Writing Prompt through Visual Exploratory with Sequence Narrative

Words

Redite Kurniawan

, Abdul Malik

Teacher in Ar-Roihan Islamic Elementary School

Post-graduate student in Islamic State University of Maulana Malik Ibrahim Malang

Teacher in Ar-Roihan Islamic Elementary School

Keywords: Visual Exploratory, Sequence Narrative, Writing

Abstract: The important thing of writing is pouring idea into composition. Many students who learn Bahasa

Indonesia, especially in elementary school, having stuck to write fluency when they started to compos

writing. This matter need teacher way to enhance writing prompt for students. Image and words trigger are

ones of the teacher intervention for that reason. Visual is known as powerful imagination and sequence

narrative words as hint for students to express their creativity into writing. In randomized trial study, of the

9 students from grade forth to sixth in elementary school students have assessed to write their narrative

composition in Bahasa. The pre-test and post-test was used to assess the effectiveness of treatment. Non

parametric analysis was used to test null hypothesis. It was found the significant effect of the worksheet.

The result showed that the worksheet for writing composition by visual exploratory with sequence narrative

words had improved the writing performance in upper elementary school students. The wider sample of

participants are recommended to make scoring of this study valid.

1 INTRODUCTION

What will students do with a piece of paper in their

hands when the teacher says, “Write about your own

story on that paper. I give you fifteen minutes!” It’s

sound bad, especially for elementary school students

who dislike to write story. Probably, in fifteen

minutes they do nothing on the paper given. The

time gone while they were thinking what they

wanted to write. There wasn’t any idea appear in

their head yet.

Writing is the most complex activity in language

development and there are factors that determine of

writing skill found, such as language development,

intellectual function, and neuropsychological

(

Bezrukikh and Kreshchenko, 2004). Writing involves

not only about hands activity but also about mind

process such as language, sensorimotor, cognitive,

and social emotional. Idea and opinion become an

important issue in writing composition.

That creative thinking is not suddenly come

easily, but by a long process. Bazerman found that

writing development abilities in its variation, teacher

instruction, high-stakes decisions about curriculum,

and evaluation should be made in systematic ways

(

Bazerman et al. 2017). For further, writing

development is brought across the lifespan was

described in reflective of inquiry.

Getting idea as a first thing for writing comes

from everywhere; peer, teacher, experiences, books,

biography, and play. That creative thinking include

planning of idea, motivation to write, and writing

organization, as well as specific strategies of

instructional, techniques, generated idea,

and

selection within the composition process (Alley

and Peterson, 2016).

The problem is many students can’t reveal ideas

into writing form although teacher has explained

how to start narrative writing. A trigger for this

treatment should be given to students.

The prior study showed that visual literacy can

change grade level for study (Wells, 2017).

Increasing from interest and attention level to

inspiring imagery mental to provide words. Another

study found the benefit visual in graphic narratives

as an option to improve students’ writing (

Dallacqua,

2018)

The students would probably have interested

when they have been given a picture with clues. The

clues are about to fill sensory words involves

olfactory, sight, feeling, and sense of touch (Bos et

al., 2015). The situadness words also appears to dig

584

Kurniawan, R. and Malik, A.

Writing Prompt through Visual Exploratory with Sequence Narrative Words.

DOI: 10.5220/0009912205840589

In Proceedings of the 1st International Conference on Recent Innovations (ICRI 2018), pages 584-589

ISBN: 978-989-758-458-9

5W1H questions, what, when, where, who, why, and

how (Tsuji, 2017), which always come up in every

appropriate composition. That treatment for 5W1H

also enhance writing skill for students because it

gives them inspiration to continue their writing.

In this study, the assumption for getting idea to

prompt writing comes from sequence narrative

words and visual exploratory. Those reasons make

visual exploratory with narrative sequence become

positive role to enhance students’ inspiration to get

many words. Then, they will useful in writing

composition.

1.1 Writing Process

The writing process involves many complex of

dimensions, such as auditory discrimination and

auditory memory, visual discrimination and visual

memory, also sound and letter-names (Rowe, 2018).

That’s all related with cognitive aspect in children.

The requisite in writing is the same with reading

process. Which has to be learnt in children before

they can read and write.

The complexity of writing makes teacher should

plan an effective way to teach their students

(Cheung, 2016). The writing is not only

encompassed to length words, but also words and

sentences choices, coherent and cohesion paragraph,

also punctuations. Working memory also contribute

to writing skill in students (McCutchen, 1996).

However, implications for complex processes such

as reading and writing need working memory that is

stored in long term memorize.

Because of the complexity of writing, it is a

must for teacher to teach writing more easily than

students think. Teacher intervention for writing

purpose to improve text generation, transcription,

and self regulation (McMaster, 2018).

One of the teacher intervention in writing is

develop model sequence of narrative text. It’s

usually start with before, during, and after in text

composition. Teacher who support the material

learning through narrative story to the student

prove that study shows writing narrative can help

Math understanding (Ivars and Fernández, 2018).

The divergent understanding between teacher and

students for develop writing skill can be done

upon reflecting narrative text and construct

shared (Kostuli, 2005).

1.2 Visual and Writing

Picture is an important process reading in mind of

children (Aggleton, 2005). They really engage

when the books they were read presence

illustration. Children tend to choose the book

with picture to have experience of exploring

again ideas that illustration appear available.

Appropriate picture can be a positive interaction

in children (Philips and Sturm, 2013) for they

readiness literacy. That’s why the picture has

been used in textbook for elementary students.

The picture also construct meaning-making

and creativity for young students (Narey, 2017).

That study also found that children explore visual

as multi-modality, creativity, and provide an

overview of visual language development in the

early phases of young children’s. They can get

their own imagination looking at the picture and

interpret what they see in a picture (Zbaracki,

2015). It’s not only words vocabulary, but also

images can create a kind of reading paths, by

producing an order in the arrangement of

elements which are already ﬁlled with meaning

(Kress, 2003). For that finding, the picture could

be a trigger for idea in writing process for

elementary school students, as well as in reading.

Furthermore, visual and picture can inspire

students to make composition (Dallacqua, 2018).

They were positioned as an option for writing

strategic in the classroom.

The writing development practice can be created

in the classroom by connecting reading and

writing for authentic purposes, getting ideas

throughout the writing process include explicit

modeling of strategies for planning, align

instructional focus across reading, and other

curricular activities. Extending time to write and

incorporate varied of flexible participation

structures through which students can share their

ideas and receive back from teacher or peer on

writing (Alley and Peterson, 2016). Spelling

(alphabetic principle with form), composing

(reflective discussion with teacher enforcement),

combined spelling, also composing (teacher

enforcement), and treated control (writing

practice by self learning) are increase the

students writing skill (Berninger et al., 2002).

The aspects of writing process (planning,

composing, and revising) need writing instruction

that engage active students. It’s help students

develop their understanding of the writing process,

teacher should have strategies. Graham suggests for

many strategies (Graham et al., 2012), for example

POW (Pick ideas, Organize their notes, Write and

say more) or ordering ideas/outlining, brainstorm,

generate their paper, and review their ideas. That’s

all about writing phase of planning, which this study

focus about.

Worksheet usually has used as a tool for writing

instruction in the class. The recent study showed that

worksheet (Choo et al., 2011) on students learning

based problem in writing, but this study keep using

Writing Prompt through Visual Exploratory with Sequence Narrative Words

585

worksheet for a treatment. For assumption that

picture still influence in students’ mind.

1.3 Purpose

The purpose of this pre-experimental study was to

assess the effects of visual exploratory with

sequence narrative words for writing composition in

elementary school students.

The hypothesis of this study is enhancing in

students’ quality writing composition by giving

them worksheet that contain a picture (to get visual

exploratory) with sequence narrative words (as

conjunction per paragraph).

2 METHOD

2.1 Context and Procedures

Pre-experimental is used this trial study with one

group pre-test post-test design. As pre-test, the

students (n=9) given a blank piece of paper then they

asked to write a narrative composition. The post-test

score will assessed after they have treatment.

Figure 1: Sample of visual exploratory with sequence

narrative words

This study take a month to implement in the

classroom for completing data. The students will

taught in regularly school process. Pre-teaching

(giving alpha zone activity, theme, instruction),

whilst-teaching (topic, enforcing to write,

exercising), and post-teaching (evaluating and

measuring the students’ working).

The composition counted the number of sensory

words and situatedness words (Bos et al., 2015) will

be scored as well as sequence, story content, and

length product.

After that, the students given a paper worksheet

which contains visual exploratory sequence with

narrative words (as treatment) to prompt their idea

and writing fluency as post-test. The sequence

narrative contains words in the beginning, at first,

then, at that moment, at the end, etc. The visual

exploratory explors questions 5W1H and senses of

words (hears something, smells something, tastes

something, etc).

Number sensory words in a narrative that refer to

one of the following modalities. There are visual

(sight), auditory (hearing), tactile, body kinesthetic,

olfactory, organic, taste, emotional (deep feeling),

and action words (Jampole et al., 1991). Whereas,

number of situadness words score by situational

dimensions, such as: who, what, where, when, why

and how of story text that lay in story foundation.

For each narrative, the words that referred to the

content was counted (Zwaan et al., 1995). The

maximum score is used for measurement in this

study.

That worksheet contains a picture in up corner

which has 5W1H to make outline and mind map for

students. There are also appearance for sensory

words to fill with student’s imagination about the

picture.

The function of short text is to dig ideas from

students. The example short text: The cat always on

my mind. I must do something, but what I have

should to do …

Sequence narrative words given to ease how to

write for better composition, beginning with

introduction of character, developing problem,

conflict, and closure.

The description assessment of writing based on

the length words, sensory words, situational words,

narratives sequence, and story content are in the

table.

Table 1: Description of measurements for visual

exploratory with sequence narrative words.

Measurements Descriptions

Length words Productivity of words numbers in writing

composition.

Sensory

words

The number of visual, auditory, olfactory,

kinesthetic, tactile, organic, taste, emotional, and

action words.

Situational

words

The number of story that contain 5W1H, what,

who, where, when, why, how.

Narrative

sequence

Words or sentences that show conjunction

narrative story

Story content Ideas and informativeness text in composition

ICRI 2018 - International Conference Recent Innovation

586

The pre-test and post-test score will

conducted by analysis of the table above. A blank

paper with composition for pre-test score, and the

visual exploratory worksheet composition for post-

test score.

2.2 Participant

The sample participant of this trial study are (n=9)

three boys and 6 girls, randomized from grade forth,

fifth, and sixth Ar-Roihan Islamic Elementary

School Lawang using Bahasa Indonesia. All

participant can write simple composition in Bahasa

Indonesia, but they can’t organize well in writing.

3 RESULT AND DISCUSSION

The findings from data collected df n-1(8) was

shown that mean pretest score was 53,22 and SD

16,29, with level of significant 0,05. The post-test

mean score was 84,78 and SD 10,09. The result

showed the possitive enhance mean average between

pre-test and post-test.

Table 2: Statistic before and after treatment

Measurements Mean SD

Pre-test 53,22 16,29

Post-test 84,78 10,09

The null hypothesis (H0) state that there is no

significant between the effect of visual exploratory

with sequence narrative words worksheet to writing

score, whereas (H1) state that there is a significant

effect of worksheet to students’ writing score.

The data was analized by non parametric test

revealed the decision for reject the null hypothesis. It

means that there was a significant effect for using

visual exploratory with sequence words worksheet

for improving students’ writing score.

Components of writing that measure had

differences score. The data result from this

experiment are following present.

Table 3: Mean score and standard deviation of

writing measurement

Measurement

n=9

Length

words

Sensory

words

Situational

words

Narrative

sequence

Story

content

Pre

M 53,22 5,56 53,22 10,00 6,00

SD 16,29 7,27 16,29 3,54 3,04

Post

M 84,78 24,44 84,78 10,56 9,67

SD 10,09 1,67 10,09 3,91 0,50

That data shows the differences of writing score

components. By using non parametric test, the

length words decision was reject null hypothesis.

The criteria α=0,05 and confident interval 95%. It

means that the worksheet is significant to enhance

writing score.

The sensory words also had decision for reject

null hypothesis. It means that the worksheet made

students in sample of experiment had wider sensory

words than before using the worksheet for create

composition.

Retain null hypothesis was decision for

situational words. It means that the worksheet was

not siginificant to improve the writing for

component of situational words. The lower score for

post-test was 77,02 and the upper score was 92,54.

The narrative sequence had reject null hypothesis

and so did for story content. So, it’s just the one

component of writing measurement that retain the

null hypothesis of decision based on non parametric

test.

Although it is generally not easy to develop and

create narrative writing for elementary student in

short time, but the teacher should prompt student’s

writing. To make inspiration for the words and

sentences that produce in writing, the students need

a visual trigger (Dallacqua, 2018). The visual

exploratory has a better effect for that.

Picture can help the students for explore their

imagination in writing, as well as in reading which

was revealed by Aggleton (Aggleton, 2017). The

ilustration also has made engaging students to read

(Dorrell et al., 2004). Since the attractiveness of

visual and illustration impact in readers, it applied

also to writing. However, writing and reading are

close activities and infuence one to another (Hebert

et al., 2013). It has shown that visual increased

length of words in students’ writing in this study.

Even though, there was assumption that

illustration may not have been influence in students

because of low image (Millard and Marsh, 2001),

but this study showed how attract the students to

finish their work.

The situational words that contain 5W1H always

inserted in student’s narrative writing. It’s showed

from the analyze result for that component of

situational words. The result is not significant for

this experiment. Although 5W1H worksheet was

success to improve in academic writing performance

in students (Tsuji, 2017), but it’s not work in

creative writing in elementary school student such as

the experiment had done in this study. It means that

situational words were inserted automatically

students’ narrative writing in this study.

Writing Prompt through Visual Exploratory with Sequence Narrative Words

587

However, this study shown how the participants

prompted and encouraged to create their writing

based on their own ideas by visual exploratory.

4 CONCLUSIONS

The finding of this study showed possitive

influence of worksheet treatment presented visual

exploratory with sequence words. The worksheet

contributed for better performance of narrative

writing for the students.

It has proven the effect of visual exploratory

for students to get ideas in writing. An evidence

which impact for readers by illustration in book

and graphic novel [24], also possible for students’

writing. Thus, it made strong correlation between

visual exploratory with engaging students for

writing prompt. Furthermore, the visual

exploratory giving students imagery words to

improve their words length, sensory words, and

story content.

This study conducted to a little sample, it is

recommended to get more population for valid

result in the future.

In addition, making exploration for picture,

drafting the narrative sequence composition, and

also revising their writing need much time, so it

suggests to give more duration for students to

accomplish their writing properly.

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