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when observing. The teacher should answer them directly but not theoretically.
4 Trying to Do Directly
Students‟ willingness to learn more about English will lead them to try to practice what they are learning. At this learning process, they need
guidance from the teacher and other students. 5
Improving Cognitive Using Materials from Various Other Sources The students do not learn English by using one source only, but they
should find other sources to learn. By comparing one to other sources, they can understand that every material in each source has different
communication goal and context. 6
Doing Various Activities Using English After learning English, students should practice in using English in their
social life. By doing it, they will find that what they get from school is useful for other people. Besides, this activity can be a medium for the
students to practice and learn more in using English by the contexts. p.2
B. Theoretical Framework
In order to increase the motivation of SMP Negeri 2 Yogyakarta students to read English texts, the researcher use the principles of teaching reading Nation,
2009. There is a principle that students should enjoy learning and feel motivated to learn in reading class. It becomes the foundation of the researcher in providing
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reading materials. The reading materials will be in the forms of English comics. The aim in using English comics is providing enjoyable and motivating learning
activity in reading class. However, other principles of teaching reading mentioned by Nation will be useful to maintain students‟ motivation. Besides, the researcher
also employs three roles of teacher in reading class Clarke and Silberstein, 1987. It helps the researcher to behave appropriately in reading class.
Motivation comes from students themselves and people around them. Therefore, the role of the researcher in providing English comics is motivating
them to read. In observing students‟ motivation, the researcher uses the characteristics of motivated students stated by Sardiman 1986, Schunk 1995,
and Zimmerman 2000. Besides, the researcher utilizes the theories related to the definition of motivation and motivational process arranged by Schunk, Pintrich,
and Meece 2008. By being motivated by the researcher using comics, the students will increase their efficacy and feel motivated to read. It will be also
related to junior high students‟ characteristics which are individual intellectual development, metacognition, and independent thought Kellough Kellough,
2008. Their curiosity and rapid learning strategy will also help the researcher in determining the appropriate English comics as their reading material.
In developing the reading material, the researcher also pays attention to the curriculum of junior high school. The characteristics and the stipulation of English
teaching in Curriculum 2013 are really appropriate with the researcher‟s plan in using English comics. By using Curriculum 2013 as the benchmark in providing
reading materials, the result would be suitable with the curriculum development.
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English comics can be appropriate materials of the students in observing activity. The story line of the comics can also be related to their daily life so that they can
relate English texts‟ language elements to their daily life. Besides, it can motivate the students to practice outside the class by using some improvisations.
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CHAPTER III METHODOLOGY
In this chapter, the researcher presents the methodology which was applied in doing this research. This chapter contains research method, research
respondents, research settings, research instruments, data gathering technique, data analysis, and research procedure.
A. Research Method
Research was conducted to obtain the data which are relevant to this study. The data from the research were then analyzed and used to answer the question
stated in the problem formulation. This research was a classroom action research CAR which aimed to encourage
students‟ motivation to read English texts in VIII G Class of SMP Negeri 2 Yogyakarta. This study used mixed method
approach qualitative and quantitative research because this study used both social phenomena and numerical data in answering the research question.
According to Creswell 2003, mixed methods researchers look to many approaches to collecting and analyzing data rather than subscribing to only one
way e.g., quantitative or qualitative p.12. Creswell 2003 further explains investigators researchers use both quantitative and qualitative data because they
work to provide the best understanding of a research problem p.12. Therefore,
