The effect of using picture series with written questions and list of vocabulary with headings in teaching narrative writing on the students' narrative writing achievement : a comparative study - Widya Mandala Catholic University Surabaya Repository
CHAPTER V
CONCLUSIONAND SUGGESTIONS
CHAPTER V
CONCLUSION AND SUGGESTIONS
In this last chapter,the writer would like to presentthe conclusionof her
study and the suggestionsof the writer concerning flrther researchof teaching
narrative writing using Picture series with written questions and List of
Vocabularywith headings.
5.1 Conclusion
Due to the fact thatstudentsoften find difficultiesin gettingideasto write,
they need somethingthat canhelp them to stimulatetheir ideas.To overcomethis,
the teachershould provide somemodels as the teaching technique.In her present
study, the writer would like to flnd out whether the use of Picture series with
written questionsand List of Vocabulary can really influence the students'
n rative writing achievementor not and which one of the two techniquescan
really influence the students' narrative writing achievement significantly.
Proposingthe Ho that thereis no significantdifferenceand the Ha that thereis a
significant difference in the narrative writing achievementbetweenthose students
taught using Picture serieswith written questionstechniqueand thosetaught using
List of Vocabulary with headings,the writer conducted an experiment on two
classesofthe secondyear studentsof SMUK SantaAgrres,Surabaya.
The classestaken as the subjectofthis study then were given two different
treatrnents.ClasslI-8 was taughtusing Pictureserieswhile classII-7 was taught
using List of Vocabularyand headings.These treatmentswere given in three
47
48
meetingsand both classesgot three sametopics. After the treatmentperiod was
over,thenboth classesweregivena topic asthe posttest.
Basedon the result obtainedfrom the treatmentsand the post test in which
the studentsof classII-8 get betterwriting achievementscores,it can be saidthat
the use of Picture serieswith written questionsin teaching narrative writing can
influence the students' narrative witing achievement although there was no
significantdifference.
5.2 SuggestionsFor The Teachers
Sincethe useofeach ofthese techniqueshas its own purposein teaching
narrative writing, thereforethe writer would like to suggestto the vlriting teachers
to combine the use of these techniques.The writer intends that the teachers
sometimescould use the Picture serieswith written questionstechniqueand for
the next meeting; the teacher could use the List of vocabulary with headings
technique.Thus, the studentscould leam to get ideas and also practice their
creativityto writea goodnarration.
5.3 RecommendationFor Further Research
"Nothing is perfect. To err is human." The writer realizes that her study
still has someweaknesses.
Therefore,shewould like to shareher experienceby
giving somerecommendations
for the nextresearchers.
There are some points that should get more attentjon from the firther
researchersin order to make the next researchbecomebetter than this study and
the resultof the experimentwill be more representative.
Eachof the pointswill be
discussedas follows:
Time Allocation
According to GBBP, there are sevensectionseachday for intra-curricular
activiq,.Every sectionis 45 minutes,sincethis experimentalstudyis doneduring
the intra-curricular hour; it meansthat the time duration of each treatmentof this
experimentalstudy is 45 minutes.It is quite a short time to give treatmentto the
students.That is why the time accuracyis neededin giving the treatment.soon
after entering the classroom, the teacher should be able to conffol the class
condition so the treatmentcan directly be done. And also during the treatment,the
teacher should be able to managethe class to make the class activities eo
smoothlv.
Giving the treatmentsoutside the official hours is another altemative for
other researchersif they want to developmore creativiry in teachingthe students.
The Englishextra-curricularclassescanbe usedas the sample.There,the teacher
will have more time to give the treatmentsand that might give a better result.
However,the problemis that not all seniorhigh schoolshaveEnglishasthe extracurricular activity. Thus, when they want to do an experirnent during extracurricular time, they should find out whether the school has Enelish extracurricularclasses.
Treatments
Becauseof the limited time, the ffeatrnentsin this experimentalstudy only
took three times. The treatmentswere done in a short period of time. In fact, the
50
writer found out that it was too short and she suggestsprolonging the treatments
from three up to five times. If the writer is able to cometo the classmore than
three times for the treatrnents,he/shecan get more representativedata about the
effect of using picture series with written questionsand list of vocabulary with
headinss.
REFEREN(]ES
5t
References:
Arapoff, Nancy. 1970.Writing as A Thinking Process.English TeachingFontm
Vol. I[ no. 3, May-June.
Arcana, L Nyoman. 1989. Pengantar Statistika Penelitian Pendidikan. FKIP
Widya Mandala,Surabaya.
Blanton,Linda Mary. 1983.CompositionGuidance.
USA: Mc. Grow Hill, Inc.
Breitkreus,Harmut. 1972.PictureSeriesin English LanguageTeaching.English
TeachingF.orun.Vol XXVI, No. 2, February,p.145.
Brewster, Jean, Ellis, Gail.' and Girard Denis. 1992. The Primary English
Teacher's Guide.PangunBook Ltd. England.
Brown, JamesW., Richard B. Lewis, and Fred F. Harcleroad.79'lT.Instruction
Tbchmologt,Media, and Method. USA: McGraw Hill, Inc.
Clouse,BarbaraFine. 1983. Writing: From Inner World to Outer World.IJSA
McGrawHill, Inc.
Cowan, Elizabeth. 1982. Writing: Brief Edrtion. Glenview, New York: Scott,
Foresman& Comp.
Cross,A. J. Foy and Irene I. Chyper. 1961.Audio VisualEducatior. New York:
ThomasY. CrowellCo.
D' Angelo,Frank. 1980.Processand Thoughtin C)ompositior.New York: John
Wiley and Sons.
Dagher,JosephP. 1976 WntingA Practical (]uide. Boston:HoughtonMiffin Co.
De Kieffer, R.E and Lee W. Cochran.1962.Manual oJ'AudioVisualTechniques.
New Jersey:PrenticeHall Inc.
El Araby. 1974.Visual Aids for TeachingWriting. English '[eachingForum Yol.
VIII no.5, July,p.11.
Finnochiario, Mary. 1974. English as a second Ianguage: From Theory to
Practice.New York: RegentPublishingCo.
Finnochiario, Mary and Christopher Brumfit. 1983. The Functional-Notional
Approach:F'romTheoryto Pructice.Oxford: Oxford Universif Press.
52
Feng Xing, Zhang and Chen Shih Jin. 1989. TechniquesTo Teach Writing.
English TeachingI'-orum.Vol XXV[. No. l. January.p.38.
French, G.L. 1973. Teachinglinglish as an Intemotional lnnguage. Oxford:
Oxford UniversityPress.
Garcia, Anthony and Robert Meyers. 1974. Analyses:A Visual Approach to
I'Itriting.New York: Mc GrauHill, Inc.
GBBP,Kurikulum SMU, 1994.Depdikbud.
Gillespie,Sheena,et all. 1993.3'd edition. The Writer Craft: A processReader.
Glenview,Illinois: Scott,Foresman& Company.
Hamalik,Oemar.1982.Media Pendidikan.Bandung:Alumni 1982.
Hammond, Eugene R. 1983. T'eachingWrtting USA: McCrraw Hill Book
Publisher,Inc.
Harlyadi, Lispin. 1998. TheEfect,f tlsing picture series with oral euesrions on
the Na*ative wntrng Achievementof the EnglishDeparrmentstudentsof
WiclyaMandala Carholic University. UnpublishedThesis.
Hawley, Jamesand CharlesTilghman. 7992.Getting Down to Specfcs. USA:
HarperCollinsPublisher,Inc.
Howell, JamesF. and Dean Memering. 1993.Brief Handbook/br Writers.New
Jersey:PrenticeHall, Inc.
Kane, Jolrn and Gregory Peters. 1980. A SuggestedApproach to Writing.
WashingtonDC: US Information Agency.
Kemp, Jerold. I and Dayton K. Deane. 1985. planning and producing
Instructional Media. New york: Harperand Row publisher.
Kessler, Lauren and Duncan McDonald. 1984. When l4tords Collide: A
.loyrnalist's Guide to Grammar and Style. California: Wadsworth
PublishingCo.
Koeppel, Mary Sue. 1989. Writing: Resource,cJbr Conferencing and
Collaboration New Jersey:PrenticeHall, Inc.
Kreidle, Carol J. 1968. VisualAids for TeachingEngtish to Speakerof Other
Languages.WashingtonD,C.: US. lnformationAgenry.
Langan,John. 1985.EnglishSftr//s.USA: McGrawHill, Inc.
53
Lee, W.R and Coppen Helen. 1974. Simple Audio Visual ,4ids to l'oreign
LonguageTeaching.USA: Oxford University Press.
Lorch, Sue. 1984. Basic Writing; A Practical Approach. Boston, Toronto: Little,
Brown andCompany.
Matthews, Candanceand JoanneMarino. 1990. Professional Interactions. New
Jersey:PrenticeHall, Inc.
Memering,Deand and Frank O' Hare. 1980. The Ll/ritenslLrork.New Jersey,
EnglewoodCliff: PrenticeHall.
Meyers, Nan. 7992. "Exploring the Writing Process." Writing with ConJ1dence
Irourth Edition New York: HarperCollinsPublisher,Inc.
Moody, Farah.1981."Free Composition."EnglishLanguage'Ibaching,vol. XXL
no. 4, March,p.168.
Percy, Bernard. 1981. The Power of Creative Writing. New Jersey:Englewood
Cliffs, PrenticeHall, Inc.
Prijambodo, Vincentius L. 1999. The Vocabulary in Composition of English
DepartmentStudentsof Wi$ta Mandala Catholic UniversitySurabaya.
UnpublishedThesis.
Protherough,,
Robert.7983.EncouraginglVrrting.London:MethuenandCo., Ltd.
Raimes,Ann. 1983. Techniquesin TeachingWriting. Oxford American English
Riebel,John.P. 1984.How to l|nte Reports,Papers,Theses,
Articles.New York:
Arco PublishingCompany,Inc.
Rivers,Wilga M. 1970.T'eaching
English Shlls.Tokyo: ToppanCo. Ltd.
Saputra,L. Surya. 2004. The Effbct of Llsing l,icture Series with Written
Questionsand List of Vocabularyarul Headings on the Narrative Writing
AchievementoJ'the Senior High School Studentsol'SMLIK St. Agnes.
UnpublishedThesis.
Setiawaty,Aniek. 1998. The lffict of Using Picture Senes on the Narrative
I{riting Achievementof The English Department Studentsof Widya
M andala CathoIic Univer sity. UnpublishedThesis.
Shuterlan,Kert. 1969. Visual Aids for Teaching Writing. English T'eaching
Forum.Vol VII. No. 7. o.9.
54
Soepamo.1980. Media PengajaranBahasa.Yogyakarta:hoyek Peningkatan/
Pengembangan
PT. IKIP.
Stanulewicz,Danuata.1990. Storiesin Picture. English TeachingFontm. Yol
)O(VIII. October.p.145.
Susanff,Lanny.2000.TheEffectof LlsingPictureSerieswith Oral Questionsand
List of Vocabularywith Headingson theNanative WritingAchievementof
the English Department StudentsoJ Widya Mandala Catholic Universiry.
UnpublishedThesis.
Underhill, Nic. 1987. TestingSpokenLonguage:A Handbookfor Oral Testing
Techniques.Cambridge: the Press Syndicate of the Universiry of
Cambridge.
Wafvoord, BarbaraFassler.1985. Wnting: Stategiesfor All Disciplines. New
Jersey:PrenticeHall, Inc.
Warriner, E. John. Et al. 1977.Adyance Composition:A book of Models for
Wriling.New York: HancourtBraceJovanovichInc.
West, William W. and StephenH. Stemmed. 1979. Exploring, Visualizing,
Communicating:
A Compositio;n.
New Jersey:PrenticeHall, Inc.
Wells, Gordon. 1978. How to Communicate.England: McGraw Hill Book
Company.
Wheeton, Thomas R, Jr. 1970. Visual aids for Teaching Writing. English
I'eachingl.orun. Vol Vll. No. 5. September-October.
p.23.
White,FredD. 1986.Thel4lriter'sArt. Califomia:Wadsworth,Inc.
Wilkins, D.A. 1972 Lingtistics in Langtage Teaching.London:Edward Arnold
(Publisher)Ltd.
CONCLUSIONAND SUGGESTIONS
CHAPTER V
CONCLUSION AND SUGGESTIONS
In this last chapter,the writer would like to presentthe conclusionof her
study and the suggestionsof the writer concerning flrther researchof teaching
narrative writing using Picture series with written questions and List of
Vocabularywith headings.
5.1 Conclusion
Due to the fact thatstudentsoften find difficultiesin gettingideasto write,
they need somethingthat canhelp them to stimulatetheir ideas.To overcomethis,
the teachershould provide somemodels as the teaching technique.In her present
study, the writer would like to flnd out whether the use of Picture series with
written questionsand List of Vocabulary can really influence the students'
n rative writing achievementor not and which one of the two techniquescan
really influence the students' narrative writing achievement significantly.
Proposingthe Ho that thereis no significantdifferenceand the Ha that thereis a
significant difference in the narrative writing achievementbetweenthose students
taught using Picture serieswith written questionstechniqueand thosetaught using
List of Vocabulary with headings,the writer conducted an experiment on two
classesofthe secondyear studentsof SMUK SantaAgrres,Surabaya.
The classestaken as the subjectofthis study then were given two different
treatrnents.ClasslI-8 was taughtusing Pictureserieswhile classII-7 was taught
using List of Vocabularyand headings.These treatmentswere given in three
47
48
meetingsand both classesgot three sametopics. After the treatmentperiod was
over,thenboth classesweregivena topic asthe posttest.
Basedon the result obtainedfrom the treatmentsand the post test in which
the studentsof classII-8 get betterwriting achievementscores,it can be saidthat
the use of Picture serieswith written questionsin teaching narrative writing can
influence the students' narrative witing achievement although there was no
significantdifference.
5.2 SuggestionsFor The Teachers
Sincethe useofeach ofthese techniqueshas its own purposein teaching
narrative writing, thereforethe writer would like to suggestto the vlriting teachers
to combine the use of these techniques.The writer intends that the teachers
sometimescould use the Picture serieswith written questionstechniqueand for
the next meeting; the teacher could use the List of vocabulary with headings
technique.Thus, the studentscould leam to get ideas and also practice their
creativityto writea goodnarration.
5.3 RecommendationFor Further Research
"Nothing is perfect. To err is human." The writer realizes that her study
still has someweaknesses.
Therefore,shewould like to shareher experienceby
giving somerecommendations
for the nextresearchers.
There are some points that should get more attentjon from the firther
researchersin order to make the next researchbecomebetter than this study and
the resultof the experimentwill be more representative.
Eachof the pointswill be
discussedas follows:
Time Allocation
According to GBBP, there are sevensectionseachday for intra-curricular
activiq,.Every sectionis 45 minutes,sincethis experimentalstudyis doneduring
the intra-curricular hour; it meansthat the time duration of each treatmentof this
experimentalstudy is 45 minutes.It is quite a short time to give treatmentto the
students.That is why the time accuracyis neededin giving the treatment.soon
after entering the classroom, the teacher should be able to conffol the class
condition so the treatmentcan directly be done. And also during the treatment,the
teacher should be able to managethe class to make the class activities eo
smoothlv.
Giving the treatmentsoutside the official hours is another altemative for
other researchersif they want to developmore creativiry in teachingthe students.
The Englishextra-curricularclassescanbe usedas the sample.There,the teacher
will have more time to give the treatmentsand that might give a better result.
However,the problemis that not all seniorhigh schoolshaveEnglishasthe extracurricular activity. Thus, when they want to do an experirnent during extracurricular time, they should find out whether the school has Enelish extracurricularclasses.
Treatments
Becauseof the limited time, the ffeatrnentsin this experimentalstudy only
took three times. The treatmentswere done in a short period of time. In fact, the
50
writer found out that it was too short and she suggestsprolonging the treatments
from three up to five times. If the writer is able to cometo the classmore than
three times for the treatrnents,he/shecan get more representativedata about the
effect of using picture series with written questionsand list of vocabulary with
headinss.
REFEREN(]ES
5t
References:
Arapoff, Nancy. 1970.Writing as A Thinking Process.English TeachingFontm
Vol. I[ no. 3, May-June.
Arcana, L Nyoman. 1989. Pengantar Statistika Penelitian Pendidikan. FKIP
Widya Mandala,Surabaya.
Blanton,Linda Mary. 1983.CompositionGuidance.
USA: Mc. Grow Hill, Inc.
Breitkreus,Harmut. 1972.PictureSeriesin English LanguageTeaching.English
TeachingF.orun.Vol XXVI, No. 2, February,p.145.
Brewster, Jean, Ellis, Gail.' and Girard Denis. 1992. The Primary English
Teacher's Guide.PangunBook Ltd. England.
Brown, JamesW., Richard B. Lewis, and Fred F. Harcleroad.79'lT.Instruction
Tbchmologt,Media, and Method. USA: McGraw Hill, Inc.
Clouse,BarbaraFine. 1983. Writing: From Inner World to Outer World.IJSA
McGrawHill, Inc.
Cowan, Elizabeth. 1982. Writing: Brief Edrtion. Glenview, New York: Scott,
Foresman& Comp.
Cross,A. J. Foy and Irene I. Chyper. 1961.Audio VisualEducatior. New York:
ThomasY. CrowellCo.
D' Angelo,Frank. 1980.Processand Thoughtin C)ompositior.New York: John
Wiley and Sons.
Dagher,JosephP. 1976 WntingA Practical (]uide. Boston:HoughtonMiffin Co.
De Kieffer, R.E and Lee W. Cochran.1962.Manual oJ'AudioVisualTechniques.
New Jersey:PrenticeHall Inc.
El Araby. 1974.Visual Aids for TeachingWriting. English '[eachingForum Yol.
VIII no.5, July,p.11.
Finnochiario, Mary. 1974. English as a second Ianguage: From Theory to
Practice.New York: RegentPublishingCo.
Finnochiario, Mary and Christopher Brumfit. 1983. The Functional-Notional
Approach:F'romTheoryto Pructice.Oxford: Oxford Universif Press.
52
Feng Xing, Zhang and Chen Shih Jin. 1989. TechniquesTo Teach Writing.
English TeachingI'-orum.Vol XXV[. No. l. January.p.38.
French, G.L. 1973. Teachinglinglish as an Intemotional lnnguage. Oxford:
Oxford UniversityPress.
Garcia, Anthony and Robert Meyers. 1974. Analyses:A Visual Approach to
I'Itriting.New York: Mc GrauHill, Inc.
GBBP,Kurikulum SMU, 1994.Depdikbud.
Gillespie,Sheena,et all. 1993.3'd edition. The Writer Craft: A processReader.
Glenview,Illinois: Scott,Foresman& Company.
Hamalik,Oemar.1982.Media Pendidikan.Bandung:Alumni 1982.
Hammond, Eugene R. 1983. T'eachingWrtting USA: McCrraw Hill Book
Publisher,Inc.
Harlyadi, Lispin. 1998. TheEfect,f tlsing picture series with oral euesrions on
the Na*ative wntrng Achievementof the EnglishDeparrmentstudentsof
WiclyaMandala Carholic University. UnpublishedThesis.
Hawley, Jamesand CharlesTilghman. 7992.Getting Down to Specfcs. USA:
HarperCollinsPublisher,Inc.
Howell, JamesF. and Dean Memering. 1993.Brief Handbook/br Writers.New
Jersey:PrenticeHall, Inc.
Kane, Jolrn and Gregory Peters. 1980. A SuggestedApproach to Writing.
WashingtonDC: US Information Agency.
Kemp, Jerold. I and Dayton K. Deane. 1985. planning and producing
Instructional Media. New york: Harperand Row publisher.
Kessler, Lauren and Duncan McDonald. 1984. When l4tords Collide: A
.loyrnalist's Guide to Grammar and Style. California: Wadsworth
PublishingCo.
Koeppel, Mary Sue. 1989. Writing: Resource,cJbr Conferencing and
Collaboration New Jersey:PrenticeHall, Inc.
Kreidle, Carol J. 1968. VisualAids for TeachingEngtish to Speakerof Other
Languages.WashingtonD,C.: US. lnformationAgenry.
Langan,John. 1985.EnglishSftr//s.USA: McGrawHill, Inc.
53
Lee, W.R and Coppen Helen. 1974. Simple Audio Visual ,4ids to l'oreign
LonguageTeaching.USA: Oxford University Press.
Lorch, Sue. 1984. Basic Writing; A Practical Approach. Boston, Toronto: Little,
Brown andCompany.
Matthews, Candanceand JoanneMarino. 1990. Professional Interactions. New
Jersey:PrenticeHall, Inc.
Memering,Deand and Frank O' Hare. 1980. The Ll/ritenslLrork.New Jersey,
EnglewoodCliff: PrenticeHall.
Meyers, Nan. 7992. "Exploring the Writing Process." Writing with ConJ1dence
Irourth Edition New York: HarperCollinsPublisher,Inc.
Moody, Farah.1981."Free Composition."EnglishLanguage'Ibaching,vol. XXL
no. 4, March,p.168.
Percy, Bernard. 1981. The Power of Creative Writing. New Jersey:Englewood
Cliffs, PrenticeHall, Inc.
Prijambodo, Vincentius L. 1999. The Vocabulary in Composition of English
DepartmentStudentsof Wi$ta Mandala Catholic UniversitySurabaya.
UnpublishedThesis.
Protherough,,
Robert.7983.EncouraginglVrrting.London:MethuenandCo., Ltd.
Raimes,Ann. 1983. Techniquesin TeachingWriting. Oxford American English
Riebel,John.P. 1984.How to l|nte Reports,Papers,Theses,
Articles.New York:
Arco PublishingCompany,Inc.
Rivers,Wilga M. 1970.T'eaching
English Shlls.Tokyo: ToppanCo. Ltd.
Saputra,L. Surya. 2004. The Effbct of Llsing l,icture Series with Written
Questionsand List of Vocabularyarul Headings on the Narrative Writing
AchievementoJ'the Senior High School Studentsol'SMLIK St. Agnes.
UnpublishedThesis.
Setiawaty,Aniek. 1998. The lffict of Using Picture Senes on the Narrative
I{riting Achievementof The English Department Studentsof Widya
M andala CathoIic Univer sity. UnpublishedThesis.
Shuterlan,Kert. 1969. Visual Aids for Teaching Writing. English T'eaching
Forum.Vol VII. No. 7. o.9.
54
Soepamo.1980. Media PengajaranBahasa.Yogyakarta:hoyek Peningkatan/
Pengembangan
PT. IKIP.
Stanulewicz,Danuata.1990. Storiesin Picture. English TeachingFontm. Yol
)O(VIII. October.p.145.
Susanff,Lanny.2000.TheEffectof LlsingPictureSerieswith Oral Questionsand
List of Vocabularywith Headingson theNanative WritingAchievementof
the English Department StudentsoJ Widya Mandala Catholic Universiry.
UnpublishedThesis.
Underhill, Nic. 1987. TestingSpokenLonguage:A Handbookfor Oral Testing
Techniques.Cambridge: the Press Syndicate of the Universiry of
Cambridge.
Wafvoord, BarbaraFassler.1985. Wnting: Stategiesfor All Disciplines. New
Jersey:PrenticeHall, Inc.
Warriner, E. John. Et al. 1977.Adyance Composition:A book of Models for
Wriling.New York: HancourtBraceJovanovichInc.
West, William W. and StephenH. Stemmed. 1979. Exploring, Visualizing,
Communicating:
A Compositio;n.
New Jersey:PrenticeHall, Inc.
Wells, Gordon. 1978. How to Communicate.England: McGraw Hill Book
Company.
Wheeton, Thomas R, Jr. 1970. Visual aids for Teaching Writing. English
I'eachingl.orun. Vol Vll. No. 5. September-October.
p.23.
White,FredD. 1986.Thel4lriter'sArt. Califomia:Wadsworth,Inc.
Wilkins, D.A. 1972 Lingtistics in Langtage Teaching.London:Edward Arnold
(Publisher)Ltd.