FUN PICTURE SERIES TO IMPROVE STUDENTS' WRITING SKILL IN CLASS VIII

Abstrak

The purpose of this classroom action research is to employ Fun Picture Series as instructional materials to help eighth-grade students at Nurul Jadid Junior High School become better writers.  According to the Kemmis & McTaggart model, the study was carried out in two cycles, each of which included stages for preparation, activity, observation, and reflection.  With an average pre-test score of 72, students' writing performance was comparatively poor before to the intervention.  Many pupils had trouble coming up with ideas, structuring paragraphs, and correctly using grammar.  Students were given visual cues through the Fun Picture Series, which helped them comprehend the order of events, lessen their nervousness, and write with greater assurance.  Students started to make improvement during Cycle I, and their average score rose to 77. But there were still significant issues, especially with sentence accuracy and vocabulary variety.  Students' writing abilities greatly improved following a number of changes in Cycle II, including the provision of model texts and themed vocabulary lists.  Every student met the minimal mastery requirements, and the average score increased to 83.  Positive gains were also evident in qualitative findings: students exhibited increased passion for writing assignments, interacted with classmates, and participated more actively.  They claimed that the pictures helped them visualize the plot and create more cohesive paragraphs.  The study's overall findings indicate that the Fun Picture Series is a useful tool for improving kids' writing abilities and fostering both learning motivation and cognitive growth.  Students find writing more approachable and pleasurable due to its straightforward, visually appealing, and captivating nature.