ENHANCING STUDENTS’ NARRATIVE WRITING SKILL THROUGH

PICTURE SERIES AND DIALOGIC FEEDBACK: A PROCESS-BASED

APPROACH LEARNING
Irda Afdila, Iswatun Chasanah, Maria Johana Ari Widayanti.
English Department
Universitas Negeri Semarang
Semarang, Indonesia
[email protected]

Abstract
As a result of a preliminary investigation into the causes of learners' inability to compose narrative
texts, the aims of this study are to enhance narrative writing skills by employing picture series and
dialogic feedback within a process approach framework and dialogic feedback in the process
approach cycle aid students' narrative writing skills. This study is a two-cycle classroom action
investigation. Planning, action, observation, and reflection comprise the research procedure. The
researchers collaborated with the English teacher and other individuals. This study concentrates
on thirty students in class X8 at SMAN 5 Semarang during the 2022-23 academic year. Using
classroom observation, interviews, and tests, the data was collected. Observational and interview-
based data are evaluated qualitatively. The observer evaluated the learning using an observation
sheet. Besides, the interview data were additionally organized, analyzed, coded, and interpreted.
In the meantime, data from the pre-test, post-test cycle I, and post-test cycle II are analyzed by
comparing the mean writing scores of students based on the following five criteria: content,
organization, vocabulary, grammar, and mechanics. Before and after using picture series and
dialogic feedback within the framework of the process approach, this study found a substantial
change in the mean narrative writing scores of students. Picture series help students generate and
develop ideas, determine the meaning of words, and comprehend the actions of the characters.
Furthermore, the implementation of dialogic feedback can assist students in actively constructing
meaning from feedback and synergistically enhancing their narrative writing abilities. It is
suggested that EFL instructors use picture series and dialogic feedback within the framework of
the process approach to make the learning process more engaging and to develop students'
narrative writing skills.

Keywords – Picture Series; Dialogic Feedback; Process Approach

Introduction phase. According to Ningsih, I. H. (2019),

Phase E students in the Merdeka
Schools have crucial Curriculum are expected to have excellent
responsibilities to prepare graduates as English writing skills that require
competent global citizens with the required innovation and creativity based on access
21st century competencies, namely critical to learning English. Unfortunately,
and problem-solving thinking, creative and Lindawati, Asriyani, and Anggayana
communicative thinking, and collaborative (2019) emphasize the complexity of
thinking. In this regard, Kemdikbud (2022) writing skills when composing a
asserts that the Merdeka Curriculum was respectable piece of writing, which can
developed as a more flexible curriculum present foreign language learners in
framework with an emphasis on the Indonesia with numerous challenges.
development of student character and
competence to strengthen the vision of According to the researchers'
Indonesian education and work toward the observations, phase E/Class SMAN 5
restoration of post-Covid-19 learning. students in Semarang face comparable
Learning is conducted according to the challenges. Students struggle with idea
student's characteristics and the level of development and have inadequate
learning achievement attained in each vocabulary knowledge. Students are
380
incapable of writing well-structured transform their initial draft, which may be
paragraphs and frequently struggle with disorganized and riddled with grammatical
employing correct grammar. In addition, errors, into a final draft that is better
students view English as a difficult organized and contains fewer errors.
subject, particularly writing, which
decreases their motivation to study. To As stated previously, feedback
develop their writing abilities, students plays a vital role in the process approach
must have access to effective learning (Carless, 2016). Students frequently
strategies and media. struggle to convey feedback messages, and
they need collaborative active learning
Picture series are the suggested activities to comprehend feedback
media for writing learning because they (Ellegaard et al., 2018). Yang and Carless
can attract students' attention, help develop (2013) assert that dialogue can assist
their imagination, and stimulate the students in actively constructing meaning
production and organization of ideas. from feedback and enhancing group
Rofi'ah, A., and Ma'ifah, U. (2018) argue learning. Without explicit instruction,
that the picture series as a stimulus in feedback that encourages dialogue among
writing learning activities can aid students students may facilitate the reflective
in using the target language by providing process (MacDougall, Mtika, Reid, &
illustrations and allowing them to explore Weir, 2013). Urquhart, Rees, and Ker
the writing vocabulary. This study focuses (2014) show that monolithic feedback can
exclusively on the use of narrative texts inhibit student reflection. This type of
because, in general, they present the feedback does not allow students to
unique challenge of developing ideas in a respond in a meaningful way to the
well-organized paragraph structure. teacher's comments. To empower students
Students organize their ideas and through dialogue, instructors must
experiences imaginatively and creatively relinquish control by providing a safe
through narrative writing (Gutiérrez, K. G. environment where students are free to
C., Puello, and L. A. P. Galvis, 2015). experiment with a variety of writing styles.
According to Filius et al. (2018), dialogic
In this investigation, the process peer feedback is the collaborative
approach provides a crucial framework for meaning-making of feedback by students
narrative writing. According to Gutierrez through dialogue with peers. It may serve
et al. (2015), the process approach is the as both a reminder of strengths and a
most effective method for teaching catalyst for growth in critical areas.
narrative writing. Students will acquire Students are prompted to develop an in-
cognitive writing strategies such as depth comprehension of the feedback they
prewriting, drafting, revising, editing, and receive and to identify their responses to
publishing. This approach focuses on the feedback messages.
steps students take to transform their ideas
into effective writing (Nordin, 2017, p. 2). The students’ lack ability to
Nabhan (2016) explains how the process develop narrative writing and their lack of
approach to writing helps students engagement in the learning process
overcome writing challenges. Hyland prompted researchers to investigate
(2003), as cited in Mujiono (2014), places alternative solutions to the problem. The
a strong emphasis on the writing process, purposes of this study are to determine
including how authors come up with ideas. whether the use of picture series and
If given sufficient time to complete the dialogic feedback in the process approach
writing process and constructive feedback cycle can enhance students' narrative
from both teachers and peers, students can writing skills and to what extent picture

381
series and dialogic feedback strategies can and collect data prior to the
aid students in their narrative writing implementation of the strategy.
learning. Participants were required to interview and
write about their friend's funniest story.
Besides, the post-writing test will evaluate
Methodology the efficacy of the participants in relation
to the anticipated outcomes by measuring
This action research seeks to
their overall growth and skill development.
enhance the students' narrative writing
skills. Researchers and an English teacher The students' scores were
collaborated on this study. This study calculated based on the following five
contains two cycles of classroom action main criteria: content, organization,
research. Cohen, Monion, and Morrison vocabulary, grammar, and mechanics,
(2008:298) argue in Pratiwi (2016) that using the adapted assessment rubrics
action research is intended to bridge the created by H. Jacobs et al. (1981). Each
gap between research and practice. Thirty criterion has a maximum possible score of
students from class X8 at SMAN 5 4 points, and the following formula
Semarang for the academic year 2022- determines the overall score:
2023 have been selected as participants.
Before the intervention was implemented, ((C. 3) + (C. 2) + (V. 2) + (G. 2) + (M. 1))
a preliminary test was administered to 𝑆=
0.4
identify numerous English writing
issues. However, no statistically Notes:
C: Content O: Organization
significant differences were V: Vocabulary G: Grammar
discovered. Students were instructed to M: Mechanics S: Score
compose narrative stories using picture
series and dialogic feedback within a The mean score for each student
process approach framework to determine was then determined using the following
if the strategy had the desired effect on the formula:
research questions posed to solve the
∑x
investigative problem. X̅ =
𝑁
Both qualitative and quantitative Notes:
X = the mean score
data were obtained. The qualitative data ∑x = the sum of all scores
comprised classroom observations and N = the total number of students
interview transcripts. The learning process
was captured through classroom The researcher examined whether
observation. The research team members there was an increase after treatment and
utilized and filled out an observation the effectiveness of the strategy. This
sheet. In order to obtain more in-depth study generates the descriptive statistics
data, students' thoughts and reactions were for data analysis using SPSS 22.0. The
elicited in accordance with established data was analyzed to determine what
interview guidelines. The quantitative data should be done until the student's average
consisted of the students' pre- and post- score reaches the minimum passing grade
writing tests, which served as a monitoring criteria (75, within a scale of 1–100) or
tool to determine the extent to which their exceeds it. If the mean score of the
narrative writing skills had improved. In students increased by more than the
pre-test writing, participants are required minimum passing grade, the treatments
to write text without employing the could be discontinued. Therefore, learning
strategy used in this study in order to writing through picture series and dialogic
assess the student's narrative writing skills feedback within a process approach can
382
serve as an alternative method for teaching Along with the English instructor,
writing. we monitored the students' activities
throughout the entire learning process. In
This classroom action research the final phase, we assessed the advantages
procedure includes four stages. Before and disadvantages of the first cycle by
implementing the research cycle, however, discussing the actions taken and then
the researchers identify the current issues reflecting on our findings. If the lessons
and acquire data on the narrative writing did not enhance the students' writing
skills of the students. As a result, we abilities, the researchers attempted to
developed plans as the first stage in identify more suitable alternatives for the
determining feasible courses of action. next cycle.
Regarding the culmination of planning, the
execution of the instructional activities
was as intended. According to the
agreement between the researchers, two
cycles will be carried out. Throughout the
first cycle, the researcher observed objects
and guided participants through writing
activities using the process approach's five
phases: prewriting, drafting, revising,
editing and publishing. In addition, the Figure 1. The Research Design Figure
researchers created and implemented
assignments that included picture series
techniques and dialogue feedback Finding and Discussion
strategies. The researchers illustrated the
actions explained in the reading with both Improvement through Picture Series
text and images. Participants read the text and Dialogic Feedback within Process
and identified elements in the image, such Approach
as verbs, adjectives, nouns, and characters,
that contribute to the narrative The first research question
structure. When required, the researchers addressed in this section was whether the
use of picture series and dialogic feedback
utilized appropriate grammar and
within the framework of the process
vocabulary and clarified unfamiliar
concepts and ideas. approach aided the tenth graders in
improving their narrative writing skills.
Following the reading, the CAR was used to assess the development
participants were given the task of creating of the students' narrative writing abilities;
a narrative text based on a series of however, the scope of this analysis was
pictures, using the phases of the writing limited to five writing components:
process as a guide. Students generate content, organization, vocabulary,
ideas, specify the text's structure, and grammar, and mechanics.
describe the story's components during the
pre-writing phase. Picture series are The 30 learners in class X8 at
utilized in this phase to help students SMAN 5 Semarang possessed a variety of
develop their ideas. The participants then writing abilities. They had administered
wrote the initial draft, distributed it to writing tests for the pre-test, the test after
other groups, and received dialogic peer the first cycle, and the test after the second
cycle. The outcomes that students
and teacher feedback. Following that,
students edit their texts and present their accomplished while composing narrative
texts are outlined below:
polished versions to their classmates.

383
 Table 1. The Result of Writing Narrative Tests
Descriptive Statistics
N Min. Max. Mean SD
Pre-Test 30 32.5 57.5 44.16 8.76
Post-Test I 30 60 85 73 7.75
Post-Test II 30 77.5 92.5 84.16 5.01
Valid N 30
Figure 1. The Result of The Tests Mean Score for
Based on the outcomes, it was Each Criteria
determined that in cycle one, the students'
writing scores increased from the pretest According to Table 3, the students'
by 63 to 74.97. However, it did not meet test scores showed that the content aspect
the minimum qualifying grade had improved. Students demonstrated their
requirements. Consequently, the aptitude in devising the concept. The
investigation continued into its second students' writing was comprehensible and
cycle. Ultimately, the outcome of the demonstrated subject knowledge. Students
second cycle revealed that all learners had were readily able to investigate the
attained the standard school grade. After a concept. Their writing was rich in
cyclical teaching and learning process, it elaboration. Utilizing picture series,
emerged that the students' competence in students were able to readily develop the
narrative writing had been enhanced. The concept. They were able to discuss the
mean score of the students was 82. Hence, topic with other students. Picture series
it can be inferred that using picture series contain all the elements of a short
and dialogic feedback within the process narrative, including characters, dialogue,
approach could help students improve their plot, conflict, and climax (Wright 1979, as
narrative writing skills. cited in Jumiaty 2023). By using the
picture series prior to writing the narrative
Table 2. The Result of Tests of Normality text, students could intuitively develop the
Tests of Normality concept. They could locate the information
Students’ Score Tests Kolmogorov- necessary to advance the concept.
Smirnova
Statistic df Sig. The content mean score increased
1 0.183 30 0.012 from 2.3 on the pre-test to 3.3 on the
2 0.151 30 0.08 second post-test. The students’ writing
3 0.13 30 .200 increasingly showed the idea being clearly
stated, supporting each paragraph, and
The preceding data indicates that logical sequencing. Most students were
the class's Sig pre-test value is 0.012; able to develop the idea using the
therefore, they are not normally distributed appropriate generic structure of narrative
because they are less than 0.05. Besides, text. The picture series helped students
the post-test data after the first cycle had a organize their writing. By utilizing picture
sig. of 0.08, and the post-test data after the series, they knew what they wanted to
second cycle had a sig. of 0.200, indicating write, and they expectedly wrote the story
that both data sets are normally distributed based on the appropriate generic structure
(greater than 0.05). Pre-test data is not of narrative text. Students also had to
normally distributed, resulting in a non- connect the paragraphs with cohesive and
normal distribution. However, post-test coherent sentences. So, the text they wrote
data from both the first and second cycles became a good narrative text.
was distributed normally.
In the meantime, the organization
aspect's mean score rose from 1.7 on the
384
pretest to 3.7 on the second post-test. The exercise in order to resolve this issue. In
students' skills on the organization aspect terms of language use, the researcher's role
improved as a result of the order of picture was crucial. As a result, students' grammar
series that represented the chronological skills improved. The sentences used during
order of the plot, which is an essential the explanation session related to the plot
feature of narrative texts. According to of the exhibited picture series.
Brown et al. (1983:294), chronological
order is a method of organizing events in The mean score for the mechanic
the order in which they occur in time. aspect grew from 1.5 to 3.3. The students
Reflecting on the findings and Brown et relied on correct punctuation and
al.’s statement, this study demonstrates capitalization. In their writing, they
that picture series aid students in already understand the mechanics well.
composing stories with the proper Their knowledge of Ejaan Bahasa
organization, as the storyline of the Indonesia (EYD) yang Disempurnakan is
narrative text was placed in the correct very helpful in this aspect due to the many
order. similarities in the languages of Indonesia
and English, especially the use of
Meanwhile, the mean score for the punctuation and capitalization.
vocabulary aspect went up from 1.4 on the
pretest to 3.0 on the second post-test. In sum, the student's average score
Gradually, students were able to use had exceeded the minimum passing grade
appropriate words in their sentences. The criteria and all indicators of the students’
meaning was understood. They acquired a narrative writing was significantly
larger vocabulary. They made fewer increased at the end of the second cycle.
typographical errors. The story was
presented using images and vocabulary
from a picture series. Brocka (1979, p. 27)
makes a compelling case in favor of The Role of Picture Series and Dialogic
picture series. According to him, picture Feedback in Bolstering Narrative
series are a dynamic fusion of written text Writing
and visual image, of narrative and
The Picture Series creates a more
dialogue. They possess the unified and
engaging learning environment. It has been
choreographed imagery necessary to reach
noted that picture series play a significant
the students.
role in prewriting activities in relation to
In terms of language use, the mean the writing process. In this stage, students
score rose from 1.1 on the pretest to 2.2 on were given a topic that was based on a
the first post-test and 3.5 on the second story and asked to come up with ideas.
post-test. After completing the first cycle, These ideas were then organized in a
the researcher still discovered numerous narrative scaffold, which served as the
errors in the students' grammatical use. In framework for creating their narrative
the second cycle, the researcher attempted composition. The current study showed
to focus more on their grammar. In fact, that the picture series strategy was
only their awareness of proper past tense effective in assisting students in
use was the issue. In their writing, they composing properly in terms of content
often neglected it. The researchers and organization, taking into account the
frequently reminded the pupils about their fact that the prewriting stage was the first
grammar, and they were assigned to step in encouraging the brainstorming of
change the form of present-tense verbs into ideas.
the past tense as part of a grammar

385
 According to Syafi'i (2017), citing starting point, students were instructed to
Brown's (2007:404), brainstorming serves create a narrative text that was pertinent to
as the foundation of the writing process the current situation. After viewing a
before students start the drafting and picture series to generate ideas during the
revising phases of the process. This prewriting phase and writing the initial
implies that students who have clear ideas narrative text during the drafting phase,
or concepts before writing have many students receive dialogic feedback from
opportunities to write effectively because peers and teachers during the revising
they are conscious of the message they phase.
must convey. As mentioned by S11, she
did not require much time to compose The students exchange drafts with
narrative texts because she knew the story other groups and solicit feedback from
line based on the picture series. It their peers regarding the content,
stimulated her imagination regarding how organization, vocabulary, grammar, and
she might organize her story. mechanics. This process was defined as
peer dialogic feedback. Students can
Students were enthusiastic and clarify and discuss one another's initial
motivated when picture series were drafts. Teamwork and student interactions
utilized in the teaching and learning improve students' participation in the
process. They had a strong drive to be learning process. S6 asserted that by
present for the lesson. They took part in getting this kind of feedback, he was better
all of the writing class exercises with able to comprehend his own writing from
enthusiasm. The use of picture series the perspective of his peers. There was no
captured the students' complete focus on misunderstanding because he was able to
the educational process, which affected talk to his peers about their writing as
their motivation and English writing well.
proficiency. One of the most important
benefits of using picture series is the Besides, dialogic feedback can
ability to motivate students because it serve as both a reminder of strengths and
fosters a positive environment in the an impetus for growth in critical areas. As
classroom (Csabay, 2006, in Megawati & when the instructor instructed the class to
Anugerahwati, 2012). This was confirmed sum up the comments made by their peers
during the teaching and learning process and to indicate which aspect of their
involving the use of picture series. writing, they wanted the teacher to review.
According to S23, the use of picture series The evaluator might have more time to
drew his undivided attention to the focus on the problems raised by the
learning process, which boosted his students as a result of the time savings. S2
motivation and writing skills. He will learn stated that dialogic teacher feedback was
more efficiently if the classroom is the key to addressing his writing's weak
interesting and engaging. It strongly points. Problem identification and
advises pairing an appropriate instructional resolution were sped up through teacher
strategy with interesting instructional consultation. Furthermore, dialogic
media in order to establish this condition. feedback helped the teacher figure out how
to scaffold the students.
In the meantime, dialogic feedback
is also crucial to the successful execution When receiving feedback, the
of the process approach's phases. This reflective process requires that the students
strategy permits more effective and take an active part in the discussion. The
collaborative feedback on meaning- dialogic feedback's reflection process
making. Using a picture series as their helped them decide what to do next while
386
also stimulating their minds to evaluate The recency of the strategy may
their writing. This fostered experiential have influenced students' affective filters
learning by encouraging the students to at the beginning of the sessions, thereby
consider doable actions to improve the affecting their Pretest performance.
outcome. Therefore, this study could be repeated
by allowing participants some time to
In addition, S18 asserted that she adjust to the phases required by the
could not take advantage of the teacher's process approach prior to the
feedback because it frequently occurred at intervention.
the end of a topic or even at the end of the
This study's time constraints
semester, just before the summative test.
prevented researchers from examining
They did not have enough time to properly
more in-depth treatments. All students
utilize the feedback to improve their
who could benefit from the strategy
writing. However, by incorporating
should be given the chance to pursue
dialogic feedback into the process
additional study.
approach cycle, students are able to
enhance their initial draft by incorporating In regard to previous results from
the feedback they receive. data analysis and findings, the
researchers suggest implementing the
The use of dialogic feedback picture series and dialogic feedback
encouraged the students to feel at ease strategy as part of the process approach
expressing their opinions and asking cycle at all grade levels. The strategy's
questions during the lesson. They thought adaptability makes it appropriate for use
dialogic feedback was crucial for avoiding with students of all grade levels and a
misunderstandings in class because wide range of backgrounds.
students' questions and suggestions would
not be disregarded. The students were In addition, instructors are
given time to participate, assess their encouraged to incorporate the picture
comprehension of the feedback they series and dialogic feedback strategy
received, and raise questions about it. when designing instructional materials
Students are challenged to develop a and resources. This strategy increases the
thorough understanding of the feedback probability of developing communication
they receive and to identify their responses skills and appropriating the class's
to feedback messages to enhance the content and topics. Furthermore, picture
outcome. Students are noticeably more Series creates a more engaging learning
compliant when dialogic feedback from environment that encourage students to
peers and teachers is more likely to be be enthusiastic and motivated in the
implemented (Carless, 2016). learning process. Besides, dialogic
feedback is essential because it can
encourage and promote feedback
Conclusion meaning-making, thereby encouraging
In short, the Pictures Series and students to assume greater awareness and
dialogic feedback strategy applied to the responsibility for their own learning and
Process approach were suitable strategies facilitating more meaningful learning.
for EFL students in the tenth grade at
SMAN 5 Semarang to enhance their
English narrative skills. Moreover, this
type of resource encouraged students to References
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