49
Table 12: The Experimental Group’s Pre-Test Categorization Result
Frequency Percent
Valid Percent
Cumulative Percent
Valid average good
Total 5
27 32
15.6 84.4
100.0 15.6
84.4 100.0
15.6 100.0
b. The Categorization of Experimental Group’s Post-test Scores
The post test was conducted in the experimental group in order to find out the students’ writing ability scores after the treatment. Generally the scores
of the experimental group post-test are better than the pre-test scores. Considering the students’ post-test scores, it could be concluded that there was
an improvement of students’ writing ability scores. After implementing the score categorization to the data of students’ writing
ability scores from experimental group, the result showed that the frequency of total students who get “good” category was 32. In terms of percentage, “good”
category reached 100.
Table 13: The Experimental Group’s Post-Test Categorization Result
Frequency Percent
Valid Percent
Cumulative Percent
Valid good 32
100.0 100.0
100.0
c. The Categorization of Control Group’s Pre-Test Scores
The same as the pre-test of the experimental group, this test was also conducted to find out the students’ writing ability scores of the control group.
It showed that the frequency of “good” category is 5 and “average” category
50
was 27. Meanwhile, in terms of percentage, it could be seen that “good” category reached 34.4, and “average” category was 15.6.
Table 14: The Control Group’s Pre-Test Categorization Result
Frequency Percent Valid Percent
Cumulative Percent
Valid average good
Total 5
27 32
15.6 84.4
100.0 15.6
84.4 100.0
15.6 100.0
d. The Categorization of Control Group’s Post-test Scores
After conducting teaching and learning process in control group, the researcher conducted the post-test in order to find out the students’ writing
ability scores. The result of the post test scores, then, was used to compare with the data of experimental post test score to measure the effectiveness of the
method that the researcher used in this study. The data of the control group showed that the frequency of “good” category was 32. As the percentage, the
“good” category was 100.
Table 15: The Control Group’s Post-Test Categorization Result
Frequency Percent Valid Percent Cumulative
Percent Valid good
32 100.0
100.0 100.0
3. Hypothesis Testing
The alternative hypothesis Ha proposed in this research was “there is a significant difference in the writing ability between the eighth grade students
of Junior High School who are taught using picture series and those who are using textbooks”.
