The result of the statistic calculation indicates that the value of t is 2.72
which is higher that ttable t
t
at significance level 5 = 1.7 and t table t
t
at
significance level 1 2.4 it means that the Null Hypothesis H is rejected
and the Hypothesis Alternative H
a
is accepted.
E. Data Interpretation
The writer took pre-test and post-test with the same test and got the data result as the table above. The average score of experimental class that is
taught by using picture sequence is known was 13.33. Meanwhile the average
score of control class that is taught with using conventional technique is
known 7.54.
Based on the result of controlled class scores, we can conclude that there are some reasons why the condition happened. After the pre-test held, the
controlled class did not get the treatment in the teaching of narrative text writing through picture sequence. Therefore, the students in the controlled
class did not have a chance to increase their writing skill especially in writing narrative text through picture sequence. They still get difficulty in writing
narrative text because they did not know how to organize their idea in order to create a good story. As the result, their writing skill, especially in writing
narrative text still low and their writing scores were not significantly improved.
In addition, based on the result of experimental class scores, after having treatment of picture sequence in the teaching of narrative text writing, their
narrative text writing scores were increased. The improvement happened because they got the benefit of using picture sequence. Hence, they can write
narrative text easier and more focus because what they want to write was based on the picture sequence. Furthermore, based on the calculation above, it
showed that there is obvious difference on students’ writing of narrative text,
it can be concluded that the difficulty of experimental class students was solved by having treatment of using picture sequence in the teaching of
narrative text writing, so their writing of narrative text scores were significantly increased.
. Based on the explanation above, and based on the statistical result, it can be concluded that picture sequence is effective in the teaching of
narrative text writing and it might become an alternative way to teach writing, especially writing narrative text at the eighth grade students of Junior High
School level.
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion
Teaching writing narrative text by using picture sequence has given a positive influence, it is known from the mean of post-
test’s score. Thre mean of post-
test’s score of experiment class which is taught by picture sequence is higher than the mean of control class which is taught by conventional
technique. The result of the statistical analysis in the research, showed that the value
of t
o
is higher than t
table
. It means that the Null Hypothesis H is rejected and
the Alternative Hypothesis is accepted H
a
. Thus, there is a positive significant effect in teaching writing narrative text by using picture sequence.
B. Suggestion
Based on her research finding, the result is known from statistical calculation that
picture sequence is effective on students’ writing of narrative text. Some suggestions for the teaching and learning English are porposed as
follows: 1.
Teacher can use picture sequence in teaching narrative text writing or other subject to enrich students’ skill in english, especially in writing.
2. It is the best when the teacher has prepared lesson plan and knwe the interest
techniques in teaching in order students will not get bored. 3.
Students should be given stimulation before teaching to get their attention, to make them focus and interested in learning English.
4. The students may enrich their learning experience by joining the English
Club, Students English Forum, etc. These activities will improve their English competence.
5. Other researcher can make a research in teaching narrative text writing or
other material by picture sequence technique or others.
41
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