The effectiveness of using manga stories in teaching reading of narrative text
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ABSTRACT
Abdul Malik Hakim, 2016. The Effectiveness of Using Manga Stories in
Teaching Reading of Narrative Text (A Quasi-experimental Study at the Twelfth
Grade of Ibadurrahman Senior High School Tangerang). Skripsi, Department of
English Education, Faculty of Tarbiyah and Teachers Training, Syarif
Hidayatullah State Islamic University Jakarta.
Advisors: 1. Drs. Syauki, M.Pd.
2. Ismalianing Eviyuliwati, M.Hum.
Keywords: Teaching Media, Manga, Reading, and Narrative Text
This research is aimed at finding the effectiveness of using Manga stories
as an alternative media in improving students’ reading skill of narrative text at
second grade students in Class XI of Ibadurrahman Senior High School academic
year 2015/2016 which is located on Jl. K.H. Hasyim Ashari, CipondohTangerang. The total number of population is 74 students, class 5 PI (Putri) 24
students, class 5 PA (Putra) 26 students, and class 5 EXP 24 students. The
samples of this study are Class 5 PI and Class 5 EXP (Experiment). The
achievement of this study refers to the student’s Test Score.
The research design of this study was Quasi-experimental. This study was
using accidental sampling which used the sample provided by the school. The
instrument used in this study was test, 20 multiple choice questions, formulated
from Student’s English book class XI and some materials taken from internet. The
data, or grades, of students’ reading skill in narrative text are acquired after the
students run the test, pre-test and post-test. The students were given pre-test,
treatment (two times), and post-test. The Analysis data used in this study were
normality, homogeneity, and T-Test.
Based on the analysis of the data, it is found that the t-test score is 6.11
while the value of t-table in the significant degree of 5% is 2.013. Therefore, the
score of t-test is higher than t-table or 6.11 > 2.013. Thus, it is concluded that the
alternative hypothesis (Ha) is accepted while the null hypothesis (H0) is rejected. It
means that improving students’ reading comprehension of narrative text using
manga story is effective.
v
ABSTRAK
Abdul Malik Hakim, 2016. The Effectiveness of Using Manga Stories in
Teaching Reading of Narrative Text (A Quasi-experimental Study at the Twelfth
Grade of Ibadurrahman Senior High School Tangerang). Skripsi, Pendidikan
Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negri
Syarif Hidayatullah Jakarta.
Pembimbing: 1. Drs. Syauki, M.Pd.
2. Ismalianing Eviyuliwati, M.Hum.
Kata kunci: Teaching Media, Manga, Reading, dan Narrative Text
Penelitian ini ditujukan untuk menemukan keefektifan dalam
menggunakan cerita manga sebagai sebuah media alternatif untuk meningkatkan
skill membaca teks narasi siswa di tahap kedua kelas XI Sekolah Menengah Atas
Ibadurrahman tahun akademik 2015/2016 yang berlokasi di Jl. K.H. Hasyim
Ashari, Cipondoh-Tangerang. Jumlah total populasi ada 74 siswa, class 5 PI
(Putri) 24 siswa, class 5 PA (Putra) 26 siswa, dan class 5 EXP (Experiment) 24
siswa. Sampel di penelitian ini adalah kelas 5 PI dan kelas 5 EXP. Pencapaian
penelitian ini di sadurkan dengan nilai tes siswa.
Desain penelitian ini adalah Quasi-experimental. Penelitian ini
menggunakan sampling aksidental yang menggunakan sampel yang telah
disediakan oleh sekolah. Instrument yang digunakan adalah test, 20 butir pilihan
ganda, yang diformulasikan dari buku bahasa inggris kelas XI dan internet. Data
atau nilai-nilai dari kemampuan siswa dalam membaca teks narasi di dapatkan
setelah para siswa mengerjakan tes yang terdiri dari pre-test dan pos-test. Tehnik
analisis data yang digunakan adalah normality, homogeneity, dan T-Test.
Berdasarkan analisis data dari penelitian ini, didapati bahwa nilai t-test
adalah 6.11 sementara derajat signifikan dari 5% adalah 2.013. Selanjutnya nilai ttest lebih besar dari t-table atau 6.11 > 2.013. Maka, dapat disimpulkan jika
hypothesis alteratif (Ha) diterima dan hipotesis kosong (H0) ditolak. Dapat
disimpulkan bahwa meningkatkan pemahaman membaca siswa dalam teks narasi
dengan menggunakan media cerita manga itu efektif.
vi
ACKNOWLEDGEMENT
In the name of Allah, the Beneficent, the Merciful.
Praise be to Allah, the all-knowing, Lord of the universe who has blessed
and given the strength to the researcher in completing this skripsi. Sholawat and
Salam are given upon the prophet Muhammad PBUH, who has taught us the
wisdom, the way of truth, and the purpose of life that will bring us the light to the
truth defeating the lies of evil beings.
Through this occasion, the researcher would like to express his greatest
honor and gratitude to the advisors, Drs. Syauki, M.Pd. and Ismalianing
Eviyuliwati, M.Hum., who have spread their time and for giving consultation,
contribution, guidance, pray, and patience to the researcher during completing this
skripsi. May Allah always blesses the kindness of their hearts with happiness on
their life and helps them in the Day of Judgment.
From the deepest heart and soul, the researcher was so thankful. He
realized that if there were no support and motivation from the people around him,
he could not finish this skripsi. Therefore, he would like to express his gratitude
and give his best appreciation to:
1. Prof. Dr. Ahmad Thib Raya, MA., as the Dean of the Faculty of Tarbiya
and Teachers’ Training.
2. Drs. Alek M. Pd., as the chairman of the Department of English
Education, Zaharil Anasy, M. Hum., as the secretary of the Department of
English Education, Drs. Syauki, M.Pd., and Ismalianing Eviyuliwati,
M.Hum., as his academic advisor.
3. A very deep thank is presented to all of the lecturers and staffs of the
Department of English Education. They have given the researcher the
wonderful knowledge and experiences in learning, and also precious
knowledge.
4. Abdullah Halim, S.Si, as the headmaster of SMA Ibadurrahman, Sarifudin,
S.pd. Lc, as the English teacher at SMA Ibadurrahman, the all staffs of
vii
SMA Ibadurrahman, and the students of Class 5 PI and Class 5 EXP for
their help during the research.
5. The researcher’s parents, Nahari, and Maimunah. This skripsi is dedicated
to them who have given him the opportunity of an education from the best
institutions and support the researcher in the lifespan, their moral support,
affection, and guidance.
6. The researcher’s family members, his beloved brother and sister, Siti
Rohmah, Nurmala Khoiriah, and Al-Faqih A’ly Akbar, his relatives who
always give their support, happiness, and spirit in finishing his study.
7. All his friends in the Department of English Education, especially for C
Class 2009 for their support and friendship. He also would like to thank
Arief Rahman, Ibmi Subiar, Hamdan Rijali, Ahmad Nurfatoni, Salahuddin
Al-Ayyubi, and Umar R. Jatnika as the best friends, and the group of
skripsi advisory for their support, attention and motivation during
finishing this skripsi.
And may this skripsi can be useful to the readers, especially for the
teachers, the tutors, and particularly for the researcher himself. Also, the
researcher realized that this skripsi is far from being perfect. It is a pleasure for
him to receive constructive criticism and suggestion from anyone who read his
skripsi.
Jakarta, April 2016
The Researcher
viii
TABLE OF CONTENTS
TITLE ....................................................................................................
i
APPROVAL ..........................................................................................
ii
ENDORSEMENT SHEET ...................................................................
iii
SURAT PERNYATAAN KARYA SENDIRI .........................................
iv
ABSTRACT ...........................................................................................
v
ABSTRAK ...............................................................................................
vi
ACKNOWLEDGEMENT ....................................................................
vii
TABLE OF CONTENTS ......................................................................
ix
LIST OF TABLES ................................................................................
xii
LIST OF PICTURES ............................................................................
xiii
LIST OF CHARTS…………………………………………………...
xiv
LIST OF APPENDICES ......................................................................
xv
CHAPTER I : INTRODUCTION .......................................................
1
A. Background of the Study ...................................................................
1
B. Identification of the Problem..…………...………………………....
5
C. Limitation of the Study.......................................................................
6
D. Formulation of the Problem ...............................................................
6
E. Purpose of the Study ...........................................................................
6
F. Significance of the Study………………………………………….. ..
6
CHAPTER II : THEORETICAL FRAMEWORK ...........................
7
A. Reading ..............................................................................................
7
1. The Definition of Reading ..............................................................
7
2. The Purposes of Reading ...……………………………………….
10
3. The Characteristics of Reading Process…………………………..
11
4. The Reading Skills………………………………………………..
11
5. The Development Stages of Reading Skills………………………
13
6. The Reading Material……………………………………………..
14
7. The Guidelines for Teaching Reading…………………………….
15
ix
8. The Test and the Assessment for Reading………………………..
15
B. Reading Comprehension ………………………… ........................... .
17
1. The Definition of Reading Comprehension……………………….
17
2. The Strategies of Reading Comprehension .………………………
18
3. The Process to Reading Comprehension……….…………………
20
4. The Assessment of Reading Comprehension……………………..
23
C. Text ………………………… ............................................................ .
24
1. The Definition of Text…………………………………………….
24
2. The Categories and the Dimensions of Text………………………
25
3. The Types of Printed Text…………………………………………
25
D. Narrative……………………………………………………………..
26
1. The Definition of Narrative Text ....................................................
27
2. The Characters of Narrative Text…. ..............................................
27
3. The Schematic Structure of Narrative Text………………………
28
4. The Grammatical Features of Narrative………………………….
33
5. The Language Features of Narrative…………………………… ..
33
6. The Types of Narrative Text…………………………………… ..
35
E. Manga…………….. ...........................................................................
35
1. The Definition of Manga……………………………………… ....
35
2. The Design of Characters ...............................................................
41
3. The Manga Stories as English Teaching Media………………….
52
4. The Advantages and the Disadvantage of Using Manga…………
55
5. The Manga as a Medium in Teaching Narrative…………………
55
F. Previous Study ....................................................................................
56
G. Theoretical Thinking ..........................................................................
58
H. Hypothesis…………………………………………………………..
59
CHAPTER III : RESEARCH METHODOLOGY ............................
60
A. Place and Time of Study ....................................................................
60
B. Research Method and Design .............................................................
61
C. Population and Sample .......................................................................
61
x
D. Technique of Data Collection ............................................................
62
E. Procedure of the Teaching ..................................................................
62
F. Techniques of Data Analysis………………………………………...
64
G. Statistical Hypothesis……………………………………………….
64
CHAPTER IV : RESEARCH FINDINGS..........................................
66
A. Description of Data ............................................................................
66
1. The Experimental Class Data .........................................................
66
2. The Controlled Class Data ..............................................................
68
B. Analysis of Data .................................................................................
70
1. The Normality Test .........................................................................
70
2. The Homogeneity Test ...................................................................
77
3. The Hypothesis Test .......................................................................
79
C. Interpretation of Data..........................................................................
83
CHAPTER V : CONCLUSION AND SUGGESTION ......................
89
A. Conclusion..........................................................................................
89
B. Suggestion ..........................................................................................
89
REFERENCES ......................................................................................
91
APPENDICES .......................................................................................
95
xi
LIST OF TABLES
Table 2.1 Shounen Grows up Manga ...................................................
38
Table 2.2 Shoujo Grows up Manga ......................................................
39
Table 2.3 Seinen Manga .......................................................................
40
Table 2.4 Josei Manga ..........................................................................
40
Table 3.1 The Timeline Design ............................................................
60
Table 3.2 Nonequivalent Controlled Group Design .............................
61
Table 3.3 The Schedule of Treatment Experimental Class ..................
63
Table 3.4 The Schedule of Treatment Controlled Class ......................
63
Table 4.1 Students’ Scores from Experimental Class ..........................
66
Table 4.2 The Frequency Distribution of Experimental Class……….
68
Table 4.3 Students’ Score of Controlled Class .....................................
68
Table 4.4 The Frequency Distribution of Controlled Class…………..
70
Table 4.5 Calculation of Pre-test Normality in Experimental Class ....
71
Table 4.6 Calculation of Post-test Normality in Experimental Class...
73
Table 4.7 Calculation of Pre-test Normality in Controlled Class…….
74
Table 4.8 Calculation of Post-test Normality in Controlled Class……
76
xii
LIST OF PICTURES
Picture 2.1 The Happy Eyes .................................................................
42
Picture 2.2 The Fear Eyes ....................................................................
43
Picture 2.3 The Angry Eyes .................................................................
44
Picture 2.4 The Crying Eyes ................................................................
45
Picture 2.5 The Sad Eyes .....................................................................
46
Picture 2.6 The Shock Eyes .................................................................
46
Picture 2.7 The Evil Eyes .....................................................................
47
Picture 2.8 The Blood Types................................................................
48
Picture 2.9 The Kind of Faces ..............................................................
49
xiii
LIST OF CHARTS
Chart 4.1 Picture Diagram of Students’ Gained Score in Experimental Class.. 84
Chart 4.2 Picture Diagram of Students’ Gained Score in Controlled Class….. 84
Chart 4.3 Column Diagram of Students’ Gained Score in Experimental Class 84
Chart 4.4 Column Diagram of Students’ Gained Score in Controlled Class…. 85
Chart 4.5 Pie Diagram of Students’ Gained Score in Experimental Class……. 85
Chart 4.6 Pie Diagram of Students’ Gained Score in Controlled Class………. 86
Chart 4.7 Line Diagram of Students’ Gained Score in Experimental Class…... 87
Chart 4.8 Line Diagram of Students’ Gained Score in Controlled Class……... 88
xiv
LIST OF APPENDICES
Appendix 1 Lesson Plan .......................................................................
Appendix 2 Anatest Result....................................................................
Appendix 3 Instrument ..........................................................................
Appendix 4 Kisi-kisi..............................................................................
Appendix 5 The Interview…………………………………………….
Appendix 6 The Frequency of Distribution……………….………….
Appendix 7 Figures of the Research………………...………………..
Appendix 8 Surat Pengesahan Proposal Skripsi……………………...
Appendix 9 Surat Bimbingan Skripsi....................................................
Appendix 10 Surat Izin Penelitian ..........................................................
Appendix 11 Surat Keterangan Penelitian .............................................
xv
Chapter I
INTRODUCTION
This chapter consists of a general outline about what this research deals. It
describes background of the study, identification the problem, limitation of the
problem, formulation of the problem, purpose of the study, and significance of the
study.
A. Background of the Study
Reading is important as one of four language’s skills. It is a way to gain
some information. The development of technology is demanding people to search
information as much as possible. The one with most information could leads
others and the people who left behind are just enable to play a role as followers. It
states the fact that reading activity really takes an important role in our lives.
Nowadays, unable to read English words, people would have some troubles,
because English has already been used everywhere, in many countries, around the
world as an international language, in order to be understood by the foreigners
who travel into those countries. Therefore, teaching English becomes very
important. To master English, students must study four skills in English language,
namely; listening, speaking, reading, and writing. But, reading is the very
important skill used by students. Because, students need to gain some knowledge
and information from many English printed books, students’ ability in reading
would determine their achievements in schools.
Because reading plays a significant role in learning process; students must
be able to read many books written in English. It would help them to get some
information about their study in the classroom and provide some up-date
information that currently occurred in this world. Therefore, through reading
activity in the classroom, teachers have to achieve the purpose to make students
skilled enough to read English books easily. But, there are some problems found
out by Sarifudin, the English teacher of SMA Plus Ibadurrahman, while teaching
English in his class. First, the textbook that is used as the material guide is
1
2
boredom. Because they are written with old fashioned and too formal utterances,
that rarely used in daily conversation. Students think that what they learned are
meaningless and useless, they need materials that could useful in their daily life
directly. Richard stated that there are five negative effects of commercial
textbooks, those five negative effects are as following: (1) They may contain
inauthentic language: the contents are especially written to incorporate teaching
points, not to express real language use. (2) They may distort content: textbooks
often present an idealize view of world (in one subjective side) and fail to
represent real issues. (3) They may not reflect students’ needs: textbooks are
written aimed for global market, they ignore students’ needs and interests which
are different one another. (4) They can deskill teachers: teachers’ role as material
maker is reduced. Because of the materials are already provided in the textbooks,
as teaching guide. Therefore, teachers think that they do not need to work hardly
just to make the materials for students, based on their needs and interests. (5) They
are expensive: commercial textbooks represent financial burden for students.1
Expected to be helpful for the teachers that could facilitate materials in easier
ways, in contrast, as Richard mentioned above, textbooks have some negative
possibilities that can affect the teaching-learning process out of the purpose and
that already stated in lesson plan.
Second, the students are not confident to read full essay English text. It is
often occurred to the beginners that never ever read some English books. Students
confused to see many words that they did not familiar; they felt unsure that they
could understand the content instead. Wayne W. Haverson mentioned “Being
unfamiliar with a classroom and the tool of literacy, many learners will enter the
program filled with anxiety and a lack of self-confidence”.2 At this rate, teachinglearning process cannot go on smoothly. Teachers want to treat students with
many English books to build their reading habit. But, instead of following
1
Jack C. Richard, Curriculum Development in Language Teaching, (Cambridge:
Cambridge University Press, 1991), pp. 255 – 256.
2
Marianne Celce-Murcia (ed.), Teaching English as a Second or Foreign Language
(Boston: Heinle & Heinle Publisher, 1991), p. 187.
3
teachers’ instructions, because of their anxiety and lack of self-confidence, they
avoid it.
The last, the students are not having vocabularies enough.3 Beside of
unfamiliarity, the lack of vocabularies is the main factor of students’ anxiousness
in reading English books. It is contras from the expectation written in lesson plan.
Teachers want to add the richness of students’ vocabularies through reading
English books activity. On the contrary, because of their lack on vocabularies,
they stagnate on avoiding the treatment, reading English books, before entering
the program. In such a way, lesson plan’s expectation would never be achieved.
Therefore, teachers must encourage students by the simple easy attractive ways.
One of that ways is to treat them by an interesting media; manga – Japanese
comic style – would be effective for students to receive some vocabularies to
encourage them to read real English books.
Narrative is about story telling whether it is related a single story or
several related ones.4 With narrative the story is stated clearly as chronological
issues from the first stage, second stage, third stage, and so on until the story ends.
The story is usually formed with the past words. It is suitable for students to
practice their tenses material by using it in real activity like getting some
information from the narrative story. Story telling by narrative illustrates a point
or event that awakening emotions.5 If students had already gotten these awakening
emotions, they would be able to go journey into the world inside the story through
the book. Not only about learning and practicing, they are also able to enjoying
that narrative story telling texts. Nowadays, narrative is not only formed in writing
texts, but its picture additions are existed that called cartoon like The Peanuts
Cartoon, the books that contain cartoon stories are named comic. Reading comic
becomes very popular between children and teenager, serials like Spiderman,
Batman, Tin-tin, Donal Duck, Mickey Mouse, etc. are examples from the comics
3
The interview with Sarifudin, S.Pd, Lc. (English teacher at SMA Plus Ibadurrahman).
John Langan, College Writing Skill with Reading (New York: The McGraw-Hill
Companies, 2006), p. 195.
5
John Langan, English Skills with Reading, (New York: The McGraw-Hill Companies,
2001), p. 260.
4
4
that created in the west countries, it is also known as western comics. The stories
are formed as narrative, it is similar with the short stories or novel with additional
pictures.6 Currently, manga or Japanese comics are reaching their popularity
around the world, which had been being translated into many language including
English and Bahasa Indonesia. Their readers are mostly students in school ages.
Rather than reading manga in Bahasa Indonesia, it is better if they read them in
English language.
Manga is Japanese comic style that consists of narrative stories. As the
alternative medium to encourage students’ reading habit, manga, at least has three
benefits. First, manga is attractive. Its pictures are full of expressions that made it
very interesting. The story tells about hero, adventures, school lives, etc.7 the main
characters are children in school ages. Students can see through the stories as
similar as their own lives. So that, most children in school ages and even students
in universities like reading it every week. But, they usually read it in their native
language. In this case, why did not teachers treat them with manga in English
words? Whereas, teaching English vocabulary using media that is loved by
students can decrease students’ anxiousness in the learning process. Conversely, it
can increase students’ interest and build their reading habit, even make students
who previously did not like reading English books, to like it. Second, manga is
simple. Its words are daily conversations that had already being translated by a
team consist of both native English speakers and Japanese speakers.8 Not like full
English textbook that only filled with words that make students bored, manga
consist of pictures and words, it is filled more by pictures then words. Only by
seeing the picture, students can guess the meaning of the vocabularies that they
did not know before. It will be benefit when students treated by both visual and
verbal input at once.
John Langan, op. cit., pp. 283 – 284.
Ikue Kunai and Clarissa C. S. Ryan, Manga as a Teaching Tool: Comic Books Without
Borders, (California State University, East Bay, Proceeding of the CATESOL State Conference,
2007), p. 3.
8
Ibid., p. 5.
6
7
5
The last, manga is suitable for teaching material. While manga is
presented narrative stories, it is suitable for teaching reading. Teachers can
command students to find the main character, to conclude, to interpret the value of
the story, and even to play a role based on the story. As an attractive media,
Daikoku, Et al. makes a research of manga as a media in organizing science
lesson plan. This research is conducted because teachers are not only need to have
science knowledge and skills, but also ability to structure appropriate teaching
methods and strategies to design them in the materials based on students’ needs
and interests – manga is students’ interest. Teachers also expected to predict
students’ actions and questions to identify the ways how to make them respond
into the lesson plan. This program is evaluated by the program participants
through questionnaire surveys. The result stated that the program (manga as a
teaching media) was judged to be effective to develop ability to lesson plans
creation.9
Thus, manga stories can support creativities of both teachers and students.
The teachers can create their lesson plan with an interesting medium and the
students can find out that there are many things than can be used as learning
media. In this way, students also do not feel compelled to understand the material
given by the teachers; instead they are happy and looking forward to the new
material every day. The writer will focus the research in teaching reading of
narrative text by using manga stories; the title of his research is “The
Effectiveness of Using Manga Stories in Teaching Reading of Narrative
Text”.
B. Identification of the Problem
Based on the background of study, the researcher identifies the problem as
follows:
1. The students have no confidence to read full English books.
2. An attractive medium that can encourage them to read English book is needed.
9
Takafumi Daikoku, et al., Development of Case Method Program for Teacher
Education Supporting the Creation of Lesson Plans, taken from www.esera.org Retrieved on June
29, 2015/ 12:40 am.
6
3. The English textbook that is used cannot fulfill students’ needs.
4. Many students like reading manga stories because those are attractive, but the
possibility of manga stories to be used as teaching medium is still questioned.
5. The relationship between manga stories and narrative text is still unclear.
C. Limitation of the Study
In order to keep the data in a comprehensive form, the writer limits the
study on the effectiveness of using manga stories in teaching reading of narrative
text.
D. Formulation of the Problem
Based on the previous background the researcher formulates the problem
of this research as follow: “Are manga stories effective to use in teaching reading
of narrative text?”
E. Purpose of the Study
Based on the problem formulation above, the purpose of this study is to
find out the empirical evidence whether or not the uses of manga stories are
effective to be used in teaching reading of narrative text.
F. Significance of the Study
The result of this study is expected to be able to help both of teachers and
students in the learning and teaching process, in term of:
1. Providing a new alternative for teachers to present material in teaching
English, especially reading.
2. Encouraging students to read books, magazine, newspapers, or comics in
English language as the practice media.
3. Building students’ reading habit in their daily lives.
Furthermore, this research is expected to be useful for other researchers
who are interested in conducting similar researches.
CHAPTER II
THEORETICAL FRAMEWORK
This chapter consists of some theories that are related to the study. The
discussion focuses on the effectiveness of manga stories as alternative media to
teach narrative text in reading class. It is also including concept of reading, text,
narrative, manga, previous study, theoretical thinking, and hypothesis.
A. Reading
As one of four language skills, reading is an important activity and has a
significant role, especially for students. Because, it is the only way, besides
listening, to get some information that is needed to live in this world. The teachers
need to give reading materials for their students, and the students, of course, need
to read that materials to gain some knowledge. It states that reading takes a
significant place for human being to live in this world.
1. The Definition of Reading
Reading is an important skill used by people anywhere and anytime. It has
a unique process and need to be trained to make the process faster and effective.
Harmer mentions that “reading is an exercise dominated by the eyes and the
brain. The eyes receive messages and the brain then has to work out the
significance of these messages”. 1 The eyes have the most significant roles in
reading process. It is absolutely impossible to read without eyes, as impossible as
to listen without ears and to speak without a tongue. But the eyes are just the first
step in reading process; they are just decoding the sign symbols, the words, and
then letting the brain to handle identifying words’ messages or meaning of words,
in order to know what the writer wants to say through these compositions of
words.
1
Jeremi Harmer, The Practice of English Language Teaching, (New York: Longman
Publishing, 1991), p. 190.
7
8
Starting from reading the words, students develop to read sentences,
paragraphs, essays, short passages, articles, and finally the whole of books. But,
reading progresses are not only stop here, Allen and Valette mention that “the
teacher helps the students develop techniques for inferring the meanings of new
words, reading for information and increasing comprehension of structural
signals”.2 This statement explains that reading process is not that simple as just
reading the writers’ printed words loudly or silently. Identifying the meaning of
the symbol words is the nucleus of reading activity, how to know and respond to
the messages that writers sent through sentences. Therefore, the progress of
reading process is limitless, comparing that there are bunches of countless
messages that the writers aimed to share to the readers in various books with
different field of studies entire the world.
Supporting the statement above, Artur W. Heilman of Pennsylvania State
University mentions the explanation of reading that “reading is a process of
getting meaning from printed word symbols”. 3 The similar opinion is also
mention by Grabe and Stoller they mention that “reading is the ability to draw
meaning from the printed page and interpret this information appropriately”. 4
The readers, while reading a paragraph, do not look at the kind of theme fonts of
the words, but they are looking at the main idea of the paragraph. They look for
the meaning of the text, not the shape of the text. The meanings of the text are the
information that writers want to share with the readers. It could be said that
reading is an interaction process between writer and reader. The writer aimed to
give some information that he has to the readers.
The writer want the readers know what he knew in order to be some helps
for the readers. The readers, while reading, are supposing like they directly meet
with the writer face to face. They read a paragraph, but they are alike hearing the
2
Edward David Allen and Rebecca M. Valette, Classroom Techniques: Foreign
Languages and English as a Second Language, (New York: Harcourt Brace Jovanovich, INC.,
1977), p. 249.
3
Artur W. Heilmen, Principles and Practices of Teaching Reading, (Ohio: Charles E.
Merrill Publishing Company, 1967), p. 8.
4
William Grabe and Fredricka L. Stoller, Teaching and Researching Reading, (Harlow:
Pearson Education Limited, 2002), p. 9.
9
sound of the writer that says it directly, through the paragraph, right in front of
themselves. When this interaction occurs quite long time, the readers could know
writer’s thought and characteristic. Because, everyone has his/her own language
style in writing the printed texts influenced by his/her own characteristic and
thought. In this case, the meaning of the printed text takes the most dominant role
rather than the shape of the words itself. David Nunan mentions that “reading is
an interactive process between what a reader already knows about a given topic
or subject and what the writer writes”.5 Nunan explains that reading is not just the
interactive limited between the reader and the writer only. But deeper, it is the
interaction between the information that the reader already has then coupled with
the information that would be given by the writer. Afterward, there will be
occurred the process of identifying, comparing, and analyzing. Is the information
given similar and appropriate by what the reader had already has or not? If it is
not, so there are some parts of information which are dumped. If the readers do
not know about the topic or the subject, then they will absorb all of the
information without doubt. But sometimes, blending and mixing are also occurred
between information that the readers already has and information from the writer.
Nunan adds that “good readers are able to relate the text and their own
background knowledge efficiently”.6 Background knowledge is very important to
interpret information found from the writer. Readers’ understanding about written
text is based on the number of their background knowledge. If the background
knowledge is much, so the understanding is high. It will be higher as much as the
background knowledge increases. If the readers do not have enough background
knowledge, it will be difficult for them to understand the message from the texts,
or even they do not interest at all. The background knowledge is come from
readers’ experiences, circumstances, and adventures, through reading some texts
and books.
Angelita D. Romero and Rene C. Romero collect the different opinions of
reading definitions that are agreed by many reading educators, as follows:
5
David Nunan, Designing Task for the Communicative Classroom, (Cambridge:
Cambridge University Press, 1999), p. 33.
6
Ibid., p. 33.
10
a. Reading is decoding written symbols
b. Reading is getting meaning from the printed page
c. Reading is putting meaning into the printed page
d. Reading is the process of interpreting the written symbols
e. Reading is a process of communication between author and reader7
Thus, the writer concludes that reading is a process to gain meaning from
printed word symbols dominated by the eyes and the brain as interactive process
between reader and writer.
2. The Purposes of Reading
People who read some printed texts have purposes. But, there are many
reasons for them in searching the information. The purposes of reading are
divided into two categories, informational purpose and pleasurable purpose.
a. Informational Purpose
The main purpose of reading is because it will help the readers to gain
some information that they need. For example, someone who wants to operate a
new mobile phone must reads its instruction on manual book device, a politician
who want to know politic news must read a newspaper, or even a college student
who reads textbook in order to finish the assignments.
b. Pleasurable Purpose
Besides to gain some information for their need, people also read to get
some pleasures for their minds. Because, it can decrease their stress and boredom,
such as reading novels, comics, poems, magazine, etc.8
The reader does not only have two purposes to read, but there are some
more specific reasons that make people read some texts. William Grabe and
Fredika L. Stoller suggest the purposes of reading into seven, those are:
7
Angelita D. Romero and Rene C. Romero, Developmental Reading: a Skill Text for
College Students, (Manila: REX Book Store, 2008), p. 2.
8
William Grabe and Fredricka L. Stoller, op. cit., p. 11.
11
a. Reading to search for simple information.
b. Reading to skim quickly.
c. Reading to learn from texts.
d. Reading to integrate information.
e. Reading to write (or search for information needed for writing).
f. Reading to critique texts.
g. Reading for general comprehension.9
3. The Characteristics of Reading Process
Reading activity is a process to decode the code or to understand the
meaning of the words from the text. And that process, while the reader reads, has
some characteristics. Those characteristics are:
a. Reading is a complex process.
b. Reading is a two-way process (communication between writer and reader).
c. Reading is largely a visual process.
d. Reading is an active process (it is a thinking process).
e. Reading is a decoding process by using a linguistic system.
f. Reading is partly dependent on the readers’ prior knowledge.10
4. The Reading Skills
To be a skillful reader and to read in effective way, the readers need to
train some reading skill. Because, reading without purposes and techniques are
just wasting time and effort. Davis defines eight reading skills, as follows:
a. Recalling word meanings.
b. Drawing inferences about the meaning of a word in context.
c. Finding answers to questions answered explicitly or in paraphrase.
d. Weaving together ideas in the content.
e. Drawing inferences from the content.
9
10
Ibid., p. 13.
Angelita D. Romero and Rene C. Romero, op. cit., p. 2.
12
f. Recognizing a writer’s purpose, attitude, tone, and mood.
g. Identifying a writer technique.
h. Following the structure of a passage.11
Concerning the reading skill, Munby’s Taxonomy in micro skill has been
influential in syllabus and material design. Munby distinguishes these following
reading microskills:
a. Recognizing the script of a language.
b. Deducing the meaning and use of unfamiliar lexical items.
c. Understanding explicitly stated information.
d. Understanding information when not explicitly stated.
e. Understanding conceptual meaning.
f. Understanding the communicative value of sentences.
g. Understanding relations within the sentence.
h. Understanding relations between parts of text through lexical cohesion devices.
i. Understanding cohesion between part of text in grammatical cohesion devices.
j. Interpreting text by going outside it.
k. Recognizing indicators in discourse.
l. Identifying the main point or important information in discourse.
m. Distinguishing the main idea from supporting details.
n. Extracting salient details to summarize (the text, an idea).
o. Extracting relevant points a text selectively.
p. Using basic reference skills.
q. Skimming.
r. Scanning to locate specifically required information.
s. Transcoding information to diagrammatic display.12
11
J. Charles Alderson, Assessing Reading, (Cambridge: Cambridge University Press,
2000), p. 9 – 10.
12
J. Charles Alderson, op. cit., pp. 10 – 11.
13
5. The Development Stages of Reading Skills
Reading skills are cannot gained on one or two days. It needs some
processes and a long time of training. There are several processes to develop
reading skills, as follows:
a. Pre-reading Stage
On this stage, the readers are engaged in a program of experiences to
increase their oral language development to the level, equal or even greater, of the
material for beginner. They are also trained auditory and visual treatment, listen to,
tell, and discuss stories, and learn basic works and study habits. And the further
experiences provide the readers to develop theirs mental, physical, emotional, and
social readiness for reading.
b. Initial Reading Stage
During this stage, the readers begin to use pictures, contexts, and
configuration clues to recognize words. They start to learn getting specific
information from the text. They begin to develop their skills in finding main ideas,
anticipating outcomes, making inference, finding detiles, and noting sequence.
c. Stage of Rapid Progress
The readers start to learn a variety of words recognition techniques and
begin to use dictionary for finding meaning, spelling, and pronunciation of words.
They extend their comprehension skills to understand the variety of reading
materials. They start to read independently for pleasure or information.
d. Stage of Extended Reading Experience
At this stage, the reader use word-recognition techniques independently
and almost completely independent in reading. They read with understanding in
the subject areas, extend their dictionary and reference use skills, use the library
independently, and begin to use reading as a problem solving media.
14
e. Stage of Refinement in Reading Abilities, Attitudes, and Tastes
The readers have become independent in locating and utilizing a variety of
materials. They have known the varied purposes for reading and developed
critical evaluation of reading material skills.13
6. The Reading Material
Reading materials play a significant role in reading activity. Because, the
readers unable to read without a reading material, electronic text or printed text.14
But, the readers also have some reasons to choose the materials to read. They
usually choose the materials that provide the information that they need and,
especially for the students, to improve their reading ability. Therefore, Angelita D.
Romero and Rene C. Romero suggest that reading materials are purposed for:
a. Developmental Reading
The materials are created and prepared aimed to develop students’ reading
skills. Vocabulary and sentence structure are arranged by following lesson plan
criteria. The students also are trained by reading sub-skill that presented in a
hierarchical fashion.
b. Remedial Reading
The materials are purposely set for the students who suffer some
difficulties, especially limited vocabulary. So that, the materials are designed to
help the students in order to overcome their difficulties, to enrich their
vocabularies, and to improve their reading skill.
c. Recreatory Reading
The materials are designed to provide for development of appreciation in
reading activity to taste some selections and enjoyments of reading matter.
Angelita D. Romero and Rene C. Romero, op. cit., pp. 3 – 4.
Cathering E. Snow, Reading for Understanding: Toward a Research and Development
Program in Reading Comprehension, (Santa Monica: RAND Education, 2002), p. 11.
13
14
15
d. Functional Reading
The materials are arranged to help the students’ improvement on the
comprehension and utilization skills in areas of study, reference materials, and
reading in other subject fields.15
7. The Guidelines for Teaching Reading
Grabe derives a general set of guideline for reading teaching and curricula
for current reading research, as follows:
a. Reading should be taught in the context of a content centered integrated skills
curriculum, since content provides motivation and integration reinforces
learning.
b. Individualized instruction should additionally be provided in a reading lab,
including a range of skills and strategies (timed reading, vocabulary learning
strategies etc.).
c. Sustained silent reading should be encouraged to develop automaticity,
confidence, and enjoyment.
d. Reading lessons should take account of background knowledge through pre-,
during-, and after-reading tasks.
e. Specific skills and strategies should be practiced consistently: the nature of
these will depend on the group and goals.
f. Group work and cooperative learning should promote discussions of the
readings and explorations of different task solutions and textual interpretations.
g. Students need to read extensively: students need to learn by reading.16
8. The Test and the Assessment for Reading
The parallel implications for testing and assessment might be characterized
as follows:
a. Reading might be tested within a content focused battery: texts that carry
meaning for readers that interest them, that relate to their academic
15
Angelita D. Romero and Rene C. Romero, op. cit., p. 7.
J. Charles Alderson, op. cit., pp. 28 – 29.
16
16
background, leisure interests, intellectual level and so on, might be motivate a
deeper reading than the traditional, relatively anodyne or even contentless text.
b. Students should be tested on a range of relevant skills and strategies, with the
result possibly being provided in a diagnostic, profile-based format.
c. Students should be encouraged to read longer texts, rather than short snippets,
and task should attempt to get at the degree of enjoyment experienced. Task
should be do-able in the time available and not discourage students because of
their difficulty level.
d. Background
knowledge
should
be
recognized
as
influencing
all
comprehension, and therefore every attempt should be made to allow
background knowledge to facilitate performance, rather than allowing its
absence to inhibit performance.
e. Test should be open to the possibility of multiple interpretations. Test
designers should be as open as possible in the range of different interpretations
and understanding they accept.
f. Group task might be devised for a discussion of student interpretations of text.
g. Extensive reading should not be discouraged by the assessment procedures.
h. The importance of identification skills needs to be explored, and means need
to be found of testing them.
i. Inevitably, there will be settings and tests where it will be impossible to
reduce extrinsic motivation to a minimum and to emphasize enjoyment.
j. Similarly, there will be occasions when integrated testing, say of reading and
writing skills, is not possible or desirable since a clear pictures is required of a
student’s reading ability, in as uncontaminated a way as possible.
k. Exploration is needed of ways in which synthesis and evaluation
skills/strategies and metacognitive knowledge and skills monitoring can be
tested or assessed.
17
l. Above all, perhaps, test designers need to consider to what extent their test
reflect and build upon what recent research into reading suggests about the
process, not just the product.17
B. Reading Comprehension
Reading does not only merely telling the sound of the words loudly or
silently. But, comprehending the content of the text is the real purpose; skillful
reader can comprehend the text’s content in a short time while many readers,
especially foreign learners, have some difficulties to comprehend the information
from the text. The factors are varies, from the difficult vocabularies, unfamiliar
text, lack of training, etc. Thus, reading comprehension is very important and
needed to be trained to the students, so that they can absorb the knowledge as
much as possible from any bo
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ABSTRACT
Abdul Malik Hakim, 2016. The Effectiveness of Using Manga Stories in
Teaching Reading of Narrative Text (A Quasi-experimental Study at the Twelfth
Grade of Ibadurrahman Senior High School Tangerang). Skripsi, Department of
English Education, Faculty of Tarbiyah and Teachers Training, Syarif
Hidayatullah State Islamic University Jakarta.
Advisors: 1. Drs. Syauki, M.Pd.
2. Ismalianing Eviyuliwati, M.Hum.
Keywords: Teaching Media, Manga, Reading, and Narrative Text
This research is aimed at finding the effectiveness of using Manga stories
as an alternative media in improving students’ reading skill of narrative text at
second grade students in Class XI of Ibadurrahman Senior High School academic
year 2015/2016 which is located on Jl. K.H. Hasyim Ashari, CipondohTangerang. The total number of population is 74 students, class 5 PI (Putri) 24
students, class 5 PA (Putra) 26 students, and class 5 EXP 24 students. The
samples of this study are Class 5 PI and Class 5 EXP (Experiment). The
achievement of this study refers to the student’s Test Score.
The research design of this study was Quasi-experimental. This study was
using accidental sampling which used the sample provided by the school. The
instrument used in this study was test, 20 multiple choice questions, formulated
from Student’s English book class XI and some materials taken from internet. The
data, or grades, of students’ reading skill in narrative text are acquired after the
students run the test, pre-test and post-test. The students were given pre-test,
treatment (two times), and post-test. The Analysis data used in this study were
normality, homogeneity, and T-Test.
Based on the analysis of the data, it is found that the t-test score is 6.11
while the value of t-table in the significant degree of 5% is 2.013. Therefore, the
score of t-test is higher than t-table or 6.11 > 2.013. Thus, it is concluded that the
alternative hypothesis (Ha) is accepted while the null hypothesis (H0) is rejected. It
means that improving students’ reading comprehension of narrative text using
manga story is effective.
v
ABSTRAK
Abdul Malik Hakim, 2016. The Effectiveness of Using Manga Stories in
Teaching Reading of Narrative Text (A Quasi-experimental Study at the Twelfth
Grade of Ibadurrahman Senior High School Tangerang). Skripsi, Pendidikan
Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negri
Syarif Hidayatullah Jakarta.
Pembimbing: 1. Drs. Syauki, M.Pd.
2. Ismalianing Eviyuliwati, M.Hum.
Kata kunci: Teaching Media, Manga, Reading, dan Narrative Text
Penelitian ini ditujukan untuk menemukan keefektifan dalam
menggunakan cerita manga sebagai sebuah media alternatif untuk meningkatkan
skill membaca teks narasi siswa di tahap kedua kelas XI Sekolah Menengah Atas
Ibadurrahman tahun akademik 2015/2016 yang berlokasi di Jl. K.H. Hasyim
Ashari, Cipondoh-Tangerang. Jumlah total populasi ada 74 siswa, class 5 PI
(Putri) 24 siswa, class 5 PA (Putra) 26 siswa, dan class 5 EXP (Experiment) 24
siswa. Sampel di penelitian ini adalah kelas 5 PI dan kelas 5 EXP. Pencapaian
penelitian ini di sadurkan dengan nilai tes siswa.
Desain penelitian ini adalah Quasi-experimental. Penelitian ini
menggunakan sampling aksidental yang menggunakan sampel yang telah
disediakan oleh sekolah. Instrument yang digunakan adalah test, 20 butir pilihan
ganda, yang diformulasikan dari buku bahasa inggris kelas XI dan internet. Data
atau nilai-nilai dari kemampuan siswa dalam membaca teks narasi di dapatkan
setelah para siswa mengerjakan tes yang terdiri dari pre-test dan pos-test. Tehnik
analisis data yang digunakan adalah normality, homogeneity, dan T-Test.
Berdasarkan analisis data dari penelitian ini, didapati bahwa nilai t-test
adalah 6.11 sementara derajat signifikan dari 5% adalah 2.013. Selanjutnya nilai ttest lebih besar dari t-table atau 6.11 > 2.013. Maka, dapat disimpulkan jika
hypothesis alteratif (Ha) diterima dan hipotesis kosong (H0) ditolak. Dapat
disimpulkan bahwa meningkatkan pemahaman membaca siswa dalam teks narasi
dengan menggunakan media cerita manga itu efektif.
vi
ACKNOWLEDGEMENT
In the name of Allah, the Beneficent, the Merciful.
Praise be to Allah, the all-knowing, Lord of the universe who has blessed
and given the strength to the researcher in completing this skripsi. Sholawat and
Salam are given upon the prophet Muhammad PBUH, who has taught us the
wisdom, the way of truth, and the purpose of life that will bring us the light to the
truth defeating the lies of evil beings.
Through this occasion, the researcher would like to express his greatest
honor and gratitude to the advisors, Drs. Syauki, M.Pd. and Ismalianing
Eviyuliwati, M.Hum., who have spread their time and for giving consultation,
contribution, guidance, pray, and patience to the researcher during completing this
skripsi. May Allah always blesses the kindness of their hearts with happiness on
their life and helps them in the Day of Judgment.
From the deepest heart and soul, the researcher was so thankful. He
realized that if there were no support and motivation from the people around him,
he could not finish this skripsi. Therefore, he would like to express his gratitude
and give his best appreciation to:
1. Prof. Dr. Ahmad Thib Raya, MA., as the Dean of the Faculty of Tarbiya
and Teachers’ Training.
2. Drs. Alek M. Pd., as the chairman of the Department of English
Education, Zaharil Anasy, M. Hum., as the secretary of the Department of
English Education, Drs. Syauki, M.Pd., and Ismalianing Eviyuliwati,
M.Hum., as his academic advisor.
3. A very deep thank is presented to all of the lecturers and staffs of the
Department of English Education. They have given the researcher the
wonderful knowledge and experiences in learning, and also precious
knowledge.
4. Abdullah Halim, S.Si, as the headmaster of SMA Ibadurrahman, Sarifudin,
S.pd. Lc, as the English teacher at SMA Ibadurrahman, the all staffs of
vii
SMA Ibadurrahman, and the students of Class 5 PI and Class 5 EXP for
their help during the research.
5. The researcher’s parents, Nahari, and Maimunah. This skripsi is dedicated
to them who have given him the opportunity of an education from the best
institutions and support the researcher in the lifespan, their moral support,
affection, and guidance.
6. The researcher’s family members, his beloved brother and sister, Siti
Rohmah, Nurmala Khoiriah, and Al-Faqih A’ly Akbar, his relatives who
always give their support, happiness, and spirit in finishing his study.
7. All his friends in the Department of English Education, especially for C
Class 2009 for their support and friendship. He also would like to thank
Arief Rahman, Ibmi Subiar, Hamdan Rijali, Ahmad Nurfatoni, Salahuddin
Al-Ayyubi, and Umar R. Jatnika as the best friends, and the group of
skripsi advisory for their support, attention and motivation during
finishing this skripsi.
And may this skripsi can be useful to the readers, especially for the
teachers, the tutors, and particularly for the researcher himself. Also, the
researcher realized that this skripsi is far from being perfect. It is a pleasure for
him to receive constructive criticism and suggestion from anyone who read his
skripsi.
Jakarta, April 2016
The Researcher
viii
TABLE OF CONTENTS
TITLE ....................................................................................................
i
APPROVAL ..........................................................................................
ii
ENDORSEMENT SHEET ...................................................................
iii
SURAT PERNYATAAN KARYA SENDIRI .........................................
iv
ABSTRACT ...........................................................................................
v
ABSTRAK ...............................................................................................
vi
ACKNOWLEDGEMENT ....................................................................
vii
TABLE OF CONTENTS ......................................................................
ix
LIST OF TABLES ................................................................................
xii
LIST OF PICTURES ............................................................................
xiii
LIST OF CHARTS…………………………………………………...
xiv
LIST OF APPENDICES ......................................................................
xv
CHAPTER I : INTRODUCTION .......................................................
1
A. Background of the Study ...................................................................
1
B. Identification of the Problem..…………...………………………....
5
C. Limitation of the Study.......................................................................
6
D. Formulation of the Problem ...............................................................
6
E. Purpose of the Study ...........................................................................
6
F. Significance of the Study………………………………………….. ..
6
CHAPTER II : THEORETICAL FRAMEWORK ...........................
7
A. Reading ..............................................................................................
7
1. The Definition of Reading ..............................................................
7
2. The Purposes of Reading ...……………………………………….
10
3. The Characteristics of Reading Process…………………………..
11
4. The Reading Skills………………………………………………..
11
5. The Development Stages of Reading Skills………………………
13
6. The Reading Material……………………………………………..
14
7. The Guidelines for Teaching Reading…………………………….
15
ix
8. The Test and the Assessment for Reading………………………..
15
B. Reading Comprehension ………………………… ........................... .
17
1. The Definition of Reading Comprehension……………………….
17
2. The Strategies of Reading Comprehension .………………………
18
3. The Process to Reading Comprehension……….…………………
20
4. The Assessment of Reading Comprehension……………………..
23
C. Text ………………………… ............................................................ .
24
1. The Definition of Text…………………………………………….
24
2. The Categories and the Dimensions of Text………………………
25
3. The Types of Printed Text…………………………………………
25
D. Narrative……………………………………………………………..
26
1. The Definition of Narrative Text ....................................................
27
2. The Characters of Narrative Text…. ..............................................
27
3. The Schematic Structure of Narrative Text………………………
28
4. The Grammatical Features of Narrative………………………….
33
5. The Language Features of Narrative…………………………… ..
33
6. The Types of Narrative Text…………………………………… ..
35
E. Manga…………….. ...........................................................................
35
1. The Definition of Manga……………………………………… ....
35
2. The Design of Characters ...............................................................
41
3. The Manga Stories as English Teaching Media………………….
52
4. The Advantages and the Disadvantage of Using Manga…………
55
5. The Manga as a Medium in Teaching Narrative…………………
55
F. Previous Study ....................................................................................
56
G. Theoretical Thinking ..........................................................................
58
H. Hypothesis…………………………………………………………..
59
CHAPTER III : RESEARCH METHODOLOGY ............................
60
A. Place and Time of Study ....................................................................
60
B. Research Method and Design .............................................................
61
C. Population and Sample .......................................................................
61
x
D. Technique of Data Collection ............................................................
62
E. Procedure of the Teaching ..................................................................
62
F. Techniques of Data Analysis………………………………………...
64
G. Statistical Hypothesis……………………………………………….
64
CHAPTER IV : RESEARCH FINDINGS..........................................
66
A. Description of Data ............................................................................
66
1. The Experimental Class Data .........................................................
66
2. The Controlled Class Data ..............................................................
68
B. Analysis of Data .................................................................................
70
1. The Normality Test .........................................................................
70
2. The Homogeneity Test ...................................................................
77
3. The Hypothesis Test .......................................................................
79
C. Interpretation of Data..........................................................................
83
CHAPTER V : CONCLUSION AND SUGGESTION ......................
89
A. Conclusion..........................................................................................
89
B. Suggestion ..........................................................................................
89
REFERENCES ......................................................................................
91
APPENDICES .......................................................................................
95
xi
LIST OF TABLES
Table 2.1 Shounen Grows up Manga ...................................................
38
Table 2.2 Shoujo Grows up Manga ......................................................
39
Table 2.3 Seinen Manga .......................................................................
40
Table 2.4 Josei Manga ..........................................................................
40
Table 3.1 The Timeline Design ............................................................
60
Table 3.2 Nonequivalent Controlled Group Design .............................
61
Table 3.3 The Schedule of Treatment Experimental Class ..................
63
Table 3.4 The Schedule of Treatment Controlled Class ......................
63
Table 4.1 Students’ Scores from Experimental Class ..........................
66
Table 4.2 The Frequency Distribution of Experimental Class……….
68
Table 4.3 Students’ Score of Controlled Class .....................................
68
Table 4.4 The Frequency Distribution of Controlled Class…………..
70
Table 4.5 Calculation of Pre-test Normality in Experimental Class ....
71
Table 4.6 Calculation of Post-test Normality in Experimental Class...
73
Table 4.7 Calculation of Pre-test Normality in Controlled Class…….
74
Table 4.8 Calculation of Post-test Normality in Controlled Class……
76
xii
LIST OF PICTURES
Picture 2.1 The Happy Eyes .................................................................
42
Picture 2.2 The Fear Eyes ....................................................................
43
Picture 2.3 The Angry Eyes .................................................................
44
Picture 2.4 The Crying Eyes ................................................................
45
Picture 2.5 The Sad Eyes .....................................................................
46
Picture 2.6 The Shock Eyes .................................................................
46
Picture 2.7 The Evil Eyes .....................................................................
47
Picture 2.8 The Blood Types................................................................
48
Picture 2.9 The Kind of Faces ..............................................................
49
xiii
LIST OF CHARTS
Chart 4.1 Picture Diagram of Students’ Gained Score in Experimental Class.. 84
Chart 4.2 Picture Diagram of Students’ Gained Score in Controlled Class….. 84
Chart 4.3 Column Diagram of Students’ Gained Score in Experimental Class 84
Chart 4.4 Column Diagram of Students’ Gained Score in Controlled Class…. 85
Chart 4.5 Pie Diagram of Students’ Gained Score in Experimental Class……. 85
Chart 4.6 Pie Diagram of Students’ Gained Score in Controlled Class………. 86
Chart 4.7 Line Diagram of Students’ Gained Score in Experimental Class…... 87
Chart 4.8 Line Diagram of Students’ Gained Score in Controlled Class……... 88
xiv
LIST OF APPENDICES
Appendix 1 Lesson Plan .......................................................................
Appendix 2 Anatest Result....................................................................
Appendix 3 Instrument ..........................................................................
Appendix 4 Kisi-kisi..............................................................................
Appendix 5 The Interview…………………………………………….
Appendix 6 The Frequency of Distribution……………….………….
Appendix 7 Figures of the Research………………...………………..
Appendix 8 Surat Pengesahan Proposal Skripsi……………………...
Appendix 9 Surat Bimbingan Skripsi....................................................
Appendix 10 Surat Izin Penelitian ..........................................................
Appendix 11 Surat Keterangan Penelitian .............................................
xv
Chapter I
INTRODUCTION
This chapter consists of a general outline about what this research deals. It
describes background of the study, identification the problem, limitation of the
problem, formulation of the problem, purpose of the study, and significance of the
study.
A. Background of the Study
Reading is important as one of four language’s skills. It is a way to gain
some information. The development of technology is demanding people to search
information as much as possible. The one with most information could leads
others and the people who left behind are just enable to play a role as followers. It
states the fact that reading activity really takes an important role in our lives.
Nowadays, unable to read English words, people would have some troubles,
because English has already been used everywhere, in many countries, around the
world as an international language, in order to be understood by the foreigners
who travel into those countries. Therefore, teaching English becomes very
important. To master English, students must study four skills in English language,
namely; listening, speaking, reading, and writing. But, reading is the very
important skill used by students. Because, students need to gain some knowledge
and information from many English printed books, students’ ability in reading
would determine their achievements in schools.
Because reading plays a significant role in learning process; students must
be able to read many books written in English. It would help them to get some
information about their study in the classroom and provide some up-date
information that currently occurred in this world. Therefore, through reading
activity in the classroom, teachers have to achieve the purpose to make students
skilled enough to read English books easily. But, there are some problems found
out by Sarifudin, the English teacher of SMA Plus Ibadurrahman, while teaching
English in his class. First, the textbook that is used as the material guide is
1
2
boredom. Because they are written with old fashioned and too formal utterances,
that rarely used in daily conversation. Students think that what they learned are
meaningless and useless, they need materials that could useful in their daily life
directly. Richard stated that there are five negative effects of commercial
textbooks, those five negative effects are as following: (1) They may contain
inauthentic language: the contents are especially written to incorporate teaching
points, not to express real language use. (2) They may distort content: textbooks
often present an idealize view of world (in one subjective side) and fail to
represent real issues. (3) They may not reflect students’ needs: textbooks are
written aimed for global market, they ignore students’ needs and interests which
are different one another. (4) They can deskill teachers: teachers’ role as material
maker is reduced. Because of the materials are already provided in the textbooks,
as teaching guide. Therefore, teachers think that they do not need to work hardly
just to make the materials for students, based on their needs and interests. (5) They
are expensive: commercial textbooks represent financial burden for students.1
Expected to be helpful for the teachers that could facilitate materials in easier
ways, in contrast, as Richard mentioned above, textbooks have some negative
possibilities that can affect the teaching-learning process out of the purpose and
that already stated in lesson plan.
Second, the students are not confident to read full essay English text. It is
often occurred to the beginners that never ever read some English books. Students
confused to see many words that they did not familiar; they felt unsure that they
could understand the content instead. Wayne W. Haverson mentioned “Being
unfamiliar with a classroom and the tool of literacy, many learners will enter the
program filled with anxiety and a lack of self-confidence”.2 At this rate, teachinglearning process cannot go on smoothly. Teachers want to treat students with
many English books to build their reading habit. But, instead of following
1
Jack C. Richard, Curriculum Development in Language Teaching, (Cambridge:
Cambridge University Press, 1991), pp. 255 – 256.
2
Marianne Celce-Murcia (ed.), Teaching English as a Second or Foreign Language
(Boston: Heinle & Heinle Publisher, 1991), p. 187.
3
teachers’ instructions, because of their anxiety and lack of self-confidence, they
avoid it.
The last, the students are not having vocabularies enough.3 Beside of
unfamiliarity, the lack of vocabularies is the main factor of students’ anxiousness
in reading English books. It is contras from the expectation written in lesson plan.
Teachers want to add the richness of students’ vocabularies through reading
English books activity. On the contrary, because of their lack on vocabularies,
they stagnate on avoiding the treatment, reading English books, before entering
the program. In such a way, lesson plan’s expectation would never be achieved.
Therefore, teachers must encourage students by the simple easy attractive ways.
One of that ways is to treat them by an interesting media; manga – Japanese
comic style – would be effective for students to receive some vocabularies to
encourage them to read real English books.
Narrative is about story telling whether it is related a single story or
several related ones.4 With narrative the story is stated clearly as chronological
issues from the first stage, second stage, third stage, and so on until the story ends.
The story is usually formed with the past words. It is suitable for students to
practice their tenses material by using it in real activity like getting some
information from the narrative story. Story telling by narrative illustrates a point
or event that awakening emotions.5 If students had already gotten these awakening
emotions, they would be able to go journey into the world inside the story through
the book. Not only about learning and practicing, they are also able to enjoying
that narrative story telling texts. Nowadays, narrative is not only formed in writing
texts, but its picture additions are existed that called cartoon like The Peanuts
Cartoon, the books that contain cartoon stories are named comic. Reading comic
becomes very popular between children and teenager, serials like Spiderman,
Batman, Tin-tin, Donal Duck, Mickey Mouse, etc. are examples from the comics
3
The interview with Sarifudin, S.Pd, Lc. (English teacher at SMA Plus Ibadurrahman).
John Langan, College Writing Skill with Reading (New York: The McGraw-Hill
Companies, 2006), p. 195.
5
John Langan, English Skills with Reading, (New York: The McGraw-Hill Companies,
2001), p. 260.
4
4
that created in the west countries, it is also known as western comics. The stories
are formed as narrative, it is similar with the short stories or novel with additional
pictures.6 Currently, manga or Japanese comics are reaching their popularity
around the world, which had been being translated into many language including
English and Bahasa Indonesia. Their readers are mostly students in school ages.
Rather than reading manga in Bahasa Indonesia, it is better if they read them in
English language.
Manga is Japanese comic style that consists of narrative stories. As the
alternative medium to encourage students’ reading habit, manga, at least has three
benefits. First, manga is attractive. Its pictures are full of expressions that made it
very interesting. The story tells about hero, adventures, school lives, etc.7 the main
characters are children in school ages. Students can see through the stories as
similar as their own lives. So that, most children in school ages and even students
in universities like reading it every week. But, they usually read it in their native
language. In this case, why did not teachers treat them with manga in English
words? Whereas, teaching English vocabulary using media that is loved by
students can decrease students’ anxiousness in the learning process. Conversely, it
can increase students’ interest and build their reading habit, even make students
who previously did not like reading English books, to like it. Second, manga is
simple. Its words are daily conversations that had already being translated by a
team consist of both native English speakers and Japanese speakers.8 Not like full
English textbook that only filled with words that make students bored, manga
consist of pictures and words, it is filled more by pictures then words. Only by
seeing the picture, students can guess the meaning of the vocabularies that they
did not know before. It will be benefit when students treated by both visual and
verbal input at once.
John Langan, op. cit., pp. 283 – 284.
Ikue Kunai and Clarissa C. S. Ryan, Manga as a Teaching Tool: Comic Books Without
Borders, (California State University, East Bay, Proceeding of the CATESOL State Conference,
2007), p. 3.
8
Ibid., p. 5.
6
7
5
The last, manga is suitable for teaching material. While manga is
presented narrative stories, it is suitable for teaching reading. Teachers can
command students to find the main character, to conclude, to interpret the value of
the story, and even to play a role based on the story. As an attractive media,
Daikoku, Et al. makes a research of manga as a media in organizing science
lesson plan. This research is conducted because teachers are not only need to have
science knowledge and skills, but also ability to structure appropriate teaching
methods and strategies to design them in the materials based on students’ needs
and interests – manga is students’ interest. Teachers also expected to predict
students’ actions and questions to identify the ways how to make them respond
into the lesson plan. This program is evaluated by the program participants
through questionnaire surveys. The result stated that the program (manga as a
teaching media) was judged to be effective to develop ability to lesson plans
creation.9
Thus, manga stories can support creativities of both teachers and students.
The teachers can create their lesson plan with an interesting medium and the
students can find out that there are many things than can be used as learning
media. In this way, students also do not feel compelled to understand the material
given by the teachers; instead they are happy and looking forward to the new
material every day. The writer will focus the research in teaching reading of
narrative text by using manga stories; the title of his research is “The
Effectiveness of Using Manga Stories in Teaching Reading of Narrative
Text”.
B. Identification of the Problem
Based on the background of study, the researcher identifies the problem as
follows:
1. The students have no confidence to read full English books.
2. An attractive medium that can encourage them to read English book is needed.
9
Takafumi Daikoku, et al., Development of Case Method Program for Teacher
Education Supporting the Creation of Lesson Plans, taken from www.esera.org Retrieved on June
29, 2015/ 12:40 am.
6
3. The English textbook that is used cannot fulfill students’ needs.
4. Many students like reading manga stories because those are attractive, but the
possibility of manga stories to be used as teaching medium is still questioned.
5. The relationship between manga stories and narrative text is still unclear.
C. Limitation of the Study
In order to keep the data in a comprehensive form, the writer limits the
study on the effectiveness of using manga stories in teaching reading of narrative
text.
D. Formulation of the Problem
Based on the previous background the researcher formulates the problem
of this research as follow: “Are manga stories effective to use in teaching reading
of narrative text?”
E. Purpose of the Study
Based on the problem formulation above, the purpose of this study is to
find out the empirical evidence whether or not the uses of manga stories are
effective to be used in teaching reading of narrative text.
F. Significance of the Study
The result of this study is expected to be able to help both of teachers and
students in the learning and teaching process, in term of:
1. Providing a new alternative for teachers to present material in teaching
English, especially reading.
2. Encouraging students to read books, magazine, newspapers, or comics in
English language as the practice media.
3. Building students’ reading habit in their daily lives.
Furthermore, this research is expected to be useful for other researchers
who are interested in conducting similar researches.
CHAPTER II
THEORETICAL FRAMEWORK
This chapter consists of some theories that are related to the study. The
discussion focuses on the effectiveness of manga stories as alternative media to
teach narrative text in reading class. It is also including concept of reading, text,
narrative, manga, previous study, theoretical thinking, and hypothesis.
A. Reading
As one of four language skills, reading is an important activity and has a
significant role, especially for students. Because, it is the only way, besides
listening, to get some information that is needed to live in this world. The teachers
need to give reading materials for their students, and the students, of course, need
to read that materials to gain some knowledge. It states that reading takes a
significant place for human being to live in this world.
1. The Definition of Reading
Reading is an important skill used by people anywhere and anytime. It has
a unique process and need to be trained to make the process faster and effective.
Harmer mentions that “reading is an exercise dominated by the eyes and the
brain. The eyes receive messages and the brain then has to work out the
significance of these messages”. 1 The eyes have the most significant roles in
reading process. It is absolutely impossible to read without eyes, as impossible as
to listen without ears and to speak without a tongue. But the eyes are just the first
step in reading process; they are just decoding the sign symbols, the words, and
then letting the brain to handle identifying words’ messages or meaning of words,
in order to know what the writer wants to say through these compositions of
words.
1
Jeremi Harmer, The Practice of English Language Teaching, (New York: Longman
Publishing, 1991), p. 190.
7
8
Starting from reading the words, students develop to read sentences,
paragraphs, essays, short passages, articles, and finally the whole of books. But,
reading progresses are not only stop here, Allen and Valette mention that “the
teacher helps the students develop techniques for inferring the meanings of new
words, reading for information and increasing comprehension of structural
signals”.2 This statement explains that reading process is not that simple as just
reading the writers’ printed words loudly or silently. Identifying the meaning of
the symbol words is the nucleus of reading activity, how to know and respond to
the messages that writers sent through sentences. Therefore, the progress of
reading process is limitless, comparing that there are bunches of countless
messages that the writers aimed to share to the readers in various books with
different field of studies entire the world.
Supporting the statement above, Artur W. Heilman of Pennsylvania State
University mentions the explanation of reading that “reading is a process of
getting meaning from printed word symbols”. 3 The similar opinion is also
mention by Grabe and Stoller they mention that “reading is the ability to draw
meaning from the printed page and interpret this information appropriately”. 4
The readers, while reading a paragraph, do not look at the kind of theme fonts of
the words, but they are looking at the main idea of the paragraph. They look for
the meaning of the text, not the shape of the text. The meanings of the text are the
information that writers want to share with the readers. It could be said that
reading is an interaction process between writer and reader. The writer aimed to
give some information that he has to the readers.
The writer want the readers know what he knew in order to be some helps
for the readers. The readers, while reading, are supposing like they directly meet
with the writer face to face. They read a paragraph, but they are alike hearing the
2
Edward David Allen and Rebecca M. Valette, Classroom Techniques: Foreign
Languages and English as a Second Language, (New York: Harcourt Brace Jovanovich, INC.,
1977), p. 249.
3
Artur W. Heilmen, Principles and Practices of Teaching Reading, (Ohio: Charles E.
Merrill Publishing Company, 1967), p. 8.
4
William Grabe and Fredricka L. Stoller, Teaching and Researching Reading, (Harlow:
Pearson Education Limited, 2002), p. 9.
9
sound of the writer that says it directly, through the paragraph, right in front of
themselves. When this interaction occurs quite long time, the readers could know
writer’s thought and characteristic. Because, everyone has his/her own language
style in writing the printed texts influenced by his/her own characteristic and
thought. In this case, the meaning of the printed text takes the most dominant role
rather than the shape of the words itself. David Nunan mentions that “reading is
an interactive process between what a reader already knows about a given topic
or subject and what the writer writes”.5 Nunan explains that reading is not just the
interactive limited between the reader and the writer only. But deeper, it is the
interaction between the information that the reader already has then coupled with
the information that would be given by the writer. Afterward, there will be
occurred the process of identifying, comparing, and analyzing. Is the information
given similar and appropriate by what the reader had already has or not? If it is
not, so there are some parts of information which are dumped. If the readers do
not know about the topic or the subject, then they will absorb all of the
information without doubt. But sometimes, blending and mixing are also occurred
between information that the readers already has and information from the writer.
Nunan adds that “good readers are able to relate the text and their own
background knowledge efficiently”.6 Background knowledge is very important to
interpret information found from the writer. Readers’ understanding about written
text is based on the number of their background knowledge. If the background
knowledge is much, so the understanding is high. It will be higher as much as the
background knowledge increases. If the readers do not have enough background
knowledge, it will be difficult for them to understand the message from the texts,
or even they do not interest at all. The background knowledge is come from
readers’ experiences, circumstances, and adventures, through reading some texts
and books.
Angelita D. Romero and Rene C. Romero collect the different opinions of
reading definitions that are agreed by many reading educators, as follows:
5
David Nunan, Designing Task for the Communicative Classroom, (Cambridge:
Cambridge University Press, 1999), p. 33.
6
Ibid., p. 33.
10
a. Reading is decoding written symbols
b. Reading is getting meaning from the printed page
c. Reading is putting meaning into the printed page
d. Reading is the process of interpreting the written symbols
e. Reading is a process of communication between author and reader7
Thus, the writer concludes that reading is a process to gain meaning from
printed word symbols dominated by the eyes and the brain as interactive process
between reader and writer.
2. The Purposes of Reading
People who read some printed texts have purposes. But, there are many
reasons for them in searching the information. The purposes of reading are
divided into two categories, informational purpose and pleasurable purpose.
a. Informational Purpose
The main purpose of reading is because it will help the readers to gain
some information that they need. For example, someone who wants to operate a
new mobile phone must reads its instruction on manual book device, a politician
who want to know politic news must read a newspaper, or even a college student
who reads textbook in order to finish the assignments.
b. Pleasurable Purpose
Besides to gain some information for their need, people also read to get
some pleasures for their minds. Because, it can decrease their stress and boredom,
such as reading novels, comics, poems, magazine, etc.8
The reader does not only have two purposes to read, but there are some
more specific reasons that make people read some texts. William Grabe and
Fredika L. Stoller suggest the purposes of reading into seven, those are:
7
Angelita D. Romero and Rene C. Romero, Developmental Reading: a Skill Text for
College Students, (Manila: REX Book Store, 2008), p. 2.
8
William Grabe and Fredricka L. Stoller, op. cit., p. 11.
11
a. Reading to search for simple information.
b. Reading to skim quickly.
c. Reading to learn from texts.
d. Reading to integrate information.
e. Reading to write (or search for information needed for writing).
f. Reading to critique texts.
g. Reading for general comprehension.9
3. The Characteristics of Reading Process
Reading activity is a process to decode the code or to understand the
meaning of the words from the text. And that process, while the reader reads, has
some characteristics. Those characteristics are:
a. Reading is a complex process.
b. Reading is a two-way process (communication between writer and reader).
c. Reading is largely a visual process.
d. Reading is an active process (it is a thinking process).
e. Reading is a decoding process by using a linguistic system.
f. Reading is partly dependent on the readers’ prior knowledge.10
4. The Reading Skills
To be a skillful reader and to read in effective way, the readers need to
train some reading skill. Because, reading without purposes and techniques are
just wasting time and effort. Davis defines eight reading skills, as follows:
a. Recalling word meanings.
b. Drawing inferences about the meaning of a word in context.
c. Finding answers to questions answered explicitly or in paraphrase.
d. Weaving together ideas in the content.
e. Drawing inferences from the content.
9
10
Ibid., p. 13.
Angelita D. Romero and Rene C. Romero, op. cit., p. 2.
12
f. Recognizing a writer’s purpose, attitude, tone, and mood.
g. Identifying a writer technique.
h. Following the structure of a passage.11
Concerning the reading skill, Munby’s Taxonomy in micro skill has been
influential in syllabus and material design. Munby distinguishes these following
reading microskills:
a. Recognizing the script of a language.
b. Deducing the meaning and use of unfamiliar lexical items.
c. Understanding explicitly stated information.
d. Understanding information when not explicitly stated.
e. Understanding conceptual meaning.
f. Understanding the communicative value of sentences.
g. Understanding relations within the sentence.
h. Understanding relations between parts of text through lexical cohesion devices.
i. Understanding cohesion between part of text in grammatical cohesion devices.
j. Interpreting text by going outside it.
k. Recognizing indicators in discourse.
l. Identifying the main point or important information in discourse.
m. Distinguishing the main idea from supporting details.
n. Extracting salient details to summarize (the text, an idea).
o. Extracting relevant points a text selectively.
p. Using basic reference skills.
q. Skimming.
r. Scanning to locate specifically required information.
s. Transcoding information to diagrammatic display.12
11
J. Charles Alderson, Assessing Reading, (Cambridge: Cambridge University Press,
2000), p. 9 – 10.
12
J. Charles Alderson, op. cit., pp. 10 – 11.
13
5. The Development Stages of Reading Skills
Reading skills are cannot gained on one or two days. It needs some
processes and a long time of training. There are several processes to develop
reading skills, as follows:
a. Pre-reading Stage
On this stage, the readers are engaged in a program of experiences to
increase their oral language development to the level, equal or even greater, of the
material for beginner. They are also trained auditory and visual treatment, listen to,
tell, and discuss stories, and learn basic works and study habits. And the further
experiences provide the readers to develop theirs mental, physical, emotional, and
social readiness for reading.
b. Initial Reading Stage
During this stage, the readers begin to use pictures, contexts, and
configuration clues to recognize words. They start to learn getting specific
information from the text. They begin to develop their skills in finding main ideas,
anticipating outcomes, making inference, finding detiles, and noting sequence.
c. Stage of Rapid Progress
The readers start to learn a variety of words recognition techniques and
begin to use dictionary for finding meaning, spelling, and pronunciation of words.
They extend their comprehension skills to understand the variety of reading
materials. They start to read independently for pleasure or information.
d. Stage of Extended Reading Experience
At this stage, the reader use word-recognition techniques independently
and almost completely independent in reading. They read with understanding in
the subject areas, extend their dictionary and reference use skills, use the library
independently, and begin to use reading as a problem solving media.
14
e. Stage of Refinement in Reading Abilities, Attitudes, and Tastes
The readers have become independent in locating and utilizing a variety of
materials. They have known the varied purposes for reading and developed
critical evaluation of reading material skills.13
6. The Reading Material
Reading materials play a significant role in reading activity. Because, the
readers unable to read without a reading material, electronic text or printed text.14
But, the readers also have some reasons to choose the materials to read. They
usually choose the materials that provide the information that they need and,
especially for the students, to improve their reading ability. Therefore, Angelita D.
Romero and Rene C. Romero suggest that reading materials are purposed for:
a. Developmental Reading
The materials are created and prepared aimed to develop students’ reading
skills. Vocabulary and sentence structure are arranged by following lesson plan
criteria. The students also are trained by reading sub-skill that presented in a
hierarchical fashion.
b. Remedial Reading
The materials are purposely set for the students who suffer some
difficulties, especially limited vocabulary. So that, the materials are designed to
help the students in order to overcome their difficulties, to enrich their
vocabularies, and to improve their reading skill.
c. Recreatory Reading
The materials are designed to provide for development of appreciation in
reading activity to taste some selections and enjoyments of reading matter.
Angelita D. Romero and Rene C. Romero, op. cit., pp. 3 – 4.
Cathering E. Snow, Reading for Understanding: Toward a Research and Development
Program in Reading Comprehension, (Santa Monica: RAND Education, 2002), p. 11.
13
14
15
d. Functional Reading
The materials are arranged to help the students’ improvement on the
comprehension and utilization skills in areas of study, reference materials, and
reading in other subject fields.15
7. The Guidelines for Teaching Reading
Grabe derives a general set of guideline for reading teaching and curricula
for current reading research, as follows:
a. Reading should be taught in the context of a content centered integrated skills
curriculum, since content provides motivation and integration reinforces
learning.
b. Individualized instruction should additionally be provided in a reading lab,
including a range of skills and strategies (timed reading, vocabulary learning
strategies etc.).
c. Sustained silent reading should be encouraged to develop automaticity,
confidence, and enjoyment.
d. Reading lessons should take account of background knowledge through pre-,
during-, and after-reading tasks.
e. Specific skills and strategies should be practiced consistently: the nature of
these will depend on the group and goals.
f. Group work and cooperative learning should promote discussions of the
readings and explorations of different task solutions and textual interpretations.
g. Students need to read extensively: students need to learn by reading.16
8. The Test and the Assessment for Reading
The parallel implications for testing and assessment might be characterized
as follows:
a. Reading might be tested within a content focused battery: texts that carry
meaning for readers that interest them, that relate to their academic
15
Angelita D. Romero and Rene C. Romero, op. cit., p. 7.
J. Charles Alderson, op. cit., pp. 28 – 29.
16
16
background, leisure interests, intellectual level and so on, might be motivate a
deeper reading than the traditional, relatively anodyne or even contentless text.
b. Students should be tested on a range of relevant skills and strategies, with the
result possibly being provided in a diagnostic, profile-based format.
c. Students should be encouraged to read longer texts, rather than short snippets,
and task should attempt to get at the degree of enjoyment experienced. Task
should be do-able in the time available and not discourage students because of
their difficulty level.
d. Background
knowledge
should
be
recognized
as
influencing
all
comprehension, and therefore every attempt should be made to allow
background knowledge to facilitate performance, rather than allowing its
absence to inhibit performance.
e. Test should be open to the possibility of multiple interpretations. Test
designers should be as open as possible in the range of different interpretations
and understanding they accept.
f. Group task might be devised for a discussion of student interpretations of text.
g. Extensive reading should not be discouraged by the assessment procedures.
h. The importance of identification skills needs to be explored, and means need
to be found of testing them.
i. Inevitably, there will be settings and tests where it will be impossible to
reduce extrinsic motivation to a minimum and to emphasize enjoyment.
j. Similarly, there will be occasions when integrated testing, say of reading and
writing skills, is not possible or desirable since a clear pictures is required of a
student’s reading ability, in as uncontaminated a way as possible.
k. Exploration is needed of ways in which synthesis and evaluation
skills/strategies and metacognitive knowledge and skills monitoring can be
tested or assessed.
17
l. Above all, perhaps, test designers need to consider to what extent their test
reflect and build upon what recent research into reading suggests about the
process, not just the product.17
B. Reading Comprehension
Reading does not only merely telling the sound of the words loudly or
silently. But, comprehending the content of the text is the real purpose; skillful
reader can comprehend the text’s content in a short time while many readers,
especially foreign learners, have some difficulties to comprehend the information
from the text. The factors are varies, from the difficult vocabularies, unfamiliar
text, lack of training, etc. Thus, reading comprehension is very important and
needed to be trained to the students, so that they can absorb the knowledge as
much as possible from any bo