Reny Script

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CHAPTER I

INTRODUCTION

1.1 Definition of Key Terms

Before talking more in this chapter, I would like to explain about: the definition of

key terms, background of study, problem of the study, objectives of the study,

scope of the study, significance of the study and hypothesis. They are as follows :

.. !riting

!riting to learn activity is to give students the opportunity to reflect on their learning,

write their ideas on a graphic organi"er and demonstrate ownnership of their

learning.

..# $raw %abel &aption '$%&(

)ccording to *ichael +utagulung $raw %abel &aption '$%&( strategy is the

both a lesson plan and pre-writing techniue that can help the students brainstorm

before writing a functional story or a personal narrative. It can also be used to

introduce new vocabulary or review vocabulary. The basic techniue is those students

draws a picture, then label everything in the picture and then give an overall caption

or summary of what is happening in the picture./#

0uta, 0atherine !iesolek , Reading and Writing to learn, %ibraries 1nlimited2Teacher ideas

3ress,14), #556, p. 78# http:2www.englishadvantage.info2lesson-plans2draw-label-caption , Draw Label Caption, 59-5-

#55


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.. ;arrative

) narrative is a text tahat tells a story and,in doing so, entertains the

audience.

..9 3resentation 3ractice 3roduction '333(

3resentation 3ractice 3roduction 4trategy is relatively straight

forward, and structured enough to be easily understood by both students and

new or emerging teachers. It is a good place to start in terms of applying good

communicative language teaching in the classroom. It has also been critici"ed

considerably for the very characteristic that makes it the easiest method for

>6.p.

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should be mastered by ?unior +igh 4chool students. !riting is language skill that

can be used to communicate and to express with others in written form 'paper(.

In teaching writing, there are some materials@ one of them is about

narrative . ;arrative is to entertain, to gain and hold a readers< interest. To write

narrative is not easy or simple as the students have been known. !riting narrative

will be more easy and uickly to be received and understood by the students if the

teacher uses the suitable strategy. Ane of the teaching strategies that can be used

in writing narrative is $raw %abel &aption '$%&( strategy.

The eight class students at 4tate ?unior +igh 4chool *etro have learned

the narrative with using 3resentation 3ractice 3roduction strategy, but their ability

in writing this paragraph is poor. This problem are: the students have low

motivation in writing, the students are not able to write correctly, the students

have low vocabulary, the students are not interested in the writing materials, and

the students can not convert the 3resentation 3ractice 3roduction strategy into the

narrative paragraph writing ability.

1.% Pro&'em of T#e $t!"y

Ceferring to the background of the study above, the reseacher formulates

the problems in this research as follows Is there any difference between the use

$%& strategy and 333 strategy to help students narrative writing ability at =ight

grade of 4*3 ; *etro/.


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1.( O&)ecti*es of t#e $t!"y

..9 The objectives of the study is intended to find out whether there is difference

between the use of $raw %abel &aption '$%&( strategy and 3resentation

3ractice 3roduction strategy in increasing the studentsD narrative paragraph

writing ability.

..8 To compare the result of the two strategy in order to determine which more

effective.

1.+ T#e $inificant of $t!"y

.8. Eor the students

The students will get easy strategy to write something by using $raw

%abel &aption '$%&( strategy.

.8.# Eor the teacher

To give information for the =nglish teacher, especially in 4tate ?unior

+igh 4chool # *etro, that $raw %abel &aption '$%&( strategy is more

effective to be used in teaching narrative paragraph writing ability.

.8. Eor the researcherThe researcher will know about the studentsD narrative paragraph writing

ability especially by using $raw %abel &aption '$%&( strategy and the

research can carry out the strategy to the next teaching and learning in the

classroom.

1., $co-e of T#e $t!"y

The researcher reali"ed that it is not possible to investigate all of the problems

concerned with the writing ability. Therefore, the writer limits the problems only

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to ) &omparative study between the use of $raw %abel &aption '$%&( strategy

and 3resentation 3ractice 3roduction strategy in increasing the studentsD narrative

paragraph writing ability at the eight grade students of 4*3 ; *etro in the

academic year of #592#58/.

1. Hy-ot#esis

+ypothesis is usually considered as the principal instrument in research. Its main

function is to suggest new experiments and observations.9 *eanwhile, hypothesis

is while answer toward research problem, which is truth experiment empirical.

Based on the explanation and paradigm above, the researcher draws the

hypothesis of the research. It can be stated follow:

• : $%& '$raw %abel &apture( strategy is

more effective than 333 '3resentation 3ractice 3roduction( strategy.

CHAPTER II

RE/IE0 O THE REATED THEOR3

A. T#eoretica' Re*ie4

1. Dra4 a&e' Ca-tion 5DC6 $tratey

a. Conce-t

9 &.C. 0othari. Research Methodology Methods and Technique (second reised edition!"?aipur

India:;ew )ge international publisher.#559.p.69

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The word strategy in Axford )dvanced %earnerDs $ictionary can be

defined as:

1. The process of planning something or carrying out a plan in a skilful way,

2. The skill of planning the movements of armies in a battle or war .8

*oreover Iskandar !assid and $adang 4unendar state that strategy is

from the word Funnan strategia which means the art of war or war captain.

Based on this definition, so strategy is a plan to operate in a war, likes the step

to manage a position, or way to war, army or navy. 4trategy also can be defined

as a skill to manage an event. In general seldom is stated that strategy is a

techniue that is used to get a purpose.

In educational term, strategy can be defined from ?. C. $avid in !ina

4anjayaDs book said that strategy is a plan, method, or series of activities

designed to achieves a particular educational./7

Erom the statement above, the writer can conclude that strategy is a

learning activity that should be done by the teacher or student in order to the

aim of learning can be effectively and successfully. 4trategy also is the easy

plan of operation to get something important in educational term, especially in

=nglish subject.

Below is the definition about the draw-label-caption strategy.

8 )s +ornby , #x$ord %danced Learner&s Dictionary, Axford 1niversity 3ress, ;ew Fork, #555, p.

Iskandarwassid and $adang 4unendar , 'trategi e)bela*aran +ahasa, 3T remaja Cosda 0arya,

Bandung, #556, p. #7 !ina 4anjaya, 'trategi e)bela*aran +erorientasi 'tandar roses pendidian, 0encana, ?akarta,

#55>, p. #9


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a. Dra4

In Axford %earnerDs )dvanced %earnerDs $ictionary the word draw is

defined as:

( To move something2somebody by pulling it or them gently.

#( To pull a vehicle such as carriage.6

*oreover 4teve 3eha states that draw is making a uick pencil sketch

of your scene.>

Based on the uotation above, it can be inferred that draw is the

activity make a picture with using a toll 's( with the certain object and

purpose.

&. a&e'

=tymologically, the word label/ in Axford )dvanced %earnerDs

$ictionary of &urrent =nglish can be defined as:

a. ) piece of paper, atc. That is attached to something and gives

information about it.

b. ) word or phrase that is used to describe somebody2something

in a way that seems too general, unfair or not correct.

c. ) company that produces and cells records, &$s, etc/5

6 Axford 1niversity, #x$ord %danced Learner&s Dictionary, Axford 1niversity 3ress, ;ew Fork,

#555, p. 955> 4teve 3eha, The writing Teacher&s 'trategy -uide, Teaching That *aking 4ense, Inc, ;ew Fork,#55, 3. 975 )s +ornby, op"cit", p" 797

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In addition, 4teve 3eha defines label as create a one or two word text

label for each item in your drawing./

Erom the uotation above, the writer assumes that label is a word or

more that can be used to give a name for an object.

c. Ca-tion

In Axford )dvanced %earnerDs $ictionary the word caption is defined

as words that are printed underneath a picture, cartoon, etc. that

explain or describe it./#

Based on the uotation above, it can be inferred that caption is a

phrase that can be the main or topic of the paragraph.

Erom the explanation about the definition of each words $raw %abel

&aption '$%&( strategy above, can be explained of the theory of $raw %abel

&aption '$%&( strategy.

)ccording to *ichael +utagulung $raw %abel &aption '$%&(

strategy is the both a lesson plan and pre-writing techniue that can help the

students brainstorm before writing a functional story or a personal narrative. It

can also be used to introduce new vocabulary or review vocabulary. The basic

techniue is those students draws a picture, then label everything in the picture

and then give an overall caption or summary of what is happening in the

picture./

4teve 3eha, op"cit", p. 97# )s +ornby, op"cit", p. 68 http:2www.englishadvantage.info2lesson-plans2draw-label-caption , Draw Label Caption, 59-5-

#55

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*oreover 4teve 3eha explains that drawing for writing is a little

different than normal drawing because it has a purpose./9

Based on the definition above, the writer can conclude that $raw

%abel &aption '$%&( strategy is the strategy that can help the students capture

a scene and focus on important details about the writing their event or activity.

Because the students in this strategy have three steps and every step has a

purpose in writing process.

!ith using this strategy can be founded the general, specific word and

also about the topic of the sentence in a paragraph. The students can draw from

their own mind that relate with the topic. !hen the students take a few minutes

to sketch a uick picture, the students give themselves a chance to focus on the

studentsD topic and can make their writing richer and more detailed.

&. Process

In a strategy has process that is started from beginning until the last.

The purpose of the processes is to get a good value. 4o, in $raw %abel &aption

'$%&( strategy also has process that should be done for the students before

they write a paragraph. The students can follow the step process in this

strategy. Below is the explanation about the steps process of this strategy.

)ccording to 4teve 3eha to achieve the purpose in writing process

there are three steps process in $raw %abel &aption '$%&( strategy, like this:

9 4teve 3eha, op"cit", p. 97

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• $raw, make a uick pencil sketch of your scene. This is a

rough sketch: use outlines only, stick people are

encouraged. Try to include as many little details as you

can.

• %abel, create a one- or two-word text label for each item

in your drawing. %abel everything you can think of, even

different parts of things.

• &aption, write a single sentence underneath the picture

that tells what is happening. This can be a very simple

sentence or something more complicated if youDre up for

it.

$CHE7E O DRA08ABE8CAPTION 5DC6 $TRATE93

Dra48a&e'8Ca-tion

5

DRA0 ABE


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CAPTION8

Erom the third process in $raw %abel &aptain '$%&( strategy above,

the writer can conclude that this strategy have three steps, namely: first, draw a

picture that will be the main idea of their story, second label as many words as

possible around the picture, and then write a caption in the bottom of the

picture to go along with the picture 'start with a phrase(, after that make a

sentence from the label and the last each sentence can be included into a

narrative paragraph.

4teve 3eha suggested that GThere are some tips to develop the students

writing ability on the $raw %abel &aption strategy, namely:

• $rawing can really help in preparation for writing, will be much

more focus, will have better command of the details and while

youDre drawing, will spend several minutes thinking about what

you want to say.

• Ceally get into the labeling. IDve already talked about how each

label can be turned into a detail in your piece, and how each

detail can then be turned into a sentence or two.

8 4teve 3eha, op"cit", p. 97-96


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Eigure

The =xample of $rawing a picture

a&e'

The following example below is the label about the picture. %abel as

many words as possible around the picture.

Eigure #

The =xample of %abel

T#e armer : Ra&&it 8 Pro&'em

Ca-tion

;ow have the students write a one sentence caption for their

pictures-what is the main scene or actionH !hat is this story aboutH Eor

my picture, I would caption it:

http://www.englishadvantage.info/wp-content/uploads/Draw.jpg


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Descri-tions

+ave students write descriptions of everything in their picture.

=ncourage them to think about colors, smells, textures, materials. 3ush

them to be as detailed as possible. 1sing my picture as an example, I

might write:

3roblem : Ance again, he didnDt get rabbit and the farmer laid by the tree

to wait the rabbit. 1nfortunetly, his dream never came true, he didnDt

gain the rabit he desired but a deserted farmland with no plants.

Earmer : The man was happy by gaining a free rabbit for his dinner. The

day after, he went farming as usually, but he didnDt concentrate on work

as before he freuently galanced at the brush in the hope of seeing a

rabbit again. In the end of the day he obtained nothing. The next day

abandoned work in farm completly so that he could on waiting for the

rabbit.

Cabbit : There was a farmer in 4ong $inasty. +e used to work hard in the

farm. Ane day he saw a rabbit from under brush. The rabbit run away

immediately with scare and died for hiting the tree.

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Com-'ete $tory

;ow students have more than enough material to write a

complete scene or story. They will have to pick and choose which details

are important and put it together into a complete narrative or topic. Eor

example:

Eigure

The =xample of draw and label

T#e armer an" T#e ra&&it

There was a farmer in 4ong $inasty. +e used to work hard in the farm.

Ane day he saw a rabbit from under brush. The rabbit run away

immediately with scare and died for hiting the tree.

The man was happy by gaining a free rabbit for his dinner. The day after,

he went farming as usually, but he didnDt concentrate on work as before

8

http://www.englishadvantage.info/wp-content/uploads/Label.jpg


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he freuently galanced at the brush in the hope of seeing a rabbit again.

In the end of the day he obtained nothing. The next day abandoned work

in farm completly so that he could on waiting for the rabbit.

Ance again, he didnDt get rabbit and the farmer laid by the tree to wait

the rabbit. 1nfortunetly, his dream never came true, he didnDt gain the

rabit he desired but a deserted farmland with no plants.

2. Presentation Practice Pro"!ction $tratey

a. Conce-t

Below is the definition about the 3resentation 3ractice 3roduction

strategy:

a. Presentation

3resentation is the practice of showing and explaining the content of

a topic to an audience or learner . It is represents the introduction to a

lesson, and necessarily reuires the creation of a realistic 'or realistic-

feeling( GsituationG reuiring the target language to be learned. This can

be achieved through using pictures, dialogs, imagination or actual

Gclassroom situationsG. The teacher checks to see that the students

understand the nature of the situation, and then builds the GconceptG

underlying the language to be learned using small chunks of language that

the students already know. +aving understood the concept, students are

http://en.wikipedia.org/wiki/Learnerhttp://en.wikipedia.org/wiki/Learner


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then given the language GmodelG and engage in choral drills to learn

statement, answer and uestion forms for the target language. This is a

very teacher-orientated stage where error correction is important.

&. Practice

3ractice is learning by repetition. 3ractice usually begins with

what is termed Gmechanical practiceG - open and closed pair work.

4tudents gradually move into more Gcommunicative practiceG

involving procedures like information gap activities, dialog creation

and controlled role plays. 3ractice is seen as the freuency device to

create familiarity and confidence with the new language, and a

measuring stick for accuracy. The teacher still directs and corrects at

this stage, but the classroom is beginning to become more learner-

centered.

C. Pro"!ction

3roduction is the act of making products 'something, goods

and services(. It is seen as the culmination of the language learning

process, whereby the learners have started to become independent

users of the language rather than students of the language. The

teacher


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correct or become involved unless students directly appeal to him2her

to do so.

&. Process

The process of this strategy is the first is the -resentation stae

involves explaining the aims of the lesson so that children know what they

will learn and why. It is also during this stage that the teacher explains the

new language, including both its meaning and form, and how to say or write it

correctly. ) good presentation will be understandable, interesting and in a

context the children can understand, such as a song, game or story.

The second is -ractice stae. It is to help the students use the new language

you have just explained to them. The teacher can ask the children to produce

sentences or answer uestions that demonstrate they understand how to use

the language correctly. In a good practice stage, language will also be in a

context which children understand. It is at this stage that error correction is

most important.

The final stage is the -ro"!ction stae. This stage can help motivate children

to communicate meaning with the new language. 4tudents should have the

opportunity during this stage to experiment with the language, for example

they can use the names of animals to make a story. Fou do not need to correct

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too much during this stage, but you can observe the students and give

feedback at the end of the stage.

%. 0ritin A&i'ity

a. Conce-t of 0ritin A&i'ity

The word ability in Axford )dvanced %earnerDs $ictionary can be defined

as:

b. To do something the fact that somebody2something is able to do

something.

c. ) level of skill or intelligence. 7

;ot only that, the word ability can be defined as:

. The uality of being able to do something, especially the physical,

mental, financial, or legal power to accomplish something.

#. ) natural or acuired skill or talent.

. The uality of being suitable for or receptive to a specified treatment@

capacity: the ability of a computer to be configured for use as a file

server.6

Based on the definition above, the writer can conclude that ability is a

talent or skill which is owned by a person to do activities in her or his life.

7 )s +ornby, op"cit", p" #6 http:22www.thefreedictionary.com2ability, %bility, #5-5-#55

>

http://www.thefreedictionary.com/abilityhttp://www.thefreedictionary.com/ability


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)ccording to 3aul $avies, writing is probably the linguistic skill that

is least use by most people in their native language./>

!hile 4anggam 4iahaan states writing is the skill of a writer to

communicate information to a reader or group of readers. +er or his skill is also

reali"ed by his or her ability to apply the rules of the language s2he is writing to

transfer the information s2he has in her or his mind to her or his readers 's(

effectively./#5

Erom the uotations above, the writer can conclude that writing is the

activity transfer the information to the others in written form. !riting also is the

act or art of forming letter and characters in a place or something for the

purpose of recording the ideas which characters and word express,

communicating them to others by visible signs.

Erom the statement above is probably from the readersD point of view.

To writers, on the other hand, writing can be a means of communication.

Through writing, they can express his ideas, experiences, thoughts, and feeling.

It is even through writing that they can communicate over long distance and

period.

*oreover 0asihani 0.= 4uyanto explains that/ Gwriting ability is very

difficult, because involving ability or mastery of grammar, vocabulary, and

spelling. This is skills or logical way of thinking and skill mix words into

> 3aul davies, 'uccess in English teaching , Axford 1niversity 3ress, ;ew Fork, #55#, p. >#5 4anggam 4iahaan, The English aragraph, raha Ilmu, Fogyakarta, #556, p. #

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meaningful sentences. In addition to a coherent sentence structure and clear

content, punctuation is also important in the =nglish language. G#

It can be said that writing is a crucial part in our global society. %et us

imagine how this world is without writing. Through writing, we can learn a lot of

things, from the simplest one such as how to make a glass of milkshake until

how this earth is formed, for example. In short, writing plays a significant role in

our life.

&. Conce-t of Narrati*e te;t

)ccording to 4anggam 4iahaan narrative paragraph is a paragraph in

which a writer recounts an event to his readers. It can be about biographies,

autobiographies, historical event, instructions, and processes.##

In addition Euraidah, et.al defines narrative as a present story such as

your daily activities, or a past one such as your unforgettable experience and all

other events happening in the past.#

;arration is a type in which the writer tries to recount an event 'object(

of his world experiences in order his readers can see, feel, smell, hear, and taste it

as he can.#9

# 0asihani 0.= 4uyanto, =nglish for Foung %earners, Bumi )ksara, ?akarta, #557, p. 6## 4anggam 4iahaan , op" cit ., p. 5# Euraidah, et.al, %danced Writing , 1niversitas Terbuka, ?akarta, #557, p. .7#9 4anggam 4iahaan , .ssues in Linguistics, raha Ilmu, Fogyakarta, #556, p. #7

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;arrative describes the actions that occur within a story. These

consecutive groups of sentences help move the story along by explaining what

happens next and why. They are written in such a way as to place the writer, the

reader, or both rights in the center of the action. !hen written in the third person

'Ghe,G Gshe,G etc.(, the reader follows the character around, mentally visuali"ing

the events and must always be written in an active voice and normally cover past

tense.

The union of narrative paragraph, it is called by narrative text.

;arrative text is the text which contains about a story or fairy tale 'can be

folklore 'folktale(, an animal story 'fable(, The %egend '%egend(, short stories,

etc.(. In it there is a conflict 2 top problem, followed by settlement. The main

function of this text is to entertain readers. Text organi"ations are:

( Arientation 'who are involved in the story, when, where(.

#( &omplication 'a problem arises followed by other problems(.

( Cesolution 'solution to the problem(.

In narrative has a language features as follow:

( The use of noun phrases 'a beautiful princess, a huge temple(

#( The use of connectives 'Eirst, before that, then, finally(

( The use of adverbial phrases of time and place 'in the garden, two days ago(

9( The use of the simple past tense '+e walked away from the village(

8( The use of action verb 'walk, sleep, wake up(

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( The use of saying verbs 'say, tell, ask(

7( The use of thinking verb, feeling verbs, verb of senses '4he felt hungry, she

thought she was clever, she smelt something burning(.

c. Process of 0ritin a Narrati*e

Below are the steps which a writer commonly follows to write a

narrative.

Eirst, he or she invents the main topic of the paragraph. +e or she can

select any topic from the world of his or her experience. It can be concrete

topic, such as a person, an animal, a plant, or an object such a mountain, a

city, a car, a book, a house, etc. it can also be an abstract one, such a lesson,

an idea, a belief, a conflict, a history, an object, etc. second, he or she

invents the controlling idea of the paragraph by which he or she views his

or her main topic of the paragraph. This idea can be of his or her

experience or the exploitation of his or her mind. It is usually the condition

of the topic, so the common word used to express the idea is by using an

adjective. Third, he or she will formulate the topic sentence of the

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paragraph. This formulation must be able to signals the overall organi"ation

of the paragraph. In addition to that, it can signal the type of supports for

the topic sentence in elaborating the paragraph. Eourth, he or she collects

the supports. &ommonly they are called the data of the paragraph. Eifth, he

or she formulates the concluding paragraph. 4ixth, he or she writes the

draft of the paragraph. )nd last, he or she revises the draft. 4o writing a

paragraph from the viewpoint of its process involves seven steps together.#8

&. Usin Dra4 a&e' Ca-tion 5DC6 $tratey an" Presentation Practice

Pro"!ction $tratey to Increase T#e $t!"ents< Narrati*e 0ritin A&i'ity.

4trategy is the way for learners to solve problems encountered in

constructing meaning in any context. 1nlike skills, strategies chosen by learners

are modified to fit the demands of the learning situation. 4trategic learners know

how and when to alter, modify, combine, and test individual strategies against

their prior knowledge, beliefs, and experiences.

4anggam 4iahaan explains that students who are taught with a strategy

are more highly motivated than those who are not and can be lead to a more

effective learning ';unan, >>>:7#(. The reason why it is effective, as

according to killen '>>6@ v(, is that a teaching strategy includes: what a

teacher does, the way in instruction is organi"ed, how much the students are

involved actively in learning, how much the students are responsible for the

#8 4anggam 4iahaan ,, The English aragraph, p. -#

#9


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learning, and how learning is assed. This tells that a strategy is a teaching

agenda that indicates the direction of the classroom activities to help the

students make an achievement of certain knowledge and skill on a certain

language aspect. ) teaching strategy is associated with a certain teaching

material and the classroom teachers are suggested to use the suitable strategy

to make an effect on the achievement of the students on the teaching material

to construct a certain knowledge and skill such as listening, speaking, reading

and writing.#

Based on the uotation above, it can be explained that teach and learn

=nglish with using strategy can motivate and improve the students to study

=nglish. The students also can be easy to understand the material subject that

will be teach the teacher, more active in the class and so it can make the

=nglish teaching and learning process will be more effective.

*oreover, the influence of $raw %abel &aption strategy toward writing

ability can be explained as follows:

$raw %abel &aption '$%&( strategy is a strategy that refers to the use

of several steps that draw, label and caption, and then developed into a

paragraph, whose purpose is to accelerate the development of individual

student initiative, self confidence, self-improvement and self-learning plan the

student.

# 4anggam 4iahaan , .ssues in Linguistics, p. ##

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The influence between narrative paragraph concept and $raw %abel

&aption '$%&( strategy, this strategy is appropriate for the students to

improve their ability in writing skill, especially to get supporting detail in

narrative paragraph and also can help the teacher in order to teaching and

learning process in the class can be run well.

)ccording to *ichael +utagulung $raw %abel &aption strategy is the

both a lesson plan and pre-writing techniue that can help the students

brainstorm before writing a functional story or a personal narrative. It can also

be used to introduce new vocabulary or review vocabulary. The basic

techniue is that studentsD draws a picture then label everything in the picture

and then give an overall caption or summary of what is happening in the

picture. ;ow they can write description of everything they have labeled and

the action. ;ow they have a complete description of a scene or even a

complete story./#7

3resentation 3ractice 3roduction 4trategy is relatively straight

forward, and structured enough to be easily understood by both students and

new or emerging teachers. It is a good place to start in terms of applying good

communicative language teaching in the classroom. It has also been critici"ed

considerably for the very characteristic that makes it the easiest method for

#7 http:2www.englishadvantage.info2lesson-plans2draw-label-caption, #p" Cit,

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There are two variables in this research. They are independent variable 'J(

and dependent variable 'F(. The independent variable 'J( is $raw %abel &aption

'$%&( strategy and 3resentation 3ractice 3roduction strategy. )nd the dependent

variable 'F( is the studentsD narrative writing ability.

$raw %abel &aption '$%&( strategy is the strategy that is used to help the

students identify the main idea and the related supporting ideas of the lesson, text

or concept. It contains three steps, namely draw, label and caption.

3resentation 3ractice 3roduction strategy is simply one way to help

children learn new language in an enjoyable and effective way.

;arrative writing is the material in =nglish learning that must be master

by the students. This is the skill that students are reuired to produce written work

in all their core subjects. They are reuired to hand in reports, narrative and

descriptive essays, biographies, as well as other forms of writing needed in their

various class and homework assignments. Therefore, there is an important need

for them to be instructed and provided with practice activities to develop their

writing skill in order to ensure their success in their school life.

The studentDs narrative writing ability has an important role in =nglish

teaching. 4o it needs strategy that proper and enjoyable the students to study it.

Therefore, there is difference between the use of $raw %abel &aption '$%&(

strategy and 3resentation 3ractice 3roduction strategy in increasing the studentsD

narrative paragraph writing ability at the eight grade students of 4tate ?unior +igh

4chool *etro in the academic year of #582#5.

#6


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B. Po-!'ation an" $am-'in Tec#ni>!e

1. Po-!'ation

)ccording to Fonges 0umarsingh, population or universe means the

entire mass of observation, which is the parent group from which a sample is to

be formed/.#>

Based on the definition above, it means that the population is the whole

subject that will be researched in the research.

The population in this research is the students at the eight grade students

of 4tate ?unior +igh 4chool *etro in the academic year of #582#5. The total

population in this research was #8 students which are divided into seven classes.

In this research, the writer just used two classes, the class LII.# consists of 8

students and the class LIII. consists of 8 students.

2. $am-'in Tec#ni>!e

)ccording to 4ugiyono sample is part of the amount and characteristic

which is owned by population/.5

It means that sample is the part of population which presents that

population which will be researched.

In this research, the writer used purposive sampling as the method in

choosing a sample. 3urposive sampling is the sampling techniue that has a

#> Fongesh 0umarsingh, /unda)ental o$ Research Methodology and 'tatistics, ;ew $elhi, ;ew)ge International '3( %imited, #55, p. 6#5 4ugiyono, Metode enelitian 0uantitati$ 0ualitati$ dan R1D, )lfabeta, Bandung, #55>, p. 6

5


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purpose. The reason is based on the grade of the data pre-survey on the studentsD

narrative paragraph writing ability, the studentsD score in the class LIII.# and class

LIII. can be categori"ed into poor category than the others class.

*oreover based on the explanation above, the sample of the research is at

the eight grade students of 4tate ?unior +igh 4chool *etro in the )cademic

Fear of #582#5 in the class LIII.# which consists of 8 students and the class

LIII. which consist of students. The writer toll class LIII # as the &ontrol

class and class LIII as the experimental class.

C. O-erationa' Definition of /aria&'es

Aperational definitions of variables ins this research are:

1. In"e-en"ent *aria&'e

Independent variable of this research is $raw %abel &aption '$%&(

strategy and 3resentation 3ractice 3roduction strategy. $%& strategy is the

strategy that students draw a picture, then label everything in the picture, and then

give an overall caption or summary of what is happening in the picture. The last

the students can write descriptions of everything they have labeled and the action.

*oreover based on the theoretical review, the indicator of $raw %abel

&aption '$%&( and 3resentation 3ractice 3roduction strategy in this research is

the writer gives a treatment about narrative paragraph writing ability.


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2. De-en"ent /aria&'e

$ependent variable in this research is narrative paragraph writing ability

includes content, organi"ation, vocabulary, grammar and mechanic. *oreover,

writing a paragraph narrative must be attention how to write into a good

paragraph with the three steps, namely: introduction or the beginning, body and

conclusion.

Based on the theoretical review, the indicator of narrative paragraph

writing ability in this research is the writer gives a pretest and posttest to the

students to make writing about narrative paragraph.

D. Data Co''ection 7et#o"

1. Test

)ccording to 4uharsimi )rikunto, test is a series of uestions or exercises

and other tools used to measure the skills, knowledge, intelligence or talent

abilities possessed by individuals or groups./

Based on the explanation above, the writer uses test to collect the data.

The writer uses pre-test and post-test as data collection method to measure of the

studentsD narrative paragraph writing ability.

In collecting data, the writer used test. Test are valuable measuring

instruments for educational research.# !inarno 4urahmad explains that the most of

4uharsimi )rikunto, #p" Cit", p. 85# $onald )ry, %ucy &heser ?acobs, and )sghar Ca"avieh, Loc" Cit . p. 7>.

#


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research uses test as the main tool to measure the aspect. . It is consist of two kinds

of techniue data collecting, they are pre test and post test. The explanation of them

are follow:

.9. 3re test

3re test given before treatment, to know how far the students

overcome in reading comprehension..9.# 3ost test

3ost test given to students after treatment, it is to know the

result of students achievement through 33% strategy.*eanwhile, in order the data trusted, the instrument which will be

tested should have good uality. Therefore, the writer use content

validity. &ontent validity refers to the relevance of the instrument or

measurement strategy to the construct being measured.9 In other

words, the instrument would be relevant to the focus of the research.

Therefore the writer use content validity based on the syllabus and

materials at the seventh grade of 4*3 ; in academic year

#582#5.)ccording the &reswell uasi experimental has types of test.

)nd this research the research use pretest-post test only design. It will

be explained below:

Two -roup retest2Treat)ent2osttest Design

The two group pretest-treatment-posttest design is considered a strong

experimental design for several reasons. Eirst, the design includes the

usage of both a control and treatment group. 4econd, the design also

!inarno 4uraahmad. enghantar enelitian .l)iah" Bandung. Tarsito.>>5. p. #9 eoffrey *arc"yk.,david the mateo, david festinger. =ssential of research design and methodology.

&anada: john wiley M sons. Inc. +oboken, ;ew ?ersey.#558.p.57


34/40

reuires that a pretest and posttest be administered to both the control

and treatment group. *r. 4outh then administers a posttest to both the

control and treatment groups to determine the learning outcomes of the

experiment. This design can be diagrammed as:

roup N 3retest )dministered N ;o Treatment Implemented N

3osttest )dministeredroup # N 3retest )dministered N Treatment ImplementedN

3osttest )dministered.8

E. Researc# Instr!ment

ery )nderson defines an instrument includes test and uestionnaire,

observations schedules and any other tool used to collect data./ Eurthermore, the

research instrument involves:

1. Instr!ment B'!e-rint

The test is written test. The writer uses the same type pretest and

posttest instruments in this research. The pretest instrument is different with

the posttest instrument, but has the same difficulty level. The pretest and

posttest is making a narrative story essay which uestion was prepared by the

writer. In this research the writer uses writing essay test. This test is chosen as

8 eoffrey *arc"yk.,david the mateo, david festinger. =ssential of research design and methodology.

&anada: john wiley M sons. Inc. +oboken, ;ew ?ersey.#558.p.57 ary )nderson , /unda)entals o$ E ducational research, The Ealmer 3ress teachers %ibrary,

3'%, 4556" p. >9

9


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content of writing.

OR9ANI?ATION

6-#5 =xcellent !riting really organi"ed and neat.

ItDs really clear, much ideas and the

seuence is very logic.

9-7 +igh !riting is organi"ed, neat, clear,

much ideas, and the seuence is

logic.

5- Eair !riting is less organi"ed and neat,

it is less ideas and the seuence is

less logic.

7-> 3oor The seuence is not logic.

/OCABUAR3

6-#5 =xcellent The students have many

vocabularies. They use the words

very effective and appropriately.

9-7 +igh The students have good

vocabularies@ use the words

effectively and appropriately.

5- Eair The students have little

vocabularies@ the words less

effective and less appropriate.

7-> 3oor The students do not master the

words and their writing like

translation.

##-#8 =xcellent The students can master the

grammar well.

6-# +igh The students uses and arranges the


37/40

9RA77AR

sentence simply.

-7 Eair The students are difficult in using

and arranging the simple sentence.

8-5 3oor The students do not master the

grammatical in their writing.

7ECHANIC$

8 =xcellent The students can master the

mechanics in writing.

9 +igh The students master the mechanics

in writing.

Eair The students less master the

mechanics in writing and many

mistakes.

# 3oor The students do not master the

mechanics in writing and their

writing are difficult to be read. 7

. Data Ana'ysis Tec#ni>!e

To investigate whether there is difference between the use of $raw %abel

&aption '$%&( strategy 'experimental class( and 3resentation 3ractice 3roduction

strategy 'control class( in increasing the studentsD narrative paragraph writing

ability at the eight grade students of 4tate ?unior +igh 4chool *etro in the

academic year of #582#5, the writer analysis the data by using t-test.

The formula of t-test is:

7 Burhan ;urgiyantoro, enilaian Dala) enga*aran +ahasa Dan 'astra, B3E= Fogyakarta,

Fogyakarta, #55, p. 57-56

7


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+

−+

+

−=

∑ ∑7 8 7 8

7 8

9 9 9 9

7 8

M M t

#

##

* : The mean of score each group.

; : 4ubjects in the sample

J : $eviation of each grade J# and J

F : $eviation of each grade F# and F6

6 4uharsimi )rikunto, #p"Cit", p. -#

6


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)s +ornby , #x$ord %danced Learner&s Dictionary, Axford 1niversity 3ress, ;ew

Fork, #555

Burhan ;urgiyantoro, enilaian Dala) enga*aran +ahasa Dan 'astra, B3E=

Fogyakarta, Fogyakarta, #55, p. 57-56

&.C. 0othari. Research Methodology Methods and Technique (second reised edition!"?aipur India:;ew )ge international publisher.#559

Euraidah, et.al, %danced Writing , 1niversitas Terbuka, ?akarta, #557

ary )nderson , /unda)entals o$ E ducational research, The Ealmer 3ress teachers%ibrary, 3'%, 4556" p. >9

eoffrey *arc"yk.,david the mateo, david festinger. =ssential of research design and

methodology. &anada: john wiley M sons. Inc. +oboken, ;ew

?ersey.#558.p.57

http:2www.englishadvantage.info2lesson-plans2draw-label-caption , Draw Label

Caption, 59-5-#55

http:2www.englishadvantage.info2lesson-plans2draw-label-caption , Draw Label Caption, 59-5-#55

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0asihani 0.= 4uyanto, =nglish for Foung %earners, Bumi )ksara, ?akarta, #557

0uta, 0atherine !iesolek , Reading and Writing to learn, %ibraries 1nlimited2Teacher ideas 3ress,14), #556,

Axford 1niversity, #x$ord %danced Learner&s Dictionary, Axford 1niversity 3ress,

;ew Fork, #555

3aul davies, 'uccess in English teaching , Axford 1niversity 3ress, ;ew Fork, #55#

4anggam 4iahaan , .ssues in Linguistics, raha Ilmu, Fogyakarta, #556

4anggam 4iahaan, The English aragraph, raha Ilmu, Fogyakarta, #556

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4teve 3eha, The writing Teacher&s 'trategy -uide, Teaching That *aking 4ense, Inc,

;ew Fork, #55

4ugiyono, Metode enelitian 0uantitati$ 0ualitati$ dan R1D, )lfabeta, Bandung,

#55>

!ina 4anjaya, 'trategi e)bela*aran +erorientasi 'tandar roses pendidian,

0encana, ?akarta, #55>

!inarno 4uraahmad. enghantar enelitian .l)iah" Bandung. Tarsito.>>5

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