D. The Content of InterventionTreatment
The content of intervention in the study was about integrating writing instruction with enjoyable reading picture books. Before asking students to
begin writing a short narration, the researcher gave them picture books to read first as a stimulus material and model for students to create their own narrative
writing. This activity was expected to give students background knowledge about what a narrative text is, what language features are often used in a narrative text
and what elements of narrative text are before they start writing. As Weigle suggested in Assessing Writing, providing even a short reading on a topic may
serve to activate the writer’s background knowledge and ease them to find something to write down.
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Additionally, the reseracher provided the eight picture books which were given to five or six students in a group. The types of story in picture books are all
about fable or animal story. This selection of picturebooks was suited to the syllabus of English subject which required eight grade students to understand and
rewrite short and simple fable. There were six meetings in the writing instruction. Indeed, students were able to choose which picture book they like most. The
researcher believed that giving students freedom to select picture books they like could increase their motivation to read. After students finished their reading, then
they were asked to discuss and share with the other students other groups about what the story they read, for example: what are the characters? What does the
story take place? What is the end of the story? What is the moral value of the story? What do you like or dislike about the story? and so on.
This is the list of 8 picture books used in each meeting: 1. Hero of the Mountain by Ivan Parvov
2. The Royal Raven by Hans Wilhelm
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Sara Cushing Weigle, Assessing Writing, Cambridge: Cambridge University Press, 2002, p. 95
3. The Lost Egg by Judie McEwen-Dick Rink 4. Never Lonely Again by Hans Wilhelm
5. The Fox who Ate the Stones by Maharani 6. The Lion King by Justine Korman
7. The Little Red Hen by Ann McKie 8. Sakasavon Helping Doumdoum by Jacques Thomas Bilstein
Through discussing and sharing together, they will have a lot of ideas to write relates to elements of narration, for instance: characters they were going to create,
setting of the story, complication, point of view, story ending, etc. All of the activities above were included in prewriting stage. However, the role of the
researcher in the study was as a writing teacher who devoted her time and effort to take part in the class activities. The researcher involved in helping students to
write their narration. Actually, there were two favors that the researcher did. The first favor was to connect what students have read to develop their own story and
the second one was to take them to the writing process. Additionally, student- centered approach was applied by the researcher in teaching writing because it
involved groups’ discussion. To make the intervensiontreatment more clearly, the researcher did the intervension in these following stages:
1. Engaging students to read picture books they like best 2. Sharing what the students have read to the other students
3. Connecting what students have read to develop their own writing 4. Taking students to writing process, including prewriting, during writing
drafting, and after writing revising, editing, sharing, evaluating As a note, stage 1 and 2 were in prewriting stage and the others were in drafting
stage.
E. Research Instrument
In the study, the writer only used a test as research instrument. The test technique used in the research was an open-ended essay test a written test and
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