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USING CARTOON PICTURE TO IMPROVE STUDENTS

SPEAKING ABILITY

AT SEVENTH GRADE OF SMP N 9 JAMBI CITY

A CLASSROOM ACTION RESEARH PAPER

BY :

ELISA SETYANA

RRA1B209066

ENGLISH STUDY PROGRAM

LANGUAGE AND ARTS DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

2013


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CHAPTER 1

INTRODUCTION

1.1. Background of Research

In learning a language, there are four skills, such as: listening, speaking, reading, and

writing, but speaking skill is considered as the most essential skill to be mastered. Speaking is

an essential tool for communicating, thinking, and learning. Our personality, our self-image,

our knowledge of the world and our ability to reason and express our thoughts are all

reflected in our spoken performance in a foreign language. Then, through speaking, studentslearn concepts, develop vocabulary, and perceive the structure of a language which is the

essential components of learning. So that, many people, especially students think that if

someone wants to be successful in learning a language, they have to be able to use the

language by speaking.

To master in speaking skills especially in English, is not easy. Considering the current

status of English as a foreign language in Indonesia, not so many people use it in their day-to-

day communication. It can be a challenge to master English well. Additionally, there is an

issue which has been extensively discussed in the literature concerns the level of Indonesian

learners EFL speaking proficiency. A number of reports show that Indonesian learners

commonly have not attained a good level of oral English proficiency. As a proof, we can see

that many graduates from Junior High School in Indonesia cannot speak English, even to

introduce themselves. There must be some aspects which cause this problem; one of the

aspects is that the students face some difficulties in speaking English. This is a common thing

because English is a foreign language in Indonesia, in which the students are not accustomed

to speaking English with their community. This fact is in line with Pinter's statement (2006:

55) that one of the biggest challenges for all language learners is to speak fluently and

correctly because to master speaking skill, the students must speak and think at the same

time. Moreover, English has different language pattern with Indonesian, so it is possible for

Indonesian students to be influenced by their native language while speaking English.


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In order to make their students are more fluently in speaking, there are many kinds of

strategies that teacher at school might use. One way is to use pictures to improve their

speaking ability. Pictures as visual aids will attract students attention, and motivate them to

learn. Brown (2007) stated that picture can be used in many stages of the instructional

process, to introduce and motivate study of new topics, to clarify misconceptions, to

communicate basic information, and to evaluate students progressand achievement. There

are so many kinds of pictures that can teacher use to improve students speaking ability.

Illustrations, cartoons, and photographs accompanying the lesson kindle the interest and

imagination of the child. Cartoons are very appealing to young learners and capture their

imagination. Therefore, cartoons are an excellent theme to utilize when supporting your

childs learning at home. Generally, people believe that children like cartoon because cartoon

has rich imagination, exaggerated picture of the plot and dynamic features. Children like

cartoons mostly because they can basically see their imagination come to life. Impossible

things taking place right in front of a child who has impossible ideas in his/her head. In that

manner the cartoons somewhat speak to children. So that, the character of cartoon hopefully

can be used to help teacher makes students interested to speak English at class.

Based on explanation above, this research is conducted to know the possibilities using

cartoon pictures in improving students ability in speaking for 7th grade of junior high school

number 9 in Jambi city. Because as experience of the researcher during teaching practice in

that school, the researcher found that students speaking ability especially in class 7H, is very

low. The class is passive. They are too shy to express their idea. But, when the teacher

showed a picture, specifically cartoon, it can interest their attention. Then, when the teacher

asked question about what the cartoon picture is, many of the students wanted to answer it.

They are more enthusiastic and not shy to express their idea. Because of that, the researcher

wants to do a research entitled Using Cartoon Picture to Improve Students speakingAbility.


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1.2. Formulation of the Research

Based on the background mentioned above, the research question is formulated as

follows : How does cartoon picture improve students speaking ability in Junior High

School 9 Jambi? .

1.3.The Purpose of the Research

The purposes of this research are:

To describe solution of studentsproblem To describe the use cartoon picture and the improvement of students speaking ability.

1.4. The Limitation of the Research

This research is about the using of cartoon picture to improve students speaking

ability in Junior High School, especially for SMPN 9 Jambi for class VII H. The researcher

wants to do research in this class because while doing teaching practice at that school, the

researcher has to teach in that class. Another reason is because as researcher and teacher in

the schools experience, VIIH is the largest class; the students are around 40 students.

However, because of that, it is very crowded and the students like to make a noise, and walk

around the class. Moreover, in learning process, especially English, they are passive. Then, a

cartoon picture which is chosen by the researcher is gag cartoon. Gag cartoon is a kind of

cartoon which is chosen because it is just for entertains people. And can make the students

more interesting because it is quite funny. The topics that is used in this research are different

in each meeting, such as : asking & giving things, asking & giving facts, asking & giving

opinion, saying like & dislike, giving instructions, shopping list, greeting expression,

descriptive, procedure. They are related with the syllabus for 7th grade of junior high school.

The reasons are because the students will learn about them in the first and also in the second

semester. And the teacher can use pictures in teaching those topics. So, by using cartoon

pictures, hopefully the students will easy to understand about the topic.


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1.5. The Significant of the Research

The significant of this research are divided into 3 parts :

- for the teacher : by this research, the teacher will get the idea to use cartoon picture inhelping the teaching process.

- For the students : the students will easy to understand and more enthusiastic to learnEnglish because of the cartoon pictures.

- For the researcher and next researcher : the researcher get a new idea that a cartoonpicture can be an useful media in learning process.


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CHAPTER 2

REVIEW OF RELATED LITERATURE

2.1. Teaching Speaking Skill

According to Hornby (1995:826) speaking is making use of words in an ordinary

voice, offering words, knowing and being able to use a language expressing one-self in

words, and making speech.

Teaching speaking is sometimes considered as a simple process of commercial

language school around the world, which hires people with no training to teach conversation.

Although speaking is totally natural, speaking in a language other than our own is anything

but simple (Nunan, 2003:48). Another idea comes from Haskew and Mc Lendon in Sutopo,

(2000:9) they state as follows:

a.Teaching is action to increase the odds that potential learners will learn.

b.Teaching is action to point learning toward desired to accomplishment by learners.

c.Teaching is action to make knowledge create sense.

d.Teaching is to present learners a live opportunity to learn.

e.Teaching is action to enhance the persons who are learning.

Moreover, teaching speaking skill emphasizes on the activities to make the students

active and creative. West (1968) in Fauziati,(2002:145) states that to increase students

speaking mastery the teacher must concern with the student to student interaction. The

great part of time in the process of learning speaking is dominated by students. Afterwards,its dominated by the instructor. This maximizes the students competence in speaking. The

students learn what they are going to say with other in front of the class and try to develop

their creativity orally.

Nowadays, along with the position of as a language for international communication,

the teaching of speaking skill has become increasingly important in the English as a second

or foreign language context. The teaching of speaking skill is also important due to large

number of students who want to study English in order to be able to use English for


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communicative purposes. But, it is not easy to teach people to speak with language different

with their own. In addition to help English teacher, Hayriye (2006:1) provides some

Suggestions for English teachers in teaching speaking. As you see in the following:

Provide maximum opportunity to students to speak the target language by providing ar i ch en v i ro n men t th a t co n ta in s co l l ab o ra t iv e wo rk , au th en t i c mate

r i a l s a nd tasks, and shared knowledge.

Try to involve each student in every speaking activity; for this aim, practicedifferentways of student participation.

Reduce teacher speaking time in class while increasing studentspeaking time.

.Indicate positive signs when commenting on a student's response. Ask eliciting questions such as What do you mean ? How did you reach that

conclusion? in order to prompt students to speak more.

Do not correct students' pronunciation mistakes very often while they are speaking. Provide the vocabulary beforehand that students need in speaking activities.

To conclude, teaching speaking is important to make people mastering a language. The

teacher should reduce his chance to speak in class and try to invite his students to speak. The

teacher should be creative to make the students want to speak in English. It is possible also

for a teacher to use some of teaching media to help the students interested with the topic, so

that the teachinglearning English

2. 2. Method in Teaching Speaking.

The method of teaching speaking as suggested by Harmer (1998:95) is Engage

Activate-Study. Engage means that the teacher gives swarming to the students. For instance:

the topic of the discussion is about dailyactivity,so, the teacher tells or gives stimuli to the

students concerning with the topic. Then, activate the teacher give an opportunity to the

students to express their ideas and opinions. Afterwards, study means that it concerns with

the material of the discussion. Therefore, the students can get the learning experience.Some

of method that support in teaching speaking are :


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A. Direct Method :receives its name from the fact that meaning is

be conveyed directly in the target language

through use of demonstration and visual aids,

with no recourse to the students native language

(Diller 1978).

B. The Silent Way : supposed that learning is a process which we

initiate by ourselves by mobilizing our inner

resources to meet the challenge at hand.

C. Community Language Learning : by applying this method, students confident

will appear and they will be communicative in

saying something based on their idea because

teachers very support them and consider their

students as whole persons.

D. Total Physical Response : in this method after the learner internalizes an

extensive map how the target language works,

speaking will appear spontaneously.

E. Communicative Language Teaching :became clear that communication required that

students perform certain functions as well, such

as promising, inviting, and declining invitations

within a social context (Wilkins 1976).

2.3. The Role of Media in Teaching Speaking

According to Devia, in her article, Kinds of instructional media for teaching English,

English teaching media are very important to help students acquire new concepts of, the skills

and language competences. Media is a tool for language teaching and learning which can

give a contribution to the teaching learning process. It can be used to increase and improve

students ability in learning English especially in speaking. In this case using media in

delivering the lesson can be a good solution. They are many kinds of media which can be

used by the teachers in the teaching learning process, but the teacher should be selective

when choosing. Generally, there were three kinds of media, they are: visual, audio and audio-

visual media. For teachers media had function as helper, supporter, and mediator in teaching


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learning process. In using the media, teacher could achieve the effectiveness, communicative

condition especially in teaching English. Besides, teaching speaking by using media is

important because the students can more easily catch the lesson and be more active in joining

the class. It also can motivate and arouse the students interest in learning English.

2. 4. The use of Cartoon Picture in Teaching Speaking

2.4.1. Notion of Cartoon Pictures

According Dobson (1974:72) said; many teachers like to use cartoons as

devices to stimulate conversation. The facial expressions of cartoon figure may

inspire students to interpret the thoughts behind the expressions and inspire students

to interpret the thoughts behind the expressions and the story implicit in cartoons

provides the students with something to describe or narrate.

Cartoon derived from the Italian, cartonewhich means paper. According to

A.S. Hornby in Mat Nor Husin (1988) cartoon is a depiction of events which is

portrayed in an interesting way. T Iskandar in the same book defines cartoon as a

depiction that tells the everyday things in fun way. While, Manser (2000:59) stated

that cartoon is amusing drawing or series of drawing in a newspaper; film made by

photographing a series of drawing; person who draws cartoons. Chilvers said:

cartoon is a full size drawing made for the purpose of transferring a design to a

painting or tapestry or other work.

As one of the forms of graphic communications, cartoons are an Interpretative

drawing that uses symbols to convey a message quickly and succinctly or an attitude

toward people, situations / events. Cartoon usually captures the essence of the

message should be delivered, pour it into the simple picture, without detail by using

symbols and characters which are easily recognized and understood quickly

2.4.2. Types of Cartoon

1. Gag cartoons

Gag cartoon is a cartoon image which is intended to banter or make funny,

without intent for viewing a problem or actual events. Commonly, it is known as a


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pure cartoon. These cartoons are most often intended to provoke laughter. It's

extremely rewarding to dream up a good idea and even more satisfying to craft the

idea into physical form. So, in this research, the researcher chooses gag cartoon to

improve students speaking ability.

2. Political cartoon

Political carton is also known as editorial cartoon. It is an illustration

orcomic strip containing a political or social message that can relate to current events

or personalities. Political cartoons are primary resources that offer intriguing and

entertaining insights into the public mood, the underlying cultural assumptions of age,

and attitude towards current events or key events. Political cartoons are often foundon the editorial pages of newspapers and magazines, and they also sometimes appear

in the comics section. The goal of a political cartoon is to send a clear message, using

images which will be familiar to all of the people in a society.

3. Caricature cartoon

Cartoon caricature: a cartoon that has been painted by making changes in a

person's face or form. More featured cartoon character of a person through the forms.

Cartoons aims criticize witty and had implied intention behind the character.

4. Cartoon animation:

Cartoon animation is cartoon that can move or live visual and sound. This

cartoon image containing an array of painted and taped then aired on television. For

example:-Upin Upin, Doraemon, etc.

5. Comics

Comics are a combination of art and literary images. It is formed from a whole

series of images is a series of stories on each picture there is a balloon speech as

narrative stories with an easily recognized figure.
http://www.innovateus.net/innopedia/what-political-cartoonhttp://www.innovateus.net/innopedia/what-political-cartoon


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2.5. The Related Research

There are some researches which are related to this research. Like a research with

title; Using Cartoon Pictures to Develop the Vocabulary of the pupils, which was

Supervised by Muh. Saleh and Ambo Dalle. The result of this research showed that the

computation of the pupils score from the test indicates that there is all the pupils fifth years

grade of SD Negeri 4 Mojong agree and interest learn English through carton pictures and

that the pupils experimental class is percentage interest showed 90,70%. Considering the

result of analysis concludes that using cartoon pictures in teaching English vocabulary can

motivate the pupils to increase their vocabulary mastery.

There is also another research which is still related with this research, the title isImproving StudentsSpeaking Mastery Using Information Gap to the Ssecond Grade of SMP N

3Kebakkramatkaranganyar in 2007/2008 byVicka Mulia Sari. And the result is that the teaching speaking

using information gap is successful to improve the studentsmotivation to speak. The students are easily learn

English speaking. So, hopefully this research will be also successful to improve studentsspeaking ability by

using cartoon pictures


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CHAPTER III

METHODOLOGY OF THE RESEARCH

3. 1. Design of Research

The design of this research, TheUsing of Cartoon Picture to improve studentsspeaking abilityis

classroom action research. The researcher wants to do a research based on the problem that the researcher

faced in the class, so hopefully, by doing this research, it can be helpful to solve the problem. And the

researcher can involve directly in this research, because the researcher is the teacher itself in the class. As stated

of Kusumah and Dwitagama ( 2000 : 9 ) stated that classroom action research is a research which consists of

planning, action, observation and reflection, and conducted by the teacher in her own class. While, Frankel and

Wallen ( 2003 : 527 ) said, Action research is conducted by one or more individuals or groups for purpose of

solving a problem or obtaining information in order to inform local practice.

3.2. Setting of Research

The duration of doing this research is approximately 9 meetings. This research is

conducted in second semester of seven grades in SMPN 9 Jambi, Jambi city. The class is VII

H. The number of students of this class is 40 students. Which is included 20 girls and 20

boys. Mostly, the students have low capability to speak because of lost motivation, lack

vocabulary, afraid, and do not interested with English. This research will have 3 cycle, while

every cycle consists of 3 meetings, and every meeting has different topic.

3.3 The Subject of Research

The subject of this research is students of class VII H at SMP N 9 Jambi in academic

year 2012 /2013. The number of students is 40 students. It consists of 20 girls and 20 boys.

The students in this class have different background and knowledge, different strength, and

weakness and intelligence that can give significant effect in this classroom action research.

The reason of choosing this class is because the students have low capability in English

especially as researchers observation and experience while doing teaching practice.


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3.4. The Source of Data

The data of this research is qualitative data. The researcher will get the qualitative

data from observation sheet, teachers note, students note.Researcher measures the

improvements of the speaking students by analyzing observation sheet, teachers note, and

students note that willbe taken during teachinglearning process.

3.5. Instrument of Data Collection

The researcher uses some instruments to collect the data, they are; observation sheet,

teachers note and students note.

The problems that the researcher found in that school is facing passive students,

where the students are too shy to express their idea and do not interest with the English

lesson. So, to solve the problem, the researcher will use observation sheet, teachers note, and

students note.Observation sheet, it is used by the researcher to know the process of the

teaching and learning in the class. Teachers note is used by the teacher or researcher to

record what happened during teaching process. To record students progress in speaking skill.

Then, studentsnote is used by the students to describe what have been they learned in the

class, their problem, and also their feeling when study by using cartoon pictures. The

examples of observation sheet and also teacher and studentsnotes will be attached in the

appendix.

3.6. Validity and Reliability

3.6.1. Validity

According to Sugiyono (2009 : 182 ), the validity testing for the instrument can be

done by comparing between the content of instrument and learning material that has been

learnt. Moskal & Leydens (2002) defined the validity as the degree to which the evidence

supports that the interpretations of the data are correct and the manner in which

interpretations used are appropriate.This research will concern on content validity.Content

validity is the extent to which the elements within a measurement procedure

are relevant and representative of the construct that they will be used to measure

(Haynes et al., 1995). So, in here, the elements which will be measured are material content,

observation sheet, students note and teachers note.


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Material contentThe material content here means the material that teacher/researcher uses when

teaching the students. It is based on the topic from syllabus, and then the topic will be

develop in lesson plan as a guide for the teacher to teaching students ( the topics that

will be used are : asking & giving things, asking & giving facts, asking & giving

opinion, saying like & dislike, giving instructions, shopping list, congratulation

expression, descriptive, procedure) and cartoon pictures selection that will be used in

teaching-learning process.

Observation noteFor this element, it is used by the researcher to know the process of the teaching and

learning in the class.

Students noteStudentsnote can be used by the writer to know the students problem and their

feeling in teaching English especially in learning speaking. By knowing the students

problem it can easier for the teacher to find the way to solve the problem.

Teachers noteFor teachers note, the teacher will take a note about all the activity of the students in

speaking class; the passive students, active students, the students feel bored, students

who make a noisy, studentsprogress and also the other problems that will happen in

learning process, so the responsibilities of the students is to find the best ways to solve

the problem.

3.6.2. Reliability

As Nunan (1992 : 14 ) stated that reliability is the stability of test scores. In research,

the term reliability means "repeatability" or "consistency". A measure is considered reliable if

it would give the same result over and over again. So, in reliability of this research, the

research will focus with the consistency of teaching, reflection, and evaluation sequences.

The consistency of teaching means that the teaching process for every cycle is

consistence. The teacher will use cartoon picture in teaching the topic which is appropriate


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with the syllabus. The consistency in reflection is also needed. The researcher should

consistence to conclude the result of all activities in each meeting, by checking observation

sheet, field note, students activities, and also all of tasks which are given by the teacher in

the class. Then also, the consistency is also needed in evaluating the result to solve the

problem, whether using a cartoon picture is useful or not.

3.7. Technique of Data Analysis

The technique of data analysis will be divided into two (2) parts, main data analysis

and secondary data analysis.

Main Data Analysis.The data obtained from observation sheet, teachers note and studentsnote as

qualitative data will be analyzed by some steps in the following here:

a. The researcher put the action in the observation sheet and field note for observing

during the teaching process.

b. The researcher read the data which collected to get the sense of data

c. The researcher analyzed and described what happen during teaching process and

how teaching and learning by using cartoon pictures.

d. The researcher broke down the data into smaller unit. Determine the important of

the unit, and put the unit together into interpreted form.

e. The researcher made general conclusions.

f. The researcher wrote and made report for the next cycle. All data were investigated,

analyzed and made plans for the next cycle and findings.


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Vocabulary 1 Vocabulary is very limited so the conversation is not possible

ASPECT SCORE EXPLANATION

Fluent

5 Fluent as native speakers

4 Smoothness looked a little troubled by the language

3 Smoothness bit much troubled by language

2 Often hesitated and stalled due to the limitations of language

1 Talk to falter and stop making conversation impossiblei

ASPECT SCORE Explanation

Understanding

5 Understand all without difficulty

4 Understand almost everything, even

though there is repetition in certain

parts.

3 Understand most of what was said

when talking somewhat slowed despiterepetition

2 It's hard to follow what is being said.

1 Cannot understand even simple

conversation

Note: if the total score are :

> 20 = Very Good

1620 = Good

11- 15 = Enough

< 11 = Poor


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3.8. Indicator in Classroom Action Research (CAR)

The success of classroom action research is determined by problem indicator. The

indicator related to the achievement of speaking skill. The students speaking ability is

measured by looked at the rubric of speaking assessment. Then, the result of this research

will be successful if :

- The students can answer teachers question orally with minimum of scoreis enough (11-15).

- A half of students number in the class are active speaking in the class.

3.9. Procedure of the Research

This research will be conducted in three (3) cycles, each cycles have three (3)

meetings. The research will be conducted by following procedure :

Planning :1. Prepare teaching sets, such as syllabus, lesson plan, students worksheet

2. Prepare cartoon pictures and make teaching media if necessary

3.The teacher plans to teach :

- Cycle 1 : asking & giving things, asking & giving facts, asking & giving

opinion.

- Cycle 2 : saying like & dislike, giving instructions, shopping list.-- Cycle 3 : Congratulation expression, descriptive, procedure.

4. The teacher uses picture cartoon in teaching the topic.

Action :1. Teacher starts the lesson by giving illustration to students about the topic that willthey learn


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2. Teacher shows the big cartoon picture to help teaching process.

3. Teacher asks questions about the picture.

4. Teacher explains the topic

5. Teacher divides students into group consist of 4 students.

6. Teacher gives the worksheet of the students

7. Teacher checks studentsprogress

ObservationThe researcher observes the students activeness in speaking skill whether they are

active / passive in speaking skill. Then, write down in observation sheet. And also the

teacher observes all students activity during the research process in the field note.

ReflectionIn this part, the researcher concluded the result of all activities in each

meeting, by checking observation sheet, field note, students activities, and also all of

tasks which are given by the teacher in the class. So, that the teacher will know

whether using cartoon picture can improve students speaking or not and also the

teacher will know the students weaknesses during the activities in the class. The

result will be successful if :

- The students can answer teachers question orally with minimum of scoreis enough (11-15).

- A half of students numbers in the class are active speaking in the class.After having reflection, the researcher will evaluate whether using cartoon

picture is useful or not to solve the problem in the class .


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References

http://actionresearch.asb-wiki.wikispaces.net/Data+Collection

(accessed on November,27th

2012)

http://dissertation.laerd.com/content-validity.php


2012)

http://eduadventure.blogspot.com/2012/05/kartun-sebagai-media-pembelajaran.html


2012)

http://en.wikipedia.org/wiki/Gag_cartoon


2012)

http://joseaugustolugo.blogspot.com/2009/10/data-collection-instruments.html

(accessed on November,27th2012)

http://www.loc.gov/exhibits/cartoonamerica/cartoon-punch.html

(accessed on December, 08rd

2012)

http://muhamadqbl.blogspot.com/2012/04/penelitian-tindakan-kelas-classroom.html

(accessed on December, 08rd 2012)

http://petanitangguh.blogspot.com/2010/03/jenis-jenis-media-pengajaran.html

(accessed on December, 08rd

2012)

http://psychology.about.com/od/researchmethods/f/validity.htm

(accessed on January, 29th

2013)

http://totoyulianto.wordpress.com/2012/12/26/media-pembelajaran/


2013)

http://www.ukessays.com/essays/general-studies/validity-reliability-quantitative.php


2013)
http://actionresearch.asb-wiki.wikispaces.net/Data+Collectionhttp://actionresearch.asb-wiki.wikispaces.net/Data+Collectionhttp://dissertation.laerd.com/content-validity.phphttp://dissertation.laerd.com/content-validity.phphttp://eduadventure.blogspot.com/2012/05/kartun-sebagai-media-pembelajaran.htmlhttp://en.wikipedia.org/wiki/Gag_cartoonhttp://joseaugustolugo.blogspot.com/2009/10/data-collection-instruments.htmlhttp://joseaugustolugo.blogspot.com/2009/10/data-collection-instruments.htmlhttp://www.loc.gov/exhibits/cartoonamerica/cartoon-punch.htmlhttp://muhamadqbl.blogspot.com/2012/04/penelitian-tindakan-kelas-classroom.htmlhttp://muhamadqbl.blogspot.com/2012/04/penelitian-tindakan-kelas-classroom.htmlhttp://petanitangguh.blogspot.com/2010/03/jenis-jenis-media-pengajaran.htmlhttp://psychology.about.com/od/researchmethods/f/validity.htmhttp://psychology.about.com/od/researchmethods/f/validity.htmhttp://totoyulianto.wordpress.com/2012/12/26/media-pembelajaran/http://www.ukessays.com/essays/general-studies/validity-reliability-quantitative.phphttp://www.ukessays.com/essays/general-studies/validity-reliability-quantitative.phphttp://www.ukessays.com/essays/general-studies/validity-reliability-quantitative.phphttp://totoyulianto.wordpress.com/2012/12/26/media-pembelajaran/http://psychology.about.com/od/researchmethods/f/validity.htmhttp://petanitangguh.blogspot.com/2010/03/jenis-jenis-media-pengajaran.htmlhttp://muhamadqbl.blogspot.com/2012/04/penelitian-tindakan-kelas-classroom.htmlhttp://www.loc.gov/exhibits/cartoonamerica/cartoon-punch.htmlhttp://joseaugustolugo.blogspot.com/2009/10/data-collection-instruments.htmlhttp://en.wikipedia.org/wiki/Gag_cartoonhttp://eduadventure.blogspot.com/2012/05/kartun-sebagai-media-pembelajaran.htmlhttp://dissertation.laerd.com/content-validity.phphttp://actionresearch.asb-wiki.wikispaces.net/Data+Collection


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APPENDIX 1

A. Observation sheet

NO Students Activities Frequency

always usually Often sometimes Seldom never

1 The students listen to the teachers

explanation

2 The students look at the picture that the

teacher showed

3 The students interest with the pictures

4 The students answer teachers questions

orally

5 The students can answer with the correct

pronunciation, grammar, vocabulary.

6 The students answer the question in

worksheet

7 The students make a dialog/list of things/

announcement, greeting card, their

opinion based on the picture and task at

the time

8 The students practice the

dialogue/announcement/ list of things

that they made with correct

pronunciation, grammar, and vocabulary


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9 The students ask question to the teacher

10 The students conclude the lesson today

B. TeachersNote

It is description about what happened in the classroom while speaking skill is used in

the learning process. Here are some questions that will be described :

1. How many students are active speaking in the learning process ?

2. How many students are passive speaking in the learning process ?

3. What are the students progress in speaking ?

4. The topic that will be teach by the teacher during 3 cycle, which are in each cycle

have 3 meeting, so the total meeting is 9 meetings. Here is the detail about the

topic :

Cycle 1 : Meeting 1 : asking & giving things,

Meeting 2 : asking & giving facts,

Meting 3 : asking & giving opinion.

Cycle 2 : Meeting 4 : saying like & dislike,

Meeting 5 : giving instructions,

Meeting 6 : shopping list.

Cycle 3 : Meeting 7 :Greeting expression,

Meeting 8 : descriptive,

Meeting 9 : procedure.


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APPENDIX 2

Examples of kinds of cartoons :

1. Gag cartoons

2. Political cartoon


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3. Caricature cartoon

4. Animation Cartoon

5. Comics


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http://actionresearch.asb-wiki.wikispaces.net/Data+Collection

http://joseaugustolugo.blogspot.com/2009/10/data-collection-instruments.html

http://muhamadqbl.blogspot.com/2012/04/penelitian-tindakan-kelas-classroom.html

http://www.ukessays.com/essays/general-studies/validity-reliability-quantitative.php

http://dissertation.laerd.com/content-validity.php

http://psychology.about.com/od/researchmethods/f/validity.htm

- http://www.loc.gov/exhibits/cartoonamerica/cartoon-punch.htmlhttp://en.wikipedia.org/wiki/Gag_cartoon- http://petanitangguh.blogspot.com/2010/03/jenis-jenis-media-pengajaran.htmlhttp://eduadventure.blogspot.com/2012/05/kartun-sebagai-media-pembelajaran.htmlhttp://totoyulianto.wordpress.com/2012/12/26/media-pembelajaran/
http://actionresearch.asb-wiki.wikispaces.net/Data+Collectionhttp://actionresearch.asb-wiki.wikispaces.net/Data+Collectionhttp://joseaugustolugo.blogspot.com/2009/10/data-collection-instruments.htmlhttp://joseaugustolugo.blogspot.com/2009/10/data-collection-instruments.htmlhttp://muhamadqbl.blogspot.com/2012/04/penelitian-tindakan-kelas-classroom.htmlhttp://muhamadqbl.blogspot.com/2012/04/penelitian-tindakan-kelas-classroom.htmlhttp://www.ukessays.com/essays/general-studies/validity-reliability-quantitative.phphttp://www.ukessays.com/essays/general-studies/validity-reliability-quantitative.phphttp://dissertation.laerd.com/content-validity.phphttp://dissertation.laerd.com/content-validity.phphttp://psychology.about.com/od/researchmethods/f/validity.htmhttp://psychology.about.com/od/researchmethods/f/validity.htmhttp://www.loc.gov/exhibits/cartoonamerica/cartoon-punch.htmlhttp://www.loc.gov/exhibits/cartoonamerica/cartoon-punch.htmlhttp://en.wikipedia.org/wiki/Gag_cartoonhttp://en.wikipedia.org/wiki/Gag_cartoonhttp://petanitangguh.blogspot.com/2010/03/jenis-jenis-media-pengajaran.htmlhttp://petanitangguh.blogspot.com/2010/03/jenis-jenis-media-pengajaran.htmlhttp://eduadventure.blogspot.com/2012/05/kartun-sebagai-media-pembelajaran.htmlhttp://eduadventure.blogspot.com/2012/05/kartun-sebagai-media-pembelajaran.htmlhttp://totoyulianto.wordpress.com/2012/12/26/media-pembelajaran/http://totoyulianto.wordpress.com/2012/12/26/media-pembelajaran/http://totoyulianto.wordpress.com/2012/12/26/media-pembelajaran/http://eduadventure.blogspot.com/2012/05/kartun-sebagai-media-pembelajaran.htmlhttp://petanitangguh.blogspot.com/2010/03/jenis-jenis-media-pengajaran.htmlhttp://en.wikipedia.org/wiki/Gag_cartoonhttp://www.loc.gov/exhibits/cartoonamerica/cartoon-punch.htmlhttp://psychology.about.com/od/researchmethods/f/validity.htmhttp://dissertation.laerd.com/content-validity.phphttp://www.ukessays.com/essays/general-studies/validity-reliability-quantitative.phphttp://muhamadqbl.blogspot.com/2012/04/penelitian-tindakan-kelas-classroom.htmlhttp://joseaugustolugo.blogspot.com/2009/10/data-collection-instruments.htmlhttp://actionresearch.asb-wiki.wikispaces.net/Data+Collection


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