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THE EFFECTIVENESS OF MEDIA ANIMAL
CARTOON PICTURES IN IMPROVING
STUDENTS’ ABILITY IN WRITING
NARRATIVE TEXT
YULIYONOA 4010 0090
ENLGISH LANGUAGE EDUCATION STUDY PROGRAM
TEACHER TRAINING AND EDUCATION FACULTY
MADAKO UNIVERSITY
TOLITOLI
2014
THE EFFECTIVENESS OF MEDIA ANIMAL
CARTOON PICTURES IN IMPROVING
STUDENTS’ ABILITY IN WRITING
NARRATIVE TEXT
By
YULIYONOA 4010 0090
ENLGISH LANGUAGE EDUCATION STUDY PROGRAM
TEACHER TRAINING AND EDUCATION FACULTY
MADAKO UNIVERSITY
TOLITOLI
2014
AGREEMENT PAGE
TEACHING WRITING NARATIVE TEXT
BY USING PIE
(POINT, ILLUSTRATION, EXPLANATION)
By
DIAN LIDWINA TONAPAA 4010 0045
Has Been Agreed by The Advisors for Further Approval by The Board Examiners
Tolitoli,.....................2014
Advisor I
( RUSLAN, S.Pd )
Advisor II
( HAERUL, S.Pd )
Acknowledge byHead of English Education Departement
( INDAH INDRAWATI, S.Pd )TABLE OF CONTEN
COVER PAGE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i
APPROVAL SHEET . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ii
TABLE OF CONTENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii
CHAPTER I INTRODUCTION
1.1 Background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
1.2 Problem Statement . . . . . . . . . . . . . . . . . . . . . . . . . 5
1.3 Objective of The Research . . . . . . . . . . . . . . . . . . . 5
1.4 Significance of the Research . . . . . . . . . . . . . . . . . 5-6
1.5 Scope and Limitation of The Research . . . . . . . . . 6
1.6 Defenition of Key Terms . . . . . . . . . . . . . . . . . . . . 6-7
CHAPTR II REVIEW OF RELATED LITERATUR
2.1 Design o Research . . . . . . . . . . . . . . . . . . . . . . . . . . 6
2.2 Theoritical Framework . . . . . . . . . . . . . . . . . . . . . 6
2.3 Hypotesis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
CHAPTER III RESEARC METHODOLOGY
3.1 Design of Research . . . . . . . . . . . . . . . . . . . . . . . . . 10
3.2 Population and Sample . . . . . . . . . . . . . . . . . . . . . . 10
3.3 Technique of Colecting. . . . . . . . . . . . . . . . . . . . . . 12
3.4 Data Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
REFERENSI
ACKNOWLEDGEMENT
All praise be to Allah, the lord of the world the master of judgement day
and the creator to everything in this universe. Due to his mercy and aim the writer
can write this proposal as a rule and regulation in preparation to do the research.
On this occasion, the writer would like to express her deepest thanks to
some people that have important role during her proposal accomplishment.
1) The writer needs to express her Special thanks and appreciation go to his
beloved parents, Rostyati Tonapa and Laurensius.S, for their endeavor and
prayer, motivation, education, and uncountable materials during her study.
2) The writer give special thank to her aunt, Rut Tonapa and her uncle,
Ahmad saadu for them support, kindness, motivation, prayer and
everything them give to the writer.
3) The writer’s deep appreciation to her first consultant , Ruslan, S.Pd and
HairulS.Pd as her second consultant, for their kindness, guidance and
assistances, supports, meaningful ideas, suggestions, motivations,
comments and revisionas from the beginning to the end of her proposal.
4) The writer also likes to express her great thanks to the Head of English
Department, ............., S.Pd., M.Pd, and all lecturers of English Study
Program, for their guidance during her study at Madako University.
5) The writer special thanks is also for her familly and her senior Moh. Haris
Badar, S.pd, for them prayer, guidance, and support
6) The writer also gives her appreciation for all of her friends at English
Department that give support and suggestion to her
God always bless them all forever.
Tolitoli, 2014
March, 2014
REFERENCES
Cross. 1998. Classroom Research: Imlementing the scholarship of teaching. New
Jersey: Lotus
Gay L.G. 1990. Educational Reseach. New York. Macmilan Publishing company.
Hermer J. (2007). The Practice of English Language Teaching. Cambiridge: UK,
Pearson Longman.
Hermer, Jeremy. 2000. The Practice English Language Teaching. Kuala Lumpur:
Logman.
Http: // does. Google.com / viewer
Esl - Jk 15 - uiuc.blogspot. com / 2013/ 01/ p – i – e
Nunam, D. (ed). 2003. Practice English Language Teaching. New York: Mc Grow
Hill.
Proposal
PUSKURNAS, Standar3w2A11!1 1 isi dan standar kompetensi lulusan dan
satuan pendidikan sekolah menengah pertama (SMP)/ Madrasah
Tsanawiya (MTs) beserta peraturan pelaksanaanya (peraturan mentri
pendidikan nasional repoblik indonesia No. 22, 23, dan 24, Jakarta,
Departement pendidikan nasional, Unpublished.
Satria B.2006. Teaching English Vocabulary to The Fifth year students of SDN
inti Tondo. Skripsi Unpublished. Palu: FKIP UNTAD.
Wallace, 6, and Bott D. (1989). Statement – PIE: a strategy to improve the
paragraph writing skill of adolescent with learning disabilities. Journal
of Learning Disabilities, 22 (9), 541 – 45 – 553.
PROPOSAL
THE EFFECTIVENESS OF USING ANIMAL CARTOON PICTURES TO IMPROVE STUDENTS
ABILITY IN WRITING NARRATIVE TEXT OF THE EIGHTH YEARS STUDENT OF SMP 1 TOLITOLI
YULIYONOA 4010 0090
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
TEACHER TRAINING AND EDUCATION FACULTY
MADAKO UNIVERSITY
TOLITOLI
2014
THE EFFECTIVENESS OF USING ANIMAL CARTOON PICTURES TO IMPROVE STUDENTS ABILITY IN WRITING NARRATIVE TEXT OF THE EIGHTH YEARS STUDENT OF
SMP 1 TOLITOLI
By
YULIYONOA 4010 0090
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
TEACHER TRAINING AND EDUCATION FACULTY
MADAKO UNIVERSITY
TOLITOLI
2014
AGREEMENT PAGE
THE EFFECTIVENESS OF MEDIA ANIMAL CARTOON
PICTURES IN IMPROVING STUDENTS’ ABILITY IN
WRITING NARRATIVE TEXT
By
YULIYONOA 4010 0024
Has Been Agreed by The Advisors for Further Approval by The Board Examiners
Tolitoli,.....................2014
Advisor I
( Dra. Hartini Muslimin, M.Pd )
Advisor II
( Herti, S.Pd, MM )
Acknowledge by
Head of English Education Department
( Indah Indrawati, S.Pd )
APPENDIX 1.
PRE-TEST
Make a narrative text based on your mind.
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APPENDIX 3.
POST-TEST
Make a narrative text based of the picture above!!!
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APPENDIX 4. Rubric for Writing Ability Assesment
Score Level Criteria
Con
tent
4
3
2
1
EXCELLENT TO VERY GOOD: knowledgeable; substantive; thorough development of thesis; relevant to the assigned topic.GOOD TO AVERAGE: Some knowledge of the subject; adequate range; limited development of thesis; mostly relevant to the topic, but lacks detail.FAIR TO POOR: limited knowledge of the subject; little substance; inadequate development of topic.VERY POOR: does not show knowledge of subject; non-substantive; not pertinent; OR not enough to evaluate.
Org
aniz
atio
n
4
3
2
1
EXCELLENT TO VERY GOOD: fluent expression; ideas clearly stated / supported; succinct; well-organized; logical sequencing; cohesive.GOOD TO AVERAGE: somewhat choppy; loosely organized but main ideas stand out; logical but incomplete sequencing.FAIR TO POOR: non-fluent; ideas confused or disconnected; lacks logical sequencing and development.VERY POOR: does not communicate; no organization; or not enough to evaluate.
Voc
abul
ary
4
3
2
1
EXCELLENT TO VERY GOOD: sophisticated range; effective word / idiom choice and usage; word from mastery; appropriate register.GOOD TO AVERAGE: adequate range; occasional errors of word / idiom form, choice, usage but meaning not obscured.FAIR TO POOR: limited range; frequent errors of word / idiom form, choice, usage; meaning or obscured.VERY GOOD: essentially translation; little knowledge of English vocabulary, idioms, word form; or not enough to evaluate.
Lan
guag
e U
se/G
ram
mar
4
3
2
1
EXCELLENT TO VERY GOOD: effective complex constructions; few errors of agreement, tense, number, word order / function, articles, pronouns, preposition.GOOD TO AVERAGE: effective but simple constructions; minor problems in complex constructions; several errors in agreement, tense, number, word order / function, articles, pronouns, prepositions but meaning seldom obscured. FAIR TO POOR: major problems in simple / complex constructions, frequent errors of negation; agreement, tense, number, word order / function, articles, pronouns, prepositions and / or fragments, run – ons, deletions; meaning confused or obscured.VERY POOR: virtually no mastery of sentence construction rules; dominated by errors; does not communicate; or not enough to evaluate.
Mec
hani
cs
4
3
2
1
EXCELLENT TO VERY GOOD: demonstrates mastery of conventions, few errors of spelling, punctuation, capitalization, paragraphing.GOOD TO AVERAGE: Occasional errors of spelling, punctuation, capitalization, paragraphing, but meaning not obscured.FAIR TO POOR: frequent errors of spelling, punctuation, capitalization, paragraphing, poor handwriting, meaning confused or obscured.VERY POOR: no mastery or conventions; dominated by errors of spelling, punctuation, capitalization, paragraphing, handwriting illegible; or not enough to evaluate.
Adopted by Jacob, Zingraf, Wormuth, Hartfiel and Hughey (1981)
Make a narrative text based of the picture above!!!
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APPENDIX
TREATMENT
Make a narrative text based of the picture above!!!
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