order the students to write narrative text without a media and the students feel confused to start writing.
Apart from that, the pictures inspire the students in expressing their ideas into paragraph. Pictures series is suitable as a media in writing narrative text. Based on
the explanation above, the writer thought that pictures series as an alternative writing media is effec
tive towards students‟ writing skill in narrative text.
D. Research Hypothesis
The hypothesis of the study can be formulated as follows: Ha : There is a significant difference between student
s‟ writing skill in narrative text by using pictures series and without pictures series.
20
CHAPTER III RESEARCH METHODOLOGY
A. Place and Time of the Study
The study was held at SMA Negeri 4 Depok. It located at Jl. Jeruk Raya No. 1 Komplek Sukatani Permai, Tapos, Depok. The writer conducted the studyabout
one month. The study was held in November 11
th
- 28
th
, 2013 at the first semester of the year 20132014.
B. Method and Design of the Study
The method of this study was quantitative method. The design of this study was quasi
– experimental design. The writer used quasi – experimental design of this study to see the effectiveness of pictures series towards
students’ writing skill in narrative text. According to Millan, the purpose of quasi experimental design
is to determine cause and effect between independent and dependent variable. A common situation for implementing quasi-experimental study involves several
classes or schools that can be used to determine the effect of curricular materials or teaching methods.
1
In this study, pictures series was the independent variable which may cause
influence students’ writing skill in narrative text as the dependent variable.
The writer used pre-test and post-test on the control and experiment class, to see the effectiveness of pictures series by looking pre-test, and post-test
measurement and comparing the gained scores between both classes. The effectiveness can be see
n from the improvement of students’ score of experiment class in the post-test. The score was taken by the writer after student had been
given some treatments and from the comparison of both classes. The experiment class was given the technique by using pictures series in the classroom and the
controlled class without using pictures series.
1
James H. McMillan, Sally Schumacher, Research in Education Evidence-Based Inquiry 6
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Edition, Boston: Allyn and Bacon, 2006, p. 24.
