The Effect of Picture-Cued Task towards Students’ Motivation in Learning Writing

Warih Astuti, Taufik Suadiyatno

Abstract


This study intended to find out the effect of Picture-Cued Task towards Students’ Motivation in Learning Writing at SMPN 3 Lingsar in the academic year  2018/2019. The population of the second grade of SMPN 3 Lingsar was 120 students and the researchers took VIII-B class as an Experimental group and VIII-D as a Control group. The Experimental group was treated by Picture-Cued Task and the Control group was treated by Mind Mapping. The instruments that were used to collect the data were tests and questionnaires. The data was analyzed by using Quantitative research and the way researchers analyzed the data was by; scoring, percentile meanings, and impacts. The Quantitative Data showed that the students were able to arrange their grammar and vocabularies well when making short sentences through Picture-Cued Task. Those students were enthusiastically joined the class even though they were wondering what to do with pictures. In Quantitative Data, the researchers found; Mean = 26,07, Median = 25, Mode = 20 and Standard Deviation = 6,434. The t-test score was 6,392 and the t-table was 1,67 in significance level 0,05 with the degree of freedom 54,  therefore, the score of the t-test is higher than the t-table. Based on the data finding and discussion, it can be concluded that the use of Picture-Cued Task has a positive effect to motivate students in learning writing.


Keywords


Picture-Cued Task; Motivation; Writing

Full Text:

PDF

References


Brown, H. D. (2004). Language Assessment: Principle and Classroom Practices. New York: Pearson Education.

Gay, L. R., Mills, G. E., & Airasian, P. W. (2012). Educational Research: Competencies for Analysis and Application (10th Ed.). Pearson, Upper Saddle River.

Harmer, J. (2001). The Practice of English Language Teaching (3rd Ed.). Essex, England. Longman.

Richard, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge: Cambridge of University Press.

Skehan, P. (1998). A Cognitive Approach to Language Learning. Oxford: Oxford University Press.

Spratt, M. P. A., & Williams, M. (2005). The Teaching Knowledge Text Course. Cambridge: Cambridge of University Press.

Sugiyono. (2017). Metode Penelitian Kuantitatif, Kualitatif, dan R&D. Bandung: Alfabeta, CV.




DOI: https://doi.org/10.33394/jo-elt.v8i1.3798

Refbacks

  • There are currently no refbacks.


Copyright (c) 2021 Warih Astuti, Taufik Suadiyatno

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP is abstracted/indexed in the following databases:

                    


Published by Faculty of Culture, Management, and Business
Universitas Pendidikan Mandalika
p-ISSN: 2355-0309 | e-ISSN : 2548-5865
email: [email protected]

 Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.