THE EFFECTIVENESS OF PICTURE BOOKS IN IMPROVING STUDENTS’ SKILL IN WRITING NARRATIVE TEXT (A Quasi-Experimental Study at the Eighth Grade Students of SMP PGRI Ciputat)

By:

Indri Pangestuti Rahayu

1110014000081

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYA AND TEACHERS’ TRAINING

STATE ISLAMIC UNIVERSITY SYARIF HIDAYATULLAH

JAKARTA

ACKNOWLEDGEMENT

In the name of Allah, The Beneficent, The Merciful. All praises be to Allah for the blessing given to the researcher, so she could eventually accomplish the skripsi entitled The Effectiveness of Picture Books in Improving Students’ Skill in Writing Narrative Text (A Quasi-Experimental Study at the Eighth Grade Students of SMP PGRI). Peace and Blessing be upon to the Prophet Muhammed, who had guided mankind to the right path blessed by the Lord.

In this opportunity, the writer would like to say the greatest thanks, gratitute, and honour to her beloved parents, Drs. Sunarto, M.M. and Jumini, S.Pd. who always support, care for, and pray for her to finish this skripsi. The writer also thanks to her only one sister, Diah Nurul Karomah, who gives support to the writer for finishing this skripsi.

The writer also would like to express her thanks to the skripsi advisors, Siti Nurul Azkiyah, Ph.D and Atik Yuliyani, MA TESOL for their guidance, suggestion, and patience in helping and correcting the writer in writing the skripsi.

The writer also thanks to:

1. All lecturers at Department of English Education who have given motivation, guidance, knowledge, and experience during her study in Department at State Islamic University Syarif Hidayatullah Jakarta.

2. Drs. Syauki, M.Pd. as the Head of The Department of English Education. 3. Zaharil Anasy, M.Hum. as the Secretary of The Department of English

Education.

4. For the principal, the English teachers, and the eighth grade students of SMP PGRI Ciputat, for giving chance, permission, and helping the writer to conduct the research.

5. All of her friends Saifullah Vatreni, Dhea Geanina, Yana Riyanti, Uly Mar’atu Zakiyah, Dian Rahmawati, Kuswatun, Yusri Nur Fadhilah, Desti Ika Ariyanti, and Lia Aida for doing their support and encouragement.

The words may not be enough to say any appreciation for their help in this

skripsi. May Allah, the Almighty bless them all. Finally, the writer realizes that this skripsi is far from the word “perfect”. It is a pleasure for her to get critiques and suggestions to make this skripsi better.

Jakarta, March 9, 2015

ENDORSEMENT SHEET ... ii

ABSTRACT ... iii

ABSTRAK ... iv

ACKNOWLEDGEMENT ... v

TABLE OF CONTENTS ... vii

LIST OF TABLES ... x

LIST OF FIGURES ... xi

LIST OF APPENDIXES ... xii

CHAPTER I INTRODUCTION ... 1

A. Background of the Study ... 1

B. Identification of the Problem ... 6

C. Limitation of the Problem ... 6

D. Formulation of the Problem ... 6

E. Objective of the Study ... 7

F. Significance of the Study ... 7

CHAPTER II THEORETICAL FRAMEWORK ... 8

A. Narrative Text ... 8

1. The Definition and Aim of Narrative Text ... 8

2. The General Structure and language Feature of Narrative Text ... 9

3. The Sample of Narrative Text ... 11

B. The Definition of Picture Book ... 12 C. Picture Book as a Model to Teach Writing Narrative Text 13

G. Research Hypothesis ... 22

CHAPTER III RESEARCH METHODOLOGY ... 23

A. Method and Research Design ... 23

B. Place and Time of the Study ... 24

C. Population and Sample ... 24

D. The Content of Intervension/Treatment ... 26

E. Research Instrument ... 27

F. Instrument Testing ... 28

1. Validity ... 28

2. Reliability ... 29

G. Technique of Data Collecting ... 30

H. Technique of Data Analysis ... 31

1. Prerequisite Analaysis Test ... 31

a. Normality Test ... 31

b. Homogeneity Test ... 32

2. Hypothesis Test ... 33

I. Statistical Hypothesis ... 38

CHAPTER IV FINDINGS AND DISCUSSION ... 39

A. Data Description... 39

1. The Score of Both the Experimental and Control Class‟ Pretest ... 39

2. The Score of Both the Experimental and Control Class‟ Posttest ... 41

3. Summary ... 43

5. Discussion ... 51

CHAPTER V CONCLUSION AND SUGGESTION ... 54

A. Conclusion ... 54

B. Suggestion ... 55

BIBLIOGRAPHY ... 56

LIST OF TABLES

Table 3.1 Effect Size Range and its Category of Cohen’s d ... 36

Table 4.1 The Score of the Experimental and Control Class‟ Pretest ... 39

Table 4.2 The Score of the Experimental and Control Class‟ Posttest ... 41

Table 4.3 The Summary of the Experimental and Control Class‟ Pretest and Posttest Score ... 43 Table 4.4 The Result of Normality Test of the Experimental and Control

Class‟ Pretest ... 44 Table 4.5 The Result of Normality Test of the Experimental and Control

Class‟ Posttest ... 44 Table 4.6 The Result of Homogeneity Test ... 45 Table 4.7 The Mean, the Standard Deviation, and Standard Error Mean of the Experimental and Control Class‟ Pretest ... 47 Table 4.8 The Result of Independent sample t-Test of the Experimental and Control Class‟ Pretest ... 47 Table 4.9 The Mean, the Standard Deviation, and Standard Error Mean of the Experimental and Control Class‟ Posttest ... 49 Table 4.10 The Result of Independent sample t-Test of the Experimental and Control Class‟ Posttest ... 49

LIST OF FIGURES

Figure A.1 Normal Histogram of the Experimental Class‟ Pretest Score ... 76

Figure A.2 Normal Histogram of the Experimental Class‟ Pretest Score ... 77

Figure B.1 Normal Histogram of the Control Class‟ Pretest ... 78

LIST OF APPENDICES

APPENDIX 1 The Analytic Fiction/Narrative Writing Content Rubric ... 60

APPENDIX 2 Instrument of the Experimental and Control Class‟ Pretest ... 63

APPENDIX 3 Instrument of the Experimental and Control Class‟ Posttest ... 64

APPENDIX 4 The Result of the Experimental and Control Class‟ Pretest and Posttest ... 65

APPENDIX 5 The Calculation of Frequency Distribution of the Pretest and Posttest ... 68

APPENDIX 6 The Result of Normality Test ... 73

APPENDIX 7 The Normal Histogram ... 76

APPENDIX 8 Homogeneity Test ... 80

APPENDIX 9 Lesson Planning 1 of the Experimental Class ... 82

APPENDIX 10 Lesson Planning 2 of the Experimental Class ... 94

APPENDIX 11 Lesson Planning 3 of the Experimental Class ... 105

APPENDIX 12 Lesson Planning 2 of the Control Class ... 117

APPENDIX 13 The t-table... 134

APPENDIX 14 The Sample of Student‟s Pretest and Posttest (Experimental Class) ... 136

This chapter describes background of the study, identification of the problem, limitation of the problem, formulation of the problem, objective of the study, and significance of the study.

A. Background of the Study

Writing likely becomes a subject learnt in school which seems to be difficult for students to be acquired. As Laura E. Stall asserts, writing is believed as the advanced level of language development which makes it become one of the most complicated subject for students in academic achievement.1 Writing is probably hard to do because it deals with process in achieving a good writing. The statement is supported by Carol A. Binder and Susan Lopez Nerney who agree that a good piece of writing is created through series of steps which are recognized as process of writing.2 These theorists‟ statements can be accepted that writing is considered by students as a difficult subject taught in school due to the requirements of effective writing which involves level of language development and writing process.

Even though succeding in writing skill is not easy for students as mentioned above, students should learn writing skill to accomplish the core and standard competence in learning English subject in Indonesian schools. This is in line with the core and standard competence of English subject written in curriculum 2013 which states that students are expected to be able to process, serve, and think in both concrete (the concrete domain includes some learning

1

Laura E. Stall, The Story Face: An Adaptation of Story Mapping That Incorporates Visualization and Discovery Learning to Enhance Reading and Writing: The Reading Teacher, Vol. 54, No. 1, 2000, p. 30

2

Carol A. Binder and Susan Lopez Nerney, Writing in Process Strategies for Organization and Development, (Jurong: Prentice Hall, 2005), p. 5

activities such as using, modifying, and creating) and abstract domain (it involves some learning activities, for example: writing, reading, and drawing).3 For those reasons, writing skill is seen as one of necessary learning activities in abstract domain which is needed to be learnt by students.

According to the core and standard competence of English subject for the eighth grade students, one of text types which has to be learnt by the eighth grade students of junior high school is narrative text and it is focused on expressing and exploring meaning of narrative text, for instance, a simply short fable.4 In this way, narrative text is defined as text type which has function to tell past events or activities showing difficult situations or experiences and problem solving.5 As the core and standard competence of English subject in curriculum 2013 explained above, the eighth grade students of junior high school should be able to understand and write a simply short narrative text in learning English in school.

In this case, the objective of teaching and learning writing skill seems to be difficult to be achieved since learning to write in foreign language often presents problem for students. This is in line with Sara Cushing Weigle‟s statement. She states that writing in a second language is likely more forceful, more difficult, and less useful than writing in first language because it needs process of generating ideas and then changing the ideas into written text which are blocked by long time searches for suitable vocabulary choices.6 The statement means that learning to write in another language which is quite different from first language in terms of grammar and vocabulary requires students to translate the native language into the target one.

3

Kementrian Pendidikan dan Kebudayaan, Kurikulum 2013-Kompetensi Dasar SMP/MTs, (Jakarta: 2013), p. 70

4

Ibid

5

Drs. Pardiyono, Pasti Bisa! Teaching Genre-Based Writing, (Yogyakarta: Penerbit Andi, 2007), p. 94

6

More importantly, when the researcher did observation through interviewing with the English teacher at the eighth grade students of SMP PGRI Ciputat, she found that there are some problems may often be faced by students when they are asked to write a short narrative text. The first problem is the difficulty of starting to write. Based on the teacher‟s explanation during interview, when students are asked to write a short narrative, the students often said that they had nothing to write about and they had difficulty to start their writing.

Another problem faced by the students in writing a simply short narrative is to meet the requirements of writing skill itself. As Tricia Hedge points out, there are some requirements in achieving effective writing, including the understanding of organization in developing ideas, accuracy to avoid ambiguity of meaning, the understanding of grammar, and the attention to use appropriate vocabulary choice.7 In other words, to succeed effective writing in English, particularly a short narrative writing, students must have not only a variety of linguistic competencies, but also the knowledge of topic. Consequently, these writing requirements sometimes make students discouraged in writing a short narrative.

In addition, those writing problems are probably affected by teachers‟ attitudes towards writing instruction. The observation conducted by the researcher at SMP PGRI Ciputat also discovered that the English teacher still teach writing through applying teacher-centered approach. The teacher led the students to do many exercises related to grammatical structure in their English textbooks instead of teaching idea, meaning, and coherence in writing. In that case, Larry Lewin traces that some knowledge of grammar is effective but spending much time on studying grammar can take more time from the study of writing.8 Moreover, the over-use of textbooks by teachers in teaching and learning activities in classroom

7

Tricia Hedge, Writing, (Oxford: Oxford University Press, 1990), p. 5 8

Larry Lewin, Paving the Way in Reading and Writing: Strategies and Activities to Support Struggling Students in Grade 6-12, (San Francisco: Josey-Bass, 2003), p. 213

can possibly make students boring.9 Actually, these writing instructions explained above show that the teacher rarely present an interesting learning aid or media which can motivate students to learn writing, particularly narrative writing instead of English textbooks in writing instruction.

Responding to the problems students often face in writing which are

influenced by teacher‟s attitude towards writing instruction, using learning aid or

media as supplement to English textbooks in writing instruction can be an alternative choice to overcome those writing problems. In this term, teaching aids include pictures, flashcards, video playback machines, sets of books, etc. Due to the need of providing learning aid or media in writing instruction, the researcher proposes picture book as an available learning aid or media to teach and learn narrative writing because it has a lot of colorful pictures and expressive language. Mary Renck Jalongo states that picture books provide colorful and beautiful

images which catch readers‟ attention to read and almost people from various

ages still enjoy reading the picture books due to the vivid illustrations, interesting topics, and expressive language.10

Additionally, Mary Jo Fresch and Peggy Harkins assert that picture books can be approachable models for students who experience difficulty in writing skill and students who still search particular topic for their own writing can use picture books as a reference and a place of finding new vocabulary.11 This means that picture books can be selected as stimulus and supplementary material for students who struggle with writing because they provide not only pleasurable texts but also colorful and vivid illustrations that can help students to think of imaginative ideas creatively and find topic for their own writing.

9

Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman, 1991), p. 257

10

Mary Renck Jalongo, Young Children and Picture Books, (Washington, DC: National Association for the Education of Young Children, 2004), p. 7

11

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

In the same way, providing picture books as a learning aid or media to support students before they start to write is also useful to be applied during writing instruction. Miles Tendy and Joe Howell state that they used one of Ted

Hughes‟s creation stories during writing instruction to search and discover the

structural patterns and the level of sentence to see how a particular writer construct his or her own ideas and gather sentences to achieve a special effect.12 It means that through reading picture books or other story books first before beginning to write, the students will have background knowledge about what kind of story they should write and what kind of language they should arrange to describe each events of their own stories.

Likewise, reading can influence students‟ writing quality. Charlotte S. Huck and Barbara Z. Keifer affirm that reading and being read to are able to develop children‟s writing skill because reading author‟s written language enable children to notice and understand the convention and organization of ideas.13 The argument can be judged that to make teaching writing meaningful to students, it should be integrated with reading skill. Teachers may not be aware if students often collect words, phrases, or structure of text from books they have read when they write. This can also be understood that the role of reading also helps the development of writing.

Based on the explanation above, the researcher thinks that using picture book as a learning aid or authentic media in writing instruction can enhance

students‟ narrative writing skill. Vividly colorful illustrations and expressively

accessible language in picture books can facilitate students to imagine or visualize what kind of story they are going to write and improve their linguistic abilities including having good understanding or knowledge in vocabulary or grammatical structure. Through using picture books in teaching narrative writing as a model

12

Miles Tendy and Jow Howell, Creating Writers in the Primary Classroom, (New York: Routledge, 2008), p. 35

13

Barbara Z. Keifer, Charlotte Huck’s Children’s Literature, (New York: The Mc Graw Hill, 2004), p. 12

for students to write their own writing, the researcher expects that picture books can help students to identify and model components of narrative writing such as character development, story ending, dialogue, emotions, and relevant descriptions. As shown above, the focus of this research is to see whether picture books can affect students‟ skill in writing narrative text at the eight grade students of SMP PGRI Ciputat.

B. Identification of the Problem

Based on the background of the study above, there are several problems that can be identified in this research:

1. Students face difficulty in beginning to write.

2. Students face difficulty meeting the requirements of writing.

3. An interesting learning aid or media which can motivate students to write a narrative text is rarely used by teachers in writing instruction.

C. Limitation of the Problem

The study is limited to address the problem found by the researcher through interviewing the English teacher of the eighth grade students at SMP PGRI Ciputat which indicated that the teacher rarely use learning aid or media in writing instruction, particularly narrative writing instruction to motivate students to write a narrative text. In this study, the effectiveness of picture books in

improving students‟ skill in writing narrative text at the eighth grade students of

SMP PGRI Ciputat is investigated.

D. Formulation and Problem

Based on the limitation of the problem above, the problem can be

formulated as “Do picture books affect students‟ skill in writing narrative text at

E. Objective of the Study

The study is aimed to discover the empirical evidence of the effectiveness of picture books in improving students‟ skill in writing narrative texts at the eighth grade students of SMP PGRI Ciputat.

F. Significance of the Study

The result of the study not only can give valuable knowledge and experience for the researcher herself but also give benefits for many people particularly in academic institution, for instance, the students, the teachers, and the other researchers. Firstly, the researcher expects that the study can give her a description of using picture books in narrative writing instruction at the eighth grade students. Secondly, the study is expected to be able to help students who face difficulty in starting to write since picture books can provide them with inspiring story ideas. Thirdly, the study can give benefit for English teachers especially writing teachers to use interesting learning aid such as another story book in teaching writing narrative text and lastly, the study can be a reference to other researchers who intend to conduct a research in similar field and try to find other motivating learning aids in writing instruction.

This chapter contains some important points. The first point is theoretical description about narrative text, consisting of the definition and aim of narrative text, the general structure and language feature of narrative text, and the sample of narrative text. The second one is the definition of picture books. The third one is about picture books as a model to teach writing narrative text. The fourth one explains about stages of implementing picture books in writing narrative text instruction. Those important points are also continued by previous relevant studies, conceptual framework, and research hypothesis.

A. Narrative Text

1. The Definition and Aim of Narrative Text

A narrative text is a text which tells a story in series of event. As Tara McCarthy points out, narration is the act of telling a story in an organized way and a written narration has to include main idea, plot, character, satisfactory description, and ending.1 This means that narration or narrative text must have a vivid description of specific point, characters, plotline, and story ending which is arranged in chronology of events. Similarly, John Langan adds that narration is about a story illustrating a particular time which often relates to what an individual felt.2 Likewise, Alan Meyers also asserts that narration is a well written story which gives readers freedom to respond and understand to some events in the story and feel like they are in their own story.3 Those theorists above agree that narration, particularly written narration aims to tell a story chronologically whether the story is about one‟s feeling or not and it

1

Tara McCarthy, Narrative Writing, (New York: Scholastic Inc., 1998), p. 5 2

John Langan, Exploring Writing, (New York: New York, 2008) p. 221 3

always impress one who reads it due to its interesting content, like description of characters, plot, setting, or ending. To put it more simply, a narrative text can be defined as a text which tells series of connected past events chronologically and has interesting characters, plot, setting, and story ending to make readers satisfied with it.

Moreover, narration has to accomplish some purposes such as the followings:4

1) Series of events in narration should develop a main idea.

2) Plot in narration should give readers good impression, for instance, they feel like listening and seeing all connected events in the story.

3) Narration should vividly describe who characters are, what story is about, where story takes place, and when story begins and ends.

4) Narration should have clear transitions which shows changes in place, time, and characters.

5) Narration should tell series of events which starts and ends chronologically.

6) Narration should have climax which indicates that a story ends.

2. The General Structure and Language Feature of Narrative Text

A narrative text must have general structure which consists of orientation, sequence of events, resolution, and coda which is explained as follow:5

1) Orientation should include an introduction of when a story took place, where and when a story began, and who characters are.

2) Sequence of events should give clear description of series of past events which indicates beginning of problem and the most important or exciting

4

Ibid

5

Drs. Pardiyono, Pasti Bisa! Teaching Genre-Based Writing, (Yogyakarta: Penerbit Andi, 2007), p. 94

part in event (climax). In addition, the sequence of events aims to amuse readers and give moral value.

3) Resolution should describe how problems were solved. 4) Coda should present a moral value of story.

Because a narrative text is a kind of story which is told and happened in the past, this text always uses past tense as its language feature. The followings are the language feature or grammar structure of a narrative text:6 a. Using verb which describes an action in each event in narration must use

past tense whether it is simple past, past continuous, or past perfect tense. b. Using verb which shows doing an activity or action such as released, took,

saw, etc.

c. Using adjective which describes personal appearance or attitude, for instance: sad, special, beautiful, ugly, colorful, and happy, etc.

d. Using pronoun or a word used to refer to a noun. The following is the example of pronouns used in an narrative text:

“One day, there was a raven named Crawford who wanted to be special and different with the other ravens. He did not want to be like the other ravens because their feathers were all black. He thought that the color of black was boring and not pretty.”7

e. Use conjunctions and transitional words. The following is the examples of conjunctions and transitional words in an narrative text:

“Finally, he had an idea to escape. He took all his colorful feathers.

When the princess saw Crawford changed to be an ugly bird, she released Crawford from the cage. After that, Crawford went home and met his friends.”8

6

Ibid, p. 97 7

Hans Wilhelm, Royal Raven, (New York: Scholastic, 1996), p. 1-30 8

3. The Sample of Narrative Text

The sample of narrative text presented below is summarized and retold from the picture book entitled The Royal Raven by Hans Wilhelm.9

Orientation Orientation

Eve Event 1

Event 2 Event 3 Event 3 Resolution Coda 9 Ibid

THE ROYAL RAVEN

One day, there was a raven named Crawford who wanted to be special and different with the other ravens. He did not want to be like the other ravens because their feathers were all black. He thought that the color of black was boring and not pretty.

The next day, Crawford decided to change his appearance. He wanted to be as beautiful as swan or hummingbird. He would do anything to get a perfect appearance like what he really dreamt of. In the evening, he came to the witch. He asked her to change his feathers to be colorful.

Old lady, can you help me to change my features to be beautiful and colorful? I hate these boring black feathers! Crawford asked.

What a poor little raven! Okay, I will do it if you give me some of your feathers’ tile.

Suddenly, after the old woman said Abracadabra , Crawford changed to be a beautiful bird like a peacock. His boring black feathers became colorful and shiny. Crawford was happy and he came to his friends to boast about his beautiful new look.

In the shiny day, when Crawford was flying, the princess of a palace saw him and caught him. Then, Crawford lived in the palace. Unluckily, when the prince and the princess had a dinner, Crawford made some noise and broke everything in the dining room. Because of Crawford’s mistake, he was punished and locked in a cage. Crawford was very sad and he wanted to be free.

Finally, he had an idea to escape. He took all his colorful feathers. When the princess saw Crawford changed to be an ugly bird, she released Crawford from the cage. After that, Crawford went home and met his friends.

B. The Definition of Picture Book

Picture books are books which present the balanced combination of written words and pictures in order to create a meaningful story. As barbara Z. Kiefer points out, picture books are those books consisting pictures and texts which blend each other to create a whole artistic meaning of a story, moreover, the equal portion between pictures and texts presented in picture books ties together to provide not only pleasure but also valuable experience for readers.10 Similarly, Terry Miller states that picture books refers to books which can help readers to understand its story through observing its illustrations which are presented to increase the value of its written words.11 Based on what theorits state about what definition of picture books are, the statements can be assumed that picture books are books which are made through balanced combination of written words and illustriations to achieve valuable meaning of story and the combination between written words and illustrations give vicarious experience to readers by observing each illustration which vividly describes its written words or story.

More importantly, a good picture book generally has good narration which is reflected on the mixture of written words and pictures. The beautiful and vivid pictures presented in a good picture book clearly explain the story written in the texts. These descriptions of a good picture books explained above is in line with Barbara Z. Kiefers‟ opinion which examines that a great act of telling a story in a well-designed picture book is found through the combination of illustration and written text, for example, the illustrations help showing the meaning of the story, actions, characters‟ expressions, changing settings and the development of the plot.12 This can be understood that every good picture books generally present written words and illustrations which support each other to make a story in

10

Barbara Z. Kiefer, Charlotte Huck’s Children’s Literature, (New York: McGraw-Hill, 2010), p. 156

11

Terry Miller, The Place of Picture Books in Middle-Level Classrooms: Journal of Adolescent and Adult Literacy, Vol. 41, No.5, 1998, p. 376

12

picture books more comprehensible and interesting because the illustrations describe beautifully what written words or texts tell.

However, every a well designed picture book has description of how the text and illustration interact. This is in line with Nikolajeva and Scout‟s statement in Kelly Broker‟s journal entitled Using Picture books to Empower and Inspire Readers and Writers in the Upper Primary Classroom. Nikolajeva and Scout points out:

There are five ways that the text and the image interact within picture books: 1. Symmetry ─ the words and pictures are equal; 2. Complementary ─ each element provides information; 3. Enhancement ─ each extends the meaning

of the other); 4. Counterpoint ─ the text and image tell an unequal story; 5.

Contradiction ─ the words and pictures assert the opposite of each other.13

From the explanation of some theorists above, it can be concluded that picture books are books which present the illustrations are as important as the words in telling the story. They are combination between illustration and words which relates or opposite each other to create a whole meaning of story. The illustrations in picture books reflect the same stories which the texts are telling. In other words, picture books have illustrations that mix with the narrative or text to present a satisfying ending or conclusion.

C. Picture Book as a Model to Teach Writing Narrative Text

The use of picture books as models or prompts in teaching writing skill are to provide students opportunities to give response and model both the texts and the illustrations. The use of picture book in writing instruction is supported by Kelly Booker‟s statement. She asserts that when teacher introduces picture books to children or students, they are encouraged to respond to and copy the texts in picture books with their own imagination even they can represent the story

13

Kelly Booker, Using Picture books to Empower and Inspire Readers and Writers in the Upper Primary Classroom: Literacy Learning The Middle Years, 2, 2012, p. 2

instead of watch and listen to story told by someone.14 What Kelly Booker states above means that picture books can be a model for students to write their own writing because the picture books gives students an example of interesting story which offer them opportunities to explore their imagination and they even can represent the story in the picture books with their own version. Likewise, Terry Miller adds that the combination of expressive language and beautifully vivid illustrations which describe unique and different characters, setting, or plot line in picture boooks can be picked as a prompt which stimulates students to create their own imaginative and creative narrative writing.15 As Terry Miller explains above, it can be assumed that illustration and language or text presented in picture books are able to be used as a stimulating prompt which can direct students to write a good story imaginatively by their own.

Furthermore, the students are also able to copy or change the texts of picture books, for example, changing the story characters and the story ending with their own imagination and words. This point of view are similar to what Terry Miller states “Students can create stories from illustration alone, change the endings, add new characters to the stories, or create new stories with the similar plot device.”16 Terry Miller‟s statement above can also be understood that because picture books present narrative, students can learn and model components of narrative writings such as character developments, story endings, dialogues, settings, point of views, emotions, plot line, etc. to create their own writings.

In a similar way, Susan Anderson McElveen and Connie Campbell Dierking suggests that picture books provide models for students to see the example of target skills they must have and study how the author used target skills including brainstorming, focus, elaboration, organization, and convention, moreover, the target skill they learn from the model will be used in their own

14

Ibid, p. 3 15

Terry Miller, op-cit, p. 379-380 16

writing.17 In this way, Susan Anderson McElveen and Connie Campbell Dierking‟s point of view can be accepted that picture books are also useful as mentor texts which can help students to find topic for their own writings and practice organizing their ideas into a good and correct words. Additionally, in this term, mentor texts is defined as books, particularly picture books or other story books which are choosed and matched with the target skills needed in developing effective writing.18 The above statements mean that picture books can be selected as mentor text to teach students and provide real model for learning target skills including brainstorming, organization, and focus which can develop effective writing.

More importantly, Introducing and inviting students to read picture books before they start to write an interesting story can help them to generate ideas for their own writing because illustrations presented in picture books are visual description of a story. This is in line with Mary Jo Fresch and Peggy Harkins‟ point of view which explains that giving students opportunities to explore illustrations in picture books can inspire students to write since illustrations in each page of a picture book give students more ideas.19

D. Stages of Implementing Picture Books in Writing Narrative Text Instruction In applying picture books in narrative writing instruction, teacher should combine the instruction with reading activity, particularly reading picture books. This is similar with what Ken Hyland suggests in his book Second Language Writing. He proposes that second language writing skill needs to be supported with extensive reading in order to provide students with the knowledge of written

17_{Susan Anderson McElveen and Connie Campbell Dierking, Children‟s Books as Models to} Teach Writing Skill: The Reading Teacher, 54, 2001, p. 362

18

Ibid

19

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. 12

texts such as grammar, vocabulary, organization, and etc.20 Due to the reason explained above, it can be concluded that reading is able to give students‟ knowledge about correct grammatical pattern, writing organization, and suitable vocabulary choice which are useful in creating a good writing. In addition to make teaching writing meaningful to students, it should be integrated with other skills, for instance, reading which can help and support teaching and learning writing.

Similarly, to support Ken Hyland‟s suggestion above, Luu Trong Tuan adds that writing classes are commonly started with reading text, analyze text, and using text to be a good example or model for writing.21 Moreover, Barbara Z. Keifer also asserts that there are connection between reading and writing; a good writer must be a good reader and vice versa.22 She also argues that what students often write reflects books they have ever read.23 These theorists‟ point of views can be understood that reading activity, especially reading picture books should be included in writing instruction to make students familiar with the use of correct grammar, suitable vocabulary choices, and writing organization because reading picture books give students a good model or example for writing a good narrative text. Also, students‟ content of writing is probably influenced by their favorite books they often read.

Furthermore, there are four stages (which the writer adopts from Kelly

Broker‟s strategies in using picture books in writing instruction) for implementing

picture books in writing narrative text instruction as follows: 1. Engaging students to read picture books they like best

Before beginning to write, students are engaged to read through providing and introducing some picture books. There were eight picture books

20

Ken Hyland, Second Language Writing, (New York: Cambridge University Press, 1996), p. 17 21

Luu Trong Tuan,Teaching Writing through Reading Integration: Journal of Language Teaching and Research, 3, 2012, p. 489.

22

Barbara Z. Keifer, op-cit, p. 12 23

they can read by free in a group discussion. In this stage, the students are given freedom to choose the picture books they like best. Then, they can do silent reading by themselves. However, reading aloud is not used in this stage due to time consuming and the great numbers of students in each class. 2. Sharing what the students have read in a group discussion

After the first stage is done, the students have to share what they have been read in a group discussion. They can share about the characters they like and dislike, the story itself, the story endings, the topic, etc. Through sharing what they have been read, students can find interesting topic for their own narrative writing.

3. Connecting what students have read to develop their own writing

In this stage, teachers guide the students to transfer what they have read to their own narrative writing and help them to link the picture books they have been read to their own writing. Moreover, the students can collect or write all ideas they have got after reading in a notebook.

4. Taking students through writing process

In the last stage, teachers take students into writing process including before writing (prewriting), during writing (drafting), and after writing (revising, editing, sharing, evaluating). However, stages 1 and 2 can be applied in prewriting and stage 3 and 4 are in drafting.

In Addition, through implementing these four stages, students can find ideas (clarity, thought, and details), organization (internal structure), word choice, and sentence fluency from the author‟s texts (as a model).

E. Previous Relevant Studies

There had two relevant or previous studies which were conducted related to the study the researcher did. The first study was written by Susan Anderson McElveen and Connie Campbell Dierking with the title “Children‟s Books as

children‟s literature, especially fiction and non fiction picture story books as a teaching tool to support writing instruction. The study was conducted in their school, Curtis Fundamental Elementary School in Clearwater, Florida, USA when they taught the kindergarten and the fourth-grade peer writing workshop. The method used in the study was classroom action research.

In the study, they found important information that children‟s books could be a bridge for connecting the target skill with the reason for thinking, speaking, and writing like a writer. During conducting the study, they made a list of children‟s books which was matched to the target skills including brainstorming, focus, elaboration, organization, and convension necessary for developing effective writing. Then, in each meeting, they read aloud the children‟s books to their students. After reading aloud ended, both classes (the kindergarten and the fourth-grade peer writing workshop) discussed about the author‟s technique of focusing on an object through the use of specific details. Moreover, the result of the study showed that children‟s books/children‟s literature helped students to generate and develop their own writing topics. The other result also showed that children‟s literature facilitated the students to develop their writerly thinking and language which then they applied in their own writing.

The other previous study came from Kelly Booker, Literacy and Numeracy

Field Officer, ACT entitled “Using Picture Books to Empower and Inspire

Readers and Writers in the Upper Primary Classroom”. This study used classroom action research methods and conducted at the beginning of Term 3, 2011. She took over a year 5 classes which had experienced a very disruptive start to the year including a series of relief and short term contract teachers.

The objective of the study is to apply picture books to empower and inspire students to love reading and writing. The study appeared because Booker strongly believed that through the use of picture books, children are able to critically engage in author‟s message and consider what it will be meaningful for their own texts. Before she started teaching writing, she had engaged students first in guided

reading program which involved reading aloud picture books and book talks. The guided reading had function to lead students in deep thinking about authorial details and persuade them to love reading. During doing guided reading program, Booker found that the students interested and began to love reading. The students always asked the new picture books in the first few weeks and Booker was successful in engaging them in reading.

After the guided reading program succeeded, the next step Booker did was

to try to support the students‟ enthusiasm for reading and transfer it to their

writing. When she took the students to writing process, Booker used The Writing Process – a Ten Stage Plan that Works written by Frank as her guidance to engage the students in writing process. The writing process included the motivation, collecting impressions, organizing, the rough draft, author‟s review, sharing for response, editing and revising, the mechanics check, polishing, and presenting. In addition, the result of the study showed that through the use of picture books, the students could be interested in reading process, writing process and how reading and writing could be connected to create their piece of writing more meaningful and to provide them with literary experiences. More importantly, the study revealed that the notion of how the text and the illustration interact or against each other in picture books could challenge and focus the students‟ thinking. In other words, picture books led the students to read, explore, and connect the stories in picture books to their own experiences or interests which could help them to generate and develop ideas in their own writing.

Based on the two previous relevant studies explained above, the researcher inspired to conduct a quasi experimental research using picture books as a tool or instructional media in teaching narrative writing because the two previous studies showed that there were positive effect of the use of picture books in students‟ achievement in writing skill. However, the researcher would not apply reading aloud picture books but silent reading due to the condition of the students‟

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

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 (Ha/H1): There is positive effect of using picture

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 Wiersma&Stephen G. Jurs, Research Methods in Education-An Introduction, (Boston: Pearson Education, Inc., 2009), p. 165

control class. This class selection was done based on the result of two classes’ pretest.

Furthermore, pre-test and post-test design were used in this research to test the effectiveness of an intervention. Pre-test was used to gain the beginning score of students’ writing ability before treatment was given and it was given in both the control and the experimental class. Moreover, post-test was also be given in both the control and the experimental class to measure the score after intervention/treatment. Then the researcher compared the result of post-test between the two groups to get the overall effectiveness of intervension.

Before the researcher gave posttest to both the control and the experimental class, the classes had given process of narrative writing instruction first. Intervension or special treatment was only given to the experimental class in the form of giving the independent variable (using picture books as models for students’ narrative writing) and then investigating its influence on the dependent variable (students’ performance in writing narrative text).

B. Place and Time of the Study

The study was conducted at SMP PGRI 1 Ciputat. It started on 29 October to 27 November 2014.

C. Population and Sample 1. Population

Population is the overall subjects that is researched. All the eighth grade students of SMP PGRI 1 Ciputat in first semester in academic year 2014/2015 are as population in this research. Actually, the researcher chose the school as population due to the number of classes which reaches to 8 classes and the near distance from the place where the researcher stays.

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 result/score of students’ English mid term test). The 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

D. The Content of Intervention/Treatment

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

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 intervension/treatment 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

there were two tests including pre-test and post-test. In the pre-test, students were asked to write a narrative text about a story they like most from story books they have ever read or movies they have ever watched.

However, in the post-test, the students were asked to write a narrative text (an original short fable made by their own) not less than 15 sentences and it had to include orientation, sequence of events, resolution, and coda.

Moreover, to score both students’ pre-test and post-test, the writer used an analytic writing rubric. The students’ writing were scored seperately based on several aspects of writing such as organization, content, vocabulary, and grammar. For this point of view, the writer preferred using analytic writing rubric to the holistic one.

F. Instrument Testing

Before the tests were used, the instrument test had to be done on the tests to see whether the instrument met the requirement of validity and reliability.

1. Validity

Validity is one of crucial requirements which had to be tested in a research instrument. Validity refers to having information about the precise aim of an assessment and creating an instrument which can achieve the aim.6 It means that the test is said valid if it measures what it is designed to be measured.

To gain the validity of the instrument, the researcher used content validity and face validity. In order to investigate content validity, the researcher had to consider whether the test was a typical example of the content of the test which was designed to be measured.7 Meanwhile, the test

6

Joane Schudt Caldwell, Comprehension Assessment-A Classroom Guide, (New York: The Guilford Press, 2008), p. 29

7

was said to have face validity if it looked like it measured what it was supposed to be measured. Consequently, to attain face validity, the direct testing was used in this research because it required the students to directly perform the writing skill (writing narrative text) that the researcher intended to be tested. It is stated that direct testing is easier to do when it is planned to measure speaking and writing skill (the productive skill) because the precise performance of speaking and writing can give the information about students’ ability.8 Based on the explanation above, the researcher used an open-ended essay test because it was suitable for testing students’ ability in writing narrative text.

Furthermore, to achieve the face and content validity of the instrument (pretest and posttest), the researcher asked for the skripsi advisor’s help to check the appropriateness of the instrument whether it was proper to give to the students or not. More importantly, the researcher made sure that the instrument was valid by making the relevance of the objective of the test, the instruction of the test, and the indicator with the KI and KD (Kompetensi Inti dan Kompetensi Dasar) which is based on curriculum 2013.

2. Reliability

Reliability refers to the stability or consistency of assessment information, i.e., whether it is typical of a pupil’s behaviour.9

It is about the consistency of score from an assessment when it is done with the same instrument at another time.

To achieve reliability of instrument, the researcher used scoring rubric (analytic scoring) to score the students’ writing pretest and posttest. It is said that in analytic scoring, each criteria item or trait such as idea, organization,

8

Arthur Hughes, Testing for Language Teachers Second Edition, (Cambridge: Cambridge University Press, 2003),p. 17

9

Peter W. Airasian, Classroom Assessment-Concept and Application, (New York: McGraw-Hill, 2002), p. 17

word choice, sentence fluency, and grammatical convention is weighted separately and the student is given a breakdown on specific features of the writing sample.10 It meant that to score students’ writing using this analytic scoring, it must be decided on the several aspects of writing which had the number of points in each aspect to be added together to be a total score.

Moreover, this analytic scoring could gain reliability. Weigle adds that analytic scoring can be more reliable than holistic scoring because reliability will increase when additional items are added to a separate-point test, so a scoring scheme which has multiple scores are given to each students’ a piece of writing tends to improve reliability.11

To assess the eighth grade students’ narrative writing, the writer used the analytic fiction/narrative writing content rubric from Vicki L. Kohen and John Edwin Cowen’s rubric which was modified by the researcher to suit her own purposes. The writing rubric was provided in the appendix. Furthermore, the writing rubric was suited to the level of the students and the purpose of the test.

G. Technique of Data Collecting

After creating the instrument, the researcher collected the data. The data was obtained from the result of both control and experimental class which was given writing narrative test (pretest and posttest) based on the material that was arranged appropriately to the syllabus. A test technique was used in this research because it is a technique of data collecting in quantitative research which uses instrument.12

10

Vicki L. Kohen and John Edwin Cowen, Literacy for Children in an Information Age:Teaching Reading, Writing, and Thinking, (New York: Wadsworth Cengage Learning, 2009), p. 358

11

Sara Cushing Weigle, op-cit, p. 121 12

Tim Penyusun Pedoman Penulisan Skripsi FITK, Pedoman Penulisan Skripsi, (Jakarta: FITK, 2013), p. 65.

H. Technique of Data Analysis 1. Prerequisite Analysis Test

Analysis of research data aims to test the truth of hypothesis which is suggested in a research. However, before hypothesis testing is done, it is a must to do prerequisite analysis data through normality test and homogeneity test.

a. Normality Test

Normality test is a test which is done to check whether a group of data comes from population having normal distribution or shapes normal curve.13 The normality test is crucial to do because the calculation of parametric statistic has assumption or requirement that research data must be distributed normally. To test the normality of the data, the researcher used IBM SPSS Statistics 19 and the steps were as follow:

1) Formulating normality hypothesis of the data; H0: sample data was normally distributed, while H1: sample data was not normally distributed.

2) Testing the normality of the data using Lillieforse Test, and the steps (accoding to “7 Langkah Mudah Melakukan Analisis Statistik Menggunakan SPSS 17 by C. Trihendradi14) are as follow:

a. Click Analyze => Descriptive Statistics => Explore on the menu until the Explore dialogue box appears.

b. Fill the variable in the Dependent List box and fill the other variable in the Factor List

13

Yusri, Statistika Sosial, (Yogyakarta: Graha Ilmu, 2009), p. 139 14

C. Trihendradi, 7 Langkah Mudah Melakukan Analisis Statistik Menggunakan SPSS 17, (Yogyakarta: Penerbit andi, 2009), p. 71

c. Click Statistics until the Explore dialogue box: Statistic appears, determine the parameter of test. As a default, Descriptive Confidence Interval for Mean 95% is choosen.

d. Click continue until it comes back to the Explore dialogue box. e. Click Plot until the Plot dialogue box appears. As a default,

Boxplot Factor Leaves Together is choosen. To decide the normality test, choose Normality plots with test.

3) Using the degree of signivicance 5% (α = 0.05), the criteria in taking the decision is; If the probability value (p) ≥ α, H0 was accepted. On the contrary, H0 was rejected if the probability value (p) < α.

If the data shows that it is distributed normally, it can be continued to test the homogeneity of data using Levene test on IBM SPSS Statistics 19.

b. Homogeneity Test

Homogeneity test is used to test the similarity of the sample which is taken from homogenous population.15 Levene test on IBM SPSS Statistics 19 was used to test homogeneity of the data and the followings were the steps of doing the test:

1) Creating homogeneity hypothesis of the data; H0: sample data came from population which had homogenous variance, while H1: sample data came from population which did not have homogenous variance. 2) Calculating the homogeneity test using Levene test formula on IBM

SPSS Statistics 19 and the steps are as follow:16

a. Open file one way anova on CD, parametric statistic folder

b. Click Analyze => Compare Means => One-Way ANOVA on menu until One-Way ANOVA dialogue box appears

15

Yusri, op-cit, p. 292 16

c. Fill variable on Dependent List and fill another variable on Factor box

d. Click Option and choose Descriptive and Homogeneity of variance test

e. Click Continue until it comes back to One-Way ANOVA dialogue box

f. Click OK

3) Making decision about significance level/probability value (p) using significance degree 5% (α = 0.05), the creteria in taking the decision is; If the probability value (p) ≥ (α = 0.05), H0 is accepted. Conversely, H0 is rejected if the probability value (p) < (α = 0.05).

2. Hypothesis Test

This is the last step to analyze the data after the normality and the homogeneity test was done. Because the result of the experimental and the control class’ pre and posttest’s score met the requirement of normality test and both the classes (sample) had similarity or homogeneity in variance, the independent sample t test was able to be done to test the research hypothesis. The independent sample t test was used to compare the means or averages of the two independent sample (the experimental and the control class) in order to determine whether there was statistical evidence which proved that the means were significantly different. However, before testing the hypothesis, it had to calculate the independent sample t test of the experimental and the control class’ pretest score first to see if there was no extreme difference in both the experimental and the control class’ pretest before the treatment was given. To calculate the independent sample t test of both the experimental and the control class’ pretest, the following is the steps of doing the independent sample t test:

H0: There was no extreme difference in narrative writing skill between the experimental and the control class before the treatment was given.

H1: There was extreme difference in narrative writing skill between the experimental and the control class before the treatment was given.

b. Calculating t value by using the Independent Sample t-Test on IBM SPSS Statistics 19. The steps are as follow:17

1) Open file independent sample t test on CD, parametric statistic folder 2) Click Analyze => Compare Means => Independent-Sample T Test

on the menu until the dialogue box Independent-Sample T Test appears

3) Fill variable on the box Test Variable(s) and fill another variable on the box Grouping Variable

4) Click Define Groups, fill dependent variable value on the box Group 1 and 2

5) Click Continue until it comes back to the dialogue box Independent-Sample T Test

6) Click Options until the dialogue box Independent-Sample T Test: Option appears. Determining Confidence Interval and Missing Values

7) Click Continue 8) Click OK

c. Making decision about t value on the row Equal Variance Assumed (it is assumed that the variance is homogenous) and using the degree of significant 5% (α = 0.05). The criteria of taking decision were: If t count < t table or Sig (2-tailed) > ⁄ , H0 was accepted. Meanwhile, H0 was rejected if

t count > t table or (2-tailed) < ⁄α.

17

After calculating and obtaining the result of the independent sample t test of both the experimental and the control class’ pretest, the last step was to do hypothesis test. Additionally, there were three alternatives that can be done to test the hypothesis:

a. If the data (pretest and posttest score) of the experimental and the control class was normally distributed and had homogenous variance, the independent sample t-test could be done. The steps of doing the independent sample t-test and its criteria were as follow:

1) Formulating the hypothesis:

H0: There was no positive effect of using picture books in students’ performance in writing narrative text.

H1: There was positive effect of using picture books in students’ performance in writing narrative text.

2) Calculating t value by using the Independent Sample t-Test on IBM SPSS Statistics 19. The steps of doing the independent sample t-test are similar to the point b. above.

3) Making decision about t value on the row Equal Variance Assumed (it is assumed that the variance is homogenous) and using the significance degree 5% (α = 0.05). The criteria of taking decision were: If t count < t table or Sig (2-tailed) > ⁄, H0 was accepted. Meanwhile, H0 was rejected if t count > t table or (2-tailed) < ⁄α.

4) Determining the effect size by using Cohen’s d. The effect size is used to identify the strength of the final part of two group differences or the relation between two variables in a quantitative study.18

18

John W. Creswell, Educational Research-Planning, Conducting, and Evaluating Quantitative and Qualitative Research, (New Jearsey: Pearson Educatio, 2008), p. 203

Moreover, the effect size of Cohen’s d has formula as follow:19 d =

Annotation:

d = Effect Size (Cohen’s d) μ1 = mean score of group 1

μ2 = mean score of group 2

= pooled standard deviation

There are some guidelines for determining whether the effect size is small, medium, or large.20 Cohen suggests the following:

Table 3.1 Effect Size Range and its Category of Cohen’s d

Effect Size Range Category

0.2 Small

0.5 Medium

0.8 Large

b. If the data (pretest and posttest score) of the experimental and control class is normally distributed and does not have homogenous variance, the independent sample t-test can be done. However, in reading the test, it must use the row Equal Variance Not Assumed (it is assumed that the variance is not homogenous). Then, the steps and the criteria of doing the test is similar with the point a. above.

c. If one or both of the experimental and the control class’ data (pretest and posttest score) are not distributed normally and does not meet the requirement of homogeneity test, the non parametric test with

19

Barry H. Cohen and R. Brooke Lea, Essentials of Statistics for the Social and Behavioral Sciences, (New Jearsey: John Wiley & Sons, 2004), p. 124

20

Whitney test on IBM SPSS Statistics 19 is used to test the hypothesis. Moreover, the steps of doing Mann-Whitney test and its criteria are as follow:

1) Making the hypothesis:

H0: There is no positive effct of using picture books in students’ performance in writing narrative text.

H1: There is positive effct of using picture books in students’ performance in writing narrative text.

2) Calculating two independent sample with Mann Whitney or U-test on IBM SPSS Statistics 19. The steps are as follow:21

a) Open the file 2 independent samples on CD, statistic non-parametric folder

b) Click Analyze => Nonparametric Test => 2 Independent Samples on the menu until Two-Independent-Samples Test dialogue box appears

c) Fill variable on the box Test Variable List and fill another variable on the box Grouping Variable. Then choose Mann-Whitney U test on the box Test Type

d) Click Define Groups, fill the variable value on the box Group 1 and 2

e) Click Continue until it comes back to the dialogue box Two Independent-Sample Test

f) Click OK

3) Making decision about significance level/probability value (p) using significance degree 5% (α = 0.05), the creteria in taking the decision is as follow:

21

If the significance level/ probability value (p) ≥ (α = 0.05), H0 is accepted.

If the significance level/ probability value (p) < (α = 0.05), H0 is rejected.

I. Statistical Hypothesis

The criteria of hypothesis testing which is used in this research is as follow: H0 : t count < t table or Sig (2-tailed) > ⁄ α

H1 : t count > t table or Sig (2-tailed) < ⁄ α Explanation:

1) H0 (Null hypothesis): There is no positive effect of using picture books in

students’ performance in writing narrative text.

2) H1/Ha (Alternative hypothesis): There is positive effect of using picture books in

This chapter presents the data description which consists of the score of pre-test and post-pre-test of the experimental class and the control class. Moreover, the discussion of the research finding is also explained in this chapter.

A. DATA DESCRIPTION

In the following description, it was presented the research finding. The finding was gained from the result of the experimental and control class’ pre and posttest score.

1. The Score of Both Experimental and Control Class’ Pretest

The following is the table which presented the experimental and the control class’ pretest score:

Table 4.1 The Score of the Experimental and Control Class’ Pretest

Student’

Number

Pretest Score

Experimental Class Control Class

1. 50 25

2. 22.5 27.5

3. 32.5 40

4. 30 32.5

5. 35 67.5

6. 60 62.5

7. 55 67.5

8. 35 52.5

10. 55 67.5

11. 67.5 30

12. 42.5 47.5

13. 30 67.5

14. 62.5 40

15. 30 47.5

16. 27.5 45

17. 40 72.5

18. 40 32.5

19. 25 60

20. 27.5 32.5

21. 25 45

22. 30 25

23. 50 22.5

24. 42.5 22.5

25. 50 25

26. 27.5 25

Total 1052.5 1132.5

Mean 40.48 43.56

In the table above, it could be seen that the highest pretest score in the experimental class was 67.5 whereas the control one was 72.5. However, the lowest score in both experimental and control class was 22.5. Actually, when assessing both experiment and control class’ pretest and posttest, the researcher used The Analytic Fiction/Narrative Writing Content Rubric from Vicki L. Kohen and John Edwin Cowen which was provided in the the APPENDIX 1. This analytic narrative writing content rubric gave a separate score for each aspects or categories of students’

narrative writing, for example: writing process, setting, characters, introduction (organization), sequencing (organization), transition (organization), conclusion (organization), grammar and spelling, and capitalization and punctuation. The score for each aspect of students’ narrative writing was on a scale of 2.5 (need improvement), 5 (satisfactory), 7.5 (good), and 10 (excellent). Moreover, the mean/average of pretest score which was obtained in the experiment class was lower (40.48) than in the control one (43.56).

2. The Score of Both Experimental and Control Class’ Posttest

The following is the table which presented the experimental and the control class’ posttest score:

Table 4.2 The Score of the Experimental and the Control Class’ Posttest

Student’

Number

Posttest Score

Experimental Class Control Class

1. 60 35

2. 32.5 32.5

3. 50 55

4. 67.5 42.5

5. 62.5 35

6. 77.5 55

7. 62.5 67.5

8. 67.5 60

9. 70 55

10. 67.5 70

11 80 50

In the table above, it could be seen that the highest posttest score in the experimental class was 80 whereas the control class was 77.5. However, the lowest score in the experimental class was 27.5 and the control class was 32.5. Moreover, the mean of posttest score obtained by the experimental class was 60.87, while the control class was 51.83.

13. 32.5 45

14. 77.5 32.5

15. 65 50

16. 60 77.5

17. 75 75

18. 65 45

19. 27.5 47.5

20. 57.5 50

21. 57.5 45

22. 50 45

23. 72.5 52.5

24. 72.5 60

25. 77.5 55

26 50 55

Total 1582.5 1347.5

3. Summary

The following is a summary table of pre-test and post-test score:

Table 4.3 The Summary/Frequency of the Experimental Class and Control Class

Experimental Class Control Class

Pre-test Post-test Pre-test Post-test

Mean 40.48 60.87 43.56 51.83

Median 37.5 63.75 42.5 51.25

Mode 30 50a 25a 55

Minimum 22.5 27.5 22.5 32.5

Maximum 67.5 80 72.5 77.5

Sum 1052.5 1582.5 1132.5 1347.5

The table 4.3 above shows that students’ learning outcomes in both classes increased. But the experimental class more increased compared to the control class. For the complete statistical calculation, the calculation can be seen in the APPENDIX 5.

4. Data Analysis of Testing Requirement a. Normality Test

The result of normality test on both the experimental and control class’ pre and posttest score was gained from Lilliefors test using IBM Statistics SPSS 19. The result which was gotten as follow:

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when and where the story took place.

to tell when and where the story took place.

story took place, but the author did no supply much detail.

story took place.

Characters The main characters are named and clearly described in text and pictures. Most readers could describe the characters accurately. The main characters are named and described. Most readers would have some idea of what the characters looked like. The main characters are named. The reader knows little about the characters.

It is hard to tell who the main characters are.

Introduction (Organization)

The introduction is inviting and previews the plot of the paper.

The introduction previews the plot of the paper, but it is not

particularly inviting to the reader.

The

introduction is not nothing to do with the plot, nor is it

particularly inviting to the reader.

There is no clear introduction.

Sequencing (Organization)

Details are placed in logical order and the way they are presented

Details are placed in logical order, but the way they are presented or

Some details are not in a logical or expected order, and this

Many details are not in a logical or expected order. There is a little sense that

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effectively keeps the interest of the reader. introduced sometimes makes the writing less interesting. distracts the reader.

the writing is organized.

Transition (Organization)

A variety of thoughtful transitions are used. They clearly show how ideas are connected.

Transitions clearly show how ideas are connected, but there is little variety. Some transitions work well, but connections between other ideas are fuzzy.

The transitions between ideas are unclear or nonexistent.

Conclusion (Organization)

The coclusion is strong and leaves the reader with a feeling that they understand what the writer is

„getting at‟

The conclusion is recognizable and ties up almost all the loose ends.

The conclusion is recognizable but does not tie up several loose end.

There is no conclusion, the paper just end.

Grammar and Spelling

Writer makes very few errors in grammar or spelling and it does not distract the reader from the content.

Writer makes few errors in grammar or spelling that distract the reader from the content. Writer makes numerous errors in grammar or spelling that distract the reader from the content.

Writer makes frequent errors in grammar or spelling that distract the reader from the content.

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and

Punctuation

very few errors in capitalization or punctuation; thus the paper is exceptionally easy to read.

few errors in capitalization or punctuation, but the paper is still easy to read.

numerous errors in capitalization and/or

punctuation that catch the

reader‟s

attention and interrupt the flow.

frequent errors in capitalization and/or

punctuation that catch the

reader‟s attention

and interrupt the flow.

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Create your own fable using this story mapping!

Mapping a fable

Main

characters

Beginning

Event

Event