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The Effect of Picture Series Model, Gender, and Learning Mode on Students' Writing Achievement

Journal of Language Education and Educational Technology (JLEET) · Vol. 9 No. 1 (2024) · pp. 17–40

DOI
10.33772/jleet.v9i1.21508
ISSN
2502-3306
Published
2024-04-27
Publisher
Halu Oleo University
Language
eng

Abstract

This study examines the effect of picture series, a visual media consisting of sequential images, on the writing achievement of VIII graders at SMPN 2 Sampara, considering gender and learning mode (WhatsApp vs. Conventional). The research aims to determine if there is a difference in writing outcomes between students using picture series through WhatsApp and those using conventional methods, and to explore the interaction between picture series models and gender. The population consisted of 57 students, divided into a WhatsApp class (28 students) and a conventional class (29 students). Using a quasi-experimental design, the WhatsApp class (VIII2) served as the experimental group, while the conventional class (VIII3) was the control group. Data were collected through pre-test and post-test scores. Findings indicate a significant difference in writing outcomes, with the WhatsApp class outperforming the conventional class. A two-way ANOVA revealed an interaction between picture series models and gender, with a significance value of 0.000 0.05, indicating a notable interaction. The Estimated Marginal Means graph showed intersecting lines, further supporting this interaction. Additionally, no significant difference was found in writing outcomes for male students between the two methods. However, female students using the WhatsApp method achieved higher scores than their male counterparts.

Keywords

Collaboration network of the authors

40 authors · 117 co-authorship links · 4 across different organisations · showing the 40 most connected

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • Universitas Halu Oleo
  • Institut Teknologi Sepuluh Nopember
  • Syarif Hidayatullah State Islamic University Jakarta
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Amri TanduklangiUniversitas Halu Oleo4
Wa Ode FatmawatiUniversitas Halu Oleo3
Hilaluddin HanafiAffiliation unknown3
Sahlan SahlanAffiliation unknown3
Hanna HannaUniversitas Halu Oleo3
Sabarudin SabarudinUniversitas Halu Oleo2
Muhammad YazidInstitut Teknologi Sepuluh Nopember2
Nur Evi HamiruAffiliation unknown2
Yazid YazidAffiliation unknown2
Dita Jeza SilondaeUniversitas Halu Oleo1
Kadir KadirAffiliation unknown1
Dwi WahyuniAffiliation unknown1
La Ode Sidu MarafadAffiliation unknown1
Astrid IndalifianyUniversitas Halu Oleo1
Halik HalikUniversitas Halu Oleo1
Nurull HikmahUniversitas Halu Oleo1
Fifi NirmalaUniversitas Halu Oleo1
Alimin AliminSyarif Hidayatullah State Islamic University Jakarta1
Siam SiamUniversitas Halu Oleo1
Syahbudin SyahbudinUniversitas Halu Oleo1
Nanik HindaryatiningsihUniversitas Halu Oleo1
Ruslin RuslinUniversitas Halu Oleo1
Rifa’atul MahmuddahUniversitas Halu Oleo1
La AbaUniversitas Halu Oleo1
Fifi Nirmala GUniversitas Halu Oleo1
Sari Sukmawati KapotaUniversitas Halu Oleo1
Hasyim AbdillahUniversitas Halu Oleo1
Samsuddin SamsuddinAffiliation unknown1
Tambunan TambunanAffiliation unknown1
Asri Nova RamaAffiliation unknown1
Amiruddin RahimAffiliation unknown1
Wa Ode Fatima AzzahraAffiliation unknown1
Suharmin SuharminAffiliation unknown1
Nurnia NurniaAffiliation unknown1
Ni Kadek SeprianiAffiliation unknown1
Herlindayana HerlindayanaAffiliation unknown1
Asyarifullah RamliAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://ojs.uho.ac.id/index.php/JLEET/oai, first harvested 30 Okt 2026, last seen 30 Okt 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en-US">The Effect of Picture Series Model, Gender, and Learning Mode on Students' Writing Achievement</dc:title>
	<dc:creator>Haderaerani, Haderaerani</dc:creator>
	<dc:creator>Alberth, Alberth</dc:creator>
	<dc:creator>Nggawu, La Ode</dc:creator>
	<dc:subject xml:lang="en-US">Picture Series Model,  WhatsApp,  Gender, Mode of Learning, Writing Achievement</dc:subject>
	<dc:description xml:lang="en-US">This study examines the effect of picture series, a visual media consisting of sequential images, on the writing achievement of VIII graders at SMPN 2 Sampara, considering gender and learning mode (WhatsApp vs. Conventional). The research aims to determine if there is a difference in writing outcomes between students using picture series through WhatsApp and those using conventional methods, and to explore the interaction between picture series models and gender. The population consisted of 57 students, divided into a WhatsApp class (28 students) and a conventional class (29 students). Using a quasi-experimental design, the WhatsApp class (VIII2) served as the experimental group, while the conventional class (VIII3) was the control group. Data were collected through pre-test and post-test scores. Findings indicate a significant difference in writing outcomes, with the WhatsApp class outperforming the conventional class. A two-way ANOVA revealed an interaction between picture series models and gender, with a significance value of 0.000  0.05, indicating a notable interaction. The Estimated Marginal Means graph showed intersecting lines, further supporting this interaction. Additionally, no significant difference was found in writing outcomes for male students between the two methods. However, female students using the WhatsApp method achieved higher scores than their male counterparts.</dc:description>
	<dc:publisher xml:lang="en-US">Halu Oleo University</dc:publisher>
	<dc:contributor xml:lang="en-US"></dc:contributor>
	<dc:date>2024-04-27</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
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	<dc:type xml:lang="en-US">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://ojs.uho.ac.id/index.php/JLEET/article/view/21508</dc:identifier>
	<dc:identifier>10.33772/jleet.v9i1.21508</dc:identifier>
	<dc:source xml:lang="en-US">Journal of Language Education and Educational Technology (JLEET); Vol 9, No 1 (2024): Journal of Language Education and Educational Technology; 17-40</dc:source>
	<dc:source>2502-3306</dc:source>
	<dc:source>10.33772/jleet.v9i1</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://ojs.uho.ac.id/index.php/JLEET/article/view/21508/20207</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2024 Journal of Language Education and Educational Technology (JLEET)</dc:rights>
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