THE USE OF SERIES PICTURE AS A TECHNIQUE TO IMPROVE STUDENTS MASTERY SIMPLE PRESENT CONTINOUS TENSE OF SMP AL-HILAL AMBONSaidna Zulfiqar Bin TahirUniversitas Iqra Buru, AmbonTo Cite The Article: Bin Tahir, S.Z. The Use of Series Picture as A Technique to Improve Students Mastery Simple Present Continuous Tense Of SMP Al-Hilal Ambon. Journal Retemena. Vol. 3. 2008. Pp. 83-94.Abstract: this study aimed to find out whether the students of the eighth of SMP Al-Hilal Ambon master present continues tense by using series picture. And; what types of difficulty do the students at the eighth grades of SMP Al-Hilal Ambon in mastering present continuestense by using seriespicture. Theresearcher collected dataand analyzethetest ofpresent continues tensebyusingseriespictureandtheresearcherusepercentageofformulato know how many students that have influences in mastering simple present continues tense by using series picture. The scope of this research around the students at the eighth grades itselfasthesubjectofthisresearch inSMPAl-HilalAmbononOctober 11th2008 inone classandthetotalstudentsare22,sotheresearchertakeassampleinoneclassare22 students. The most important goal of this research is to determine the principles which can be general or universal, to get the data accumulation in certain research activity.INTRODUCTIONHuman is the social creature that need interaction and socialize with each other and alwayslivesidebysideandtheinteractionisnecessarilywhenthehumanneedtheir existence and it is admitted that this activities need a tool or media that is language, so since thattimelanguagehaveanimportantrulesindailylive.Languageisimportanttowiden diplomacyaffairswithanyotherlanguage,itmeanslanguagehavemeaning: thetoolof communication neither written or orally, even as socialize language in daily life (Zainudin,1985).Literature is predicted as a far from daily life, perhaps there is a prediction inside is notcommon,suchas: discourse,news,newspaper,andsocietydiscourse.Perhapsthat matteriscausedofthereisapredictionthatliteratureisadiscoursethatifitisreadwill waste the readers time, because literature is guessed as the result of imagination, not have advantage forthehumanslife.Thispredictionmayberightanditisrealthatthereisthe understandable literary bothlanguage usage or lifeworld description that is planted inside it. But that matter does not mean that literature is strange thing from daily life. (Faruk and Sayuti Sumanto, 1998).About the rules of education curriculum in 1945 basically language learning is study tocommunicatethatiswaylanguagelearningEnglishorIndonesiaareappointedto increasestudentscapabilityincommunicatein usingEnglishoranyotherlanguageboth orally or verbally (Tangsoe Tjahgono and Wawan Setiawan,1997/1998).Englishhastheimportantroleasthetoolofcommunication.Englishasthefirst foreign language in Indonesia is taught from junior high school until university. It is also as thecompulsorysubjectatschool.Ineducationcontextthefunctionoflanguagebesideas themeansofcommunicationitisalsoasthetoolofbuildinginterpersonalrelationship, sharing information and appreciating language as in the English culture in relation to above explanation in English there some aspects or skill that should be investigated.The purpose of English teaching must be supported by the English teacher and must be an excellent teacher as their educational background, and also English learning is study toconveyanopinion,thoughtandfeelingeitherorallyorwritten,butthemostimportant thing is studying in using that language practically to the importance of communication in varioussituation.PersonallylearningEnglishlanguagewillbeusefultosteadilyus as absolutelyhuman.ThestudentswillgetmoreexperienceappreciationofEnglish expression and most grow positive attitude toward English language.IndonesiangovernmentendeavorstheEnglishlanguageeducationforalllevelsin primarilyschool,secondaryschool,highschooluntilattheuniversity.Thegovernment hopes thatitcangivebigfunctiontothelearnersthatitcanbeaccepted bythestudents while the teaching learning process is held.Freeman(1986:123) saysthat:whenwecommunicate,weusethelanguageto accomplish some function such as arguing, persuading, or promising, furthermore since the communication is a process; it is insufficient for the students to simply have knowledge of target language forms, meaning and function.BettyScreamer AzarsaysinherbookUnderstandingandUsingEnglish Grammar that there are 16 but most actively used are 12. Tense indicate about action and happening that occurred in the past, now or in the future, one of it present continues tense. The students in Indonesia should master tense so that can speak English well because that is way,theresearcherisinterestedindoingthisresearchhowforthestudentsofSMPAl-Hilal Ambon master present continues tense especially by using pictures.GRAMMAR AND TENSESAccording to Thorn Burry (1999:1) that grammar is partly the study of what form (structure)is possibleinlanguage.Traditionallygrammarhasbeenconcernedalmost exclusivelywithanalyzeatthelevelofthesentences,thusgrammarisdescriptionofthe rulesthatgovernhowlanguagesentencesareformed.AlsostatedbyNaser(1984:422) grammar is The study and practice of the rules by which word change their form and are combined into sentences.Grammaristhestudyoflanguagestructure(John.EncolsandHasanSadily,1975) also stated by Suryadi and Junaida, grammar is the study of rules to talk and write in certain language. Before we make a certain sentences we must study about grammar and generally there is eight parts of speech in English.InEnglish,timehavecloserelationwithtense(verbchange)differentwith Indonesialanguage.So,inEnglish,timeisveryaffectinverb.Tensesare important elementsinEnglishandtensesare hardtobeunderstoodbytheIndonesianthatstudy English that isway, thereare notenses inIndonesia. Tenses is theform of verb which its changes depend on time and the character of happening all sentences in English not release from tense, because all sentences does not release from time.AccordingtoMartin(1995:427)tenseispartofgrammarwhichhavetobelearnt, tense isverb formthatshows thetimeoftheaction, sotense is therule ofverb formthat shows the time of the action, those are present, past and future.InEnglish,therearefourfundamentaltensesthatisatopicofdiscussioninthis research. Based on the time happened, tenses can be into four parts, they are: Present Tense forthetimehappening,PastTenseforthetimeoccurred,FutureTenseforthetimewill occur, and Past Future Tense for the time will occur in the past.Based on the activity or occurrence can be grouped into four parts, they are: Simple Tense for time is not in process, Continues Tense for the time still in process, Perfect Tense fortimehasoccurred,andPerfectContinues Tenseforthetimestartedbeforeatthe definite time when the activity is happening.If it is combined that two factors that is time and character of happening, so it will get the 16 tenses in English, such as follow:a. Present tense consists of: Present tense, Present continues tense, Present perfect tense, Present Perfect continues tense.b. Pasttense,consistof:Pasttense,Pastcontinues tense,PastPerfecttense,Past perfect continues tense.c. Futuretenseconsists of:Futuretense,Futurecontinues tense,Futureperfect tense, Future perfect continues tense.d. Pastfuturetenseconsistof:Pastfuturetense,Pastfuturecontinues tense,Past future perfect tense, Past future perfect continues tense.Present Continues TenseThe using of present continues tense according to A.J Thomson and A.V Martinet are:a. The event and action happening now. E.g. : Jack is eating nowb. For action and event happening about this time but not necessary at the moment of speaking:E.g.:IamwatchingfilmbyCarless Dickens.(Thismaymeanatthe moment of speaking but also mean now in more general sense).c. Present continuous tense is expresses an activity that is in progress at the moment of speaking, it began in therecent past, is continuing at the present and will probably endatsomepointinthefuture.E.g.:Sheiswritinganotherbookthisyear.The sentences means that writing book is a generally activity, she is engaged in a present but it does not meant that at the moment of speaking she is sitting at her desk with pen in her hand.d. Present continuous tense also means for definite arrangement in the near future (the mostusualwayexpressingonesimmediateplan).E.g.; Areyoufinishing somethingtomorrowmorning?(Notes:thetimeoftheactionmustalwaysbe mentionedasotherwisetheremightbeconfusionbetweenpresentandfuture meaning come and go however can be used in this way with a time expression).According to Michael A. Pyle and Marry Munox stated that present continuous tense is usedtoindicatepresenttime(now)withallbutthesativa verblistedpreviously.E.g.: John is eating dinner now. It is also used to indicate the future time E.g.: we are leaving for the theater at seven oclock. Presentcontinuous tenseaccordingtoBettyScrampherAzar(1993:50)make statements that it can express future time when the idea of the sentences concerns a planned event or definite intention. E.g.: Sam has made his plan. He is leaving at noon tomorrow.Fromthosestatements aboutthemeaningandusageofpresentcontinuous tenseas follow is the form of present continuous tense. Subject + TO BE (am, is, are) + verb-ing + Object.Teaching Structure through PicturePicture is a painting, drawing or photograph, such as; a work of art (Oxford leaners pocket dictionary), from that meaning of picture, the researcher try to use series of pictures in order to the student interested in English, especially in simple present continuous tense, andinthisresearch,theresearcheruseEGRAmethodwhichitstechniqueusethereal object to teach.EGRA is a method to teach structure communicatively, it is developed by teacher at secondaryschoolandhighschoolinIndonesia,itbasedonpresentation,practicedandcommunication.Based onthemeaningand aimsofEGRAabove,asfolloware thedetail aims of teaching method by using EGRA:E = Experience: The structure is presented to the students before they learn the form ofitsrules.Example:thestudentsreadadialogueatextthatinsideit,therearesome examples of its structure.G = Generalization: The students cooperate to find its rules or the usage of its rule;teachermusthelpandguidetheminthisstep.Example:thestudentsareaskedtomake generalizationabouttheformoftextormustfillthetablewiththerelevantstructureor same.R=Reinforcement:Thestudentsdothecontrolledexercisethatmustthemtouse the structure. Example: the students are asked to describe a picture and arrange the irregular sentences.A = Application: The students must use structure itself, at least or not is helped by teacher.Example:writeastorybyhavinga conversation,givingademonstrationonthe map or describe a picture.FromthoseexplanationandtheaimsofEGRAabove,thatthemosthave relationshipwiththeresearcherthesisarereinforcementandapplicationthatisusedthe series of pictures.Presenting the techniques of EGRA is using the real object to teach by showing the objectinfrontoftheclass.Theresearcherexplaintothestudentswhatisgoingonthe picture,whatistheobjectdoinginthepicturebyhangingontheboardandtheteacher stand near the picture in order the student can see the picture and the specific aims of that presentation is to show the teacher do in the class, this mean that actually the students dont knowaboutthewords,sotheteachermustdemonstratethepictureandpresentthe vocabulary for them.METHODResearch need a certain method in order to get research finding empirically which is validknowledgeanddonebyusingscientificmethod,togetavalidresult,using descriptive research design, this chapter describe about the step of research needed, they are researchdesign,descriptionofpopulation,sample,datacollectiontechniqueandthedata analyze.AccordingAry(1985:322)statesthatdescriptivedesigntoobtaininformation concerningthecurrentstatusphenomena,sotheresearcherwilldoresearchtoreal conditionofthestudentsability. In thisresearch,theresearcherwilldoresearchhowfar are their ability in present continuous tense by using series picture and for the population isthestudentatSMPAl-HilalAmbonineighthgrades.Themostimportantgoalofthis researchistodeterminetheprincipleswhichcanbegeneraloruniversal,togetthedata accumulation in certain research activity.TheresearcherusecriterionofqualificationinthisresearchbasedonDavidHaris testing language as the second language (1969) the scores is used to make prediction about probably class performance.The criterion of qualificationTest Scores Probable Class Performance Qualification80 90 Good and Excellent B A60 79 Average to good C B50 59 Poor to average D C0 49 Poor E DDatacollectionisonewaythatisusedtogetinformationortheimportantthing whishneedinoneresearch.Toknowhowfarthestudentsunderstandthematerialofthe lesson, the researcher uses some instrument of data collection, such as observation and test. Test is data-collecting method by giving a number of questions for measuring the students ability.DependentvariableisthestudentsandtheteachercanmasterEnglish especially simplepresentcontinuous tense.Independentvariablewillgiveanunderstandingabout usingseriespicturesespeciallysimplepresentcontinuous tense.Atthisresearch,the researcher will choose test and observation, because by using test can measure the students ability and the test will be carried out multi choice and use qualitative research because of thisresearchthereisnumericdataandalsoaccordingtoSudjanainhisbookMetoda statistic says that the numeric data and there are changes and variable is qualitative data.An action research is considered successfully andcan be stoppedif the subjectsof thestudentshaveachievedcertaincriteria,thecriteriaofsuccessonthisactionresearch were the students have ability in mastering simple present continuous tense by using series of pictures through their test result (fill the test in form of simple present continuous tense byusingseriesofpictureinmultichoicetest). Therelationshipbetweenthecriteriaof success, the data source and the instrument to collect data are shown in this table.Criteria of SuccessSource of Data Instrument for data CollectionTime in Collection DataThe students ability in mastering simple present continuous tense by using series of picturesThe result of the students fill the test and observation of present continuoustenseA test in the form of multi choices about present continuoustense using series of pictureAt the end of the meeting or after applying the methodThe students involvement in studying process when the researcher applied the methodTest sheet At the last meetingTheresearcherdecided tousenonstatisticanalyzeordescriptiveanalyzes.After datacollection,theresearcherhastoanalyzethedatainordertogettheresearchresult, fromtheresultofdataanalyze,theresearcherisabletomakeconclusionaboutthe hypothesis. The researcher also uses the percentage formula to know how many students in mastering present continuous tense by using series picture. The formula is as follow:Where :X : Mean scores X : The sum of all scoresN : Total number of subjectsIt can explain that the total scores are divided by the total observed scores x 100.DISCUSSION AND FINDINGIn this chapter presents the result of the research, because the researcher find some problemabouttheunderstandingtheusageofpresentcontinuous tensebyusingseries picture. The researcher uses the objectives and test to measure the eighth grades students of SMP Al-Hilal Ambon students ability in present continuous tense by using series pictures.A. First CycleTable1showedtheresultofstudentsabilityinmasteringsimplepresent continuous tensebyusingpicturesinformoftestinmultichoice,inoverallmostofthe studentsgotpoorandpoortoaverage.Aswecanseeinthetablesomestudentsalso could not understand aboutlanguage use (noun,verb, tenses). The result was described as follow:Table 1 The Tabulation Scores and Qualification of The Students Ability in Mastering Simple Present Continuous Tense by Using Series Pictures Method at The Eighth Grade Students of SMP AL-HILAL AMBONSTUDENTSPROBABLE CLASS PERFORMANCELANGUAGE USAGENoun(Scores)Verb(Scores)Tenses(Scores)TotalScores Qualification10/20/30/40/5010/20/30/40/5010/20/30/40/50AKBAR WALI 20 20 20 60 BX = XnALI SYAIFUL BAHAR 10 10 10 30 DARIYANTO 10 10 10 30 DAFRIZAL10 10 10 30 DBARDAN20 10 10 40 DDARWIS NIANPARI 10 10 10 30 DELFIRA LAHARENG20 20 20 60 BFAISAL MADAUL10 10 10 30 DFITRIA NINGGRUM30 30 20 80 AHADI BORUT20 20 10 50 CHELMI. ABUBAKAR10 10 10 30 DISMAIL SUNETH20 20 10 50 CISRAN RAHMAN10 10 10 30 DINGGRA JAYA20 20 20 60 BINDAH FATAYATI20 20 20 60 BLINDA WATI30 30 20 80 ALISDA SAULATU10 20 20 50 CMIRNAWATI GIMALAMA10 10 10 30 DMULYONO RAHMAT10 10 10 30 DNOVITA SARI SAUPALA20 20 10 50 CRIFALDI SIA10 10 10 30 DRITA SANGADJI30 30 20 80 AAfterapplyingthemethod,theresearcherevaluateoranalyzetheresultandthe researcherfoundthattheresomanyprobleminthefirstcycle,itshownontheresultof their test about noun, verb, and tenses get poor score almost all aspects is language usage.Based on the criteria of success previously mentioned in table 1 showed significant informationthatthecriterionofsuccesswasnotfulfilledinthefirst cycle,mostofthe studentsgotpoorlevelbasedonthetotalscores.Itindicatethattheystilldont understandaboutvocabulary,verb,andtenses,theresultshowedthattherewere11 students in poor to average, and 8 of the students got average to good level, and 3 of them got good level. So the researcher continues to second cycle, because the result was far from the indicator of success (70% - 80% in good level).B. Second CycleTable2showedtheresultofthestudentsabilityinmasteringsimplepresent continuous tense,thiscycleconsistoftwomeeting.ItwasdoneonMarch6thandMarch 20th2008,inthefirstmeetingofthecycle,theresearcherfocusedonteachinginthe studentsproblematthefirstcycle,thancontinuetoapplythemethodintheclass,inthe second meeting the researcher gave the test for the students, in the test, the students have to fill the multi choice test in form of simple present continuous tense by using picture. In the cyclegenerallystudentsshowedsomeimprovementineachaspectsofthecriteria,even thought,itwasnotfulfillingyettheindicatorofthesuccess.Inthesecondcycle,some studentshavealreadyunderstoodaboutlanguageusage(noun,verb,tenses).Theresult describe as follow:Table 2 The Tabulation Scores and Qualification of The Students Ability in Mastering Simple Present Continuous Tense by Using Series Pictures Method at The Eighth Grade Students of SMP AL-HILAL AMBONSTUDENTSPROBABLE CLASS PERFORMANCELANGUAGE USAGENoun(Scores)Verb(Scores)Tenses(Scores)TotalScores Qualification10/20/30/40/5010/20/30/40/5010/20/30/40/50AKBAR WALI 20 30 20 70 BALI SYAIFUL BAHAR 10 20 10 40 DARIYANTO 10 20 20 50 CAFRIZAL10 20 10 40 DBARDAN20 30 20 70 BDARWIS NIANPARI 10 10 10 30 DELFIRA LAHARENG20 30 20 70 BFAISAL MADAUL10 10 10 30 DFITRIA NINGGRUM30 30 30 90 AHADI BORUT20 30 10 60 CHELMI. ABUBAKAR20 20 20 60 CISMAIL SUNETH20 20 20 60 CISRAN RAHMAN10 20 10 40 DINGGRA JAYA30 30 30 90 AINDAH FATAYATI30 20 30 80 ALINDA WATI30 30 30 90 ALISDA SAULATU30 30 30 90 AMIRNAWATI GIMALAMA20 20 20 60 CMULYONO RAHMAT20 20 20 60 CNOVITA SARI SAUPALA20 30 20 70 BRIFALDI SIA10 10 10 30 DRITA SANGADJI30 30 30 90 AInthiscycle,thestudentsmoreunderstandaboutthelanguage usageandthe implemented method because in this method accentuated in grammar but there were some studentshaveaprobleminsimplepresentcontinuous tense,basedontheproblemabove, the researcher planned to do the third cycle, it was because the students result test of simple presentcontinuous tensebyusingpictureanditsevaluationpointsarenoun,verb,and tenseswasnotfulfilledtheindicator ofsuccessyet. Sothenextcycle wasfocused onthe students problem got the second problem, that is language usage.Table 2 showed that some students have achieved to the average to good but some of students were still in difficult to understand the language usage. The resultshowed that therewere5studentsgotDscoresorpoorandtherewere6studentsgotCscoresor poortoaverage,therewere6studentsgotBorgoodtoaverageandtherewere5 students got A scores or good and excellent. That showed that the students almost get the indicatorofsuccessandtheystartedtounderstandaboutthelanguageusage(noun,verb, tenses)eventhoughtthecriteriaofsuccessintendedis70%- 80%ofthestudentsshould achieved good an excellent level. So the researcher will continue the third cycle.C. Third CycleThetable3showedthestudentsresultofmasteringthesimplepresentcontinuoustensebyusingpictureatthethirdcycle.Inthiscycle,thestudentshaveachievedthe indicatorofsuccess.Itshowedthatalmostthe66,7%ofthestudentshaveachievedthe goodandexcellentbygetting scoreslevelaccordingtothecriteriaofsuccess,itmeans that implementation of using series picture have done successfully in order to master their Englishespeciallyinsimplepresentcontinuous tense,sotheresearcherstoppedtostudy this cycle and reported it. The students ability in mastering simple present continuous tense has improved much more on this cycle. The completed result was described as follow:Table 3 The Tabulation Scores and Qualification of the Students Ability in Mastering Simple Present Continuous Tense by Using Series Pictures Method at the Eighth Grade Students of SMP AL-HILAL AMBONSTUDENTSPROBABLE CLASS PERFORMANCELANGUAGE USAGENoun(Scores)Verb(Scores)Tenses(Scores)TotalScores Qualification10/20/30/40/5010/20/30/40/5010/20/30/40/50AKBAR WALI 30 30 30 90 AALI SYAIFUL BAHAR 20 30 30 80 AARIYANTO 20 30 30 80 AAFRIZAL20 20 30 70 BBARDAN30 30 30 90 ADARWIS NIANPARI 10 10 10 30 DELFIRA LAHARENG30 30 30 90 AFAISAL MADAUL10 10 10 30 DFITRIA NINGGRUM30 30 30 90 AHADI BORUT20 30 30 80 AHELMI. ABUBAKAR20 20 20 60 CISMAIL SUNETH20 20 20 60 CISRAN RAHMAN20 20 20 60 CINGGRA JAYA30 30 30 90 AINDAH FATAYATI30 30 30 90 ALINDA WATI30 30 30 90 ALISDA SAULATU30 30 30 90 AMIRNAWATI GIMALAMA30 30 30 90 AMULYONO RAHMAT20 30 20 70 BNOVITA SARI SAUPALA30 30 30 90 ARIFALDI SIA10 10 10 30 DRITA SANGADJI30 30 30 90 AThiscycle consistoftwotimes, thefirstmeetingwasdone onMarch28,2008,in thismeeting, theresearchertriedtofocusedonstudentsmistakeatthesecondcycle,they were noun and tense by teaching them. In the second meeting was done on March 29, 2008, in this meeting the researcher conducted test for the students, they had to fill the test sheet and the test were about simple present continuous tense by using pictures with the point of scorestakenfromthelanguageuse(noun,verb,tenses).Finallyonthiscycle,theyhave achieved the indicator of success in getting the total scores from the language usage (noun, verb, tenses) so the researcher ended the research at the third cycle.Basedontheindicatorofsuccessshownintable3thatsignificant information,it means the criteria of success were fulfilled in the third cycle. The result shown that in this cycle, there where 15 students or 72% on the excellent level and 4 students or 27% on the good level,becausetheindicator ofsuccessare70%- 80%thestudentsgets thescores from the test. It means, from those percentage, the students at the eighth grades of SMP Al-HilalAmbonmasteredinEnglishespeciallyinsimplepresentcontinuous tensebyusing seriesofpictureswiththepointofgettingscorestakenfromthelanguageusage(noun, verb, tenses)andtheimplementationofthemethodissuccessfully andtheresearchercan stopped and report the result.Thesecondcriterionofsuccessisthestudentsgavethepositiveresponsestothe technique duringteachingandlearningprocess,therewas twowaysusedinthisstudyto findthedataofstudentspositiveresponsesduringtheimplementationoftechnique,they areobservation(tofindoutstudentsinvolvementinlearningprocess),andquestionnaire (to find out deeper facts about their responses, especially their attitude toward the technique implementation). Tostrengththeobservationabove,theresearcheralsoshowedthe students responses on the first category of the questionnaire, the table as follow:No Questions Items TdkSedikitSukaSangatTotal1. Apakahandasukadanmenikmatipengajaran simplepresentcontinoustensedengan menggunakan gambar?0 0 5 17 222. Apakahmenggunakanteknikiniadalahsuatu pengalaman yang menyenangkan buat anda?0 0 3 19 223. Apakahandasukaketikaterlibatsecaraaktif dalam proses pembelajaran dengan menggunakan metode ini?0 2 4 16 224. Apakahandasukaketikamengisitestdalam bentuk gambar?0 0 8 14 225. Apakahandasukamemperhatikanpenjelasan guru ketikadia mengajarkanpenggunaangambar di simple present continous tense?0 0 2 20 22TOTAL 0 2 22 88 110PERCENTAGE 0 1.82 80 80Basedonthetableabove,thetotalrecapitulationshowedthat80%likesomuch, 20% like a little, and 0% does not like at all the 5 items.The students responses on the second category of the questionnaireNo Questions Items TdkSedikitSukaSangatTotal1. Apakahmetodepicturesmembantuanda meningkatkanpemahamandalammenggunakan simple present continous tense?0 0 7 15 222. Apakahmetodepicturesmembantuandauntuk terlibat secara aktif dalam proses pembelajaran?0 4 5 13 223. Apakahmetodepicturesmembantuandadalam mengenali informasi tentang objek anda?0 3 2 17 224. Apakahmetodepicturesmembantuandauntuk menyusunkatadalambentukpresentcontinopus tense?0 3 5 14 225. Apakahmetodepicturesmembantuandadalam menganalisa jenis-jenis kata?0 2 5 15 22TOTAL 0 12 24 74 110PERCENTAGE 0 10.1 21.8 67.3The last category is aboutwhether pictures methodcan help students or not, based onthetableabove,itshowedthat63.3%choosehelpthemsomuch,21.8%help option, 10.1% feels it help a little and 0% think it is not help.Basedontheobservation,mostofthestudentsgaveimpressionthattheyhave interested in doing the technique (pictures) during three cycles. Throughout every meeting, they have got the problem or difficulties but they were enthusiastic in doing the assignment.The positive responses of the students were indicated by their good involvement in theclass.Intheobservationsomestudentslookedtobeconfusedbecauseitwasanew technique forthem,butother wereinterestedwhentheresearcherexplainabouttheusing series of pictures in simple present continuous tense. There so many question from students about the technique such as: how the technique worked? How it help them in using present continuous tense?Thequestionshowedthattheyreallyinterestedinlearningbyusing seriesofpictures.Theyalsobecomecreativetomaketheirownwordsinmakingupthe sentences in simple present continuous tense.In conclusion, we could say that the usage of series of pictures in mastering simple present continuous tense was valuable experiences for the students, they could also involve activelyinstudyingprocess.Thishelps theminincreasingthesimplepresentcontinuoustense. CONCLUSION AND SUGGESTIONTheresearchergiveconclusionthatrelatestwoproblemswhichhavebeen formulated in the beginning of the research they are: Do the students at the eighth of SMP Al-HilalAmbonmastersimplepresentcontinuous tensebyusingseriesofpicturesand what type of difficulty the students face in mastering simple present continuous tense.From the previous chapter, it can be concluded that more than half of students are in AandBqualificationoringoodandexcellent.Inadditiontothat,thisconclusionis supported by data and the researcher can give answer through this research that the usage of series of pictures in mastering simple present continuous tense at the eighth grades of SMP Al-Hilal Ambon by using series pictures is increased.The secondproblemisaboutthedifficultyinmasteringsimplepresentcontinuoustensebyusing seriespicturesthatthestudentsmakeinansweringthequestion.Inthis thesis, the researcher concludes that the students make mistake in using series of pictures in increasingsimplepresentcontinuous tensebecausethestudentsdontknowaboutthe structure of simple present continuous tense.Basedontheresultofthisresearch,theresearcherjustsuggestthatmustbeadd moreEnglishteacherinSMPAl-HilalAmbonandthestudentsmustbetaughtabout16 tensesstartedfromseventhgrades,eighthgradesuntilninthgrades.Theresearcheralso hopes the students must have an English book, a library, language lab and the teacher must really master a lesson that want to be taught to the students, especially in English.And in detail suggestion, the researcher list as follow:1. The students must pay attention very much in using 16 tenses, especially present continuous tense2. The teacher are very hoped to be more creative, patience in teaching English by using the effectives method3. Theteachershouldgivesthestudentsmoreexercisesnotonlyintheorybut practical exercise as well.REFERENCESAri Kunto Suharsimi, 1998, Prosedur Penelitian, Rineke Cipta, JakartaAzar,BettyScramfer.1993,UnderstandingandUsingEnglishGrammar,Second edition Bina Rupa Aksara & Prentice Hall, Grogol, Jakarta Barat, IndonesiaEncolsJhonandSadilyHasan,1975,AnEnglishIndonesiaDictionary,Gramedia, JakartaFaruk and A. Sayuti Suminto, 1998, Sastra Populer, Universitas Terbuka, JakartaHartono Jhon, Koentjoro, 2003, English Grammar, Penerbit Indah, SurabayaJacksonHoward,1984,AnalyzingEnglishanIntroductiontoDescriptiveLinguistic, Pengamon Institute of English.Sudjana, 1992, Metoda Statistik, TARSITO, BandungSuryadi and Junaida, 2007, English Grammar, Pustaka Pelajar, JogjakartaTjahgonoTengsoeandSetiawanWawan,1997-1998,SanggarBahasadanSastra, Gramedia, Jakarta.