3. The visual detail makes it possible to study subject which would otherwise be impossible,
4. Picture can help to prevent and correct misconceptions, 5. Pictures help to focus attention and to develop critical judgment, and
6. Pictures are easily manipulated. Based on the above explanations, it is clear that single pictures have many
advantages since they can give good contribution to the students and the teacher in the teaching learning process. In this research, hopefully single pictures were
useful to help the junior high school students develop their writing and help the teacher in teaching descriptive text writing. In addition, the researcher took the
single picture from the internet that related to the material. The single pictures used in this research were kinds of room at home. The researcher showed the
singles picture by the using power point presentation, so that the students could see the picture clearly.
2.7 The Research Hypothesis
Based on the research problems and the review of related literatures, the hypothesis of this research was formulated as follows There is a significant effect
of using single pictures on the eighth grades students’ descriptive text writing achievement at SMP Negeri 4 Rogojampi Satu atap in the 20142015 academic
year.
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CHAPTER 3. RESEARCH METHOD
This chapter discusses the research methods that were applied in the research. It covered research design, area determination method, respondent
determination method, operational definitions of the term and data analysis method.
3.1 Research Design
A researcher needs a research design before conducting the research. Research design is a strategy to arrange the setting of a research to get valid data
that match with the variable and the objective of the research Arikunto, 2006:44. The aim of this research was to investigate whether or not there was a significant
effect of using single picture on the eighth grades students’ descriptive text writing achievement at SMP Negeri Rogojampi Satu Atap in the 20142015
academic year. The research design that was used in this research was a quasi experimental
design with non-equivalent group post test only design .
This design can be used when the true experiments cannot be done. This problem appeared because the
educational administrator did not allow the random selection of students out of classes for experimental sample. Without randomization, there are no true
experiments. According to Yount 2006, the term quasi means almost, near, partial, or somewhat. So, this design has been developed for these situations that
are “almost true experiments” or quasi-experimental design. Nonequivalent-group posttest only design consisted of administering an
outcome measurement to two group or to a program or a treatment group and comparison. As Marczyk et al 205:138 say that in the nonequivalent groups
posttest-only design, one group the experimental group receives the intervention while the other group the control group does not. In addition, this design
controls for a simple testing effect and the interaction between testing and treatment by giving no pretest to either group. Jackson 2011:149 states that the
