applied consistently to all responses, which will result in similar, or identical scores to the same paper by different raters. Finally, a task should be
interesting, both for the writers and the readers. For the first requirement, clarity, the researcher made sure that all of the
students understood what they were supposed to do by explaining orally. In the beginning of the writing process, the researcher also took a look at every
student’s work, so all students would write correctly based on the instructions. For the validity and the reliability, the researcher used a writing rubric, which
was taken from ESL Composition profile proposed by Jacobs et al. 1981 from Weigle 2002:116. For the fourth requirement, the researcher made the
task interesting by providing picture-based cue cards that attracted the students’ attention. Based on the interview with the students, they were
excited to use cue cards because they had never used it in the classroom before and the pictures chosen were suitable for kids their age.
B. Cue Cards Media 1.
Definition of Media
According to Heinich, et al 1993:9-10, a medium plural, media is a channel of communication. It is derived from the Latin word meaning
“between”. The term refers to anything that carries information between a source and a receiver, for example videos, television programs, diagrams,
printed materials, computers, and instructors. On the other hand, Burden and Byrd 1999:137 state that instructional media are books, audio-visual
materials, and duplicated materials which serve instructional functions.
Various media can be found in language teaching, from non-mechanical aids such as household objects, flashcards, or magazine pictures to the use of
sophisticated mechanical aids such as videos, computers. Whatever the media are, they can assist teachers in their jobs, bringing the outside world into the
classroom, and helping making the task of language teaching and learning more meaningful and exciting. In this case, picture-based cue cards, which
were used in this research, are considered instructional media since they carry information and serve instructional functions. Brinton 2001:459 states that
whatever the approach, language teachers seem to agree that media can and do enhance language teaching.
The use of instructional media during the teaching process can facilitate and enhance learning. Therefore, careful attention should be given in planning
and using instructional media. In line with the statement, Gerlach and Ely 1971:241 state that instructional media play a key role in the design and use
of systematic instruction. A medium, broadly conceived, is any person, material, or event that establishes conditions which enable the learner to
acquire knowledge, skills and attitude. If the teacher is able to use instructional media effectively, some positive
results can be seen afterwards. Kemp and Smellie 1989 in Burden and Byrd 1998:13 state the outcomes of using instructional media appropriately are
the followings: a.
The content of a topic can be more carefully selected and organized. b.
The delivery of instruction can be more standardized.
