THE EFFECT OF PICTURE SERIES AND STUDENTS LEARNING MOTIVATION

ON STUDENTS WRITING COMPETENCY

BY:

NI LUH PUTU JUWHITA RANY

ENGLISH EDUCATION STUDY PROGRAM

POSTGRADUATE PROGRAM

GANESHA EDUCATION UNIVERSITY

2016
 CHAPTER I

INTRODUCTION

1.1 Background of the Study

In order to master English well, the learners should master the four English language

skill, namely lListening, rReading, sSpeaking, and wWriting. Linstening and and reading

are known as the receptive skill while speaking and writing are known as the productive

skills (SIL International, 1999). The listening skill refers to the ability in hearing and

understanding what the speakiers say. The reading skill is the ability in reading and

understanding the writen text in English. Speaking skill is related to ability to speak to

other people. Finally, writingb skill is the skill where the lerarners develop or make good

English written composisition. (setiap penjelasan skills, harus diinput sumber dari mana jika

dijelaskan terpisah)

Writing is one of the four language skills which is just as important as the other three

skills. These four skills have become the major focus of English as a foreign language

teaching and learning (Harmer, 2007). (Paragraf harus isi 6 kalimat)

Writing is not merely putting down some letters to be words, sentences, or joining the to

kind of texts (Byrne,1988). It is a comples (complex) skill to be acquired. It involves several

components, such as : vocabulary and grammar, text management, meaning clarity, and

coherency of ideas (cantumkan sumber). Those all can create problems if the students failed

in developing one of those components.

 Byrne (1988) states that there are three roblems (problems) when writer writes. First,

psychologycal problem come from the writer itself. It happens when writing as a solitary

activity and without the possibility of interaction or the benefit of feedback, it makes the act

of writing skill difficult. Second, the writer ha sto (tidak jelas) compensate for teh (the)

absence of some features, such as keeping the channel of communication open through their

own efforts end ensuring, both through their choice of sentence structure and their sentences

should related each other and sequenced. It is determined as the linguistic problems. Third,

since writing is learned through a process of instruction, the writer must master the written

form of the language and learn certain structures which may be quite different from what

used in speech for effective communication. Furthermore, the writer also has to learn how to

organise (organize)the ideas in such a way that they can be understood process because it

involves mastery of the language as well as cognitive ability to express ideas in writting

form.

Wirting is productive skill that needs regular intensive practice and reherasalrehearsal

(cantukan sumber). It means (to) make a good writing, the writer should pass a complex

process. Producing as well writing product (agak susah dimengerti karena kurang

nyambung dengan kalimat sebelumnya), the writer needs at least four steps: pre-writing,

drafting, revising , and editing (kasi sumber). Pre-writing is the step of thinking the topics of

writing. Drafting is the next step to input the ideas into a series sentences to become

paragraph, thenext the (kata sambung nya diperbaiki) revision step that (kt sambung

diperbaiki) the writer has a revision about the draft of writing, and fourth step that the writer

look whole (the) text if there are still several mistakes about the written product. The writting

can then (tidak usah memakai kt yang berlebih) be published are no other mistakes (Wich

at al,2006) (baca sekali lagi, dan mengerti, grammar dan kata yang kurang).
 In foreign language teaching to make writing easier leraners (learners) should have a

good motivation to leran (learn). According to Brown (2000) motivation is the most

important factor when the leraners gets failure or success. Furthermore, Donald in Sardiman

(2011) defines motivation as a change of energy in every students which is signed by

“feeling” and response from a goal. Therefore, motivation also menas a series of an effort in

some condittion (condition) so that the people wan t to do something and (kata2 agak

ambigu, bias dihilangkan saja) if they are not interesed or dislike it they will try to ignore

that feeling and do it. According to Ormord (2014) motivation has six effects on students`

learning and to increased effort and energy, increase initation of (hilangkan saja) and

persistence in activity, affects cognitive process, determine which consequence are reiforcing

and punishing, anf often enhamce performance.

Rena (2012) who conducted research in junior high school support the idea, he found that

learning motivation and learning model had effect to the students. The students had higher

achieved their goals (baca lagi, pahami, maksud nya apa, perbaiki) in study better tahn the

others.

Besides the factors of motivation that influence writing ability, teaching method should

also be considered. A teaching method accoording to Wikipedia (2014) comprise the

principles and methos used for instruction. They may include explaining, demonstrating and

collaborating. Explaining is the process of teaching by giving spoken explenation of the

subject that is to be learning. Demonstrating is the process of teaching that is simalr to

written storytelling and examplesin taht they allow students to personally relate to the

presented information. Collaboration allows students to actively participatte in the learning

process to talking by each other and listening to other points of view.

Suharta (2001) state that who conducted research on elementary students` teaching and

learning in Bali, the teacher usually followed routine step by step activirties in their teaching:
the activities included introduction, explaining, and give some exercises, the quality of book

mostly procedural non conceptual, the material in the textbook used spiral system which

focus the stuudents are not led to conceptual thinking. In teaching and learning process in

Junior high schools, these conditions are not very much different.

Based on researcher`s observation in SMP PGRI 2 Denpasar, the researcher observed on

how the teacher taught students and also investigated the lesson plans. The material was

about how to write an announcement. The students listened to the explanation from the

teacher content of the announcement by using example, and then the students tried to find the

content and the information of announcement. After that the students will asked to write

announcement and did the exercise. It can be concluded that the class was begun by short

explanation about the theory of writing a kind of genre, demonstrating writing and ended by

doing exercise. The other finding showed that almost all of the students made same

grammar mistakes in writing. They will confused in composing their idea to be the main

sentence or supporting sentences (baca kalimat nya sehingga nyambung dengan kalimat

lagi satunya).

The conventional strategy here is use by the teacher to assist the sutdents in general not

step by step as in picture series strategy. Thestudents mostly work on their work and

lecture`s reasonability are only giving scrore. When students do not do well, the score is

low. To make it better, the teacher should choose the right strategy.

In order to support those explanations, the reseracher find some study that uses guided

writing, the resercher find the thesis by Suryaningsih (2010). She did her research in SMPN

4 Mendoyo entitled “ The Effect of Guided Writing And Learning Styles Toward Writing

Competency”, the research result showed that there was a significant difference of writing

competency between the students who were taught by guided writing and those who were

taught by using conventional writing strategy. Moreover, the implementation of guided

writing in reserach need to be improved in theaching learning processbecause it is

effective. Departement Children, School and Families of Primary National Strategy (2007)

also stated that guided writing essential component of balanced writing curriculum, providing

an additiona. Kellog (in et al.,2011) pointed out that proper writing strategies can enhance

writing performance and reduce attention overload. Other than that, it is also to promote

writing performance, and the teachers can do an important role in helpingstudents develop

viable strategies for getting started, drafting, revising, and editing (Lan, et al.,2011).

Study by Hadayani et al. (2013) also aimed at investigating whether the implementation

of guided writing strategy and the students` achievment motivation gave a significant effect

to the students` writing competency in senior high school. The result shows that, first, there

was a significant difference on the students` writing competency between the students who

were taught by using picture series writing strategy and conventional writing strategy.

Second, there will be a significant interactional effect on the students writing competency

between the strategies apply and the students` achievment motivation. Third, there will be a

significant difference on the students writing competency between the students who had high

achievment motivation when they will be taughteach by picture series writing and

conventional stragtegy. Fourth, there will be a significant difference between the students

writing competency of the students who had low achievment motivation when they will

teach by using picture series writing strategy and conventional strategy.

1.2 Identification of the problem

Many students have different basic English language. Most of them come from primary

national school which has poor basic English language. Therefore, when they are in junior

high school, they still face the same problem. One of the common problems is in writing

skill. They find difficulties in creating sentences especially when writing a paragraph. It can

be seen on observation in English class in SMP PGRI 2 Denpasar during the teaching
learning process, the main problem that the students have writing in English. The students

took a long time to write and organize their ideas. They did not make any correction after

they wrote their paragraphs. Commonly the teacher started the class by giving short

explanation about the theory of writing, a kind of genre, demonstrating writing and ended by

doing excercise. This methode is difficult to be followed by the students because they have

problem to arrange coherence sentences.

1. Students of SMP PGRI 2 grade 8 just had the ability to pronounce and recognize the

individual words without conveying the message what the teacher extends.

2. Students actually had good knowledge of words and sentence meaning but they failed

to understand longer writing paragraph.

3. Students were hardly to concentrate as they writing.

4. Students were lack learning motivation in writing

5. Teacher`s method in teaching writing was focused on the explanation of writing

paragraph.

1.3 Scope of study

This study will conduct in SMP PGRI 2 Denpasar. It covered an investigation finding out

The Effect of Picture Series and Student`s Learning Motivation On Students` Writing

Competency of Eight Grade Students of SMP PGRI 2 Denpasar in Academic Year

2016/2017.

1.4 Research Question

Based on the problems were identified bove, the problem of the study can be formulatef

as follow:
 1. Is there any effect in writing competency between the students who are taugh using

Picture Series Technique and those who are taught using the conventional method?

2. Is there any effect of the interaction between the technique of teaching writing Picture

Series Technique and learning motivation upon students` writing competency?

3. Is there any significant difference in writing competency between the students with

high learning motivation who are taught using Picture Series Technique and those

taugh by using conventional method?

4. Is there any significant difference in writing competency between the students with

low learning motivation taught using Picture Series Technique and those taught by

using the conventional method?

1.5 Purpose of Study

Based on the research questions above, this study aimed to obtain emperical evidence

about.

1. The effect of Picture Series Technique on students` writing competency between those

who were taught by Picture Series Technique and those who were taught by conventional

method.

2. To investigate wheter or not there is an effect of the interactiom between the method of

teaching writing (Picture Series Technique) and learning motivation upon students`

writing competency.

3. To investigate wheter or not there is significant difference in writing competency

between the students with high learningmotivation who are taught by using Picture

Series Technique and those who are taughtby using the conventional strategy
4. To investigate wheter or not there is a significant difference in writing competency

between the students with low learning motivation who are taught by using Picture Series

Technique and those who are taught by using the conventional strategy.

1.6 Significance of the study

The significant of the present study can be seen on the both theoretical and practical

based, here were two significance of this study:

1.6.1 Theoretical Significance

Theoretically, the finding of the present study will provide some evidence of the

effectiveness of trategies in English writing, especially of guided writing strategy and to

enrich the theory of English language teaching particulary in conducting instructions in

using picture series writing strategy and learning motivation on writing competency

1.6.2 Pratcical Significance

Practically, the findings of the study is expected to provide knowledge and references to

English teachers in regard to teaching writing strategy and learning motivation. The teachers

will be able to consider picture series technique as better aproach in teaching writing to

improve the students` writing competency. It is also to make the efficient way of teaching and

learning activity.
 CHAPTER II

THEORETICAL FRAMEWORK AND HYPHOTHESIS

2.1.1 Definition of Writing Competency

Writing is one of the four languages skills which is just as important as the other three

skills. These four skills have become the major focus of English as a foreign language

teaching and learning (Harmer,2007). Writing is a combination of process and product. The
mean of the process is the act of gathering ideas and keep working until the writer presented

the paragraph (Nunan,2005).

Competent people are not only able to perform their knowledge or skills, but also the

primary knowledge of theirs` brain. The people or the students who can we call competent, if

they can produce something or master in something in writing skill, the example is when the

students can make a wriitten product which can develop their`s (ga usah pake s) idea

finished it with a good or excellent idea.

Cited from Wikipedia Encyclopedia (2010), competency is a set of defined behaviors

that provide that provide a structuced guide enabling the identification evaluation and

development of the behaviors in individual. This statement is concern with someone abilityto

explain something with structure to evaluate someone. For example the teaching learning

process in the classroom, where the teacher gives the students theme to write something and

perfom it in front of the class.

Related to that statement, Brown (2004) also stated that, competence refers to one`s

underlying knowledge of a system, even or fact. It is focusing on someone ability to produce

idea, or to perfom something. In the classroom, someone or students` competence can be

assessed by tests or examination. Writing competency is the ability of performing writing

task in which the focus in the accuracy, development, and reflective of the students; own

idea (Schlig,2008).

Based on the theory above, it can be concluded that competency in writing is the ability

of the students to produce and manage the idea in the writing form. In this case, the

competency writing is involves linguistic and cognitive aspects. The linguistic component

such as the person applies the vocabulary, grammatical, structure, mean while the cognitive

aspect is how the person to understand the language, menage the sentences, and use the
correct utterance in the certain situation. So writing competency is the ability of someone to

conduct organize their self to make written product in correct way and with the certain

criteria such as the language used, grammatical, vocabulary, and also the organization of the

certain paragraph.

2.1.2 Process of Writing

There are several expert who provide different opinion on the writting process.

Folse et Al (2001) states that there are seven steps of writing process (1) choosing

topic(2) brainstorming (3) outlining (4) writing the first draft(5) getting feedback from a pee,

(6) revising the draft (7) proof reading the final draft. There are some different opinions from

the experts. Hamer (2004) stated that there are four main elements in writing process:

(1)mplanning, (2) drafting,(3) editing (reflecting and revising), and (4) final revision.

Oshima and Hogue (2007) also stated in line with Hamer, that there are 4 processes of

writing (1) pre-writing, (2) organizing, (4) polishing (refushing and editing).

First, pre-writing is always to get ideas, Oshima and Hogue (2007) stated that pre-writing

is the first step to write something. In this steps the writer should choose the topic, beside that

the writer should collect idea to compose some supporting sentence to explain the topic.

Zemach et Al (2003) also argue that free writing is a step to choose a topic before write

something. One of them is collecting some ideas, the writer can get from several techniques.

Listing is a pre-writing technique which writer write the topic at the top of piece of paper and

then qickly make list of the words or phrases that come into the writer mind (Oshima and

Hogue;2007).

The next step is organize the idea into a simple outline (Oshima anf Hogue;2007). The

writer should arrange their idea in the simple outline. The last step is done by revising and

editing (Oshimaand Hogue;2007). In this case the writer checked what they have written
(Zemach et al;2003). They reviwed the structure and content. They can crosscheck with

friends.

According to Seow (2002) the last steps called post. Writting the steps includes

publishing, sharing, reading aloud, transforming text for the performance in front of the class.

Based on the explanation above, the reasearcher can conclude that the steps of writting are

starting by pre-writing until post-writing which completed by publishing.

2.1.2.1 Paragraph Structure

According to Oshima and Hogue (2009) A paragraph is a group of related sentences that

discuss one (and usually only one) main idea. A paragraph can be as short as one sentences or

as long as ten sentences. The number of sentences is unimportant, however, the paragraph

should be long enough to develop the main idea clearly.

Winter (1999) states that paragraph is a form of written communication which contains a

minimum of five sentences. Each sentences in paragraph “ talks about” or develops one

single main idea. Here if want to make a good paragraph so the writer should construct it by

have one main idea and supporting sentences. One paragraph has 5 sentences more. Main

topic is the main idea of a paragraph. This sentence is the key of the paragraph that will be

written(Winter,1999). Winter (1999) also argue that topic sentence can be put in the front of

the paragraph or the middle or theend of the paragreph, after the writer have the main

sentece, then the writer should construct the supporting sentences. Supporting sentences is

the helper. By supporting sentences the writters are able to make a beautiful paragraph.

The structure of paragraph according to the Oshima and Hogue (2007) are the topic

sentence, supporting sentence, and concluding sentences. In line with Oshima and Hogue

(20017), Zemach and Rumisek (2003) also stated that paragraph has three basic parts, they

are topic sentence, supporting sentence, and concluding sentence. (1) Topic sentence is the
main idea of the paragraph. Is usually the first sentence of the paragraph and it is most the

general sentence of the paragraph, Zemach et al. (2003) argue. (2) According to Zemach et al

supporting sentences are the sentences that talk about or explain the topic sentence, and it is

more detailed ideas that follow the topic sentence. Oshima and Hogue (2007) supporting

sentences explain the topic by giving some information in supporting point sentences. So,

supporting sentences are sentences which are explain some information related to the topic

that will be written. (3) Concluding sentences according to Oshima and Hogue (2007) are the

signals of the end of paragraph. It is remind the reader of the main idea. It is usually located

in the end of paragraph and sometimes just repeat about the main topic or just giving te final

comment.

Based on the explanation above the researcher can conclude that paragraph is a group of

sentences that explain one main topic. The structure of the paragraph is a main sentences

which is explain to the related topic, and the last is concluding sentences which is the end of

paragraph which repeat the main sentence or just giving the final comment.

2.1.3 Picture Series

As English teachers, it is useful to use some varieties of language to help them in

teaching English. They are able to engage the students in a topic or as the basis of the whole

activity. Using pictures is one of the ways that can be used in teaching English. According to

Raimes (2011) pictures can help the teachers and students in teaching and learning

vocabulary and other components of language.

 Picture series can also be used as one of the interesting learning to improve students'

motivation. Picture series is an instructional media. Picture series can be guidance of writing

activity (Sadiman, 2005:29). The pictures are one of the solutions that can help the

teachers to explain language meaning and construction. The teachers are able to cope

with the problems in teaching English. A picture is an illustration of picture that can

be used as two dimensional representation of person, place or thing. It means that

picture is one of the media of communication that can show people, place and thing

that are far from us.

Picture can make anyone getting clearer ideas or information than language term.

Pictures as visual will atrract students` attention, and motivationthem to lear. In addition

using series picture means that the students try to connect the plot in the picture to be link of

story. Brown (2004) stated taht a picture can be used in many stages of the instructional

process, to introduce and motivate study of new topics, to clarify misconceptions , to

communicate basic information, and to evaluate student’s progress and achievement.

Furthermore, he suggests some ways of using pictures for ensuring maximum students

benefit from using them. Using pictures can be an effective technique for any proficiencies

level or language skill. To teach speaking where the students share personal experiences that

somehow relate to what is happening in a picture they have been given and drawn.

There are some types of pictures used in the English teaching and learning. One

of them is picture series. A series of pictures is sequence pictures of a single subject that is

aimed to tell a story and also a sequence of events. According Brown (2004) to understand

the way of the picture series, the students need to appreciate it in abstract way. In the

same way, when they express their ideas to construct the story in a good coherence as well as
unity, they have to think it in abstract excessively. Both of them will be easier for

them in learning process if the teacher can use picture series. It cannot only help the students

to get ideas more realistic in understanding the recount text but also in constructing

ideas to create it. During the students are writing the text, they can use top-down technique in

predicting the content of the text based on understanding of picture series. Based on that, the

pictures give the schemata to the students to construct ideas from their background

knowledge and experience.

Joklova (2009) states the picture is used in a more meaningful and real life

communicative way then being just displayed for students to say what they can actually see.

Picture Series is suitable in teaching learning activities. In this research the researcher wants

to give an interesting way to teach using Picture Series for learning will make the students

easy to understand and will guide the students to write .Picture Series is usually taught and

used by students, So Picture Series (hurif kecil) will easily gain the interest from the student

in junior high school and also can motivate students and improve their writing ability.

Harmer (2002:69) states that there are various number of writing tasks that

students can be asked to undertake and one of them is students can be given a series

of pictures which tell story and they have to write story based on the pictures. He

then adds that giving the students sequence picture as the writing task will incite them to

be creative writers. The students will explain their understanding about the pictures.

Picture series is recommended in the writing learning process.

2.1.3.1 Using pictures in writing activities

The use of pictures can provoke the creativity of the students. Pictures are often used

to present the situations in the learning process. For this reason, teacher can also use

the pictures in their activity. One of the visual media commonly used in the teaching
and learning process is pictures. Smaldino (2005:240) states that pictures are photographic

(representation of people, places, and things in the form of two dimensional that

sometime in the form of sequential pictures (in series). There are some activities that are

proposed by Harmer (2004:67). The first activity is describing pictures. In this task the

students have to describe the pictures. The teacher also gives the limitation to demand the

students to finish the task. The teacher can make the activity more engaging by

asking students about the pictures.

The second activities are suspects and objects. In this task, the teacher gives the students

a variety of pictures. The students have to describe only one of them. The students then

give their description to another student who has to identify which pictures is being

described, and stick the description under the correct picture.

Writing the postcard is the third activity. In this task, the teacher gives the

postcard scenes and then asks the students to write postcard which they would expect

to write to an English-speaking from such a location. The fourth activity is portraits. The

teacher will give the students some portraits. The students have to think about the person

they see there. Do they look happy or sad, extrovert or introvert? When the students have

studied the portrait they will know what kind of letter they want to write. This activity can

be done with photographs and provided that they go some way to capture the personality of

the subject. Story task is the fifth activity.

Harmer (2004: 69) states that pictures are really useful ways to prompt students into

writing stories. There are a number of different tasks which students can be asked to

undertake. Four which work well are following:

• for dramatic pictures (such as a man crossing a canyon on a tightrope, people in a street

protest, or someone who has come face-to-face with a wild animal) students can asked

to write what happened next.

 • students can be given a series of pictures of random objects (an aeroplane, a

bicycle, a pack of cards, a dog, a fireplace, etc.) and told to choose four of them, and

write a story which connects them.

• students can be given a series of pictures in sequence which tell a story. They

have to write the story which the pictures tell.

• students can be given a picture and a headline or caption and asked to write the story

which makes sense of the pictures and the words.

In this research study, a series of pictures in sequence will be used as the main media to
improve students' writing skill. An appropriate media in teaching writing can help students
achieve their writing skill.

2.1.3.2 The Advantages and Disadvantages of Using Pictures Series in Writing

Picture series is recommended for it has many benefits in the writing learning process.

The first benefit using picture series is that it will make the students interested in

writing English because picture series is one of the visual teaching media (Smaldino

2005 :9).

The second benefit is picture series will stimulate the students to develop and use their

imagination so that they will be able to write well. Then, it will also help students in

expressing the ideas. The last benefit is that picture series will improve the students'

motivation in writing. Students can construct their knowledge during writing a text easily

by using media. One of the media is picture series. Media make the student more

easily to explore their ideas. The media must be used in integated way in teaching and

learning.

In this research study, picture series will be used as the main media to improve students'

writing skill. In implementing picture series in the research, there are processes that

need to be done by the researcher and other members of the research. They are
designing the lesson plan for the teaching and learning, designing the teaching

techniques used to implement the picture series, then selecting the appropriate and

suitable picture series to be used in the writing activity.

Picture series have some importance in teaching writing. But on the other hand,

the use of picture series also has some negative sides. There are two negative sides.

First, students are not able to use oral language skill effectively. In this case, students find

difficulties in presenting their writing in front of the class. They cannot present their

stories fluently and communicatively. Therefore, teachers need to give the chances for

the students to practice dialog or monolog in the stories they made before. Another

negative side of using pictures series as media to teach writing is the teachers do not

have enough time to teach and evaluate the writing process. In the writing process,

students are given such picture series to be done into narrative composition. Students

have to work by their own. Teacher only give some important rules which are

usually become unclear directions. Teachers do not big have enough time to guide

them well, especially when the class consists of big number of students.

From the statements above the writer could conclude that the teacher could ask
the students about the difficulties in writing using picture series. Then the teacher
would give some feedbacks. The teacher could give them the task about picture series and
then the students had to tell their writing to another student. The teacher also had to give
the enough time to explain about the material using picture series so that the students
could clear enough about the material.

2.1.4 The Teaching of Writing Skill In Junior High School

The curriculum has syllabus which is able to be developed by the teachers. Commonly

the teachers developed the indicators in the syllabus based on the result expectation and their

students. Here is the syllabus of writting competency in general. The English learning in

junior high school is targeted to make the students able to write and communicate with
English. The propose of English subject in junior high school are: 1) to develop students

spoken and written ability, 2) to be aware on how important of English language is and to

have ability to compete with global community, 3) develop students understanding about the

relationship between language and culture.

Standard Competency Basic Competence Indicator

6.Expressing meaning in 6.1 Expressing meaning and 1. Writing a tittle for

written functionaltexts and
simple short essays in form rhetoric steps in simple short descriptive paragraph
of descriptive to intersct
essay by using various 2. Writing topic sentences for
with surrounding
written language accurately, a descriptive paragraph

fluently, and acceptably to 3. Developing ideas into

interact with surroundings in coherent supporting

form of the text of sentences of a descriptive

descriptive. paragraph which has unity.

4. Writing a descriptive

paragraph in a good logical

development of ideas and

correct arrangement.

5. Writing a descriptive

paragraph which has a good

diction.

6. Writing descriptive

paragraph by using correct

grammar, in terms of tense,

use of pronouns, preposition

and articles.
 7. Writing a descriptive

paragraph by using correct

mechanics, such as

punctuation, spelling, and

capitalization.

Based on those indicators the students should be able to write a descriptive text that has

coherence between the title, the topic, and developing sentence. The text also has a good

diction, using correct grammar, in term of tenses, use of pronouns, preposition and articles.

Beside that the text should used correct mechanic such as punctuation, spelling, and

capitalization.

This syllabus is commonly used in all junioor high school which the indicators based on

the result expectation. The teacher divided the indicators into three or more meetings to make

the students able to achieve all the indicators. On the other hand if the students have high

ability the teacher can divedid into one or two meetings.

2.1.5 Conventional Writing Strategy

Conventional refers to the way in which something is done by most peoplein general. A

person who follows the conventional strategy; what is the tradittional and or the way

someting has been done for a long time ago, time is the point of this strategy. According to

Hornby (2006) convention means thw way in which something is done by most people in

general.the conventional writing strategy is a tecahing method which usually used by the

teacher in teaching learning process in the classroom. Its mean that this is a conventional

strategy which is generally, perform and acceptable by the teacher in conducting instruction.

Scheman in surianingsih (2011) clraifies that conventional strategy is categorize as

teaching strategy which is used regulary by the teacher in his/her lesson. Connected to this
study, the conventional writing strategy refers the common strategy that is used by the eighth

grade students in SMP PGRI 2 Denpasar. The conventional writing strategy activity in the

class such as (1) the startingpoint with the short explaination of the theory, definition which

the students should remember about it. It is a representation related tothe topic given. (2) the

teachers gives the students examples, (3) finally the teacher gives the students exercise.

From that teaching method the students become always receive what the teacher give

without finding the concept alone. The teachers will proud to the students if the students can

remember and retell what they have learned orally from the teacher said or from the

habdbook that they have. The stress of this method is memorizing not understanding. As a

teaching method above, the teacher will fully control the material and the method will

explanation.

Here is the comparison of the two writing strategies are presented, in order to make the

meaning and the differences of both strategy in writing clear. The comparison of Picture

Series strategy and conventional strategy can be seen in the following table.

Table 2.1 the Difference of Picture Series Strategy and Conventional Strategy

No Picture Series Strategy Conventional Strategy

1 For instruction, the teacher used Used textbook and paper work

some pictures that are related to instruction

the topic.
2. Students get more opportunities Students get less opportunities for self

to develop their own idea. thinking development

3. Give the students chance to be Allows the students to be dependent in

more independent in writing a descriptive paragraph

questioning, outlining, drafting, because they only adapted it from the

and revising. teacher`s example.

4 Majority individual work and Majority classical, individually, and

group task group activity.

5. Introduction of the topic through Introduction of the topic through
 picture series, in the pre presentation, in pre activities

activities.
6. In the last session, the teacher In the last session, the teacher

gives the students chance to discusses about the task what has been

present their work by reading it given.

and the teacher evaluates.

2.1.6 Students` Learning Motivation

Ames (2011) states learning motivation also means a series of an effort in some

conditiom in learning something so that the people want to do something and if they are not

interest or dislike it they will try to ignore that feeling and do it. Uno (2008) states that

learning motivation appears because of the existance of intrinsic and extrinsic factors can be

in forms of the exixtance reward and interesting activity. Learning motivation refers to a

drive that makes learners be motivated to learn. Sardirman (2009) states that some

characteristics of the learners who have learning motivation, such as;(1) they always try to do

the tasks given by their teacher as well as possible, (2) they arte not statisfied with what they

have achieved, (3) they show interest in certain fields, (4) they like to do something by their

self, (5) they are motivated to do challenging tasks, (6) they defend their opinion; and (7) they

like to search and solve some question. Teacher need doing motivation for students in

teaching learning process. There are many way to give motivation for student such as; give

praise, appreciation, honor, a free level up, or disapproval in order to motivate the students to

be better.

Every teacher often use incetive for raises students motivation to students in gettibg the

goal. This treatment will work effectively if the goal consist of aa satisfaction destination for

learners. In this condition the teachers must be creative and imaginative to provide this

incentive. Motivation is considered important in learning because its function, and its value.
Based on the explanation oabove, motibation encourages the behavior and effecting and

changing the behavior. Teh function of motivation are (Sadirman,2011).

1. Encourage the behavior and attitude. Without motivation, there will not action for

examples study.

2. Motivation as director, means driving act someone to achieve the goal.

3. Motivation as stimulus, as the behavior someone, high or low the motivation of

someone is determine the fast or late the someone`s work.

2.2 Empirical Study

The use of picture and picture series in teaching and learning process, includes in
teaching writing is indeed not relatively new. There are some results of relevant studies on
the use of picture and picture series.

The study about using picture in teaching writing has been done before by

Septyan Angga Saputra (2010). He states that using pictures to teach writing can help the

students to improve their writing skill. Pictures are good media to stimulatethe

communication activities. By using picture the teacher can conduct many communication

activities. He also states that there is a significant difference between students` writing skills

who taught using picture series and those who are not. It is proved by the resulth of

ANCOVA which significance level of 0.05, which means that the data of this study are

considered to have a significant difference.

Picture series was selected as an effective media to improve students' writing skill. By

using picture series, students would be interest in writing. Picture series also helped students

develop their skill. Picture series helped the teachers create context to make language

meaningful. Moreover, students could get involved in the activity and contribute in their

group. In group-work games, as an activity, the students could work together, help each
other, and solve the problems, related to writing. An appropriate media in teaching writing

helped students achieve their writing skill.

Learning through picture series made the students relax and interest because these

activities created a good atmosphere in the classroom. It would improve the students'

motivation. When the students were motivated, ideas might come up in their minds and they

were able to write easily. They could learn grammar and new vocabulary through picture

series.

Compared with using picture series in teaching and learning writing, teaching and

learning without picture series seemed monotonous. The classes were static and formal.

The students would get bored soon. The teachers that use the conventional method

just collected the students' work and corrected it in several days. Students would not be

motivated in learning writing because the way of teaching was not varied and students

would get so bored. The teacher in SMP 3 Sleman used paragraph writing technique in

teaching writing. Freeman (2000 :23) argued that paragraph writing technique that is

usually used in direct method. The teacher asked the students to write a paragraph in

their own words. They wrote based on their memory or a passage in the lesson as a

model. Then, she adds the picture series in her teaching. The students became more

communicative than before, they had certain features in common with real

communicative. In addition, students learned language in communicative activity

which is meaningful.

Picture series coul be desired. By applaying media, it helped the students on their

writing skill better than those who were not given it. The implementation of the media

involved the researcher. The English teacher and students at the eight grade of SMPN 3

Sleman in academic year 2012/2013.

2.3 Research Hypothesis

Based on the above theoretical foundation and conceptual framework, the research

hypothesis can be stated as follows:

1. There is any significant difference in writing between the students who taught using

Picture Series and those who are taught using the conventional strategy.

2. There is any intercational effect between picture series and learning motivation on

the students` writing competency.

3. There is a significant deirreferences in writing competency between the students

with high learning motivation who are taught by using picture series and those who

are taught by the conventional strategy.

4. There is a significant difference in writing competency between the students with low

learning motivation who are taught by picture series and those who are taught by the

conventional strategy.

In consideration with the theoretical rivew, the researcher conducted a research on the

Effect of Picture Series and Students Learning Motivation on Students` Learning Motivation

on Students` Writing Competency at Eight Students` of SMP PGRI 2 Denpasar in Academic

Year 2016/2017. This research will be done by colaborating all: writing competency, Picture

Series, and Learning Motivation as a moderator variable.

CHAPTER III
 RESEARCH METHOD

3.1 Research Design

Tyhe present study dealt with effect of Picture Series of the students` and students

learning motivation on the students` writing competency at seventh grade students` of SMP

PGRI 2 Denpasar in academic year 2016/2017. Based on the research problem, this study is

an experimental reserach because it is to examine the hypothesis based on the theories to find

the answer of the problem. Factorial design essentially is a experiment modify design scillicet

attention to possibility of the variable moderator which influent the result (Sugiyono, 2011).

This study use three variables: 1 independent variable abd 1 dependent variable , and 1

moderator variable. The independent variable was writing strategy (A) as treatment variables.

In this study the treatment variables were classfified into guided strategy (A1) and

conventional writing strategy (A2). Meanwhile, the second independent variable was

students` learning motivation in study English (B) as moderator variable. The moderator

variable was also into high learning motivation and low learning motivation. The dependent

variable was students` writing competency (Y). The constellation of the 2x2 factorial

arrangement can be seen in the following table.

Table 3.1 Table 2x2 Factorial Design

Writing Teaching Strategy (A) Teaching Strategy

Students` Learning CoWS (A1) CvWS (A2)

Motivation (X)

High (B1) A1B1 A2B1

Low (B2) A1B2 A2B2
Total A1B1 + A1B2 A2B1 + A2B2
Where :

CoWS (A1) : Group taught by using guided writing strategy

CvWS (a2) : Group taught by using conventional writing strategy.

High (B1) : Group of high learning motivation learners.

Low (B2) : Group of high learning motivation learners

A1B1 : Group of high learning motivatinon leraners taught by using picture series strategy

A2B1 : Group of high learning motivation learners taught by using conventional writing
strategy.

A1B2 : Group of low learning motivation learners taught by using picture series strategy.

A2B2 : Group of low learning motivation learners taught by using conventional writing
strategy.

3.2 The Population and Sample

1. Target Population

The population on this study was all members of Eight Grade Students of SMP PGRI 2

Denpasar in academic year 2016/2017 wich consist of 12 classes and consisted of 40

students.

2. Sample

Sample is a part of the number and the characteristic that the populations have

(Sugiyono,2011). In this study the researcher used simple random sampling. Thus, the sample

of the study will two classess of eight grade students (calss 8) of SMP PGRI 2. One class as

experimental class comprised of 40 students, and the other class as control class comprise of

34 students as well.

3. Research variables

Best and Khan (2003) variables are the charactheristic that the researcher manipulates,

control, and observe from the group members of the group under study.

3.3.1 Definition of Variables

 There are tree kind of variables here, dependent, moderator and independent variable.

Dependent variable and independent variable were two main types of variables involved.

According to Best and Khan (2003), independent variables are the condition or characteristic

attemted to as certain their relationship to observed phenomena. Dependent variables are the

condition that appear, disappear, or changes as tyhe researcher introduces or changes

independent variable.

According to explanation obove, the independent variable was picture series writing

strategy (B1). Moderator variable was the learning motivation (B2) which consists of high

motivation students and the low learning motivation students. Meanwhile, the dependent

variable was writing competency.

3.3.1.1 Writing Competency

Writing competency was the dependent variable in this presents study. Here is the

following conceptual and operational defrinition of writing competency.

1. Conceptual Definition

Writing competency is te ability in performing writing task, in which the focus not

only on feature accuracy, but also on the development, organization, anf effective

expression of the students own thoughts or ideas within (Schlig 2008).

2. Operational Definition

Writing competency is the competency of the students in producing npiece of writng

with clear, fluent and effective communication of ideas. It is assessed through

assesing the some criteria in writing, namely organization, content, mechanics, and

conventions, and word choice, by using analytic scoring rubric for writing.

3.2.1.2 Writing Strategies

1. Conceptual Definition
 a. Picture Series

Pictures as visual will atrract students` attention, and motivationthem to lear. In addition

using series picture means that the students try to connect the plot in the picture to be

link of story. Brown (2004) stated tahta picture can be used in many stages of the

instructional process, to introduce and motivate study of new topics, to clarify

misconceptions, to communicate basic information, and to evaluate student’s progress

and achievement. Furthermore, he suggests some ways of using pictures for ensuring

maximum students benefit from using them. Using pictures can be an effective technique

for any proficiencies level or language skill. To teach speaking where the students share

personal experiences that somehow relate to what is happening in a picture they have

been given and drawn.

b. Conventional Writing Strategy

conventional writing strategy is teaching strategy which is used regulary by the teacher

is his lesson (Hornby in Surianingsih,2011).

2.Operational Conception

a. Picture Series

Picture Series is a strategy implementated by the teacher to give the students chance to
deve;op their own idea in the class activity. Before writing, the students are provided through
examples of specific topic.

b. Conventional Writing Strategy

Conventional writing strategy is the strategy that regulary used to teach English in SMP

PGRI 2 Denpasar, in which the teacher has a dominant role in teaching learning process

(teacher centered leraning).

3.3.1.3 Learning Motivation

Learning motivation is the moderator variable in this present study. The following is the

conceptual and operational definition.

1. Conceptual Definition

Sadirman (2011) states that learning motivation refers to a drive that makes learners

be motivated to learn.

2. Operational Definition

Learning motivation which stirs the learners to be motivated in learning English,

which can be traced from their effort to stay focus with that they learn in order to

achieve well in a subject matter. The dimensions of learning motivation are success

orientation, failure anticipation, inovation, responsibility towards task, affection

towards learning strategis, relevance, satisfaction, and attention.

3.3.2 Reeach Procedure

The steps that will do in this study are:

1. Doing the observation to the school in the teaching learning process, and permit to

the principle of the school to do research.

2. Making the instrument. All instrument needed were prepared. Before the instruments

used, it should be consulted with the several expert which including to the expertx

judges.

3. Testing the validitty and reliability. Both control and experimental group was given

Group Embedded figure test. It is attempt to classify the students which has low and

high learning motivation.

4. Determining the population and sample.

5. Giving the learning motivation test to the students.

6. Doing teaching learning process to the experiment class, and conventional teaching

learning process to the other 2 clasess.

7. After it done, the researcher gives the students post-test .

8. Finally the researcher analyzes the data to answer the problem of the research.

Figure 3.4 The Steps of Research Procedure

Observation

Choose the material

 Developing instrument and learning tools

Trying out the Instrument

Motivation test to tyhe two group of the students

Teaching with Picture Series Teaching with conventional writing

High Motivation Low Motivation

Low Motivation
High Motivation

Post-Test Post-Test

Analysis data and make the report

3.4 Method of Data Collection

Firstly all instrument were consulted with several expert including to the expert

judges,before the instrument used the researcher will taste the validity and reliability. Then

both control and experimental group will give learning motivation test. After that simple
random sampling will use to determined the sample. Two groups were treadted differently.

The control group treated by using conventional writing strategy, the experiment group was

treated by using picture series writing strategy. After conducting the treatment, the posttest

will administer and also interview will conducted again the information. Analyzing wata will

conduct by : the first will descriptive analysis and two-way ANOVA to answer first and the

second hypothesis, thye tukey test wil use to answer the third the fourth hypothesis.

3.5 Instruments

There were two kinds of instrument use in this studyP: treatment instrument and research

instrument.

3.5.1 Treatment Instrument

1. Teaching scenario a

As guidance for the teacher, teaching scenario was prepared when conducting an

instruction. There were two types of teaching scenario used by the researcher, which

included the teaching scenario for the experimental group and teaching for the

control group. The teaching was prepared to control teaching and learning activities.

The teaching was made to describe teh procedure and the application of picture

series.

2. Teaching Handout

Teavhing handout consist of important points that closely related to the materials or

content of the lesson such as theory of paragraph, generic structure, and component

of writing assessed which is used along experiment period.

Instrument was measuring instrument to quantify what will answer. The instrument here

is test. Test will be use to quantify the students` learning in writing competency. Qustionnaire

wiull be use to measure the motivation of the students. Questionnaire will adopted by the

relevant study. The questionnaire will be conducted by the learning motivation of the students
wich used the picture series writing and conventional writing. Teaching scenario will be

prepared by the teacher as guidance when conducting an instruction. Post test will be used to

assesing the students writing competency.

3.3.5.2 Data Collection

Writing competency and lerning motivation qustionnaire ate the two kind of research

intsrument. Those instrument were tested for its validity and reliability. Ary et al.(2010),

validity was defended as the extent to wich and instrument measured what it claimed to

measure reliability of measuring instrument is a degree of consistency which it measuring

whatever it is measuring.

Table 3.4 Vaidation Summary of Research Instruments

Instruments Validation Estimation

Writing Competency Content Validity Expert judgment-agreement and
disagreement between expert
test
judgment was anlyzed by using
Gregory`s formula

Inter-rater Realiability Inter-rater reliability was anlyzed by

using Hoyt Formula
Learning Motivation Content validity Expert judgment-agreement and
disagreement between expert
judgement was anylized by using
Gregory`s formula
Empirical Validity Item validation test by using product
moment correlation
Internal Realiability Realiability test by using Cronbach`s
alpha coefficient.

The coeficient reliability of each test was then categorize based on the following

Guildford Reliability Qualification.

 Table 3.5 table of Guildford reliability Qualification

Coeficient qualification

0.80 ≤ rxy < 1.00 Very High

0.60 ≤ rxy < 1.00 High

0.40 ≤ rxy < 1.00 Average

0.20 ≤ rxy < 1.00 Low

0.20 ≤ rxy < 1.00 Very low

1. Wiring Competency Test

Writing test was adminired during the treatment and in postest. The postest measures the

students` writing competency after being given treatment. Analytic scoring rubric made for

assessed the students writing, the researcher used the analytic scoring rubric containing five

dimentions : organization, content, grammar, mechanic, and word order (Brown,2004).

Table 3.6 Blueprint Scoring Rubric for Writing Competency

No Criteria Description
1. Organization This criterion deals with the title of paragraph, of the topic
sentence, and the supporting sentences of the paragraph.
2. Content This criterion deals with the logical development of ideas of the
sentences in the paragraph, and the paragraphs` unity and
coherence. Specifically, the logical development of ideas of each
paragraph in the present study is contextual, in which each
paragraph has its own generic structure and its appropriate order,
such as aspatial or sequential.
3. Grammar The criterion deals with the grammar use in the paragraph which
covers the tenses, subject-verb agreement, use of pronouns,
prepositions and articles.
4. Mechanic and The criterion deals with the mechanics and conventions in the
Conventions paragraph which covers spelling, punctuation, and capitalization.
5. Word Choice This criterion deals with the vocabulary use or diction in the
paragraph wether the words use are appropriate or not that effects
the meaning.
 In order to good, the instrument has to be realiable and valid, for those, the researcher
tested the realiability and validity of the instrument.
a. In Validation Instruments
In research that always depends upon measurements, the validity of the instrument

should be considered. Heaton (1988) states that the validity of the test is the extent to which it

measures what it is supposed to measure and nothing else. This present study, the researcher

measured the content validity of the test in the present study, the researcher measured the

content validity of the test. In order to be valid, the content of the test is concerneed with the

content of English subject, including basic competency and achievement indicators. Heming

(1987) said that in order to ensure the content validity, it is necessary to seek the advice of the

content experts. For those the researcher consulted the test with supervisors who become an

expert in this area.

Table 3.7 Content Validation of Writing Competency test by Judges

Judge I

Relevant Irrelevant
Judge II Relevant D B

5 0
Irrelevant C A

0 0

Regarding to the result above, it was the analyzed using Gregory`s formula to find the

content validity. Therefore, he calculation is like the following.

CV= D
A+B+C+D

CV= 5
0+0+0+5
CV= 5
5

= 1.0

The post test were consider having high validity when the result of the calculation using

Gregory`s formula is more than 0.70 the finding result the validity was 1.00, it means that test

were considered valid and having high validity.

b. Testing Validity

One of the process to estimate the realiability is estimates by two more raters which

are termed inter-rates reliability. There are two steps in estimation of inter-rates reliability,

first the ratings of all ratesr must be intercorrelated, the second is the correlation coefficient is

adjusted by means of the Spearman-Brown Prophecy Formula to make the final reliability.

r11 = MKe
MK1
Note:
r11 : Inter-rater realiability coefficient
MKe : Rater 1 – rater 2 mean square interaction
MK1 : inter-rater mean square

r11 = 1- MKe
MK1
= 1 - 35.125
596.8399

= 0.94

In this present study the researcher measure the writing competency of the students was

0.94. according to the Guildford reliability qualification, it showed that it hard very high

qualification.

2. Learning Motivation Questionnaire

 Learning motivation is become moderator variable, so the measure weredone in the

beginning of the experiment. Amest (2011) states learning motivation also means a series of

an effort in some condition in learning something so that the people want to do something

and if they are not interest or dislike it they will try to ignore that felling and do it. In this

present study, questionnaire was chosen to measure the students` learning motivation. The

purpose of learning motivation questionnaire was also to know the students who have high or

low motivation in learning.

The learning motivation questionnaire was buid by seven indicators. The indicators

which are consist in the questionnaire such as: (1) Success orientation, (2) Failure

anticipation, (3) Innovation, (4) Responsibility toward tasks, (5) Affection towards learning

strategis, (6) Relevance, (7) Statisfaction, (8) Attention.

Table 3.8 General BluePRint of Learning motivation questionnaire

No Dimension Indicators The number of Total

statements
Positive Negative
1. Success 1. Being sensitive towards things 1,3, 2,4,5 5
orientation related to improvement of
learning result.
2. Activities achieving learning 6,8 7,9 4
2. Failure 1. Accuracy in determining. 11 10 2
2. Efforts to overcomes blocking 12,13 14,15 4
anticipation
situationto achieve success
3. Innovation 1. Detemining something briefly, 16,18 17 3
shortly, and efficiently
2. Willing to compete as feedback. 19,20 21 3
 3. Loving challenge either from in 22,24 23 3
our of self
4. Responsibility 1. Perfection in finishing the tasks. 25,27 26 3
2. Confidance and tough in 28,29,37,38 32,33 5
towards task
finishing the tasks
5. Affection 1. Relevancy of psychological 31,34 32,33 4
towards emotion.
2. Confidance and tough in 35,39 36 3
learning
finishing the tasks.
strategies
6. Relevance Comperhending learning benefits 40,41,43 42 4

7. Statisfaction Importance in finishing learning 44,47 45,46 4

8. Attention Active in learning activities. 49,50 48 3

Total 50

In order to measure the learning motivation, in this present study the researcher used

Likert scale. There was 50 statements of questionnaire was built by 8 indicators. Some of

statements as built as positive and negative statements. Every answer from statement, if the

statement positive were give five to one points. In positive statements 1 means Strongly

disagree, 2 means disagree, 3 means Neither agree nor disagree, 4 means Agree, 5 means

Strongly disagree. Furthermore if the statements negative were give one to five. 5 means

strongly disagree, 4 means Disagree, 3 means Neither agree nor disagree, 2 means Agree, 1

means Strongly aagree.

a. Validation of Questionnaire

as one of the ways to obtain data is asking questions, questionnaire was utiliezed to

obtain information concerning the motivation in learning. In order to find out whether the

questionnaire items were valid or drop, Microsoft Excel program used to gather the data.

Table 3.8 Validation of Learning Motivation Questionnaire by judges

 Judge I
Relevant Irrelevant
Judge II Relevant D B

50 0
Irrelevant C A

0 0

The result of the above comparison was analyzed using Gregory`s formula to find the

content validity. Here is the calculation.

CV= D
A+B+C+D

CV= 50
0+0+0+50
CV= 50
50

= 1.0
The learning motivation questionnaire test was cinsiders having haigh validity when the

result of the calculation using Gregory`s formula is more than 0.70, thew findingresult the

validity was 1.00, it meant that the test was cinsidered valid and having haigh validity.

Emperical validity was further done through trying out the questionnaire and the result of

trying out was analyzed by using product moment correlation to determine which item were

valid or invalid.

3.5 Technique of Data Analysis

The data obtained both post-test will be given to the experimental group and will be

analyzedby using two forms of statistical analysis, namely descriptive statistic analysis and

inferential statistic analysis.

3.5.1 Descriptive Analysis

 Best and Khan(2001) stated that descriptive statistical analysis limits generalization to

the particular group of individuals observed. It means the data in this study will be analyzed

solely in descriptive way. The descriptive analysis of the study includes measures of central

tendency or averages (mean, median and mode) and measures of spread or dispersion

(standard in a deviation, variance, and range).

1. Mean

Mean is the most widely used measure ofcentral tendency, or arithmetic average. It

is the sum of all the scores in a distribution divided by the number of cases.

(Ary,2010:108).

2. Median

The median is defined as that point in a distribution of measures below which 50

percent of the case lie. (Ary,2010:110).

3. Mode

The mode is the value in a distribution that occurs most frequrently. It is the

simplest to find of the three measures of central tendecy because it is determined by

inspection rather than by computation. (Ary,2010:111).

4. Standars Deviation

Standard deviation is the square root of the variance and a measure of spred or

dispersion of scores in distribution. (Best and Kahn,2003).

5. Variance

Variance is the sunof the squard deavition from the mean, devided by the total

numbers of the students in a group. (Best and Kahn, 2003).

6. Range

Range is the simplest measure of dispersion. It can be measured by computing the

differences between the highest score and the lowest score. (Best and Kahn,2003).
3.5.2 Inferential Analysis

Inferential statistical analysis is using two-way ANOVA that will be used to compare the

mean score since the data will be gathered in the form of interval data. It will be continued by

Post-Hoc Multiple Comparison testing by using Tukey test.

Before conducting data analysis by making use of two-way ANOVA the researcher

needed to test the measurement of the normality and homogenity of the data.

1. Normality test

The purpose of normality test is to know the distribution of the data closed to normal.

Therefore, the researcher used ths technique for measuring the normality of data

distribution by using SPSS-21.0 for windows. The data was categorized normal

distribution population when the result of Kolmogorov-Sminov show significant

score, that is higher than 0.05

2. The Homogeneity test

The test of homogeneity conducted to investigate whether the variance are

homogeneous or not. When the Level test shows significant score that is more than

0.50, it indicates that the data has a homogeny population. The calculation of the

homogenity also done by using SPSS 21 for windows.

3. The Hyphothesis test

Statistic analysis used to measure the first and the seconf hyphothesis in this present

study the researcher used two-way ANOVA. In this case the researcher compare the

result of study from 2 groups with different strategy, picture series strategy and

conventional strategy with moderator variable was learning motivation. After done

teh normality and homogeneity tes, the data the analyzedwith two-way ANOVA.

Turkey test was administeres for finding the third and the fourth hypothesis. Statistic

hypothesis that would be tested were formulated as follows:

 Hypothesis I : there is significant effect in writing competency between the students

who are taugh by using picture series and thowe who were taught by using conventional

writing.

Ho : µ A1 = µ A2

H1 : µ A1 ≠ µ A2

Hypothesis 2 : there is significant interaction in writing competency between learning

strategies and learning motivation.

Ho : INT A X B = 0

H 1 : INT A X B ≠ 0

Hypothesis 3 : thereis a significant effect of writing competency on high learning

motivation students who were taught by using picture series strategy and conventional

writing strategy.

Ho : µ A1B1 = µ A2B1

H1 : µA1B2 ≠ µ A2B2

Hypothesis 4 : There is a significant effect of writing competency on low learning

motivation students who were taught by using picture series strategy and the conventional

writing strategy.

Ho : µ A1B2 = µA2B2

H1 : µA1B2 ≠ µ A2B2

Notes :

µ A1 : The mean score of the group of students treated by picture series strategy.

µ A2 : The mean score of the group of students treated by conventional writing strategy.

µ B1 : The mean score of group high learning motivation students.

µ B2 : The mean score of group low leaning motivation students

µ A1B1 : The mean score of group high learning motivation students who were treat by using

picture series.

µ A1B2 : The mean score of group low learning motivation students who were treat by using

picture series.

µ A2B1 : The mean score of group high learning motivation students who were treat by using

conventional writing strategy.

µ A2B2 : The mean score of group low learning motivation students who were treat by using

conventional writing strategy

A x B : The interaction between learning strategy and learning motivation.

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