The Effectiveness of Using Picture Series on Students’ Writing Achievement Across Learning Style

Abstract

The present study attempted to examine the potential contribution of using pictures for developing students’ writing skill. The objectives of this research were (1) to find out whether the students taught by using picture series have better achievements in writing recount texts than those who taught without picture series. (2) to find out whether the visual students have better achievement in writing recount text than auditory students. (3) to find out whether there is any interaction between the use of picture series and the students’ learning styles towards the students’ writing achievement. For doing this research, the writer chose two classes randomly to become experimental and control group. Then in the experimental group, pictures were used for teaching writing. However, in the control group, no picture was used. After 6 meetings, the writer conducted posttest to see the effectiveness of picture series. There was a significant difference on the students’ achievement in writing recount text between students who were taught by picture series and students who were taught without picture series because the obtained significant value was lower than the accepted significant value (sig. 0.032 ≤ sig. 0.05). For second objectives, the writer found out that visual students did not have better achievement in writing recount text than auditory students in both groups. Same with second objectives, because obtained significant value was higher than accepted significant value (0.491>0.05); it can be concluded that there is no interaction between the use of picture series and the students’ learning styles towards the students’ writing achievement.