in writing class; 2 the students’ development of their writing abilities as shown in the text produced by the students over the program.
3.3.1. Analysis of Data from Observation
The data from observation were analyzed in several steps. First, the researcher transcribed the data from the video tape. Then, the researcher classified the data into
sub-categorization relevant to research questions. The “in class” activities were analyzed as to see the lecturer and students interaction. In addition the notes taken
during the observation were also analyzed in line with the central themes in the study to answer the research questions.
In line with the data analysis, there are a number of analytical options namely: describing, transcribing, categorizing and interpreting. Thus, in line with the research
questions, the data from observations were analyzed by several steps above. First, all of the notes concerning the teaching and learning activities in writing narrative genre
were transcribed. Second, the transcribed data was categorized based on each theme. Third, the categorized data was interpreted to answer the research questions.
3.3.2. Analysis of Data from Interviews
The data from interviews were examined for cues and markers that reflected the students’ opinion toward the teaching and learning process of writing through the use of
picture books in order to reveal obstacles and advantages the students and lecturer obtained from the activity. The data from interview were also analyzed by several
steps. First of all, lecturer’s and students’ interviews were categorized. Then, the results
of interrviews were also transcribed into each theme. Next, they were interpreted and described to support the finding for research questions Kvale, 1996:193-204.
The validity of the data from interview was gained through member checking. Member checks is a process which is systematically soliciting feedback about one’s
data from people whom you are studying Maxwell, 1996:94. It is believed that member checking can increase the validity of the research. For this, the transcribed data from
interviews were showed to participants to check if the transcriptions match with what they mean. This was intended to clarify the interviews’ results, minimize bias, and avoid
misinterpretation to respondent when being interviewed Alwasilah, 2006:178.
3.3.3. Analysis of Data from Students’ text
Texts analysis is focused on the students’ writing narrative texts. The researcher asked for the lecture’s help in selecting the students’ texts before analyzing the texts.
Sample of students’ narrative texts represented different levels of achievement and will be closely analyzed in chapter IV.
The data from the students’ texts were analyzed in terms of the social function, the schematic structure, and linguistic features. The analysis was done to see the students’
development in writing narratives texts. There were six texts being analyzed: three were taken from students’ pre writing activity using a single picture and three from students’
narrative writing using picture books. This chapter has focused on a detailed methodological description of the
conduct of study, including the research question formulated, the setting, the participants involved, data collection techniques and analyses employed in the study.
The detailed analysis and interpretation will now be shown in Chapter IV. It is analyzed and interpreted the data from teaching learning activities in writing a narrative using
picture books through observations and interviews. It is also analyzed and interpreted the data from the students’ texts.
CHAPTER V CONCLUSIONS AND SUGGESTIONS
This chapter deals with the discussion on the results of finding. In the first section, the researcher describes and discusses overall finding from the teaching
program, the students’ texts, and the interview reflected in the conclusion in line with research questions and background of the study. The second section, the researcher
offers some suggestions related to the primary issues.
5.1. The Conclusions
After all the steps of the research have been passed, the findings are reported, analyzed, and discussed, then conclusion is made based on the findings’ analysis and
discussion. From the teaching program and the interview, the researcher found that the use
of picture books is significant to improve students’ ability in English writing, especially in writing narrative texts. Students in this study found some benefits of using the picture
books. These benefits include the enhancement of enjoyment of the writing process, promotion of creative writing and thinking skills, as well as fostering the cooperative
learning and improving students’ speaking ability. The majority of the students in students’ interview indicates that writing using
picture books was an interesting way of learning English. From the students’ interview, they reported that this was their first time to write using picture books in English. They
felt proud of writing “a book” on their own when they read their story to the class. The
data in this study showed it was a valuable experience for students to write the first book in their life in English. Most of the students agreed that their English writing
would be better if they kept on learning English by using picture books. Thus according to the researcher’s observation, the students in this study were confident of sharing
their story with classmates. They felt it was an interesting way to learn English. One explanation might be that students were confident with their works because they had
already discussed and shared their writing before with their peers in their groups so that they had a big confidence to tell their story in the class and this can be a way of
improving their speaking ability by telling the story in front of the class. This evidence proves that this approach to teaching writing provides a good
motivation to encourage students to learn English. Carter, et al., 1998 mentioned that when students perceive writing to be fun, they will be more confident in sharing their
thoughts and feelings on paper. Therefore they really need a good way of motivating them to learn English other than conventional English teaching methods. This study
suggests that using picture books may be a successful way of motivating students in learning English writing because this way can enhance students’ enjoyment of the
writing process. The students from the informal and formal interview reported that they had
learned new vocabulary by writing using picture books. The students in this study reported that they usually use dictionaries and some of them visited a website as a
reference to complete their stories. In addition, the students also agreed that their biggest problem with writing storylines for wordless picture books was their limited
vocabulary. The students in the study showed that they learned how to use their
