Research Hypothesis THEORITICAL FRAMEWORK

2. Sample Sampling technique which was used in this research is non probability sampling and it did not need any type of random selection from a population. Therefore, the researcher used subjects who can be accessible or who may represent certain types of characteristic. 3 The researcher intended to use purposive sampling in selecting two classes from the population to become experimental and control class. This sampling emphasizes on relying on the judgement of the researcher to select a sample that is representative of the population or that includes subjects with needed characteristics. 4 To put the idea about purposive sampling into practice, the researcher chose two classes from the eight classes in SMP PGRI Ciputat to be the research sample based on two criteria. The first criterion was decided based on the score similarity of students’ English mid term test. The second one was determined based on the similarity of English subject’ schedule. Therefore, the researcher asked the English teacher’s help to select the sample since the teacher is the one who had already known which classes have equal ability in English mid term test and similar English subject’s schedule. Through this purposeful sampling, the researcher got the experimental and the control class based on the English teacher’s recommendation or judgement that both the experimental and the control class had homogeneous ability or learning result the resultscore of students’ English mid term test. T he researcher finally got 8.4 and 8.5 class from the English teacher’s recommendation. After applying this purposeful sampling and doing pretest, the researcher found that 8.4 class had higher mean score on pretest than 8.5 class. Therefore, the researcher chose 8.5 as the experimental class because the class needed improvement on writing narrative text, whereas 8.4 class as the control group. 3 James H. McMillan Sally Schumacher, op-cit, p. 125 4 Ibid, p. 126

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. 5 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 5 Sara Cushing Weigle, Assessing Writing, Cambridge: Cambridge University Press, 2002, p. 95