classroom and the larger sum of the students who became the sample of the research.
F. Conceptual Framework
There are two variables in this research, the independent variable of this study is picture book and
students‟ skill in writing narrative text is as the dependent variable. This research is intended to know whether picture books can
affect students‟ skill in writing narrative text and to know whether the students‟ narrative writing using picture books are better than the writing produced without
using picture book or use classroom teacher explanation. For some students, to start writing probably become discouraging activity
and spend more time. This is in line with Carol A. Binder and Susan Lopez Nerney who states “Getting started on a piece of writing can sometimes be a slow
and frustrating process.”
24
This statement means that to begin to write a good piece of writing is not a fast process for some students because it needs
understanding of topic which is going to write down. In this research, for instance, when the researcher asked students to write a story, she had to provide
text example or model of a good narrative text. In other words, to help students familiar with what they are going to write, teacher should provide a model of a
good writing for students. This suggestion is similar with Drs. Pardiyono who suggests that teacher should give students some examples of a narrative text to
give them description of what narrative text looks like.
25
Similarly, to help students generating ideas in writing their own story, teacher should integrate
writing instruction with reading activity since students need to read more to get ideas about a story they would like to write. As Luu Trong Tuan points out,
24
Carol A. Binder and Susan Lopez Nerney, Writing in Process Strategies for Organization and Development, Jurong: Prentice Hall, 2005, p. 5
25
Pardiyono, loc.cit., p. 99
writing classes are generally begun with reading text, analyze text, and using text to be a good example or model for writing.
26
Talking about providing a good example for narrative text before asking students to write a narration, picture book is seen as a suitable instructional media
and narrative writing model which can help students to find their ideas about characters, setting, plot, and theme to be written in their own narration. This is in
line with Mary Jo Fresch and Peggy Harkins who assert that picture books can be approachable models for students who still search particular topic for their own
writing and picture books can be as a reference or a place of finding new vocabulary.
27
In addition, through using picture book as instructional media in narrative writing instruction, teachers can take their students in writing process, including
before writing prewriting, during writing drafting, and after writing revising, editing, sharing, evaluating because there are four stages teachers should do in
applying picture books in writing instruction. The four stages are: a. Engaging students to read picture books they like best
b. Sharing what the students have read to the other students c. Connecting what students have read to develop their own writing
d. Taking students to writing process, including prewriting, during writing drafting, and after writing revising, editing, sharing, evaluating. These
stages can make students know about writing process because they practice it in classroom with their teachers.
26
Luu Trong Tuan, Teaching Writing through Reading Integration: Journal of Language Teaching and Research, 3, 2012, p. 489.
27
Mary Jo Fresch and Peggy Harkins, The Power of Picture Books Using Content Area Literature in Middle School, Urbana: National council of Teachers of English, 2011, p. 11
G. Research Hypothesis
In this research, the researcher states the hypothesis as follow: 1 Null hypothesis Ho: There is no positive effect of using picture books in
students‟ performance in writing narrative text 2 Alternative hypothesis HaH
1
: There is positive effect of using picture books in students‟ performance in writing narrative text
23
CHAPTER III RESEARCH METHODOLOGY
This chapter describes the research methodology. It consists of method and research design, place and time of the study, population and sample, the content of
intervension, research instrument, instrument test, technique of data collecting, technique of data analysis, and statistical hypothesis.
A. Method and Research Design
The research method used in this research was a quantitative method. It is a research method which involves selecting subjects, technique of data collection,
the way to collect the data, and the way to implement treatments.
1
Due to using quantitative method, this research had to collect numerical data and analyze it
using statistics to explain a particular existing thing. Additionally, the research design used in this research was a quasi-
experimental study. It involves the use of intact groups of subjects in an experiment, rather than assigning subjects at random to experimental treatments.
2
To put the theory of a quasi-experimental study into practice, this research which used a quasi experimental design did not select sample from population randomly
but using sample two classes which was already organized based on instructional purposes. Actually, the researcher obtained two classes, namely 8.4
and 8.5 as research sample based on the English teachers’ recommendation since
the teacher had already known which classes have equal ability in English subject test. After obtaining the two classess as sample
from the English teacher’s suggestion, then the researcher selected the two classes to be an experimental and
1
James H. McMillan Sally Schumacher, Sixth Edition Research in Education Evidence-Based Inquiry, Boston: Pearson Education Inc, 2006, p. 117
2
William WiersmaStephen G. Jurs, Research Methods in Education-An Introduction, Boston: Pearson Education, Inc., 2009, p. 165
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