Академический Документы
Профессиональный Документы
Культура Документы
NARRATIVE TEXT
A PAPER
By
Pitriyani
031113077
I hereby declare that the paper entitled “The Use of Textless Comic on Students’
that I have quoted some statements and ideas from many resources. All quotations
are properly acknowledged in the texts. Should there be any claim on the
responsibility.
Pitriyani
i
PREFACE
Allah SWT who has given mercies and blessing to the writer. Therefore, the paper
Text” is completed.
The writer realizes that the paper is still far for being perfect. Thus, she
appreciates all constructive criticisms and suggestions to make better paper in the
future. Hopefully, the paper will be useful for her and the readers.
The Writer
ii
ACKNOWLEDGEMENT
Praise be to Allah, The Lord of the world. The writer would like to express
her highest gratitude to Allah SWT who has given her guidance, mercies and
strength in completing this paper. She also would like to express her gratitude to
people who have helped and supported her from the first until the last process of
completing the paper. Her deepest gratitude and appreciation are given to Dra.
Atti Herawati, M.Pd. as the first supervisor and as the Head of English Education
Study Program. She also would like to express her deepest gratitude to Dr. Yanti
Suryanti, M.Pd. as the second supervisor who had given her advices, guidance,
Her sincere gratitude is also extended to Drs. Deddy Sofyan S., M.Pd. as
Program, Tina Priyantin, M.Pd. as her academic counselor and all the lecturers of
English Education Study Program for sharing valuable knowledge and giving
kindness.
conduct the research in the school. In addition, her sincere thanks and appreciation
are given to the students in tenth D class for their cooperation and participation in
iii
Her deepest gratitude, appreciation, and love are dedicated to her beloved
parents: Abdul Karim and Sulkha, for giving her endless love, care, support and
special thanks for always praying for her in the whole of their life. Besides, her
deepest gratitude is given to her lovely brother and sisters: Sukron, Yuli and Aulia
for always caring and supporting her. Furthermore, she would like to show her
gratefulness to her beloved friends: Ida, Elva, Khaviza, Rindri, Selvi, Ode,
Nadika, Riska, Ulfa, Sri, Tiara, Dewi and Pangestu for always supporting and
helping her in finishing this paper. She also thanks all her classmates in Class
C/2013.
iv
ABSTRACT
In writing narrative text the students are expected to be able to create the story
into some paragraphs with the chronological sequences. Unfortunately, some
students get confused and stuck for writing the story because of lack of idea. For
that reason, they need an appropriate media which offers fun activities and attracts
their interest. One of the media is textless comic. The aim of the research is to find
out the use of textless comic on students’ ability to write narrative text. The
research is conducted to the tenth grade students of one of Senior High Schools.
There are 20 students from class D taken as the sample by using purposive
sampling as technique sampling of this research. In conducting this research, the
writer applies pre-experimental method and chooses one group pre-test post-test
design. She gives pre-test, four treatments and post-test to the students. Written
test is given to measure students’ ability to write narrative text. The data are
analyzed by using t-test formula. From the calculation, she finds the result of t-test
value is 10.34 meanwhile the t-table value is 2.05 at significant level 0.05 with the
degree of freedom (df) is 19. It is found that the t-calculated is higher than that of
t-table (10.34>2.09). It means that the null hypothesis (Ho) is rejected. Therefore,
the use of textless comic affects students’ ability to write narrative text.
v
TABLE OF CONTENTS
APPROVAL SHEET
DECLARATION i
PREFACE ii
ACKNOWLEDGMENT iii
ABSTRACT v
TABLE OF CONTENTS vi
LIST OF TABLE ix
CHAPTER I INTRODUCTION
F. Problem to Investigate.....................................................................................4
G. Hypothesis.......................................................................................................4
H. Operational Definition.....................................................................................5
I. Research Significance......................................................................................5
A. Writing
1. Definition of Writing..................................................................................6
2. Writing Process...........................................................................................7
vi
B. Narrative
1. Definition of Narrative................................................................................9
C. Media
1. Definition of Media....................................................................................12
D. Textless Comic
E. Related Research............................................................................................16
C. Research Instrument..........................................................................................21
E. Data Analysis....................................................................................................25
A. Research Findings 27
vii
5. Testing Hypothesis 30
B. Disscussion 30
A. Conclusion 33
B. Suggestion 34
BIBLIOGRAPHY 35
APPENDICES
Appendix 6 : RPP................................................................................................56
Appendix 7 : SK Bimbingan
viii
LIST OF TABLE
ix
CHAPTER I
INTRODUCTION
time. In addition, the students usually feel difficult to organize their ideas
wrote, “Writing is the most difficult skill for second language learners to
master. The difficulty lies not only in generating and organizing ideas, but
also in translating these ideas into readable text”. It means that writing is
not easy to be mastered for second language students because they are not
only create ideas, but also interpret the ideas into comprehensible text.
produce written simple functional text in descriptive text, recount text, and
narrative text. Narrative text is one of the texts which is difficult to learn
by the students, because in writing narrative text the students are expected
to be able to create the story into some paragraphs with the chronological
story, they always get confused and stuck for writing the next story
1
because of lack of idea. Besides lack of idea, students are having difficulty
writing assignment for the students by using appropriate media. One of the
words. Pictures in the comic can help the students to visualize and
construct ideas to write a story. In addition, the main aim of using textless
text.
“The use of textless comic on student’s ability to write narrative text”. The
writer hopes that by using textless comic the students will be active as
participants and they have more chance to express their minds, ideas and
imagination. They will feel something new and different from what they
usually get in their class. This media is expected to help the students to
expresses her or his idea, feeling and thought in order to give information
reasons for choosing the topic: writing skill has the highest level of
2
difficulties and writing narrative is fun if the teacher can give creative
Writing skill has the highest level of difficulties because this skill
has several rules to follow. It causes some students do not like this
activity. They are usually nervous and panic when they are asked to write
grammatical rules. For that reason, the teacher should use interesting
Writing narrative text is fun if the teacher can give creative writing
assignment for the students by using appropriate media. The media that
pictures. Pictures in the textless comic can help the students visualize and
if the teacher can give creative writing assignment for the students by
using appropriate media, it can be fun and easy. For that reason, the writer
intends to investigate whether texless comic will give the significant effect
the use of textless comic in teaching writing of narrative text at the ten
3
research is “Is there an effect of using textless comic on students’ ability to
writing of narrative text by using textless comic for the tenth grades of
To limit the problem the writer only focuses on narrative text. The
topic of the story that should be written by the students is fable story. In
F. Problem to Investigate
G. Hypothesis
4
H. Operational Definition
entertaining way.
telling story.
I. Research Significance
The study gives benefits either for the students or the teacher. It is
expected that by using textless comic the students can be more creative
and can express their idea and feeling. Meanwhile, for the teachers this
5
CHAPTER II
THEORETICAL FOUNDATION
A. Writing
1. Definition of Writing
People have many ways to communicate to each other. One of the ways
personal learning and writing courses that emphasize the power of the
writing people are expected to be able to share their feeling, or idea about
paper. Hence, the product of writing should be truly acceptable by the readers.
In writing, when the reader can understand the meaning that consists of the
words and sentences, it means that communication has occurred and got
means that in writing, people are expected to be able to express their own ideas
6
According to Harmer (2007:327) “Writing is a way to produce
language and express idea, feeling and opinion”. It indicates that by writing
people can share their information and their own thinking in written form.
based on their ideas and they can put it all into a written. It can be written in a
way to tell ideas and knowledge to the readers by using people’s thought. It is
done through several procedures in order to make the information that will be
delivered to the readers is agree with the goals that will be reached.
involves people’s thought and feeling. They can write anything freely on the
paper, but keep paying attention to the rules and grammatical concepts of
writing.
2. Writing Process
sequencing them, revising, editing the draft, and many more. Oshima and
7
The process of writing has roughly four steps. In the first step,
you create ideas. ln the second step, you organize the ideas. In
the third step, you write a rough draft. In the final step, you
polish your rough draft by editing it and making revisions.
It means that writing process is not one-step action; there are some
steps that should be done to make good written communication. For more
details, according to Oshima and Hogue (2007:15) there are some steps in the
a. Prewriting
The first step is called prewriting. Prewriting is a way to get ideas. In this
step, the writer chooses a topic and collect ideas to explain the topic.
b. Organizing
The next step in the writing process is to recognize the ideas into a simple
c. Writing
The next step is to write a rough draft, by using the outline as a guide, to
write the rough draft quickly without stopping to think about grammar,
In this step, the writer polishes what he/she has written. This step is also
called revising and editing. Polishing is most successful if the writer can
do it in two steps. First, he/she attacks the big issues of content and
8
B. Narrative
1. Definition of Narrative
There are many types of text that students learn at school. One of them
story in narrative text contains some events that relate to each other. Besides,
story that happens in human life by expressing the situation in every daily
activity. Narrative can be presented or told in the first person if the narrator is
one of the characters in the story, and in the third person if the narrator is
chronological order”. It means that a story that tells about situation which is
narrative.
legend, fable, tale, novella, epic, history, tragedy, drama, comedy, mime,
places, and in every society”. It indicates that narrative text is type of written
text that tells a story of one character or more who face certain situation. There
9
are many different types of narratives including: humor, romance, crime,
many more. Those stories are to amuse and entertain the reader.
tells about story that consists of related events which is happened in the past. In
addition, narrative text is a kind of text that tells the readers or audiences the
story about a person, group of people, or animal in daily life, in order to amuse
and entertain the reader. Besides, narrative text has the components of the story
that narrative text tells the events systematically based on the chronological
order.
a. Orientation
In this paragraph the narrator tells the audiences who are in the story, when
b. Complication
This is part of the story where the narrator tells about something that will
begin a chain of events. These events will affect one or more of the
c. Sequence of events
10
This is where the narrator tells how the characters react to the
complication. It includes their feelings and what they do. The even can be
d. Resolution
In this part of the narrative where the complication is sorted out or the
problem is solved.
e. Coda
2012:11).
A hare boasts to the other animals about how fast he can run. When
none of them responds initially to his challenge for a race, he taunts them that
they are too scared even to try. When the tortoise then speaks up, the hare
scoffs that he won’t even waste his time racing the slowest creature in the
world. The tortoise returns the taunt, claiming that the hare must be scared of
being beaten. When some of the animals laugh at this, the hare agrees to a race,
to take place a week later.
The tortoise spends the week in training, but continues to move very
slowly, and the other animals wonder if the race is a good idea. Nevertheless,
there is a large crowd of animals on the day of the race. As the race starts, the
hare roars off. When he stops to look back, the tortoise has barely crossed the
starting line. The hare taunts the tortoise that he will be able to stop for a rest
and still beat him.
However, when the hare goes to sleep in the sun, he sleeps for so long
that the tortoise is able to overtake him. As the tortoise nears the finishing line,
11
the animals cheer. This wakes up the hare, which runs as fast as he can to catch
up again, but the tortoise just makes it to the finish in time.
C. Media
1. Definition of Media
whole”. It means that the media has important role for people to get
learning process. They range from simple to sophisticated ones and they can
can convey the information and get the students’ interests easily. There are
Media is divided into three types, namely audio, visual, and computerized.
Audio media refers to sound element, visual media refers to visual element,
media are all things that can be used to deliver the message from sender to
12
interest in order to attain the teaching and learning process. The media can
learning process.
teachers and students. For the students, it can help them understand some
for the teachers, it can facilitate them in teaching and giving information to
the students. According to Preeti (2014:176) there are some benefits that can
seen as follows:
monotonous.
important role for people to get information. The use of media in teaching
13
many teachers use the media as a tool to teach the students in the classroom
to transfer knowledge.
D. Textless Comic
(1995:7),
It can be assumed that textless comic is a printed media that can help
Through textless comic students with limited English proficiency and with
many images that are arranged in a way that a story line is formed, but there
are no actual written words. It is within these textless comic that true
14
experiences and personal histories to bear on the visual images they
comic can be able to facilitate the students to illustrate the story by looking
at their experiences and histories that happen in their life. Besides, Arizpe
respite from the authority and weight of the words they must continually
deal”. It means that students can be able to express their idea and
and learners are helped by using this media to achieve the learning goals. It
can solve the problem faced by the students in the process of writing,
especially in writing narrative text and make them concentrate more on the
the language they use. Based on Jalongo and Zhang’s statement (2002: 167),
story”. It can be assumed that textless comic is a book that consists of pure
visual media that provides some pictures without word which can be able to
15
appreciated, shared, and enjoyed by students. This media can also facilitate
According to Jalongo and Zhang (2002: 171), there are some steps to
b. The teacher gives example of the process of first going through all of the
c. The teacher goes back to the beginning of the textless comic and invites
the students to tell a story. The teacher writes down the comments while
d. Teacher and students read and view the entire story together. The teacher
E. Related Research
To support her research, the writer uses some related previous studies.
There are three previous studies that discuss the teaching writing of narrative
text by using textless comic. The first is “Textless Comic to Improve Narrative
16
Text Writing Ability”, written by Widioko (2015). In this research, the writer
states that textless comic is appealing media for students in teaching of writing.
the students’ ability in writing narrative text after being taught by using textless
comic.
posttest design. The population of this research was the second year of science
administered writing test in collecting the data. The result of the data analysis
shows that there is an improvement in students’ ability after they were taught
mean score from pretest to posttest, which was 59.46 to 75.96, with t-value
11.376 and the t- table 2.042. In short, textless comic can improve students’
skill in the eighth grade of SMP Qaryah Thayyibah in the academic year of
2013/2014.
17
The result indicates textless comic as teaching media can improve
writing skill of the eighth grade students at SMP Qaryah Thayyibah academic
year of 2013/2014. It is relevant with the data of mean score in pre-test and
post-test in each cycle. Mean score of post-tests are higher than the pre-test. It
among EFL majors at Faculty of Education. The design of the research is one
researcher. The instruments were applied to the sample of the research before
and after implementing the program. Results of the research revealed that there
18
sample in the pre and post assessment of EFL narrative writing and critical
thinking skills in favor of the post assessment. Therefore, the EFL narrative
writing and critical thinking skills of the sample were developed as a result of
enhancing the EFL narrative writing and critical thinking skills among EFL
19
CHAPTER III
RESEARCH METHODOLOGY
design are applied. There is only one group in this research: the
comic to write narrative text. First, the group will be given pre-test to
measure their ability to write narrative text. Then, the writer will give
treatment for four times by using textless comic, and the last is giving
post-test. The results of pre-test and post-test are counted by t-test formula
narrative text. The design of the research is taken from Pandey and Pandey
T ₁ xT ₂
20
B. Population and Sample
Senior High Schools in Bekasi. There are six classes which are class A, B,
C. Research Instrument
writing test. The test will be given twice: before the treatments (pre-test)
and after the treatments (post-test). The first step is conducted to find out
the basic knowledge of the students in writing narrative text by giving pre-
test. The second is treatment that will be given by using textless comic as
media. The treatment will be conducted for four times. The last step is
21
Table 3.1
Writing assessment based on the Ministry of Education and Training of
Canada (1999:29)
22
Categories 1 Point 2 Point 3 Point 4 Point
Organization The atudent’s writing
– overall – shows little – shows some – has a – has a clear
structure evidence evidence beginning, a beginning,
(beginning, of a of a middle, and middle, and
middle, beginning, a beginning, a an end end
end, links) middle, middle, – includes – includes
and an end and an end events or events or
– includes – includes ideas ideas
few events some events organized in organized
or ideas that or ideas that a logical logically
are are sequence and
organized organized effectively
sequentially sequentially
Conventions The students
– grammar –correctly –correctly –correctly –correctly
uses very uses some uses most uses all or
few of the of the of the almost all of
conventions conventions conventions the
studied studied studied conventions
studied
– spelling – shows some –uses –uses – spells most
evidence phonetic and phonetic words
of spelling conventional spelling only accurately,
strategies spelling for for more but may
familiar difficult make
words words occasional
errors with
more difficult
words
– punctuation –makes many – makes some – makes few –makes
errors errors errors almost no
Errors
–visual – produces a – produces a – produces a – produces a
presentation visual visual clear visual clear visual
presentation presentation presentation presentation
that is unclear that is that enhances
(e.g., spacing, basically the narrative
legibility) clear
23
The writer only uses three categories from the writing assessment
not appropriate with the topic that given to the students. The reasoning
and number and relevance of supporting facts and details. The total highest
overall structure (beginning, middle, end, links). The total highest score
spelling, punctuation and visual presentation. The total highest score for
this category is 16 point. So, the total highest score of those categories is
28 point.
In collecting the data, the writer applies some steps: First, pretest is
this test, the students are asked to write narrative text. Second, after giving
the pre-test, the writer gives four treatments to the students by using
second treatment, fairy tale in the third treatment and fable as the last
24
students will be given example and demonstration about how to produce
more understand before applying that media. After that, she and the
students produce a story based on that media. In this stage, the students
will be asked whether they want to make any changes before they read the
entire story together. The last, the students will be asked to organize their
E. Data Analysis
test formula is used to find out whether there is an effect of using textless
pre-test and post-test, the writer uses this t-test. The following formulas
d= [ y −x ]
Md =
∑d
n
25
∑d = Total difference
n = Number of students
Xd = d - Md
d = The difference
The formula of t-test is taken from Supardi (2013: 325). The formula is
as follows.
Md
t=
∑ x 2d
√ n ( n−1 )
t = t-test
n = Number of students
Testing the hypothesis is done by first of all finding out the value of
d.f = n-1
n = Numbers of students
26
CHAPTER IV
A. Research Finding
The research was started from 11th December until 14th December
2017. It was conducted to the tenth grade students of one of Senior High
School. There are 20 students from class D taken as the sample of this
because there is only one group in this research: the experimental group.
The instrument that is used to collect the data of this research is writing
test. The results of pre-test and post-test are counted by t-test formula to
find out the effect of textless comic on students’ ability to write narrative
text.
In this research, the students were given writing test. The test was
given twice: before the treatments (pre-test) and after the treatments
students’ ability to write narrative text. In the table, the pre-test and
27
Table 4.1
The Pre-test and Post-test Scores
Gain
The Score of
(d1)
No Name
Pre Test Post Test (Y-
Xd Xd2
(X) (Y) X)
1 FJ 37.49 62.49 25 9.29 86.21
17.8
2 ZA 42.85 60.71 2.15 4.60
6
30.3
3 E 44.64 75 14.65 214.48
6
4 SM 42.85 55.35 12.5 -3.22 10.34
5 SJSB 48.21 57.14 8.93 -6.79 46.04
16.0
6 KS 39.28 55.35 0.36 0.13
7
7 EK 46.42 51.78 5.36 -10.36 107.23
8 ANF 55.35 62.49 7.14 -8.58 73.53
9 NY 46.42 58.92 12.5 -3.22 10.34
21.4
10 CDK 41.06 62.49 5.72 32.66
3
14.2
11 NOA 41.06 55.35 -1.43 2.03
9
28.5
12 ES 33.92 62.49 12.86 165.25
7
17.8
13 A 39.28 57.14 2.15 4.60
6
14.2
14 IS 37.49 51.78 -1.43 2.03
9
14.2
15 SS 46.42 60.71 -1.43 2.03
9
19.6
16 SNT 42.85 62.49 3.93 15.41
4
10.7
17 MF 41.06 51.78 -5.00 24.95
2
16.0
18 AA 44.64 60.71 0.36 0.13
7
14.2
19 BK 51.78 66.06 -1.44 2.06
8
20 DPS 55.35 62.49 7.14 -8.58 73.53
Total (∑ 314.3 877.56
28
2. Calculating the Mean of Difference
To find out the mean, the total scores of difference are divided by the
total number of the students. The total scores of difference are presented
calculation is as follows:
Md =
∑d
n
29
=
∑ 314.3
20
= 15.71
Xd = d - Md
= 25-15.71
= 9.29
After obtaining the mean and the deviation of difference, the t-test is
Md
t=
∑ x 2d
√ n ( n−1 )
15.71
¿
877.56
√ 20 ( 20−1 )
15.71
¿
877.56
√ 20 ( 19 )
15.71
¿
877.56
√ 380
15.71
¿
√2.31
15.71
¿
1.52
30
¿ 10.34
5. Testing Hypothesis
Testing the hypothesis is done by first of all finding out the value of
test value is found out. It is intended to gain the value of t-table. The
calculation is as follows:
d.f = n-1
= 20-1
=19
The result shows that the degree of freedom is 19. Based on t-table,
Meanwhile, the t-test value is 10.34. It means that the t-test value is
that the null hypothesis (Ho) is rejected and the alternative hypothesis
(Ha) is accepted.
B. Discussion
The test was given twice: before the treatments (pre-test) and after the
narrative text. The Pre-test was given to find out the basic knowledge of
the students to write narrative text. Then, treatment was given to the
31
the writer used narrative text in some genres and topics. In the first
treatment, the writer gave myth as a genre of narrative with the story’s title
was Nyi Roro Kidul, legend in the second treatment with the story’s title
was Tangkuban Perahu, fairy tale in the third treatment with the story’s
title was “Cinderella” and fable as the last genre that was taught in the last
treatment with the story’s title was “The hare and the tortoise”.
understand more before applying that media. After that, she and the
students produced a story based on that media. In this stage, the students
were asked whether they want to make any changes before they read the
entire story together. The last, the students were asked to organize their
groups. After applying four treatments, post-test was given to the students
After pre-test and post-test score were got, the mean and deviation
of difference were counted. Then, the writer calculated those scores using
t-test formula to find out t-test value. The next step was counting the
degree of freedom to find out t-table value. Then, testing hypothesis was
32
Based on the calculation of the data, the mean of difference is 15.71.
10.34. Meanwhile, t-table value is 2.09 at significant level 0.05 with the
degree of freedom (df) is 19. In this case, the t-test value is higher than the t-
(Ha) is accepted and the null hypothesis (Ho) is rejected. In conclusion, the
result shows that the use of textless comic affects students’ ability to write
that consist of many images that are arranged in a way that a story line is
formed, but there are no actual written words. It is within these textless
CHAPTER V
33
A. Conclusion
of Senior High Schools in Bekasi with the total population 215 students
and post-test, it can be concluded that the use of textless comic affects
value which is higher than t-table value. The t-test value is 10.34,
meanwhile the degree of freedom (df) is 19 with the t-table value is 2.09 at
accepted and the null hypothesis (Ho) is rejected. The result of the
research shows that after being given four treatments by using textless
comic in the learning process, the students could be more creative and
classroom more enjoyable and fun, so the students are interested in writing
the story of narrative text. Moreover, this media is quite good to make
them more confident. Besides, thay can have better understanding about
the story. This media can facilitate them to comprehend the content of the
teaching writing.
B. Suggestion
34
Based on the research finding, there are some suggestions that are
offered to the teacher and the next writer. First, it is suggested for the
teacher to consider the students’ needs and interest before designing the
activities and apply the various media in teaching and learning process of
the teaching and learning process. Besides, it is suggested for the teacher
to prepare and master the materials well before entering the class.
Moreover, the teacher is suggested to use not too long or too short
story in order to gain the focus of the students from the beginning until the
end of the activities. He or she is also suggested to use textless comic that
is not famous for the students in order to improve their ideas and
situation of the students who will be given the treatments. In addition, the
other researchers who are interested in the same field are recommended to
apply other alternative media that can be used in teaching English to make
BIBLIOGRAPHY
35
Abbott, H. Porter. (2002). The cambridge Introduction to Narrative. Cambridge:
Cambridge University press. P.1.
Anderson, Mark. And Kathy Anderson. (1997). Text Types in English. South
Yarra: MacMillan, p. 8.
Arif, Marina. Mohd and Fatimah Hashim. (2008). “Reading from the Wordless: A
Case Study on the Use of Wordless Picture Books”. Faculty of
Education, MARA University of Technology (UiTM). Shah Alam,
Malaysia. Vol 1 no 1. P, 1. English Language Teaching.
www.ccsenet.org/journal.html.
Arizpe, Evelyn. (2013). “Meaning-Making From Wordless (Or Nearly Wordless)
Picturebooks: What Educational Research Expects And What Readers
Have To Say”. Cambridge Journal of Education, Vol. 43 No.2 .
http://eprints.gla.ac.uk/76005/.
Brown, H. Douglas. (2004). Language Assesment: Principles and Classroom
Practices (Fourth Edition). White Plains: Pearson Education. Longman.
Pp: 225.
Daneci, Maecel. (2009). Dictionary of Media and Communications. New York:
M.E. Sharpe, Inc. Pp. 192.
Grischotti, Nicky. et al. (2012). Aesop’s Fables. [Online]. Available [online] at:
www.bbc.co.uk/schoolradio [6 October 2015].
Gutierrez, Katia. Gregoria., Miriam Puello Nino and Luis Perez Alberto. (2015).
“Using Pictures Series Technique to Enhance Narrative Writing among
Ninth Grade Students at Institución Educativa Simón Araujo. English
Language Teaching” Canadian Center of Science and Education. Vol.
8, No. 5. Pp. 45.
Hack, Eman Mohamed Abdel and Hasnaa Sabry Abdel Hamid Ahmed Helwa.
(2014). “Using Digital Storytelling and Weblogs Instruction Toenhance
EFL Narrative Writing and Critical Thinking Skills among EFL Majors
at Faculty Of Education”. International Research Journals. Vol. 5, No.
1. http://www.interesjournals.org/ER.
Harmer, Jeremy. (2007). The Practice of English Language Teaching.
Cambridge: Pearson. Pp: 327.
Hillman, Judith. (1995). Discovering children’s literature.New York: Prentice
Hall. Pp.7.
Hyland, Ken. (2003). Second Language Writing. Cambridge: Cambridge
University Press. P. 9.
36
Jalongo, Mary. Renck and Ann Zhang. (2002). “Using Wordless Picture Books to
Support Emergent Literacy”. Early Childhood Education Journal.
Human Sciences Press. Vol. 29, No. 3.
Jordan, Rae. Renee. (2003). Academic Writing Course ( Third edition). Oxford:
Longman. Pp.27.
Kane, Thomas. S. (2000). Essential Guide to Writing. Newyork : Berkley
publihsing group. Pp: 7.
Luey, Beth. (2010). Hand Book for Academic Author (Fifth editions). New York:
Cambridge University Press. Pp:10.
Marble, Shannon. (2012). “How Do Wordless Picture Books Help Develop
Writing For All Students?”. Education Masters.St. John Fisher College
Fisher Digital Publications. Vol 12. No.2. Pp. 3.
Oshima, Alice and Ann Hogue. (2007). Introduction to Academic Writin (Third
Edition). New York: Pearson Education. Pp. 15.
Pandey, Prabhat and Meenu Mishra Pandey. (2015). Research Methodology:
Tools and Techniques. Romania: Bridge Center. Pp. 95.
37
Pre-test
Class =
Write a narrative text by using your own words consisting of 150 words!
Title :
38
Post-test
Class =
Write a narrative text by using your own words consisting of 150 words!
Title :
39
The Pre-test and Post-test Scores
Gain
The Score of
(d1)
No Name
Pre Test Post Test (Y-
Xd Xd2
(X) (Y) X)
1 FJ 37.49 62.49 25 9.29 86.21
17.8
2 ZA 42.85 60.71 2.15 4.60
6
30.3
3 E 44.64 75 14.65 214.48
6
4 SM 42.85 55.35 12.5 -3.22 10.34
5 SJSB 48.21 57.14 8.93 -6.79 46.04
16.0
6 KS 39.28 55.35 0.36 0.13
7
7 EK 46.42 51.78 5.36 -10.36 107.23
8 ANF 55.35 62.49 7.14 -8.58 73.53
9 NY 46.42 58.92 12.5 -3.22 10.34
21.4
10 CDK 41.06 62.49 5.72 32.66
3
14.2
11 NOA 41.06 55.35 -1.43 2.03
9
28.5
12 ES 33.92 62.49 12.86 165.25
7
17.8
13 A 39.28 57.14 2.15 4.60
6
14.2
14 IS 37.49 51.78 -1.43 2.03
9
14.2
15 SS 46.42 60.71 -1.43 2.03
9
19.6
16 SNT 42.85 62.49 3.93 15.41
4
10.7
17 MF 41.06 51.78 -5.00 24.95
2
16.0
18 AA 44.64 60.71 0.36 0.13
7
14.2
19 BK 51.78 66.06 -1.44 2.06
8
20 DPS 55.35 62.49 7.14 -8.58 73.53
Total (∑ 314.3 877.56
40
41