THE USE OF PICTURES

AS A STIMULUS IN WRITING ACTIVITIES

DORIS CHELAM KASTURI A/P JOHN SELVARAJ

AS ACADEMIC EXERCISE SUBMITTED IN PARTIAL FULFILLMENT

FOR THE DEGREE OF
B.ED TESL (Hons.)

FACULTY OF EDUCATION
UNIVERSITI KEBANGSAAN MALAYSIA
BANGI

2013/2014

DECLARATION

I hereby declare that the work in this thesis is my own except for quotations and summaries
which have been duly acknowledged.

27 JUNE 2014

DORIS CHELAM KASTURI

A/P JOHN SELVARAJ
A135733

ACKNOWLEDGEMENT

First and foremost, all praises to God for His blessings, grace and wisdom that allowed the
completion of this thesis.

To my parents and family members, thank you for your constant prayers, love and support
throughout the entire course of my studies, including during the process of producing this thesis.
All your encouragements have truly motivated me to give my very best.

This study was also made possible through the guidance of Prof. Madya Dr. Parilah binti Mohd.
Shah for her invaluable assistance in providing constructive suggestions and feedback
throughout every stages of this study. Thank you for not only being an excellent supervisor, but
also an inspiring mentor in patiently guiding and supporting me all the way.

I would also like to take this opportunity to extend my gratitude to all my lecturers, both from
Universiti Kebangsaan Malaysia (UKM) and Institut Pendidikan Guru (IPG) Kampus Sarawak,
who have been an integral part of my academic growth and professional development as a
trainee teacher in the B.Ed TESL UKM-IPG twinning programme.

Lastly, to everyone who have lent their assistance towards the course of this study, either
directly or indirectly, your support is very much appreciated. Thank you all for contributing to
the success of this research.

ABSTRACT

Writing is generally considered to be a challenging activity for students. As one of the four core
skills in the English language, there is an emphasis for the teaching and learning of writing to
be carried out effectively. This study therefore investigates the use of pictures as a stimulus in
expository, narrative, and descriptive writing for Form Four students in SMK Putrajaya
Precinct 9(1). A descriptive analysis is carried out after the comparison of the students preand post-test results. This is then followed by a summary and analysis of survey questions
which examines students perception on the use of pictures in the writing activities that has
been carried out.

ABSTRAK

Penulisan secara umumnya dianggap sebagai satu aktiviti yang mencabar untuk para pelajar.
Sebagai salah satu daripada empat kemahiran asas dalam pembelajaran Bahasa Inggeris,
terdapat penekanan untuk meningkatkan keberkesanan proses pengajaran dan pembelajaran
penulisan. Oleh itu, kajian ini bertujuan mengkaji penggunaan gambar sebagai bahan
rangsangan atau stimulus dalam penulisan Bahasa Inggeris pelajar Tingkatan Empat SMK
Putrajaya Presint 9(1). Analisis berbentuk deskriptif telah dijalankan setelah menilai dan
membandingkan keputusan pra- dan pos-aktiviti penulisan. Ini diikuti oleh rumusan dan
analisis soalan tinjauan atau kaji selidik yang diedar kepada pelajar untuk menyiasat persepsi
mereka terhadap penggunaan gambar dalam aktiviti penulisan yang telah dijalankan.

TABLE OF CONTENTS

PAGE

DECLARATION

ii

ACKNOWLEDGEMENT

iii

ABSTRACT

iv

ABSTRAK

TABLE OF CONTENT

vi

LIST OF TABLES

LIST OF FIGURES

xi

LIST OF IMAGES

xii

CHAPTER ONE:

INTRODUCTION

1.1

Introduction

1.2

Statement of Problem

1.3

Purpose of Study

1.4

Research Questions

1.5

Significance of Study

1.6

Limitations of Study

CHAPTER TWO:

LITERATURE REVIEW

2.1

Introduction

2.2

Theoretical Perspectives

2.2

Types of Writing

2.3

The Use of Pictures in Writing Activities

2.3.1

Advantages

11

2.3.2

Limitations

12

2.4

Evaluation of Essays

14

CHAPTER THREE:RESEARCH METHODOLOGY

3.1

Introduction

17

3.2

Research Sample

17

3.2.1

Sample Population

18

3.2.2

School

18

3.3

Research Design

18

3.4

Variables

19

3.5

Research Instrument

19

3.6

Evaluation

21

3.7

Method of Analysis

23

3.8

Conclusion

24

CHAPTER FOUR: PRESENTATION AND ANALYSIS OF DATA

4.1

Introduction

25

4.2

Pre-test and Post-test Results

25

4.2.1 Tabulation, Summation, and Percentage of Increment of Students

Scores in the Writing Components
4.2.2

4.3

4.4

27

Summary of the Total Score and Total Mean Score

28

Discussion of the Pre-test and Post-test Results

30

4.3.1

Content

30

4.3.2

Language

31

4.3.3

Organization

32

4.3.4

Vocabulary

33

4.3.5

Mechanics

33

4.3.6

Conclusion

34

Presentation of Pre-Test and Post-test Questionnaire Results

35

4.4.1

Pre-test Questionnaires

35

4.4.2

Post-test Questionnaires

36

4.4.3

Analysis of Pre-test and Post-test Questionnaire Results

37

4.4.4

Conclusion

40

CHAPTER FIVE:

CONCLUSION AND RECOMMENDATIONS

5.1

Conclusion

41

5.2

Recommendations

42

5.2.1

Recommendations for Future Studies

42

5.2.2

Recommendations for Teachers

43

BIBLIOGRAPHY

45

APPENDICES

49

Writing Activity 1: My Bio Poem

50

Writing Activity 2 (Pre-test): Pictorial Narrative

51

Writing Activity 3: Never Give Up

52

Writing Activity 4: Snatch Theft Incident

53

Writing Activity 5: Benefits of Internet

53

Writing Activity 6: Fairy Tale Twist

54

Writing Activity 7 (Post-test): A Memorable Holiday

55

URL Source of Images

56

Pre-test Survey Questionnaire

58

Post-test Survey Questionnaire

59

Name List of Form 4E Students and their Pre-test and Post-test Scores

60

Samples of Pre-test Questionnaire

62

Samples of Post-test Questionnaire

64

Samples of Students Pre-test Writing Activity

66

Samples of Students Post-test Writing Activity

68

LIST OF TABLES

Table

Page

Table 2.1

The types of writing, description, and examples that are

commonly used in the ESL context

Table 2.2

The writing components and weightage of marks according

to the PMR marking system

15

Table 3.1

Writing components and weightage used in the evaluation

of the students essays

21

Table 3.2

Marking criteria for guided and continuous writing (adapted

from the current SPM format)

21

Table 3.3

A table of comparison between the students pre- and posttest results

23

Table 4.1

Tabulation of the pre-test and post-test results of Form 4E

students

26

Table 4.2

Students overall performance in the writing components

27

Table 4.3

Comparison of the students total score and total mean score

obtained from the pre-test and post-test

28

LIST OF FIGURES

Figure

Page

Figure 2.1

A flow chart of the writing process by Hyland (2008)

Figure 2.2

Templates of the pre-test and post-test survey

questionnaires

20

Figure 4.1

Comparison of students pre-test and post-test scores

according to the writing components

27

Figure 4.2

Comparison of total score and total mean score obtained by

students in the pre-test and post-test

29

A checklist by Spiegel (1981) that defines a good

Organization component in a piece of writing

32

Figure 2.3

Figure 4.3
Figure 4.4

LIST OF IMAGES

Image

Image 2.1

Page

A single picture or a series of picture that is interesting can

be used to generate a discussion with students prior to
writing the essay.

12

Image 2.3

A conventional Stop Smoking picture

13

Image 2.4

A highly explicit image on baby-dumping that is widely

found in the internet; deemed highly unsuitable to be used in
the classroom

13

Image 2.5

An alternative use of abstract symbols and graphics to depict

the similar phenomenon using a different, more implicit
approach.

14

Image 2.2

Image 2.6
Image 2.7

CHAPTER ONE

INTRODUCTION

1.1

Introduction

Writing involves the use of orthographic symbols that are arranged according to certain
conventions to form words, phrases, clauses, sentences, paragraphs, and so on. When sentences
are ordered and linked together, they form a coherent whole; what Byrne (1979) called a text.
An essay on the other hand, involves a piece of writing on a particular subject (Concise
English Dictionary 10th Ed.). A classic definition by Payne (1969) states it as the written
expression of its authors opinion blend[ing] facts with imagination, knowledge with
feelings.

Writing essays involves complex cognitive processes, as it involves higher order thinking skills
(Nunan, 1999; Hyland, 2008; Maarof & Murat, 2013). Teachers should be aware of the
difficulties that students face in writing, as well as take into account their cultural background
and prior knowledge. They should cater to the needs of their students, and be skilful in applying
approaches, methods and techniques that work best in their classroom. One such technique is
the use of pictures in stimulating students schemata or prior knowledge in the pre-writing stage,
which may prove to be useful in enhancing their writing.

1.2

Statement of Problem

For both the Kurikulum Bersepadu Sekolah Menengah (KBSM) and the latest Kurikulum
Standard Sekolah Menengah (KSSM) English syllabus, writing is one of the four major skills
that needs to be mastered by students (Ministry of Education Malaysia, 2000; Preliminary
Report - Executive Summary: Malaysia Education Blueprint, 2012). However, writing is
considered to be the most difficult component to master in language learning, especially for
second language learners (Nunan, 1999).

According to Hedge (1988):

Effective writing requires a number of things: a high degree of organization in the
development of ideas and information; a high degree of accuracy so that there is no
ambiguity of meaning; the use of complex grammatical devices for focus and emphasis;
and a careful choice of vocabulary, grammatical patterns, and sentence structures to
create a style which is appropriate to the subject matter and the eventual readers.

Students therefore need to take into account all these considerations during their writing, which
makes it a taxing process. A technique that teachers can use to aid students in their writing is by
incorporating pictures in the writing stimulus, which aims to motivate students as well as to
trigger their prior knowledge.

1.3

Purpose of Study

The study is designed to investigate the following:

i. Whether there is a marked difference in students writing performance after the use of
pictures in the writing activities
ii. Whether the students have a positive perception on the use of pictures in writing
activities

1.4

Research Questions

Research Question 1:
Is there a marked difference in students writing performance after the use of pictures in the
writing activities?

Research Question 2:
What are the students perceptions on the use of pictures in the writing activities?

1.5

Significance of Study

It is hoped that the outcome of this study will be useful for English language teachers in the
teaching of writing, which could further be extended to other language subjects as well. This
would also assist beginning or novice teachers who find it especially challenging in arousing
students motivation in writing, through the use of pictures in the essay stimulus.

1.6

Limitations of Study

The first limitation relates to the scope of this study, which is restricted to one secondary school
in a rural area, namely SMK Putrajaya Precinct 9(1).
The next limitation of this study is the small number of sample, whereby the total number of
students is 22, from Form Four Emerald in the aforementioned school.
These limitations resulted in a more focused approach, where the teacher-researcher aims to
improve students writing performance through the use of pictures in a limited time frame of
four months.
Lastly, only three out of the four kinds of writing activity were used for the purpose of this
study, which is exposition, descriptive, and narrative writing (excluding the argumentative/
persuasive writing).

This is to cater for the students ability in terms of cognition and language. Based on the KBSR
curriculum specifications from Form One to Five, the progressive method is still in use in
schools today whereby the process of learning progresses from an easier to a more difficult
level accordingly. Therefore, the students writing and thinking skills are first honed through
more familiar modes of writing, namely the exposition, descriptive and narrative writing,
before progressing to a higher and more difficult level of argumentative or persuasive writing
that will be taught towards the end of the second semester.

CHAPTER TWO

LITERATURE REVIEW

2.1

Introduction

This chapter discusses literatures that are related to the use of pictures in the teaching and
learning process. Aspects that will be covered include major theoretical perspectives related to
writing, the types of writing, the use of pictures in writing activities and similar studies that
were carried out, the various advantages and limitations, and the evaluation of essays.

2.2

Theoretical Perspectives

In Teaching and Researching Writing, Hyland (2002) explores the major approaches in
teaching writing, which are categorised into three main aspects of writing:

The first approach concentrates on texts as the products of writing.

The second focuses on the writer and the processes used to create texts.

The third approach directs learners to the role that readers play in writing and how they
need to think about an audience in creating texts.

Cumming (1998) made a similar distinction between text analytic, composing process, and
social constructivist views of writing. This study employs the second broad approach which
focuses on the writer, rather than the text. Hyland (2008) further subdivides this into two broad
classroom approaches, which relates to expressivism and cognitivism:
Using the expressivism approach, writing teachers see their classroom goals as developing
students expressive abilities, encouraging them to find their own voices to produce writing that
is fresh and spontaneous (Hyland, 2008). These classrooms are organised around students
personal experiences and opinions, and writing is seen as a creative act of self-discovery. This
can help generate self-awareness of the writers position and to facilitate clear thinking,
effective relating, and satisfying self-expression (Moffett, 1982). Therefore, in contrast to the
rigid practice of a more form-oriented approach, students are encouraged to be creative and to
experiment through free writing.
Secondly, writing is seen as a process through which writers discover and reformulate their
ideas as they attempt to create meaning. Essentially, process theorists explain writing using the
tools and models of cognitive psychology. The model below illustrates how writers do not
create texts by thinking writing editing, but keep alternating between these stages:

Figure 2.1: A flow chart of the process writing model by Hyland (2008)

Process research shows that writing is about discovering and formulating ideas as personal
meanings are created. As an implication, teachers need to help students acquire the appropriate
cognitive knowledge or schema of topics and vocabulary they will need as an input to create an
effective text.

This form of input or schema development exercises is usually carried out during the prewriting stage, which functions to generate ideas for writing and organising texts. Therefore, the
use of pictures in the writing stimuli may offer a significant opportunity to trigger students
schemata, which, in turn, is the first and arguably most crucial stage in the writing process.

2.3

Types of Writing

Writing is a purposeful activity; that is, it is functional in nature. According to Chitravelu et. al.
(2005), writing is used in our daily lives for a number of reasons:
i) to inform;
ii) to persuade;
iii) to maintain relationships;
iv) to document occurrences, events, etc.;
v) to record feelings, experiences, observations, etc.

The purposes of writing are then classified into several types or modes according to their
functions. The four main types of writing that are commonly used in the ESL context are
tabulated below:

No. Types of Writing

1.

2.

Narration

Description

Description
Narrative writing contains a sequence
of events (also known as a plot), and
contains characters and setting as well.

Descriptive writing is a detailed

account of physical attributes as well
as qualities of a person, a thing, a
place, or an event.

Examples

Story

Autobiography

Other forms of
creative writing

Details on:
-

people,
places,
things,
activities

It attends to the senses sight, hearing,

smell, touch and taste (as well as
feelings) to convey the whole picture.

3.

4.

Exposition

Argumentation
(Persuasion)

Other forms of
sensory description

Expository writing is the presentation

of facts, information and explanations
of things as they are.

Factual
information

Report

This kind of writing does not provide

any interpretation or taking of stance,
but merely functions to inform the
readers.

Instructions

Giving directions

Argumentative writing is a discursive

essay containing a proposition and
evidence of proof or justifications.
It usually contains the writers point of
view and statements to convince the
reader to agree with and/or accept the
written stand.

Opinions
Discussions
Evaluations
Justifications

Table 2.1: The types of writing, description, and examples that are commonly used in the ESL context, adapted
from Chitravelu et. al. (2005) ELT Methodology: Principles and Practice (2 nd Edition).

In this study, the first three types of writing are used, namely the narrative, descriptive and
expository writing. Besides catering for the students ability and level of readiness, the types of
writing that are chosen are selected to match both the Form Four English Language Scheme of
Work and the current Form Four English Language KBSM Curriculum Specification that is
still being used in schools at the time of the study.

2.4

The Use of Pictures in Writing Activities

According to Chan B. F.s Audiovisual Aids in Teaching (1977), the teaching and learning
process will be made difficult if the teacher relies solely on the spoken or written word. He
explains that to teach efficiently and effectively, a teacher requires teaching tools such as
audio-visual aids whereby pictures are an inclusive part of the teaching aid. They are
described as a kind of language which is self-explanatory, [to] communicate information
contained therein without the aid of words, assisting a learner who has a poor command of
words and vocabulary, (pp. 29-32).

Effective visuals should also be usable: it should be possible to teach with them and through
them (Cunningsworth, 1985). He elaborates further in his book Evaluating and Selecting EFL
Teaching Materials that visual aids are designed to give a visual stimulus and to act as a visual
prompt for what is being learnt.

The use of pictures in the writing stimulus or prompt is especially useful during the pre-writing
stage as well, as it arouses students interest in the topic, which further motivates them to write
better. This is turn generates a cycle of engagement and developing competence that supports
improved student achievement (Irvin et. al., 2007).
Other researches that were carried out include Randles (2008) Visual Arts: Effective Means to
Enhance Creative Writing Quality, written for the Elementary School Practicum and Research
Seminar of Trumansburg, New York. This study focuses on how integrating visual art and the
writing process have helped enhanced fourth grade students creative writing quality.

The results show that open-ended prompts (both textual and visual) lead to more imaginative
storylines, complex sentences structure and elaborate character development than the
comparison writing condition using a highly scripted writing prompt. The benefits of using
visual art and art production in the pre-writing process include greater student engagement in
the writing process as well as heightened student investment in the end product (Randle, 2008).

Andrzejczak et. al. (2005) on the other hand, employed a qualitative inquiry method to examine
the benefits of integrating visual art creation and the writing process. The results show that the
writing process was significantly improved, as students used more time for thought elaboration,
generated strong descriptions, and developed concrete vocabulary. It also provided what he
coined a motivational entry point, as a way to develop and elaborate on a scene or a narrative.
This allows students the distance to elaborate, add details, and create more coherent text.

A similar research was carried in the local Malaysian context, on The Effectiveness of Using
Pictures in Teaching Writing to Form Four Students, conducted by Rosmawati M. A. (2002).
The action research yielded promising results which supports the assertion that the use of
pictures or visual images positively influences students writing performance. Besides a notable
difference of 10.15% 19.6% between the writing performance of the control and experimental
group, she found that:

i)

students in the experimental group were able to present and develop their ideas well,
whereas the students from the control group were mostly unable to provide further
elaboration and examples;

ii) most students from the experimental group were also able to write between 100 to 190
words, as compared to the control group which wrote an average of 100 to 120 words
(further attributing to the students difficulty in elaborating their ideas);
iii) students from the experimental group also scored better than their counterpart due to a
higher level of organization in their essay and a more extensive use of vocabulary
(although students from both groups have similar problems in subject-verb agreement
and spelling).
It is therefore concluded that the use of pictures in the study above indicated a higher writing
performance, specifically in terms of Content and Organization. These two components are in
turn, among the two most important components in an analytical rubric for evaluating essays,
as indicated by their higher weightage. See Section 2.5: The Evaluation of Essays for further
details.

2.4.1 Advantages

In the sixth edition of Instructional Technology: Its Nature and Use, Wittich and Schuller lists
several advantages of using pictures in the teaching and learning process:
The first relates to its low cost and availability. Besides the massive amount of pictures that
are freely accessible online, teachers can also use pictures in newspapers, magazines and
brochures as a teaching aid, thus increasing the level of authenticity in the classroom. As
pictures are widely and easily available, the role of the teacher is more important; to be able to
judiciously select, adapt and employ suitable pictorial resources as an aid in the teaching and
learning process.
The second advantage of using pictures is the ease of use. The employment of pictures does not
require the teacher to set up technological equipment such as laptops, OHP, or LCD projector,
of which are time-consuming. Pictures can either be inserted in printed handouts, or an
enlarged version can be prepared beforehand to be pasted on the black/whiteboard.

Unlike the use of chalk-and-talk method, incorporating a visual stimulus in the lesson arouses
students interest, particularly learners who are more visually-inclined (Rosmawati, 2002).
This further facilitates the storage of information in students long-term memory. Anderson
(2006) refers to this as one of the methods for harnessing the unconscious mind, where the
triggering of students schemata is likened to the tapping of a huge fund of ideas, images,
memories, and emotions that make up our unconscious minds.
This is also related to Cunningsworths third point in Evaluating and Selecting EFL Teaching
Materials (1985) which states that in addition to acting as a visual stimulus and prompt, visual
aids (such as pictures) provide visual reinforcement for what is being learnt.

2.4.2 Limitations

There are however a few limitations of using pictures in writing activities, of which Travers
and Alvarado (1970) has listed the three main concerns in The Design of Pictures for Teaching
Children: i) inability to depict motion; ii) uninteresting to pupils if not unique; and iii)
difficulty in locating a near-accurate depiction of a specific purpose.
The first limitation relates to the two-dimensional properties of pictures, with its inability to
depict motion. For instance, the use of video clips to depict the physical movements of action
verbs such as waddling, waltzing, or galloping may be more effective as compared to a static
two-dimensional picture. This limitation also applies to lessons that require a more interactive
approach, such as using a video clip to depict the various sea creatures that are affected by
water pollution, which has a much higher degree of authenticity.
The second limitation relates to the fact that students might still be disinterested in a lesson if
the picture or pictures used are unappealing, thus defeating the purpose of its incorporation in
the lesson in the first place. This relates to the creativity of the teacher - to first understand the
students before utilizing various resources that are available to suit their interests and needs.
For instance, on a writing activity on the Dangers of Smoking, the teacher can utilize a single
picture (Image 2.1) or a series of pictures (Image 2.2) and use it to generate a discussion with
students during the pre-writing stage. Compare these to Image 2.3 in the following page:

Image 2.1 and Image 2.2: (left to right) A single picture or a series of picture that is appealing can
be used to generate discussions with students prior to writing the essay.

Image 2.3: A conventional Stop Smoking picture.

Lastly, locating a specific picture to match the purpose of the lesson may prove to be an
immense challenge in some cases. This applies to the explanation of concepts that are more
abstract in nature. For example, a video clip depicting the various cultures in Malaysia living in
harmony may be more effective in a lesson on Democracy.
There is also an issue on the appropriate selection of pictures to be used in the classroom. For
instance, in a lesson relating to the theme of Social Issues (with topics such as child trafficking,
drug abuse, or baby-dumping), care must be taken as most images that are found online are
highly explicit in nature. Thus, teachers should know when and how to employ a symbolic and/
or euphemistic approach in filtering the various images that are available - to select an implicit
picture that conveys a similar message in a more appropriate and acceptable manner. Compare
the images on baby-dumping below:

Image 2.4: An image on baby-dumping that is widely found in the internet; deemed highly inappropriate to be
used in the classroom, due to the disturbing nature of the image.

Images 2.5, 2.6 and 2.7: (left to right) An alternative use of abstract symbols and graphics to depict the similar
phenomenon using a more implicit approach.

2.5

The Evaluation of Essays

One of the major issues in grading essays involves scoring. According to Arshad A. Samad
(2010) in Essentials of Language Testing for Malaysian Teachers, there are generally three
major approaches in scoring essays: i) the objective scoring method, ii) the holistic scoring
method; and iii) the analytical scoring method.
In the objective scoring approach, a quantified method of evaluating students writing is
utilized. A formula that was adapted from Bailey (1998) is as follows:

Number of words (the limited length of the assessment)

Sum of error score
(from a value of 1 to 3, depending on the seriousness of error)

Correctness
Score

For instance:
250 (words)
71 (sum of error score)

3.52

Note that the higher the value of the correctness score, the better the obtained result.

The second type of scoring approach uses the holistic method. This is where the teacher reacts
to the students compositions as a whole, and a single score or band is awarded to the writing. It
can be in the numerical form (using a scale of 1 to 6 or 1 to 10), a letter score (A, B, C, and so
on) or even phrasal indicators such as Excellent, Good, or Work Harder.

Analytical scoring, on the other hand, is a more familiar and commonly used approach in
Malaysian classrooms. In analytical scoring, graders assess students performance on a variety
of categories which are hypothesized to make up the skill of writing (Arshad, 2010). In
secondary schools, the components that are commonly used in the assessment of essays and the
assigned weightage are as follows:

Components

Weight

Content

20 points

Language

15 points

Organization

10 points

Vocabulary

10 points

Mechanics

5 points

TOTAL = X/60 100%

Table 2.2: The writing components and weightage of marks according to the SPM marking system

In this study, the analytical scoring method is utilized as it provides clear guidelines on grading
in the form of its various components. It is also a norm for Malaysian school teachers to grade
students essays using this method as it is similar to the grading system in public examinations.
The individual scores that is obtained in each section will allows the both the teacher and
student to know specific areas of strength and weaknesses as well.

For instance, the teacher is able to personally assist a particular student who got 8/10 points in
Organization but obtained 6/15 points in Language, as it is clear that the student is weaker in
that specific aspect. The student may also consciously try to improve his writing performance
by focusing on improving his grammar through practice.
The adapted table of the writing components, the weightage, and the marking rubric are listed
in the following chapter, under Section 3.6 Evaluation.

CHAPTER THREE

RESEARCH METHODOLOGY

3.1

Introduction

The purpose of this study is to examine whether the use of pictures as a writing stimulus is
effective in enhancing the Form Four students writing performance. This chapter mainly
discusses the following details:

1. Research sample
2. Research design
3. Research instrument
4. The evaluation
5. Research procedure
6. Method of analysis

3.2

Research Sample

3.2.1 Sample Population

A total number of 22 students from Form Four Emerald in Sekolah Menengah Kebangsaan
Putrajaya Precinct 9(1) are selected for the purpose of this study. The school utilizes the
common tracking method, also known as streaming, in determining the students class
placement. This is based on their collective academic results the previous year. As Form Four
Emerald (4E) is an elite class, therefore it is deduced that these students are of a high
achievement level in terms of their overall academic performance.

3.2.2 School
SMK Putrajaya Precinct 9(1) is located approximately 14.5 kilometres from Universiti
Kebangsaan Malaysia (UKM) Kampus Bangi. Located in Precinct 9, it is the second secondary
school to be built in the Federal Territory of Putrajaya. The school was built in 2002 and is the
largest school in the area. Neighbouring schools include SMK Putrajaya Precinct 9(2), SMK
Putrajaya 8(1), and SMK Putrajaya Precinct 11(1) respectively.

3.3

Research Design

A total of 22 students from Form Four Emerald are involved in this study. The administration
of pre- and post-tests are used to determine whether there is a marked difference in the students
writing performance. A survey questionnaire is also distributed after the post-test to examine
their perception on the use of pictures in the writing activities.
A total of six writing activities are carried out, including both the pre- and post-test. The
writing lessons are taught by the teacher-researcher throughout a four-month span, which
equals to the duration of the course of this study. The writing prompts and pictorial stimulus in
these activities are attached accordingly in the Appendix section.

3.4

Variables

Two types of variables are involved in this study, namely the independent variable and the
dependent variable:
The independent variable is the pictures that are used in the writing activities, whereas the
dependent variable involves the students writing performance. Their performance on the preand post-test will be tabulated, compared and analyzed accordingly.
The teacher-researcher will then examine the five writing components in the evaluation:
i)

Content;

ii)

Language;

iii)

Organization;

iv)

Vocabulary; and

v)

Mechanics.

The criteria and weightage of each component will be detailed under Section 3.6 (Evaluation):

3.5

Research Instruments

The instruments in this study are the students essays as well as the pre- and post- survey
questionnaires.
Students are required to write six narrative and descriptive essays which are deemed interesting
and relatable in their daily lives, namely on their own self (My Bio Poem), values (Never
Give Up), opinions (Benefits of Internet), imagination [creative writing Pictorial Narrative
(pre-test) and Fairy Tale Twist], recount (A Snatch Theft Incident) and experience [A
Memorable Holiday (post-test)]. These writing prompts are attached accordingly in the
Appendix section.
The next instrument is the survey questionnaire, which will be distributed to students before
they attempt the pre-test, and after they have completed the post-test. The survey questionnaires
are as follows:

Figures 2.2 and 2.3: Templates of the pre-test and post-test survey questionnaires (note that the full-sized
versions are attached in the Appendix)

3.6

Evaluation

The essays are evaluated based on the standardized marking scheme adapted from the Sijil
Penilaian Menengah (SPM). In this study, the weightage of the marking components are
adapted to form a total percentage of 100 percent, as tabulated below:

No.

Writing Components

Weightage
(marks)

1.

Content

30

2.

Language

25

3.

Organization

20

4.

Vocabulary

20

5.

Mechanics

TOTAL

100

Table 3.1: Writing components and weightage used in the evaluation of the students essays

Marking Criteria for Guided and Continuous Writing

Band

Marks (%)

Descriptors
- Task successfully fulfilled

(A)
EXCELLENT

80 100

- Well-developed and well-organized main

ideas and supporting details
- Language is accurate
- Sentence structures are varied and used
effectively

- Vocabulary is wide and aptly used

- Accurate mechanics of writing
- Interest of reader is aroused

- Task largely fulfilled

(B)

60 79

CREDIT

- Developed and organized main ideas and

supporting details
- Language is largely accurate
- Sentence structures are mostly varied
- Vocabulary is wide enough and mostly apt
- Mostly accurate mechanics of writing
- Interest of reader largely aroused
- Task sufficiently fulfilled

(C)

40 59

- Ideas sufficiently developed but

details; adequately organized

lack

- Language is sufficiently accurate

ACHIEVEMENT

- Sentence structures are sufficiently varied

- Vocabulary is sufficient but lacks precision
- Some errors in mechanics of writing
- Interest of reader is partially aroused
- Task partially fulfilled
- Ideas less developed; lack organization
(D)

20 39

- Language is partially accurate

- Sentence structures lack variety; repetitive

WEAK

- Vocabulary is limited
- Numerous errors in mechanics of writing
- Interest of reader is hardly aroused

- Task hardly fulfilled

- Ideas not developed; not organized
1 19

(E)

- Language is inaccurate
- Distorted sentence structures; lifting

VERY WEAK

- Vocabulary is inappropriate
- Serious errors in mechanics of writing
- Interest of reader is not aroused

Table 3.2: Marking criteria for guided and continuous writing (adapted from the current SPM format)

Note:
Award 0 mark:

3.7

No response or response written in language other than English.

Mindless lifting of irrelevant chunks from other sources including rubric.

Method of Analysis

The marks obtained by students in the pre- and post-test are to be tabulated as follows:

No.

Student

PreTest

PostTest

Results
(+/- marks)

1.
2.
3.
4.
5.
.
.
.
Table 3.3: A table of comparison between the students pre-test and post-test results.

The results of the static, negative (decrement), or positive (increment) results in the difference
of the pre-and post-test marks will be examined further using descriptive analysis in the
following chapter. The results and analysis of the survey questions on the students perception
of the use of pictures in the writing activities will also be presented in Chapter 4.

3.8

Conclusion

Issues related to the reliability of the scoring method are taken into consideration in this study.
The analytical scoring method that was selected therefore, is deemed to be the most suitable
choice as it provides clear guidelines in grading, in the form of various components that are
integral in the skill of writing.
It also allows both the students and the grader (the teacher-researcher) to consciously address
important aspects of writing, with the end-goal of improving students writing performance in
the teaching and learning process.

CHAPTER FOUR

PRESENTATION AND ANALYSIS OF DATA

4.1

Introduction

This chapter presents the statistical analysis of the data related to this study. The presentation of
data in this chapter answers the first research question: whether there is a marked difference in
students writing performance after the use of pictures in the writing activities over the course
of four months. The second research question relating to students perceptions on the use of
pictures in the writing activities is also addressed in this chapter.

4.2

Pre-test and Post-test Results

The simplified names of students are used instead of their full ones due to confidentiality
purposes. A complete name list is however attached in the Appendices (Appendix E) for
reference.

Post-Test

Pre-Test
No.

Student

1.

+/-

Muiz

24

20

15

16

80

26

22

18

17

88

2.

Firdaus

20

17

15

12

68

22

19

16

13

74

3.

Azizzul

19

17

17

10

68

14

18

17

12

65

4.

Imran

20

18

15

12

68

22

20

14

13

74

5.

Inda

21

17

14

14

70

23

19

16

15

78

6.

Noreen

20

19

16

14

74

22

18

16

14

74

7.

Izzati

16

16

14

11

60

19

18

15

11

68

8.

Hani

22

19

15

12

72

26

20

16

15

82

9.

Sharini

23

20

17

15

80

25

22

18

16

86

10.

Anis

20

19

14

11

68

24

19

16

13

76

11.

Hanisa

22

20

15

16

78

26

22

18

17

88

12.

Dania

17

13

14

10

58

20

15

15

12

66

13.

Athirah

19

17

15

12

66

22

17

16

13

73

14.

Fatin

18

15

12

10

60

21

17

14

13

70

15.

Izzah

20

17

14

12

68

22

18

16

14

74

16.

Zulaikha

21

19

14

13

72

24

20

17

14

80

17.

Nurin

19

17

16

10

66

20

16

16

10

64

18.

Amira

21

18

17

10

70

24

19

18

13

78

19.

Rabiatul

23

20

17

15

80

25

21

18

17

86

20.

Shazlina

25

21

18

17

86

26

20

17

18

86

21.

Syakirah

17

16

14

12

62

20

17

16

13

70

22.

Najihah

18

15

15

12

64

22

17

15

15

74

SUMMATION
()

Sum C
L
O
V M Sum marks
[x/30] [x/25] [x/20] [x/20] [x/5] (%) [x/30] [x/25] [x/20] [x/20] [x/5] (%)

445 390 333 276 94

pre = 1,538

495 414 358 308 99

+8
+6
3
+6
+8
0
+8
+10
+6
+8
+10
+8
+7
+10
+6
+8
2
+8
+6
0
+8
+10
+136

post = 1,674

Note: C = Content; L = Language; O = Organization; V = Vocabulary; M = Mechanics

Table 4.1: Tabulation of the pre-test and post-test results of Form 4E students, with the total marks and score
difference obtained from both tests

4.2.1 Tabulation, Summation, and Percentage of Increment of Students Scores in the

Writing Components

Writing
Component

Pre-test

Post-test

Difference
(marks)

Percentage of
Increment (%)

Content

445

495

+50

11.24%

Organization

390

414

+24

6.15%

Language

333

358

+25

7.51%

Vocabulary

276

308

+32

11.59%

Mechanics

94

99

+5

5.32%

Table 4.2: Students overall performance in the writing components

495

Content
445

Writing Components

414

Organization
390

358

Language
333

308

Post-test

Vocabulary
276

Pre-test

99

Mechanics
94
50

150

250

350

450

Figure 4.1: Comparison of students pre-test and post-test scores according to the writing components

550

The table and figure show the comparison between the students results through the writing
components that are evaluated in their pre-test and post-test respectively. The overall students
performance is obtained by totaling the scores of the five writing components, namely: the
Content which takes up 30% of the total score, the Language component with 25%, followed
by both the Organization and Vocabulary with 20% each, and lastly the Mechanics with the
remaining 5%.

The results obtained for each component are elaborated below, whereas a summary of the total
score of all these components and the mean score obtained are presented in the table below.

In terms of Content, students performed better in their post-test results with a total increment of
50 marks (11.24%), from a total score of 445 to 495. For Organization, students scored 24
marks higher in their post-test, from a total of 190 marks to 414 - resulting in a total increment
percentage of 6.15%. A percentage increase of 7.51% or 25 marks was also obtained for the
Language aspect, from a total of 333 to 358 marks. For Vocabulary, the total score of 276 from
the pre-test increased by 32 marks (308), resulting in an improvement of 11.59%. Lastly, a
total increment of 5.32% was recorded for the Mechanics component, with a slight increase of
5 marks from a total score of 94 to 99 marks.

4.2.2 Summary of the Total Score and Total Mean Score

No. of
Students

Test

Total
Score

22

Pre-test

1,538

22

Post-test

1,674

Difference Increment
(%)
(marks)
+136

8.84%

Mean
69.91

Difference
(marks)
+6.18

76.09

Table 4.3: Comparison of the students total score and total mean score obtained from the pre-test and post-test

The table shows that overall, the students achieved better results for their post-test as compared
to their pre-test writing task, with the total score difference of 136 marks. This is further
translated to an increment of 8.84% in the students overall writing performance. A comparison
between the total mean scores also shows that they managed to obtain an average of 6.18%
(marks) higher in their post-test writing activity. The figures below illustrate these increments:

Total Score (Marks)

1800

Total Mean Score

80

76.09

1674
69.91
1600

1538

70

1400

60

Pre-test

Post-test

Pre-test

Post-test

Figure 4.2 and Figure 4.3: Comparison of total score and total mean score obtained by students in the pre-test
and post-test

From these findings, it is found that nearly all students have shown improvement in their
writing performance. Further discussion on the findings is as follows, whereas the
accompanying examples are extracted from the students works that are attached under
Appendix H-I:

4.3

Discussion of the Pre-test and Post-test Results

4.3.1 Content

The results presented in the previous section shows that the students managed to attain an
increment of 11.24% in their writing performance in relation to Content. This can be further
interpreted as a progress in their ability to provide and develop ideas in their writing.
For the pre-test, students are required to compose a narrative using a random series of pictures
(see Appendix A: Writing Activity 2). Although the students generally obtain an average to
above average score (ranging from 17 20 out of 30 marks), students from the lower group did
not manage to score better marks due to their inability to elaborate on their ideas. Examples of
students work extracted from their pre-test narrative are as follows:

Opening paragraph: Once upon a time, there lived a man who lived by himself. His name is
Mike. His friends called him Spiderman because he really loves that insect.
Closing paragraph: The car then crashed into a tree and he died right away at the scene.
Krystal then took his hand and they vanished into thin air.

This illustrates the fact that a handful of students were unable to develop their ideas well in
terms of Content, particularly for the Exposition and Resolution. Therefore, the teacher-grader
is unable to award high marks to students for their pre-test, particularly for Content, as some
were unable to elaborate on their ideas thoroughly. For the post-test however, students
managed to score higher marks for this component as they provided more detailed descriptions
using the Wh-questions (i.e. What, When, Where, Why, Who, and How).
To demonstrate the students improvement in this particular area, a comparison may done to
observe the improvement in their work for the post-test writing activity (A Memorable
Holiday recount):

Opening paragraph: On the Chinese New Year of 2014, my family and I went on a holiday in Sabah.
The first thing we did when we reached the beautiful land of Borneo was we
booked a hotel. I was relieved to crumple and sleep on a bed after a two hour
flight...
Closing paragraph: All too soon, our day in Pulau Redang came to a close. Before we headed back to
the hostel, we spent almost an hour to capture all the moments and the
magnificent view of Pulau Redang

4.3.2 Language
The Language component carries 25 marks, which comprises one-fourth of the total marks.
This aspect mostly includes students ability to use appropriate words and phrases, tenses, and
subject-verb agreement. It is observed that the most problematic area relates to the proper usage
of tenses. Examples of students errors from the pre-test are shown below:
Inconsistency of tenses: Piezza the spider is having a shower in a bathtub full of flowers.
Suddenly, a postman arrived
Incorrect usage of present tense: They live happily in the cottage forever.

For the post-test, the teacher-researcher observed a reduction in the number of grammatical
errors in the students writing, which contributes to better scores for Language. Examples that
are extracted from the same students above are illustrated as follows:
Consistency of tenses and SVA:
Though we were all sad to leave, we agreed that we had truly enjoyed ourselves and promised to
make another trip there.
Correct usage of both past and present tense:
Finally, we had to go home on the fourth day. It was indeed a fun holiday in Sabah and I wish we can
go there again.

4.3.3 Organization

Organization in a written work composes of Structure, Order, and Sequence (Spiegel, 1981). In
The Reading Teacher, Spiegel (1981) presented this helpful checklist for both educators and
students that illustrates good Organization:

Does the piece have a clear beginning, middle, and end?

Are the ideas and actions connected to each other?

Can the reader follow the piece logically from beginning to end?

Is it complete? Does it feel finished?

Figure 4.4: A checklist by Spiegel (1981) that describes a well-organized piece of writing

For the pre-test, a number of students have difficulty in expressing their ideas and elaborations
in a clear and organized manner. An example of a students work is extracted below:
Dora is a gorgeous woman who stay with her evil stepmother in a small town. Dora is a lonely
child and does not have any friends to shared about her sadness. Every day, she must entered the
jungle to find the fire woods to sale its at town. Even Dora is a most gorgeous woman in the town
but her stepmother who is jealous to her pretty face and she treat her like a slave by forcing her
doing the work. Her mother died when she be born, Dora and her father died because he have a
heart attack.

For the post-test, the students achieved better results as all 22 of them managed to write their
recount in a complete manner, with the Introduction, Body, and Closure paragraphs
respectively. This leads to an improvement of 6.15% in the Organization component. An
extract from a student with good Organization (with main point, elaboration and example) is as
follows:
On the third day, we went to, of course, the famous Mount Kinabalu. We cant get to the peak
of the mountain, but were pretty high up. The people there sell a lot of stuff, strawberries, kiwis
and many more cold climate fruits. I have never tasted a kiwi sweeter than the ones on Mount
Kinabalu

4.3.4 Vocabulary

The Vocabulary component has the highest percentage of increment, with the value of 11.59%.
This aspect is evaluated by the complexity and accuracy of the words used in context. Instances
are shown below:

On a happy, colourful Friday at Near-but-Far-Away Ville

gorgeous emerald-coloured Lamborghini
ran as fast as lightning

The students have also shown significant improvement in this area for their post-test writing
activity, particularly seen from their usage of more precise adjectives. Examples are as follows:

...surrounded by clear and pristine water.

colourful, magnificent coral reefs
picturesque (view)

4.3.5 Mechanics

Mechanics in writing refers to the established conventions for words that are used in a piece of
writing (Kroll, 2003). In the pre-test, there were several errors in the students writing, mainly
relating to careless errors on punctuation and spelling:

Absence of full stop: What are you doing in my mansion? said Mr. Muiz _
Repeated word: because they knew they can can call a cleaning service.
Spelling error: Then, Azizzul and Hani want (i.e. went) home.

In comparison, the students managed to perform better in their post-test writing when they
committed fewer errors in the areas above. However, there were still a few mistakes that were
overlooked by students:

Absence of the plural marker s: there were many lifeguard there

Spelling errors: AFamosa was built by the Portugese; Althogh beatiful scenery.

4.3.6 Conclusion

For this study, all six writing activities, including the pre-test and post-test, are conducted to
investigate the first research question: whether there is a marked difference in students writing
performance after the use of pictures in the writing activities.
From the comparison of students pre-test and post-test results, as well as the value of 6.18% in
the increment of mean score, it is concluded that the use of pictures has generally helped
students from Form Four Emerald in their writing performance.

4.4

Presentation of Pre-Test and Post-test Questionnaire Results

The following are the pre-test and post-test survey questionnaire results that were administered
to the Form 4E students before they took the pre-test and after they have completed the posttest respectively.

4.4.1 Pre-test Questionnaires

1. Do you like writing essays?

2. Why do you say so?

Very Much

Average

Dislike

0%

65.2%

34.8%

Hard to express ideas

Depends on mood (like writing essays when at home)
Not good in grammar
Do not like to refer to dictionary
Lack vocabulary.

3. Is writing English essays generally easy or difficult?

Very Easy

Easy

Moderate

Difficult

Very
Difficult

0%

0%

45.5%

31.8%

22.7%

4. How often have you written essays which are accompanied with pictures?

Very
Often

Often

Seldom

Very
Seldom

Never

0%

0%

40.9%

59.1%

0%

5 . Do you think that writing activities

will be more interesting with pictures?

Always

Sometimes

Depends

54.5%

45.5%

0%

6. Do you think that the use of pictures

Comments:

has helped you in your writing?

Pictures only contain a few clues

Yes

No

Maybe

40.1%

23.5%

36.4%

Can help in starting and ending the essay

Gives ideas

7. Would you prefer if there were more essays

which use pictures for future writing activities?

Yes

No

Maybe

72.7%

0%

27.3%

4.4.2 Post-test Questionnaires

1. After the course of sixteen weeks, do you feel

that writing essays is an uninteresting activity?

2. Why?

Yes

No

Depends

0%

72.7%

27.3%

Can be interesting sometimes (depending on topic and type of essay)

Boosts imagination
Improves vocabulary

3. What is your current perception of writing essays? Is it generally easy or difficult?

Very Easy

Easy

Moderate

Difficult

Very
Difficult

0%

9.1%

77.2%

13.7%

0%

4. Do you like the writing activities

Yes

No

86.4%

13.6%

that were accompanied by pictures?

5. Do you think that the writing activities

were made more interesting with pictures?

Always

Sometimes

Never

68.2%

31.8%

0%

6. In your previous writing activities over the past sixteen weeks, has the use of pictures helped
you in your writing? How so?

Easier to write (gives ideas)

Yes

No

81.8%

18.2%

Helps in plot development

7. Would you prefer if there were more essays which use pictures for future writing activities?
Yes

No

Maybe

Comments:

72.7%

0%

27.3%

Makes writing easier and stories

more interesting
We can think more clearly
Saves time

4.4.3 Analysis of Pre-test and Post-test Questionnaire Results

The pre-test and post-test questionnaires in this study are designed to investigate the second
research question: whether the students have a positive perception on the use of pictures in
writing activities. The items that were designed can be grouped into 5 categories:

Students interest in writing

Difficulties in writing

Frequency of writing essays (with and without pictures)

Preference of the inclusion or omission of pictures in the essay stimulus

Perceived effectiveness of the use of pictures to assist the writing process

A descriptive comparison of the results of the pre-test and post-test questionnaires for these
areas is as follows:
In terms of students interest in writing, it is observed that a majority of students (65.2%) have
an average liking towards writing essays, whereas the remaining 34.8% dislikes it. From the
responses, the reasons that were given include difficulties in expressing their ideas, problems
with proficiency in the language (i.e. bad in grammar and lack vocabulary), and
environmental factors (prefer writing essays at home).

Langer & Applebee (2007) stated that most teachers develop their own favourite routines for
stimulating students' interests, assessing what they already know, and focusing their attention in
an appropriate direction. For this study, the use of pictures in writing activities is employed as
the teacher-researcher believes that when administered appropriately, the students prior
knowledge can be triggered more easily, helping them in their writing. This stimulates their
interest as well, as pictures can be both visually appealing and relatable to their daily life.

It is also found that 40.9% of students seldom write essays that are accompanied with pictures,
with the remaining 59.1% responded very seldom. This lack of exposure and practice may be
linked with the initial findings for the students disinterest as well as the lower performance in
the pre-test writing activity. As quoted by Brabeck and Jeffrey (2011), It doesnt matter what
subject you teach, differences in students performance are affected by how much they
practice...(which) involves attention, rehearsal and repetition and leads to new knowledge or
skills that can later be developed into more complex knowledge and skills.

Not to be mistaken with drilling, which connotes repetition for the purpose of automaticity,
using the technique of thoughtless repetition, (Willingham, 2008), students are exposed to
different types of essays and topics throughout the course of this sixteen-week study to increase
their writing competence through practice, besides employing the use of pictures to further
assist this process.
The results obtained from the post-test questionnaire are more encouraging, which reveals that
after the course of sixteen weeks and towards the completion of the six writing activities, 72.7%
of students feel that writing essays can indeed be interesting - depending on the topic, the visual
stimulus that is used, and the type of essay. Students also, commented that the use of pictures
boosts imagination and improves vocabulary.
According to Hyland (2008), in this expressivism classroom approach, writing teachers see
their classroom goals as developing students expressive abilities, encouraging them to find
their own voices to produce writing that is fresh and spontaneous. Therefore, classrooms
are organised around students personal experience and opinions; writing is seen as a creative
act of self-discovery, with pictures as a visual stimuli that encourages this development.
The next item investigates the students perception on whether they view writing as a difficult
activity. For the pre-test questionnaire, 45.5% selected a moderate scale; 31.8% responded that
it was difficult, and the remaining 22.7% viewed it to be very difficult. The results are not
surprising as writing is considered one of the most difficult components to master in language
learning, especially for second language learners (Nunan, 1999).
Throughout the course of the following sixteen weeks however, students perception on writing
has positively improved. From a value of 45.5%, 77.2% of students now view this as a
moderately difficult activity, whereas the percentage of students who still view it as difficult
dropped 9%. Another positive point to note is the fact that 9.1% of students have now
responded that writing can be an easy activity, whereas 40.1% felt that the pictures provided
has made the task easier by generating ideas, particularly for the introduction and plot
development.

This could be tied with the fact that a majority of students (68.2%) felt that the writing
activities that were carried out throughout the sixteen weeks were made more interesting with
the use of pictures; additionally, 81.8% would highly prefer if they were given more essays
with such visual stimulus for future writing activities, as it helps them to think more clearly
and makes writing easier and stories more interesting. The students responses for both the
pre-test and post-test questionnaires are attached accordingly in Appendix F-G).

4.4.4 Conclusion

Based on the findings in this chapter, it is held that generally, students from Four Four Emerald
have shown improvement in their writing performance. This is concluded through the
increment of their mean score in the post-test. The second finding revealed students positive
perception on the use of pictures in the writing activities, which was observed by comparing the
pre-test and post-test survey questionnaires.

A more detailed conclusion, in addition to recommendations will be presented in the following

chapter.

CHAPTER FIVE

CONCLUSION AND RECOMMENDATIONS

5.1

Conclusion

From the findings and analysis in the previous chapter, it is concluded that in general, students
from Four Four Emerald had shown improvement in their writing performance. In particular,
the scores for Content and Vocabulary components improved the greatest when the pre-test and
post-test results were compared. This can be observed through the data collected in Section 4.2
and the subsequent increment of mean score that was obtained. Therefore, the first research
question, whether there is a marked difference in students writing performance with the use of
pictures in the writing activities, has been answered.
The second research question on the other hand, focuses on students perceptions on the use of
pictures in the writing activities. This was answered through the use of the survey
questionnaires that were distributed to students before the administration of the pre-test and
after the completion of the post-test (samples can be found in Appendix F-G). Results in
Section 4.4 showed that after the completion of the six writing activities during the course of
sixteen weeks, students general perception on essay-writing as well as the use of pictures as a
visual stimulus had been more positive. Students further responded that the use of pictures had
helped them in producing more ideas and generating a wider range of vocabulary.

It is important to note that this may also be attributed to the increase of writing activities in a
wide range of topics ranging from narratives, descriptives, and expository-type essays, which is
linked to the effect of practice in enhancing the students writing performance. A
recommendation relating to this factor is presented in the following section.

5.2

Recommendations

5.2.1 Recommendations for Future Studies

The teacher-researcher employed a single grader method in this study, thus increasing the intrarater reliability [i.e. the consistency of grading by a single rater (Arshad, 2010)] of the pre-test
and post-test results. The parallel/ equivalent form was also utilized as two similar writing
activities were administered to the same sample of students. The scores obtained in both tests
are then correlated and analysed. Arshad (2010) elaborated that this reliability measure is
protected from the influence of memory as the same questions are not asked in the second of
the two tests.
However, an area of improvement that was identified relates to the scoring approach. An
analytical scoring approach was employed in this study, where the teacher-grader assessed
students performance on a variety of categories i.e. Content (30%), Language (25%),
Organization (20%), Vocabulary (20%), and Mechanics (5%). Although it allows both the
students and teacher to consciously address important aspects in writing, the major
disadvantage is that students writing ability is unnaturally split up into components (Bailey,
1998).
Therefore, a recommendation for future studies is to increase the reliability of the results
obtained in both the pre-test and post-test. A strategy that could be utilised is by employing an
inter-rater scoring method, which involves two or more graders or raters. The obtained scores
from the pre-test and post-test will first be correlated before producing a single, averaged value.
This also eliminates the possibility of intra-rater bias and reduces random errors during the
grading, hence increasing the objectivity of the results.

It is also important to address the fact that two students did not manage to obtain a higher score
in their post-test, with a deficit of 2 and 3 marks respectively. These exceptions may be affected
by environmental factors and/ or the students level of readiness. Another probable factor
relates to the preference or competence of the students in one type of essay as compared to the
other (i.e. narrative in the pre-test as compared to the descriptive post-test). When further
analysed, (see Table 4.1 of students pre-test and post-test results), it is found that both students
scored relatively lower than their peers in the Content and Language components.
The researcher should therefore ensure that both the assigned task and its level of difficulty are
appropriate to the students ability, within their Zone of Proximal Development (ZPD)
(Vygotsky (1978), as cited in Woolfolk, 2010). This is to ensure that the writing task is not
beyond the students capabilities, which may account to the slight inconsistency of the results
obtained concerning the two students above. For future studies, researchers could also match
the essay type for both the pre-test and post-test (e.g. using narratives for both the pre-test and
post-test), thus increasing the construct validity of the pre-test and post-test respectively.

5.2.2 Recommendations for Teachers

The effect of practice is a likely factor in enhancing students writing perception and
performance. Besides including the use of pictures as a visual stimulus to trigger students
schemata, teachers should also in increase the amount and variety of writing practice. As stated
by Brabeck and Jeffrey (2011), practice involves attention, rehearsal and repetition and leads to
new and complex knowledge or skills. This in turn may highly lead to an increased level of
confidence, especially when students familiarise themselves with the different types of essays
and writing styles.
Taking the instance of the Form Four Emerald students, their anxiety or negativity on writing
i.e. that it is difficult because it is hard to express ideas, or they are not good in grammar
and lack vocabulary- may well impede their ability to perform effectively. Therefore,
teachers should understand their students inhibitions first before trying to to lower their
affective filter (Krashen, 1982).

The first strategy that teachers can employ is to assign more low-stakes writing activities. In
low-stakes writing (also called writing-to-learn activities), a detailed and extensive grading is
not required as the focus should instead be on students to demonstrate learning (Elbow,
1997). These low-stakes assignments give students the opportunity to practice writing skills
without the stress of high-stakes assignments, such as essays in their summative assessment.
However, it is also important for the teacher to stress on the purpose and importance of these
activities to provide students with the practice and feedback they need to improve their writing
competence. Examples of low-stakes writing activities that teachers could apply in their
teaching include free writing, short responses, and pair/ group writing activities.
Teachers could also take note on providing appropriate feedback on students work to support
their writing development and nurture their confidence as writers (Deanery, 2012). For studies
that are related to writing performance and scoring, the grader can utilize a specific feedback
technique of providing global as opposed to local feedback. Instead of correcting every
single error, teachers can determine the content of the feedback by considering the elements of
the writing (e.g. organization of points, specific areas of language, mechanics, etc.) that are
strong or that need improvement (Peterson, 2010).
Focusing on central issues does not mean that the teacher-grader have to compromise on the
more technical aspects of writing (i.e. grammar, sentence structure, spelling, etc.), but that these
should be first delivered as an input before giving them the responsibility for finding and
correcting the problems themselves, during the editing or revision stage.
As a follow-up, it is highly encouraged to include specific suggestions of strategies to improve
students writing performance, or even language competence, in the feedback. A student who
has poor command in the language for instance, could be advised by the teacher to visit a
particular website which has interactive reading and writing activities, of which could be
carried out at home as a reinforcement. This establishes the role of the student as an
independent and active learner responsible for his or her learning, with the teacher as a guide or
facilitator to assist that process.

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APPENDIX

ORDER OF APPENDICES

Writing Activity 1: My Bio Poem

Writing Activity 2 (Pre-test): Pictorial Narrative
Writing Activity 3: Never Give Up
Writing Activity 4: Snatch Theft Incident
Writing Activity 5: Benefits of Internet
Writing Activity 6: Fairy Tale Twist
Writing Activity 7 (Post-test): A Memorable Holiday

URL Source of Pictures

Pre-test Survey Questionnaire

Post-test Survey Questionnaire

Name List of Form 4E Students and their Pre-test and Post-test Scores

Samples of Pre-test Questionnaire

Samples of Post-test Questionnaire

Samples of Students Pre-test Writing Activity

Samples of Students Post-test Writing Activity

APPENDICES

Writing Stimuli and Prompts

Writing Activity 1: My Bio Poem

Writing Activity 2 (Pre-Test): Pictorial Narrative

Write a story of around 250 words by including at least THREE items from the following list
series of pictures. You may choose to use more than that, in any order you like. Give a title to
your narrative.

Writing Activity 3: Never Give Up

As the pictures suggest, it is important to Never Give Up, either in working towards our goal
or simply surviving. Based on this theme, write an essay of about 200 words on the theme
above. You may write it as a narrative or as a description.

Writing Activity 4: Snatch Theft Incident

The picture above shows an incident of a snatch theft you witnessed while going to the market.
Based on the picture given, write a recount of around 200 words of the incident. Include details
of the incident and suggestions of ways to prevent snatch theft in your essay.

Writing Activity 5: Benefits of Internet

The Internet is a powerful tool that is extremely beneficial if used in the right manner. Write an
essay of around 250 words on the Benefits of Internet. Include relevant examples and
elaborations to support your point.

Writing Activity 6: Fairy Tale Twist

Recognise the fairy tales below? Can you name some of the characters and remember the
endings?
Choose your favourite fairy tale and rewrite it with a twist. Your twist may include a change of
characters or event, or may be an alternate ending. Your story should not be less than 200
words. Make your fairy tale twist as interesting as possible.

Writing Activity 7 (Post-test): A Memorable Holiday

Note:
The teacher instructs students to bring at least one printed picture of a holiday destination or a
place of interest that they have been to in the past. The instruction must be delivered a few days
before the lesson to allow ample time for the students to prepare the picture/s beforehand.

Stimulus (example shown by teacher a photograph taken during own holiday):

Cameron Highlands,
December 2012

Prompt:
Bring at least one picture or a photograph of a holiday destination or a place of interest that you
have been to in the past. Based on your picture, write an essay of about 250 words on A
Memorable Holiday, which includes your experience during that trip.

URL Sources of Pictures

I. Writing Activities

My Bio Poem (Picture on Different Types of Students):

http://www.wepsite.de/school_is_hell_33_grade_school_types700pix.jpg

Pictorial Narrative (Clip arts):

http://office.microsoft.com/en-us/images/
http://www.graphicsfactory.com/search/cute_P1.html

Never Give Up:

http://ethiopia.ecadf.netdna-cdn.com/News/wp-content/uploads/2011/10/never-give-up.jpg
http://worksmartmedia.com/wpcontent/uploads/2012/11/Mining+for+diamonds+never+give+up.jpg

Snatch Theft Incident:

http://www.mid-day.com/articles/chain-snatcher-escapes-cops-left-with-his-jacket/218255

Benefits of Internet:
http://www.toonpool.com/cartoons/The%20internet_6569

Fairy Tale Twist:

http://www.absolute1.net/jack_8-e.gif
http://www.wallsave.com/wallpapers/1920x1080/disney/363302/disney-s-cinderella-hd-p363302.jpg
http://www.site-build-it-scam.com/images/emperors-new-clothes.jpg

II.

Images used in Literature Review

Dangers of Smoking:
http://www.hindu.com/2005/12/18/images/2005121801650201.jpg
http://www.howto-stopsmoking.com/wp-content/uploads/2011/05/Dangers.png
http://www.colourbox.com/preview/2970917-345805-set-of-icons-on-the-dangers-ofsmoking-vector-illustration.jpg

Baby-dumping:
http://c.cslacker.com/i/m/bsW.jpg
http://ilol.co/upload_pic/1720.jpg
http://2.bp.blogspot.com/_ScCNnz43i7s/S0MKg8CdAvI/AAAAAAAAACE/3Ql3lvn0Q_
o/s320/bayi.jpg
http://3.bp.blogspot.com/-x-JTiv_Eevo/UK9qCifjlmI/AAAAAAAAHRg/8UOOWtescI/s400/baby-dumped-in-latrine.jpg

Complete Name List of Form Four Emerald Students and

the Scores obtained for their Pre-test and Post-test