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)

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APPENDIX

TREATMENT

Make a narrative text based of the picture above!!!

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