TABLE OF CONTENT

TABLE OF CONTENT........................................................................................................... i

1. Introduction................................................................................................................... 1

2. Problem Identification .................................................................................................. 3

3. Problem Limitation ....................................................................................................... 3

4. Problem Formulation .................................................................................................... 3

5. Research Purpose .......................................................................................................... 4

6. Research Benefits ......................................................................................................... 4

7. Product Specifications .................................................................................................. 5

2. The Concept of Learning Resources ............................................................................. 6

a. The Meaning of Learning Resources ........................................................................ 6

b. Classification of Learning Resources ....................................................................... 7

c. Types of Learning Resources and Forms of Learning Resources............................. 9

d. Benefits of Learning Resources .............................................................................. 10

e. Function of Learning Resources ............................................................................. 11

3. The Concept of Comics .............................................................................................. 13

a. The Meaning of Comics ......................................................................................... 13

b. Types of Comics ..................................................................................................... 13

c. Comics as a Learning Resources ............................................................................ 14

4. The Concept of Cartoon Strips ................................................................................... 16

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 a. Criteria for the Quality of Media Development Cartoon Strips Learning .............. 16

b. Media Cartoon Strips .............................................................................................. 17

c. Media Learning Cartoon Strips on the Eye Lesson Narrative Text ........................ 19

d. English Learning in Junior High School in the Merdeka Curriculum .................... 20

5. The Concept of Writing .............................................................................................. 21

6. Narrative Text Material............................................................................................... 37

7. Valid, Practical and Effective Theory ......................................................................... 39

8. Prototype Development Concept ................................................................................ 40

9. Concept of the Developed Prototype .......................................................................... 46

10. Relevant Research................................................................................................... 51

11. Framework Thinking .............................................................................................. 53

12. Research Methodology ........................................................................................... 55

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DEVELOPMENT OF CARTOON STRIPS AS A RESOURCE FOR

LEARNING ENGLISH IN THE EIGHTH GRADE "NARRATIVE TEXT"

MATERIAL TO IMPROVE STUDENTS’ WRITING SKILLS

1. Introduction

English teachers working with younger students‘ should be creative in their

lesson plans to make the topic interesting to the students‘. This is because young

students‘ become bored easily. One way to provide learning that is engaging is to

create high – quality educational material. Bright stories and educational

resources are usually enjoyed by young readers. It is clear from the preceding

description of the traits of young learners that it is critical to create engaging

teaching and learning opportunities for them. Young learners may find it

engaging when an engaging story told through a vibrant comic strip is used to

teach English. Finding a comic strip that fits the instructional purpose is not a

simple task, though. The greatest method to obtain a suitable comic strip is to

make one on your own (Adi Ana 2015).

The creation of cartoon strip learning materials is seen to be the best way to

address the present issues with English language acquisition. Word the term

"cartoon" (from the French cartoon, which meaning cardboard or thick paper) was

first used to refer to cartoon strips in England. During that period, sketches of

royal paintings were created using cardboard, and many of them included subtle

references to court officials. Subsequently, cardboard constructed into multiple

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panels or picture frames came to be known as cartoon strips. Is able cartoon strips

are visual media in the form of sheets, it may be concluded frame pages or

columns with dialogue text in them (Syahadati, Astuti, and Darajat 2020).

Cartoon strips can be used as a teaching tool for a number of subjects,

including writing. Cartoon strips are collections of panels that tell a tale through

narration, dialogue, or just visual symbols. English comic strips are employed in

English language learning, yet they have a number of flaws and are not ideal for

junior high school teaching and learning activities (Dhama 2020).

Based on the needs analysis of previous researchers, there are

shortcomings of previous researchers in making cartoon strips; the writing in

cartoon strips is still very simple, the delivery in cartoon strips is still not varied.

The advantages of cartoon strips from previous research are that students‘ can

find out what cartoon strips are and the material in cartoon strips. This makes

researchers think more varied using cartoon strips learning media to make cartoon

strips more interesting and easy for students‘ to understand, and interesting to see

so that students‘ are more focused when researchers deliver the media.

Based on the problems of previous researchers, the use of cartoon strips

learning media is an option because students‘ can improve their learning

outcomes and gain a deeper understanding of the subject matter by using research

materials with the title "Development of Cartoon Strips as A Resource for

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 Learning English in the Eighth Grade "Narrative Text" Material to Improve

Students’ Writing Skills".

2. Problem Identification

Based on what has been explained in the background, the identification of

problems obtained in this study is:

1. In learning, the teacher only focuses on the learning book/package book.

2. The learning media available at school are also limited.

3. English learning media is less innovative at school.

4. Teachers still use lecture and memorization methods in the learning process,

thus making students‘ bored, unfocused, and sleepy.

3. Problem Limitation

The author places restrictions on his problem to be studied to ensure that the

scope is deviated from, specifically:

1. The research subject is the eighth grade of SMP Negeri 42 Palembang.

2. The cartoon strips learning media is used for Chapter III which is Narrative

Text.

4. Problem Formulation

1. How is the development of a cartoon strips as an English learning resource

on ―Narrative Text‖ in eighth grade to improve students‘writing skills at

State Junior High School 42 Palembang that is valid?

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 2. How is the development of a cartoon strips as an English learning resource

on ―Narrative Text‖ in eighth grade to improve students‘ writing skills at

State Junior High School 42 Palembang that is practical?

3. What is the potential effectiveness of using cartoon strips as English learning

resource in the material of ―Narrative Text‖ in eighth grade to improve

students‘ writing skills at State Junior High School 42 Palembang?

5. Research Purpose

1. To produce Cartoon Strips learning media to improve the learning outcomes of

valid the eighth grade junior high school students‘.

2. To produce Cartoon Strips learning media to improve student learning

outcomes the eighth grade junior high school that is practical.

3. To determine the potential effectiveness of using Cartoon Strips learning media

to improve student learning outcomes the eighth grade junior high school.

6. Research Benefits

The benefits of research are expected to be useful for the world of education

that can help teachers, students‘, and schools are :

1. For students‘, it is expected to be more motivated to improve student learning

outcomes so that students‘ better understand what has been taught in the use of

Cartoon Strips media.

2. For educators, in applying Cartoon Strips learning media can be a solution in

improving learning outcomes and improving thinking skills in students‘.

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 3. For schools, the application of Cartoon Strips learning media can be a learning

innovation to improve, especially in student learning outcomes.

7. Product Specifications

The product developed by researchers is a cartoon strips media product. The

following are the specifications of the media developed :

1. Name of learning media: Cartoon Strips

2. Learning material : Narrative Text

3. Learning media Cartoon Strips

4. The target of making this Cartoon Strips learning media is aimed at students‘ of

class the eighth grade.

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2. The Concept of Learning Resources

a. The Meaning of Learning Resources

Explaining that learning resources are everything (power, environment and

experience) that can be used and can support the teaching process more

effectively and efficiently and can facilitate the achievement of teaching or

learning. Efficient and can facilitate the achievement of teaching or learning,

available directly or indirectly either concrete or abstract directly or indirectly,

either concrete or abstract in the learning process teachers need teaching

strategies and media that are appropriate for the age of the students‘ (Nc,

2005).

An essential part of teaching and learning is the provision of learning

resources. Another name for learning resources is learning resources. That can

be used for teaching and learning is known as learning resources. Learning

resources are limited to printed materials like books and other printed materials

as well as visual aids like movies, slides, and videos. Print materials or visual

aids might be considered media in this context. The term "learning resources"

actually refers to more than just the equipment teachers employ in the

classroom. In order to broaden the significance of learning resources, students‘

may receive instruction directly from their experiences (Aziz, 2018).

Teachers use media and educational materials extensively when conducting

teaching and learning activities. Activities for teaching and learning in schools.

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 In order to promote learning success, teachers must possess a basic level of

competency in the use of media and learning tools. The education sector is in

fact affected by disruption, particularly in terms of the need for teachers to be

able to use quality learning materials and continuously update their own

learning resources. This is because technological advancements in today's world

cannot be accommodated by the use of outdated learning resources. Although it

is not possible, instructors will continue to play an important role in educating

students‘ about morality and values during the classroom learning process.

Neither advanced technology nor robots will be able to take over the function of

teachers in this regard. There is a learning process (Komalasari 2019).

b. Classification of Learning Resources

Six categories by (Sudjana, 2007) classification of learning resources. First,

the message is information that needs to be communicated using concepts,

statistics, or facts—for example, educational resources. Second, people—such

as instructors, traders, tour guides, and medical professionals—are the ones who

disseminate information. The third category of materials is media, which

includes things like books, slides, movies, and images that are meant to be

shown on a screen. The fourth category is equipment, or devices, which are

media that are used as a channel for communications and are shown using

software. Examples of these include TVs, cameras, and OHPs. The fifth

element is the methodology/method (technique), which is the process the

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message's channeler uses in the classroom, such as talks, debates, and

simulations. The sixth element is the environment, or location, which can

include a classroom, a library, or the context of the information or message.

(Sanjaya, 2011) Divides the learning resources that teachers can utilize for

the learning process in the classroom into four. First, human as a source,

meaning that humans can be an effort in achieving learning goals. For example,

to convey material about traffic, the teacher can present the police. The police

are called humans as learning resources because they become intermediaries in

achieving learning goals. Second, teaching tools and materials. A tool is

something that is used to help the teacher, while the material is something that

contains a message that will be conveyed to students‘. Teaching tools and

materials are one unit. Third, various activities and activities are all actions

deliberately designed by the teacher to facilitate student learning activities, such

as discussions, simulations, and experiments. Fourth, the environment or setting

is something that can allow students‘ to learn. Examples are laboratories,

museums, and libraries.

From the classification of learning resources according to these experts,

comics as a learning resource developed are included in the type of learning

resources (materials). The comics developed are something that contains a

message.

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c. Types of Learning Resources and Forms of Learning Resources

The learning resources can be divided into two, namely learning resources

that can be designed and learning resources that can be utilized. Designed and

learning resources that can be utilized, the following we will describe the

meaning of both:

a. Learning Resources that can be Designed

Learning resources that are specifically created or developed as a tool to

provide more organized and organized learning facilities. Provide more

organized and formal learning facilities.

b. Learning Resources that are Utilized

That is, learning resources that are intended specifically for learning

purposes and their existence can be found at can be found around us, which

can be used for the teaching and learning process.

From the following two types of learning resources we can mention

that learning resources can take the form of :

1. Message : In the form of information developed by other components in

the form of facts, ideas, data, and ideas. In the form of facts, ideas, data,

and ideas

Example : Material conveyed by the teacher

2. Person : The person who conveys the message

Example : Teacher, resource person, expert

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 3. Material : Items that contain messages to be conveyed to students‘ by

using a tool and the item is already a presentation.

Example: Movies, pictures, temples, slides, picture storybooks

4. Equipment: Items to explain the message to students‘.

Examples: Radio, computer, VCD, DVD, TV, and blackboard.

5. Method/Technique/Approach: Steps used by educators to convey

messages to students‘.

Example: Discussion, lecture (according to the material to be taught)

6. Environment: Where the message is received for learners

Example: Classroom, garden, library, studio, and hall.

d. Benefits of Learning Resources

Educational materials offer numerous advantages to both educators and

learners. According to (Siregar Eveline, 2010), one of the advantages of using

learning resources is that they allow students‘ to have more real-world

experience by allowing them to go straight to the location of a lesson. By

reading books, viewing movies, and speaking with sources, students‘ can

broaden their horizons in their knowledge thanks to the availability of learning

resources. Additionally, educational materials inspire pupils to think more

critically and with optimism. Learning materials assist educators in presenting

concepts that are either hard to see or difficult to attain. Not able to be directly

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 seen or grasped. A few of these advantages may increase the efficacy and

efficiency of educational operations effective.

(Komalasari, 2010) List the following additional advantages of learning

resources: they can be used as a source of information during the learning

process; they can help students‘ overcome the constraints of their learning

experiences; and they can support students‘ in developing their motivation,

interest, and overall experience. Furthermore, learning resources facilitate direct

contact between students‘ and the subject matter being studied. Thus,

educational materials are able to go beyond the walls of the classroom, allowing

students‘ to study in both the real world and the classroom.

From the benefits of learning resources that have been described, it can be

concluded that learning resources can be a source of information. It can be

concluded that learning resources can be a source of information for students‘,

learning resources can provide real experience, learning resources can present

something that is not possible held, and more importantly, with the existence of

learning resources, students‘ can be motivated to learn. Learning resources

students‘ can be motivated to learn. Learning resources can help teachers and

students‘ in the learning process.

e. Function of Learning Resources

According to (Prihadi 2020) learning resources have the following functions:

1. Increase learning productivity by:

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 a. Accelerating the pace of learning and helping teachers to use time better.

b. Reducing the teacher's burden in presenting information, so that he can

foster and develop passion.

2. Provides the possibility of more individualized learning by:

a. Reducing rigid and traditional teacher control.

b. Providing opportunities for students‘ to develop according to their

abilities.

3. Providing a more scientific basis for learning by:

a. Designing more systematic learning programs.

b. Developing teaching materials based on research.

4. Further stabilize learning by :

a. Improving the ability of learning resources.

b. Presenting information and materials more concretely.

5. Allows learning instantly, namely:

a. Reducing the gap between verbal and abstract learning and concrete

reality presenting information and materials more concretely.

b. Providing direct knowledge.

6. Allows for a broader presentation of learning, by presenting information that

is able to cross geographical boundaries.

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3. The Concept of Comics

a. The Meaning of Comics

(Rivai, Teknologi Pengajaran, 2007) Defined comics as a form of cartoon

that reveals characters and act out a story in a sequence that is closely connected

by pictures and designed to provide entertainment to the audience pictures and

are designed to provide entertainment to the readers. Comics have stories that

are concise and interesting and equipped with action attention-grabbing stories

with action. In fact, comics are able to make the characters seem alive because

they are accompanied by free coloring with free coloring.

(Daryanto, 2010) Says comics are a form of story presentation with a series

of funny pictures. Comics provide simple stories, easy to capture and

understand the contents, so they are very popular with both children and adults.

It can be concluded that comics are a collection of color pictures containing

characters that play a story. Comics are accompanied by supporting text to

clarify the storyline so that comics are easy to understand the content of the

story. so that comics are easy to understand the contents of the story.

b. Types of Comics

Based on its function, (Daryanto, 2010) distinguishes comics into two types,

namely:

1. Commercial Comics

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 Commercial comics are much needed in the market because they are

personal, provide crude humor, packed with conversational and market

language. Commercial comics have simplicity of spirit and morals, and there

is a universal human tendency towards hero worship.

2. Educational Comics

Educational comics tend to provide informative content. Many

educational comics are published by industries, health departments, and non-

profit organizations or bulletin so that the number of stories is not as long as

comic books.

Based on the expert's opinion, this development comic is included in

the type of educational comic because it contains informative elements. This

comic contains English subject matter for the eighth grade junior high school

on narrative text material. This development comic is expected to can be a

learning resource that can help deliver English subject matter so that it is

useful in the world of education.

c. Comics as a Learning Resources

Comics have been widely recognized in various age groups. Comics are

widely read by children as well as storybooks. Comics can be said to be a

learning resource for students‘ because comics can used as learning media. The

popularity of comics is what encourages many educators to use them as

learning resources. (Rivai, 2002) Said the main role of comics in teaching is its

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ability to create student interest. The use of comics combined with various

teaching methods can create a more effective learning atmosphere. Comics are

expected to arouse students‘ interest in reading. Through the guidance of

teacher, students‘ can learn independently and explore their knowledge

through comics.

Comics meant to teach scientific subjects, like social studies, might pique

pupils' interest in reading. Students‘ previously low interest in reading can be

increased through social studies. This is a result of students‘ disinterest in

reading textbooks with a lot of text or without illustrations. Comics that are

designed to contain scientific materials such as social studies can foster

students‘ interest in reading social studies are able to foster students‘ interest in

reading which was previously low. This is because students‘ are not very

interested in reading textbooks that contain more text or reading without

pictures. Comics that are equipped with color illustrations, concise storylines,

with characters that are with realistic characterizations are able to attract

students‘ of various ages including junior high school students‘ various ages

including junior high school students‘. Comics can be used as an effective

learning resources to arouse interest, develop vocabulary and reading skills as

well as expanding interest in reading (Rivai, 2002).

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4. The Concept of Cartoon Strips

a. Criteria for the Quality of Media Development Cartoon Strips Learning

Comics as learning resources will be said to be feasible if has gone

through the validation or assessment stage by experts. Assessment done by

filling out the assessment sheet. The preparation of the assessment instrument is

based on the principles of assessment by (Muslich, 2010) which was further

developed and adapted to the needs of researchers with the needs of researchers.

This assessment refers to content feasibility, presentation feasibility, language

feasibility, and graphical feasibility.

Content feasibility shows the criteria for assessing the material used,

KI and KD, and material selection. Feasibility presentation shows the criteria

for assessing the presentation of material in comics and comic completeness

such as table of contents and instructions for use. Language feasibility shows

the assessment criteria about the use of language in comics. Graphic

feasibility shows assessment criteria regarding illustrations, coloring, and

readability of the text.

The assessment instrument was addressed to English language

material experts, learning media experts, and junior high school social studies

teacher learning media experts, and junior high school English teachers. Each

assessment instrument has a different grid because it is adjusted to the

expertise of each assessor. The instrument for material experts focused on

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 assessment related to the English material in the comic, so it only uses three

aspects of assessment, namely content aspects, presentation aspect, and

language aspect. Graphic aspects were not used in the material expert

assessment instrument because this aspect contains about content design,

color, and illustrations that are not assessed by the material expert. The

instrument for media experts focused on the assessment on comic cover

design, images, coloring, and others.

The instrument for junior high school English teachers related to the

use of comics as an English learning resource. Furthermore, there is also an

instrument regarding students‘ responses to comics as a learning resource

development results. This instrument is not included in the assessment

because it is only to find out student responses about the learning resources

developed.

b. Media Cartoon Strips

According to (Achin et al. 2022) in Kunzle (2017). Cartoons are defined

as a sequence of illustrated paintings in comic strips. Additionally, this painting

is set out horizontally to allow for chronological reading. This cartoon's original

plot is presented with text pieces next to each combined or used image. This

cartoon is regarded as an illustration to the text when the text is utilized more

frequently than the picture. Cartoons are typically published in books,

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periodicals, and newspapers. Comics with text printed in a dialogue column on

each picture frame are another definition of a cartoon.

A comic strip is a series of illustrations with text in balloons and

captions that are arranged in linked panels to tell a story or offer quick

amusement. Comic strips are frequently serialized. Comics‘ artists, often known

as cartoonists, write and draw the strips. Comic strips, as their name suggests,

can be funny. Because the visual component of comic strips reinforces the

storyline and might facilitate understanding, they can be a very engaging

resource for learners. Comic strips can be used in a multitude of ways. These

days, educators must use creativity to provide their pupils with the materials

they need. Teaching media should ideally be required to assist the effectiveness

of the learning and teaching processes. In teachers of English must use

interactive educational tools to foster a positive learning environment.

Instructors will occasionally invite their pupils to start a conversation on their

own about a particular scenario. They frequently use lengthy sentences for just

one character in the dialogue, which could cause issues for them and especially

for students‘ whose vocabulary in English is limited. The dialog's sentences are

frequently out of sequence and the characters' exchanges don't always flow

naturally. In addition, many are too bashful to rehearse their dialogue in front of

the class out of fear of making a mistake and drawing ridicule (Purnami 2016).

As for the advantages and disadvantages of comics :

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 Comics have the advantage of being visually appealing and having a

compelling powerful narrative. The reader is emotionally drawn in by the

depicted expressions, which encourages them to keep reading until the end

(Daryanto, 2013).

The disadvantages of comics is that comics as a visual or graphical

medium will not be effective if used to students‘ who cannot learn with visual

or graphical media, because it is certain that each student has a style of learning.

In other words, the learning medium must adapt to the learning style of each

student. On the other hand, the comic books that are growing today are mostly

the comics that advance the entertainment aspect, where the content of such

comics is not suitable for use in learning.

c. Media Learning Cartoon Strips on the Eye Lesson Narrative Text

Learning media is a tool that can help the teaching learning process so

that the meaning of the message delivered becomes clearer and the educational

or learning objectives can be achieved effectively and efficiently. Learning

results are the results given to students‘ in the form of assessment after

following the learning process by evaluating the knowledge, attitudes, skills of

students‘ with the presence of behavioral changes. Learning media serves as

one of the learning resources for students‘ to obtain messages and information

provided by teachers so that the learning material can be further enhanced and

form knowledge for students‘ (Ibrahim, Hendrawan, and Sunanih 2023).

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 The benefits of learning media, first, provide guidance for teachers to

learning goals so that they can explain learning materials in a systematic

sequence and help in the presentation of interesting materials to improve the

quality of learning, second, can increase the motivation and interest of students‘

so that students‘ can think and analyze the lesson material given by the teacher

well with a pleasant learning situation and students‘ can understand the material

easily.

d. English Learning in Junior High School in the Merdeka Curriculum

According to (Kutlu 2023) the only curriculum utilized in education

units during the pre-pandemic phase to carry out the learning process is the

2013 curriculum. Used in educational settings when putting the learning process

into practice. The Ministry of Education, Culture, and Research released a

strategy to introduce the Merdeka Curriculum (simplified 2013 Curriculum) at

the start of the epidemic in 2020–2021. The Ministry of Education, Culture,

Research, and Technology (Kemdikbudristek) introduced Curriculum Merdeka

as a learning recovery alternative and published a policy on the curriculum's

development.

Also as stated (Anggara et al. 2023) in the explanation of the

autonomous curriculum's implementation, the Merdeka curriculum's structure

comprises extracurricular activities, initiatives aimed at raising the profile of

Pancasila students‘, and extracurricular activities. When it comes to the

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 curriculum framework, the lesson hour allocation is written as a total for a

single year and includes recommendations on how to distribute the hours if they

are taught regularly or weekly. According to the ministry of education, culture,

research and technology website, the overall number of class hours has not

changed generally. Learning exercises, specifically projects and extracurricular

learning, to raise the profile of Pancasila students‘.

5. The Concept of Writing

a. The Meaning of Writing

The commanding relevance of writing for our life notwithstanding, it

is anything but easy to provide a clear definition of what writing is. Partly this

is because of the multiple meanings of English words and partly because of

the long history of writing and its great importance. At least six meanings of

‗writing‘ can be distinguished: (1) a system of recording language by means

of visible or tactile marks; (2) the activity of putting such a system to use; (3)

the result of such activity, a text; (4) the particular form of such a result, a

script style such as block letter writing; (5) artistic composition; (6) a

professional occupation (Vajda 2004).

Because writing controls our thinking, it is difficult to see, and

because there are no universal terms for actual categories, it is difficult to

discuss. We understand that writing is meant to be read, but we are unsure of

what exactly constitutes "writing." As a result, it is common in criticism to

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"read" Greek culture, art, architecture, or social customs, as though

comprehending these objects involved the same cognitive processes as

reading a text. Although the definition of writing has been given many

different definitions over the years, let's just state that it is a system of

markings that conveys information using a conventional reference (Demattè

2022).

Writing requires the use of two abilities – creation and critics – that

are so dissimilar from one another that they frequently clash. Put differently,

writing requires you to be able to express yourself through words and ideas,

but it also requires you to be able to evaluate them so you can choose which

ones to employ. It is true that these diametrically opposed thought processes

can occur simultaneously. When they do, you'll discover that your writing is

clever and rich, but also cunning, unwavering, and well-structured. However,

these enchanted meetings are uncommon. To prevent the processes of

generating and critiquing from interfering with one another, it is usually

beneficial to keep them apart (Hunter and Elbow 1982).

The researcher can infer from the definition above that writing is a

means of producing language that originates in our minds, informing

something in written form, and helping readers grasp what we are discussing

in written form. When someone writes, they do so with specific goals in mind.

Every writer has a purpose that is specific to the content they intend to create.

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b. Component of Writing

One can analyze the group and variety of skills that make up an

excellent writing skill. Meanwhile, according to Heaton (1988:135) in (Risan

and G 2019) separated writing components into five major categories. They

are grammar, mechanics, vocabulary, content and organization.

a. Grammar

Grammar is the study of writing proper and correct sentences. The

writer must pay close attention to prepositions, verb tenses, nouns,

adjectives, conjunctions, and articles. It is crucial for writers to explain

how to properly employ point grammar because it can be confusing for

readers. We must go back and evaluate what we have written since it has a

significant impact.

b. Mechanics

It has to do with being able to utilize words appropriately in written

language, including spelling, punctuation, and capitalization. It is crucial

to help the readers comprehend or identify what the writer is trying to say.

When writing with advantageous mechanics, readers will find it easier to

understand the concepts or message being conveyed. The following is the

explanation: Capitalization is one way that concepts can be made clearer.

Inaccurate capitalization of the sentences will lead to confusion and

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 misunderstanding. Separating sentences from other types of sentences is

also helpful.

c. Punctuation.

Punctuation can indicate to readers which parts of a text should be

understood as a whole and can also indicate how those parts relate to one

another.

d. Spelling.

Three rules govern spelling: adding suffixes, creating plurals, and

changing specific words.

e. Content

Writing is about being able to think creatively and develop ideas while

eliminating any unimportant details. The readers ought to understand it. In

order for them to comprehend the messages and learn something from

them. Additionally, as cohesiveness and completeness are qualities of

excellent writing, writing should have both unity and completion.

f. Vocabulary

The use of vocabulary is crucial when creating compositions. Writing

requires proficient vocabulary in order for writers to convey their ideas.

To enable readers to sense and experience the subject, writing effectively

requires the use of words and language that are pertinent to it. A person

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 with a limited vocabulary will find it difficult to put their ideas into

writing, but authors can improve their writing by using the right words.

g. Organization

The capacity to formulate pertinent concepts and topics in a cohesive

manner is organization. Conversely, it focuses on the methods used by

writers to structure and arrange their thoughts or messages in writing.

Writing can be organized in a variety of ways, including coherence,

important hierarchy, general to specific, specific to general, chronological

sequence, and geographical arrangement.

c. The Purpose of Writing

The purpose of a piece of writing is the reason or motives behind its

composition.

Writing with a purpose in mind makes it easier to decide what kind of

writing to do, how to arrange and focus it, what kinds of evidence to include,

how formal or casual to write in, and how much to write. According to

(Copeland 2012) the eleven different types of purpose include the following :

1. Express

The aim of expressive writing is to convey the writer's sentiments and

thoughts through the written word. Writing that is expressive is personal

writing. Most of the time, we just write for ourselves or close friends.

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 Typically, expressive writing is done informally and isn't meant for public

consumption.

Writing in a journal, for instance, is typically emotive. Though not all

poetry is expressive writing, when we write it, we may write expressively

for other readers. We can use expressive language in a formal essay meant

for readers, or we can write expressively in a letter.

2. Describe

In descriptive writing, subjects such as persons, places, objects, events,

and theories are depicted in sufficient vivid detail to enable the reader to

visualize the subject matter.

Through an inventive, differentiating, and imaginative use of the five

senses, the author does not so much tell the audience that the flower is

beautiful as she demonstrates it to them.

The readers can experience the subject as if they are a part of the

writer's experience through description.

3. Explore/Learn

The goal of exploratory writing is to offer important queries and

consider subjects that are difficult to fully understand. When writing on

subjects where introspection and intuition are more valuable than logical

analysis or persuasive reasoning, authors concentrate more on their process

of exploration than on providing definitive solutions. When you write an

26
 exploration essay, your audience acts as a companion, sharing in your quest

for knowledge and paying attention to your ideas and introspection.

4. Entertain

When writing for entertainment, one often combines that goal with

another—for example, using humor to inform, persuade, or explain.

However, there are moments when our primary objective is to make other

people laugh. The purpose of entertainment, whether it be a quick joke,

newspaper column, television screenplay, or item from the Internet

homepage, is to unwind the audience and tell a tale of unexpected deeds or

human faults.

5. Inform

One of the most popular uses of writing is to inform. The majority of

journalism serves this function. A journalist investigates an incident to

gather information, then conveys that information to readers in the most

objective way possible. Naturally, there will always be some prejudice or

point of view, but the goal of reportorial or informational writing is to

provide the facts as truthfully and impartially as possible. Business,

economic, and laboratory reports are a few more instances of writing that

informs.

27
6. Explain

The most popular kind of writing is expository writing, or writing to

explain. The goal of the writer is to compile data and facts, integrate them

with personal expertise and experience, and make sense of things for a

readership by defining concepts, explaining how or why things happened,

and/or identifying who or what something is. It is necessary for the writer

to examine the subject (split it into its essential elements) and demonstrate

the relationships between those parts in order to explain the who‘s, what‘s,

how‘s, whys, and wherefores.

As a result, definition, process analysis, cause and effect, analysis, and

synthesis are crucial components of writing that explains.

7. Argue

An argumentative essay seeks to persuade readers to choose a certain

viewpoint or course of action. Written arguments have a few essential

components.

a) A contentious assertion or thesis. There must be some cogent

arguments for the topic on one or more sides.

b) An emphasis on one or more of the four categories of claims : policy

(problem resolution), claim of fact, claim of cause and effect, and

claim of value.

28
 c) A balanced presentation of reasons in favor of the claim as a whole as

well as arguments against the opposition.

d) A reasonable tone is used to make an evidence-based argument. The

main appeal should be to the reader's reason and reasoning, even when

appeals to character and emotion are acceptable.

8. Persuade

Despite their frequent interchangeability, the phrases "argument" and

"persuasion" actually have slightly different meanings. Argumentation is a

particular kind of persuasion that abides by norms. These guidelines state

that arguments based primarily on logic and reason will be persuasive, and

that opposing viewpoints shall be given truthfully and fairly. If persuasive

writing so chooses, it is free to flout these guidelines and employ any tactic

that might be effective. One excellent example of persuasive writing is an

advertisement. They frequently appeal to image, emotion, character, or

anything other than logic and the facts – unless those facts support the

product – and they typically do not fairly depict the rival product.

9. Evaluate

Writing for the purpose of evaluating a person, item, product, or policy

is a common goal.

In actuality, an evaluation is a particular type of argument since it

makes a case for the topic's merits and provides evidence to back up the

29
 assertion. A value assertion, or the evaluation's thesis, needs to be backed

up by supporting evidence, such as facts, figures, instances, or testimonies,

and criteria, or the proper standards of assessment.

10. Problem Solve

Another particular kind of argument is problem resolution, in which

the writer aims to persuade the reader to accept a solution to a specific

issue. Problem solving essays often consist of two primary parts: an

explanation of a significant issue and a case for particular

recommendations that would address the issue. They are sometimes

referred to as "policy" essays since they suggest the readers adopt a policy

to address the problem.

An essay that solves problems turns its premise into a statement of

policy: The issue will be lessened or resolved if the audience heeds the

advice provided. By convincing readers that the recommendations are

workable, economical, efficient, pertinent to the problem, and superior to

other potential course of action, the essay must bolster the policy

argument.

11. Mediate.

Conventional argumentation is combative, much like debate.

Arguments frequently turn into a form of "war" in which one side tries to

"defeat" the other.

30
 Non-traditional argument types employ a range of techniques to

diffuse tension and dispel fear in order to foster greater discussion.

a) A strategy that works well in labor negotiations to bring opposing

parties to a consensus is followed in a mediated argument. A mediated

argument's author offers a medium ground that aids in resolving the

disagreements between the opposing viewpoints.

b) The goal of the Rogation debate is to lessen conflict by promoting

understanding amongst parties and attempting to find a middle ground

and a compromise.

c) Feminist argument places a strong emphasis on genuine

understanding, human communication, and inquiry in an effort to

eschew the patriarchal tropes of traditional argument.

d. The Process of Writing

According to (Oshima and Hogue 2007) writing is a continuous

creative process that never ends in one go. You've already thought about what

to say and how to express it when you write for the first time. You then go

back over your writing when you've finished it and make any necessary edits.

Until you are confident that your writing accurately conveys what you want to

communicate, you write and revise and write some more. ·

There are basically four steps in the writing process. The first step is

coming up with concepts. The concepts are arranged in the second step.

31
Writing a rough draft is what you do in step three. The last stage involves

revising and editing your rough draft to make it more polished.

1. Prewriting

The first step is called prewriting . This step involves selecting a topic

and gathering explanations for it.

Listing there is a number of methods you can employ to generate

ideas. You will practice the listing technique in this chapter. Listing is a

prewriting technique where you quickly jot down a list of the words or

phrases that immediately spring to mind after writing the topic at the top of

the page. Never pause to consider whether an idea is good or not. Put it in

writing. Continue writing till the ideas run out.

The task in the sample below was to compose a paragraph on a person

who has improved the globe, the writer's community, or their own life.

2. Organizing

Putting the ideas in order into a basic outline is the next stage in the

writing process.

One of our models' writers introduced the topic (his grandfather) and

stated the essential point (his grandfather assisted his community) in a

single phrase. He enumerated the two primary ideas below the first

statement, along with any other terms and phrases that provided further

context for them.

32
 3. Writing

Using your outline as a guide, compose a rough draft as the following

step. Write your rough draft as fast as you can without pausing to consider

your punctuation, grammar, or spelling. Simply write down your thoughts.

In your rough draft, there will most likely be a lot of errors. Considering

that this is only a preliminary draft, this is entirely normal and appropriate.

Later, you will correct the mistakes. Take note of the additional concepts

the author included that weren't in his outline. Observe also that he

included a final statement at the end.

4. Revising and Editing

You refine what you have written in this step. This process is also

known as editing and revision. Polishing works best when done in two

stages. Start by addressing the major problems with organization and

content (revising). After that, concentrate on the more minor mechanics

(editing) and language, punctuation, and problems.

e. Types of Writing

According to Jeffery (2015, p.3) in (Noviati 2020) ―There are four

main kinds, or ―types‖ of writing: expository, descriptive, persuasive, and

narrative. Each of these writing styles is used for a specific purpose, though

many times a signal document or text may include more than one writing

style.

33
1. Expository

One of the most popular kinds of writing is explanatory writing. An

author's goal while writing in an expository style is to convey knowledge

from oneself to a larger readership by simply explaining an idea.

Expository writing concentrates on the acknowledged "facts" regarding a

subject, such as statistics or other evidence based on numbers, rather than

the author's opinions. Textbooks, how-to articles, recipes, original stories,

and business, technical, or scientific writing are a few examples of

explanatory writing.

2. Descriptive

While it can also be found in nonfiction, descriptive writing is most

frequently seen in travel guides, memoirs, and first-person narratives of

events. The goal of descriptive writing is to help the reader "paint a

picture" of a character, setting, or object. The author mostly uses their five

senses—hearing, seeing, tasting, and touching—to describe their

impression of things, however it can be extremely poetic at times, using

metaphor and other literary tropes. Fictional books or plays, nature

descriptions, poetry, and journaling/diary writing are a few examples of

descriptive writing.

34
3. Persuasive

The primary writing style you will use for academic papers is

persuasive writing. An author attempting to persuade the reader of a stance

or belief they hold is writing in a persuasive style. Persuasive writing

includes the thoughts and biases of the writer along with a number of

arguments and proofs that support the author's perspective. Your school

essays that are labeled as "argumentative" should all be written in a

compelling manner. Cover letters, op-ends and extra newspaper stories,

product evaluations, letters of complaint, advertising, and letters of

recommendation are a few instances of persuasive writing.

4. Narrative

Almost all novels, books, and longer works of literature—fiction or

nonfiction—use narrative writing. When a writer employs a narrative

approach, they are attempting to create and convey a story—complete with

characters, conflict, and settings—rather than only conveying facts. Oral

histories, novels and novellas, poetry, short stories, anecdotes, and

autobiographies are a few examples of narrative writing.

Based on the aforementioned description, the author deduced that writing is

one of the English language abilities that strives to practice the capacity to

produce and link thoughts and words.

35
f. The Characteristics of Good Writing

The characteristic of good writing is showed by the quality of the

writer to create good writing and it is used to determine the success level of

writing. Boardman and Frydenberg in (Zivie-Cohce 1997) explained that there

are three characteristics of good writing : coherence, cohesion, and unity.

1. Coherence

When the supporting sentences are ordered in accordance with a

principle, the paragraph exhibits coherence. The way the phrases are placed

together makes it easy for the reader to understand what you're saying. The

layout rules vary depending on the kind of paragraph you are writing.

2. Cohesion

Cohesion is the other quality of strong paragraphs. When a paragraph

is cohesive, the topic sentence and each of the supporting sentences relate

to one another. Cohesive devices are strategies for joining sentences

together. Personal pronouns, demonstrative pronouns, definite articles, and

connectors are the four main types of cohesive devices.

3. Unity

Unity is the last quality of a well-written paragraph. This implies that

each supporting and finishing sentence should address the theme sentence,

which has just one core subject. An irrelevant sentence is one that does not

belong in a paragraph.

36
 Three qualities of excellent writing – coherence, cohesiveness, and

unity – are used to assess the quality of a piece of writing. These characters

help to maintain the flow of a piece of literature. These three characters can

help writers explain their subjects to readers in an understandable way.

6. Narrative Text Material

English is a Phase D language for Junior High School Grade VIII. Program

for teaching English the Phase D teaching program is used to help students‘ in

Grade VIII who are not native English speakers. Junior High School Grade VIII

English language instruction gives students‘ an opportunity to investigate

significant issues in their community and the possible answers, courses of action,

and attitudes that might be adopted to address them. The topics covered relate to

four of the seventeen Sustainable Development Goals (SDGs), namely : (1) the

extent of digital safety; (2) the extent of environmental awareness; (3) the extent of

nutrition and wellbeing; and (4) the extent of significant (Damayanti 2022).

This English language teaching for Junior High School Grade VIII (Phase

D) creates opportunities for learners to develop ability to use English through the

six language skills, namely listening, speaking, reading, viewing, writing, and

presenting in an integrated manner, in a variety of text types.

The minimum Learning Outcomes for the six English skills refer to the

Common European Framework of Reference for Languages: Learning, Teaching,

Assessment (CEFR) and contribute to the achievement of English language

37
proficiency at B1 level. English level B1 is the third level of English, i.e. the Pre

Intermediate level in the Common European Framework of Reference (CEFR)

(Damayanti 2022).

The approach used in learning English for Junior High School Grade VIII

(Phase D) is a text-based approach (genre based approach), learning based on

genres or types of text, in various modes, whether oral, written, visual, audio, or

multimodal. The Class VIII book focuses on recount, narrative, descriptive and

procedure texts. The last two text types mentioned have already been studied in

Class VII. These two texts are re-presented in Class VIII as reinforcement through

the exploration of different topics. The primary text that was introduced in Class

VIII is a narrative work.

This literature has a rather high level of complexity because it includes

descriptions as well as narratives that seek to both describe and recall historical

events. To better prepare students‘ to access narrative literature, this book also

introduces the text type recount text type. English for Nusantara not only

incorporates the use of English to debate and express wants or sentiments in

dialogues that support the main topic in each chapter, but also goes beyond the text

kinds already described to help language development in this phase. These

readings are included in the Class VIII book to provide students‘ a broader

exposure and help them master English (Damayanti 2022).

38
 In this case, the researchers chose the material because the students‘ had

difficulty learning in writing skills. The learning difficulties that are meant to be

the low interest of the students‘ in writing. The problem affects students‘

understanding of the material, especially the narrative text. Therefore, a suitable

learning medium is required to assist the learners in their English writing skills.

The learning media to be developed is cartoon strips. This cartoon strips media

uses everyday English dialogues and has themes according to the material learned

by the students‘. With cartoon strips, students‘ are more interested and motivated

in teaching activities.

7. Valid, Practical and Effective Theory

Researchers refer to (Plomp and Nieveen 2010) view in the book An

Introduction to Educational Design Research which suggests that to assess the

feasibility of cartoon strips media, it is better to evaluate the validity, practically

and effectiveness of the media.

a. Valid

When evaluating the quality of a cartoon strips media, one of the criteria is

validity. Validity based on the opinion of (Wallen 2017) validity refers to the

appropriateness, meaningfulness, correctness, and usefulness of the inferences a

researcher makes. Reliability refers to the consistency of scores or answers from

one administration of an instrument to another, and from one set of items to

another.

39
 b. Practical

Furthermore, according to (Mínguez and Jesus 2015) practically refers to the

extent that users (and other experts) consider the intervention as appealing and

usable in ‗normal‘ condition.

c. Effective

Cartoon strips media can be said to be effective if the overall assessment

includes all aspects of completeness reaching the high category. Meanwhile

effective according to (Patton n.d.) organizational development outcomes, in

which increased organizational effectiveness, efficiency, and sustainability are

the focus of qualitative and quantitative documentation.

8. Prototype Development Concept

1. 4D Development Model

According to Thiagarajan, 1974 in (Maydiantoro 2020) consists of four

stages of development. The first stage is Define or often referred to as the needs

analysis stage, the second stage is Design, which is preparing a conceptual

framework of learning models and devices, then the third stage is Develop,

which is the development stage involving validation testing or assessing the

feasibility of the media, and the last is the Disseminate stage, which is the

implementation on the real target, namely the research subject.

The details of the development stages are as follows:

1. Define Stage

40
 The initial stage in the 4D model is defining related

development requirements. Simply put, at this stage is the needs

analysis stage. In product development, developers need to refer to

development requirements, analyze and collect information on the

extent to which development needs to be carried out.

2. Design Stage

The second stage in the 4D model is design. There are 4 steps

that must be passed at this stage, namely constructing criterion –

referenced test, media selection, format selection and initial design.

3. Stage Develop

The third stage in the development of the 4D model learning

device is development. The development stage is the stage to produce

a development product. This stage consists of two steps, namely expert

appraisal accompanied by revisions and developmental testing.

4. Disseminate Stage

The last stage in the development of the 4D model learning tool

is the dissemination stage. The final stage of final packaging,

diffusion, and adoption is the most important although most often

overlooked.

41
2. ASSURE Model

The ASSURE model is a learning model designed to focus on creating

effective and efficient learning, especially in learning activities that use media

and technology. The ASSURE model is the steps to systematically plan the

implementation of learning in the classroom by combining the use of

technology and media. According to (Iskandar and Wahab 2023) ASSURE

model uses a step – by – step approach to learning design which can be seen

from the model's name, ASSURE.

a) Analyze learner. At this stage, object analysis is carried out based on the

results of literature in the form of books, research results, journals and other

literature,

b) State standards and objectives. Learning objectives are formulations or

statements that describe the aspects of knowledge, skills, and attitudes that

students‘ acquire after going through the learning process,

c) Select methods, media, and materials. The selection of appropriate methods,

media, and teaching materials can optimize student learning outcomes in

achieving competencies or learning objectives.

d) Utilize methods, media, and materials. What is done at this stage is a

general observation of the technology, media, and materials used,

preparation of the technology, media, and materials used,

42
 e) Requires learner participation. At this stage students‘ are involved by

providing examples, video media, and exercises that involve students‘

mental activities with the material being studied,

f) Evaluate and revise. The evaluation carried out is formative and summative

evaluation.

3. ADDIE Model

According to (Mulyatiningsih 2015) ADDIE stands for Analysis,

Design, Development or Production, Implementation or Delivery and

Evaluations. According to the product development steps, this research and

development model is more rational and more complete than the 4D model.

This model has similarities with the database system development model

described earlier. The core activities at each stage of development are also

almost the same. Therefore, this model can be used for various forms of product

development such as models, learning strategies, learning methods, media and

teaching materials.

a) Analysis

At this stage, the main activities are analyzing the need for

developing new learning models/methods and analyzing the feasibility and

requirements of developing new learning models/methods. Development of

new learning methods is initiated by a problem in the learning model/method

that has been applied. Problems can occur because the current learning

43
model/method is no longer relevant to the target needs, learning

environment, technology, learner characteristics, etc.

After analyzing the problem of the need to develop a new learning

model/method, researchers also need to analyze the feasibility and

requirements of developing a new learning model/method. Development of

the new learning model/method. The analysis process, for example, is done

by answering the following questions the following questions: (1) is the new

model/method able to overcome the learning problems faced, (2) is the new

model/method able to overcome the learning problems faced whether the

new model/method has the support of facilities to be implemented; (3)

whether the lecturer or teacher are lecturers or teachers able to implement the

new learning model/method. In this analysis, do not let it happen that there is

a good model/method design but it is not model/method that is good but

cannot be implemented due to some limitations, for example, there are no

tools or teachers are not able to implement the new learning model/method.

For example, there are no tools or teachers are not able to implement it.

Analysis of new learning methods analysis needs to be done to determine the

feasibility of implementing the new learning method. Learning method is

applied.

44
b) Design

In the design of learning models/methods, the design stage has

similarities to designing teaching and learning activities. This activity is a

systematic process which starts from setting learning objectives, designing

scenarios or teaching and learning activities, designing learning devices,

designing learning materials and tools activities. The design of this learning

model/method is still conceptual and will underlie the next development

process.

c) Development

Development in the ADDIE model contains the activity of realizing

the product design. In the design stage, a conceptual framework for

implementing a new learning model/method has been developed. In the

development stage, the conceptual framework is realized into a product that

is ready to be implemented. For example, if at the design stage the

conceptual use of a new model/method has been designed, then at the

development stage learning tools with the new model/method are prepared or

made, such as lesson plans, media and learning materials.

d) Implementation

At this stage, the design and methods that have been developed are

implemented in a real situation, namely in the classroom. During

implementation, the model/method design that has been developed is applied

45
 to actual conditions. The material is delivered in accordance with the new

model/method developed. After the application of the method then an initial

evaluation is conducted to provide feedback on the application of the next

model/method

e) Evaluation

Evaluation is conducted in two forms : formative and summative

evaluation. Evaluation formative evaluation is carried out at the end of each

face – to – face meeting (weekly) while summative evaluation is carried out

after the activity ends as a whole (semester). Summative evaluation measures

the final competence of the subject or learning objectives to be achieved.

The results of the evaluation are used to provide feedback to the users of the

model/method. Revisions are made according to the results of the evaluation

or needs that cannot be fulfilled by the new model/method.

9. Concept of the Developed Prototype

In this research and development, the researcher decided to create Cartoon

Strips learning media, which was designed in stages, using the ADDIE

development model. The phases of the ADDIE model are analysis, design,

development, implementation, and evaluation. The steps in the ADDIE

development model were followed to conduct this media development research.

Chapter II of Class VIIII in junior high school is the media content to be studied

by the researcher.

46
 Due to the benefits and ease of use of the ADDIE development model, the

researchers decided to use it. To ensure that the final product is a legitimate

product, each phase is assessed and revised based on the completed stages. The

ADDIE model is also very straightforward and methodical. The ADDIE model is a

learning design framework that offers a systematic method for creating educational

media that can be effectively utilized for both face-to-face and online learning.

ADDIE is an acronym for Analyze, Design, Develop, Implement and

Evaluate. The concept of the ADDIE model applies to building basic performance

in learning, namely the concept of developing a learning product design. ADDIE is

an instructional design centered on individual learning, has immediate and long-

term phases, is systematic, and uses a systems approach to knowledge and human

learning. Effective ADDIE instructional design focuses on performing authentic

tasks, complex knowledge, and original problems. Thus, effective instructional

design promotes high fidelity between the learning environment and actual work

settings. The ADDIE learning model is grounded in an effective and efficient

systems approach and its interactive process between students‘, teachers and the

environment. The results of the evaluation of each learning step can lead to the

development of learning in the next step or phase (Hidayat and Nizar 2021).

According to (Mulyatiningsih 2015) ADDIE stands for Analysis, Design,

Development or Production, Implementation or Delivery and Evaluations.

According to the product development steps, this research and development model

47
is more rational and more complete than the 4D model. This model has similarities

with the database system development model described earlier. The core activities

at each stage of development are also almost the same. Therefore, this model can

be used for various forms of product development such as models, learning

strategies, learning methods, media and teaching materials.

1) Analysis

At this stage, the main activities are analyzing the need for developing

new learning models/methods and analyzing the feasibility and requirements of

developing new learning models/methods. Development of new learning

methods is initiated by a problem in the learning model/method that has been

applied. Problems can occur because the current learning model/method is no

longer relevant to the target needs, learning environment, technology, learner

characteristics, etc.

After analyzing the problem of the need to develop a new learning

model/method, researchers also need to analyze the feasibility and requirements

of developing a new learning model/method. The analysis process, for example,

is done by answering the following questions the following questions: (1) is the

new model/method able to overcome the learning problems faced, (2) is the new

model/method able to overcome the learning problems faced whether the new

model/method has the support of facilities to be implemented; (3) whether the

lecturer or teacher are lecturers or teachers able to implement the new learning

48
 model/method. In this analysis, do not let it happen that there is a good

model/method design but it is not model/method that is good but cannot be

implemented due to some limitations, for example, there are no tools or teachers

are not able to implement the new learning model/method. For example, there

are no tools or teachers are not able to implement it. Analysis of new learning

methods analysis needs to be done to determine the feasibility of implementing

the new learning method.

2) Design

In the design of learning models/methods, the design stage has

similarities to designing teaching and learning activities. This activity is a

systematic process which starts from setting learning objectives, designing

scenarios or teaching and learning activities, designing learning devices,

designing learning materials and tools activities. The design of this learning

model/method is still conceptual and will underlie the next development

process.

3) Development

Development in the ADDIE model contains the activity of realizing the

product design. In the design stage, a conceptual framework for implementing a

new learning model/method has been developed. In the development stage, the

conceptual framework is realized into a product that is ready to be implemented.

For example, if at the design stage the conceptual use of a new model/method

49
 has been designed, then at the development stage learning tools with the new

model/method are prepared or made, such as lesson plans, media and learning

materials.

4) Implementation

At this stage, the design and methods that have been developed are

implemented in a real situation, namely in the classroom. During

implementation, the model/method design that has been developed is applied to

actual conditions. The material is delivered in accordance with the new

model/method developed. After the application of the method then an initial

evaluation is conducted to provide feedback on the application of the next

model/method

5) Evaluation

Evaluation is conducted in two forms: formative and summative

evaluation. Evaluation formative evaluation is carried out at the end of each

face – to – face meeting (weekly) while summative evaluation is carried out

after the activity ends as a whole (semester). Summative evaluation measures

the final competence of the subject or learning objectives to be achieved.

The results of the evaluation are used to provide feedback to the users of

the model/method. Revisions are made according to the results of the evaluation

or needs that cannot be fulfilled by the new model/method.

50
10. Relevant Research

There are several relevant studies to support the preparation of the

thesis on the development of cartoon strips conducted by researchers. There

are several relevant studies, among others :

Table 1. Relevant Research

No. Name, Year and Title Research Result Similarity Difference

(Ratnasari 2014) with Teaching writing The similarity The

the title ―The of narrative text is to use difference lies

Effectiveness of Using using English cartoon strips in the type of

English Comic comic strips are as media research used

Strips in Teaching effective and effective and and the place

1. Writing of Narrative useful to be useful to be where the

Text‖ taught to the taught to the research was

eighth grade eight grade conducted.

students‘ of students‘ of

junior high junior high

school. school.

(Syahadati et al. 2020) It could be The similarity The

with the title concluded that is to use difference lies

2.
―Pengembangan media cartoon strips was cartoon strips in the type of

cartoon strips dalam applicable as a as media and school level

51
 pembelajaran bahasa media in English the type of to be

inggris di smk‖ teaching learning research. researched.

process in the

classroom.

(Agsaenanda 2020) Comic strip media The similarity The

with the title for learning is to use difference lies

―Pengembangan media German in class cartoon strips in the type of

komik strip sebagai X-Language of as media and skill used to

media pembelajaran SMA Negeri 1 the type of research

keterampilan membaca Krian can be research.

siswa kelas X SMA considered

3.
Negeri Krian‖ feasible if the

percentage of

results shows

more than 61%

with strong to

very strong

criteria.

(Rosiana 2018) with The use of comic The similarity The

4. the title strips based on is to use difference lies

―Pengembangan comic local wisdom is cartoon strips the place

52
 strips sebagai media effective for as media and where the

pembelajaran writing learning writing the type of research was

berbasis kearifan local in junior high research. conducted.

untuk siswa SMP‖ school.

11. Framework Thinking

Based on the results of observations of student in class VII SMP

Negeri 42 Palembang and interview with education in English subjects, it is

revealed that several problems occur;

1) Students‘ have difficulty in writing words so that students‘ writing skills

are still relatively low.

2) Students‘ have limited vocabulary and grammar knowledge.

3) Student lack understanding of the material presented.

4) Learning resources used are still in the form of English Handouts or books

in the library, learning modules, or other conventional media.

53
Problem found:

Students face challenges in English writing skills which include

difficulties in grammar, vocabulary, comprehension of material,
and limited access to contextual learning resources.
The need for other learning resources in the form of learning
cartoon strips media
Analyze

Need Analysis (students, materials, and learning media)

Development of cartoon strips as a resource for learning

English in the eighth grade ―Narrative Text‖ material to
improve students writing skills

Media Design Cartoon Strips Design

Validation of cartoon strips media

Development

Media Expert Material Expert Linguistics

Individual Trial (One To One)

Implementation

Small Group Trial

Data Analysis

Produces English Language cartoon strips media Evaluation

this is valid, practical and effective

Chart 1. Framework of Thinking Modified ADDIE Model

54
12. Research Methodology

a) Research Design

The learning media design in this research is tailored to the learning

objectives. Some of these parts are;

1) Determining the content of the material, in the sense that researchers

must determine the material that can be combined into one comic story

panel,

2) Making sketches, after the material has been compiled, editing and

sketching is carried out in accordance with the material that has been

prepared. This cartoon strips process is edited using the Canva

application in making learning cartoon illustrations.

This research design uses the ADDIE development model (Analysis,

Design, Development, Implementation, and Evaluation). The ADDIE

model is a development model that is devoted to developing a performance

– based product one of which is like developing learning media as a

learning resource and this development model is very suitable in the

development of educational products. The stage that will be carried out in

this ADDIE development model such as Analysis (activities to analyze the

work situation and environment so that it can be found what products need

to be developed), Design (activities to design a product according to

needs), Development (activities to manufacture and test products),

55
 Implementation (activities to use or apply products), and Evaluation

(activities to assess the steps of activities and products made whether by

the provisions or not).

b) Research Procedure

The development procedure in this study procedures cartoon strips

media as an English language learning resource to improve students‘

writing skills. This cartoon strips was develop based on the stages of

research and development (R&D) conducted by (Branch 2009) known as

the ADDIE development model which consists of the five stages namely;

Analysis, Design, Implementation, and Evaluation.

a. Analysis Stage

This stage is the initial stage carried out in the ADDIE

development model. At this stage, it is necessary to analyze the needs of

students‘ teachers for the development of cartoon strips media that refers

to curriculum, teaching modules, learning outcome indicators, and

learning objectives. The purpose of the cartoon strips media

development research is to improve student understanding of the

material presented and as well as improve their writing skills gradually.

Through analyzing student characteristics, the result of this analysis will

help researchers adjust the cartoon strips media they will create.

56
 Table 2. Student Need Analysis

Need Analysis Grid (Kisi – kisi Analisis Kebutuhan)

1. Are you interested in learning English? (Apakah kamu tertarik

dengan pembelajaran bahasa Inggris?)

A. Yes B. No

2. What learning media do teachers often use in class? (Media

pembelajaran apa yang sering digunakan guru dalam pembelajaran

dikelas?)

...............................................................................................................

...............................................................................................................

......................................................

3. Do you need other learning media as a tool for learning in class?

(Apakah kamu membutuhkan media pembelajaran lain sebagai alat

untuk belajar dikelas?)

A. Strongly Needed B. Needed C. Not Needed

4. Do you agree if English learning uses learning media in the form of

cartoon strips? (Apakah kamu setuju apabila di dalam pembelajaran

bahasa Inggris menggunakan media pembelajaran berupa cartoon

57
 strips?)

B. Strongly Needed B. Needed C. Not Needed

5. Is cartoon strips media interesting when presented as cartoon strips

media in your class? (Apakah media cartoon strips menarik apabila

disajikan sebagai media pembelajaran dikelasmu?)

A. Very Interesting B. Interesting C. Not Interesting

6. Based on your learning experience in class, is the learning media

your teacher uses interesting and fun? (Berdasarkan pengalaman

belajar kamu dikelas, apakah media pembelajaran yang guru kamu

gunakan sudah menarik dan menyenangkan? )

A. Done B. Enough C. Not Yet

b. Design Stage

At this stage after knowing some information after conducting

the analysis stage, the researcher decided to design a development

product in the form of a cartoon strips. (Branch 2009) asserts ―The

purpose of the Design phase is to verify the desired performances and

appropriate testing methods‖. After the analysis is complete, then at the

planning stage in designing the making of English cartoon strips as a

58
 learning resource Narrative Text material in improving writing skills.

The design stage has been carried out by researcher:

Example of Cartoon Strips Design

Picture 1. Front View Picture 2. Back View

c. Development Stage

After the design stage, the next stage is the development stage. It

this stage, researchers produce products in the form of English cartoon

strips as learning resources on Narrative Text material is improving

valid, practical, and effective speaking abilities. This development stage

consists of:

1) Validation Stage

Before the cartoon strips media is applied in the learning process, it

must first be validated by an expert.

59
 2) Revision Stage

Revising English cartoon strips media as English learning resources

on Narrative Text material in improving writing skills.

3) Test Phase

Learning media in the form of cartoon strips will be tested if it has

been said to be practical, in the sense of the level of practically of

cartoon strips media from students and revision have been made

need on expert assessments.

d. Implementation Stage

After the development stage is complete, the next stage is

implementation. Implementation is the stage where the results of the

development of learning devices are determined in the teaching and

learning process to determine the learning devices on the quality of

student learning which includes effectiveness, attractiveness,

convenience, and efficiency in learning activities.

e. Evaluation Stage

After the implementation stage is complete, the next stage is the

evaluation of the last stage of the ADDIE model development. Another

procedure used to add value to the creation of Cartoon Strips media in

learning media is evaluation. Feedback on the development of Cartoon

Strips media comes from the evaluation results. Then, make changes

60
 according to the evaluation findings or unmet needs with the purpose

behind the creation of educational media. Evaluation also seeks to

determine several other things, including: a) Students' attitudes towards

the overall learning process activities, b) Improvement in students'

abilities as a result of participation in learning activities and c) The

benefits gained by the school from the increase in student learning

outcomes as a result of the Cartoon Strips development activities.

c) Prototype Design

In the initial stage, the product is prepared according to the stages

determined by the researcher with the procedure by the researcher with the

research procedure that has been determined. The draft product developed

in this study is media cartoon strips learning English class VIII junior high

school. The basis for understanding cartoon strips media can be seen as

follows:

61
 Table 3. Draft Product of Cartoon Strips Media

Initial Product Description

The researcher's initial design was to

prepare an application for designing cartoon

strips, namely: Canva. After that, the

researcher designed attractive images and

colors.

Cartoon Strips designed in the Canva

application:

1. The design is in the form of a fairy

tale/legend that is drawn.

2. Then there is a picture of an animal or

person containing writing.

3. Then each student will get one cartoon

strip.

Design the cartoon strips.

62
d) Place and Time of Research

1) Place of Research

This research and development began with the observation and

distribution of questionnaires to students and teachers at SMP Negeri

42 Palembang. In the even semester of the 2023/2024 academic year,

the product trial was conducted in class VII at SMP Negeri 42

Palembang.

2) Research Time

The research was conducted in the even semester of the

2023/2024 academic year.

e) Research Design

1) Research Subject

The research subjects aimed at are class VIII students at SMP Negeri

42 Palembang. The source of research information can be a place,

person, or subject. The object of research is in the form of cartoon strips

media as an English language learning resource on Narrative Text

material in improving students‘ writing skills with the ADDIE model.

The sampling technique used in this research is Probability Sampling

(Random Sample) by applying Stratified Random Sampling.

63
f) Data Collection Technique

Data collection techniques are steps or methods taken by

researchers in collecting information so that this research and development

process develops a product/learning media. There are several data

collection processes, such as interview, documentation, and questions or

questionnaires. The instrument used in this study includes;

1) Interview

Interviews are used as a data collection technique if the

researcher wants to conduct a preliminary study to find problems that

must be researched, and also if the researcher wants to know things from

respondents that are more in – depth and the number of respondents is

small. This data collection technique is based on self – report, or at least

self-report, or at least on knowledge and/or personal beliefs (Sugiyono

2013).

Researchers used structured interview techniques. Structured

interviews are data collection techniques for researchers who already

know with certainty about the information that has been obtained to

conduct interviews. Therefore, researchers need to prepare research

instruments such as written questions that have been planned and

prepared.

64
2) Questionnaire

The questionnaire is a data collection technique that is done by

giving a set of questions or written statements to respondents to answer.

The questionnaire is an efficient data collection technique if the

researcher knows exactly the variables to be measured and knows what

to expect from the respondents (Sugiyono 2013).

This research uses an assessment questionnaire sheet for media

experts, material experts, and linguists to validate the product to be

made. On the other hand, the responses of students and teachers were

given to test the practically of the product to be develop. On the other

hand, the validation questionnaire sheet is given to the validator to test

the validity of the product to produce a valid product, either without

revision or with revision. There are two kinds of questionnaire sheets,

namely material validation questionnaires and media validation

questionnaires.

a) Questionnaires for students, used to obtain data used in analyzing the

attractiveness and accuracy of the material provided to students.

b) Material Experts, used to obtain data on some of the quality of the

display of learning media and products produced, in terms of the

correctness of the concepts and learning content.

65
 c) Media Experts, used to obtain data in the form of the quality of the

design display, and the clarity of conveying the objectives of the

learning media.

d) Questionnaire of linguists, used to collect information about the

accuracy and attractiveness of the content offered to students.

g) Prototype Validation Technique

Validation of learning media is carried out to find out and ensure that

the learning media designed has content that is by the material and learning

objectives. Validation of learning media is an action that is proof that

learning media is by learning objectives and can help carry out learning

activities effectively and efficiently. The validation used in this study is as

follows:

1) Validation Questionnaire Sheet

During the validation process, this instrument is used to collect

expert data about the cartoon strips media that researchers have made.

The results of this expert validation aim to determine the level of

validity of the product and also become the basic for improving cartoon

strips media before being tested on students. Expert validity consists of

testing the validity of material experts, media experts, and linguists.

Material experts are experts in certain fields who will assess the

provision of material content on the media made and adapted to learning

66
 needs. Media experts provide criticism and suggestions to determine the

quality of the media. As for linguists, they are made and develop to

assess the quality of language assessment.

a) Material Expert Validation Questionnaire Sheet

The material expert is tasked with providing an assessment of

the material included in the cartoon strips learning media against the

indicators contained in the material expert questionnaire grid table.

The grid for the assessment questionnaire instrument by

material experts is as follows:

Table 4. Grid of Questionnaire Instruments for Material Experts

Aspects to be Doesn’t Need

Assessed Indicator Revision Revision Description

No
(Aspek yang (Indikator) (Revisi) (Tidak Perlu (Deskripsi)

Dinilai Revisi)

Suitability of

material with

basic

Content competencies
1.
(Isi/Materi) (Kesesuaian

materi dengan

kompetensi

dasar)

67
Accuracy of

the order of

presentation of

material

(ketepatan

urutan

penyajian

materi)

Material is easy

to understand

(Materi mudah

dipahami)

Ease of text

and language to

understand

(Kemudahan

teks dan

bahasa untuk

dipahami)

Picture

(Gambar)

The

attractiveness

68
 of CARTOON

STRIPS

learning media

with students'

interest in

learning

(Kemenarikan

media

pembelajaran

CARTOON

STRIPS dengan

minat belajar

peserta didik)

Writing Clarity

(Kejelasan

Penulisan)

Clarity of

material

description
Learning
2. (Kejelasan
(Pembelajaran)
uraian materi)

The

attractiveness

69
 of presenting

the material

(Kemenarikan

penyajian

materi)

Helping

teachers in

learning

(Membantu

guru dalan

pembelajaran)

Source : (Wibowo 2017) modified by author

b) Media Expert Validation Questionnaire Sheet

Media experts have the task of providing assessments in terms

of the media as a whole, which will include the appearance or form

of the media and the choice of materials. Input from media experts,

several comments, criticisms and suggestions will be taken into

consideration in revising and improving the media products being

developed.

The grid for the media expert assessment questionnaire

instrument is as follows:

70
 Table 5. Media Expert Grid

Doesn’t Need

Aspect Indicator Revision Description

Revision (Revisi)
(Aspek) (Indikator) (Tidak Perlu (Deskripsi)

Revisi)

Safety of the

materials used

(Keamanan

bahan yang

pakai)

Durability of

CARTOON

STRIPS media

Physique material

(Fisik) (Keawetan Bahan

media

CARTOON

STRIPS)

Cartoon Strips

size suitability

(Kesesuaian

ukuran Cartoon

Strips)

71
 The

Attractiveness of

Cartoon Strips

Design

(Kemenarikan

Desain Cartoon

Strips)

The clarity of the

image

corresponds to

the local area in

the cartoon strips

narrative text

(Kejelasan

Picture gambar sesuai

(Gambar) dengan daerah

setempat pada

cartoon strips

narrative text)

Matching

attractive color

combinations

with images on

72
 CARTOON

STRIPS media

(Kesesuaian

kombinasi warna

yang menarik

dengan gambar

pada media

CARTOON

STRIPS)

Suitability of the

image to the

student's

characteristics

(Kesesuaian

gambar dengan

karateristik

siswa)

Appropriate size

of writing and

Writing numbers

(Tulisan) (Kesesuaian

ukuran tulisan

dan angka)

73
 Suitability of

titles in cartoon

strips narrative

text media

(Kesesuaian

judul pada media

cartoon strips

narrative text)

Suitability of the

content of the

written questions

in cartoon strips

narrative text

media

(Kesesuaian isi

tulisan soal pada

media cartoon

strips narrative

text)

Suitability of the

Usage use of cartoon

(Pemakaian) strips narrative

text media with

74
the characteristics

of class VIII

SMP students

(Kesesuaian

penggunaan

media cartoon

strips narrative

text dengan

karateristik anak

kelas VIII SMP)

The practicality

of the media is

easy to store and

move

(Kepraktisan

media mudah

disimpan dan

dipindahkan)

The accuracy of

media in

developing

children's interest

in learning

75
 (Ketepatan media

dalam

mengembangkan

minat belajar

anak)

Source : (Wibowo 2017) modified by author

c) Linguist Validation Questionnaire

The linguist's validation instrument is used to measure whether

the language used in media development is valid or not, to find out

whether the language used in the media is appropriate to the

language aspect, and also to find out the validator's input or

suggestions in terms of language regarding the media that has been

developed. The following is a grid of instruments for linguist

validation which can be seen in the following table.

Table 6. Language Expert Validation Instrument Grid

Doesn’t Need

Aspect Revision Revision Description

Indicator (Indikator)
(Aspek) (Revisi) (Tidak Perlu (Deskripsi)

Revisi)

Languange Writing Readability

and Writing (Keterbacaan Tulisan)

(Bahasa dan Good use of language

76
 tulisan) (Penggunaan bahasa

yang baik)

Articulation of language

that is clear and easy to

understand

(Artikulasi bahasa yang

jelas dan mudah

dipahami)

Terms of use of spelling

(Ketetapan penggunaan

ejaan)

Sentence effectiveness

(Keefektifan kalimat)

Letter determination

(Ketetapan huruf)

Terms of use of terms

(Ketetapan penggunaan

istilah)

Sentence length is

appropriate to students'
Legibility
understanding
(Keterbacaan)
(Panjang kalimat sesuai

dengan pemahaman

77
 peserta didik)

The sentence structure is

appropriate to student

understanding

(Struktur kalimat sesuai

dengan pemahaman

siswa)

Source : (Wibowo 2017) modified by author

d) Learner Response

This validation sheet is intended to determine the suitability of

students to use Cartoon Strips media products. As for the student

response validation instrument grid that was created, after use, the

questionnaire will be distributed during the implementation phase.

Table 7. Grid of Questionnaire Instrument for Learners

Aspect The Number of Items (Jumlah Butir)

Indicator (Indikator)
(Aspek) 1 2 3 4 5

Interest in The learning media used is

CARTOON interesting (Media

STRIPS media pembelajaran yang

(Ketertarikan digunakan menarik)

pada media

CARTOON

78
 STRIPS)

The images or illustrations

presented are appropriate to

Media Display the material

Aspects (Media yang digunakan

CARTOON lebih bervariasi)

STRIPS The The media that can be used

media used is is very suitable for learning

more varied (Gambar atau ilustrasi

(Aspek yang disajikan sesuai

Tampilan dengan materi)

Media The media that can be used

CARTOON is very suitable for learning

STRIPS) (Media yang dapat

digunakan sangat sesuai

dengan pembelajaran)

Submitting material on

Presentation CARTOON STRIPS media

aspect can make students

(Aspek understand the material

penyajian) (Penyampaian materi pada

media CARTOON STRIPS

79
 ini dapat membuat siswa

memahami materi)

Material attractiveness

(Kemenarikan materi)

Media shape and size

(Bentuk dan ukuran media)

Clarity of questions in my

material and my aspirations

(Kejelasan soal dalam

materi aku dan cita-citaku)

Media

makes it easier to

understand narrative text

stories

(Media mempermudah

Benefit Aspect mengetahui cerita teks

(Aspek narrative)

manfaat) By using CARTOON

STRIPS media, will the

learning process become

interesting?

(Dengan menggunakan

media CARTOON STRIPS

80
 ini apakah proses

pembelajaran jadi

menarik?)

The use of CARTOON

STRIPS media is able to

create a sense of joy and

enthusiasm in learning

(Penggunaan media

CARTOON STRIPS mampu

menciptakan rasa senang

dan semangat dalam

pembelajaran)

Source : (Wibowo 2017) modified by author

h) Data Analysis Technique

The data that has been collected through the instruments above is

then used to describe the assessment of the quality of learning media in the

form of cartoon strips as a learning resource for English class VII on

Narrative Text material in improving students‘ writing skill based on valid,

practical and effective criteria. In this study, the data analysis techniques

used were qualitative descriptive analysis techniques and quantitative

descriptive analysis, the information can be explained as follows:

81
a. Qualitative Descriptive Analysis

In this study, qualitative analysis is obtained from data and

information from observations interviews, or open questionnaires

regarding the writing learning process using cartoon strips. This data and

information are then qualitative descriptive analysis by considering

suggestions and comments given by validation and experts to be used in

the evaluation and development of new products.

b. Quantitative Descriptive Analysis

The next technique in this research is the quantitative analysis

technique. This technique is used to analyze quantitative data, such as

students‘ speaking scores before and after the cartoon strips. These

values are described with statistics such as average, standard deviation,

percentage increase, and so on.

Validity data was obtained from media experts and material

experts, while practicality information was obtained from teachers.

Effectiveness data was obtained from student questionnaire responses

via observers when learning using media took place.

In the analysis of product location information is information

that describes the validity of cartoon strips learning media. Cartoon

strips media development data analysis techniques are as follows:

82
1) Validity Analysis

By creating a Likert scale (interval 1-5), one can obtain

information about the assessment validation analysis carried out by

media experts and material experts. This scale can then be used to

determine the average score from validation sheets created by media

experts and material experts.

Table 8. Validation Score Criteria

Score Criteria

1 Very Good

2 Good

3 Quite Good

4 Not Good

5 Very Good

(Taroreh and Wijaya 2020)

The results of the trial questionnaire validation in the

validation sheet will be analyzed using the following formula:

p = × 100%

Information:

P= Percentage of validity of media/questionnaire data

f = Score from the validator

N = Entire Score

83
 All values found will be categorized based on their interpretation

values.

Table. 9 Media Validity Level Criteria

Score Criteria

0% ≤ X ≤ 20% Very Weak

21% < X ≤ 40% Weak

41% < X ≤ 60% Sufficient

61% < X ≤ 80% Strong

81% < X ≤ 100% Very Strong

(Agsaenanda 2020)

If the media being developed at least meets the criteria for media

validity or if the score ranges from 61% to 100%, then it is considered

to have a good validity value.

2) Practicality Analysis

Practicality analysis is obtained based on the results of

student response questionnaires and validation results from teachers

which have been filled in with a specific scale score (interval 1 – 5).

84
 Table 10. Assessment Score Criteria

Score Criteria

1 Very Good

2 Good

3 Quite Good

4 Not Good

5 Very Good

(Taroreh and Wijaya 2020)

The results of the trial questionnaire validation in the

validation sheet will be analyzed using the following formula:

p = × 100%

Information:

P= Percentage of validity of media/questionnaire data

f = Score from the validator

N = Entire Score

All values found will be categorized based on their interpretation

values.

85
 Table. 10 Media Practicality Level Criteria

Score Criteria

0% ≤ X ≤ 20% Very Weak

21% < X ≤ 40% Weak

41% < X ≤ 60% Sufficient

61% < X ≤ 80% Strong

81% < X ≤ 100% Very Strong

(Agsaenanda 2020)

The media developed has good practical value if the minimum

media practicality criteria reaches practical or the score achievement

level starts from 61%. Cartoon strips learning media is said to be

practical if it meets the following indicators:

a. The validator states that the media can be used with little or no

revision which is called theoretically practical.

b.The results of the teacher's response and the student's response gave

a positive response as shown by the results of the questionnaire

given.

3) Effectiveness Analysis

The learning objectives of students who meet the classical

completeness requirements, namely 75% of all students receive a

score higher or equal to the Max Completeness Criteria (KKM).

86
Student learning outcomes must score at least 75 out of 100 to be

considered individually complete, and 75 percent of the class as a

whole must score at least 75 to be considered classically complete.

Classical completeness as follows:

KK (%) = x 100%

Information:

KK (%) = Classical Completeness

ST = Number of students who completed the KKM

n = The total number of students

If analysis of student learning results in classical completion of

at least 75% of students in the class who get a minimum score of 75,

then CARTOON STRIPS media is considered effective.

Additionally, the following criteria are used to aggregate the

percentage value results:

Table 11. Media Effectiveness Level Criteria

Percentage Criteria

81 – 100 Very Effective

61 – 80 Effective

41 – 60 Effective Enough

21 – 40 Less Effective

87
 0 – 20 Ineffective

(Agsaenanda 2020)

i) Schedule of Work

This research will be carried out at SMP Negeri 42 Palembang with

the research time being carried out in May until completion. This research

was carried out until the researcher obtained reliable data.

Table 12. Schedule of Work

Month
No Work
Des Jan Feb Mar Apr Mei June

1. Title

2. Proposal

3. Seminar Proposal

4. BAB1

5. BAB II

6. BAB III

7. Research

8. BAB IV

9 BAB V

10. Final Report

88
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