IMPROVING THE FIFTH GRADE STUDENTS’ SIMPLE SENTENCE WRITING ABILITY BY USING PICTURE CARDS IN THE TEACHING OF ENGLISH AT SDN KALISAT 01 IN THE 2010 / 2011 ACADEMIC YEAR

Abstract

This Classroom action research was intended to improve the fifth grade students‟ simple sentences writing ability by using Picture Cards. Students of class V SDN Kalisat 01 were chosen as the respondents of the research due to their problems in writing simple sentences. The students still experienced difficulties in writing sentences because they could not express their ideas into the written form. The students also lack motivation and concentration in writing because the teacher never uses any teaching media to stimulate students‟ ideas and attract the students‟ motivation in the teaching learning process. Therefore, Picture Cards were chosen as the media to overcome the students‟ problem in writing because they might help the students to be more active in the teaching learning process. This classroom action research was conducted in two cycles, in which each cycle covered the stages including: the stage of planning, implementation, observation, and reflection. Each cycle was conducted in three This Classroom action research was intended to improve the fifth grade students‟ simple sentences writing ability by using Picture Cards. Students of class V SDN Kalisat 01 were chosen as the respondents of the research due to their problems in writing simple sentences. The students still experienced difficulties in writing sentences because they could not express their ideas into the written form. The students also lack motivation and concentration in writing because the teacher never uses any teaching media to stimulate students‟ ideas and attract the students‟ motivation in the teaching learning process. Therefore, Picture Cards were chosen as the media to overcome the students‟ problem in writing because they might help the students to be more active in the teaching learning process. This classroom action research was conducted in two cycles, in which each cycle covered the stages including: the stage of planning, implementation, observation, and reflection. Each cycle was conducted in three