18th Century Individuals.docx

The Effect of Picture Media on Students' Writing Ability among Grade 8 Students
A research paper
Presented to:
Dr. Marilou Gallos
Cebu Mary Immaculate College, Inc.
In Partial Fulfillment of the Requirements
For the course of Language Education Research
By:
Luzviminda H. Saberon
3RD Year BSED- Major in English
November 2021

ACKNOWLEDGEMENT
The researcher would like to express their deepest gratitude and acknowledge the
invaluable contribution given to her in the making of this undertaking.
First and foremost, to the Almighty God in giving the researchers the right wisdom and
strength in pursuing the investigation and completion of the study, for without him, this
won’t be accomplished.
To Dr. Marilou Gallos, research professor and school dean, for authorizing the
research. For the never-ending guidance and warm support from the beginning to the
end of the research.
To Miss Cristel Gabito, English teacher, for her unconditional support and gracious
kindness during data collection.
To my family, for the financial support, emotional support, and encouragement that
helps me complete this research.
To my friends, for believing in me when I couldn't even believe in myself during the
process of this study.
And lastly, the researcher is very grateful to herself for her ability to continue further
despite the barriers and hardships she encountered; for her sacrifices and patience in
accomplishing this study; and above all, for her determination and belief in her ability to
achieve an advantageous study.
The Researcher

ABSTRACT
The goal of the study is to investigate the efficacy of picture media on the writing ability
in English language of grade 8 students school year 2021–2022. Specifically, this study
seeks to determine the level of students' writing ability in terms of grammar accuracy
and paragraph organization with the use of picture media. There are 15 grade 8
students that are given a three-picture media written task.
The study employed a qualitative design, in which the researcher gathered written data
from the chosen participants. The gathering and analyzation of data by the two teachers
to determine the level of writing ability of students in terms of grammar accuracy and
paragraph organization is considered qualitative.
The study revealed that picture media is effective in improving the writing abilities of
students, both in grammar accuracy and paragraph organization. From the first to the
third picture media, there was an improvement, and the dominant level where students
belonged was at the meets level. Meets level means the writing is complete and
demonstrates adequate grade level writing skills.

Table of Contents
Chapter 1: Introduction......................................................................................................................1
Rationale .......................................................................................................................................1
Statement Of The Problem.............................................................................................................2
Literature Review...........................................................................................................................3
Conceptual Framework ..................................................................................................................6
Significance Of The Study...............................................................................................................7
Chapter 2: Research Methodology......................................................................................................8
Research Design.............................................................................................................................8
Research Environment ...................................................................................................................9
Research Respondents ...................................................................................................................9
Research Instruments.....................................................................................................................9
Procedure Of Data Collection........................................................................................................15
Treatment Of Data .......................................................................................................................16
Ethical Consideration....................................................................................................................16
Chapter 3: Results And Discussion....................................................................................................17
Chapter 4: Summary, Findings, Conclusion And Recommendations ...................................................34
Summary .....................................................................................................................................34
Findings.......................................................................................................................................35
Conclusion...................................................................................................................................36
Recommendations.......................................................................................................................36
References.......................................................................................................................................37
Appendices......................................................................................................................................37
Appendix A..................................................................................................................................37
Appendix B ..................................................................................................................................39
Appendix C...................................................................................................................................40
Appendix D..................................................................................................................................41

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CHAPTER 1: INTRODUCTION
Rationale
English is used throughout the world as a lingua franca among people from different
cultures, ethnicities, and social backgrounds (Dewi, 2015). Speaking, listening, reading,
and writing are the four macro skills in the English language. Writing has been identified
as one of the most essential skills because the world has become so text-oriented
(Feng & Cole, 2015). Writing is difficult for countries who use English as their second
language. Globally, students encountered problems in writing English in terms of
content, organization, grammar, and mechanics. Another is that students are having
difficulty enhancing their writing abilities because they are not exposed to books or any
learning material, and they are not motivated to write. Due to this problem, students
have a high tendency to fail.
Those problems mentioned above are currently being experienced by Filipino students.
According to Saavedra (2010), students lack vocabulary in the target language, have
difficulty conveying and organizing ideas, and they have difficulty with spelling,
grammar, and sentence construction.
Most students have difficulties with English writing. Most of them complain that writing
English is too difficult and it makes them bored. That is why the appropriate strategy

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and teaching media are needed in teaching English to attract students' interest in
learning the language. Practicing new media for teaching makes the students interested
in learning English in the classroom, especially during writing activities. The students
will not be bored and confused about how to start writing. The picture is one of the
teachers' media in teaching writing. The usage of picture media is suitable during writing
activities to improve students' writing abilities.
Many previous researches showed that picture media is effective to enhance the writing
ability of the students. But in this research, the researcher used picture media in
investigating its effect on the writing ability of grade 8 students, focusing on grammar
accuracy and paragraph organization. These two writing abilities are important in
writing. With the use of picture media on a written task, the students' level of grammar
accuracy and paragraph organization were revealed.
Statement of the Problem
This study enables the researcher to investigate the efficacy of picture media on the
writing ability in English language of grade 8 students.
Specifically, the study answers the following question:
1. What is the level of writing ability in English language of students in terms of:

3
a. grammar accuracy
b. paragraph organization
Literature Review
English is taught as second language here in the Philippines. In the English language,
there are four skills to master: listening, speaking, reading, and writing (Ahmad Zaki &
Md Yunus, 2018; Rajeswari et al., 2017; Sa 'diyah, 2017; Wening, 2016). According to
Ashraf & Bilal (2016) ESL learners find it harder to learn when it comes to writing. In the
grammar components, the students find major difficulties because the tense was simple
present tense which was expressed only in simple sentences (Husna, 2017). The
researcher also stated that students are having a difficulty in paragraph organization.
Due to this issues of writing a lot of research has been done to solve this.
Writing ability is the capacity to create a form of words that has a higher truth value in
general than the fact that it has been written down (Dani, 2014). Writing is defined in
this research as a set of actions aimed at conveying ideas and thoughts through written
language that is understandable to the reader. Writing ability is described as a student's
capacity to convey their ideas and thoughts in the form of a descriptive paragraph.

4
Wren and Marten (2006) also said that the learner must build sentences while
considering grammatical synchronization and variety, as well as proper terminology and
spelling.
Another is, the ultimate meaning of writing skill is to construct grammatically correct
sentences and to communicate a meaning to the reader (Javed, 2013).
Picture Media on the Writing Ability of Students
The research of Muhibbudin (2016) about “The Application of Picture Series to Improve
Writing Skills” investigates the effect of picture to the writings of students. He claims that
teaching writing is more effective when there’s a presence of picture media. The result
of the study showed that there is a significant effect of using pictures. It is helpful for my
current research, because it serves as an evidence that picture media influence the
writing ability of the students.
The second researchers, namely Widyaningrum and Octavia (2019) concluded in their
research that in the learning process by using picture media can develop students
writing skills, in terms of vocabulary, self-confidence, and their motivation in learning
English writing.
Similar with the research of Aniringsih (2010), stated that picture media can encourage
students to write by provoking their interest and assisting them in comprehending

5
concepts and acquiring information while overcoming time, size, and space constraints.
When compared to simply listening to the teacher's explanation, the pictures can also
improve the students' idea in writing a text. A teacher can use a single picture or a
series of pictures to explain something to students. Students will get ideas for writing
their compositions and their imaginative powers will be stimulated by looking at the
picture.
Another research found about the use of picture media in English writing was written by
Nasution (2020), claiming that picture media make students more social and
independent in writing. The author here suggested that the teacher should use pictures
to enhance the writing ability of students and for them not to get bored in class.
DEFINITION OF TERMS
Picture Media
Picture media refers to drawing, infographics, charts, historical prints, postcards and
even text when designed as an image (Fizz, 2013).
Grammar Accuracy

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Grammar accuracy refers to the correct usage of sentence structure either in dialogue
or writing.
Paragraph Organization
Paragraph organization refers to the way sentences are ordered and structured to
create a unified and cohesive body of text.
Conceptual Framework
FIGURE NO. 1 CONCEPTUAL FRAMEWORK
NEW MEDIA OR MEDIA-
CENTERED THEORY
PICTURE MEDIA
GRADE 8 STUDENTS WRITING
ABILITY WITH THE USE OF
PICTURE MEDIA
FINDINGS,
CONCLUSION AND
RECOMMENDATIONS
GRAMMAR ACCURACY AND
PARAGRAPGH ORGANIZATION
LEVEL RATED USING
VANDERFORD’S RUBRIC FOR
WRITING

7
Media theory, also known as new media theory or media-centered theory of
composition, focuses on how writing is formed, with specific attention to the tools and
mediums employed in the composition process. New media refers to a variety of digital
ways of communication that typically include a multi-modal mix of visual and oral
communication as well as traditional text. Following the emergence of computers as
word processors, media theorists are increasingly examining the rhetorical strengths
and weaknesses of various media, as well as the implications for literacy, authorship,
and readership.
Significance of the Study
This study will give benefits to the following:
For students, this research will help them to improve the level of their writing ability.
They will no longer find writing as the most difficult macro skills of English language.
Students will be guided on organizing their thoughts in a paragraph and able to use
correct grammar with the help of picture media.
For teachers, this research will serve as basis on how to investigate the level of writing
ability of students specially when it comes to grammar accuracy and paragraph
organization. This can help them to improve their ways of teaching writing in English
language.

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For future researcher, this will serve as a useful material to support his/her in
investigation about the effect of picture media towards the level of writing ability of
students specially in terms of grammar accuracy and paragraph organization.
CHAPTER 2: RESEARCH METHODOLOGY
This chapter focuses on the process of data collection. This section includes the
research design, research environment, research participants, research instruments,
procedures for data collection, treatment of the data, and the ethical considerations.
RESEARCH DESIGN
A qualitative research design was used in this research. Qualitative research involves
collecting and analyzing non-numerical data (e.g., text, video, or audio) to understand
concepts, opinions, or experiences, and it can be used to gather in-depth insights into a
problem or generate new ideas for research (Bhandari, 2020). The researcher gathered
data from the grade 8 students' written descriptions of the picture media task. The two
teachers analyzed those statements using rubrics for grammar accuracy and paragraph
organization to determine the level of writing ability of the students. The gathering of
written descriptions and the analyzation of data to determine the level of writing ability of
students in terms of grammar accuracy and paragraph organization are considered

9
qualitative. It deals with the observation of the data that was gathered and the
explanation of the results of this research.
RESEARCH ENVIRONMENT
The research was conducted at a private school in northern Cebu. A school that places
a high value on the English language. A school that is very concerned with the writing
performance of its students. In particular, they put high emphasis on grammar accuracy
and paragraph organization.
RESEARCH RESPONDENTS
Junior high school students, specifically grade 8 students are the participants. There are
only 15 students and due to the pandemic, they are currently enrolled in online classes.
These particular students are exposed to the English language.
RESEARCH INSTRUMENTS
The researcher used picture media (Dumaros and Fernando, 2021) that was common
to everyone. The students were given three written tasks. They described it in two
paragraphs for each set of picture media. With the used of certain written tasks, the
researcher gathered data that was analyzed properly to determine the level of students'
writing ability in terms of grammar accuracy and paragraph organization.

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Describe each set of pictures in two-paragraphs using correct grammar and
proper paragraph organization.
1. Festivals in the Philippines

13
Another research instrument was used is a writing rubric (Vanderford, 2017) about
grammar accuracy and paragraph organization. The rubric helped the researcher to
determine the level of students' writing ability in terms of grammar accuracy and
paragraph organization if they belong to needs work, almost meets, meets or strong
level after the checking.
Student Language Writing Scoring Guide: Grades 6-8 Condensed Version
Informative/Explanatory and Argument Writing and Research Projects
(Vanderford, 2017)
Writing Ability 6/5: STRONG
The writing is
thorough and
complex,
demonstrating
strong
writing skills.
4: MEETS
The writing is
complete and
demonstrates
adequate
grade level
writing skills.
3: ALMOST
MEETS
The writing
demonstrates
progress toward
meeting grade
level writing
skills.
2/1: NEEDS
WORK
The writing is
limited,
confusing,
or too short to
demonstrate
grade
level writing
skills.
PARAGRAPH
ORGANIZATION Organization
and order of
ideas and
details are
well-
structured
and easy to
follow.
introduction is
strong,
inviting,
and makes
the reader
want to keep
reading.
where placed.
and order of
ideas and
details make
sense and are
easy to
follow.
introduction
introduces the
topic.
make sense
where they
are
placed.
help the
and order of
ideas may
be a little
unclear.
introduction is
underdeveloped
or
too obvious.
seem out of
place or out
of order and
may not support
arguments,
information, or
explanations
presented.
is not clear and
is hard to
follow.
introduction is
ineffective or
missing.
are placed
where they do
not make sense.
are missing or
overused.
conclusion is
ineffective or
missing.

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transitional
words and
phrases are
used
effectively.
conclusion is
strong and
clearly
supports the
claims,
arguments,
information,
and
explanations
presented.
breaks are
effective
reader follow
the
writing from
one part to
another.
conclusion
supports the
claims,
argument,
information, or
explanation
presented.
breaks help
the reader.
sometimes
work, but the
same ones may
be used too
often.
conclusion may
not be long
enough or is too
obvious.
breaks may not
be in the
right places.
may be much
too short to
show
organization.
breaks may be
missing or
incorrectly
placed.
GRAMMAR
ACCURACY are complete
and have
correct
punctuation.
There are no
run ons,
comma
splices, or
fragments.
range of
conventions
including
higher-level
punctuation
(e.g., colons,
semi-colons,
ellipses,
parentheses,
etc.) are used
correctly.
difficult words
are spelled
correctly.
are complete
and have
correct
punctuation.
There are few
if any run-ons,
comma
splices, or
fragments.
within
sentences is
usually
correct.
usually
correct.
usually
correct.
is usually
correct.
Subjects
sentences are
complete and
have
correct
punctuation.
There may be
run-ons,
comma splices,
or fragments.
may contain
errors in
punctuation.
common words
is
sometimes
incorrect.
subject and
verb
agreements,
and other
grammatical
may be
incomplete.
There
are many run-
ons, comma
splices,
and/or
fragments.
contain many
errors in
punctuation.
spelling
errors make
reading
difficult.
grammatical
errors.
may seem
random.
extensive
editing.

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correct.
letters are
correct.
Little or no
need for
Editing
and verbs go
together.
letters are
usually
correct.
require
moderate
editing.
errors may
appear.
errors are
present.
distract the
reader and
require
significant
editing.
Figure no. 2: Writing Rubrics (Vanderford, 2017)
PROCEDURE OF DATA COLLECTION
The researcher undergoes the following steps of data gathering.
The researcher asked approval for the proposed study. After the proposed study was
approved, the researcher asked permission from the adviser of the chosen students to
conduct the study. The researcher included the 3 sets of picture media (Dumaros and
Fernando, 2021) that are known to everyone for the students to write two-paragraph
description for each set. The collection of the written tasks was through done online.
After the collection of data, the two teachers proceed to the analyzation of the data.

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TREATMENT OF DATA
First, the two teachers read and analyzed the 3 written tasks using picture media of the
research participants using the rubric for checking the grammar accuracy and
paragraph organization.
Second, based on the results of the analysis, the researcher makes a table showing the
result of the task. At that moment, the researcher was able to discover the level of
students' writing ability in terms of grammar accuracy and paragraph organization with
the use of picture media.
Lastly, the researcher proceeds to the final giving of findings, suggestions and
conclusion.
ETHICAL CONSIDERATION
The researcher ensure that the information of the students was kept secured in this
research. The names of the respondents, as well as the name of the in-charge teacher,
are not revealed. The responses to the written task using picture media was saved in a
file that no one else can see or read, and it was password-protected.

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CHAPTER 3: RESULTS AND DISCUSSION
This chapter shows the interpretation and discussion of the written data collected from
the students using the picture media. The written data are interpreted using a rubric of
Vanderford (2017) to determine their level of writing ability in terms of grammar
accuracy and paragraph organization.
Students’ Level of Writing Ability on Picture Media No. 1
As rated by teacher A
CRITERIA
WRITING ABILITY STRONG MEETS ALMOST
MEETS
NEEDS
WORK
GRAMMAR
ACCURACY
NONE 3 6 6
PARAGRAPH
ORGANIZATION
NONE 4 6 5
N=15
TABLE NO. 1: Students’ Level of Writing Ability on Picture Media No. 1 As rated by
teacher A

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Table 1 observation of the level of writing ability using picture media no. 1 about the
“Festivals Celebrated in the Philippines” shows that most of the students’ writings
contain a lot of errors in terms of grammar, based on the given rubric of Vanderford
(2017). It was discovered that in grammar accuracy, students’ writings contain
incomplete sentences, incorrect punctuation, and those errors require extensive editing.
While in terms of paragraph organization, it was described that students’ paragraphs
are not clear and hard to follow. Some given ideas are not clear enough to be
understood. It was discovered that their introductions are underdeveloped and their
conclusions are not effective.
This figure shows that the students’ writing skills were low and needed to be improved
(Widyaningrum, 2019). He stated that students have difficulties in writing because they
lack grammar and they are still confused about starting writing and having a hard time
constructing ideas because it is the first picture media in the writing task.
CRITERIA

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MEETS
NEEDS
WORK
GRAMMAR ACCURACY 1 10 4 NONE
PARAGRAPH
ORGANIZATION
1 6 8 NONE
N=15
teacher A
Table no. 2 observation of picture media no. 2 about "Local Filipino Sports" shows that
students' writing ability in terms of grammar accuracy improves. One student reached a
strong level of grammar accuracy, which means writing complete sentences, correct
tenses, and correct punctuation that doesn’t require editing. Ten students reached the
meets level, wherein it only requires moderate editing. Four students are at the almost
meets level wherein the errors of writing distract the reader and require significant
editing, but gladly, no students belong to the needs work level of grammar.
In terms of paragraph organization, it shows a little improvement too. One student
reached the strong level of paragraph organization, wherein the organization and order
of ideas and details are well-structured and easy to follow. The introduction is strong,
inviting, and makes the reader want to keep reading and the conclusion is strong and
clear enough to be understood. There are six who reached the meets level of paragraph
organization wherein it requires little editing. Even though there are improvements
found, there are students who belongs to almost meets level, wherein the errors distract
the reader and require significant editing.
Pictures help students generate ideas, choose vocabularies and put them in sentences
(Asrifan, 2015; Kurniati, 2015; Styati, 2016). So, the result above proves that the use of

20
picture media shows little improvement of the students’ paragraph organization and
grammar accuracy wherein the result is better than picture no. 1.
CRITERIA
MEETS
NEEDS
WORK
GRAMMAR
ACCURACY
2 10 3 NONE
PARAGRAPH
ORGANIZATION
5 9 1 NONE
N=15
teacher A
Table no. 3 observation of picture no. 3 about "Filipino Traits" shows an improvement in
terms of grammar accuracy, Ali (2014) stated that pictures stimulate and encourage the
development of ideas and imaginations for writing. So, in the third picture media, there
are 2 students who have reached the strong level. Wherein these two students wrote
sentences that are complete and have correct tenses, and correct punctuation that
doesn’t require editing. There are 9 students who have reached the meets level of
grammar accuracy, wherein it only requires moderate editing. Some students are at the

21
almost meets level, where faults in writing distract the reader and need significant
editing, but thankfully, none of them are at the needs work level of grammar.
In terms of paragraph organization in the third picture media, it really does improve.
Sa’diyah (2017) stated that pictures are useful because they provide students with ideas
to write and to discuss what they see. In the table, there is only one student who
belongs to the almost meets level. Most of the students belong to the meets level,
wherein the organization and order of ideas and details make sense and are easy to
follow and only require little editing. The rest of the students reached the strong level of
paragraph organization, wherein the organization and order of ideas and details are
well-structured and easy to follow. The introduction is strong, inviting, and makes the
reader want to keep reading and the conclusion is strong and clear enough to be
understood.
The pattern shown from the first picture media up until the third showcases that there
was an improvement of students writing ability in terms of grammar accuracy.
TABLE NO. 4 GRAMMAR ACCURACY RATING OF STUDENTS IN THREE PICTURE
MEDIA AS RATED BY TEACHER A
GRAMMAR ACCURACY
CRITERIA FIRST PICTURE
“Festivals that are
celebrated in the
Philippines”
SECOND
PICTURE
“Local Filipino
Sports”
THIRD
PICTURE
“Filipino
Traits”
TOTAL
STRONG NONE 1 2 3
MEETS 3 10 10 23
ALMOST
MEETS
6 4 3 13
NEEDS
WORK
6 NONE NONE 6
N=15

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Table no. 4 showcases the three picture media being used to determine the level of
students' writing ability in terms of grammar accuracy. The level of students’ grammar
accuracy was low in the first picture media about the "Festivals that are celebrated in
the Philippines" because out of 15 respondents, 6 students belong to the "needs work"
level, 6 to "almost meet" level, and only 3 belong to the "meets" level, but no one
reached the strong level of grammar accuracy.
But when teacher A proceeds to the second picture media about "Local Filipino Sports",
there’s a little improvement found. From having 6 students who needs work to 0 and
those students improving a little to almost meets level, wherein before there were 6, but
now there are 4 students left at that certain level. Previously, there were only 3 students
who reached the meets level, but in the picture media no. 2 ratings, there were 7
students added and it was a great improvement, and luckily there’s one student who
reached the strong level of grammar accuracy, unlike in the first one, where there’s
really no one who belongs at that level.
In the third picture media about "Filipino Traits", it showed improvement in grammar
accuracy again. In the second picture, there are 4 students who belong to the almost
meets level, but it was found that it had decreased and there were 3 students left in that
level. The number of students from the second picture media to the third picture media
in the meeting level stays consistent. It has 10 students in it and there was 1 student
added in the strong level.
The students level of grammar accuracy in writing with the use of picture media shows
that majority of the grade 8 students reached the meets level. Wherein meets level

23
means that the writing is complete and demonstrates adequate grade level of writing
skills. This is because pictures are powerful media as they speak louder than words
(Asrifan, 2015; Kaur et al., 2017; Kurniati, 2015; Sa 'diyah, 2017). That is why students
produce a progress in grammar with the use of picture media.
TABLE NO. 5 PARAGRAPH ORGANIZATION RATING OF STUDENTS IN THREE
PICTURE MEDIA AS RATED BY TEACHER A
PARAGRAPH ORGANIZATION
CRITERIA FIRST
PICTURE
“Festivals that
are celebrated
in the
Philippines”
SECOND
PICTURE
“Local Filipino
Sports”
THIRD PICTURE
“Filipino Traits”
TOTAL
STRONG NONE 1 5 6
MEETS 4 6 9 19
ALMOST
MEETS
6 8 1 15
NEEDS WORK 5 NONE NONE 5
N=15
students' writing ability in terms of paragraph organization. In the first picture media
about "Festivals that are celebrated in the Philippines" shows a low level of paragraph
organization. There are 15 students in total. Five of them belong at the needs work
level, six have reached the almost meets level, four have reached the meet level and no
one belongs at the strong level of paragraph organization.
In the second picture media about "Local Filipino Sports", it was observed that there
were some improvements. Wherein before there were 5 learners, they belonged to

24
needs work level, but suddenly it changed to 0. From 6 students, who belong to almost
meets to 8 students. In the first picture media there are only 4 students who have
reached the meet level, but there are now 6 and one student who belongs to the strong
level of paragraph organization.
The third picture media in the table was all about "Filipino Traits", wherein a great
improvement in paragraph organization was noticed. From 8 students who belong to
almost meets to only 1 left. From 6 students in meets level to 9 students, there were five
students who reached the strong level of paragraph organization.
The pattern clearly explains that picture media enhances paragraph organization. Most
of the students reached the meets level of writing when it comes to paragraph
organization. This is true because Sulastri (2019) stated that applying pictures as media
can improve students’ paragraph writing.
As rated by teacher B
CRITERIA
MEETS
NEEDS
WORK
GRAMMAR ACCURACY NONE 4 5 6

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PARAGRAPH
ORGANIZATION
NONE 5 7 3
N=15
teacher B
Table no. 6 showcases the level of students' writing ability in terms of grammar
accuracy and paragraph organization with the use of picture media no. 1 and it was
analyzed using Vanderford’s writing rubric. In grammar accuracy, teacher B discovered
that there are 6 students who belong at the needs work level. In which needs work level
means, sentences are incomplete and it contains a lot of errors in punctuation. It is
determined that there are 5 who have reached the almost meets level, which means
most of their sentences are complete, but they still have errors in punctuation, tenses,
and those errors require significant editing to reach the meet level of grammar accuracy.
There are 4 students who reached the meet level, and these 4 students completed the
15 numbers of grade 8 students. Meets level means sentences are complete and have
correct punctuation, verb tense is usually correct, and subjects and verbs go together.
Errors in these levels only require moderate editing. Sadly, in the first picture media no
students have reached the strong level of grammar accuracy.
In terms of paragraph organization in teacher B’s observation, it was found that there
were 3 students who needed work level. Needs work level means the organization is
not clear and is hard to follow, the introduction is ineffective and the conclusion is
ineffective or missing. At almost every meeting level, there are 7 students. Their
paragraph organization and order of ideas may be a little unclear, their introduction and
conclusion are underdeveloped, and the transitions sometimes work, but the same ones
may be used too often. In terms of the level of paragraph organization, there are 5

26
students who have reached it. The organization and order of ideas and details make
sense and are easy to follow; the introduction introduces the topic; details make sense
where they are placed; and the conclusion supports the claims, arguments, information,
or explanations presented. The same with grammar accuracy. No one reached a strong
This figure shows that the students’ writing skills were low and needed to be improved
(Widyaningrum, 2019). He stated that students have difficulties in writing because they
lack grammar and they are still confused about starting writing and having a hard time
constructing ideas because it is the first picture media in the writing task.
CRITERIA
MEETS
NEEDS
WORK
PARAGRAPH
ORGANIZATION
1 8 6 NONE
N=15
teacher B

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Table no. 7 observation of picture media no. 2 on "Local Filipino Sports" demonstrates
that students' writing skill increases in terms of grammatical accuracy. One student
achieved a strong level of grammar accuracy, which implies writing whole sentences
with accurate tenses and punctuation that does not need to be edited. Nine pupils
advanced to the meets level, which required just little modification. Five students are at
the almost meets level, where writing problems distract the reader and require
significant editing, but thankfully, no students are at the needs work level of grammar.
It also shows some progress in terms of paragraph organization. One student achieved
a strong level of paragraph organization, which means that the arrangement and
sequence of ideas and facts are well-structured and simple to follow. The beginning is
strong and welcoming, and it tempts the reader to continue reading, and the conclusion
is strong and clear enough to be comprehended. There are eight people who have
attained the meets level of paragraph organization, which requires little modification.
Despite the improvements, there are students who belong to the almost meets level,
where the mistakes distract the reader and require extensive editing.
Pictures help students generate ideas, choose vocabularies and put them in sentences
(Asrifan, 2015; Kurniati, 2015; Styati, 2016). So, the result above proves that the use of
picture media shows little improvement of the students’ paragraph organization and
grammar accuracy wherein the result is better than picture no. 1.

28
CRITERIA
MEETS
NEEDS
WORK
PARAGRAPH
ORGANIZATION
5 9 1 NONE
N=15
teacher B
Table no. 3 observation of picture no. 3 about "Filipino Traits" reveals an increase in
terms of grammar accuracy. According to Ali (2014), pictures inspire and support the
formation of thoughts and imaginations for writing. So, in the third picture media, there
are two pupils who have advanced to the strong level. Whereas these two students
composed entire phrases with perfect tenses and punctuation that did not require
modification. There are 9 students who have reached the meets level of grammar
accuracy, wherein it only requires moderate editing. Some students are at the almost
meets level, where faults in writing distract the reader and need significant editing, but
thankfully, none of them are at the needs work level of grammar.

29
In terms of paragraph organization in the third picture media, it really does improve.
Sa’diyah (2017) stated that pictures are useful because they provide students with ideas
to write and to discuss what they see. In the table, there is only one student who
belongs to the almost meets level. Most of the students belong to the meets level,
wherein the organization and order of ideas and details make sense and are easy to
follow and only require little editing. The rest of the students reached the strong level of
paragraph organization, wherein the organization and order of ideas and details are
well-structured and easy to follow. The introduction is strong, inviting, and makes the
reader want to keep reading and the conclusion is strong and clear enough to be
understood.
The pattern shown from the first picture media up until the third showcases that there
was an improvement of students writing ability in terms of grammar accuracy.
TABLE NO. 9 GRAMMAR ACCURACY RATING OF STUDENTS IN THREE PICTURE
MEDIA AS RATED BY TEACHER B
GRAMMAR ACCURACY TOTAL
“Festivals that
are celebrated
in the
Philippines”
SECOND PICTURE
“Local Filipino
Sports”
THIRD
PICTURE
“Filipino
Traits”
STRONG NONE 1 2 3
MEETS 4 9 10 23
ALMOST
MEETS
5 5 3 13
N=15
students' writing ability in terms of grammar accuracy. The level of students’ grammar

30
accuracy was low in the first picture media about the "Festivals that are celebrated in
the Philippines" because out of 15 respondents, 6 students belong to the "needs work"
level, 5 to "almost meet" level, and only 4 belong to the "meets" level, but no one
reached the strong level of grammar accuracy.
However, when teacher B proceeds on to the second picture media on "Local Filipino
Sports," there is a slight improvement. From having 6 students who require work to 0
and those students increasing somewhat to almost meet level, when there were
previously 5, there are 5 students maintained at that level. Previously, there were only
three students who reached the meets level, but in the picture media no. 2 ratings, nine
students were introduced, which was a significant improvement, and fortunately, one
student reached the strong level of grammar accuracy, unlike in the first one, where
there is no one who truly belongs at that level.
In the third picture media about "Filipino Traits", it showed improvement in grammar
accuracy again. In the second picture, there are 4 students who belong to the almost
meets level, but it was found that it had decreased and there were 3 students left in that
level. The number of students from the second picture media to the third picture media
in the meeting level stays consistent. It has 10 students in it and there was 1 student
added in the strong level.
The students level of grammar accuracy in writing with the use of picture media shows
that majority of the grade 8 students reached the meets level. Wherein meets level
means that the writing is complete and demonstrates adequate grade level of writing
skills. This is because pictures are powerful media as they speak louder than words

31
(Asrifan, 2015; Kaur et al., 2017; Kurniati, 2015; Sa 'diyah, 2017). That is why students
produce a progress in grammar with the use of picture media.
PICTURE MEDIA AS RATED BY TEACHER B
PARAGRAPH ORGANIZATION TOTAL
“Festivals that
are celebrated
in the
Philippines”
SECOND
PICTURE
“Local Filipino
Sports”
THIRD PICTURE
“Filipino Traits”
STRONG NONE 1 5 6
MEETS 5 8 9 22
ALMOST
MEETS
7 6 1 14
N=15
students' writing ability in terms of paragraph organization. In the first picture media
about "Festivals that are celebrated in the Philippines" shows a low level of paragraph
organization. There are 15 students in total. Three of them belong at the needs work
level, seven have reached the almost meets level, five have reached the meet level and
no one belongs at the strong level of paragraph organization.
In the second picture media about "Local Filipino Sports", it was observed that there
were some improvements. Wherein before there were 3 learners, they belonged to
needs work level, but suddenly it changed to 0. From 7 students, who belong to almost
meets to 6 students. In the first picture media there are only 5 students who have
reached the meet level, but there are now 8 and one student who belongs to the strong

32
The third picture media in the table was all about "Filipino Traits", wherein a great
improvement in paragraph organization was noticed. From 8 students who belong to
almost meets to only 1 left. From 6 students in meets level to 9 students, there were five
students who reached the strong level of paragraph organization.
The pattern clearly explains that picture media enhances paragraph organization. Most
of the students reached the meets level of writing when it comes to paragraph
organization. This is true because Sulastri (2019) stated that applying pictures as media
can improve students’ paragraph writing.
TABLE NO. 11 GRAMMAR ACCURACY RATING OF STUDENTS IN THREE
PICTURE MEDIA AS RATED BY TEACHER A AND TEACHER B
GRAMMAR ACCURACY
C R I T E R I A
STRONG MEETS ALMOST
MEETS
NEEDS
WORK
PICTURE
MEDIA
Teacher
A
Teacher
B
Teacher
A
Teacher
B
Teacher
A
Teacher
B
Teacher
A
Teacher
B
FIRST
PICTURE
“Festivals
that are
celebrated
in the
Philippines”
NONE NONE 3 4 6 5 6 6
SECOND
PICTURE
“Local
Filipino
Sports”
1 1 10 9 4 5 NONE NONE
THIRD
PICTURE
“Filipino
Traits”
2 2 10 10 3 3 NONE NONE

33
Table no. 11 showcases the differences and similarities of teacher A and teacher B
ratings. In picture media no. 1, students' writing ability in terms of grammar accuracy
was low because there were many students who belongs in needs work level. In picture
media no. 2, students showed improvements because teacher A and teacher B rated
the students mostly at meets level, and there was one student who had reached the
strong level of grammar accuracy, and no one was left at needs work level. In picture
media no. 3, the two teachers rated the students similarly. There are 2 students who
have reached the strong level, 10 students who are at the meets level and 3 students
who are at almost meets level. Picture media numbers 2 and 3 showcase improvements
in grammar accuracy.
PICTURE MEDIA AS RATED BY TEACHER A AND TEACHER B
PARAGRAPH ORGANIZATION
C R I T E R I A
STRONG MEETS ALMOST
MEETS
NEEDS WORK
PICTURE
MEDIA
Teacher
A
Teacher
B
Teacher
A
Teacher
B
Teacher
A
Teacher
B
Teacher
A
Teacher
B
FIRST
PICTURE
“Festivals
that are
celebrated
in the
Philippines”
NONE NONE 4 5 6 7 5 3
SECOND
PICTURE
“Local
Filipino
Sports”
1 1 6 8 8 6 NONE NONE
THIRD
PICTURE
5 5 9 9 1 1 NONE NONE

34
“Filipino
Traits”
Table 12 shows the differences and similarities between teacher A and teacher B
ratings. Students' writing skill in terms of paragraph organization was low in picture
media no. 1 because there were many students who belong in the needs work level and
almost meets level. Students improved in picture media no. 2 because teachers A and
B evaluated the students primarily at meets level, there was one student who had
achieved the strong level of paragraph organization, and no one was left at the needs
work level. In picture media no. 3, the pupils were rated identically by the two teachers.
There are 5 students who have reached the strong level, 9 students who have reached
the meets level, and 1 student who has not yet reached the meets level.
CHAPTER 4: SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATIONS
This chapter shows the summary, findings, conclusion and recommendations based on
the results of the analyzed data in the previous chapter.
Summary
Writing has been identified as one of the most essential skills because the world has
become so text-oriented (Feng & Cole, 2015). Writing is difficult for countries who use
English as their second language. Globally, students encounter problems in writing
English in terms of content, organization, grammar, and mechanics. The purpose of the
study is to investigate the efficacy of picture media on the writing ability in English
language of grade 8 students. The researcher used qualitative design to determine the

35
level of writing ability of the students in terms of grammar accuracy and paragraph
organization. With the use of 3 sets of written tasks with the use of picture media, the
information needed for the study was gathered and evaluated by two teachers using
Vanderford’s rubric for grammar accuracy and paragraph organization. The results
serve as basis in identifying the effect of picture media among grade 8 students in terms
of the two writing ability which are the grammar accuracy and paragraph organization.
Findings
After the in-depth observation and rating of the two teachers, it was found that the
students' writing ability in terms of grammar accuracy with the use of picture media was
good because most of the students belong to meets level. Wherein students’ sentences
are complete and have correct punctuation; verb tense is usually correct; subjects and
verbs go together; and errors only require moderate editing. The second level, where
students mostly belong, was at almost meets level. Wherein most sentences are
complete; verb tense, subject and verb agreements, and other grammatical errors may
appear; and errors distract the reader and require significant editing. The third level of
student’s grammar accuracy was at needs work level, wherein students’ sentences are
incomplete; sentences contain many errors in punctuation; and errors require extensive
editing.
In terms of paragraph organization, the result was very good, based on the ratings of
two teachers it was noticed that most of the students belongs to meets level. Wherein
the organization and order of ideas and details make sense and are easy to follow; the
introduction introduces the topic; details make sense where they are placed; transitions
help the reader follow the writing from one part to another; and the conclusion supports

36
the claims, argument, information, or explanation presented. The second level, where
students mostly belong, was at an almost meets level. Wherein the student’s
organization and order of ideas may be a little unclear; the introduction is
underdeveloped, some details seem out of place or out of order and may not support
the arguments, information, or explanations presented, and the conclusion was not
enough or was too obvious. The third level was at a strong level of paragraph
organization. Wherein the student’s organization and order of ideas and details are well-
structured and easy to follow; the introduction is strong, inviting, and makes the reader
want to keep reading; details fit where they are placed; and the conclusion is strong and
clear.
Conclusion
The purpose of the study is to investigate the efficacy of picture media on the writing
ability in English language of grade 8 students. This study determined the level of
writing ability of the students in terms of grammar accuracy and paragraph organization
with the use of picture media. Based on the findings and evidences coming from the
ratings of the two teachers in the written task of the students, it was found that picture
media is effective in improving the writing ability of students, both in grammar accuracy
and paragraph organization. From the first to the third picture media, there was an
improvement, and the dominant level where students belonged was at the meets level.
Meets level means the writing is complete and demonstrates adequate grade level
writing skills.
Recommendations

37
Based on the findings and conclusion of the study, the researcher recommends the use
of picture media in writing tasks because it helps to improve the writing ability of the
student in terms of grammar accuracy and paragraph organization.
REFERENCES
 Anita Dewi (2013). English As An International Language: An Overview.
Retrieved from
https://www.researchgate.net/publication/312526479_English_As_An_Internation
al_Language_An_Overview
 Jenny Cole and Jay Feng (2015). Effective Strategies for Improving Writing Skills
of Elementary English Language Learners. Retrieved from
https://eric.ed.gov/?id=ED556123
 Ahmad Zaki, A., & Yunus, M. M. (2018). Mobile learning in teaching writing: Are
Malaysian pre-service teachers ready? International Journal of Education and
Research (Vol. 6). Retrieved from www.ijern.com
 Almas Ashraf and Muhammad Bilal (2016). ESL Learners' Writing Skills:
Problems, Factors and Suggestions. Retrieved from
https://www.researchgate.net/publication/311669829_ESL_Learners'_Writing_Sk
ills_Problems_Factors_and_Suggestions
 Lailatul Husna (2017). An Analysis of Students’ Writing Skill in Descriptive Text
At Grade X1 Ipa 1 Of Man 2 Padang. Retrieved from http://e-journal.sastra-
unes.com/index.php/JIPS/article/view/281
 Muhammad Javed (2013). A Study of Students’ Assessment in Writing Skills of
the English Language. Retrieved from https://www.e-
iji.net/dosyalar/iji_2013_2_9.pdf
 Muhibbudin Muhibbudin (2016). The application of Picture Series to improve
writing skills. Retrieved from http://jurnal.unsyiah.ac.id/EEJ/article/view/4584
 Winda Widyaningrum, Astri Indriana Octavita (2019). Developing Students’
Writing Skill By Using Picture Media. Retrieved from
http://journal.thamrin.ac.id/index.php/jipmht/article/view/101
 Dwi Ariningsih (2010). The effectiveness of using picture series to improve the
students’ writing skill viewed from their learning motivation. Retrieved from
file:///C:/Users/Dell/Downloads/Dwi%20Ariningsih%20Pdf%20(6).pdf
 Susi Masriani Nasution (2020). The Effect of Using Picture Media on Students’
Writing Skill At Grade X of SMAN 1 Pulau Rakyat in Academic Year of
2019/2020. Retrieved from
http://jurnal.una.ac.id/index.php/pionir/article/view/1375
APPENDICES
Appendix A
October 13, 2021

38
Ma’am Cristel C. Gabito
Grade 8 Adviser
Gov. M. Cuenco Ave, Cebu City,
6000 Cebu
Dear Ma’am,
Warm Greetings!
I, a third year student under the program Bachelor of Secondary Education major
in English of Cebu Mary Immaculate College Inc., would like to ask permission to
conduct a survey for my research entitled "The Effect of Picture Media on Students'
Writing Ability among Grade 8 Students". The purpose of this study is to investigate
the level of writing ability of students in terms of grammar accuracy and paragraph
organization with the use of picture media.
In this study, your students will be given 3 sets of pictures and each set will be
described in two-paragraphs. Since the researcher doesn’t have a degree to rate their
answers, the researcher is asking for your help to rate their writing with the use of
prepared rubrics attached on the next page, focusing on grammar accuracy and
paragraph organization.
Rest assured, the written data coming from the students will be kept properly and will be
used for academic purposes only. If there are any questions, I am very much willing to
answer them. Kindly reach me through my email, luzvisaberon15@gmail.com.
I hope that this letter will merit your approval.
Have a nice day and stay safe.
Sincerely,
Doc. Marilou Gallos
Research Professor

39
Appendix B
October 5, 2021
Dear Grade 8 Students,
I, a third year student under the program Bachelor of Secondary Education major
in English of Cebu Mary Immaculate College Inc., would like to invite you to participate
in my research study entitled, "The Effect of Picture Media on Students' Writing
Ability among Grade 8 Students". The purpose of this study is to investigate the level
of writing ability in terms of grammar accuracy and paragraph organization with the use
of picture media.
In this study, you are to describe the given pictures found in the next page in two-
paragraphs. You have the right not to participate, but rest assured that this research
won’t harm anybody. Your answers will be kept safely on file, password protected, and
will be used for academic purposes only.
Your participation in this study is well appreciated. It contributes a lot. It helps the
researcher pass the requirements of the Research 2 subject.
Have a nice day and stay safe, everyone.
Sincerely,
Doc. Marilou Gallos
Research Professor

40
Appendix C
Describe each set of pictures in two-paragraphs with correct grammar and
proper paragraph organization using the English language.
1. Festivals in the Philippines
2. Local Filipino Sports

41
3. Filipino Traits
Appendix D
CURRICULUM VITAE
Personal Information
Name : Luzviminda Saberon
Age : 21
Address : Bojo, Aloguinsan, Cebu
Contact No. : 09169552783
E-mail address : luzvisaberon15@gmail.com
Birth Date : July 2, 2000
Gender : Female
Civil Status : Single
Citizenship : Filipino
Religion : Roman Catholic
Educational Attainment
College :Cebu Mary Immaculate College
:Borbajo St., Cebu City, Cebu

42
:2019-2020
Senior High School : Aloguinsan National High School
: Poblacion, Aloguinsan,Cebu
:2017-2019
Junior High School : Aloguinsan National High School
: Poblacion, Aloguinsan, Cebu
:2013-2017
Elementary : Bojo Elementary School
: Bojo, Aloguinsan, Cebu
:2007-2013

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