Discussions FINDINGS AND DISCUSSIONS

54

CHAPTER V CONCLUSION AND SUGGESTION

This chapter presents about conclusion of the research. Moreover, suggestion is added in this chapter too.

A. Conclusion

This research was a quasi experiment which was intended to investigate the effectiveness of picture books in students‟ performance in writing narrative text. After conducting the research and obtaining research result from statistical calculation, the result showed that there was significant difference in the use of picture books in teaching writing narrative text in students‟ performance in writing narrative text. This finding could be proved from the result of posttest or the mean score of posttest in the experimental class which showed that it was higher than the control one. After doing hypothesis testing using independent sample t-test on IBM Statistics SPSS 19, the result of the calculation found that t count 2.449 was higher than t table 0.025 2.009 which was gained based on df = 50 and ⁄ α = 0.025. It gave a proof that t count t table. The result of hypothesis test also proved that the significance 2-tailed or the probability value was 0.018. This result meant that the degree of significance α = 0.05 had to be divided by 2 and proved that Sig. 2-tailed ⁄ α 0.025. Because of obtaining these results, H was rejected and H a1 Alternative Hypothesis was accepted. More importantly, the effect size of picture books treatment in students‟ narrative writing skill was 0.68 and it was on category medium effect based on the effect size range of Cohen’s d. To sum up, this statistical calculation which was explained above proved that there was a positive effect of using picture books in students‟ performance in writing narrative text.

B. Suggestion

Due to giving conclusion before, the researcher intended to propose these following suggestions: 1. For teachers a. Teachers should provide media or teaching aids which can motivate students to write and help them to invent their ideas to create their own narrative writing. When teachers ask their students to write a story or narration, they should provide and introduce a good writing model to their students. In this case, using picture books can be an authentic writing model which can show what a good story is and what language of a story is after students finish reading it. Moreover, picture books had been scientifically and statistically studied and tested in this research. b. Teachers should consider that teaching writing is not always about spending much time to do many exercises related to grammatical structure in students‟ English textbooks, but developing idea, meaning, and coherence in writing. In other words, students should be asked to directly write and involve them in writing process. c. Teachers should care about students‟ reading. The more they read English books, for example, picture books, story books, or novels, the more fluent they write. Consequently, teaching writing should be combined or supported with reading in order to provide students with the tacit knowledge of written texts such as grammar, vocabulary, or organizational pattern. 2. For educational experts and researchers It is really hoped for educational experts and researchers that they should concern to educational research in term of teaching and learning in schools in order to obtain and enrich new media or teaching aids and techniques which can be applied in teaching and learning English as a foreign language in Indonesia. 56 BIBLIOGRAPHY Binder, Carol A. and Nerney, Susan Lopez. Writing in Process Strategies for Organization and Development, Jurong: Prentice Hall, 2005. Broker, Kelly. Using Picture books to Empower and Inspire Readers and Writers in the Upper Primary Classroom: Literacy Learning the Middle Years, 2, 2012. Brown, James Dean. Testing in Language Program, New York: McGraw-Hill, 2005. Caldwell, Joane Schudt, Comprehension Assessment-Classroom Guide, New York: The Guilford Press, 2008. Cohen, Barry H. and Lea, R. Brooke, Essentials of Statistics for the Social and Behavioral Sciences, New Jearsey: John Wiley Sons, 2004. Cowen, John Edwin and Kohen, Vicki L, Literacy for Children in an Information Age:Teaching Reading, Writing, and Thinking, New York: Wadsworth Cengage Learning, 2009. Creswell, John W. Educational Research Planning, Conducting, and Evaluating Quantitative and Qualitative Research, New Jersey: Pearson Education, Inc. 2008. FITK, Tim Penyusun Pedoman Penulisan Skripsi, Pedoman Penulisan Skripsi, Jakarta: FITK, 2013. G. Jurs, Stephen and Wiersma, William. Research Methods in Education-An Introduction, Boston: Pearson Education, Inc., 2009. Harmer, Jeremy. The Practice of English Language Teaching, New York: Longman, 1991. Hedge, Tricia. Writing, Oxford: Oxford University Press, 1990. Huck, Charlotte S and Keifer, Barbara. Children’s Literature in the Elementary School, New York: The Mc Graw Hill, 2004. Hughes, Arthur. Testing for Langiage Teachers, New York: Cambridge University Press, 2003. Hyland, Ken. Second Language Writing, New York: Cambridge University Press,1996. Jalongo, Mary Renck. Young Children and Picture Books, Washington, DC: National Association for the Education of Young Children NAEYC, 2004. Kane, Thomas S. The Essential Guide to Writing, New York: Barkeley Books, 2000. Kiefer, Barbara Z. Charlotte Huck’s Children’s Literature, New York: McGraw-Hill, 2010. Lewin, Larry. Paving the Way Reading and Writing, New Jearsey: John Wiley Sons, Inc., 2003.