The Effectiveness Of Using English Comics Strips In Teaching Writing Of Narrative Text; A Quasi-Experimental Research at the Eighth Grade Students of SMP Islam Al-Ikhlas in the Academic Year 2013/2014.

(A Quasi-Experimental Research at the Eighth Grade Students of SMP Islam Al-Ikhlas in the Academic Year 2013/2014)

By:

YULIA RATNASARI 109014000039

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS’ TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA 2014

All praises be to Allah, the lord of the world, who always gives His mercy and blessing upon the researcher in completing this skripsi. Praying and greeting always be upon His messenger, prophet Muhammad, his family and his followers, who have spread Islam all over the world.

This skripsi is presented to Department of English Education at Faculty of Tarbiyah and Teachers’ Training of Syarif Hidayatullah State Islamic University Jakarta as partial fulfillment of the requirements for the Degree of S.Pd in English Education.

The researcher would like to express her greatest gratitude and honor to her beloved parents, Subiyanto and Rokhani, and also her beloved brother, Septian Dwi Chandra, who always give her support and motivation to finish her study and skripsi.

The researcher also would like to express her gratitude and honor to Drs. Nasifuddin Djalil, M.Ag. and Ummi Kultsum, M.Pd. as her advisors who always guide and suggest her in completing this skripsi. The researcher also would like to express her gratitude and honor to:

1. Dr. Atiq Susilo, M.A., as her Academic Advisor, and all lecturers at English Department, who had guided and given her valuable knowledge in finishing her study.

2. Drs. Syauki, M.Pd., as the head of English Department.

3. Zaharil Anasyi, M.Hum., as the Secretary of English Department.

4. Dra. Nurlena Rifa’I, M.A., Ph.D., as the Dean of the Faculty of Tarbiyah and Teachers’ Training.

5. Drs. Prasetyo, M.Pd., as the Headmaster of SMP Islam Al-Ikhlas, who had allowed her in conducting the research in the school he led.

6. Putri Kusumah W., S.Hut., as the English teacher of SMP Islam Al-Ikhlas, who had assisted her in collecting the data during the research.

researcher realizes that this skripsi is still far from being perfect, so she hopes the critics and suggestions to improve it to be better.

Jakarta, 25 April 2014

ABSTRACT

YULIA RATNASARI (109014000039). THE EFFECTIVENESS OF USING ENGLISH COMICS STRIPS IN TEACHING WRITING OF NARRATIVE TEXT; A Quasi-Experimental Research at the Eighth Grade Students of SMP Islam Al-Ikhlas in the Academic Year 2013/2014. Skripsi of Department of

English Education at Faculty of Tarbiyah and teachers’ Training of Syarif Hidayatullah State Islamic University Jakarta, 2014.

Keywords: English Comic Strips, Writing, Narrative Text

The purpose of this study was to find out the effectiveness of using English comic strips in teaching writing of narrative text at the eighth grade of SMP Islam Al-Ikhlas. The method used in this study was a quasi-experimental research. The study was carried out in two classes of research, namely experimental and controlled class. The subject of this study was the eighth grade students, and the samples of this research were 8A as the controlled class and 8B as the experimental class.

The instrument used in this study was pretest and posttest. The technique used in collecting the data was quantitative data with t-test. The result of the study showed that the use of English comic strips in teaching writing of narrative text was effective. It could be seen from the result of calculation that the students’ score in experimental class was higher than the students’ score in the controlled class. The mean score of posttest in experimental class was 78.61. Meanwhile, the mean score of posttest in controlled class was 65.54. Furthermore, based on the statistical calculation with the significance level of 5% and 1%, it showed that to

was higher than tt, that was 2.01 < 3.40 > 2.68. Therefore, it proved the alternative

hypothesis (Ha), which stated that there was significant difference between the

students’ score in learning narrative writing by using English comic strips and the

students’ score in learning narrative writing without using English comic strips at the eighth grade students of SMP Islam Al-Ikhlas.

ABSTRAK

YULIA RATNASARI (109014000039). THE EFFECTIVENESS OF USING ENGLISH COMICS STRIPS IN TEACHING WRITING OF NARRATIVE TEXT; A Quasi-Experimental Research at the Eighth Grade Students of SMP Islam Al-Ikhlas in the Academic Year 2013/2014. Skripsi Jurusan Pendidikan Bahasa Inggris Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2014.

Kata Kunci: English Comic Strips, Writing, Narrative Text

Tujuan penelitian ini adalah untuk mengetahui keefektifan penggunaan komik strip berbahasa Inggris dalam pengajaran menulis teks naratif di kelas delapan SMP Islam Al-Ikhlas. Metode yang digunakan dalam penelitian ini adalah penelitian quasi-eksperimen. Penelitian tersebut dilaksanakan di dua kelas penelitian, yaitu kelas eksperimen dan kelas kontrol. Subyek dalam penelitian ini adalah siswa kelas delapan, dan sampel dari penelitian ini adalah 8A sebagai kelas kontrol dan 8B sebagai kelas eksperimen.

Instrumen yang digunakan dalam penelitian ini adalah pretest dan posttest. Teknik yang digunakan dalam mengumpulkan data adalah data kuantitatif dengan t-test. Hasil dari penelitian tersebut menunjukkan bahwa penggunaan komik strip berbahasa Inggris dalam pengajaran menulis teks naratif efektif. Hal itu dapat dilihat dari hasil perhitungan bahwa nilai siswa di kelas eksperimen lebih tinggi daripada nilai siswa di kelas kontrol. Nilai rata-rata posttest di kelas eksperimen adalah 78.61. Sedangkan, nilai rata-rata di kelas kontrol 65.54. Selanjutnya, berdasarkan perhitungan statistik dengan taraf nyata 5% dan 1%, menunjukkan bahwa to lebih tinggi daripada tt,yaitu 2.01 < 3.40 > 2.68. Oleh karena itu, hal ini

membuktikan hipotesis alternatif, yang menyatakan bahwa ada perbedaan yang signifikan antara nilai siswa dalam belajar menulis naratif dengan menggunakan komik strip berbahasa Inggris dan belajar menulis naratif tanpa menggunakan komik strip berbahasa Inggris pada siswa kelas delapan SMP Islam Al-Ikhlas.

ENDORSEMENT SHEET ... iii

SURAT PERNYATAAN KARYA SENDIRI ... iv

ACKNOWLEDGEMENT ... v

ABSTRACT ... vii

ABSTRAK ... viii

TABLE OF CONTENTS ... ix

LIST OF TABLES ... xii

LIST OF FIGURES ... xiii

LIST OF APPENDICES ... xiv

CHAPTER I INTRODUCTION A. Background of the Study ... 1

B. Identification of the Problem ... 4

C. Limitation of the Study ... 4

D. Formulation of the Study ... 4

E. Objective of the Study ... 4

F. Significance of the Study ... 5

CHAPTER II THEORETICAL FRAMEWORK A. Library Study ... 6

1. Writing ... 6

a. Definition of Writing ... 6

b. Types of Writing ... 7

c. Writing Process ... 8

2. Narrative Text ... 9

a. Overview of Narrative Text ... 9

3. Media... 16

a. Definition of Media ... 16

b. Kinds of Media ... 16

c. Functions of Media in Teaching-Learning Process .. 18

4. Comic Strip ... 19

a. Definition of Comic Strip ... 19

b. Strengths of Using Comic Strips in the Classroom . 20 c. Application of English Comic Strips in Teaching Writing of Narrative Text... 20

B. Previous Study ... 21

C. Conceptual Framework ... 24

D. Hypothesis of the Study ... 24

CHAPTER III RESEARCH METHODOLOGY A. Time and Place of the Study ... 26

B. Research Design ... 26

C. Subject of the Study ... 27

1. Population ... 27

2. Sample ... 27

D. Research Instrument ... 28

D. Technique of Data Collecting ... 28

E. Technique of Data Analysis ... 31

F. Hypothesis of Statistic ... 34

CHAPTER IV RESEARCH FINDING A. Data Description ... 35

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion ... 44

B. Suggestion ... 44

BIBLIOGRAPHY ... 46

Table 2.3: Transition Words to Indicate Sequence ... 11

Table 2.4: Purposes of Narrative Text ... 12

Table 2.5: Structure of Narrative Text ... 13

Table 3.1: Quasi-Experimental Design ... 26

Table 3.2: Scale for Assessing the Students’ Writing Ability ... 30

Table 4.1: Students’ Score of Experimental Class ... 35

Table 4.2: Students’ Score of Controlled Class ... 36

Table 4.3: Statistical Calculation of Gained Score Both the Experimental and Controlled Class ... 38

3. Lesson Plans 4. Test Instruments

5. Nilai Ulangan Akhir Semester Ganjil Kelas 8 (Delapan) SMP Al-Ikhlas 6. Tabel Nilai “t”

7. Surat Izin Penelitian 8. Surat Keterangan Sekolah

9. Surat Pengesahan Proposal Skripsi 10.Surat Bimbingan Skripsi

A.

Background of the Study

In this era of globalization, writing becomes a means and crucial part of communication that is most used to interact and share information in English language with many people around the world for any purposes, besides speaking. As Gunn and Terasaki claim, “Writing is a useful, effective, enjoyable, and above all necessary component of the modern world. It provides the pleasure of sending a personal message to a friend. It assumes career and financial importance in the composition of a resume or a business letter”.1

The main purpose of writing itself is to make the writer creates or expresses ideas into a written form on paper to give information to the reader. It is similar with the purpose of communication. That is, to deliver information from sender to receiver, like speaker to listener and writer to reader. In writing, when the reader can understand the meaning that consists of the words and sentences, it means that communication has occurred and got success. Therefore, writing is also called as a written communication. Meanwhile, for junior high school students, writing is not only an important written communication, but also an important language skill that must be learnt in the school. They have to be able to write English well and master it in order to help them in their junior high school grades, academic, applying scholarship, job applications, and career futures. Therefore, writing is very necessary for their educational, social, and professional field.

Moreover, it can also show someone’s ability in critical thinking by developing and performing ideas, so people can measure him/her intelligence through the variety ways of both creative and analytical in writing. But for children, especially for junior high school students, most of them think that it is difficult to develop and perform their ideas through writing. For this reason, it

1

Trisha Phelps-Gunn and Diana Phelps-Terasaki, Written Language Instruction, (London: An Aspen Publication, 1982), p. 1.

often becomes the cause why they cannot write anything on paper. Here, Nation explains that:

Some learners are able to say what they want to write but have difficulty in putting it into written form. That is, they have problems in translating their ideas into text. Some learners can do this but are very slow. That is, they lack fluency in turning ideas to text. A possible cause is the difference between the writing systems of the learners’ first language and the second language.2

However, writing is not an easy matter for young learners, including junior high school students. They are usually nervous and panic when they are asked by the teacher to write some paragraphs in English. Most of them have limited vocabularies, especially new vocabularies, diction, and idiom. Then, they fear to write it, because doubtful with the punctuation. In addition, they also have difficulties in grammar. They are still confused how to write sentences grammatically. Nonetheless, it does not mean that writing emphasizes the use of correct grammar and vocabulary, but it concerns to how the students can write freely based on their ability and knowledge. It means that students’ writing problems can be caused by other factors. That is, lack of self confidence and lazy to write because of having low motivation.

In this case, however in the school, the students are demanded to be able to write effectively and pay attention to the significant parts of it, as Hedge mentions below:

An effective writing is requiring a number of things: a high degree of organization in the development of ideas and information; a high degree of accuracy so that there is no ambiguity of meaning; the use of complex grammatical devices for focus and emphasis; and a careful choice of vocabulary, grammatical patterns, and sentence structures to create a style which is appropriate to the subject matter and the eventual readers.3

In addition, in the second semester of junior high school in Indonesia, writing English subject has some competencies that should be achieved by the

2

I. S. P. Nation, Teaching ESL/EFL: Reading and Writing, (New York: Routledge, Taylor & Francis, 2009), p. 119.

3

students, such as writing simple functional text in descriptive text, recount text, narrative text, procedure text, and news items.

By adjusting the learning competencies in writing subject, one of the methods that can be used is by teaching narrative text. Narrative is chosen because based on Hedge’s assumption that narratives are often recommended for writing because the organization of ideas is easier than in other types of discourse. The narrative follows a chronological sequence. It is therefore a useful way of encouraging students, especially at school, who need to practice writing.4 Nevertheless, practicing students’ writing ability by teaching narrative text is not a simple thing to do. In fact, most of students are difficult to compose the story into some paragraphs with the chronological sequences. They always get confused and stuck for the next story idea after writing the first paragraph as the opening of story. To solve the students’ writing problem and make them become good writers, the teacher should have varying ideas about the role of writing and how to develop narrative writing becomes an interesting activity in the classroom.

Narrative writing can be fun, if the teacher can make it turn into a creative writing assignment for the students by using appropriate media. Regarding to this, the media that can be used is a comic strip. Most students like comic strip, because it consists of interesting pictures and stories. They can easy to understand it. Pictures in the comic strips can help the students to visualize and construct story ideas to be written, so narrative writing activity will be easy. Furthermore, it can be combined to this narrative writing activity. Hedge asserts that the use of picture stories to stimulate narrative writing in EFL is well established.5 Hence, this method can certainly motivate students in writing narrative text. For the teacher, it can be very useful since it is cheap and not time consuming. The teacher can ask the students to read it only in a few minutes and rewrite the story. By using this media, students can also find new vocabularies from the texts of conversations that are conveyed by the characters in the comic strips. They can use the new vocabularies to develop into some sentences to arrange a story based

4

Ibid., p. 118. 5

on their comprehension and ideas, so they may convey or express their thoughts with full potential.

Based on the statement above, the researcher is interested to research about “The Effectiveness of Using English Comic Strips in Teaching Writing of Narrative Text” at the eighth grade students of SMP Islam Al-Ikhlas.

B.

Identification of the Problem

Based on the background of the study, there are many problems that can be identified as follows:

1. Difficulty in developing and performing ideas into written form.

2. Having limited vocabulary, especially new vocabularies, diction, and idiom. 3. Hesitancy in using punctuation.

4. Not mastering grammar. 5. Lack of confidence. 6. Low motivation.

C.

Limitation of the Study

The problem of this research is limited on the effectiveness of using English comic strips on students’ narrative writing at the eighth grade of SMP Al-Ikhlas.

D.

Formulation of the Study

Based on the background of the study above, the problems that will be discussed in this study is:

Is comic strip effective to be used in teaching writing of narrative text?

E.

Objective of the Study

The objectives of the study can be stated as follows:

1. To identify the effectiveness of teaching writing of narrative text by using English comic strips for the eighth junior high school students.

2. To ascertain whether the use of English comic strips will influence and motivate the students to write narrative text well.

F.

Significance of the Study

The result of this study can give some benefits, as follows:

1. For the students, it will motivate them to learn writing by using interesting media, namely comic strips.

2. The use of comic strips in English version can increase students’ ability in writing narrative text.

3. The students will learn to develop their own ideas, also using and arrange their own words into good sentences in writing narrative text by understanding the story of pictures and the conversations in English sentences delivered by the characters in comics in dialogue balloons.

4. For the teacher, it will help them in choosing the appropriate method and media in teaching writing, especially in narrative text.

5. To encourage the teacher to use media having important role in teaching in order to make the students enjoy and easy to learn writing.

6. For the parents, they can utilize English comics to examine and practice their children’s writing ability at home.

7. Comics are interesting media that can be used by all people to learn writing and also as a tool of English learning in any institutions.

A.

Library Study

1.

Writing

a.

Definition of Writing

Writing is one of the language skills that must be learnt and mastered by the students in the school. It helps them to develop their imaginative and critical thinking abilities in order to be able to write effectively and creatively. However, many experts have different perspectives about the definition of writing itself.

According to Hyland, “Writing is a way of sharing personal leanings and writing courses that emphasize the power of the individual to construct his or her own views on a topic”.1 Besides, Woodman and Adler assert, “Writing is a dynamic process that weaves back and forth between thought and words”.2 Meanwhile, Smith (in Gunn and Terasaki) defines writing as “The production of visual symbols designed to produce differential verbal responses in a reader”.3

From the definitions above, it can be understood that writing is a process of expressing and organizing ideas in the mind into a written form. In writing

activity, it involves students’ thought and feeling. They can write anything freely on their paper, but keep paying attention to the rules and structures in writing. Hence, writing is often regarded as a complicated skill. Nonetheless, it does not mean that it is difficult and cannot be done by the students. Everything needs a process of learning, likewise in writing. To make a good composition, students just need a lot of practice. If students cannot write well, they will not be able to communicate in transcribed form with many people someday. As we know that

1

Ken Hyland, Second Language Writing, (Cambridge: Cambridge University Press, 1996), p. 9.

2

Leonora Woodman and Thomas P. Adler, The Writer’s Choices, (San Antonio: Scott, Foresman and Company, 1985), p. 7.

3

Trisha Phelps-Gunn and Diana Phelps-Terisaki, Written Language Instruction: Theory and Remediation, (San Fransisco: An Aspen Publication, 1982), p. 214.

language is used for communication, so writing is an important part of language learning to communicate.

b.

Types of Writing

Writing includes various kinds of text types. According to Scholes and Comley, there are six major of writing text types. They are narration, description, argumentation, analysis, and synthesis.

1) Narration

A narrative is a report on an event, a happening that unfolds in time. Narration is a form of writing shared by the creative writer, who invents the events to be narrated.

2) Description

In description, it takes a scene or an object and captures it in language. That is, it organizes the details of the object or scene to describe in the way that will most effectively convey the sensual image.

3) Classification

Classification is another form that puts a premium on organization. In classification, it organizes the material not by time or space, but by a principle of logic.

4) Argumentation

Argumentation differs from persuasion by being more rational. It is aimed at clarifying a topic rather than at moving a reader. Its function is to make the reader do something.

5) Analysis

Analysis is both a way of observing and a way of writing about something has observed. In particular, it involves taking things apart and seeing how the parts are related, so as to understand how the object of analysis works.

6) Synthesis

Synthesis is the fullest and most complete form of academic writing. In synthesis, the writer uses the structure of an argument, and the data provided by research and analysis, to develop a thesis.4

c.

Writing Process

In teaching writing, it includes taking students through a process in a series of steps, such as brainstorming for ideas, organizing then sequencing them, revising, editing the draft, and so on.

When the writer begins to write, he/she will think about what and how to tell the plot of story. After finishing it, the writer read what he/she has written as a whole. Then, make changes and corrections to the error. Furthermore, the writer rewrites and revises it to get success in his/her writing work.

For more details, there are some steps in the writing process that can be seen as follows:

1) Step 1: Prewriting

The first step is called prewriting. Prewriting is a way to get ideas. In this step, the writer chooses a topic and collect ideas to explain the topic.

2) Step 2: Organizing

The next step in the writing process is to recognize the ideas into a simple outline and told the main idea.

3) Step 3: Writing

The next step is to write a rough draft, by using the outline as a guide, to write the rough draft quickly without stopping to think about grammar, spelling, or punctuation, just getting the ideas down on paper. Probably, there are many errors in the rough draft. This is perfectly usual and acceptable — after all, this is just a rough draft. The errors can be fixed later. Notice that the writer added some ideas that were not in his/her outline. Notice also that he/she added a concluding sentence at the end.

4

Robert Scholes and Nancy R. Comley, The Practice of Writing: Second Edition, (New York: St. Martin’s Press, Inc., 1985), p. 11.

4) Step 4: Polishing: Revising and Editing

In this step, the writer polishes what he/she has written. This step is also called revising and editing. Polishing is most successful if he/she can do it in two steps. First, he/she attacks the big issues of content and organization (revising). Then he/she works on the smaller issues of grammar, punctuation, and mechanics (editing).5 After revising and editing the draft, the last is publishing/sharing the final copy.

The steps of writing process above are very important and must be done to make a good composition. It can also be described as follows:

Figure 2.1 Writing Process

2.

Narrative Text

a.

Overview of Narrative Text

Narrative text is like a storytelling. Woodson points out that narrative is arranging events in a story in chronological order, is also a way of thinking about

5

Alice Oshima and Ann Hogue, Introduction to Academic Writing: Third Edition, (New York: Pearson Education, Inc., 2007), p. 15.

Prewriting

Organizing

Writing Polishing:

Revising and Editing Publishing/

those events.6 Ruetten added that in narrative writing, the writer focuses on a particular incident to support the main point. The incident consists of events that are linked in time. All the events should support the controlling idea. The writer also includes words and details that support the controlling idea.7 For more details, it can be seen in the table below8:

Table 2.1

Particular Incidents in Narration

Events Details

A scholarship was offered. I applied for the scholarship.

My family didn’t have a lot of money. I didn’t win the scholarship.

Students would study in Italy for the summer.

It covered all expenses, including food.

My father was a factory worker. My mother was a hairdresser.

I was so disappointed that I almost cried.

My mother bought tickets for the opera. I met the man who ran the opera company.

He invited me to apply for a summer internship.

I won a scholarship to music school. I travelled to Italy.

Her client arranged for us to go backstage.

I told him I wanted to be an opera singer.

I auditioned and got the internship. The school was prestigious.

I sang in the opera in Italy.

Based on the table above, it can be seen that narrative uses past tense, because telling about something was occurred or flashback the story.

Moreover, there are some time signals used in writing the story, such as suddenly, then, before, after, at first, finally, now, by noon, earlier, later, next, soon, the next day, often, at night, previously, and so forth. It is needed to connect the words in narration, either prepositions of time or subordinators in adverbial clauses of time. The examples are elaborated in the table as follows9:

6

Linda Wooson, From Cases to Composition, (San Antonio: Scott, Foresman and Company, 1982), p. 145.

7

Mary K. Ruetten and Cheryl Pavlik, Developing Composition Skills: Academic Writing and Grammar, (Boston: Heinle Cengange Learning, 2012), p. 35.

8

Ibid., p. 35. 9

Table 2.2

Words to Indicate Time Relationship

Preposition of Time Examples

after (a moment) at (ten o’clock); at noon by (ten o’clock); by then

during (the morning); during that time from (six o’clock)to seven (o’clock) from then on

in (May); in (2009) on (Saturday) one (day, time) (three days) later

until (six o’clock); until then

After a moment of silence,he asked who had broken the vase.

I used to work from Saturday to Wednesday.

Subordinator Examples

while when as whenever before after until as soon as the moment that once

While I was driving away, the driver copied my license plate number. We were friends until I told the teacher about the vase.

As soon as I found out that I was innocent, I exhaled slowly.

The moment that I saw her, I thought she was pretty.

Moreover to time relationships, in narration, there are sequences of events to explain what happened first, second, and so forth, as seen in the following table. 10

Table 2.3

Transition Words to Indicate Sequence

Transition Words Examples

first, second next later suddenly then last finally now

First, I called my friend. Then I turned on the radio.

First, he wanted to know if anyone was hurt. Later, he scolded me. I was looking for a good place to take a photo; suddenly, a man ran at me and grabbed my camera.

10

Because narration is concerned with time, it is arranged chronologically and in the order of the importance of events. This sequence of events is called as plot. The following plot pattern was developed by William Labov (in Woodson): 1) Abstract

The abstract (not found in all narratives) tells why the story is being told. 2) Orientation

The orientation introduces the time, scene, and characters. 3) Complication

The complication relates a series of events. 4) Evaluation

The evaluation, which reveals the narrator’s or the characters’ attitude toward

the events, is the climax of the story. 5) Resolution

The resolution explains how the story ended, what final effect the event had. 6) Coda

The coda, which, like the abstract is optional, brings the audience back to the present day.11

b.

Purposes of Narrative Text

All of the writing text types are made and used for different purposes, especially in narrative text. Based on Clouse, a narrative text can fulfill any the purposes for writing as follows12

:

Table 2.4

Purposes of Narrative Text

Purpose Sample Narration

To entertain An account of your first meeting with your father-in-law, when you mistook him for an annoying insurance salesman To express feelings An account of what happened when your

best friend betrayed you

11

Wooson, op.cit., p. 150. 12

Barbara Fine Clouse, The Student Writer: Editor and Critic, (New York: McGraw-Hill Companies, Inc., 2008), p. 186.

To relate experience An account of time you got lost in the woods for two days

To inform (to explain what happens when a person is arrested)

An account of the time you were wrongly arrested for shoplifting

To inform (to teach a lesson) An account of a time you got in trouble for cheating

To persuade (to convince the reader that community service should be required in high school)

An account of the community service you performed as a high school senior

c.

Visualization of Narrative Text

In writing narrative text, it is arranged by some steps. According to Clouse, the chart that follows is to visualize the structure for a narrative text13:

Table 2.5

Structure of Narrative Text Introduction

 May provide background information

 May set the scene

 May state the thesis or give the point the narration makes

 May begin the story

First Body Paragraph

 May begin the story (or continue it if the story was begun in the opening paragraph)

 May include description

 May include dialogue

 Arranges details in chronological order, perhaps with flashback Next Body Paragraph

 Continues the narration

 May include description

 May include dialogue

 Arranges details in chronological order, perhaps with flashback Next Body Paragraph

 Continue the narration until story is fully told

 May include description

 May include dialogue

 Arrange details in chronological order, perhaps with flashback

13

Conclusion

 May narrate the last event

 May explain the significant of the event or the point of the narration

d.

Example of Narrative Text

The following story is the example of narrative text and also including the generic structure.14

The Legend of Malin Kundang

A long time ago, in a small village near the beach in West Sumatra, a woman and her son lived. They were Malin Kundang and her mother. Her mother was a single parent because Malin Kundang's father had passed away when he was a baby. Malin Kundang had to live hard with his mother. Malin Kundang was a healthy, dilligent, and strong boy. He usually went to sea to catch fish. After getting fish he would bring it to his mother, or sold the caught fish in the town.

One day, when Malin Kundang was sailing, he saw a merchant's ship which was being raided by a small band of pirates. He helped the merchant. With his brave and power, Malin Kundang defeated the pirates. The merchant was so happy and thanked to him. In return the merchant asked Malin Kundang to sail with him. To get a better life, Malin Kundang agreed. He left his mother alone.

Many years later, Malin Kundang became wealthy. He had a huge ship and was helped by many ship crews loading trading goods. Perfectly he had a beautiful wife too. When he was sailing his trading journey, his ship landed on a beach near a small village. The villagers recognized him. The

14

Gus Man, The Legend of Malin Kundang, 2014, (thevanilablue.blogspot.com) Orientation

Complication

news ran fast in the town; “Malin Kundang has become rich

and now he is here”.

An old woman ran to the beach to meet the new rich

merchant. She was Malin Kundang’s mother. She wanted to

hug him, released her sadness of being lonely after so long time. Unfortunately, when the mother came, Malin Kundang who was in front of his well dressed wife and his ship crews denied meeting that old lonely woman. For three times her mother begged Malin Kundang and for three times he yelled at her. At last Malin Kundang said to her "Enough, old woman! I have never had a mother like you, a dirty and ugly woman!" After that he ordered his crews to set sail. He would leave the old mother again but in that time she was full of both sadness and angriness. Finally, enraged, she cursed Malin Kundang that he would turn into a stone if he didn't apologize. Malin Kundang just laughed and really set sail

In the quiet sea, suddenly a thunderstorm came. His huge ship was wrecked and it was too late for Malin Kundang to apologize. He was thrown by the wave out of his ship. He fell on a small island. It was really too late for him to avoid his curse. Suddenly, he turned into a stone.

e.

Importance of Teaching Narrative Text in the Classroom

Writing narrative text is the students’ written task which can train their way of thinking in writing about events in a story in chronological order. Narrative text is important to be taught because of consisting of stories. Stories can be easy to entertain, instruct, clarify, and persuade the students. They can also show them how the world works, how people behave, and how events unfold. Therefore, stories can help the students to understand and cope with the world someday in the future.

Complication

A history textbook can be categorized as a narrative text. It tells the stories in the past, so students can learn the important things from the past and change it to be better in the present and future. In the class, the teacher can add the story with morals to tell and teach them to learn about good attitudes and behaviors.15

3.

Media

a.

Definition of Media

As known that media dominate in human live. It is around them, so they can find it easily in everywhere. Media is made in various types and substances. Many people use it for any purposes. The following will be explained the definition of media.

“Kata “media” berasal dari bahasa Latin dan merupakan bentuk

jamak dari kata “medium”, yang secara harfiah berarti “perantara atau pengantar”. Dengan demikian, media merupakan wahana penyalur informasi belajar atau penyalur pesan.”16

[The word of “media” is derived from Latin and the plural form of

word “medium”, which literally means “mediator or conductor”.

Thereby, media is a vehicle of transferring information of knowledge or message].

Based on the definition above, the media have important role for people to get information. Therefore, many teachers use the media as a tool to teach the students in the classroom to transfer knowledge.

b.

Kinds of Media

The teacher’s creativity in using the media can increase students’ comprehension in understanding the lesson in the class. There are many kinds of media that can be applied in teaching-learning activity. According to Djamarah and Zain, media is divided into three types, namely audio, visual, and audiovisual

15

Clouse, op.cit., p. 186. 16

Syaiful Bahri Djamarah and Aswan Zain, Strategi Belajar Mengajar, (Jakarta: PT Rineka Cipta, 2006), p. 120.

media. Audio media refer to sound element, visual media refer to visual element, and audiovisual media refer to both sound and visual element.17

In addition, Gerhard added that in the media itself, including various kinds of materials, and he specified and classified them in four general categories as the following:

1) Listening/viewing materials

Silent films; TV commercials, quiz shows, cartoons, news, comedy show, dramas, movies, and soap operas; radio news, dramas, and ads; professionally

audiotaped short stories and novels; pop, rock, country, film, and children’s

songs; home videos; professionally videotaped travel logs, documentaries, and sales pitches.

2) Visual materials

Slides; photographs; paintings; sketches; drawing by children; stick-figure drawings; wordless street signs; silhouette; calendar pictures; pictures from travel; news, and popular magazines; ink blots; postcard pictures; wordless pictures books; stamps; X-rays.

3) Printed materials

Newspaper articles, cartoons, advertisements, movie advertisements, astrology columns, sport reports, obituary columns, and advice columns; travel magazines science, math, and history books; short stories; novels; books of

photographs; lyrics to popular, rock, folk, and children’s song; restaurant

menus; street signs; postcards; currency; cereal boxes; candy wrappers; tourist information brochures and tourist guidebooks; university catalogs; departments store catalogs; telephone books; world, city, and relief maps;

calendars; TV guides; driver’s licenses; comic books; greeting cards; business

cards; bank checks and deposit forms; grocery coupons; hotel registration forms; pins with messages; bus, plane, train, taxi, and jitney schedules; teletext subtitles for the hearing impaired.

17

4) Realia used in EFL/ESL Classrooms

Dolls, puppets, currency, key rings, scissors, folded paper, toothpaste, toothbrushes, combs, stuffed and toy animals, wall clocks, balloons, walkie-talkies, candles, fly swatters, string, thread, chewing gum, glue, rules, tacks, paper clips, rubber bands, trains, aprons, plastic forks and spoons, dishes, glasses, bowls, umbrellas, wallets, purses, balls, phones, fishing reels, furniture, people, cars, bug collections, play money, stones, plants, sand, clay, ink, sticks, jars, coffee cans, chalk, credit cards, hats, Halloween masks, mannequins.18

From those categories, not all of them can be applied in the classroom, so teacher should choose one of the appropriate media that can be used in teaching the students by considering to the objective of learning, the effectiveness, the efficiency, the function, the cheapness, and related to the material of learning.

c.

Functions of Media in Teaching-Learning Process

Using media in teaching-learning activity is very useful and crucial for the teacher and students. For the students, it can help them to understand some certain concepts that cannot be explained orally by the teacher. Meanwhile, for the teachers, when he/she cannot be able to explain about something to the students, they will use it to facilitate them in teaching and giving information to the students, so they can think concretely through the objects of media. According to Nana Sudjana (in Djamarah and Zain), there are some benefits that can be obtained by using media in teaching-learning process. They can be seen as follows:

1) By using media, it can make the students learn to think concretely and avoid the teacher teach verbally.

2) To increase students’ motivation, interest, and attention to learn about something.

3) To foster students’ learning development in order to get good outcome.

18

Jerry G. Gebhard, Teaching English as a Foreign or Second Language, (Ann Arbor: The University of Michigan Press, 2009), p. 103.

4) To stimulate the students’ way of thinking in learning something from their own real experience toward the objects of media.

5) To make the students learn to think regularly and continuously.

6) To increase students’ critical thinking and help them to develop their ability in using language.

7) To help the students getting a better learning experience.

8) Through media, the learning material will be easier to understand by the students and enable them to achieve the learning goals.

9) The teacher will have various teaching methods, not only focus on teaching in verbal communication. So that, the students will not feel bored and reducing teacher’s tiredness in teaching along time in the classroom.

10)The use of media in the classroom can encourage the students to do many activities, such as observing, applying, and demonstrating.19

4.

Comic Strip

a.

Definition of Comic Strip

Comic strip is a printed paper consisting of images and incorporated with text. It is also categorized as one of media of teaching in the classroom. In addition, comic strips are often regarded as interesting and motivating media. Arlin and Roth suggest that comics are interesting, and children will attend to that which they find interesting more than to that which they find uninteresting.20 Absolutely, it can appeal to children, because of consisting of picture series and interesting story.

Each comic strip has various stories, it may tell about humor, action, mystery, thriller, adventure, and so forth. It also often influences the children’s emotion and feeling while conceiving the story. So that, comic strip is a fun medium for students and also developing their imagination.

19

Djamarah and Zain, op. cit., p. 137. 20

Marshall Arlin and Garry Roth, Pupils’ Use of Time While Reading Comics and Books, American Educational Research Journal, 1978, p. 202.

b.

Strengths of Using Comic Strips in the Classroom

Based Morrison, Bryan, and Chilcoat assumptions, there are some reasons why comics have more strength rather than other teaching materials as follows21: 1) It is evident that comic is familiar to and popular with middle and high school

students.

2) The comic is a form of literature that students enjoy.

3) Students engage in greater literacy exploration than they otherwise would, due

to comics’ popular and easily accessible format.

4) Through comics students investigate the use of dialogue, succinct and dramatic vocabulary, and nonverbal communications.

5) Such methodology helps enliven a classroom that can prevents historical content from being boring and meaningless, as it often is in typical classrooms.

From those reasons, it can be concluded that comic has important role in education, especially in teaching-learning activity between the teacher and students in the classroom. By using a good medium like comic, it absolutely can

encourage students’ desire to learn English subject with pleasure in the school.

c.

Application of English Comic Strips in Teaching Writing of

Narrative Text

Most of the students are lazy to write because they regard it as a complex and difficult English language skill. In their thought, it needs a long process to write something. They also are often having no idea about the topic that will be written on their paper. Moreover, they are always getting stuck to tell and describe the next plot of story after writing the introductory paragraph. Therefore, the teacher can use comic strip to help them develop their ability in writing from the pictorial story.

21

Timothy G. Morrison, Gregory Bryan, and George W. Chilcoat, Using Student-generated Comic Books in the Classroom, Journal of Adolescent and Adult Litercy, 2002, p. 759.

In the classroom, the teacher can apply it to teach writing narrative text. After explaining about narrative text, he/she can distribute the comic strips to each student, and then ask them to retell and rewrite the story into paragraph in English. This method is very easy to be conducted by the teacher in the classroom, and it will make the students feel fun in writing. Hence, teaching writing of narrative text by using comic strips is an appropriate and recommended method for the teachers to apply in the classroom in the teaching-learning activity.

B.

Previous Study

To support and to prove the originality of her research, the researcher uses some relevant previous studies. There are three previous studies that discuss the teaching writing of narrative text by using comic strips.

The first is “Applying Cartoon Series in Teaching Narrative Text”, written by Riyana Dewi.22 The objective of this research is to improve students’ writing ability by applying cartoon series in teaching of writing. Cartoon series is considered as a good technique in improving students’ writing skill. Cartoon series can motivate the students to learn about the current events and present in a fun way. It can also give the teachers the advantages by using cartoon series in teaching narrative writing. The research design of this study was classroom action research (CAR). It consists of four steps. They were planning, implementing, observing, and reflecting. The procedures of implementing cartoon series in teaching writing were by telling a story to the students and asked them to rewrite it. In the cycle 1, there were six meetings. Each of the meetings was divided into three activities. Based on the result of the observation during the implementation of the procedures for six meetings in cycle I, it showed that the average

percentage of the students’ involvement during the writing process achieved 74.4%. The activities of group work and outlining in cycle I was not run well. Therefore, the researcher made a modification for the next cycle. In the cycle II, there were four meetings. After the researcher had conducted the research in the

22

Riyana Dewi, Applying Cartoon Series in Teaching Narrative Text, Journal, 9, 2013, p. 108-112.

cycle II, she found that the students’ ability in writing narrative text had increased. Based on the result of the observation, the students’ involvement increased from 74.4% up to 77.5%. In addition, based on the result of the students’ response to questionnaires, it showed that their motivation in learning narrative writing were high, namely 79.4%. It proved that the use of cartoon series in four-stage strategy and the implementation writing process approach in the cycle II was effective.

The second is “Comic Strips: A Study on the Teaching of Writing Narrative Texts to Indonesia EFL Students”, written by Fika Megawati and Mirjam Anugerahwati.23 In this research, the researchers stated that comic strips are appealing forms for children in the teaching of writing, and also as media which have content, organization and grammatical aspects of narrative texts. The objective of this research was to investigate the implementation of comic strips in teaching writing through a collaborative classroom action research at MAN Bangil. The procedure in conducting the research are planning, implementing, observing, and reflecting. To know the students’ writing ability, the researchers conducted the preliminary study. They found that most of the students got score less than 70. It meant that they could not achieve the minimum passing criterion. In Cycle I, the researchers prepared the lesson plans, instruments, handout, and worksheet in the teaching narrative text by using comic strips with PGBA. Based

on the result of students’ score in the writing test, it showed that the students’ achievement was improved, but it had not achieved the criterion of success yet.

The average percentage of the students’ achievement only achieved 61%. It meant that the use of comic strips in teaching of narrative text in the first cycle had not made a significant improvement yet. Then in the cycle II, the researchers conducted the research by giving some tasks and activities to the students in three ways through collaborative writing in group, collaborative writing in pair, and individual writing. The results of teaching writing using comic strips through Process-Genre Based Approach (PGBA) showed that it could improve students’ ability in writing narrative text successfully. It meant that all of the students of

23

Fika Megawati and Mirjam Anugerahwati, Comic Strips: A Study on the Teaching of Writing Narrative Texts to Indonesia EFL Students, TEFLIN Journal, 23, 2012, p. 183-205.

XII-language program could achieve the minimum passing criterion. The use of comic strips could help and gave them confident in writing narrative text. It also could give benefit for the teacher as guidance in teaching writing to the students.

The last is “Improving the Students’ Ability in Writing Narrative Using

Picture Series”, written by Hermanto.24

The objective of this research was to

improve the students’ ability in writing narrative text by using picture series. In the method used in this research was a classroom action research. The steps included planning, implementing, observing, and reflecting. Before the researcher conducted steps, he gave test to the students to investigate their writing ability in the preliminary study. The result showed that students’ average writing score was 56. It meant that the students were not achieved the minimum passing criterion. After conducting the preliminary study, the researcher applied the steps. In the planning stage, the researcher made some preparations before teaching of writing narrative texts by using picture series. In the implementation stage, the researcher started to teach writing to the students as practitioner. Meanwhile, the collaborative teacher observed the students’ progress during the process of teaching and learning narrative text by using picture series. In the observation stage, the researchers recorded and gathered the data about any aspects and events referring to the criteria of success during teaching and learning process. In the reflection stage, the researcher made two kinds of conclusion, namely the each cycle-based conclusion and the final conclusion. Based on the result in the first cycle, there were only 23 students of 40 who did not achieve the target. It meant that the average scores of students did not meet the criteria of success. Then, the researcher changed the scenario of planning strategy in teaching narrative writing by using the picture series. In the first cycle, the picture series was not provided vocabulary with aim to help the students easy in making the draft. Hence, in the second cycle, the researcher provided vocabulary in the picture series. Based on the finding, the result of students’ writing achievement in the second cycle was

24

Hermanto, Improving the Students’ Ability in Writing Narrative Using Picture Series, Journal, 1, 2013, p. 148-154.

improved. It meant that the use of picture series in teaching narrative writing was useful.

These previous studies can be used by the researcher as a reference in composing and conducting her research. She also can compare the methodology of research and the result between her research and those previous studies.

C.

Conceptual Framework

The researcher conducted the research to find out whether teaching using

comic strips can be an effective way to increase and influence students’

motivation in writing narrative text or not. She uses comic strips as medium in teaching because they are interesting for children. It consists of unique pictures with fascinating story arranged in a series.

The problems that students often face in writing are the factor of laziness, having lack in mastering grammar, vocabulary, diction, and difficult to develop and perform their ideas into written form. Therefore, the researcher assumes that the use of comic strip can stimulus their interest and motivation in writing, especially in narrative text. It can help them to build up ideas in writing the story by creating a topic and then developing into some paragraphs. They will also learn how to write grammatically to make a good composition.

D.

Hypothesis of the Study

To know the effectiveness of teaching writing narrative text by using English comic strips, the researcher formulates two hypotheses that will be tested by using t-test. They are:

1. Null Hypothesis (Ho)

There is no significant difference between the students’ score in learning narrative writing by using English comic strips and the students’ score in learning narrative writing without using English comic strips at the eighth grade students of SMP Islam Al-Ikhlas.

2. Alternative Hypothesis (Ha)

There is significant difference between the students’ score in learning narrative writing by using English comic strips and the students’ score in learning narrative writing without using English comic strips at the eighth grade students of SMP Islam Al-Ikhlas.

CHAPTER III

RESEARCH METHODOLGY

A.

Time and Place of the Study

This research was carried out from 6th January up to 16th January 2014 in five meetings, consisting of giving pretest, presenting materials, and giving post-test in the last meeting. The research was conducted at SMP Islam Al-Ikhlas which located at Jl. Cipete III No. 6-8, Cilandak, Jakarta Selatan.

B.

Research Design

The research design used is a experimental research. A quasi-experiment is a study that takes place in real-life settings rather than in laboratory settings, they are often considered not truly experimental research, but rather correlational research, which involves identifying statistical relationships between two variables rather than causal relationships.1 Below is the general overview of quasi-experimental design. 2

Table 3.1

Quasi-Experimental Design

Pre- and Posttest Design Time

Select Control

Group Pretest No Treatment Posttest

Select Experimental

group

Pretest Experimental

Treatment Posttest

1

Scott W. Vanderstoep and Deirdre D. Johnston, Research Methods for Everyday Life: Blending Qualitative and Quantitative Approaches, (San Fransisco: John Wiley & Sons, Inc., 2009), p. 37.

2

John W. Creswell, Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, (New Jersey: Pearson Educational, Inc., 2008), p. 314.

In this research, the students in the experimental class were taught by using English comic strips and the students in the controlled class were taught without using English comic strips. The research was done for five meetings, including giving the pretest, treatment, and posttest. Pretest was done to collect

the data by measuring students’ performance before they received a treatment.

Meanwhile, posttest was done to measure students’ performance after a treatment. There were two variables which involved in this research. They were English comic strips as the independent variable and narrative writing as the dependent variable.

C.

Subject of the Study

1.

Population

The population of the research was the eighth grade students of SMP Al-Ikhlas in the academic year of 2013/2014 which consists of five classes, namely 8A, 8B, 8C, 8D, and 8E. The total number of population was 135 students. Each class consists of 30 8A, 29, 29, 23, 24 students. There were three regular classes, namely 8A, 8B, and 8C, and two international classes (RSBI), namely 8D and 8E. In conducting her research, the researcher was only allowed to research the regular classes.

2.

Sample

In selecting the sample, the researcher used purposive sampling technique. This technique is used to determine the sample with certain consideration.3 There were two classes taken from three regular classes as the sample, namely class 8A as the controlled class and class 8B as the experimental class. She took 8A and 8B as the sample, because the students of each class almost had same ability in English proficiency. It can be seen from their score in the final examination in the first semester. The score was enclosed in the appendices.

3

Sugiyono, Metode Penelitian Kuantitatif, Kualitatif dan R&D, (Bandung: Alfabeta, 2012), p. 85.

As it had been known that 8A consists of 30 students, and 8B consists of 29 students. Because the population number of each class was different, the

students’ number from each class that was prorated, that is 28 students for each class.

D.

Research Instrument

The instrument used in this research was written test, by using pretest and posttest in the experimental class and control class. Pretest and posttest were given with different topic. The topic of pretest was about “Birthday Party”, and the topic of posttest was about “Car Theft”.

The students in the experimental and control class were taught by using different method. The students in the experimental class learned narrative writing by using English comic strips. Meanwhile, the students in the control class learned narrative writing without using English comic strips. Nonetheless, they were given the same topic in the pretest and posttest.

As it has been known that in giving tests to the students, validity and reliability are required as the measurement of test. Validity is the extent to which it measures what it is supposed to measure. Meanwhile, reliability is a necessary characteristic of any good test, for it to be valid at all, a test must first be reliable as a measuring test.4

To obtain the validity of test, the face and content validity were used by adjusting the test with SKKD (Standar Kompetensi dan Kompetensi Dasar). Then, to make the test reliable, an analytical scale is used as the students’ assessment in writing. It assesses some aspects, such as content, organization, vocabulary, language use, and mechanics.

E.

Technique of Data Collecting

The technique of collecting data in this research was using quantitative data. This quantitative data was obtained from the students’ score in pretest and

4

posttest. The pretest and posttest were given to the experimental and controlled class. The procedures that used in this experimental research were the following: 1. Pretest

The pretest was done before the learning process to measure students’

understanding in learning narrative writing at first, so it was held in the first meeting. Students in experimental class were asked to write a narrative text by using English comic strip. Meanwhile, students in controlled class were asked to write a narrative text without using English comic strip.

2. Treatment

In the treatment, the teacher conducted teaching-learning activity with the students in both of experimental and controlled class in three meetings. In the first meeting of treatment, she explained about narrative text and how to write it. Then, in the next two meetings, she asked the students to practice to write narrative text by using different narrative stories, and also different comic strips for students in experimental class specially.

3. Posttest

The last is posttest. The posttest was done to know the progression between the experimental and controlled class, after the teacher gave treatments to the students. In this last meeting, she gave the test to the students in experimental and controlled class. The way she did the test was similar with the pretest.

In analyzing and assessing the students’ writing ability, the analytic scale is used as described in table 3.2. 5

5

Arthur Hudges, Testing for Language Teachers, (Cambridge: Cambridge University Press, 2003), p. 104.

Table 3.2

Scale for Assessing the Students’ Writing Ability

SCORE LEVEL CRITERIA

C ON TEN T 30-27 26-22 21-17 16-13

EXCELLENT TO VERY GOOD: knowledgeable a

substantive • thorough development of thesis • relevant to

assigned topic

GOOD TO AVERAGE: some knowledge of subject •

adequate range • limited development of thesis • mostly

relevant to topic but lack detail

FAIR TO POOR: limited knowledge of subject • little substance • inadequate development of topic

VERY POOR: does not show knowledge of subject • non-substantive • not pertinent • or not enough to evaluate ORGA NI ZAT IO N 20-18 17-14 13-10 9-7

EXCELLENT TO VERY GOOD: fluent expression • ideas clearly stated/supported • succinct • well organized • logical sequencing • cohesive

GOOD TO AVERAGE: somewhat choppy • loosely

organized but main ideas stand out • limited support •

logical but incomplete sequencing

FAIR TO POOR: non-fluent • ideas confused or

disconnected • lacks logical sequencing and development VERY POOR: does not communicative • no organization

• or not enough to evaluate

VO C ABULA R Y 20-18 17-14 13-10 9-7

EXCELLENT TO VERY GOOD: sophisticated range • effective word/idiom choice and usage • word form mastery • appropriate register

GOOD TO AVERAGE: adequate range • occasional

errors of word/idiom form, choice, usage but meaning not obscured

FAIR TO POOR: limited range • frequently errors of word/idiom form, choice, usage • meaning confused or obscured

VERY POOR: essentially translation • little knowledge

of English vocabulary, idioms, word form • or not

enough to evaluate

LAN GU AG E USE 25-22 21-18

EXCELLENT TO VERY GOOD: effective complex

constructions • few errors of agreement, tense, number,

word order/function, articles, pronouns, prepositions GOOD TO AVERAGE: effective but simple

constructions • minor problems in complex constructions • several errors of agreement, tense, number, word order,

17-11

10-5

seldom obscured

FAIR TO POOR: major problems in simple /complex

constructions • frequent errors of negation, agreement,

tense, number, word order/function, articles, pronouns, prepositions and/or fragment, run-ons, deletions • meaning confused or obscured

VERY POOR: virtually no mastery of sentence

construction rules • dominated by errors • does not communicate • or not enough to evaluate

MEC HA NI C S 5 4 3 2

EXCELLENT TO VERY GOOD: demonstrates mastery

of conventions • few errors of spelling, punctuation, capitalization, paragraphing

GOOD TO AVERAGE: occasional errors of spelling, punctuation, capitalization, paragraphing but meaning not obscured

FAIR TO POOR: frequent errors of spelling,

punctuation, capitalization, paragraphing • poor

handwriting • meaning confused or obscured

VERY POOR: no mastery of conventions • dominated by

errors of spelling, punctuation, capitalization,

paragraphing • handwriting illegible • or not enough to

evaluate TOTAL SCORE :

F.

Technique of Data Analysis

In analyzing the data, t-test is used to find out the effectiveness of English comic strips in teaching writing of narrative text. There are several steps to prove the hypothesis, as the following formula6:

Mx : Mean of the score of experimental class

My : Mean of the score of controlled class

6

Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT Raja Grafindo Persada, 2010), p. 314.

: Standard error of experimental class : Standard error of controlled class

The steps that must be done in calculation are:

1. Determining mean of variable X, with formula as follows:

฀

Mx : Mean of the score of experiment class

ƩX : Sum of the student’s score of experimental class N1 : Number of students of experimental class

2. Determining mean of variable Y, with formula as follows:

฀

My : Mean of the score of controlled class

ƩY : Sum of the student’s score of controlled class N2 : Number of students of controlled class

3. Determining standard of deviation score of variable X, with formula as follows:

√฀

SDx : Standard deviation score of experimental class

4. Determining the standard of deviation score of variable Y, with formula as follows:

SDy : Standard deviation score of controlled class

5. Determining standard error of mean of variable X, with formula as follows:

√

: Standard error of experimental class

6. Determining standard error of mean of variable Y, with formula as follows:

√

: Standard error of controlled class

7. Determining standard error of different mean of variable X and variable Y, with formula as follows:

√

8. Determining to, with formula as follows:

9. Determining ttable with degree of freedom (df) in significance level of 5% and

1%, with formula as follows:

Df : Degree of freedom

N1 : Number of students of experimental class

G.

Hypothesis of Statistic

The hypothesis of statistic that will be used in this research is: Ho : µ1 = µ2

Ha : µ1 ≠ µ2

Ho : Null hypothesis

Ha : Alternative hypothesis

µ1 : Students’ narrative writing achievement, who are taught by using English

comic strips.

µ2 : Students’ narrative writing achievement, who are taught without using

English comic strips.

The assumption of the hypothesis as follows:

1. If to > ttable, the null hypothesis Ho is rejected and the alternative hypothesis

(Ha) is accepted. It means that there is significant difference between the students’ score in learning narrative writing by using English comic strips and the students’ score in learning narrative writing without using English comic strips at the eighth grade students of SMP Islam Al-Ikhlas (µ1 ≠ µ2).

2. If to < ttable,the null hypothesis Ho is accepted and the alternative hypothesis

(Ha) is rejected. It means that there is no significant difference between the students’ score in learning narrative writing by using English comic strips and the students’ score in learning narrative writing without English comic strips

CHAPTER IV

RESEARCH FINDING

A.

Data Description

Before doing the calculation by using t-test, the data of students’ pretest and posttest scores of experimental and controlled class that had been collected is described in the tables as follows:

Table 4.1

Students’ Score of Experimental Class

No. Pretest Postest Gained Score

1 58 86 28

2 45 73 28

3 36 59 23

4 61 80 19

5 68 85 17

6 40 66 26

7 44 70 26

8 53 81 28

9 60 87 27

10 58 72 14

11 61 80 19

12 40 67 27

13 73 84 11

14 46 69 23

15 72 87 15

16 50 80 30

17 44 79 35

18 68 85 17

19 57 70 13

20 43 86 43

21 74 88 14

22 36 83 47

23 48 85 37

24 71 86 15

25 57 70 13

26 42 75 33

27 69 80 11

28 75 88 13

Total 1549 2201 652

Based on the table above, it could be seen that the score of students’ pretest and posttest in the experimental class were different. The mean of

students’ score in the pretest was 55.32 with the lowest score, 36, and the highest score was 75. Meanwhile the mean score of posttest was 78.61 with the lowest score, 59, and the highest score, 88.

Table 4.2

Students’ Score of Controlled Class

No. Pretest Posttest Gained Score

1 39 64 25

2 51 62 11

3 66 45 -21

4 50 70 20

5 63 71 8

6 47 43 -4

7 58 65 7

8 42 66 24

9 68 68 0

10 45 77 32

11 61 70 9

12 67 59 -8

13 60 80 20

14 55 54 -1

15 40 79 39

16 57 59 2

17 36 65 29

18 54 72 18

19 63 70 7

20 69 56 -13

21 52 61 9

22 70 57 -13

23 62 62 0

24 65 74 9

25 48 68 20

26 77 82 5

27 67 76 9

28 49 60 11

Total 1581 1835 254

Based on the table above, the mean of students’ score in the pretest was 56.46 with the lowest score, 36, and the highest score, 77. Meanwhile the mean score of posttest was 65.54 with the lowest score, 43, and the highest score, 82.

Based on the data in the tables above, it showed that the students’ achievement in writing narrative text by using English comic strips in experimental class was higher than the students in controlled class without English comic strips. It was also described by the figure of chart below:

Figure 4.1

Mean Score of Pretest, Posttest, and Gained Score of Experimental and Controlled Class

B.

Data Analysis

The data of students’ score was analyzed by using t-test to prove whether there was any significant different between students’ ability in writing narrative text in the experimental class as the X variable and controlled class as the Y variable. But, before using the formula of t-test, the students’ score in the experimental and controlled class were tabulated to calculate the gained score of each class. It could be seen as follows:

0 10 20 30 40 50 60 70 80 90 100

Experimental Class Controlled Class

Pretest Posttest Gained Score

Table 4.3

Statistical Calculation of Gained Score Both the Experimental and Controlled Class

No X Y X-MX Y-MY (X-MX)2 (Y-MY)2

1 28 25 5 16 25 256

2 28 11 5 2 25 4

3 23 -21 0 -30 0 900

4 19 20 -4 11 16 121

5 17 8 -6 -1 36 1

6 26 -4 3 -13 9 169

7 26 7 3 -2 9 4

8 28 24 5 15 25 225

9 27 0 4 -9 16 81

10 14 32 -9 23 81 529

11 19 9 -4 0 16 0

12 27 -8 4 -17 16 289

13 11 20 -12 11 144 121

14 23 -1 0 -10 0 100

15 15 39 -8 30 64 900

16 30 2 7 -7 49 49

17 35 29 12 20 144 400

18 17 18 -6 9 36 81

19 13 7 -10 -2 100 4

20 43 -13 20 -22 400 484

21 14 9 -9 0 81 0

22 47 -13 24 -22 576 484

23 37 0 14 -9 196 81

24 15 9 -8 0 64 0

25 13 20 -10 11 100 121

26 33 5 10 -4 100 16

27 11 9 -12 0 144 0

28 13 11 -10 2 100 4

Total 652 254 8 2 2572 5424

Mean 23.28571 9.071429 91.85714 193.7143

According the data in the table above, the result of students’ pretest and posttest further in each class was calculated by using t-test in some steps as follows:

฀

2. Determining mean of variable Y, with formula as follows:

฀

3. Determining standard of deviation score of variable X, with formula as follows:

√฀

√

√

4. Determining the standard of deviation score of variable Y, with formula as follows:

√

√

5. Determining standard error of mean of variable X, with formula as follows:

√

√

√

6. Determining standard error of mean of variable Y, with formula as follows:

√

√

√

7. Determining standard error of different mean of variable X and variable Y, with formula as follows:

√

√

√

√

8. Determining to, with formula as follows:

9. Determining ttable with degree of freedom (df) in significant level of 5% and

1% with formula as follows:

The value of df (degree of freedom) is 54. Based on the table of “t” score, there is no degree of freedom for 54, so the closer value to 54 is used, that is,

50. The value of 50 in the table of “t” score at significance level of 5% = 2.01 and 1% = 2.68

10.The comparison between to and tt:

to = 2.01 < 3.40 > 2.68

C.

Hypothesis Testing

After obtaining the data by using t-test formula, it is used to prove the result of hypothesis as follows. Based on the description of data calculation, it shows that:

1. The value of t-observation (to) is 3.40

2. The degree of freedom (df) is 54, so the value of t-table (tt) in the significance

level of 5% = 2.01 and 1% = 2.68.

Because the value of to > tt, it proves that the null hypothesis (Ho) is

rejected and the alternative hypothesis (Ha) is accepted which states that there is significant difference between the students’ score in learning narrative writing by using English comic strips and the students’ score in learning narrative writing

without using English comic strips at the eighth grade students of SMP Islam Al-Ikhlas (µ1≠ µ2).

D.

Data Interpretation

Based on the calculation of test, it is known that the result of t-observation (to) is 3.40, and the degree of freedom (df) is used in the significance

level of 5% = 2.01 and 1% = 2.68. By comparing the value of t-observation (to)

and t-table (tt), it can be known that the result of calculation of t-observation (to) is

higher than t-table (to > tt), so the null hypothesis (Ho) is rejected and the

alternative hypothesis (Ha) is accepted. Thus, there is significant difference between the students’ score in learning narrative writing by using English comic strips and the students’ score in learning narrative writing without using English

comic strips at the eighth grade students of SMP Islam Al-Ikhlas (µ1 ≠ µ2). It

means that the use English comic strips in teaching writing of narrative text to the eighth grade students of SMP Islam Al-Ikhlas are effective.

CHAPTER V

CONCLUSION AND SUGGESTION

A.

Conclusion

According to the research analysis of the data of students score in experimental and controlled class, it shows that the value of t-observation (to) is

higher than the value of t-table (tt), that is 2.01 < 3.40 > 2.68. So, the null

hypothesis (Ho) is rejected and the alternative hypothesis (Ha) is accepted. It

means that there is significant difference between the students’ score in learning narrative writing by using English comic strips and the students’ score in learning narrative writing without using English comic strips at the eighth grade students of SMP Islam Al-Ikhlas.

It can be concluded that teaching writing of narrative text using English comic strips are effective and useful to be taught to the eighth grade students of junior high school. It can also be seen from the calculation and the table of students’ achievement in experimental class from their writing score in pretest and posttest by using English comic strips is higher than the students’ writing score in control class. Therefore, English comic strips can be an appropriate media that can be used in teaching writing of narrative text.

B.

Suggestion

Based on the conclusion above, some suggestions about teaching writing of narrative text are given by using English comic strips as the media of learning. The suggestions are as follows:

1. The use of English comic strips in English teaching learning process can be applied as an alternative technique. It can make the students easy to learn and practice to write a narrative text.

2. Teaching narrative writing by using English comic strips can be an appeal for the students, because consisting of interesting pictures and stories. It can

motivate and stimulate their imaginative ability in writing. It helps them to construct ideas to compose the story of pictures into written form.

3. The texts in the plot and dialogue balloons in the comic can give new vocabularies to the students. They also can easy to understand the meaning of vocabularies by looking the pictures. It is very good for the students to be able to understand English language quickly.

4. English comic strips can be found in kids’ magazines, newspapers, and internet. It is cheap and also not time consuming for the teacher, because he/she just asks the students to read it for a few minutes and rewrite the story into some paragraphs. In addition, the teacher does not need to take a long time in assessing students’ written task, because it is easy to evaluate.

5. A teaching method can be categorized well and useful, if the students can feel fun and enjoy the learning activity. Hence, a creative writing assignment is very needed and important for them, as the use of English comic strips in teaching writing of narrative text.

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