supports

Yustika et al.'s (2021) finding that picture series can encourage students to actively participate

in class discussions and communicate what they know and understand about the teacher's

recount text.

The students were more engaged and driven to write during the teaching-learning process

in the second cycle after they had written utilizing image series on a regular basis. Every

responder mentioned that learning activities were enjoyable when using picture series media. It

is corroborated by the student's interview outcome below:

Since I'm learning how to use a media picture series for the first time, it's enjoyable,

inspiring, and simple. (M.L.) Because I can accurately build and establish the recount text's

structure with the picture, it is both pleasant and informative. Additionally, we may discuss

duties with the group so that we can work together more seamlessly. Because I witness the

incident first hand, the picture series also inspires me to write a recount text.

The results above demonstrated how using picture series as a teaching tool helped boost

students' interest in writing assignments. In keeping with Defi (2022), image series media allow

children to study in an enjoyable way and pique their interest in writing. It demonstrated how

well the X1 MA. Nurul Masyithoh Lumajang students learned how to write a recount text by

using image series as a learning medium. The outcome demonstrated that each cycle saw an

improvement in the students' writing skills, and they had attained the success indication for their

recount writing scores. Their outcome was acceptable since the picture series aided in the

students’ idea development and writing proficiency. It is evident that students are becoming

better writers. The students were inspired to write and a joyful learning environment was

produced by using picture series.

The findings of this study suggest that using picture series as a medium for learning to

write has favorable effects, as seen by a decrease in the proportion of students receiving marks

below standard. Wening's (2016) perspective, using picture series as instructional material can

increase students' writing skills. Picture series are chosen for their appeal and chronological

order, facilitating students’ ability to organize thoughts in writing. The benefits of using image

series are that they act as stimulants that help students develop their imagination and creativity,

allowing them to write successfully (Erniwati et al., 2022).

Further, explained by Simanjuntak et al. (2023) that image series are great media for

introducing new English vocabulary to students. They are also appropriate medium for the

teaching and learning process, particularly when these media are delivered in the proper manner

to ensure that the learning activity proceeds smoothly.

5. Conclusion

Student's writing skills can be enhanced by the picture series. At certain points, the

improvement was apparent. The results of the pre-test, cycle I, and cycle II accomplishment

tests show the student's development. Just 6% of students received good categories on the pre-

test, while the majority of students received scores in the fail division. Nine percent of the

students in the first cycle received excellent categories. No student achieved a score of 0-75 in

the second cycle; 36,4% of students received good categories and 63,6% received excellent

categories.

Based on an examination of the students' scores, it was found that the pre-test mean score

was 69,3, the first cycle mean score was 80,5, and the second cycle mean score was 84,9. The

results of the research show a reduction in the number of students who get scores below the

average. This is a positive finding. So it can be concluded that based on the results and

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discussion in the previous section, it can be concluded that the image series method is able to

enhance students' ability to write using English, especially recount text.

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