TABLE OF CONTENT
1.4. The Significance of Study……….. 7
1.5. Scope of Study……… 8
1.6. Definition of Terms………. 8
1.7. Organization of the Paper……….. 9
CHAPTER II: THE THEORETICAL FOUNDATION: THE USE OF PICTURE BOOKS IN IMPROVING COLLEGE STUDENTS’ WRITING NARRATIVE TEXT 2.1. The Nature and the Process of Writing………... 11
2.2. The Visual Aid Pictures in English Learning……….. 18
2.3. Pictures……… 19
2.3.1. The Term of Pictures……….. 19
2.3.2. Types of Pictures……… 20
2.3.3. Activities Using Pictures………... 21
2.4. Pictures for Language Learning……… 22
2.5. Picture and Creative Writing……….. 23
2.6. Picture Books Serve as Writing Models………... 25
2.7.1. The Characteristics of a Narrative Text... 31
2.7.1.1. Social Function of Narrative……….. 31
2.7.1.2. Schematic Structures of Narrative……… 32
2.7.1.3. Linguistic Features of Narrative Text………… 34
2.7.1.4. The Reason for Writing a Narrative Text……. 36
CHAPTER III: RESEARCH METHODOLOGY 3.1. Methodology……….. 38
3.1.1. The Purposes of the Study and Research Questions…. 38 3.1.2. The Research Design……… 39
3.1.3. The Research Site……….. 40
3.1.4. The research Participants……….. 40
3.2. Data Collection Technique……… 41
3.2.1. Classroom Observation……….. 41
3.2.2. Interviews……….. 43
3.2.2.1. Interview with the Lecturer……… 44
3.2.2.2. Interview with the Students……….. 45
3.2.3. Students’ Work (Narrative Text)………... 46
3.3. The Data Analysis………. 46
3.3.1. Analysis of Data from Observation……….. 47
3.3.2. Analysis of Data from Interviews……….. 47
3.3.3. Analysis of Data from Students’ Text……….. 48
4.1. The Data from Observation……….. 50
4.2. The Data from Interview……… 58
4.2.1. The Students’ Interview ……… 58
4.2.1.1. The Students’ Responses toward the Use of Picture Books………... 58
4.2.2. The Lecturer’s Interview……... 64
4.2.2.1. The lecturer’s Opinion on the development of Students’ Writing as Shown in the Text Produced Over the Program………. 64
4.3. The Data from Students’ Text……….. 66
4.3.1. The Analysis of Social Function……… 68
4.3.2. The Analysis of Schematic Structure……….. 73
4.3.2.1. Text 1, 2, 3 and 4 (S1 and S2)……….. 73
4.3.2.2. Text 5, 6, 7, and 8 (S3 and S4)……… 77
4.3.2.3. Text 9, 10, 11 and 12 (S5 and S6)……… 80
4.3.3. The Analysis of Linguistic Features……… 83
4.3.3.1. Analysis of Text 1, 2, 3 and 4(S1 and S2)…….. 83
4.3.3.2. Analysis of Text 5, 6, 7, and 8 (S3 and S4)…… 90
4.3.3.3. Analysis of Text 9, 10, 11 and 12 (S5 and S6)... 97
CHAPTER V: CONCLUSION AND SUGGESTIONS 5.1. The Conclusion……….. 103
5.2. Suggestions……… 107
REFERENCES……… 108
CHAPTER I
INTRODUCTION
This chapter consists of seven sections: the background of the study, research
questions, aims of the research, the significance of the research, scope of study,
definition of terms, and the last part is organization of the thesis.
1.1. The Background
English is a foreign language taught in Indonesia starting from the elementary
school to universities. The English teaching and learning cover the four language skills
namely, listening, speaking, reading and writing (Brown, 2001:232). In the research and
practice of English language teaching, these four skills have been identified as very
important in teaching English as a foreign language.
Writing is a form of communication and a process of transferring ideas into a
product of writing; translating out into language. Through writing as White and Arndt
(1991) say, we are able to share ideas, arouse feelings, persuade and convince other
people. We are able to discover and articulate ideas in ways that only writing makes
possible. Learning writing does not only involve learning to use orthographic symbols,
but also learn how to select and organize experiences according to a certain purposes.
In fact teaching students about writing must be different. The writer believes that mostly
Indonesian people still neglect the habit of writing. They usually write only if it is
necessary to write something on purpose, instead of trying to be creative in developing
easier with the result of satisfactory writing for her/himself or other readers (Byrne,
1987).
In connection with writing, Byrne (1978) also mentions that writing requires some
conscious mental efforts. Although we write to use graphic symbols, that is,
combinations of letters which relate to the sound, actually writing is more than just the
production of graphic symbols. Byrne further says the symbols have to be arranged
according to a certain convention, to form words, and words have to be arranged into
sentences. Writing is one of the senders of the message, the product of writing is the
message and the reader is the receiver of the message. The act of writing initiates when
the writer needs to inform or to send messages to others, to impart knowledge or to
express ideas.
The writing skill is often reported as the most difficult skill to acquire for some
reasons by the students from elementary to graduate school, even for the teachers,
compared to other three skills. As what Alwasilah (2001) cites that writing is perceived
by teachers and students as the most difficult skill to teach and to learn, and
unfortunately it has long been neglected in Indonesian schools. Nunan (1991) adds that
many children from non- English speaking background, who can produce well
structured and reasonably grammatical oral texts are much less successful when it
comes to writing. Essentially writing subject is still considered as the tough subject to
master despite being relatively easy for some people (Nunan, 1991).
One of the reasons why writing is difficult to acquire is the difficulties in
generating, developing and organizing ideas into a good writing. Most people consider
write, to find out the idea, the topic and to find out the right way to start to write.
Whereas in fact, idea is the most important key of a good writing because the first step
in writing is usually finding ideas. College teachers are stunned at the students’ inability
both to express ideas clearly and to use the conventions of correctness in conveying
those ideas. When students read the assigned textbooks in school to improve their
writing, they are frustrated to write what they know in English and begin to get away
from English. The frustration affects students’ attitude and abilities on their English
writing. In the past, the conventional teaching approach primarily focused on vocabulary
learning and grammar drills in the classroom (Gould, 1989). Alwasilah (2001:12) points
out that
students and college graduates do not know how to write because their school teachers and college professors failed to provide them with writing skill. (Alwasilah, 2000:12)
Moreover he states that teachers tend to teach students topics on spelling, word
formation, vocabulary, grammar and theories of writing and thus ignoring the practice
of writing. He concludes that the present education system has failed to provide
students with writing skill. Since college students feel frustrated and are afraid of
learning English, it is necessary to make the change of college teachers’ instructional
methodologies beyond traditional textbooks in order to increase their ESL writing skills.
The students of English Language Education Program at Bale Bandung
University (UNIBBA) learn writing subject from the first semester until fifth semester in
writing I until writing IV and the task focuses on descriptive writing, expository writing ,
In formal letter writing , procedural writing , a short report writing , recount writing ,
persuasive writing , a business letter writing, personal recount writing and narrative text
face some problems. Sometimes they face the problem of finding the ideas to write.
From writing I until writing IV their ideas are always the same, and their style of writing
is always the same too. They have difficulty to improve their writing skill. Therefore, it
is important for teachers to facilitate students with some teaching techniques and
interesting materials that can help them generate ideas. Some interesting techniques
can be used to generate college students’ ideas in a writing process. One of the way is
by using a picture book as one of the visual aids to improve students’ writing ability.
Picture speaks thousands of words, it can be very effective way of teaching and
learning the English language especially in teaching and learning writing, as Heaton
(1988:142) says that a picture or series of pictures are very useful. It is not only used
as the basic materials for students composition but also it effectively stimulates
students’ imaginative power. So that pictures can be very effective way of teaching and
learning the English language especially in teaching and learning writing.
In line with the writing activity, since the genre-based approach is applied in the
English curriculum, students are more demanded to produce their own texts. One kind
of texts that students learn is narrative text. Narrative writing tells a story that can be a
fiction or non-fiction. The social function of narrative text is to amuse and to deal with
actual or vicarious experience in different ways (Gerot and Wignell, 1995:204).
According to Kaswanti and Rogers (2005:26), the general structure of this kind of text
involves orientation, complication, and resolution.
As narrative writing tells a story that has a beginning, middle and end, the pairing
of visual with the written word is an excellent tool for helping students construct their
important in starting writing narrative text. Here, a series of picture can be used as a
means for developing ideas that is eventually hoped to facilitate students produce a
better narrative writing. The previous study investigating the effect of using visual aids in
teaching conducted by Adawiyah (2002) has proven to be effective. Students who are
taught using visual aids get better writing achievement than those using the
conventional method. Since a series of picture or picture book is categorized as the
visual aids, it is hoped that it can give the same effect to the students’ writing skill.
A number of studies (Anderson and Lapp, 1998; Henry, 2003; Salminen, 1998;
Huang, 2006) supported the use of picture books that is a wordless picture book as an
effective way to improve students’ writing skills. “Wordless picture books can be used
to encourage the development of writing skills, not only with young children who are
beginning writers, but also with older students who already possess some skill in
writing” (D’ Angelo, 1979, p. 913). Salminen (1998) also mentioned that wordless
picture books are gift to ESL students as well as an ideal medium for initiating writing
activities because wordless books actively stimulated readers’ imagination and thoughts
which stimulated students’ creative writing. And Huang (2002) also said that using
picture books showed that students improved their visual literacy and oral to written
expression, promoted their creative writing and thinking skills, and enhanced the
enjoyment of the writing process.
Therefore, the researcher is interested in conducting a research for improving
students college writing skill by using picture book. The investigation is carried out to
find out the effectiveness of using picture book in writing class. It is believed that
way of teaching and learning the English language especially in teaching and learning
writing (Heaton, 1988:142).
1.2. The Research Questions
The research questions are formulated to provide the researcher guidance to
conduct this study. She wants to get the answers of the following questions:
1. How do the students respond toward the use of the picture books as a visual aid
in writing narrative text?
2. How do the students develop their writing abilities as shown in the text produced
by the students over the program?
1.3. The Research Aims
Considering the problems above, this study attempted to:
1. To find out the students’ responses toward the use of the picture book as a visual
aid in writing narrative text.
2. To investigate the development of students’ writing abilities as shown in the text
produced by the student over the program.
1.4. The Significance of Study
There are some contributions that the study may offer. The result of this study
are expected to:
1. Provide additional informative input to conduct other investigation in the same
2. Become a basis of policy making in education which can lead to the betterment
of the quality in teaching English generally and in the teaching and learning
writing specifically.
3. Provide useful information for the reader especially English teacher about the
technique of teaching writing and teaching English generally.
1.5. Scope of The Study
This study will attempt to find out the use of the picture book as a visual aid in
writing classes, especially in the narrative writing. The study is limited only to the area
investigated and to those involved in the research.
1.6. Definition of Terms
The operational definitions of the terms used are as follows:
Writing is the act or art of forming letters and characters on paper, wood, stones,
or other material, for the purpose of recording the ideas which characters and words
express, or of communicating them to others by visible signs.
Narrative is derived from the word to narrate, which means to tell story. Narrative
tells about the action of the characters or their reaction to events.
Pictures are painting, drawing, that influences the students to writes something.
Picture books is an art form that combines visual and verbal narratives in a book
format. A true picture book tells the story both with words and picture.
The general outline of the thesis is organized as follows:
CHAPTER I INTRODUCTION
This chapter explains briefly about the Background of the Problem,
The Research Questions, The Research Aims, The Significance of
the Study, Scope of the Study, Definition of the Terms, and
Organization of the Paper.
CHAPTER II THE THEORITICAL FOUNDATION
This chapter explores the literary review added with some
references.
CHAPTER III RESEARCH METHODOLOGY
This chapter conveys the method that the writer used to conduct
the study.
CHAPTER IV DATA PRESENTATION AND INTERPRETATION
This chapter is to analyze and interpret the data.
CHAPTER V THE CONCLUSIONS AND SUGGESTIONS
This chapter consists of conclusions and suggestions drawn from
CHAPTER III
RESEARCH METHODOLOGY
This chapter deals with the discussion of the steps of collecting the data and the
methods used to analyze them. Therefore this chapter is divided into two major
parts. The first part describes the methodology applied in this study. It includes: the
purposes of the study and research question, research design, research setting and
participant involved in this study. The second part describes the data collection and data
analysis.
3.1. Methodology
This part comprises the purposes of the study and the research questions,
research design, the research setting and the research participants, data collection and
data analyses. Each of them is described comprehensively as follows.
3.1.1. The Purposes of the Study and Research Questions
The purposes of this study are to investigate and describe the teaching and learning
activities especially in teaching and learning writing subject by using picture books that
may lead to the students’ development in writing a narrative genre in one university in
Baleendah Bandung. Based on the above purpose, the present study endeavors to
answer these questions:
1. How do the students respond toward the use of picture book in writing a narrative
2. How do the students develop their writing abilities as shown in the text produced
by the students over the program?
3.1.2. The Research Design
This study employs a qualitative research design in the form of descriptive case
study with regard to the consideration that the researcher has focused on: observing,
interpreting, and understanding what the lecturer and students did in writing class that
used the picture books. This was done to gain an in-depth understanding of the
situation and meaning for those involved (Merriam, 1998:19).
Like other case studies, this study is also relevant as Maxwell (1996) suggests
attempts to understand the meaning for participants in the study, of the events,
situations, action they are involved with and the accounts that they give of their lives
and experiences, trying to understand the particular context within which the
participants acts, and the influence that this context has on their action.
3.1.3. The Research Site
This study was conducted at Bale Bandung University in Bandung regency. This
university was chosen for some reasons. The first reason was that it was accessible to
the researcher for investigating the area of concern (Stainback & stainback, 1988: 27)
and it did not spend much time, cost, energy to reach that institution (Moloeng, 2007:
Thus, it was expected that the researcher could get an easier access to support this
study and to enhance the feasibility to clarify unclear information or incomplete data.
3.1.3. The Research Participants
The researcher applied purposeful sampling in the study. As what Maxwell
(1996: 70) states that in qualitative research, purposeful sampling is suggested as it is a
strategy in which particular settings, persons, or events are selected deliberately in
order to provide important information that can’t be gotten as well from other choices.
Thus the researcher decided that the participants of this study were students of
English Education Program of UNNIBA who enrolled in 2007 and their lecturer. They
were voluntarily participated as in the study upon the researcher was giving information
on the nature of the study (Emilia, 2005:76) . There were 55 students who participated
in this study.
3.2. Data Collection Technique
To obtain the intended data, relevant to a case study, this study applies a
multiple sources of information including observation (Cohen and Manion, 1994:109;
Marshall and Rossman, 2006:98), interview and students’ work (Cresswell, 1998 :61,
Stainback & Stainback, 1988: 19). They are applied to provide the information to answer
the addressed questions in this study. The following explanation provides the
description of each data collection. The data collection was started from May to July
3.2.1. Classroom Observation
In the observation, the role of the researcher is a non participant
observer(Merriam 1988, cited in Alwasilah, 2006) as the researcher does not involve in
designing the class activities, tutoring, and evaluating the students; writings. The
purpose of observation also enables the researcher to describe in detail the process of
implementing Picture Books in teaching writing.
Observation was carried out in the classroom in order to obtain the authentic
data on the actual activities: “what was said and done” (Van Lier, 1988) by the students
and lecturer in the classroom. The researcher sat in the classroom, recording the class
activities and taking notes some important contextual features (Mc.Millan, et.al,2001).
Maxwell described that observation often enabled you to draw references about
someone’s meaning and perspective that you couldn’t obtain by relying exclusively on
interview data (1996:76). The observation was taken every Thursday from !4.00 to
15.30 p.m. in writing class. It focused on the lecturer and students interaction in the
classroom especially discussion on the material of writing narrative text and students’
writings.
The observation was conducted six times: May 28th , 4th ,11th , 18th, 25th of
June and 3rd of July 2009. The first visit of the researcher into the writing class, May
28th was regarded as pre-observation. At that time, researcher intended to find out the
situation and the condition of the teaching and learning activities in the classroom. It
was also aimed at getting acquainted with the students in order to get closer
relationship with the students. To do so, the researcher only attended in the class and
last four visiting of the researcher in the classroom was regarded as the main
Pre Observation 14.00 – 15.40 Introducing the
activity.
The researcher herself took a field note during her observation. In this case, she
wrote the account of what she heard, saw and experienced in the classroom.
3.2.2. Interviews
The next instrument employed in this study is interview which is a conversation
between the researcher and the participants. Interviewing provides the researcher with
a means of gaining a deeper understanding on how the participants interpret a situation
or phenomenon that cannot be gained through observation alone (Stainback&stainback,
1988:52). Interview can also provide additional information that was missing in
observation and can be used to check the accuracy of observation (Maxwell, 1996:76).
The interview was conducted with the lecturer and students. The interview format
used is semi-structured interview as stated by Stainback & Stainback (1988: 52) and
Kvale (1996: 13) that semi- structured interview is generally considered as the best way
of learning about the perception of participants.
Before interviewing the researcher had a list of questions to be covered but the
researcher also gave much chance for participants to talk much or to tell story
personally. The interviews were conducted two times over the program to the students
in focus group and individually. This aimed to gain feedback from the students for the
betterment of the program .
Individual interview with writing lecturer was conducted formally in the lecturer’s
room to investigate the lecturer’s strategy in teaching writing, teaching learning activities
that lead the students’ progress, the students’ attitude toward writing and students’
knowledge about narrative, in this case, the individual interviews are intended to get
factual information, opinions, and attitudes (Flick et al., 1991 as cited in Kvale,
1996:101).
3.2.2.2. Interview with the students
Interview was also conducted individually with ten students from two classes in
the classroom and language laboratory. In this interview, the researcher used
semi-structured interview because this type, as stated Field and Morse (1985:67) as cited in
Emilia (2005), enabled the researcher to get all information needed (without forgetting a
question), while at the same time it permits the participants’ freedom of response and
description to illustrate the concepts,
The interview was done on the sixth meeting to ten students. There were around
five questions asked to the students. The questions were related to their opinion toward
the class activities. This interview was intended to get more information about her
opinion about the use of picture books in writing class and also to gain her interpretation
of the activities in the writing class. There were five meetings, their efforts on making
the writings, and sharing benefits and difficulties in dealing with the use of the picture
books in the writing class.
The interview was held individually to each participant as it could “provide access
to what is inside an interviewee’s head what he/she thinks” (Cohen and Manion,
interview to all participants. There were some questions asked to the students in order
to review all activities the students experienced inside the classroom and using the
picture books in the writing class.
3.2.3. Students’ Work (Narrative Text)
The last method of data collection was the analysis of students’ written work.
The researcher collected the texts written by the students. The students’ written text
analysis is important as to see the development of their writing skills as argued by
Freebody (2003) cited in Emilia (2005:79) that “in the most cases, students’ actual
achievements can be gauged through their production of various kinds of texts”. The
students’ texts are analyzed based on the social function, the schematic structure and
linguistics features of narrative text.
3.3. The Data Analysis
The data collected during the research were analyzed to find out the features to
issue the use of the picture books as an aid in writing class. These data will draw on
answering the research questions. In general the data were coded and categorized into
three categorized by data collection techniques:
- Observation data
- Interview data
- Texts analysis
Each category will describe sub categories in order to draw the answers to the
research questions. The sub categories are relevant to the research questions formed
in writing class; 2) the students’ development of their writing abilities as shown in the
text produced by the students over the program.
3.3.1. Analysis of Data from Observation
The data from observation were analyzed in several steps. First, the researcher
transcribed the data from the video tape. Then, the researcher classified the data into
sub-categorization relevant to research questions. The “in class” activities were
analyzed as to see the lecturer and students interaction. In addition the notes taken
during the observation were also analyzed in line with the central themes in the study to
answer the research questions.
In line with the data analysis, there are a number of analytical options namely:
describing, transcribing, categorizing and interpreting. Thus, in line with the research
questions, the data from observations were analyzed by several steps above. First, all
of the notes concerning the teaching and learning activities in writing narrative genre
were transcribed. Second, the transcribed data was categorized based on each theme.
Third, the categorized data was interpreted to answer the research questions.
3.3.2. Analysis of Data from Interviews
The data from interviews were examined for cues and markers that reflected the
students’ opinion toward the teaching and learning process of writing through the use of
picture books in order to reveal obstacles and advantages the students and lecturer
obtained from the activity. The data from interview were also analyzed by several
of interrviews were also transcribed into each theme. Next, they were interpreted and
described to support the finding for research questions (Kvale, 1996:193-204).
The validity of the data from interview was gained through member checking.
Member checks is a process which is systematically soliciting feedback about one’s
data from people whom you are studying (Maxwell, 1996:94). It is believed that member
checking can increase the validity of the research. For this, the transcribed data from
interviews were showed to participants to check if the transcriptions match with what
they mean. This was intended to clarify the interviews’ results, minimize bias, and avoid
misinterpretation to respondent when being interviewed (Alwasilah, 2006:178).
3.3.3. Analysis of Data from Students’ text
Texts analysis is focused on the students’ writing narrative texts. The researcher
asked for the lecture’s help in selecting the students’ texts before analyzing the texts.
Sample of students’ narrative texts represented different levels of achievement and will
be closely analyzed in chapter IV.
The data from the students’ texts were analyzed in terms of the social function, the
schematic structure, and linguistic features. The analysis was done to see the students’
development in writing narratives texts. There were six texts being analyzed: three were
taken from students’ pre writing activity using a single picture and three from students’
narrative writing using picture books.
This chapter has focused on a detailed methodological description of the
conduct of study, including the research question formulated, the setting, the
The detailed analysis and interpretation will now be shown in Chapter IV. It is analyzed
and interpreted the data from teaching learning activities in writing a narrative using
picture books through observations and interviews. It is also analyzed and interpreted
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
This chapter deals with the discussion on the results of finding. In the first
section, the researcher describes and discusses overall finding from the teaching
program, the students’ texts, and the interview reflected in the conclusion in line with
research questions and background of the study. The second section, the researcher
offers some suggestions related to the primary issues.
5.1. The Conclusions
After all the steps of the research have been passed, the findings are reported,
analyzed, and discussed, then conclusion is made based on the findings’ analysis and
discussion.
From the teaching program and the interview, the researcher found that the use
of picture books is significant to improve students’ ability in English writing, especially in
writing narrative texts. Students in this study found some benefits of using the picture
books. These benefits include the enhancement of enjoyment of the writing process,
promotion of creative writing and thinking skills, as well as fostering the cooperative
learning and improving students’ speaking ability.
The majority of the students in students’ interview indicates that writing using
picture books was an interesting way of learning English. From the students’ interview,
they reported that this was their first time to write using picture books in English. They
data in this study showed it was a valuable experience for students to write the first
book in their life in English. Most of the students agreed that their English writing
would be better if they kept on learning English by using picture books. Thus according
to the researcher’s observation, the students in this study were confident of sharing
their story with classmates. They felt it was an interesting way to learn English. One
explanation might be that students were confident with their works because they had
already discussed and shared their writing before with their peers in their groups so
that they had a big confidence to tell their story in the class and this can be a way of
improving their speaking ability by telling the story in front of the class.
This evidence proves that this approach to teaching writing provides a good
motivation to encourage students to learn English. Carter, et al., (1998) mentioned that
when students perceive writing to be fun, they will be more confident in sharing their
thoughts and feelings on paper. Therefore they really need a good way of motivating
them to learn English other than conventional English teaching methods. This study
suggests that using picture books may be a successful way of motivating students in
learning English writing because this way can enhance students’ enjoyment of the
writing process.
The students from the informal and formal interview reported that they had
learned new vocabulary by writing using picture books. The students in this study
reported that they usually use dictionaries and some of them visited a website as a
reference to complete their stories. In addition, the students also agreed that their
biggest problem with writing storylines for wordless picture books was their limited
vocabulary in their writing. They said that they usually learn difficult words from
textbooks, but they did not know how to use them in their real life. The evidence in the
study showed that students with limited vocabulary are likely to be guided with the
expanding their vocabulary when completing sentences. When students are
encouraged to invent their own stories by using pictures, the students’ vocabulary was
expanded by expressing their ideas more precisely. This also corresponds to the
argument of Carter (et. al., 1998) that says using picture books helps students to
develop their writing skills and enhances students’ vocabulary. Moreover, when
students’ vocabulary increases, they are more likely to develop their English writing
skills.
Furthermore, more than half of the students believed that group discussion and
editing helped their English writing. According to students’ interview, the students
thought that group editing is helpful for story development, especially in English writing.
During group discussion, students can talk with their partners about how their story
developed, how to make the story more logical, what words should be used, and what
grammar structures should be employed. Most of the students liked the way students
and lecturer conference at the end of the meeting, where every student had to read or
present their story in the class. The students believed that class presentation helped to
improve their communication, and provided them with opportunities for them to practice
English. The students also noted that they not only learned English narrative writing ,
but also practiced their speaking skills from this project. From the teacher’s
evaluation and assessment, although there were mistakes in the students’ writing
text). The teacher found that the students’ writing narrative text using picture books
tended to be more logical, more organized with regards to the ideas to enrich a theme,
and more correct terms of spelling, grammar, usage, paragraphing and capitalization.
And according to the researcher’s observation and students’ interview cooperative
learning happened while conducting the picture books.
This finding shows that the students respond positively towards the teaching and
learning process using picture books. However, despite the success, from the
interview, the students also mentioned that they found difficulty due to their limited
vocabulary during attending the program. Therefore, the weakness in this study
hopefully can be covered by further research.
5.2. Suggestions
Based on the findings, there are some suggestions proposed for further
research. The suggestions are intended to enrich, and find the best way of teaching
writing. Besides they are also meant to provide an alternative for helping the students
and institution to achieve the curriculum objectives of teaching English.
For further research, here are some suggestions that can be appreciated . First,
as this research only concerns with the use of narrative text, it will be beneficial if there
will be other research on the use of other genre for higher levels.
Second, concerning the weaknesses in this study that the students still find
difficulties related to the vocabulary, it will be better if the other researchers
investigating other way to cope with this problem.
Third, organizing students in cooperative pairs and sharing fosters student
For the English teacher, the teaching of writing can also combined with other
skills, such as speaking skills. Teaching using visual aids should be provided as much
as possible to facilitate and lead students to the stage where they get full confidence to
do work independently.
This study encourages educators working with students to use picture books to
develop students’ writing skills. By doing so, both students and educators will be
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