IMPROVING THE VIII-H STUDENTS’ ACTIVE PARTICIPATION AND THEIR READING COMPREHENSION ACHIEVEMENT BY USING COMICS WITH STORY MAP AT SMP NEGERI 10 JEMBER

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IMPROVING THE VIII-H STUDENTS ACTIVE PARTICIPATION

AND THEIR READING COMPREHENSION ACHIEVEMENT

BY USING COMICS WITH STORY MAP

AT SMP NEGERI 10 JEMBER

THESIS

By:

FARAH JALILAH

080210401054

ENGLISH EDUCATION PROGRAM

LANGUAGE AND ARTS DEPARTMENT

EDUCATION AND TEACHER TRAINING FACULTY

JEMBER UNIVERSITY

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Proposed to Fulfill One of the Requirements to Obtain Degree of S1

at the English Education Program of the Language and Arts Education

Department of Faculty of Teacher Training and Education

Jember University

By:

080210401054

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I certify that this thesis is an original and authentic piece of work by the author

herself. All materials incorporated from secondary sources have been fully

acknowledged and referenced.

I certify that the content of the thesis of work which has been carried out since the

official commencement date of the approved thesis title, this thesis has not been

submitted previously, in whole or in a part, to qualify for any academic award;

ethics procedures and guidelines of thesis writing from the university and the

faculty have been followed.

I am aware of the potential consequences of any breach of the procedures and

guidelines, e.g. cancellation of my academic award.

I hereby grant to the University of Jember the right to archived and to reproduce

and communicate to the public my thesis or project in whole or in a part in the

university / Faculty library in all forms of media, now or hereafter known.

Signature

: _______________

Name

: FARAH JALILAH

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080210401054

Level

: 2008

Place/Date of Birth

: Jember / 04 Februari 1988

Department

: Language and Arts Education

Program

: English Department

Approved by:

Consultant I

Dra. Wiwiek Istianah, M. Kes. M. Ed.

NIP. 19501017 198503 2 001

Consultant II

Drs. I Putu Sukmaantara, M. Ed.

NIP. 19640424 199002 1 003

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___________________________________

*)

McTaggart in

Herson, C. 2010.

POW! BAM! SHAZAM! Teaching with Graphic

Novels. Mater s Capstone Essay. Vanderbilt University.

https://www.google.com/search?hl=id&noj=1&q=POW!+BAM!+SHAZAM!+Te

aching+with+Graphic+Novels.+Master%E2%80%99s+Capstone+Essay&spell=1

&sa=X&ei=wGRhUc2fGsKqrAff0YD4Ag&ved=0CCwQvwUoAA&biw=1024&

bih=466

**)

Cary, S. 2004.

Going Graphic: Comics at Work in the Multilingual Classroom.

Portsmouth: Heinemann.

http://college.heinemann.com/shared/onlineresources/E00475/chapter2.pdf

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Before we can make kids read what we want them to read, we must make them

want to read.*)

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2013

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TITLE PAGE

STATEMENT OF THESIS AUTHENTICITY

CONSULTANTS APPROVAL SHEET

APPROVAL OF THE EXAMINATION COMMITTEE

DEDICATION

MOTTO

ACKNOWLEDGEMENT

THE LIST OF APPENDICES

THE LIST OF TABLES AND GRAPHICS

SUMMARY

CHAPTER 1. INTRODUCTION

1.1 Background of the Research

1.2 The Research Problems

1.3 Objectives of the Research

1.4 Significances of the Research

CHAPTER 2. REVIEW OF RELATED LITERATURE

2.1 Reading Comprehension Achievement

2.2 Comics

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2.3 Teaching Reading Comprehension Achievement in Junior High School

++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ * @

2.4 Narrative Text

++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ *A

2.5 The Procedure of Teaching Reading by Using Comics

++++++++++++++++++++++++ * B

2.6 Action Hypothesis

++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ CD

CHAPTER 3. RESEARCH METHOD

3.1 Research Design

+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ CE

3.2 Area Determination Method

+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ CC

3.3 Research Participant Determination Method

+++++++++++++++++++++++++++++++++++++++ C,

3.4 The Operational Definition of the Key Terms

+++++++++++++++++++++++++++++++++++++++ C? C+,+E-/ 9(:0+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ C? C+,+*F86G( 12-/ 9458.810( /13 :.( 8H89 817++++++++++++++++++++++++++++++++++++++++++++ C? C+,+CI 7 JG8170K 657(:(467( /1++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ C?

3.5 Data Collection Method

+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ C@ C+ ?+EK 5(965LM67 6++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ C@ C+ ?+*IJ44/ 57 (12M676+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ CN

3.6 Research Procedures

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CHAPTER 4. RESARCH RESULTS AND DISCUSSION

4.1 The Results of Actions in Cycle 1

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4.2 The Results of the Actions in Cycle 2

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CHAPTER 5. CONCLUSION AND SUGGESTION

5.1 Conclusion

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5.2 Suggestions

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REFERENCES

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APPENDIXES

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xiii

íîï ðñòó ô õ ö ÷ ø ù í íí

-H Students Active Participation and Their Reading

Comprehension Achievement by Using Comics with Story Map at SMP

Negeri 10 Jember;

Farah Jalilah, 080210401054;

2008: 66 pages; English

Education Program of Language and Arts Department of the Faculty of Teacher

Training and Education of Jember University.

In accordance with the preliminary study in the form of interview with the

English teacher of SMP Negeri 10 Jember, it was found that the students of class

VIII-H still encountered the problems of comprehending reading text. It was

revealed that the students who reached the minimum score requirement that was

70 were only 14 students or 41.18% of total students in the class. It was caused by

the fact some students lacked vocabulary, had less motivation in reading the

textbooks and test papers, and usually forgot what they have read after reading.

Moreover, the students were not actively participating during the teaching and

learning process of reading.

To overcome the above problem, the researcher used comics as materials

in teaching reading. The researcher chose comics because it can improve students

reading comprehension achievement as well as their active participation during

teaching and learning process. It is supported by Tiemensema (2009:9) that

comics have the ability to motivate reluctant readers, to make children participate

in reading, to improve reading comprehension because the sequence of pictures

can provide contextual clues to the meaning of the written narrative.

The design of this research was Classroom Action Research with cycles

model. Each cycle consisted of four step 1) planning of the action in which lesson

plans for each meeting were constructed, 2) implementation of the action was

done by applying the lesson plans in the classroom, 3) observation and evaluation

were performed during the teaching and learning process, and 4) analysis and

reflection were carried out after conducting the teaching and learning reading

comprehension by using comics. One cycle was accomplished in three meetings,

two meetings for teaching learning process in which it intended to collect

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xiv

students active participation data, while one meeting for administering test that

used for obtaining students reading comprehension test.

The results of the classroom observation in cycle 1 showed that 59.38% in

meeting 1 and 65.63% in meeting 2 of the students were actively involved in the

teaching learning process. It showed an improvement of the students participation

from meeting 1 to meeting 2 although it did not achieve the target requirement of

the research that was 70% or more students who had to actively participating in

teaching learning reading process. Moreover, the result of students reading

comprehension test did not achieve the success criteria of this research wherein

70% of the total students had to achieve the standard score requirement of reading

comprehension test that was at least 70 or higher. Meanwhile the percentage of

students who got score

≥ 70

_{was only 20 students or 58.82% out of 34 students.}

Considering the result of the first cycle above, Cycle 2 was necessary to be

conducted to solve the problems found in Cycle 1 by revising some required

aspects. In this cycle, the result of classroom observation and reading

comprehension test showed significant improvement. The observation of the

students participation revealed that 70.59% in meeting 1 and 76.47% in meeting

2 of the students actively involved in the teaching learning process. Therefore, the

results of the observation both in meeting 1 and meeting 2 had achieved the target

of this research. Then, the percentage of the students who got score

70 in the

reading comprehension test was 70.59% of the students. These results indicated

that the action in Cycle 2 had fulfilled the criteria of the success of this research.

Thus, the action research was terminated.

Based on the aforementioned findings in both cycles, it can be concluded

that the use of comics can improve the students active participation in teaching

learning process and their reading comprehension achievement. Therefore, it is

suggested to the English teacher to use Comics as an alternative text structure in

teaching reading comprehension.

(1)

*+*+,-.//0( 123 445/ 45(67 8-/ 9( :(1; <=-> 60 05// 9++++++++++++++++++++++++++++ * ?

2.3 Teaching Reading Comprehension Achievement in Junior High School

++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ * @

2.4 Narrative Text

++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ *A

2.5 The Procedure of Teaching Reading by Using Comics

++++++++++++++++++++++++ * B

2.6 Action Hypothesis

++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ CD

CHAPTER 3. RESEARCH METHOD

3.1 Research Design

+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ CE

3.2 Area Determination Method

+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ CC

3.3 Research Participant Determination Method

+++++++++++++++++++++++++++++++++++++++ C,

3.4 The Operational Definition of the Key Terms

+++++++++++++++++++++++++++++++++++++++ C? C+,+E-/ 9(:0+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ C?

C+,+*F86G( 12-/ 9458.810( /13 :.( 8H89 817++++++++++++++++++++++++++++++++++++++++++++ C?

C+,+CI 7 JG8170K 657(:(467( /1++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ C?

3.5 Data Collection Method

+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ C@ C+ ?+EK 5(965LM67 6++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ C@

C+ ?+*IJ44/ 57 (12M676+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ CN

3.6 Research Procedures

++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ ,D C+ @+E =. 8K> 611( 12/O7 .83:7(/1++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ ,D

C+ @+* =. 8P9 4> 89 81767( /1/O7. 83 :7( /1++++++++++++++++++++++++++++++++++++++++++++++++++ ,E

C+ @+C Q R085H67 (/161G;H6> J67 (/1 +++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ ,E

C+ @+, F8O>8:7 (/1++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ ,*

C+ @+ ? M67 63 1 6>L0 (0S87 ./G+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ ,*

CHAPTER 4. RESARCH RESULTS AND DISCUSSION

4.1 The Results of Actions in Cycle 1

+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ ,, ,+E+E=. 8F80 J> 70/OQR085H67( /1(1-L:>8E++++++++++++++++++++++++++++++++++++++++++++ , ?

,+E+*=. 8F80 J> 70/OI 7JG8170 TF86G(1 2- / 9458. 810 (/1= 80 7( 1- L:> 8E , B

,+E+C=. 8F80 J> 7/O7. 8F8O> 8:7( /1(1-L:> 8E+++++++++++++++++++++++++++++++++++++++++++ ?D

4.2 The Results of the Actions in Cycle 2

+++++++++++++++++++++++++++++++++++++++++++++++++++++ ?* ,+*+E=. 8F80 J> 70/OQR085H67( /1(1-L:>8*++++++++++++++++++++++++++++++++++++++++++++ ?C

(2)

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4.3 Discussion

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CHAPTER 5. CONCLUSION AND SUGGESTION

5.1 Conclusion

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5.2 Suggestions

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REFERENCES

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(5)

xiii

íîï ðñòó ô õ ö ÷ ø ù í íí

-H Students Active Participation and Their Reading

Comprehension Achievement by Using Comics with Story Map at SMP

Negeri 10 Jember;

Farah Jalilah, 080210401054;

2008: 66 pages; English

Education Program of Language and Arts Department of the Faculty of Teacher

Training and Education of Jember University.

In accordance with the preliminary study in the form of interview with the

English teacher of SMP Negeri 10 Jember, it was found that the students of class

VIII-H still encountered the problems of comprehending reading text. It was

revealed that the students who reached the minimum score requirement that was

70 were only 14 students or 41.18% of total students in the class. It was caused by

the fact some students lacked vocabulary, had less motivation in reading the

textbooks and test papers, and usually forgot what they have read after reading.

Moreover, the students were not actively participating during the teaching and

learning process of reading.

To overcome the above problem, the researcher used comics as materials

in teaching reading. The researcher chose comics because it can improve students

reading comprehension achievement as well as their active participation during

teaching and learning process. It is supported by Tiemensema (2009:9) that

comics have the ability to motivate reluctant readers, to make children participate

in reading, to improve reading comprehension because the sequence of pictures

can provide contextual clues to the meaning of the written narrative.

The design of this research was Classroom Action Research with cycles

model. Each cycle consisted of four step 1) planning of the action in which lesson

plans for each meeting were constructed, 2) implementation of the action was

done by applying the lesson plans in the classroom, 3) observation and evaluation

were performed during the teaching and learning process, and 4) analysis and

reflection were carried out after conducting the teaching and learning reading

comprehension by using comics. One cycle was accomplished in three meetings,

two meetings for teaching learning process in which it intended to collect

(6)