The effect of using picture series and dialogues in teaching writing on the students' writing achievement of the second year students in SMUK. Santo Hendrikus Surabaya - Widya Mandala Catholic University Surabaya Repository

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_....-F-LESSON PLAN

Field of the Strrdy Topic

Sub-Topic ClassiQuarter Time

English Writing

Nanative Writing about "Hunting" 2t2

45'

I . General Assumption

The students have already known about Tenses.

II. GenerallnstructionalObjective

Tlre students ate able to make a narrative paragraph through picture scries.

III. Specific Instructional Objectives

l. Students are able to answer 10 questions related to the picture series.

2. Students are able to find the rnain idea of the storv in tl.re oicturc series.

3. Students are able to understarrd the meaning of the given vocabularies. 4. Students are able to make a narrative paragraph with the sanre title as

the given picture series.

IV. Material

(4)

HUNTING

2. Answer the following questions, oraliy!

1. Where are the two hunters?

2. What are they following?

3. What kinds of animais are rvatching them in picture 1 ?

4 . W h a t is w a t c h i n g t h e m in p i c t u r e 2 ?

5. Why do the two hunters not see the tiger? 6. What are the two hunters doing in picture 3?

7 . What has one of them dropped? 8. What is the tiger doing?

9. Where are the monkeYs?

10. Why are the two hunters ruuning away?

r |

F '

(5)

3. Read the list of vocabularies below and try to understand their

meanlng, . Jungle . Hunter

. Gun

. Thick

. _{Animal's tracks}

. _Swing(V)

. Branches

r Huge

. _{Roaring (v), Roar Q.{)} r Frightened (v)

r Run away

. Bend down

hutan rimba pemburu senjata tebal/lebat jejak binatang

bergelantungan cabang-cabang pohon sangat besar

mengaurn(V), auman(N) ketakutan

n-relarikan diri mernbungkuk

V. Teachin g Learning Activity

TEACHER

STUDENTS

o Greets the students . _{Reply the teacher's}greeting.

r Distributes the picture series to the

students.

. Receive oicture series from teacher.

r Gives questions to students based

on the picture series.

. _{Answer the questions}together.

. _{Gives a list of vocabularies.} r Learn the vocabularies.

. Asks students to make a narrative

paragrapir.

(6)

VI. Teaching Aids

Picture series, chalk, blackboard and duster.

VII. Method

o Question-a11swer

. Discussion

VIIL Evaluation

. Make a nalrative paragraph with the same title as the given picture

(7)

LESSON PLAN

Field of the Study Topic

Sub-topic

Ciass/Quarter Time

English Writing

Narrative Writing about " In a Saturday Night".

2t2 45',

I .

II.

General Assumption

General Instruction al Objective

Tire students are able to make a namative paragraph through picture series.

IlL Spccificlnstructional Objectives

l. Students are able to answer 10 questions related to the picture sertes.

2. Students are able to find the main idea of the storv in the picture series.

3. Students are able to understand the meaning of the given vocabuiaries.

4. Students are able to make a narrative paragraph with the same title as

t h e g i v e n p i c tu r e s e r i e s .

IV. Material

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IN A SATURDAY NIGHT

i$l

fi

\

(9)

2. Answer the following questions, orallyl

1. What time does Mr. Smith come home?

2. What is he doing right now?

3. What does Mrs. Smith bring for l.rer husband?

4. Where are Mr. Smith and Mrs. Srnith in picture 2? 5. In your opinion, how is the atmosphere around them?

6. What do they do after they've arrived home?

7. What time is it now?

8. What do they enjoy in picture 3?

9. In picture 4, what does Mr. Smith have in his mouth?

10. In picture 4, why does Mrs. Smith not watch the TV?

3. Read the list of the vocabularies below and try to understand them.

. Go for a walk o Refresh

. _{Along tlre river bank} r Atmosphere

. Dinner . Relaxing . Enjoy

o Entertainment o Cinerna . Week end

berj alan-j alan

Menyegarkan (pikiran) kembali sepanj ang tepi sungai

suasana makan malam

suasana yang membuat sat"ttat menikmati

hiburan bioskop

(10)

V. Teaching Learning Activity

TEACHER

STUDENTS

o Greets the students . Repiy the teacher's greeting.

o Distributes the picture series to the

students.

. Receive picture series fronr teacher.

. _{Gives questions to students based}

on the picture series.

. _{Answer the questions together.}

o Gives a list of vocabularies. . Leam the vocabularies.

r Asks students to make a narrative

paragraph.

r Make a narrative p a r a g r a p h .

VI. Teaching Aids

Picture series, chalk., blackboard, and duster.

VIL Method

e Question-answer

. Discnssion

VIII. Evaluation

r Make a narrative paragraph with the same title as the given picture

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LESSON PLAN

Fieid of the Study

Topic

Sub-topic

Class/Quarler

Time

: E n g i i s h : W r i t i n g

: Narrative Writing about "A Picnic"

" z l 2

: 45'

I .

II.

General Assu mption

General Instructional Objective

The students are able to make a narrative par agraph througl.r picture series.

III. Specificlnstructional Objectives

i. Students are able to answer l0 questions related to the pictute series.

2. Students are able to find the marn idea of the storv in the picture scries.

3. Students are able to understand the meaning of the given vocabnlaries. 4. Students are able to make a narrative paragraph with the same title as

the giver.r picture senes.

IV. Material

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l.'::::.l

! i ' r

ll:li

A P I C N I C

5 .

* T

-i>

.l

> 3

il.:.

,.;

r':| - _tr>

N.Lfr

2. Answer the following questions, orallyl

1. What is the little girl doing in the first picture? 2. Where is the boy putting the sar.rdwiches?

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4. What is the dog doing in picture 2?

5. Why can't the two children see the dog?

6. Wrat are the children doing in picture 3?

7. Where are they going in the next picture? 8. What is the little girl doing in picture 4? 9 . W l r e r e i s t h e d o g ?

10. Why do the children look surprised in picture 6?

3. Read the list of vocabularies below and try to understand their

meaning!

. _Sandwiches

r Butter

. _Jam

r Tea pot r Flask

. _{Picnic basket}

. _Map

. Ifill r Scenery

. Farm

' _Slope

. _Shady

. _Windy

. Starvir.rg r Tired

roti isi

rtt crr teoe

sela'i poci teh terTnos

keranjang piknik peta

bukit

pemandangan tanali pertanian : lereng bukit : teduh

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V. Teaching Learning Activity

TEACHER

STUDENTS

r Greets the students . _{Repiy the teacher's greeting}

. Distributes the picture series to the

students

. Receive oicture series from teacher

. _{Gives questions to students based}

on the picture series

o A rrswer t h e q u e s t i o r r s t o g e l h e r

o Gives a list of vocabularies o Leam the vocabularies

r _{Asks students to make a narrative}

paragraph

r Make a narrative paragraph

VL Teaching Aids

Picture series, chalk, blackboard, and duster.

VII. Method

o Question-answer

o Discussion

VIII. Evaluation

r _{Makes a narative paragraph with the same title as the given picture}

(15)

LESSON PLAN

Fieid of the Study Topic

Sub-Topic Class/Quarter Time

English Wri.ting

Narrative Writing about "Hunting" 212

45',

I .

II.

General Assumption

The students have already knowr.r about tenses.

The students are able to make a narrative paragraph througll dialogue.

IIL Specific Instructional Obiectives

1. Students are able to practice tlie dialogue in front of the class.

2. Students are able to mention the main idea of the dialogue.

3. Students are able to understand the meaning of the difficult words

from the context in the dialogue.

4. Students are able to make a narrative paragraph with the same title as

the given dialogue.

IV. Material

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Hunter I

Hunter 1l

Hunter I

Hur.rter II

Hunter I

Tiger's voice Hunter II Hunter I Hunter II

HUNTING

Woww..., this iungle is so thick. I can't even see the sky. It's just like night.

: Yeah..., you're right. Hi...look at those monkeys. Thev're freelv swinging from one branch to another.

: Don't bother about them. You know that we're hnltters. We go into the forest, theu find the anirnals' tracks, follow them, and finally shoot the animals.

: Look!!! There are animal's tracks. Let's follorv them. I'11 go in front. I wonder whose tracks tl.rey are?

St...st.... be quiet and be careful. I think we better bend our back so we can see the tracks more ciearly.

A u u u m m m . . . .

E c k k . . . I . . . I . . . . t h i n k w e ' v e m a d e a m i s t a k e . .

Ye...yes... we have. Thev're a verJ huse tiqer's tracks. A . . . a n d w e ' r e t o o c l o s e t o h i m . . . R u n ! ! ! ! ! ! ! !

Practice the dialogue in patrs. Wlat is the dialogue about?

Read the underlined words and phrases in the dialogue and try to

understand their meaning.

v.

Teachin g Learning Activity

2 .

3 .

4 .

TEACHER

STUDENTS

. Greets the students ;-Reply the teacher's greeting

. Distributes the dialogue to the students

. Receive the dialogue fror.n the

teacher

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practicing the dialogue dialogue r Asks some students to practice the

dialogue in front of the class

r Practice the diaiogue in front ofthe class

. _{Asks the main idea of the dialosue} _{. Mention the main idea of the} dialogue

. Discusses the vocabularies and expressions that are found in the diaiogue

o Discuss the vocabularies and expressions that are found rr.r the dialogue

r Asks students to make a narrative paragraph

r Make a nanative paragraph

VI. Teaching Aids

Dialogue, clialk, blackboard, and duster.

VII. Method

r Question-answer

r Discussion

VIII. Evaluation

(18)

LESSON PLAN

Sub-Topic

Class/Quarter Time

English Writing

Namative Writing about "In

a Saturday

Night"

2t2

45'

I .

II.

III.

General Assumption

The Students have already known about tenses

The students are able to ntake a narrative paragraph tll-ough dialogue.

Specilic Instructional Obj ectives

1. Students are able to practice the dialogue in fi'ont of the class. 2. The students are able to mentior.r the main idea of the dialogue.

3. Students are able to understand the meanir.rg of the difficult words from the context in the dialogue.

4. Students are able to make a narrative paragraph with tlie same title as the given dialogue.

N{aterial

1. Pay attention to the dialogue below.

IN A SATURDAY NIGHT IV.

Wife Husband

: Here's your coffee, Jir.n.

(19)

Wife Husband Wife

Husband

Wife

Husband

Wife Husbar.rd

Wife

Husband

Wife Husband

Wife

Husband

Wife Husband

3 .

By the way, do you have something to do tonight, Jim? I guess I don't have any. Why?

WeIl..., I wonder whether we could go for a waik. walk along the riverbank. Do you agree, .Tim?

Hm.... Why not? I think I can refresh my mind after this lonq and tiring day. It's a weekend, any way.

Great! I'll take my coat, then we can go after you've finished reading the newspaper.

(deep breath) Tl.re air here is so fresh and the atmosphere here is so quiet and relaxing.

You're right, Jim. I feel the salne way.

How about having dinner after this, dear. Where do you want to go for dinner?

I think we'il have our dinner just at home. I'vc made salad and chicken steak. You agree?

That's all right for me. i believe that you've made a delicious

r l i r - - r f n n i c h t

You're kidding on me.

I'm not. And then, after dinner we can rvatch the TV. There will be a good film tonight.

Whatever you say, Jirn. After all, the tliink that i'm going to do right away after dirmer is finishing knittine your sweater.

You can do it while we're watching the film, dear. And I'11 enjoy my Epe.

That would be a good idea. Shall we go home now? Sure.

we carl

2 .

Practice the dialogue ir.r parrs.

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v.

4. Read the underlined words and

u n d e r s t a n d t h e i r m e a n i n g .

Teaching Learning Activity

VI. Teaching Aids

Dialogue, chalk, blackboard, and duster.

VII. Method

r Question-answer

. Discussion

VIII. Evaluation

phrases in tlie dialogue and try to

TEACHER STUDENTS

e Greets the students . Reply the teacher's greeting

o Disttibutes t h e d i a l o s u e r Rcceive the dialogue lront the teacher

. Acts as the model for the students in practicing the dialogue

. Imitate the teacher in practicirrg the di alogue

. Asks some students to practice the dialogue in front of the class

r Practice the dialogue rn fi'ont of the

class

. _{Asks the rnain idea of the dialosue} o Mention the main idea of the dialogue

r Discusses vocabularies and

expression that are found in the dialogue

. Discuss vocabularies and

. Asks students to make a narrative paragraph

. Make a rrarrative paragraplr

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L E S S O N P L A N

Sub-Topic

Class/Quarter Time

English Writing

Narrative Writing about "A Picnic"

2t2

45',

I .

II.

III.

General Assumption

The students l.rave already known about tenses.

The students are able to make a narrative paragraph tl.rrough dialogue.

Specifi c Instructional Objectives

1. Students are able to practice tbe dialogue in front of the class. 2. Students are able to mention the main idea of the dialogue. 3. Students are able to understand the rneaning of the difficult words

from the context in the dialogue.

4. Students are able to make a narrative paragraph with the samc title as the given dialogue.

IV. Material

1. Pay attention to the dialogue below.

Tom Ann Mother

A P I C N I C

I think we should bring a lot of sar.rdwiches, Ann.

(22)

Tom

Ann Mother

Tom & Aln Ann

Tom Tom & Ari Mother

An1-I

Torn

Ann

Tom

Ann

Ok, norv everything is ready. We've put all the sandwiches and the flask in this picnic basket.

Right. Now we're ready to go.

Wait a minute. Here's the map. The hill is over here. Yor"r should follow this map if you don't want to get lost.

Yes. We understand, mom. Shail we go now, Tom?

Sure. Let's say good bye to rnom. B y e . . . b y e . . . m o m .

B y e . . . . t a k e c a r e . . .

Tom, I think this is the place. Yes, I guess you're right.

Look! It's so beautiful here. There are trees and florvers. And over there... you see...there are fams and cattle. Let's walk over there so we can sit on the slope of the hill. It

Tom

Ann

Tom

Ann

2 .

seems wind:l and shady.

: Good idea. We can also open our basket and eat the sar.rdwiches. I'm starving.

: Upps. . ..Tom, look! Doggy is iumpine out from our basket. Oh....my God! He has eaten all our sandwiches.

: U f f . . . h e d i d it .

L J h h . . . r v e h a v e n o t h i u g l e f t to e a t . A n n . : I g u e s s s o . . . . .

P r a c t i c e t h e d i a l o g u e i n p a i r s .

What is the dialogue about?

4. Read tire underlined rvords and phtases in the dialogue and try to

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V. T e a c l r i n g L e a r n i n g A c t i v i t y

TEACHER

STUDENTS

o Greets the studer-rts . _{Reply thc teachcr's greetrng}

r Distributes dialosue to the students . Receive the dialoeue fi'om teacher

o Acts as the model for the students in practicir.rg the dialogue

. Imitate the teacher in practicing thc dialogue

' Asks some students to practice the dialogue in front of the class

. Practice the dialogue in front of the class

. Discusses the vocabularies and

' Discuss the vocabularies and

expression that alc found in the dialoguc

. Asks students to make a narrative paragraph

r Make a narrative paragraph

VI. Teaching Aids

Dialogue, chalk, blackboard, and duster.

VII. Method

Question- answe r Discussion

VIII. Evaluation

(24)

AFPENDNX

XI

(25)

TABLE I

NILAI CATUR WULAN I KELAS 2-1

SMUK. SANTO HENDRIKUS

SURABAYA

NO.

SCORES

1 . 2 . 3 . 4 .

6 . 7 . 9 . 1 0 . 1 1 .

t 2 .

1 3 .

r4.

1 5 .

l o .

1 7 .

1 8 .

1 9 .

2 0 .

2 t .

2 2 .

L J .

24.

2 5 .

2 6 .

2'/.

28.

2 9 .

3 0 .

i l .

3 2 .

J J .

3 4 .

3 5 .

60

6 0

5 0

7 0

6 0

7 0

6 0

8 0

1 0

7 0

6 0

7 0

6 0

5 0

6 0

40

6 0

8 0

7 0

5 0

8 0

5 0

7 0

5 0

6 0

1 0

5 0

9 0

6 0

5 0

1 0

5 0

6 0

(26)

TABLE II

NILAI CATUR WULAN I KELAS 2-2

SMUK. SANTO HENDRIKUS SURABAYA

N O .

SCORES

1 .

2 .

3 .

A

5 . 6 . 7 . 8 . 9 . 1 0 .

1 1 t t .

1 2 .

t )

-t 4 .

1 5 .

t 6 .

1 7 .

1 8 .

1 9 .

2 0 .

2 t .

2 2 .

L ) .

24.

2 5 .

2 6 .

2 7 .

28.

29,

3 0

- ) t

3 2

3 3

3 4

3 5

5 0

6 0

60

6 0

8 0

6 0

5 0

6 0

7 0

8 0

7 0

6 0

70

7 0

6 0

7 0

8 0

6 0

70

60

70

6 0

5 0

6 0

7 0

6 0

7 0

(27)

TABLE III

NILAI CATURWULAN I KELAS 2-3

SMUK. SANTO HENDRIKUS SURABAYA

NO.

SCORES

1 .

2 .

3 .

4 .

5 .

6 .

7 .

8 .

9 .

1 0 .

1 1 .

12.

1 3 .

1 4 .

1 5 .

I O .

1 7 .

1 8 .

1 0

2 0 .

2 1 .

22.

L ) .

) A

2 5 .

2 6 ,

2 7 .

28.

29.

3 0 ,

3 2 .

J J

3 4

3 5

7 0

40

6 0

1 0

7 0

70

6 0

5 0

6 0

5 0

6 0

8 0

6 0

40

6 0

5 0

6 0

7 0

70

60

70

60

8 0

7 0

5 0

8 0

7 0

6 0

5 0

7 0

6 0

7 0

(28)

APPENDTX

NIT

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TABLE IV

THE CALCULATION OF THE CATUR WULAN SCORES FOR 2-1 AND 2-2

N O

XA

X'A

XB

X.B

i . 2 . 3 . 4 . 5 . 6 . 1 . 8 . 9 . 1 0 . i 1 . 1 2 . 1 3 . t 4 . 1 5 . 1 6 . 1 7 . 1 8 .

1 q

2 0 .

2 1 .

2 2 .

L )

-2 4 .

2 5 .

2 6 .

2 1 .

28.

2 9 .

3 0

3 1

J L J J

3 4

3 5

6 0

60

6 0

5 0

7 0

6 0

7 0

6 0

8 0

7 0

6 0

1 0

60

5 0

6 0

4 0

6 0

60

8 0

1 0

5 0

8 0

5 0

7 0

6 0

5 0

7 0

5 0

9 0

6 0

5 0

70

5 0

60

3 6 0 0

2500

4 9 0 0

3 6 0 0

4 9 0 0

3 6 0 0

6400

4 9 0 0

3 6 0 0

4900

3 6 0 0

2 5 0 0

3 6 0 0

1 6 0 0

3 6 0 0

3600

6400

4900

2500

6400

2500

4900

3 6 0 0

2 5 0 0

4 9 0 0

2500

8 1 0 0

3 6 0 0

2 5 0 0

4900

2500

3600

5 0

6 0

8 0

6 0

5 0

6 0

7 0

8 0

7 0

6 0

t 0

6 0

7 0

8 0

60

6 0

1 0

6 0

7 0

6 0

5 0

6 0

7 0

60

7 0

2s00

2 5 0 0

3 6 0 0

6400

3 6 0 0

2 5 0 0

3 6 0 0

4 9 0 0

6400

4900

3 6 0 0

4900

3 6 0 0

4900

6400

3 6 0 0

4900

3 6 0 0

4 9 0 0

3 6 0 0

2500

3 6 0 0

4 9 0 0

3 6 0 0

4900

TOTAL

2 1 8 0

1 3 4 9 0 0

2214

1 4 i 9 0

n

3 5

35

MEAN

6 2 . 2 8

6 3 . 1 4

(30)

TESTS OF HYPOTHESES:

1. Ho : pA > prB, there is no diffelence between the means of the groups. Ha : pA > pB, there is a difference between the means of the groups.

t-test,

rvhere

di : nA + nB -2

: 3 5 + 3 5 - 2 : 6 8

t ( 0 . 0 5 )

: 1 . 6 7 1

Calculation

for t-observation

(to) :

A. 2-1

- t - , 1 e n

- _{= 6 2 . 2 8} n 3 5

2 .

3 .

C _ nlr' - (Lr)'

t { n - 1 )

= 1 0 . 3 1 4

B. 2-2

_ t - 1 ' , 1 6

- _{= 6 1 . 1 4} n 3 5

4. CONCLUSION

Because /t observationl : 0.384 < t (0.05), so Ho is accepted.

Hence, we conclude the difference between groups is not significant, and there is no difference b etrveen groups.

t_---;

t - . / " L i ' - ( r x ) ' = 8 . 3 2 r

! n ( n - 1 )

(31)

TABLE V

TIIE CALCULATION OF THE CATURWULAN SCORES

2-2 AND 2-3

NO

XA

XB

X . B

1 .

2 .

3 .

A 5 . o . 7 . 8 . 9 . 1 0 . i 1 . 12.

l J .

t 4 .

1 5 .

1 6 .

t 7 .

1 8 .

1 9 .

2 0 .

2 t .

2 2 .

2 3 .

24.

2 5 .

2 6 .

2 7 .

2 8 .

2 9 .

3 0 .

3 1 .

) L .

J - l .

3 4 .

3 5 .

5 0

6 0

8 0

6 0

60

5 0

6 0

7 0

8 0

7 0

6 0

7 0

l 0

6 0

7 0

8 0

6 0

60

6 0

70

6 0

7 0

6 0

5 0

60

6 0

7 0

6 0

7 0

2500

3 6 0 0

6400

3 6 0 0

2 5 0 0

2500

3 6 0 0

4900

6400

4900

3 6 0 0

4900

3 6 0 0

4900

6400

3600

3 6 0 0

4900

3 6 0 0

4900

3 6 0 0

2500

3600

3 6 0 0

4900

3 6 0 0

4900

6 0

40

60

7 0

l 0

6 0

5 0

60

5 0

6 0

8 0

6 0

4 0

6 0

5 0

6 0

7 0

6 0

7 0

6 0

8 0

7 0

5 0

8 0

7 0

6 0

5 0

7 0

60

7 0

3 6 0 0

1 6 0 0

3 6 0 0

4900

3 6 0 0

2 5 0 0

3 6 0 0

2 5 0 0

3 6 0 0

6400

3 6 0 0

1 6 0 0

3 6 0 0

2 5 0 0

3 6 0 0

4 9 0 0

4900

3 6 0 0

4900

3 6 0 0

6400

4 9 0 0

2 5 0 0

6400

4900

3 6 0 0

2500

4900

3600

4900

TOTAL

2210

1 4 1 9 0 0

2200

142200

N

3

5

3 5

MEAN

o-'t

1 4

6 2 . 8 5

(32)

TEST OF HYPOTHESES:

1. Ho: pA < pB, there is no difference between the mean of the groups' Ha: prA > pB, there is a difference between the means of the groups'

2. t_test, where df. : nA + nll _ 2 3 5 + 3 5 - 2 : 6 8 r ( 0 . 0 5 ) : 1 . 6 7 1

3. Caiculation

for t observation

(to) :

L. 2-2

- I'r 2210

X = - = O J . l 4

n 3 5

s=

__--4--_=_

, r > t ' - ( t * ) '

n \ n - l )

= 8 . 1 2 1

- 1 n ? 1

B. 2-3

; = > t - -

2 2 0 0

= 6 2 . 8 5

n 3 5

nta' -(>x)'

-_=-'--:-n Q t

- r )

s-,. -

i4-

"!--

= -0.226

/ ( , r , < - l ) s ' A + ( n B - l ) s ' B f

I

1 )

t - |

\

n A + n B - 2

\ n A n B )

4. CONCLUSION

Because /t observation / : 0.226 < t (0.05), so Ho is accepted'

(33)

TABLE VI

THE CALCULATION OF THE CATUR WULAN SCORES

2-l AND 2-3

NO

XA

XB

X'B

1 .

2 .

3 .

4 .

5 .

6 .

7 .

8 .

q

1 0 .

1 1 .

1 2 .

1 4 .

1 5 .

I O .

1 7 .

1 8 .

1 9 .

24.

L t .

2 2 .

L J .

2 4 .

2 5 .

2 6 .

2't.

28.

1 n

3 0

J I J L

3 3

3 4

3 5

6 0

60

5 0

70

60

1 0

6 0

8 0

'70

1 0

6 0

7 0

6 0

5 0

6 0

4Q

6 0

8 0

7 0

5 0

8 0

5 0

70

5 0

60

70

5 0

9 0

60

5 0

7 0

5 0

6 0

3 6 0 0

3600

2500

4900

3 6 0 0

4900

3 6 0 0

6400

4900

3 6 0 0

4900

3 6 0 0

2500

3 6 0 0

i 600

3 6 0 0

6400

4900

2500

6400

2500

4900

2500

3600

4 9 0 0

2500

8 1

0 0

3 6 0 0

2500

4900

2 5 0 0

3 6 0 0

7 0

4 0

6 0

7 0

70

-/0

6 0

5 0

6 0

5 0

6 0

8 0

60

40

6 0

5 0

6 0

7 0

6 0

7 0

6 0

8 0

7 0

5 0

8 0

7 0

60

5 0

7 0

6 0

70

4900

1 6 0 0

3 6 0 0

4 9 0 0

4900

3 6 0 0

2500

3 6 0 0

2500

3 6 0 0

6400

3 6 0 0

1 6 0 0

3 6 0 0

2500

2 5 0 0

3 6 0 0

4900

3 6 0 0

4900

3 6 0 0

6400

4900

2500

6400

4900

3 6 0 0

2500

4900

3 6 0 0

4900

TOTAL

2 1

8 0

1 3 9 4 0 0

2200

t4220

N

35

5

MEAN

62.28

6 2 . 8 5

(34)

3 0

TESTS OF HYPOTHESES :

1. Ho : pA < pLB, there is no difference between the mean of the groups. I{a : pA > pB, there is difference between the mean of the groups.

2. t-test, where di : nA + nB - 2 ' _{: 3 5 + 3 5 _ 2 : 6 9} t ( 0 . 0 5 ) : 1 . 6 7 1

3. Calculation for t observation (to): A. Z-l

- _{I x} _{2 1 8 0}

x : - = 6 2 . 2 8 n 3 5

z-3

- t v ) ) i i

x = - = O l . d )

n 3 5

= 1 0 . 7 3

: 0 . 1 2 6 J l

-B .

x A - x B

l t r r A

- : ) s ' 1

, t * l r n - t 1 s + 1 r I )

\

, , A ; , B - 2

\ r , q * , , 8 )

4. CONCLUSION

Because it observation/ :0.216< t (0.05), so Ho is accepted.

Hence, we conclude that the difference between groups is r:rot significant, and there is no difference between groups.

n ( n - l )

(35)

APPEhIDIX IV

(36)

IABLE VII

TI{E WRITING SCORES

OF THE FIRST TREATI\TENT

(FTRST

SCORTNG)

NO

GROTIP

A

NO

GROUP B

RATER I

RATER II

RATER I

RATER II

1 .

z.

3 .

4 ,

5 .

6 .

7 .

8 .

q

i 0 .

1 1

I l .

12.

l J .

1 4 .

1 6 .

1 7 .

1 8 .

t 9

20.

2 t .

2 2 .

z ) ,

24

2 5

/ o

2 7

2 8

2 9

3 0

3 1

3 2

3 3

3 4

3 5

7 7

8 4

5 5

'73

6 6

< A

5 0

8 0

f t

5 2

) /

7 0

5 2

8 9

8 1

7 5

1 A t +

8 3

7 5

8 7

6 8

5 7

7 0

7 8

) 4 o - t

6 1 7 2 7 8 5 9 7 6 5 7

8 0

8 9

6 0

8 4

7 0

5 9

5 4

8 6

5 5

5 8

63

8 1

46

8 5

8 7

6 9

8 5

7 8

7 9

8 3

5 8

5 1

6 0

8 4

5 9

5 7

7 6

7 0

5 3

7 9

72

5 1

l.

2 .

3 .

4 .

5 .

6 .

7 .

8 .

o

1 0 .

1 1 .

1 2 .

t J .

(37)

TABLE VIII

THE WRITING SCORES OF THE SECOND TREATMENT

(FTRST

SCORTNG)

NO

GROUP A

NO

GROUP B

RATER i

RATER II

RATER I

RATER II

1 .

2 .

3 .

4 .

5 .

6 .

7 .

8 .

o

1 0

1 1

1 2

1 3

1 4

1 5

1 6

t 7

1 8

1 0

2 0

2 l

22

Z J a A

25

26

27

2 8

29

3 0

J I

3 2

J . )

3 4

3 5

E 2

8 0

7 2

8 0

64

62

5 9

8 3

o 4

62

7 2

72

74

8 3

8 2

8 1

7 5

6 5

/ J

7 8

8 0

6 9

7 2

8 0

l 5

5 0

64

70

7 l

5 6

B 3

74

O L 7 8 14 / o 74 o d

72

5 3

7 9

6 8

6 6

66

O J

7 9

8 6

8 5

7 9

7 6

7 5

8 4

6 Z 7 l 60 76 7 9 O L b 6 5 8 6 8 7 5 5 8 8 l 7 8 5 3

1 .

2 .

3 .

4 .

5 .

6 .

7 .

8 .

9 .

1 0 .

1 1 .

12.

1 3 .

1 4 .

1 5 .

1 6 .

t 7 .

1 8 .

1 9 .

20.

2 1 .

2 2 .

2 3 .

24.

2 5 .

2 6 .

2 7 .

28.

a o

(38)

TABLE IX

THE WRITING SCORES

OF THE THIRD TREATMENT

(FIRST SCORTNG)

NO

GROTIP

A

NO

GROUP B

RATER I

RATER II

RATER i

RATER II

1 .

z .

3 .

A

5 .

6 .

7 .

8 .

9 .

1 0 .

1 i .

1 2 .

1 3 .

t 4 .

1 5 .

1 6 .

1 7 .

1 8 ,

1 9 .

2 0 ,

L I ,

2 2 ,

z J .

24.

2 5 .

26.

2 7 .

28.

2 9 .

3 0 .

J I , J L .

3 3 .

3 4 .

3 5 .

8 6 8 4 7 9 1 8 6 5 o / 6 4 1 2 63 o l

6 6

o /

6 5

7 8

B O

8 1

7 8

7 3

7 7

8 3

8 5

7 7

7 8

6 7

t 8

74

6 0

74

6 6

7 3

6 3

5 0

8 1

7 2

64

8 4

8 6

7 5

8 0

o l

6 3

6 6

8 3

5 7

o-, o^/. O J 6 1 7 6 8 4 8 3 7 l 7 7 t )

7 7

8 3

76

O J

7 2

76

o4

70

64

7 1

6 7

62

7 9

6 8

6 6

1 .

2 .

3 .

A 5 . o . 7 . 8 . 9 . 1 0 . 1 i . 12. 1 3 . 1 4 . 1 5 . 1 6 . 1 7 . 1 8 . 1 9 . 2 0 .

2 t .

22.

L a

-24.

2 5 .

z o .

2 7 .

28.

29.

3 0 .

J t .

) L

-3 -3 .

3 4 .

3 5 .

(39)

APPENDIX V

(40)

TABLE X

THE WRITING SCORES

OF THE FIRST TREATMENT

(RESCORJNG)

NO GROUP A NO GROUP B

R - 1

R-2

R-3

R - l

R-2

R-3

1 .

2 .

3 .

4 .

5 .

6 .

7 ,

8 .

9 .

1 0 .

i 1 .

12.

1 3 .

1 4 .

i 5 .

1 6 .

1 7 .

1 8 .

1 9 .

20.

2 t .

2 2 .

2 3 .

24.

2 5 .

2 6 .

2 7 .

28.

29.

3 0 .

J Z .

J . ) .

3 4 .

3 5 .

72

8 4

5 5

7 3

6 6

5 4

5 0

8 0

5 1

5 2

5 7

7 0

5 2

8 9

8 1

1 5

1 4

8 3

7 5

8 l

8 7

6 8

5 1

70

7 8

5 4

6 1

'72

l 8

5 9

7 5

t 6

5 7

8 0

8 9

60

8 4

7 0

5 9

5 4

8 6

5 5

5 8

O J

8 1

46

8 5

8 7

6 9

8 5

7 8

7 9

8 3

5 8

5 1

6 0

84

5 9

5 7

1 6

70

5 3

7 9

7 2

5 1

1 A 6 Z

6 5

1 .

2 .

3 .

4 .

5 .

6 .

7 .

8 .

9 .

1 0 .

l i .

t 2 .

1 3 .

1 4 .

1 5 .

1 6 .

t 7 .

1 8 .

1 9 .

70.

2 1 .

2 2 .

L J ,

(41)

TABLE XI

THE WRITING SCORES

OF THE SECOND TREATI\IENT

(RESCORTNG)

N O

GROTIP A

NO

GROUP B

R-1 T) ')

I \ - . 2

R-3

R - l

R-2

R-3

t .

2 .

3 .

4 .

5 .

6 .

7 .

8 .

1 0 .

1 1 .

12.

I J .

1 4 .

1 5 .

1 6 .

1 1 .

1 8 .

1 0

2 0 .

z l .

2 2 .

L )

-24.

7 5 .

26.

z'7.

28.

29.

3 0 .

J J ,

3 4 .

3 5 .

8 2

8 0

72

8 0

64

62

5 9

8 3

64

6 2

72

74

8 3

8 2

8 1

7 5

6 5

t ) t 6

8 0

69

72

8 0

t 5

5 0

64

5 4

7 0

1 1

) o

8 3

1 A

62

7 8

74

7 6

7 4

6 8

7 2

5 3

'74

6 8

6 6

o o

6 3

1 9

8 6

8 5

7 9

/ o

7 5

8 4

8 2

7 1

6 0

/ o 7 9 6 8 5 8 6 8 7 5 5 8 8 1 7 8 5 3 6 6 6 8

70

7 3

5 5

5 8

1 .

2 .

3 .

4 .

5 .

6 .

7 .

8 .

9 .

1 0 .

I t .

12.

1 1

t J .

(42)

TABLE XII

THE WRITING SCORES

OF THE THIRD TREAT]\{ENT

(RESCORING)

N O

GROUP A

NO

GROUP

B

R-1

R-2

R-3

R-1

D . )

R-3

iI

;l

\l

8l

irl

:?l

iil

1 5 . I

I 1 6 . I

lll 1

I 1e.

I

120. 1

I 21. I

122, 1

123, 1

124. 1

l2s. l

126' l

| 27. I

128'l

| 2e.

| 3 0 .

I z;:

t . .

|1;

l:s.

8 6 8 4 7 9 7 8 6 5 o /

64

72

6 3

o / 6 6 6 7

6s

7 8

8 0

8 1

'78

7 3

1 7

8 3

8 5

7 7

7 8

6 7

7 8

74

6 0

74

66

t )

6 3

5 0

8 1

72

64

8 4

8 6

7 5

8 0

6 1

6 3

6 6

8 3

5 7

6 3

o z O J

6 l

/ o

8 4

8 3

7 r

7 7

I J

7 7

8 3

I O

6 3

7 2

/ o 64 7 A 64 n 1 o / 62 7 9

6 8

6 6

7 8 l .

2 .

3 .

4 . 5 . 6 . 7 . 8 . 9 . 1 0 . 1 1 . 12. i 3 .

t 4 .

1 5 .

1 6 . 1 7 . 1 8 .

t9.

20.

2 t .

22.

L J .

2 4 .

2 5 .

2 6 .

2 7 .

28.

29

3 0

3 1

3 2

. ) J

3 4

3 5

64

6 1

66

6 5

7 3

6 9

O J 7 Q 5 5 49 o /

6 2

5 7

60

42

7 0

64

7 T

t 0

6 0

63

7 9

7 5

72

6 9

6 8

6 5

7 2

69

7 6

o / 7 1 t )

74

7Z

6 8

6 5

6 2

5 4

o /

7 l

5 7

o t 4 9 5 1 O J

5 8

5 3

5 6

? 1

6 6

6 0

7 7

5 1

( ) /

7 5

I J / o

(43)

APPENDIX VI

(44)

TABLE XIII

CALCULATION OF THE FIRST TEATMENTS ( HUNTTNG )

No. Xa xtA xI] *tB

1 .

2 .

3 .

A . + . 5 . o .

7 .

8 .

9 .

1 0 .

1 1 .

72.

l J .

t 4 .

1 5 .

1 6 .

t 7 .

1 8 .

1 0

20.

2 1 .

22.

L ) .

2 4 .

2 5 .

2 6 .

2 7 .

28.

29.

3 0

) L

3 3

3 4

3 5

7 6

8 6

) t

7 9

6 8

5 7

5 2

8 3

5 3

5 5

6 0

7 3

4 9

8 7

8 4

72

8 2

8 1

'77

8 5

6 3

<,4

6 5

8 1

5 6

5 9

1 A

7 5

5 6

7 7

74

) +

5 7 7

6

7396

3249

6241

4624

3249

2704

6339

2809

3025

3 6 0 0

5329

2401

7s69

7 0 5 6

5 1 8 4

6 7 2 4

6 5 6 1

5929

1225

3969

2916

4225

6 5 6 1

3 1 3 6

3 4 8 1

3481

5 4 7 6

5625

3 1 3 6

5929

5 4 7 6

2916

64 5 0 64 67 6 5 67 5 8 7 l 5 1 49 6 6 6 8 46 47 40 5 7 5 2 '1'7

6 8

1 0

O J

72

6s

64 6 5 64 1 7 1 5 6 9 6 9 7 l 6 8 7 0 l 7 4096

2s00

4096

4489 4 2 2 5

4489

-t J()4

5 0 4 1

2601

2401

4356

4624

2 1 1 6

2 2 0 9

1 6 0 0

3249

2 7 0 4

5329

4624

4900

3969

5 1 8 4

+ z 1 J

4096

A l l <

4096

5929

5625

4624

4 7

6 l

5 0 4 1

4624

4900

5929

TOTAL

z43Z

t14148

2233

145425

n

3 5

MEAN 69.48571 6 3 . 8

(45)

TESTS OF HYPOTHESES :

l. Ho : pA : ;LB, there is no difference between the mean groups.

FIa: pA > liB, there is difference between the mean groups.

2 . t - t e s t , w h e r e d f . : n A + n B - 2 : 6 8 ; t ( 0 . 0 5 ) - 1 . 6 7 1

3. Calculation for t observation (to) :

A. PICTURE SERIES

B .

_ t Y

r = - = o y . 4 u ) / l

DIALOGUES

- I v

n

= 1 2 . 3 1 7 7 8

x A - x B

' l l = ? 5

; r t :3 5

4 . C o n c l u s i o n :

Because / t observation / : 3.344305 > t (0.05)

So FIo is rejected. Hence we conclude that the

and that A group is greater.

(46)

TABLE XIV

CALCULATION OF TI{E SECOND TREATMENTS

( PICNTC )

No. xA x2A xB rtB

l .

2 .

3 .

A 5 . 6 . 7 . 8 . 9 . 1 0 . 1 1 . 12. 1 3 . 1 4 . 1 5 . 1 6 .

t 7 .

1 8 .

1 9 .

20.

2 1 .

2 2 .

L )

-24.

2 5 .

2 6 .

2 7 .

28.

29.

3 0

) L

-l --)

3 4

3 5

8 5

77

1 i (tJ

6 5

7 8

60

65

64

6 5

O J

7 7

8 2

7 5

8 0

8 4

5 0

7 7

6 5

I J

7 5

62

12

6s

72

6 5

5 5

5 0

70

6 5

7 2 2 5

122s

5929

6241

3969

4225

6 0 8 4

3 6 0 0

A 1 . ' <

4096

4 ) ) \

3969

5929

6 7 2 4

5625

6400

7 0 5 6

6400

5929

A l l <

5625

5 6 2 5

3844

5 1

8 4

4 2 2 5

5 1 8 4

4225

3025

6400

4900

4225

b 0

6 3

6 4

7 0

6 0

6 5

5 2

5 0

6 5

6 0

5 5

5 8

3 5

6 8

O L 14

7 2

5 7

6 5

l 7

74

1 A

7 0

5 8

7 0

t ) /

1 5 6 5 7 0 / ) 7 6 7 0

4356

3969

4096

4900

3 6 0 0

4 2 2 5

2 7 0 4

2 5 0 0

4 ) ) 5

3 6 0 0

3025

3364

1225

4624

3844

5 4 7 6

5 1 8 4

3249

A l l <

5929

5 4 7 6

4900

3364

4900

4499

5625

4225

4900

5 6 2 5

5 7 7

6

4900

TOTAL

2 5 2 2

1 8 3 9 6 2

2 2 8 6

1 5 1 8 7 2

n

3 5

MEAN 7 2 . 0 5 7 1 4 65.31428

(47)

TESTS OF HYPOTHESES :

1. Ho : pA : pB, there is no difference between the mean groups.

Ha : pA > pB, there is difference between the mean groups.

2. t-test, where d1'. = nA + rB - 2 : 68

3. Calculation for t observation (to) :

A. PICTURE SERIES

; t(0.05)

= 1.67r

! t =

B. DIALOGUES

4. Conclusion :

; = > * = 7 2 . 0 5 7 1 4

n

,r>r'-(>r)'

nQt -1)

lr

n

: 6 5 . 3 1 4 2 8

n > * ' - ( L ) '

nfu-r)

= 8 . 1 0 5 7 0 9

= 8.683220

' r r : 1 {

x A - x B _{- 1 ? < e}

l(ra-r1"a+1"a-r;"Cf

I, I )

\

, A + r B - ,

\ , , A - , A )

Because / t observation / : 3.358251 > t (0.05)

So Ho is rej ected.

(48)

TABLE XV

CALCULATION OF THE THIRD TREATMENTS ( IN A SATURDAY NIGHT )

N _XA 1

x-A xB x2B

T

z .

3 .

4 .

5 .

6 .

7 .

8 . 9 .

1 0

l z

t 4

1 5 l o

t 7

1 8

' t o

2 0

2 l

22

L J

24

1.)

2 6

2 7

2 8

29

3 0

31

J Z J J

3 4

3 5

8 0

7 7

74

7 7

6 6

6 7

5 6

8 1

6 6

o 4

6 9

6 8

8 1

8 4

8 3

7 7

1 1

70

74

8 1

7 8

7 0

7 3

7 8

77

5 6

6 6

5 6

69

73

5 7

8 2

/()

5 8

6400

s929

5476

s929

43s6

4489

3 1 3 6

6 5 6 1

4356

4096

4761

4624

6 5 6 1

70s6

6 8 8 9

5929

4900

5 4 7 6

6 5

6 1

6084

4900

5329

6 0 8 4

5929

J I J O

4356

3 1 3 6

+ / o t

5329

3249

6724

5 7 7 6

J J O +

7 1

6s

t ) l

6 I

6 0

60

6 0

72

5 4

5 2

6 1

6s

5 8

) o

3 4

7 3

5 5

70

7 0

6 3

5 8

7 2

64

6 0

7 1

6 9

6 5

70

I J 6 8 66 72 7 8 6 6

5041

4 2 2 5

3 1 2 r

3 ' / 2 1

3 6 0 0

3600

3 6 0 0

5 1 8 4

2916

2104

3 7 2 1

4225

J J O 4

3 136

1 1 5 6

5329

3025

4900

3969

3364

5 1 8 4

4096

3 6 0 0

5041

4 7 6 1

4225

4900

5329

4624

4356

5 1

8 4

6 0 8 4

4356

TOTAL

2510

t82332

2238

14s366

n

3 5

MEAN

7 t . 7 1 4 2 8

63.94295

(49)

2 .

3 .

TESTS OF HYI'OTHESES :

1. Ho : pA : pB, there

is no difference

between

the mean

groups.

Ha : pA > pB, there

is difference

between

the mean

groups.

t-test, where df. : nA + nB - 2 : 68

Calculation for t observation (to) :

; t(0.0s)

= r.611

PICTURE SERIES

- _).r

x -

--

- 71 .71428

n

- 8.276726

DIALOGUES

A.

B .

; -tk - $.94285 n

= 8 . 1 5 6 3 5 0

i t - i n

= 3.957

m

\l

,A+,,81

lia- ia)

4. Conclusion

:

Because / t observation I : 3.956574> t (0.05)

So Ho is rejected.

(50)

TABLE XVI

CALCULATION OF THE TOTAL RESULTS

( HUNTING,IN A SATURDAY NIGHT, PICNIC )

No.

xA *tA xB *tB

1 .

2 .

3 .

4 .

5 .

o .

7 .

8 .

U

l 0

1 1

t 2

t J

1 4

1 5

l 6

1 7

1 8

t 9

20

2 1

22

L J 1 A

2 5

26

2 7

2 8

2 9

3 0

3 3

3 4

3 5

8 0 . 3

82.7

69.3

78.3

6 s . 7

O J

5 7 . 7

8 0 . 7

s9.7

61.3

6 4 . 3

6 9

6 0

8 1 . 7

8 3 . 3

8 3

7 4 . 7

7 8

7 5 . 3

7 7

8 3 . 3

8 1

70

64

7 2 . 7

7 7 . 7

5 8

65.'7

60

7 1 . 7

1 l

5 6

7 9 . 7

7 3 . 3

5 9

6448.09

6839.29

4802.49

6 1 3 0 . 8 9

4316.49

3969

3329.29

6512.49

3564.09

3 7

s 7

. 6 9

4134.49

4761

3 6 0 0

6 6 7 4 . 8 9

6 9 3 8 . 8 9

6 8 8 9

5 5 8 0 . 0 9

6 0 8 4

5670.09

5929

6 9 3 8 . 8 9

6 5 6 1

4900

4096

5285.29

6 0 3 7 . 2 9

3364

4 3 r 6 . 4 9

3 6 0 0

5 1

4 0 . 8 9

5 0 4 1

J I J O

6352.09

5 3 7 2 . 8 9

3 4 8 1

67 59.3 O J

64

6 5

65.7

5 9 , 3

69.3

5 2 . 3

5 0 . 3

64

6 4 . 3

5 3

53.7

J O . J

6 6

5 6 . 3

7 2 . 3

70

O J . J

6 2

7 3 . 1

7 0

6 6 . 3

6 8 . 3

6 8

6 2 . 3

70.7

7 0 . 7

72

6 7 . 3

6 9

1 r . 7

7 4 . 7

7 1

4489

3516.49

3969

4096

4225

4 3 t 6 . 4 9

3516.49

4802.49

2 7 3 5 . 2 9

2 s 3 0 . 0 9

4096

4134.49

2809

2883.69

1317.69

4356

3169.69

5 2 2 7 . 2 9

4 9 0 0

4 0 0 6 . 8 9

7,844

5 4 3 r . 6 9

4900

4 3 9 s . 6 9

4 6 6 4 . 8 9

4624

3881.29

4998.49

5 1

8 4

4529.29

4761

5 1 4 0 . 8 9

5 5 8 0 . 0 9

5 0 4 1

TOTAL

2488.1

179554.09

2 2 s 2 . 1

t 4 ' 7 0 7 1 . 8 9

n

3 5

J )

MEAN

7 1 . 0 8 8 s 7

64.34571

(51)

TESTS OF HYPOTHESES

:

1. Ho : pA : pB, there

is no difference

between

the mean

groups.

Ha : pA > pB, there

is difference

between

the mean

groups.

t-test, where df. : nA + nB - 2 : 68 Calculation for t observation (to) :

; t ( 0 . 0 s )

: r.671

2 .

3 .

A.

PICTUR.E

SERIES

x - - = / t . U d U ) / n

DIALOGUES

x = - = O + . J + ) / l n

= 8.875967

- 7.9685t6

i,s-in

B .

- 1 1 A A

4. Conclusion :

Because / t observation I : 3.344305 > t (0.05)

So Ho is rejegted.

(52)

APPENDNX

VU

(53)

STUDENT:

THE I\{ODIFICATION OF ESI, COI\{POSITION PROFILE

DATE:

TOPIC:

SCORE

LEVEL CRITERIA

CON4MENT

CONTENT

ORGANIZATION

3Q-27

26-22

2 t - 1 7

1 6 - 1 3

20-18

17 -14

Excellent to very good - Knowledgeable

- Relevant to assigned topic Good to average

- Some knowledge of subjects - Mostly relevant to topic but

lacks details Fair to poor

- limited knorvledge of subjects Very poor

- Doesn't show knowledge of subject

- Not pertinent

- Not enough to evaluate

Exceilent to very good - _{Fluent expression} - _{Ideas clearly stated} - Well organized - Logical sequencing

f l n n d f n

- Some wl.rat choppy - Loosely organized

ideas stand out - Limitcd suppoft

- Logical but

. sequencing

but mailr

(54)

VOCABULARY

I 3 - l 0

9-7

2 0 - 1 8

t 7 -t 4

13- 10

9-7

Fair to poor - Not fluent

- _Ideas _confused _or

disconnected

- Lac k s lo g i c a l s e q u e n c i l r g Very poor

- Does not communicate - No organization - Not enough to evaluate

Excellent to very good

- Effective words/ idioms, choice. and usage

- Appropriate register Good to average

- Adequate range

- Occasional enors of

words/idioms, choice, altd usage

- Meaning not obscured Fair to poor

- Limited range

- Frequenl crrors

words/idioms, choice, o f and usage

- Meaning confused and

obscured Very poor

- Essentiallytranslation - Little knowledge of English

Vocabuiary

(55)

LANGUAGE USE

T{ECHANIC

25-22

l.-":,1:%

I

El lective

constructions

I

Few errors of agreement,

I

tense, number, word order,

I

articles, pronouns, and

I

p r . p o . i r i o n

I

21-18

|

fair to average

I

Simple

construction

I

Several errors of agreernent,

I

tense, number, word order,

I

aticles,

pronouns, and

I

PrePosition

I

Meaning

seldom

obscured

1 7 - 1 r

I

. u i r , o

o o o .

]

I

Majo problem

in ,imnr"

j

I

consnxcrron

i

I

Frequent

errors

of agreernent,

I

,.n.: nunrber.

rvord ordcr.

I

anrcles,. pronoun. anO

I

PrePosttton

I

I Y.'"'":

contuscd

and

I

I oDscureo I

lo-5

I u"* ooo,.

i

I

- ' ' " - - '

I

No mastery

_

of sentence

I

construction

rules

]

I fomrlatectby

errors

I

D o e s n ' t

c o m m u n i c a r e

I

I - Not enough

to evaluate

I

li

5 _{| Excellcrrt}to very qood i

t'"1

I

Few errors

ofspelling,

I

p u n c t u a t i o n .

c a p i t a l i z a t i o n I

4

I nui.

to u".y

good

-

(56)

- Occasional erors of spelling, punctuation, capitalization - Meaning not obscured Fair to poor

- Frequent errors of spelling, p u n c t u a t i o n . c a p i t a l i z a t i o n - Meaningconfused,/obscured Very poor

- Dominated by errors of

spelling, punctuation,

^ ^ ^ ; + ^ l : ^ + : ^ -9 A P I t ( l t t L A t l V r t

- Handwritingillegible - Not enough to evaluate

(57)

T A O E L "

t ' l A l r G A - H A R G A

, i r' t t ( t t _{l ( t 6 1}

r ( . 0 : ' o )

r ( . 0 ; t 5 )

t ( . ( r r o )

_{t ( . 0 0 5 )}

I ; ' ; 1 r ; ] l

I i )

l t

r i ;

I ' i

r . i '

i . ( t

t 7 I L l 1 , 7 ';, (.)

;) .l ;i _( ':a

4

. r : r

^' i- j

'], (.1

4 o t ( ) t l ; r

I n f

i . ( ) 7 t i I . i J 8 6 1 . l : ) i B ] . 5 , 5 . I L . 4 , ' 6 l . / i , l o l , . L l ! . 1 1 . . ' , ' ) / i . ; . t ) . i

I . i , , , ', 1 . . 1 ' , i r l . . t r l : r I . , 5 4 1

L ' .-r '-) /'

I . -I l-1 i . 3 l : l I .

" ' , . ' f l 1 . . i ; ' i i

I ' t . 1 1

1 . J . l 9 L . . I I I J L : " 1 r , 1 . . ( l - . r l . i , l 4

. 1 . . . " t , \ i . . , l t .

[ . . " l ( )

I . l l V { . r

1 , ir tl :2 1 . ;11 r:l

{, , .i.1.4

i t . 1 - \ ? : 1 . { _ ) 1 5

1 . ' ) 4 ' : . .i , ll,;'5

I . 1 i l , r ) | . | ' , 1 ' ; r . , j l ; : l I ^ / ( ) l t .L . ,r|l;rl L ' ; / . l 1 . . 7 ( : ) 1 , 7 1 3 1 . ' / 1 1 6 I . ' / / . l a ) 1 . 7 . 5 4 1 . / , : )

i , i " r i '

1 ) - ' l

| - l I ' t

T , L 1 . 4

l . / J I

1 . / < ) 1 ) L , / ( ) 6 L / { ) I l . ., ' , . , / , ;

l . $ < ) /

J . 6 { 1 4 I . ( , , 1 t . I . l , l r i . i I . 6 1 1 l i

\ 2 . 7 0 6 4 , i ( ) - { : i , 1 8 2 ' 2 , / ) 6

| , ' j - / L

' . : , ' 1 t l / ,.' . i Jr':,

; t , . - i e { ,

; r .; t 0 t

' , :

, r),7

; ' , , 6 n

' . r , 1 4 3

. ) _{1 t l}

1 1 1 t 1

; l , 1 1 0 ' ^ t . 1 0 1

;l . o9.f ',!

"()0(.,

? . o 8 Q ? . 0 7 4 i r . 0 6 9 :? . (),!4

;i , (.)1)0

' ) . [ ] 4 2

,,.t. , rJ,i,,l

:.1 . r-)4 tl ' , 1 _{. ( l 4 l i} ' ) _{( \ t l ' )}

. : : , D 2 !

: " (.)oo

1 . ' l i : J O .1. . 'i{JO

3 1 . U 2 l 6 . 9 6 5 4 . 5 4 1 1 . 7 4 7

i . .) o :.)

, 5 , 1 4 5 2 . ' l g E

'2 , l1t) 6

'2 . r3'.21 ' l .7 (r4 ' 2

. 7 L t 1 - , ! _{. 6 s 1} ? . 6 5 ( ) ' t .624

? . , 6 0 2

2 . 5 6 7 2 , : i J 9 2 . 5,28 ? . 9 1 8 ? . i:Oti

2 , 5 O O 2 , 4 ' 7 7 2 . 4 0 3

2 , 4 7 5 7 . 4 7 J 7 . 4 6 7 ? , . 4 6 ?

? , 4 ' - J 7

' ? . _{, 4 2 5}

2 , 3 t O ? . l t B i 1 .3 2 b

6 f . 6 5 7 9 , 9 ? i t 5 . 8 4 t 4 . 6 Q 4 4 . 0 3 ? J , 7 C t 7 3 . 4 q 9 t . 3 5 5 J , ? 5 0 5 . 1 6 9 5 . l 0 6

a n q q

J . 0 1 2 2 , 9 7 7 2 . 9 4 7

) a 2 1

2 , 9 9 4

t . u / r , 2 . 8 6 1 2 , 8 4 5

? . a s [ ,

2 . 8 1 9

2 , 7 0 7

2 , 7 7 9

1 - 1 ' I

I . / O J

' ) , 7 3 6

2 , 7 3 0

(58)

APPENDIX IX

(59)

HUNTING

Sometimes I go to the jungle. The jungle is so thick. I can't even see the sky. i go there with my liiend. There are so many monkeys. They freely swing fro rn one blanch to another.

My friend says , we must remember that we are hunters. We must go into the forest, then find the animals, follow them, and final1y shoot the anilnals.

And finally, we see animals. My friend follows their tracks. I wonder whose tracks they are. We must be quiet and careful. we mllst not rniss ther.n. And I think we better bend our back so we can see the tracks more clearly.

But."ve make a mistake. They are very huge tiger's tracks and we are to close to hirn. We must run.

HTINTING

One day, me and my friend go to the jungle. There, we build a camp to stay at the forest for four days.