Using comics to encourage VIII G students motivation in reading english texts in SMP Negeri 2 Yogyakarta.

(1)

ABSTRACT

Prasetyadi, Y. D. 2015. Using Comics to Encourage VIII G Students’ Motivation in Reading English Texts in SMP Negeri 2 Yogyakarta. English Language Education Study Program. Department of Language and Arts Education. Faculty of Teachers Training and Education. Sanata Dharma University.

English is one of compulsory lessons in junior high school to learn. In learning English, reading skill as one of language skills is an important skill for beginner learner to master. However, reading activity tends to be a boring activity for the students to do. English teachers play an important role to motivate students in studying English, especially in reading. Therefore, the teachers should have interesting teaching model to increase their motivation in reading English texts. Based on the observation and questionnaire, most of VIII G Class students in SMP Negeri 2 Yogyakarta still had low motivation in reading. Most of the students thought that the reading activity often made them bored when the teacher provided uninteresting and unenjoyable reading passages.

This research was aimed to help VIII G Class students in SMP Negeri 2 Yogyakarta to encourage their motivation in reading English texts. The researcher implemented comics as the reading passages to encourage their motivation in reading English texts. This research tried to answer one research problem. That problem was formulated in one research question: to what extent do comics motivate VIII G Class students in SMP Negeri 2 Yogyakarta to read English text?

To answer the research problem, the researcher conducted a classroom action research. It consisted of two cycles. Each cycle consisted of plan, action, observation, and reflection. The participants of the research were 30 students of SMP Negeri 2 Yogyakarta in 2014/2015 academic year. The researcher gathered data from questionnaires, teaching notes, and students’ reading scores.

The result of this research showed that using comics motivated VIII G students in SMP Negeri 2 Yogyakarta to read English texts in reading class. Based on the teaching notes and questionnaire, the researcher found that most of the students had low motivation in reading English text. They felt bored to read reading passages which were given by the English teacher. They wanted to read interesting and enjoyable reading passages. They also had a problem with their reading comprehension. However, after using comics as reading passages in reading class, students’ reading motivation was encouraged. Besides, all of the students passed the minimum requirement criteria. It indicated that using comics as reading passages encouraged students’ motivation in English lesson, especially in reading.

Keywords: comic, motivation, reading, junior high school, classroom action research

(2)

ABSTRAK

Bahasa Inggris adalah salah satu mata pelajaran yang diwajibkan untuk dipelajari di sekolah menengah pertama. Dalam mempelajari bahasa Inggris, kemampuan membaca sebagai salah satu dari kemampuan berbahasa adalah penting untuk pelajar pemula untuk dikuasai. Akan tetapi, aktivitas membaca cenderung menjadi aktivitas yang membosankan bagi siswa. Guru Bahasa Inggris berperan untuk memotivasi siswa dalam belajar bahasa Inggris, terutama dalam membaca. Oleh karena itu, guru harus memiliki model pembelajaran yang menarik untuk meningkatkan motivasi mereka dalam membaca teks berbahasa Inggris. Berdasarkan observasi dan kuisioner, sebagian besar dari siswa kelas VIII G di SMP Negeri 2 Yogyakarta masih memiliki motivasi yang rendah dalam membaca. Sebagian besar dari mereka berpikir bahwa aktivitas membaca sering membuat mereka bosan ketika guru menyediakan bacaan yang tidak menarik dan tidak nyaman.

Penelitian ini bertujuan untuk membantu siswa kelas VIII G di SMP Negeri 2 Yogyakarta untuk meningkatkan motivasi mereka dalam membaca teks berbahasa Inggris. Peneliti mengimplementasikan komik sebagai bacaan untuk meningkatkan motivasi mereka dalam membaca. Penelitian ini mencoba menjawab sebuah rumusan masalah. Rumusan masalah tersebut adalah seberapa luaskah komik memotivas siswa kelals VIII G di SMP Negeri 2 Yogyakarta dalam membaca teks berbahasa Inggris?

Peneliti menggunakan Penelitian Tindakan Kelas (PTK) untuk menjawab rumusan masalah. Metode ini terdiri dari dua siklus. Setiap siklus terdiri dari perencanaan, tindakan, pengamatan, dan refleksi. Responden dari penelitian ini adalah 31 siswa kelas VIII G di SMP Negeri 2 Yogyakarta tahun ajaran 2014/2015. Data penelitian dikumpulkan dari lembar observasi, kuisioner, dan nilai tugas siswa dalam kegiatan membaca.

Hasil dari penelitian ini menunjukkan bahwa penggunaan komik dapat memotivasi siswa kelas VIII G di SMP Negeri 2 Yogyakarta dalam membaca teks berbahasa Inggris. Pada tahap awal sebagian besar motivasi siswa memiliki motivasi yang rendah dalam membaca. Mereka menginginkan bacaan yang menarik. Mereka juga mempunyai masalah dalam pemahaman teks. Namun, setelah mengimplementasikan penggunaan komik di kelas membaca sebagian besar dari siswa mempunyai motivasi yang tinggi dalam kegiatan membaca dan dapat mencapai kriteria ketuntasan minimal. Hal ini menunjukkan bahwa penggunaan komik dapat memotivasi siswa dalam belajar bahasa Inggris terutama dalam kegiatan membaca.

Kata kunci: comic, motivation, reading, junior high school, classroom action research

(3)

USING COMICS TO ENCOURAGE VIII G

STUDENTS’

MOTIVATION IN READING ENGLISH TEXTS

IN SMP NEGERI 2 YOGYAKARTA

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

Yulius Dony Prasetyadi 111214167

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

(4)

USING COMICS TO ENCOURAGE VIII G

STUDENTS’

MOTIVATION IN READING ENGLISH TEXTS

IN SMP NEGERI 2 YOGYAKARTA

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

Yulius Dony Prasetyadi 111214167

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

(5)

A Sarjana Pendidikan Thesis on

USING COMICS TO ENCOURAGE VIII G

STUDENTS’

MOTIVATION IN READING ENGLISH TEXTS

IN SMP NEGERI 2 YOGYAKARTA

Yulius Dony Prasetyadi Student Number: 111214167

Approved by Advisor

Date

(6)

iii

A Sarjana Pendidikan Thesis on

USING COMICS TO ENCOURAGE VIII G

STUDENTS’

MOTIVATION IN READING ENGLISH TEXTS

IN SMP NEGERI 2 YOGYAKARTA

YULIUS DONY PRASETYADI Student Number: 111214167

Defended before the Board of Examiners on July 30, 2015

and Declared Acceptable

Board of Examiners

Chairperson : P. Kuswandono, Ph.D. ________________

Secretary : Drs. Barli Bram, M.Ed., Ph.D. ________________

Member : Dr. E. Sunarto, M.Hum. ________________

Member : Christina Kristiyani, S.Pd., M.Pd. ________________ Member : Agustinus Hardi Prasetyo, S.Pd., M.A. ________________

Yogyakarta, July 30, 2015

Faculty of Teachers Training and Education Sanata Dharma University

Dean,

(7)

STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotations and the references, as a scientific paper should.

Yogyakarta, July 14, 2015

The writer

Yulius Dony Prasetyadi 111214167

(8)

LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma: Nama : Yulius Dony Prasetyadi

Nomor Mahasiswa : 111214167

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya berjudul:

“USING COMICS TO ENCOURAGE VIII G STUDENT’S MOTIVATION

IN READING ENGLISH TEXTS IN SMP NEGERI 2 YOGYAKARTA”

Beserta perangkat yang diperlukan (bila ada). Dengan demikian, saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan data, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalty kepada saya selama tetap mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini saya buat dengan sebenarnya.

Dibuat di Yogyakarta Pada tanggal: 14 Juli 2015

Yang menyatakan

(9)

vi ABSTRACT

English is one of compulsory lessons in junior high school to learn. In learning English, reading skill as one of language skills is an important skill for beginner learner to master. However, reading activity tends to be a boring activity for the students to do. English teachers play an important role to motivate students in studying English, especially in reading. Therefore, the teachers should have interesting teaching model to increase their motivation in reading English texts. Based on the observation and questionnaire, most of VIII G Class students in SMP Negeri 2 Yogyakarta still had low motivation in reading. Most of the students thought that the reading activity often made them bored when the teacher provided uninteresting and unenjoyable reading passages.

The result of this research showed that using comics motivated VIII G students in SMP Negeri 2 Yogyakarta to read English texts in reading class. Based on the teaching notes and questionnaire, the researcher found that most of the students had low motivation in reading English text. They felt bored to read reading passages which were given by the English teacher. They wanted to read interesting and enjoyable reading passages. They also had a problem with their reading comprehension. However, after using comics as reading passages in reading class, students‟ reading motivation was encouraged. Besides, all of the students passed the minimum requirement criteria. It indicated that using comics as reading passages encouraged students‟ motivation in English lesson, especially in reading.

Keywords: comic, motivation, reading, junior high school, classroom action research

(10)

vii ABSTRAK

Kata kunci: comic, motivation, reading, junior high school, classroom action research

(11)

viii

ACKNOWLEDGEMENTS

First of all, I would like give thanks to my Jesus Christ for his amazing bless given to me during this thesis project. Without His presence, this thesis process would not be finished well. He is the only one of my strongest power when I got problems or obstacles in doing the thesis. He has given me his Holy Spirit to make me strong every time I was down.

I would like to express my deepest gratitude to my beloved thesis advisor, Agustinus Hardi Prasetyo, S.Pd., M.A. who guided me in arranging this masterpiece by having discussions and giving solutions. I would also like to show my appreciation for revising and giving comments patiently for the mistakes I made in this thesis. After working with him during these two semesters, I have got a lot of knowledge and something new beneficial to improve my ability especially in writing this thesis. I would also give my big thanks to my academic advisor, Yuseva Ariyani Iswandari, S.Pd., M.Ed. because of her persistent in guiding me for eight semesters. She always gave her students big support to keep their enthusiasm in studying in Universitas Sanata Dharma.

I give my special thanks to SMP Negeri 2 Yogyakarta for supporting my thesis research so that I can collect my thesis data. I would also like to express my gratitude for VIII G Class students of SMP Negeri 2 Yogyakarta as the research respondents for helping me in the research process. They mean a lot to me. They have helped since I taught them in PPL until I did my research. I got so many experiences especially in improving my skill as a candidate of teacher. They were

(12)

really funny and interesting. It made me happy doing all my research and activity in that class.

I would like to express my sincere gratitude to my family, Bapak (Basiran), Ibuk (Adriana Widyastuti), Linus Ardian Jati S., and Olivia Lungit Astari P. for the amazing supports and pray that always make me strong and happy to do my thesis. They always give me advice whether I am in good or bad mood time.

I thank my best friends, Aries Adven Kurniawan, Rafael Marion Galley Margana, Frederikus Boli Lolan (Dedi Lolan) for being my best friends in this college for around these four years. They have taught me how to be a good friend. They also supported me when I was down in studying in Sanata Dharma University. I hope we will meet again after we have been successful people in our own ways.

I feel obliged to my team of SPD Class, On the Way (OTW) - Marlin, Aries, Faradita, Gloria, and Nove for every moment we shared together. They always made my days colorful when we were together. They have helped me to be a better person too. Actually, we always supported each other to finish this thesis soon. It really gave me much spirit in doing my thesis.

I would also express my biggest gratitude to all people who are not mentioned here. I hope God always give his bless to them.

(13)

TABLE OF CONTENTS

TITLE PAGE... i

APPROVAL PAGES ... ii

STATEMENT OF WORK’S ORIGINALITY... iv

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI ... v

ABSTRACT ... vi

ABSTRAK ... vii

ACKNOWLEDGEMENTS... vii

TABLE OF CONTENTS ... x

LIST OF FIGURES ...xiii

LIST OF APPENDICES... xiv

CHAPTER I. INTRODUCTION...1

A. Research Background ...1

B. Research Proble m ...5

C. Proble m Limitation ...6

D. Research Objective ...6

E. Research Benefits ...6

F. Definition of Te rms ...8

CHAPTER II. LITERATURE REVIEW ...10

A. Theoretical Description ...10

1. Theories of Reading...10

2. Motivation ...15

3. Comics in Education...22

4. Junior High School ...23

(14)

CHAPTER III. METHODOLOGY...30

A. Research Method ...30

1. The Definition of Classroom Action Research ...31

2. The Aims of Classroom Action Research ...31

3. The Characteristics of Classroom Action Research ...31

4. The Procedure of Classroom Action Research...32

B. Research Respondents ...35

C. Research Settings ...36

1. Library Research ...36

2. Implementation Research ...36

D. Research Instrument ...37

1. Questionnaire...37

2. Students‟ Works ...38

3. Teaching notes ...38

E. Data Gathering Technique...39

F. Data Analysis Technique...40

1. Analyzing Questionnaires ...41

2. Analyzing Teaching Notes...42

G. Research Procedure ...43

CHAPTER IV. RESEARCH FINDINGS AND DISCUSSIONS...44

A. Data Presentation and Discussion on Cycle 1 ...45

1. Plan ...45

2. Action ...48

3. Observation...49

4. Reflection ...52

B. Data Presentation and Discussion on Cycle 2 ...53

1. Plan ...53

2. Action ...55

3. Observation...56

(15)

xii

CHAPTER V. CONCLUSIONS AND SUGGESTIONS...67

A. Conclusions ...67

B. Suggestions ...68

(16)

xiii

LIST OF FIGURES

Figure Page

2. 1 Behavioral and affective reactions as a function of different levels of

self-efficacy and outcome expectations. ...18

3. 1 Classroom action research spiral (Kemmis & McTaggart, 1988)...35

3. 2 Teaching notes...39

3. 3 Data triangulation technique ...41

4. 1 The result of students‟ works ...60

4. 2 Students‟ perception on the use of comics ...61

4. 3 The reasons why students are interested in the comics ...63

(17)

xiv

LIST OF APPENDICES

Appendix Page

APPENDIX 1 Permission Letter...73

APPENDIX 2 Teaching Notes ...75

APPENDIX 3 Questionnaires ...77

APPENDIX 4 Lesson Plan...87

APPENDIX 5 Comics ...97

(18)

1 CHAPTER I INTRODUCTION

This chapter discusses the background of the study, problem formulation, problem limitation, objective of the study, benefits of the study, and the definition of terms related to the study.

Research background covers the reason in choosing the topic of the study. Problem formulation describes the problem that will be discussed in the research. Problem limitation is directed on the basic of the problems which are emerged. Objective of the study presents the purpose of conducting the research. Benefits of the study give information and solution for many people including the researcher himself. The last part, definition of terms explains the meaning of the terms applied in the topic of the research.

A.Research Background

In learning English, reading skill as one of the language skills is an important skill for a beginner learner to master. Anderson (2003) states, “reading is the most important skill to master in order to warrant success in learning” (p.2). Anderson further explains that learners of English tend to make a vaster progress on other areas of language learning. As it is considered important, reading has a big influence to the students‟ understanding. Students are able to know how to write words, arrange sentences, paragraphs, and texts by utilizing their reading

(19)

skill. However, by using short of language knowledge required to read especially vocabulary, reading can be a confusing activity for them. In learning how to read in English, students often find themselves confused as they try hard to understand an English text. Such condition may lead them into motivation deprivation in learning English. Actually, motivation deprivation is a „hard nut to crack‟ in any lessons.

In this case, the role of motivation in teaching and learning activity is important. The importance of motivation is associated to the learning process and vice versa. Schunk, Pintrich and Meece (2008) declare that motivation influences learning process, and the learning process influences students‟ motivation (p.5). Motivated students are able to study in the class for long time by following the teacher‟s rules and commands enthusiastically, working together in a group, and focusing on the delivering of the materials. Meanwhile, unmotivated students do on the contrary. They are not comfortable in studying in the class for long time, not enjoying working with group mates, and not focusing on the delivering materials.

Learning English had often been problematic for VIII G Class students of SMP Negeri 2 Yogyakarta. The problem usually appeared in reading activity when the teacher asked them to read text. Apparently, most students were not interested to read the text. Students did not use the reading time efficiently by having chit-chat. Students did not maximize the given time to read the text repeatedly, whereas reading repeatedly could make them understand the text more. When they were asked to read the text, most students read indolently and

(20)

said to the teacher that they were bored to read a lot. Therefore, reading English text was not a habit, but an obligatory in English class for the students. As the result, reading was regarded as a difficult activity to do. This perception could decrease the motivation of the students to read English texts.

The cause that made the students become unmotivated to read English texts was the language itself. In English as foreign language countries, like Indonesia, English is learned only at schools and people do not speak the language in the society (Setiyadi, 2006, p.22). English is not the language that they usually use in the society, so the students faced two problems in reading English texts in the class. The first is the terms used in the text that complicate them to read. Some texts use many terms that are uncommon to the students. Some students need to find the meaning of the terms while reading. It can be bothersome for them to do two activities at once in reading a text. Second, the visual value of the text is not interesting for them. The teacher usually provides full text which does not provide any pictures. Meanwhile, visual media can smooth comprehension (such as using structure elaboration and organization) and strengthen memory (Arsyad, 2010, p.5).

According to Nation (2009), reading class should make the learners enjoy reading and feel motivated to read, thus the teachers should provide interesting texts and reading activities (p.6). An interesting learning activity can be created by utilizing teaching media. Arsyad (2010) states that teaching media as an attention function can increase students‟ attention to the teaching material (p.6). By using teaching media, students can focus on what they think interesting and pay no

(21)

regard to other things. However, choosing the appropriate media to create an interesting activity can be contradictory. The teaching media should be utilized by paying attention to how well the media can be involved to the material. If the teaching media is not correlated to the material, it can rule to misunderstanding of students. Another impact in the contrary is that the students become more unmotivated to learn. Inappropriateness of the teaching media to students‟ condition may worsen the situation.

Based on the data collected from the questionnaire, there were 10 of 29 students in the class who liked reading English texts. This number was too small compared to the students who did not like reading English. The comparison was 10 to 19 students. Nevertheless, when the students were asked whether they liked reading (not in English) or not, all of them answered yes. Based on this answer, there was a classification about what they usually read. The classification were fictional (comics, story book, novel) and non-fictional texts (newspaper, magazine). Based on the classification, there were 20 students who liked reading fictional texts and 9 students who liked reading non-fictional texts.

The reason why there were only few students who liked reading English texts was the language. The 19 students who did not like reading English texts gave the reason on the questionnaire why they did not like reading English texts. There were seven students who thought that English was boring and not interesting. The rest of these students thought that English contained difficult words and sentences.

(22)

One possible teaching media to overcome the problem is by involving English comics in the reading texts. Comics provide two visual aspects which are picture and text. The combination of picture and text in the comics can motivate the students by making text easier to understand. The pictures of the comics give additional information to the students besides the text. Using pictures in teaching and learning activities can help the students to learn better (Mayer, 2001). By using pictures, teacher helps students to comprehend verbal words whose teacher use in the explanation. In this case, pictures play role as nonverbal language that can minimize misunderstanding on teacher‟s explanation. When the students do not understand some terms used in the text, they can guess them by interpreting the pictures that illustrate the terms.

In brief, using English comics as teaching media may benefit the students in many aspects. The motivated students‟ increased motivation is the expected outcome of the implementation of English comics. Utilizing English comics as the teaching media would potentially bring the expectation into reality. The comic-based language learning is intended to VIII G students of SMP Negeri 2 Yogyakarta with some sets of reading materials that can increase their motivation to read English texts.

B.Research Problem

Based on the previous explanation, the problem is formulated into a question. To what extent do comics motivate the students to read English text?

(23)

C.Problem Limitation

Based on the presented problem, this study focuses at increasing students‟ motivation to read English texts. The researcher makes three limitations. First, the researcher directs at reading skill in which most of problematic case in learning English is come about. Second, the way the researcher encourages their motivation is by providing English comics. Third, the comics have a role as the main source of the teaching and learning material elaborated in the teaching and learning activity. Fourth, this research is conducted to 30 students of VIII G in SMP Negeri 2 Yogyakarta.

D.Research Objective

The objective of this study is to find out the answer of the question as stated in the research question. This research was conducted to give evidence that English comics can motivate unmotivated students in VIII G Grade of SMP Negeri 2 Yogyakarta to read English texts.

E.Research Benefits

This study is hoped to have some valuable contribution in English language teaching and learning especially for junior high school students, teachers, and other people who are concerned with.

1. For junior high school students. Hopefully, this study is able to accommodate the students‟ needs to learn English. The learning activity researched can be

(24)

one of many ways for the students to motivate themselves in learning English. By using the designed comics, this study is also expected to increase students‟ motivation in reading English texts in English lesson.

2. For English teachers especially in SMP Negeri 2 Yogyakarta. This study is expected to supply a useful input for the teachers in developing teaching materials and motivating the students to read English texts. The teaching method applied in this research can be a reference to motivate students in learning English. Besides, the teachers can also use the designed English comics to be additional teaching media to teach English texts.

3. For junior high school book designers. This study is expected to be a useful input to create English books for junior high school which provide something attractive to get the students‟ attention to read. This study is also expected to give inspiration for book designers to employ comics in the learning materials. 4. For further study. This study is expected to support other related study about

increasing students‟ motivation in reading activity and developing materials using attractive media especially comics. The teaching method can also be improved, modified, developed, or implemented by other researchers based on a certain condition.

In the other words, this study is expected to be beneficial for educational development in many aspects. The increased motivation of the students and their positive attitude on reading would be the greatest advantages to the teaching method.

(25)

F. Definition of Terms

The following are the definitions of the terms and how the definitions are related to the research. Understanding the definition of terms is really important to avoid misunderstanding and misinterpretation. The definitions are as follows. 1. Reading

Reading is the process of situating the reader in contact and interaction with ideas (Simanjuntak, 1998, p.3). In the context of English language education, reading is one of four skills which use visual sense to learn English. In studying English, reading is often used by students to comprehend discourse or knowledge. In this study, the term reading is understood as an activity to gain information or knowledge by using visual sense.

2. English Comics

According to McCloud (1993), a comic is juxtaposed pictorial and other pictures in fixed arrangement which has function to deliver information and aesthetic attention from the readers (p.20). In the comic, the words and pictures have to work together seamlessly enough so that readers barely aware when switching from one to another (McCloud, 2006, p.31). In this study, English comic is the combination of arranged images and English texts which gives information using English and the visual aspect of pictures.

3. Motivation

Motivation is the process in which aim-directed activity is instigated and supported (Schunk, Pintrich & Meece, 2008, p.4). Motivation is not the product but the progressive process to achieve the goal. Motivation can influence the way

(26)

a person achieving the goal; encouragement or obstruction. In this study, motivation is students‟ power that arouses and directs their behavior to study especially in reading English text.

4. Junior High School

According to Kementrian Pendidikan dan Kebudayaan (2012), Sekolah Menengah Pertama or Junior High School, which is abbreviated as SMP, is an elementary education phase of formal education in Indonesia after graduated from elementary school (or an equal). Junior high school is a middle school which usually has three levels of schooling. The students are commonly around 13-15 years old. In this study, junior high school means a group of 13-15 years old students studying in SMP.

(27)

10 CHAPTER II LITERATURE REVIEW

In this chapter, the researcher would like to discuss some theories related to this study. All theories employed in this research are utilized as the foundation in doing the research. The two major parts of this chapter (i.e. theoretical description and theoretical framework) will be discussed in the following sections.

A.Theoretical Description

This part is divided into four main parts. The first discusses the theories of reading. The second presents the theories of motivation. The third describes comics in education and the fourth part defines junior high school students‟ characteristics and the implemented curriculum of junior high school. Each part is further described in these following sections.

1. Theories of Reading

The theories of reading discussed in this study are used to validate the assumptions on the circumstance of reading in a foreign language. Since this study deals with teaching reading in English language, the researcher needs to understand the theories related to reading in order to teach reading appropriately. There are two major points explained in this part (i.e. reading in English in a foreign language country and teaching Reading).

(28)

a. Reading in English in a Foreign Language Country

Reading English texts in English as a Foreign Language (EFL) country is different from reading in English-speaking language country. According to Setiyadi (2006), English is really a foreign language for language learners in Indonesia (p.22). Setiyadi (2006) adds, “English is learned only at schools and people do not speak the language in the society” (p.22). In EFL country, reading needs more struggles because the reader has to understand the language first before reading the text. Simanjuntak (1988) describes the characteristics of EFL language learner:

When they read English, EFL students tend to focus on the word instead of the entire text, and they are bounded to their dictionaries, therefore they read slowly and word-by-word, and have unreasonable expectations about how much they should be able to understand (p.9).

EFL students, who are not familiar with English vocabulary, have a problem with their reading comprehension. Meanwhile, Bushman and Bushman (1986) declare, “Comprehension of written materials is the essence of reading and critical to the leaning of content ideas (p.104).” Simanjuntak (1988) finds out that EFL students tend to have unrealistic expectation of how much they should be able to understand (p.10). They feel frustrated or dissatisfied if they have less understanding in reading a text. Moreover, with low vocabulary, EFL students tend to misinterpret what they are reading. Since EFL students do not always acquire the full range of meanings that a word may have, they may always assign a single meaning to that word (Simanjuntak, 1988, p.10). They may not interpret it by seeing the context of the sentence.

(29)

Another factor faced by EFL students in reading skill is their confidence. Many EFL students are lack of confidence in their skills when they read texts other language. They are typically of insecure readers who believe that they must first comprehend every word in the text in order to understand a text (Simanjuntak, 1988, p.11). Therefore, they read really slowly, proceeding word by word when the teacher asks them to read. Their comprehension problem may decrease their confidence in reading.

Seeing those problems of EFL students in reading English texts, reading teachers play an important role to help them to face those problems. The role of the teacher is teaching with appropriate techniques and materials. Georgeou and Pavlou (2003) say that children are still young to recognize the usefulness of a foreign language, but they can keep learning through a creative and enjoyable technique, such as story, drawing, games, songs, puzzles, and drama (p.8). It can motivate the students to have good confidence in reading. Therefore, understanding the criteria of teaching reading is important for reading teachers. b. Teaching Reading

In reading class, the teacher plays some important roles to make the learning activity successful. According to Clarke and Silberstein (1987), there are three roles for the teacher (i.e. the teacher as teacher, the teacher as participant, and the teacher as facilitator) (as cited in Simanjuntak, 1988, p.37). The teacher as

teacher means that the teacher‟s job is to resolve a language problem. It is not a

must for a reading teacher because he also has a role as the participant in the class. Teacher is a participant in the class when the opinions of all people in the class are

(30)

of equal weight. It happens when the teacher open a discussion about a student‟s question to all members in the class. Another role of reading teacher is as facilitator whereas the teacher provides an environment where learning can take place and reading texts to be read by the students.

In teaching reading, there are some criteria that reading teacher should pay attention to. According to Nation (2009), there are four principles of teaching reading (p.6). Those are meaning-focused input, meaning-focused output, language-focused output, fluency development.

Meaning-focused input involves getting input through reading where the

learners‟ focus in on understanding the message (Nation, 2009, p.6). The main purpose of the students in reading a text is to get information they need. Therefore, the teacher should provide a reading passage which is easy to understand, so the students can get the information smoothly. The role of the teacher is guiding the students in finding the information included in the reading passage.

Besides meaning-focused input, reading should cover meaning-focused output which involves the learners to produce language through speaking and

writing where the learners‟ focus is on understanding the message (Nation, 2009, p.6). After getting information through reading passage, the students should be able to develop the information by using other language skills such as writing with their own style, writing paragraph related to the information, expressing their opinion to the information, or re-telling the information through story telling.

(31)

The other principle of teaching reading is language-focused input (Nation, 2009, p.6). It involves deliberate attention to language features of the text passage. The students should learn the language they are using to read, so their language acquisition is developed after reading the text. They can learn grammar, vocabulary, and text structure through reading.

Another principle of teaching reading is fluency development which involves making the best use of what is already known (Nation, 2009, p.6). The teacher should help the students to acquire reading strategies such as speed reading, repeated reading, paired reading, scanning, and skimming. The aim in fluency development is to improve the way the students reading. Therefore, the students should enjoy reading and feel motivated to read. By reading interesting texts, the students are eased to acquire the reading strategies.

It is common sense that if an activity is enjoyable, it will be memorable;

the language involved will „stick‟, and the children will have a sense of

achievement which will develop motivation for further learning. This cyclical process generates positive attitude things that primary teachers can transmit to children. Children learn a lot more than English in their English classes: the tasks and activities stimulate and continue their all-round development (Phillips, 1993, p.6).

Teaching reading should be interesting to make the students motivated to

read. Simanjuntak (1998) states, “It is true in reading that the students must have a

purpose and a motivation to learn (p.2).” Shepherd (1978) affirms that a student does not get the practice he/she needs in reading skills if he/she does not read because of lack of motivation (as cited in Simanjuntak, 1998, p.2). Therefore, motivation has big role in teaching reading because it determines how interested the students to read are.

(32)

2. Motivation

In motivating the students to read English texts, the researcher needs to understand the theories of motivation. The theories of motivation in this section are used as the guidance of the researcher to increase the students‟ motivation. However, the theories of motivation used by the researcher are focused to describe about motivation in education. Motivation in education is divided into four parts i.e. the roles of motivation in education, the characteristics of motivated students, motivational process, and motivated learning.

a. The Roles of Motivation in Education

In educational world, motivation has a big role in the succession teaching and learning activities. Sardiman (1986) declares that the learning output will be optimized if there is motivation (p.84). Sardiman further explains that motivation

decides the intensity of students‟ efforts in learning. If a student has a goal such as

good grades, he/she will have the efforts to study hard in order to get good grades in academic. The efforts of the student are influenced by motivation. In this case, motivation functions as the encouragement of the efforts and the achievement.

Schunk (1995) states, “Motivation can influence what, when, and how we learn (as cited in Schunk et. al., 2008, p.5). How the duration, the willingness, and the behavior of the students are in doing an assignment are dependent on how the teacher motivate them to do it. Hence, there is a mutual relation between motivation, learning and performance. Motivation influences what students do and

learn, and students‟ learning and performance influences their motivation (Schunk et. al, 2008, p.5).

(33)

b. The Characteristics of Motivated Students

Motivation can affect a person‟s manners and interest in his/her activities.

When a person is motivated, he/she would show positive attitudes on what he/she is doing. Sardiman (1998) classifies the characteristics of a motivated person as follows.

1) Keen in doing his/her task, 2) Tough in facing his/her problems,

3) Showing his/her interest on various problems, 4) Enjoying to be self-supporting,

5) Easy to be bored to routine tasks (mechanical, recurring, not creative), 6) Able to defend his/her arguments,

7) Hard to dismiss something that he/she convinces to, 8) Pleased in searching and solving problems. (p.83)

Nevertheless, Schunk (1995) states, “Motivated students are essentially

motivated to learn more after starting to learn” (as cited in Schunk et al., 2008, p.143). In line with Schunk‟s statement, Zimmerman (2000) argues:

motivated students tend to be involved in activities they believe will help

them in learning, such as following teacher‟s instructions carefully,

organizing and rehearsing the material, taking notes while studying, checking their understanding, and asking for help when encountering problem in a learning process (as cited in Schunk et al., 2008, p.5).

Otherwise, unmotivated students are likely not to be systematic in their learning effort as what motivated students do. Unmotivated students tend to follow the teachers instructions few times. They may not organize or rehearse what they will learn in the class. Note taking may be done randomly, even not at all. They may

(34)

not paying attention to their progress in learning or asking for help when encountering difficulties about what is being taught.

Based on the theories above, the characteristics of motivated students can be classified as follows.

1) Students are enthusiast in reading the comics.

2) Students listen to teacher‟s explanation and other students‟ opinions carefully.

3) Students follow teacher‟s instruction well.

4) Students give appropriate and enthusiastic responses.

5) Students are keen to try and were not shy to perform their actions in class.

6) Students take initiative actions to participate in class. c. Motivational Processes

Bandura (1982) defines motivation as “goal-directed behavior which is begun and sustained by outcome expectations about the expected consequences of actions and self-efficacy in performing actions” (as cited in Schunk et al., 2008, p.139). Students who think about the potential consequences of certain actions and act in ways they believe will achieve significant outcome (goal). For example, a student belief if he/she studies hard, he/she will get good grades. This condition shows a motivational process which occurs in academic field. Based on explanation above, there are three motivational processes (Schunk et al., 2008, p.139).

(35)

1) Self-Efficacy

According to Bandura (1982), self-efficacy is defined as “people‟s judgments of their capabilities to organize and perform sequences of action required to attain designated types of performances.” (as cited in Schunk et al., 2008, p.139). Self-efficacy affects a person in determining his/her activities, effort, and persistence (for example students with difficulties will work harder and longer).

Self-efficacy is usually related to the outcome expectations. Bandura (1982) suggested “The levels of self-efficacy and the outcome expectation deliver insight into the behavior and the effect” (as cited in Schunk et al., 2008, p.140) as shown in Figure 2.1.

Outcome Expectation

Self-Efficacy Low-outcome

expectation

High-outcome expectation High self-efficacy Social activism

Protest Grievance Milieu change

Assured, opportune action

High cognitive engagement Low self-efficacy Resignation

Apathy Withdrawal

Self-devaluation Depression

Figure 2. Behavioral and affective reactions as a function of different levels of self-efficacy and outcome expectations (Bandura, 1982)

Figure 2.1 shows how self-efficacy affects a person‟s behavior and action to reach his/her goal. If a person‟s self-efficacy perceptions are high he/she will

(36)

involve in actions that develop his/her skills and capabilities, but if self-efficacy is low, he/she will involve in actions that do not develop or even decrease his/her skills. Self-efficacy can also influence someone when facing difficulties in doing some actions. Individuals with high self-efficacy perceptions tend to apply effort in the face of difficulty and persist at a task when they have the requisite skills.

Pintrich and De Groot (1990) found “junior high students with high efficacy were keen to report using various cognitive and self-regulatory learning strategies” (as cited in Schunk et al., 2008, p.142). Their high self-efficacy leads them to employ their creativity and capability in studying using some learning activities. They do not only follow the teacher‟s instruction but also involving some other learning activities that might help them in learning.

2) Goals

Other motivational process is goal setting which according to Bandura, 1988, 1997; Schunk, 1989a, is “an important motivational process” (as cited in Schunk et al., 2008, p.142). Locke and Latham (1990, 2002) defined goal setting

as “establishing quantitative or qualitative standards of performance” (as cited in Schunk et al., 2008, p.142).

Goal setting is related to efficacy in which the existence of self-efficacy is admitted if someone has goal setting. Elliott and Dweck (1988) describes, “Self-efficacy is proved as learners observe goal progress, which indicates their skills development (as cited in Schunk et al., 2008, p.143). Schunk, Pintrich, and Meece (2008) further explains that self-efficacy is increased if the person belief in making progress on a difficult goals (p.143). Thus, skill

(37)

development depends on someone‟s effort in reaching the goals. The more the goal difficult, the more the self-efficacy increases.

The benefits of motivation in achieving goal do not constantly appear. Each learner has different way to achieve his/her goal and each goal has different motivational benefits to the person. The motivational benefits of goals depend on how a learner makes commitment to reach the goals and on the goal properties of proximity, specificity, and difficulty (Schunk et al., 2008, p.143). It means that the efforts in achieving the goals can cause various motivational benefits.

3) Motivated Learning

Como and Mandinach (1983) explains, “Motivated learning is motivation to gain skills and strategies instead of doing tasks” (as cited in Schunk et al. 2008, p.147). In teaching and learning activities, students are influenced by personal influences (e.g. goal setting and information processing), as well as situational factors from other people (e.g. rewards, teacher feedback). Since students get these factors they develop cues, signify how well they are performing (Schunk et al., 2008, p.147). Schunk, Pintrich, and Meece (2008) further explained that motivation and self-efficacy are improved when people notice that they become more competent or perform skillfully in doing their activities.

According to Schunk, Pintrich, and Meece (2008), students‟ initial sense of self-efficacy for learning can be influenced by personal qualities, prior experiences, and social support (p.147). Personal qualities are general abilities, task-specific skills, interests, attitudes, and personality characteristics. Also, students change in their prior experience (for example, schools attended, number

(38)

and types of teachers, time spent on various lessons) and social support (such as, parents, teachers, classmates). These factors are independent (Schunk et al., 2008, p.148). Students‟ ability and interest contribute to their classroom success while parents‟ and teachers‟ encouragement helps them in developing their positive attitudes and interest.

Schunk, Pintrich, and Meece (2008) then describe that there are eight principles of motivated learning in the classroom.

a) Making it clear that students are capable of learning the material being taught.

b) Printing out how the learning will be useful in students‟ lives.

c) Teaching students learning strategies and show them how their performances have improved as a result of strategy use.

d) Presenting content in ways students understand and tailor instructional presentations to individual differences in learning.

e) Having students work on learning goals f) Ensuring that attribution feedback is credible.

g) Providing feedback on progress learning and link rewards with progress.

h) Using model that build self-efficacy and enhance motivation. ( p.150) By understanding the theories of motivation, the researcher would be able to design teaching and learning activity which build students‟ efficacies and enhance their motivation. As the way the researcher is going to motivate the students by using comics, so they should be useful in education.

(39)

3. Comics in Education

Based on the characteristic, comics consist of pictures and texts. Pictures can be classified as visual media which is useful for language teaching. Visual media is media which involve vision sense (Munadi, 2013, p.81). Munadi further explains that pictures help people to get ideas or information brought by the pictures clearly, clearer than information through words (p.89). Pictures can help the teacher to explain to the students clearer because it can be additional information of the students if they miss some information from him/her. It can avoid students misunderstanding in the teacher‟s explanation.

Levie & Lentz (1982) proposes four functions of visual media (as cited in Arsyad, 2010, p.16). The functions of visual media are attentive function, affective function, cognitive function, and compensatory function.

a) As an attentive function, visual media draw out and lead students‟ attention to concentrate on the material given by the teacher.

b) As an affective function, visual media make students more comfortable in studying (or reading) pictorial texts.

c) As a cognitive function, visual media can smooth goal achievement to understand and remember information in the pictures.

d) As a compensatory function, visual media accommodate students to achieve and understand the lesson by using text or oral delivery.

Based on the theories above, visual media is really helpful in reading class. However, in order to make sure the appropriateness in using comics as visual media in the classroom, the characteristics of the students should be understood.

(40)

4. Junior High School

In order to motivate the students appropriately, the researcher has to know about junior high school especially the students and the curriculum of junior high school. The aim is to help the researcher to provide the right technique in motivating the students. By understanding the characteristics of junior high school students, it is easier to understand their manners in order to make them encouraged in reading activity. Also, understanding the curriculum used in junior high school is to develop the appropriate approach and method in motivating the students to read English texts. The following describes further about the characteristics of junior high school students and junior high schools curriculum. a. The Characteristics of Junior High School Students

Junior high school students in Indonesia are generally 13-15 years old. According to Caskey and Anfara (2007), this range of age is included in Early Adolescence (10-15 years old) phase which is going on between childhood and adolescence phase (p.1). At this phase, youths experience quick and substantial development change. This development influence their cognitive and mindset in doing their activities.

In teaching, teacher should pay attention to who he/she is teaching. Therefore the students‟ learning characteristics and intellectual development is important for the teacher to understand the students‟ character. According to California State Department of Education, 1987; Kellough & Kellough, 2008; Manning, 2002; Scales, 2003, there are six intellectual developments of early adolescence.

(41)

1) During early adolescence, youth exhibit a wide range of individual intellectual development, metacognition, and independent thought. 2) Early adolescence youths tend to be greatly curious and show a wide

range of interests, yet few are sustained.

3) Early adolescents are keen to learn something interesting and useful, be active rather than be passive in learning activities, and prefer

communications with classmates during teaching and learning

activities.

4) When they mature, early adolescents begin to understand the nuances of

metaphor, gain meaning from traditional wisdom, experience

metacognition

5) As they mature, early adolescents start to understand the shades of metaphors, derive meaning from traditional wisdom, and experience metacognition awareness.

6) Early adolescents are interested in real-life experiences and authentic learning rather than conventional learning.

7) Early adolescents start thinking about the future, anticipate needs, and develop personal goals. (as cited in Caskey & Anfara, 2007, p.2)

b. Junior High School Curriculum

Junior high school curriculum guides how teaching English is conducted in junior high school. Starting from the academic year of 2014/2015, SMP Negeri 2 Yogyakarta uses Curriculum 2013 as the applied curriculum for seventh and eighth grader. The information about Curriculum 2013 will later help the

(42)

researcher in implementing English comics as the media to increase students‟ motivation in reading English texts.

Based on Dokumen Kurikulum 2013 (Curriculum 2013 Document),

Curriculum 2013 is the replacement of Kurikulum Tingkat Satuan Pendidikan (KTSP). The implementation of this curriculum was started from July 2013 with

students‟ textbooks and guidance book for teachers. However, in its development, Curriculum 2013 has some improvements in teaching and learning style which is arranged based on the evaluation of KTSP. The improvements of Curriculum 2013 are shown by its characteristics. Based on Menteri Pendidikan dan Kebudayaan (2013), there are 7 characteristics of Curriculum 2013.

1) Developing a balance between the development of spiritual and social attitudes, curiosity, creativity, cooperation with intellectual and psychomotor skills.

2) School is a part of the society that provides planned learning experiences in which learners apply what is learned in school to the society and make use of the society as learning resources.

3) Developing the attitudes, knowledge, and skills and apply them in various situations at school and society.

4) Giving enough time freely to develop a variety of attitudes, knowledge, and skills.

5) Competence is expressed in the form of Core Competencies of classes which further enumerated in Basic Competencies of subjects.

(43)

6) Core Competencies of classes becomes organizing elements of Basic Competencies, where all of the Basic Competencies and learning process are developed to achieve the stated competencies in Core Competencies.

7) Basic Competencies are developed based on the principle of

accumulative principal, reinforcing and enriching among the subjects and level of education (horizontal and vertical organization).

In accordance with Curriculum 2013 characteristics, English teaching and learning in Curriculum 2013 is also different from Kurikulum Tingkat Satuan Pendidikan (KTSP). According to Kemendikbud (2014), the characteristics of English teaching and learning in Curriculum 2013 are as follows.

1) Studying Through Example and Model

English learning is not started by delivering language rules by the

teacher, but by using English to communicate with others in students‟

daily life. Not only the teacher but the parents also take role in giving example by communicating using English to them.

2) Observing by Doing Directly

Students are lead to observe language elements of English while doing learning activities to learn English.

3) Asking and Questioning

In observing the language elements, students will find new information. This condition will lead them to ask to the teacher what they have found

(44)

when observing. The teacher should answer them directly but not theoretically.

4) Trying to Do Directly

Students‟ willingness to learn more about English will lead them to try

to practice what they are learning. At this learning process, they need guidance from the teacher and other students.

5) Improving Cognitive Using Materials from Various Other Sources The students do not learn English by using one source only, but they should find other sources to learn. By comparing one to other sources, they can understand that every material in each source has different communication goal and context.

6) Doing Various Activities Using English

After learning English, students should practice in using English in their social life. By doing it, they will find that what they get from school is useful for other people. Besides, this activity can be a medium for the students to practice and learn more in using English by the contexts. (p.2)

B.Theoretical Framework

In order to increase the motivation of SMP Negeri 2 Yogyakarta students to read English texts, the researcher use the principles of teaching reading (Nation, 2009). There is a principle that students should enjoy learning and feel motivated to learn in reading class. It becomes the foundation of the researcher in providing

(45)

reading materials. The reading materials will be in the forms of English comics. The aim in using English comics is providing enjoyable and motivating learning activity in reading class. However, other principles of teaching reading mentioned by Nation will be useful to maintain students‟ motivation. Besides, the researcher also employs three roles of teacher in reading class (Clarke and Silberstein, 1987). It helps the researcher to behave appropriately in reading class.

Motivation comes from students themselves and people around them. Therefore, the role of the researcher in providing English comics is motivating them to read. In observing students‟ motivation, the researcher uses the characteristics of motivated students stated by Sardiman (1986), Schunk (1995), and Zimmerman (2000). Besides, the researcher utilizes the theories related to the definition of motivation and motivational process arranged by Schunk, Pintrich, and Meece (2008). By being motivated by the researcher using comics, the students will increase their efficacy and feel motivated to read. It will be also related to junior high students‟ characteristics which are individual intellectual development, metacognition, and independent thought (Kellough & Kellough, 2008). Their curiosity and rapid learning strategy will also help the researcher in determining the appropriate English comics as their reading material.

In developing the reading material, the researcher also pays attention to the curriculum of junior high school. The characteristics and the stipulation of English teaching in Curriculum 2013 are really appropriate with the researcher‟s plan in using English comics. By using Curriculum 2013 as the benchmark in providing reading materials, the result would be suitable with the curriculum development.

(46)

English comics can be appropriate materials of the students in observing activity. The story line of the comics can also be related to their daily life so that they can relate English texts‟ language elements to their daily life. Besides, it can motivate the students to practice outside the class by using some improvisations.

(47)

30 CHAPTER III METHODOLOGY

In this chapter, the researcher presents the methodology which was applied in doing this research. This chapter contains research method, research respondents, research settings, research instruments, data gathering technique, data analysis, and research procedure.

A.Research Method

Research was conducted to obtain the data which are relevant to this study. The data from the research were then analyzed and used to answer the question stated in the problem formulation. This research was a classroom action research (CAR) which aimed to encourage students‟ motivation to read English texts in VIII G Class of SMP Negeri 2 Yogyakarta. This study used mixed method approach (qualitative and quantitative research) because this study used both social phenomena and numerical data in answering the research question. According to Creswell (2003), mixed methods researchers look to many approaches to collecting and analyzing data rather than subscribing to only one way (e.g., quantitative or qualitative) (p.12). Creswell (2003) further explains investigators (researchers) use both quantitative and qualitative data because they work to provide the best understanding of a research problem (p.12). Therefore,

(48)

the researcher used mixed method in order to find the best understanding of the research result.

This section is divided into four categories (i.e. the definition, aims, characteristics, and procedure of classroom action research).

1. The Definition of Classroom Action Research

Kemmis defines, “action research is an arrangement of self-reflective inquiry carried out by participants in a social situation in order to develop the rationality and integrity of their own social or educational practices, understanding of these practices, and the situations in which practices are carried out” (as cited by Hopkins, 1993, p.44).

Based on Kemmis‟ definition, classroom action research means teachers‟ reflective study to improve the teaching and learning process in the class by solving problems occurred in the classroom.

2. The Aims of Classroom Action Research

Based on the definition before, the aims of classroom action research are to improve teaching learning process and solve classroom problems. In this case, the improvement is on the media of teaching and learning process. Through this classroom action research, it is expected that the students‟ motivation to read English texts in the English teaching and learning process in SMP N 2Yogyakarta can be encouraged.

3. The Characteristics of Classroom Action Research

Burns (1999) characterizes classroom action research into four characteristics (p.30). First, it identifies problems in specific situation since it is

(49)

conducted in a small scale. Second, it provides evaluation and reflection to change and improve the actions (teaching practice). Third, it forms collaborative cooperation between classmates, experts, and researchers. Fourth, it brings a stimulus for changes based on the collected data.

4. The Procedure of Classroom Action Research

In achieving the aim of classroom action research, there is a procedure which the researcher should follow. The procedure of this research follows the steps of classroom action research. Actually, Kemmis and McTaggart (1982) describe that there are four steps in doing classroom action research (i.e. plan, action, observation, and reflection) (p.7).

a. Plan

Plan is the first step in doing classroom action research. The plan construct actions and must be perspective to action, it must be forward looking (Kemmis & McTaggart, 1982, p.7). In this step, the researcher finds the problem in his classroom and then offers the solution. In offering the solution, the researcher should also design the lesson plan so the researcher‟s behavior as the teacher can be effective and appropriate to improve the classroom. Plan helps and empowers practitioners to act more appropriately in the situation and more effectively as an educator (Kemmis & McTaggart, 1988, p.12).

In this research, the problem was identified as lack motivation of VIII G students in SMP Negeri 2 Yogyakarta to read English text. After finding the problem, the researcher could design a plan which aimed to encourage their reading motivation. In order to encourage their motivation, the researcher planned

(50)

to implement comics as the reading passage because he believed that comics were enjoyable so it could encourage their motivation. After the plan was done, the researcher then act as the teacher as planned.

b. Action

This is the next step after plan was done. According to Kemmis and McTaggart (1988, p.12), action is guided by planning in the sense that it looks back to planning for its background. The implementation of action should be the same as what have already planned by the researcher. In this step, the researcher taught the students as planned in plan step. The teaching and learning activity was done by using lesson plan as the guidance. Therefore, the steps in using comics as the reading passage was also done as planned in the lesson plan.

c. Observation

This step is done while the researcher implementing action. However, observation is different from action even both are done in the same time. The aim of this step is collecting evidence about the action in order to be able to evaluate it thoroughly (Kemmis & McTaggart, 1988, p.12). The observation should be recorded in a form of written report. The recorded observation is the basis for reflection in the next step. According to Kemmis and McTaggart (1988), all the process in the action aspect must be observed whether the result would be positive or negative (p.13). The observation was needed to record the effects of English comics on students‟ reading motivation and the changes it made. The observation was limited to the data needed which based on the plan.

(51)

d. Reflection

The last step of a cycle is reflection. Reflection is done after the researcher record what he observed in form of written report. Kemmis and McTaggart (1982) state, “Reflection recalls action as it has been recorded in observation (p.9).” In this step, the researcher should look for the strengths and weaknesses of the cycle. By evaluating the cycle, the researcher is able to evaluate what was happening in the cycle and then improve it in the next cycle. Therefore, by doing this step, the improvement of having reading motivation can be achieved to make better learning process for the students. Reflection was needed to review how successful English comics in motivating the students to read. When the actions were considered successful, it could become the solution of students‟ problem in reading. When the actions were considered failed, it needed to be recycled and rearranged. It needed a new CAR cycle until it got a satisfying result. According to Kemmis & McTaggart (1982), after doing the first reflection, the researcher should do another planning (p.7). In other words, these stages of classroom action research are always sustainable.

(52)

Figure 3. Classroom action research spiral (Kemmis & McTaggart, 1988)

B.Research Respondents

The respondent involved in this research was VIII G Class, one of eight grader classes of SMP Negeri 2 Yogyakarta. This class consisted of 30 students whose age ranges from 12 to 14 years old. There are 12 male students and 18 female students in this class. This class was the researcher‟s participants when the he applied English comics as the media to increase their motivation. The students were also asked about their motivation in reading English texts and the effects of English comics on their motivation by using questionnaires.

(53)

C.Research Setting

The research setting was classified based on the type of the research. There were two researches that the researcher used in this study (i.e. library research and implementation research).

1. Library Research

The researcher did the library research in the library of Sanata Dharma University, Mrican, Tromol Pos 29, Yogyakarta. The researcher chose this library because it supported the researcher in looking for the books that contained the theories needed by the researcher. This library also provided internet connection which the researcher used to find internet resources.

2. Implementation Research

The research setting of implementation research was divided into two categories based on the types of the building. The first setting was information about the school. The second setting was information about the class where the researcher implemented comics.

a. The research setting of the school.

The needs observation was conducted in SMP Negeri 2 Yogyakarta. This school is located in Jl. Panembahan Senopati No. 28-30, Yogyakarta. This school had in total of 22 classes; seven classes of seventh grader, seven classes of eighth grader, six classes of ninth grader, and two classes of Cerdas Istimewa (acceleration classes). Each class consisted of 28 to 32 students of average. The learning process started from 7.00 a.m. to 1.00 p.m. every Monday, Tuesday,

(54)

Wednesday, and Thursday, from 7.00 a.m. to 11.00 a.m. every Friday, and form 7.00 a.m. to 11.45 a.m. every Saturday.

b. The research setting of the class.

The class observation took place in VIII G Class of SMP Negeri 2 Yogyakarta. English lesson teaching and learning activities were based on Curriculum 2013. The English lesson was carried out twice a week with four class hours in total. English was taught every Tuesday and Wednesday in this class. Each meeting has two class hours whose the duration was forty minutes for each class hour.

D.Research Instruments

The instruments of this study were questionnaire, students‟ work, and teaching notes. These research instruments gave feedback on the implementation. Therefore, the feedback would develop their motivation to read English text in English lesson.

1. Questionnaire

In this research, there were two kinds of questionnaire. The first kind of questionnaire functioned to investigate the root of the students‟ problem in the class. It consisted of questions related to the reason why they did not like reading English texts and their favorite readings. The second kind of the questionnaire functioned to collect the data of students‟ perspective on the implementation of English comics. It was meant to avoid researcher bias in using teaching notes while implementing the actions. It consisted of questions related to their interest

(55)

on the implementation of the comics and the benefits found after the implementation. The questionnaires could gather the researchers‟ needs easily and in short time. The questionnaires were also highly valid as it was written by the students themselves.

2. Students‟ Works

Students‟ works are used to measure the students‟ cognitive knowledge based on the material the students have got in the class. In this research, the assessment was conducted in the end of CAR last cycle in form of writing skill assignment in order to measure the students‟ learning achievement. By measuring the students‟ learning achievement, the researcher could conclude how comics affect students‟ understanding about the materials.

3. Teaching notes

Through teaching notes, the researcher monitored the teaching and learning process when the actions are implemented. The researcher prepared some sheets in order to help in gathering data through teaching notes. Teaching notes indicated the kinds of information needed to answer the questions. It is used to measure the improvement of students‟ motivation in reading English texts in Class VIII G of SMP Negeri 2 Yogyakarta.

(56)

TEACHING NOTES Meeting :

Material :

Activities Students’ Responses

Figure 3. Teaching notes

E.Data Gathering Technique

The first step in gathering the needed data was through teaching notes. The researcher observed the teaching and learning process in VIII G Class of SMP Negeri 2 Yogyakarta. The researcher observed on students‟ participations during teaching and learning activity especially reading activities. By observing the class, the researcher could obtain data from teaching notes. The data gained through teaching notes were in a form of lists of students‟ behavior in regard to students‟ participation during teaching and learning process. The next step of collecting data was conducting questionnaires to support the teaching notes data. The form of the questionnaires results was written. By using the questionnaires, the researcher could gather the deeper data about students‟ motivation on reading English texts activity.

(1)

COMIC FOR MEETING 1 (DESCRIBING ANIMAL)

Verbal Text:

MY PUPPY

I have a puppy. It has two small eyes. It has two big ears. Its nose is small. It has four small legs. It has small tail. Its color is brown. Its name is Brownies because of its color.

(2)

COMIC FOR MEETING 2 (DESCRIBING PLACE & THINGS)

Verbal Text:

Gembiraloka Zoo

Gembiraloka zoo is always crowded. There are many visitors in the zoo. There are few elephants there. They are drinking water. They drink a lot of water.

(3)

COMIC FOR MEETING 3 (DESCRIBING PERSON)

Verbal Text:

Jason Mraz

I have an idol. His name is Jason Mraz. He is an American singer. He is 37 years old. He is very handsome. He has small Bright eyes. He has pointed nose. He loves wearing brown hat. His hair is wavy. His body is slim. He is 175 centimeters tall and 72 kilograms in weight. I love his songs.

(4)

COMIC FOR MEETING 4 (ASSESSMENT)

(5)

APPENDIX

STUDENTS’

WORKS

RESULT

(6)

STUDENTS’ WORKS SCORES

No. Students Scores

Note Based on KKM

1 A 74 successful

2 B 96 successful

3 C 80 successful

4 D 92 successful

5 E 88 successful

6 F 76 successful

7 G 86 successful

8 H 92 successful

9 I 78 successful

10 J 94 successful

11 K 82 successful

12 L 88 successful

13 M 80 successful

14 N 90 successful

15 C 92 successful

16 O 74 successful

17 P 82 successful

18 Q 90 successful

19 R 88 successful

20 S 72 successful

21 T 94 successful

22 U 72 successful

23 V 94 successful

24 W 84 successful

25 X 96 successful

26 Y 88 successful

27 Z 86 successful

28 AA 90 successful

29 AB 86 successful

30 AC 88 successful

Average 85.73333

Maximum 96

Minimum 72

60-70 0 0%

70-80 6 20.00%

80-90 13 43.33%

Using comics to encourage VIII G students motivation in reading english texts in SMP Negeri 2 Yogyakarta.

USING COMICS TO ENCOURAGE VIII G

STUDENTS’

MOTIVATION IN READING ENGLISH TEXTS

IN SMP NEGERI 2 YOGYAKARTA

USING COMICS TO ENCOURAGE VIII G

STUDENTS’

MOTIVATION IN READING ENGLISH TEXTS

IN SMP NEGERI 2 YOGYAKARTA

USING COMICS TO ENCOURAGE VIII G

STUDENTS’

MOTIVATION IN READING ENGLISH TEXTS

IN SMP NEGERI 2 YOGYAKARTA

USING COMICS TO ENCOURAGE VIII G

STUDENTS’

MOTIVATION IN READING ENGLISH TEXTS

IN SMP NEGERI 2 YOGYAKARTA

APPENDIX

STUDENTS’

WORKS

RESULT

Parts

Dokumen yang terkait

Increacing students' motivation in learning english by using folktales

IMPROVING STUDENTS’ MOTIVATION IN READING COMPREHENSION BY USING MULTIPLE INTELLIGENCES STRATEGIES (A Classroom Action Research at Grade VIII G Students of SMP Negeri 1 Alian, Kebumen in the Academic Year of 2012 2013)

ENGLISH DEPARTMENT STUDENTS’ CRITICAL READING PROFILE ASSESSED BY USING EXPOSITORY TEXTS

MOTIVATION IN READING ENGLISH JOURNAL ARTICLES AMONG STUDENTS OF ENGLISH EDUCATION DEPARTMENT OF UNIVERSITAS MUHAMMADIYAH YOGYAKARTA

THE READABILITY OF READING TEXTS IN ENGLISH TEXTBOOK FOR GRADE VIII STUDENTS OF SMP NEGERI 1 KABANJAHE 2016/2017.

Using English authentic texts to improve reading motivation of eleventh grade students of SMA Negeri I Kasihan Bantul.

The Effectiveness of Using English Dialogue Texts in Teaching English Grammar to the Second Year Students of SLTP Bopkri I Yogyakarta.

THE READABILITY LEVEL OF ENGLISH READING TEXTS FOR GRADE VIII STUDENTS OF SMP NEGERI 1 JETIS BANTUL IN THE ACADEMIC YEAR OF 2014/2015.

STUDENTS’ MOTIVATION IN LEARNING ENGLISH

EFL Students’ Vocabulary Development: Using Leveled Texts in Online Reading Instruction

Dukungan

Links

Using comics to encourage VIII G students motivation in reading english texts in SMP Negeri 2 Yogyakarta.

USING COMICS TO ENCOURAGE VIII G

STUDENTS’

MOTIVATION IN READING ENGLISH TEXTS

IN SMP NEGERI 2 YOGYAKARTA

USING COMICS TO ENCOURAGE VIII G

STUDENTS’

MOTIVATION IN READING ENGLISH TEXTS

IN SMP NEGERI 2 YOGYAKARTA

USING COMICS TO ENCOURAGE VIII G

STUDENTS’

MOTIVATION IN READING ENGLISH TEXTS

IN SMP NEGERI 2 YOGYAKARTA

USING COMICS TO ENCOURAGE VIII G

STUDENTS’

MOTIVATION IN READING ENGLISH TEXTS

IN SMP NEGERI 2 YOGYAKARTA

APPENDIX

STUDENTS’

WORKS

RESULT

Parts

Dokumen yang terkait

Increacing students' motivation in learning english by using folktales

IMPROVING STUDENTS’ MOTIVATION IN READING COMPREHENSION BY USING MULTIPLE INTELLIGENCES STRATEGIES (A Classroom Action Research at Grade VIII G Students of SMP Negeri 1 Alian, Kebumen in the Academic Year of 2012 2013)

ENGLISH DEPARTMENT STUDENTS’ CRITICAL READING PROFILE ASSESSED BY USING EXPOSITORY TEXTS

MOTIVATION IN READING ENGLISH JOURNAL ARTICLES AMONG STUDENTS OF ENGLISH EDUCATION DEPARTMENT OF UNIVERSITAS MUHAMMADIYAH YOGYAKARTA

THE READABILITY OF READING TEXTS IN ENGLISH TEXTBOOK FOR GRADE VIII STUDENTS OF SMP NEGERI 1 KABANJAHE 2016/2017.

Using English authentic texts to improve reading motivation of eleventh grade students of SMA Negeri I Kasihan Bantul.

The Effectiveness of Using English Dialogue Texts in Teaching English Grammar to the Second Year Students of SLTP Bopkri I Yogyakarta.

THE READABILITY LEVEL OF ENGLISH READING TEXTS FOR GRADE VIII STUDENTS OF SMP NEGERI 1 JETIS BANTUL IN THE ACADEMIC YEAR OF 2014/2015.

STUDENTS’ MOTIVATION IN LEARNING ENGLISH

EFL Students’ Vocabulary Development: Using Leveled Texts in Online Reading Instruction

Dokumen yang Anda mencari sudah siap untuk unduhkan