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“THE COUSIN” DI PANTAI PINK

- Monday, February 29, 2016 No Comments
Mengisi libur semester pertama pada tahun 2016 ini saya mengajak sepupu-sepupu dari garis ibu untuk berlibur ke pantai di kawasan selatan Lombok Timur. Pantai yang terkenal lewat dunia maya (red:internet) beberapa tahun lalu ini bernama Pantai Pink. Nama “Pink” disematkan lantaran pasirnya di sepanjang garis pantai yang terlihat pink dari kejauhan ketika terkena sinar Matahari. Pantai yang bernama asli “Tangsi” (begitu masyarakat lokal menyebutnya) ini terletak di Desa Sekaroh Kecamatan Jerowaru-Lombok Timur. 
Perjalanan ke Pantai ini cukup memakan waktu dikarenakan letaknya yang agak jauh dari kota Kabupaten. Namun akses jalan sudah cukup bagus karena sudah mendapatkan perhatian dari pemerintah setempat. Hanya beberapa kilometer saja sebelum sampai di Pantai jalan masih belum diaspal (jalan tanah), namun tidak terlalu jelek seperti beberapa tahun lalu pada awal-awal Pantai Pink dikenal luas. Rusaknya jalan sebelum pantai Pink tidak terlalu terasa berat tatkala melihat ke kiri dan kanan jalan yang dipenuhi oleh deretan pohon yang berbaris rapi karena program penghijauan dari pemerintah di kawasan hutan lindung Sekaroh dan tanaman jagung Masyarakat setempat pada musim tanam (musim hujan tentunya). 


Bagi para penggila fotografi tentu spot ini tidak luput dari jepretan dan tempat berfose bagi pengunjung pantai pink yang suka dipotret. Deretan pohon yang berbaris rapi bisa menjadi view yang menarik untuk tempat mengambil gambar. Akan tampak lebih indah lagi ketika pohon-pohon ini berbunga kemerahan. 

Sampai di jalan masuk ke Pantai Pink kita harus membayar tiket masuk Rp. 5.000 untuk satu kendaraan (sepeda motor). Setelah kita bisa turun menuju pantai melalui jalan menurun yang sudah dirabat sampai mendekati bibir pantai. Sampai di pantai kita disuguhkan pemandangan pantai yang tenang karena ombak yang tidak begitu besar. Pantai ini diapit oleh dua bukit yang bisa digunakan untuk tempat mengambil gambar juga. Biasanya bukit di sisi kiri pantai menjadi tempat favorit bagi pengunjung untuk mengambil gambar diri (selfie) atau beramai-ramai. Di bawah tebing bukit sebelah kanan biasanya digunakan sebagai spot memancing bagi “Para Penyabar”. 



Kegiatan yang bisa dilakuakan di pantai ini tentunya berenang dan bermain pasir, walaupun sinar matahari cukup terik. Selain itu kita bisa “snorkeling” karena terumbu karang masih cukup terjaga dan indah di bawah air yang cukup jernih dan tenang. Bagi yang ingin menikmati suasana agak jauh dari pantai bisa naik perahu yang disediakan oleh para nelayan setempat dengan membayar sejumlah uang per orang. Para nelayan akan membawa anda berkeliling di sekitar pulau kecil (gili) yang berada tidak jauh dari pantai. Tentu anda akan bisa mengambil gambar di sekitar gili tersebut.
Fasilitas yang tersedia di pantai ini adalah gazebo yang bisa digunakan untuk berteduh dan menaruh barang-barang. Terdapat juga musholla dan kamar mandi yang bisa digunakan untuk ruang ganti juga. Dengan demikian Pantai Pink ini bisa menjadi pilihan untuk berlibur bagi anda. 

TENTANG PENTINGNYA TULANG PUNGGUNG

- Thursday, February 25, 2016 No Comments

Tulang punggung atau dalam bahasa inggris (back bone) merupakan bagian yang sangat penting dalam tubuh manusia. Hal ini karena berfungsi untuk menyangga bagian atas tubuh sehingga bisa tegak. Tulang punggung bukanlah satu tulang memanjang seperti tulangg kering pada kaki, namun terdiri dari susunan tulang kecil tidak beraturan yang berjumlah tiga puluh tiga (33) tulang.
Namun dalam tulisan ini saya tidak akan membahas tulang punggung seperti pada paragraf di atas, bukan pula berbicara tentang satu Group Band tekenal (red: Andra and The Back Bone). Dalam tulisan ini saya akan membahas tentang tulang punggung dalam sebuah organisasi. Karena saya adalah seorang pemuda yang bergelut di organisasi pemuda maka tulang punggung, biar lebih kren kita sebut saja back bone, yang akan saya bahas adalah tulang punggung dalam organisasi pemuda.
Layaknya pada tubuh manusia, back bone dalam sebuah organisasi sama pentingnya dalam menopang tegaknya organisasi tersebut. Karena dengan banyaknya bagian di dalamm organisasi (anggota) maka tentu harus ada yang berperan untuk menopang berjalannya roda organisasi sesuai dengan tujuan dan program utama. Back bone ini tentunya juga tidak bertumpu pada satu dua orang saja, namun beberapa orang yang biasanya terstruktur dalam sebuah susunan pengurus harian. Yang mana pengurus inilah yang memastikan berjalannya roda organisasi samapai pada tujuan yang dicita-citakan bersama. Tentu dengan menggerakkan seluruh potensi anggota untuk bergerak bersama dalam satu langkah dan arahan dari pengurus harian. Bukan kemudian pengurus hanya menjadi tukang perintah (commander) saja, namun juga terlibat aktif dalam kerja-kerja organisasi.
Back bone dalam organisasi akan bisa berfungsi dengan baik jika sudah terlibat atau lebih tepatnya dilibatkan dalam tiap kerja-kerja organisasi. Mereka tidak terbentuk begitu saja dengan sendirinya, namun back bone terlahir dari lapangan praktik yang luas dan berkali-kali. Mereka ditempa dan diasah oleh praktik kerja organisasi. Sehingga melahirkan back bone yang kuat dan tentunya tidak kropos. Untuk menjaga tulang ini tetap kuat juga penting untuk memberikan suntikan kalsium tulang berupa pemahaman materi tentang organisasi dan berbagai hal dalam rangka peningkatan kemampuan pemikiran.
Pada akhirnya back bone diharuskan mampu menjalankan roda organisasi yang dipimpinnya. Seperti halnya apa yang sudah kita siapkan dan lakukan dalam Organisasi Pemuda Darma Karya Bakti (PDKB) tercinta. Tidak mudah memang, dibutuhkan pengorbanan waktu, tenaga dan bahkan materi dalam menjalankan organisasi. Namun semuanya akan terasa sangat bermakna ketika kita mampu berbuat untuk orang banyak. Tetap semangat Kawan-kawan. Perjuangan belum berakhir. Salam Perubahan.

Torehan untuk Organisasi Pemuda Darma karya Bakti (PDKB) Masbagik Timur.

ANALYSING OF FITZGERALD’S PSYCHOLOGY IN THE GREAT GATSBY

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Agus Khairi

NIM. 157835401
Language and Literature Program
Post Graduate Program
The State University of Surabaya

Phone: 081917071886
e-mail: geges.ndl@gmail.com




Literary work actually is expression of author’s experiences in daily life. Many kinds of point of view can be depicted in work based on the author’s experience such as background knowledge, background of study, ism that author beliefs and many thing that can be influenced in his/her thinking. Those experiences describe as the plot in the work and depicted in the characters of the story. Often, the most representative depiction is in the main character of the story. As in The Great Gatsby can be seen how Fitzgerald describes the environment at that time (1920s) when America grow to be industrial country and its influence to the people at that era.
To know what actually the author is and his/her experience in life can be done by analyze the work by using some approach or theory. Especially in this writing, will be used psychoanalytic criticism to know deeper about Fitzgerald’s psychology in his work The Great Gatsby, famous novel in 1925. In order to reach the aim of this writing, it will be discussed more about the characters of the novel and characteristics are depicted from their role in the story related to psychoanalytic point of view.         
The Great Gatsby is a novel depicted American Dream in which people at that era compete to be rich and get more power than others. Because economy grew through industrial build by capitalist as economic system, for some of people it is easy to get wealth and used to obtain other desire because aimless in their life as trauma caused by World War I. Those situations came up with individualism among the people in that era.
As elaborated in previous paragraph that psychoanalytic criticism will be used in this discussion to analyze psychology of the author is that Fitzgerald. Thus, it is important for us to know more about psychoanalytic criticism which is established by Sigmund Freud in Tyson (2006). Dealing with psychoanalysis, Freud discuss about unconscious that is the notion that human beings are motivated, even driven, by desires, fears, needs, and conflicts of which they are unaware” (Tyson, 2006:12). According to this definition, the motivation is unknown by human being and become basis of their action and behavior.
Based on those basic theory, can be seen the character of Jay Gatsby, his unconscious mind led him toward something that he never have but wanted so badly and became his dream. That is his desire to possess Daisy who was his girlfriend when he still young. To reach his goal he did work “bootlegging” in order to be rich man and use it as power to posses Daisy. Even, Daisy was married by Tom Buchanan, Gatsby’s motivation to posses Daisy stay alive in his mind.
There are two unconscious behavior can be seen from what Gatsby’s depicted in the story and can reflected the psychology of Author, Fitzgerald. Those are being rich then used it to fulfill his desire by doing party and make affair with married woman. Next will be discussed each of them and relate it to Fitzgerald psychology.
Gatsby became a rich man by doing illegal business is that bootlegging, by doing the business He become rich in short time. Because of his wealth Gatsby live in hedonism, held party very often. It is happen unconsciously as motivation to get Daisy back to him. By this depiction can be conclude that Fitzgerald is a hedonist, doing party and take pleasure at the time. Using the money to obtain his desire in to get pleasure, act as upper class people and associate with other upper class or rich man in the area where they live. It is not matter of take pleasure but it can be the way to show up to others what he possesses. It can be caused by his family’s previous life as depicted in the novel. Family contributes to someone behavior in the future. According to Tyson (2006:13) “the “birth” of the unconscious lies in the way we perceive our place in the family and how we react to this self definition”.
Next analysis is focused about Gatsby’s love story and relate to Fitzgerald psychology. Based on the story can be seen that Gatsby fall in love with hedonist woman, Daisy pleasure with party and hedonism. It depicted how Fitzgerald’s desire, what kind of woman he likes. As a hedonist Man of course he will find the woman same like him. This is driven by desire and dream about woman that she want as his girl friend. Moreover, it is in line with Tyson (2006:16), argues that one common core issue is fear of betrayal, “the nagging feeling that our friends and loved ones can’t be trusted”. It is depicted when Daisy marry with Tom Buchanan, the rich man, and left Gatsby when He was a soldier. From this scene concluded that to get the woman who leaves him because his poor, he must become rich man in order the girl loves him. As Edwin Fussell marks in Gholipur, A. Mojtaba & Snahmadi, B. Mina (2013), “his pursuit of materialism is based on the belief that "all the magic of the world can be had for money”.
After discussion about what depicted in The Great Gatsby, main point can be got dealing with analyzed using psychoanalysis is that how he aim the wealthy. Finally can be concluded that the psychology of Fitzgerald considering with their work The Great Gatsby is driven by his desire in wealthy and woman.  

REFERENCE
Tyson, Lois. 2006. Critical Theory Today” (2 ed). New York; Rotledge

Gholipur, A. Mojtaba & Snahmadi, B. Mina.2013. A Psychoanalytic Attitude to The Great Gatsby. International Journal of Humanities and Management Sciences.

IMPROVING STUDENTS’ READING COMPREHENSION OF PROCEDURE TEXT BY USING PICTURE SERIES

- Tuesday, February 23, 2016 No Comments


Agus Khairi
NIM. 157835401
Language and Literature Program
Post Graduate Program
The State University of Surabaya

Abstract: The research was intended to improve students’ reading comprehension of procedure text by using picture series. It was simple classroom research based on the researcher’s previous experiment in solving the ninth grader students’ difficulties in understanding procedure text. The difficulties are how to understand the steps and carried out the information from the text caused by lack of vocabulary mastery. Based on the research finding, there are improvement of students’ interest and the result of the test in each cycle conducted by the teacher. In the first cycle, the amounts of students who reach the score higher than 60 were 63%, while in second cycle were 87%. Even though not all of the students (100%) who reach score higher than standard score but using picture series in improving students reading comprehension of procedure text showed the significant improvement and as media picture series are effective in teaching reading skill especially procedure text.
Keywords: reading comprehension, procedure text, picture series

1.    Introduction
Nowadays, teaching emphasize to the students’ activity in the classroom including teaching English. As Harmer (2002, p. 56) said “under the influence of humanistic and communicative theories, great emphasis has been placed on learner-centered teaching, that is teaching which makes the learners’ needs and experience central to educational process. So that teachers’ role is not dominant in teaching activity and he/she just facilitates the students to learn the material. It is based on the change of curriculum from government is that Ministry of Education as stake holder in education.
At Junior High School, there are four language skills that should be mastered in standard of competence based on the students’ level. Those are listening, speaking, reading and writing. Those skills are include in each material are taught in each level. To master those skills, the students are taught based on the basic competences that were programmed in National curriculum.
In reading skills, the students learn some types of text such as; narrative, procedure, recount, report and descriptive. Those types of reading text often find in students’ daily life. One of them is procedure text. This type of text can be found in food receipe in magazine, on the pack of noodle and other food, manual or instruction of electronic products, etc. Procedure text can be formed in steps how to do something and how to make something like food or toys.
Generally in teaching reading, of course there are some difficulties found and faced by the students. Harmer (2002, p. 203) said on the premise that texts with longer sentences and longer words will be more difficult to understand than those with shorter ones. Of course, longer sentences contain more complex word and those will be difficult to understand by students because students sometimes do not master all of the word in the sentences. So, it is hard to understand sentence by sentence in reading text in order to understand the whole of reading text. The students had lack of vocabularies to understand the procedure text and not all of them had dictionary to find the word meaning. As a result they lost interest on reading the procedure text.To solve the problem, teacher as facilitator should facilitate the students by using media or teaching aids in order the students easier to understanding the contents of the text. One of the alternative choices that can be used in instruction process is picture series.
Based on the problem above the researcher conducts simple classroom action research based on the researcher’s previous experience. It is aimed to solve the problem of students in comprehending the procedure text by using picture series.

2.    Theoretical Framework
2.1     Reading Skill
Reading is one of four skills that are taught in school based on the basic competence in National Curriculum. For having learning experience about reading skill for the students, many kinds of text in provided in learning material. Those kinds of text are aimed to improve students reading skill based on the level or grade of them.
According to Mikulecky (2008) “reading is a conscious and unconscious process. The reader applies many strategies to reconstruct the meaning that the author is assumed to have intended.” In reading process the reader need to get information from the text that the writer wants to delivered. By understanding word by word from the text the reader will understand whole meaning in the text. In order to understand the whole of the text, for each types of text in learning material, the students have to master reading skill.
“Reading skills are the cognitive process that a reader uses in making sense of a text” (Mikulecky, 2008). Related to the definition reading is not only translating word by word, as before, but understanding whole the meaning of the text. Of course, to reach this skill there are subskills that involves in reading skills should be mastered by the reader or students. As Rosenshine in Houdson (2007, p. 80) mention as follow:
-       Recognizing sequence
-       Recognizing words in context
-       Identifying the main idea
-       Decoding detail
-       Drawing inferences
-       Recognizing cause and effect
-       Comparing and contrasting.
In classroom activities, there are some types of classroom reading performance as Brown (2000, p. 312) explained as bellow:
1.    Oral and silent reading
Reading orally at the beginning and intermediate level: can serve as an evaluative check on bottom-up processing skills, double as a pronunciation check, and serve to add some extra students participation if you want to highlight a certain short segment of a reading passage.
2.    Intensive and extensive reading
Intensive and extensive readings are categorized into silent reading. Intensive reading is usually classroom-oriented activity in which students focus on the linguistic or semantic details of a passage. While extensive reading is carried to achieve a general understanding of a usually somewhat longer text. Most extensive reading is performed outside of class time.
Based on the aim of teaching reading in ninth grade student in Standard Competence is that understand the meaning of the short functional text to interact in daily life, intensive reading can be applied in the classroom. It is because in that level students need to help or given intervention by teacher in the classroom. As Harmer (2007, p. 273) stated that “intensive reading or listening is often done with the help and/or intervention of the teacher’. Intervention can be done by giving guidance or teaching aid when the process in doing in the classroom. The intervention is aimed to help students easier in doing activity is that intensive reading.
2.2     Procedure Text
According to Anderson and Anderson (2007, p. 50), the procedure text is a piece of text that gives us instructions for doing something.Procedure text is kind of text that can be found around us, in manual, food recipes, regulations, and some others “how to” text. Procedure text tells us how something is done through series of steps or action. In other word procedure text help us do a task or make something. They can be a set of instruction or direction. This kind of text can be found, and actually people often make communication by using procedure text: when watching cooking program on Television, read how to operate the radio in manual, doing practicum, etc.
The following is an example of procedure text.
How to Make Lemonade
Ingredients:
For each glass use:
- 2 tablespoons of lemon juice.
- 2 tablespoons of sugar.
- 1 glass of water.
Methods:
1. Slice a lemon in half and squeeze the juice into a cup.
2. Take out the seeds.
3. Pour two tablespoons of juice into glass.
4. Add sugar.
5. Add water and stir well.
6. Taste the lemonade. You may want to add more sugar or more lemon to make it taste just right.
7. Put it in ice cubes. A drop of red food coloring will make pink lemonade.
Source: English in Focus For Junior High School (SMP/MTs), 2008
A procedure text generally has generic structure as follows:
a.    Aim/goal : can be in form of title of the text,
b.   Materials: material and equipment are needed. But, not all of procedure texts need this step. This part can be given label “You’ll need”, “Ingredients”, or “Supplies needed”,
c.    Steps: steps for doing action (procedure text). This part can be given label “What to do”,
Furthermore, the features that commonly found in the most of procedure text as follows:
·      Using simple present tense, usually in imperative form,
·      Using temporal connecting word, as first, second, then, next, and finally,
·      Using action verbs, as turn on, stir, cook, etc.
Above, has been explained what procedure text for. The social function of ‘procedure’ is to give directions of what the readers should do to accomplish a mission. In other words, ‘procedure’ guides the readers to do something, to operate something, to make something, or to reach certain objectives. See the function in our daily life; it is important to understand the procedure text well.
2.3     Picture series as Teaching Media
Teaching media, can be called teaching aids, has important role in teaching and learning process in the classroom. It is very useful for teacher in explain about the learning material and students can understand easier by facilitated with media. By using media, teacher is able to conduct interesting teaching process and make class atmosphere fun. This situation make students enjoy the learning process and not bored easily.
Many kinds of media that used in education, from simple media till complex media. It may be expensive and cheap media depend on the aim and where it is used. It can be picture, VCD, OHP, TAPE, TV and media that are made by teacher her/himself. Anything that considered can help in teaching process can be used as teaching media as Heininch, Molenda, and Russel (1982, p. 8) argue that “considered instructional media when they are used to carry messages with an instructional intent.” But the simple one and easy to get around us is picture. Among teaching media, picture is the most generally used. Picture explains many things and interesting for students especially for Junior high school. Thus, pictures are usually used in the classroom teaching process to help the students understanding the learning material.
Picture series is one kind of picture media that can be used in teaching process. Picture series is picture consist of sequence of events or story, it can be steps for doing something. Picture series explain an event from the beginning till the end through sequence of picture. It may be consist of steps in doing work or operating device from the first step till the last step.  
According to Harmer (2007, p. 286) “in order to encourage students to read enthusiastically in class, teachers need to create interest in the topic and tasks”. In order to make learning process interest teacher provide the task and topic based on the students character and something new for them. Providing the material accomplished with picture is one of the way to make learning process interest and avoid students feel bored in the classroom when ding the task given. That was the reason why the teacher chooses picture series in teaching procedure text. 

2.4     Teaching Procedure Text Using Picture series
As mention in the previous discussion that picture is used as teaching aid to help students and teacher in teaching and learning process. It can be used to make the meaning clearer, so that students easier to understand the text itself. Dealing with the function of picture, in this case picture series, it is aimed help students understand deeply about steps and vocabulary in procedure text. As known before that procedure text consists of steps to do something, hopefully picture series may help students understand about the steps are told in the text.
 Here are the rules of teaching procedure text by using picture series that may conduct by teacher:
1.         Teacher prepares procedure text material in a paper and provide picture series related to the text;
2.         Teacher distributes the materials, both text and picture;
3.         Students are asked to read the text for several minutes, after that carry out the information in the text such as; what is the text about? What should be preparing? And how is the process done on each steps based on the text and related to the picture series.
4.         Teacher instruct the students to find out the structure of the text, grammar is used such as; conjunction, enumerator, and imperative word. 
5.         Teacher encourage the students make conclusion about the material was given.
6.    Method
This research is classroom action research based on the writer’s previous experience in teaching procedure text by using picture series due to the limitation of time and place. The data provided in this research are from score that students got in learning process. To standardize the result of students’ result in the test, researcher used KKM in English subject for ninth grader is that 60. Students can be categorized mastered the basic competence if they reach score 60. The subjects of this research are ninth grader students of MTs. NW Tanak Maik, East Lombok, West Nusa Tenggara which consist of 30 students.   
According to Mertler (2012, p. 21) “classroom action research can be defined as a research which is done by the teacher to study their own classroom in order to better understand students and to be able to improve their quality and effectiveness.” Thus, both teacher and students are required to get involved actively in classroom activity.
Here are the steps in conducting classroom action research adapted from Kemmis and McTaggart in Burns (2010).
These are the explanation of four steps of Action Research in the Picture:
Planning
It was done in the first stage. Here, the researcher prepared everything such as lesson plan and the instrument to collect data including achievement test and field note that was needed in doing classroom action research.  The  lesson plan  was used  to  describe  the  instruction  for  one  class,  achievement  test  was  used  to measure acquired learning, and field note was used to record anything happen in the classroom during the teaching-learning process.
Acting
In this step, the researcher conducted the research in the classroom where the problem found. He conducted the research and acted to teach the lesson that has already been prepared. He was being helped by a collaborator. The researcher as the  teacher  explained  the  material  (procedure  text) by providing picture series and  the  students  did  the worksheets. Then, they did the task in the group about answering the reading comprehension question which related to the procedure text in the worksheet.  The final step, they would do the test individually about procedure text. 
Observing
The collaborator was observing the class when the researcher taught in the classroom. The observing activities were held to collect the data and put in the observation checklist table and field note.  Collaborator as the writer’s assistant filled in the observation checklist table and field note, and commented on anything that occurs in the teaching-learning process, including the obstacles that was found as well as the probable solution to overcome the problem.
Reflecting
Based  on  the  observation,  the  researcher  gets  feedback  to  reflect  the  next cycle. On this stage, the researcher paid attention rapport between the planning stage and action stage. The result of reflection was used to determine what should be done in cycles. In this stage, the researcher and collaborator discussed the result of the observation and evaluated the treatment which had been done and the students’ achievement in the cycle.

7.    Discussion
In this part researcher discuss about research finding and discussion based on the result of each cycle. For the first will be discussed about research finding in the first cycle. Based on the result of first cycle can be conclude that it was not satisfying and it need much effort to accomplish the goal of action applied is that picture series. These are what researcher found in this cycle as follow:
1)        The students are interested in learning process when they looked the picture about How to Operate Blender.
2)        The students do the task with enthusiasm in the beginning of time.
3)        Picture series help students understand easier the steps and vocabulary in the text.
4)        Teacher monitored the student’s activities and please the students ask about their difficulties freely.
5)        Teacher gave the task consist of question about the material (vocabularies), steps and information from the text.
The following weaknesses are found in the first cycle:
1)        Teacher is not doing well in managing time. Especially limitation in doing the task.
2)        Teachers’ role still dominant in giving explanation about the material.
3)        The activity is lack of student’s participation. The students are more focused on the picture series not to the task after a while.
4)        The students have more capability do not spread out within each group.
5)        The students ask more about the word meaning to the teacher rather than doing by their selves using dictionary or other sources.
Based on the weaknesses mentioned above, the researcher concludes that the first cycle is not done well. Thus, the researcher revised the plan and will apply in the next cycle. The following revised that will be applied in the next cycle:
1)        Manage time by focusing on students activities not teachers’ dominant.
2)        Encourage the students to do the task more active and involved all the students by spreading out the students who have more capability within each group.
3)        Ask the students to use dictionary in finding meaning of difficult word.

In the second cycle the researcher conclude that there are improvement based on the activities observed and the result of the test. These are the points noticed in the second cycle:
1)        Students more active in doing the task and used the picture series and dictionary to help them understand more about the text;
2)        Students can explain the steps in the procedural text clearly.
3)        Students found explicit and implicit information within the text.

After analyzing the result of the whole cycle, the researcher will discuss some research findings is that how learning process in applying picture series as teaching aid and the result of test or evaluation. The findings will be discussed as follow:
First, as the result of the researcher observation in learning process can be concluded that the students showed their interest in learning procedure text using picture series. It can be seen in second cycle process where the students more active in reading the text and finding the information within it. Although there is another effort that teacher did in learning process as revision from the previous cycle is that spread out the students that have more capability in each group work. The students showed improvement in understanding the steps in procedure text by looking the picture series given and found the difficult word easier than before. Thus, they can understand the text more comprehensive than when the students did not give aid like picture series. Over all, what students showed in learning process is the effect of using picture series in understanding procedure text.
Second, the students showed the improvement of comprehending procedure text that can be seen from the score the reached in each cycle. In the first cycle there are 63% students reached score higher than standard score. The data got from the result of the test done in the end of first cycle. While, in the second cycle there are 87% students reach score higher than standard score. From the result in the first cycle and second cycle, there is improvement in the result of test given to the students after learning procedure text using picture series. It can be seen from the amount of students who passed the standard score in the first cycle more than in the second cycle.      
    
6)   Conclusion
Based on the result of each cycle found in this research can be concluded that picture series can make improvement in teaching and learning procedure, especially in reading skill. The improvement are showed in this research can be seen in students’ interest in reading the text and doing the task enthusiastically. The students more active in doing the task even the students that have lower capability, they have already helped by looking the picture series and compared with steps in the text. The other improvement can be seen in the score which students got for each cycle. There are significant improvements in the score of students, is that from 63% to 87%. Those result showed us that picture series are effective in improving students’ reading comprehension of procedure text.     

Reference
Anderson, M., & Anderson, K. (2007). Text Type in ENglish 2. Malaysia: MacMillan.
Brown, H. D. (2000). Teaching by Principles: An Interactive Approach to Language Pedagogy. USA: Longman.
Burns, A. (2010). Doing Action Research in English Language Teaching. New York: Routledge.
Harmer, J. (2002). The Practice of English Language Teaching. Malaysia: Longman.
Harmer, J. (2007). The Practice of English Language Teaching. England: Pearson Education.
Heininch, R., Molenda, M., & Russel, J. D. (1982). Instructional Media and The New Technologies of Instruction. USA: John Wiley & Son.
Houdson, T. (2007). Teaching Second Language Reading. New York: Oxford university Press.
Mertler, C. A. (2012). Action  Research:  Improving  Schools  and  Empowering Educators. California: Sage Publication Inc.
Mikulecky, B. S. (2008). Teaching Reading in Second Language.