E. Conceptual Framework
Based on theoritical above, the writer synthesize that writing is one of four basic skill that can not be mastered as easy as speaking. Writing is not just
combining some words or sentences, it has forms and rules that not equal with something we use in conversation. We need a lot of practice and have interesting
techniques in order to make the students accustome to learn english. One of those technique is the using of picture series in the teaching of recount text writing. The
writer assumes that picture series can be adapted in teaching learning English, especially writing recount text. It works well for stories process and sequences of
events and it will help students more focus on the story that they will write. Then, the use of picture series is more efficient and practice than words, they will be
easier to recall and to remember because those picture series will be exposed in real life situation.
In addition, the writer assumes that the use of picture series can stimulate the student’s interest and motivation in writing, especially in recount text. It can
help them to build up their ideas in writing the story by creating a topic and then developing into some paragraphs. They will also learn how to write the story
grammatically to make a good composition in writing.
F. Theoretical Hypothesis
The theoretical hypothesis of the study is as follows: 1.
Alternative Hypothesis Ha: There is effect of picture series on students’ writing ability of recount text.
2. Null Hypothesis Ho: There is no effect of picture series on students’ writing
ability of recount text.
22
CHAPTER III RESEARCH METHODOLOGY
A.
Place and Time of the Study
This research was held on 20
th
Nov up to 2
nd
Des 2016. This research was conducted at SMP Nusantara Plus. It is located at Jl. Tarumanegara Dalam No. 1
Ciputat, Kota Tangerang Selatan, Banten.
B. Method and Research Design
The method of this study was quantitative method. The researcher used in this study was a quasi-experimental design. According to Creswell, quasi-
experimental design seeks to determine if a specific treatment influences an outcome. The researcher assesses this by providing a specific treatment to one
group and with holding it from another and then determining how both groups scored on an outcome. Experiments include true experiments, with the random
assignment of subjects to treatment conditions, and quasi-experiments that use nonrandomized assignments. Include within quasi-experiments are single subject
design.
1
In this research, the students in the experimental class were taught by using Picture Series and the students in the controlled class were taught without
using Picture Series. The research was done for five meetings, including giving the pre-test, treatment, and post-test. Pre-test was done to collect the data by
measuring students’ performance before they received a treatment. Meanwhile, post-
test was done to measure students’ performance after a treatment. There were two variables which involved in this research. They were
Picture Series as the independent variable and recount text as the dependent variable.
1
John. W. Creswell, Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, United States of America, SAGE Publications, Inc., 2014, Fourth Edition, p. 42.
Kategori