mastery and intelligent level of students in both class, particularly in English subject that relatively equivalent.
25
The differences of this research with their studies are this research did about the use picture series towards students reading comprehension, especially in narrative
text. Participants of this research are second grade students of junior high school. Those all the researcher using picture but they had differences on variable Y. And
those all participants mentioned above their participants at Junior High School except Setianingrum she used participants at elementary school.
G. Thinking Framework
Narrative is kind of story consisting of series of events which is constructed in a chronological order. A narrative not only about an events ended with what the story
happened but also narrative is an event which the writer have the purposes to make an interesting text, to entertain the reader, and to make the reader have the experiences
same as the text about. This kind of text has become one of the English texts that must be mastered by junior high school students. Therefore, as an English teacher
have to be creative, especially in teaching reading how to achieve students‟ understanding of reading text. Because, most of students when they faced English
text many students found to be bored and feel difficult to get the message to grasp the meaning of the text.
Therefore, some English teachers can choose several techniques in teaching reading such as using mind map and picture series. Those techniques aim to make the
students enjoy reading English text. One of the techniques in teaching reading is using picture series in which it can stimulate students to focus to the picture is given
by the teacher in the beginning to read the narrative text.
25
Mochammad Fiqrie,Teaching Reading of Procedure Text Thorugh Pictures, Jakarta: English Education Departmen UIN Syarif Hidayatullah, 2011. P. 50
Picture series can increase students‟ interest, imagination and idea in creating situation from the story. When teacher shows picture series directly to the
students, they will focus and imagine a concept of story from those picture series. Therefore, picture series can help the students to develop their idea.
Related to the picture series and reading, schema theory had great impact to both of theorie
s. Picture can build student‟s schemata, when the teacher shows the picture series shehe gives the narrative text. The teacher explaine what included in
the picture series, it gives the information to the students. Then when the students are faced with narrative text they would organize their schemata from the previous
information, in the sense they will correlate the new information into previous information from the picture series were explained, it happened reading
comprehension.
H. TheoreticalHypotheses
Research hypothesis is defined as a tentative explanation that accounts for a set of facts and can be tested by further investigation. There are two kinds of
hyptheses: Null Hypothesis H and Alternative H
a
. The alternative hyphothesis is the one we want to be true, the null hyphothesis is the opposite.
26
The alternative hypothesis there is a significant difference in teaching reading using picture series
and without picture series. The null hypothesis there is no significant difference in teaching reading using picture series and without picture series.
26
Danile Mujis, Doing Quantitative Research, London, Sage Publication, 2004, p. 16.
28
CHAPTER III RESEACH METHODOLOGY
A. Place and Time of Study
The research was conducted by the researcher on 13
th
March 2013 until 5
th
September in 2014. The place for this research study is Islamic Junior High School Al-Fallah at Villa Mutiara - Ciputat - Tangerang Selatan.
B.
Method of Study
In this research, the writer used a quantitative design which was conducted with experimental research design. The experimental research because the researcher
had been formed or selected a group, decided what changes will occur in each group, tried to control all relevant factors in addition to the changes shehe introduced, and
observed or measured the ef fect of the group at the end of the study.”
1
The research design is Quasi-experimental study.
There were two variables involved in this research. They were reading comprehensionof narrative text as independent variable and picture series as a
dependent variable. The experimental class which is taught reading of narrative text by using
picture series then the control class which is taught reading of narrative text without using picture series.
1
Emzir.Metdologi Penelitian Pendidikan, Jakarta: Rajawali Press, 2012, p. 69.
