English Education Tarbiyah and Teaching Science Utilizing Manga to Increase Students’ Reading Comprehension on Narrative Text of Second Year Students at SMAN 19 Makassar - Repositori UIN Alauddin Makassar

  UTILIZING MANGA TO INCREASE STUDENTS’ READING COMPREHENSION ON NARRATIVE TEXT OF SECOND YEAR STUDENTS AT SMAN 19 MAKASSAR A THESIS

  Submitted in Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan (S.Pd) of English Education Department

  Tarbiyah and Teaching Science Faculty Alauddin State Islamic University of Makassar

  By: ARMADI JAYA

  Reg. Number: 20400113185 ENGLISH EDUCATION DEPARTMENT TARBIYAH AND TEACHING SCIENCE FACULTY

  

PERNYATAAN KEASLIAN SKRIPSI

Dengan penuh kesadaran, penulis yang bertanda tangan di bawah ini: Nama : Armadi Jaya NIM : 20400113185 Tempat/Tgl. Lahir : Benteng, 18 September 1994 Jur/Prodi/Konsentrasi : Pendidikan Bahasa Inggris Fakultas/Program : Tarbiyah dan Keguruan Alamat : Jln. Nipa-Nipa Raya Komp. Pasar

Judul : Utilizing Manga to Increase Stude nts’ Reading Comprehension

on Narrative Text of Second Year Students at SMAN 19

  Makassar

Menyatakan dengan sesungguhnya dan penuh kesadaran bahwa skripsi ini benar adalah

hasil karya sendiri. Jika dikemudian hari terbukti bahwa ia merupakan duplikat, tiruan,

plagiat, atau dibuat oleh orang lain, sebagian atau seluruhnya, maka skripsi dan gelar

yang diperoleh karenanya batal demi hukum.

  Samata-Gowa , 13 November 2017 Penulis, Armadi Jaya NIM. 20400113185

  ACKNOWLEDGEMENT Alhamdulillahi Robbil Alamin. The researcher expresses his highest gratitude to the almighty Allah swt, who has given His blessing, mercy, health, and inspiration to complete this thesis. Salam and Shalawat are due to the highly chosen Prophet Muhammad saw, His families and followers until the end of the world.

  The researcher also considers that in writing this thesis, many people have also contributed their valuable guidance, assistance, and advices for his completion of this thesis. They are: 1.

  The researcher’s beloved parents Harjo Yumas and Armiati for their prayer, financial, motivation and sacrificed for his success, and their love sincerely and purely without time.

  2. Prof. Dr. Musafir Pababbari, M.Si., as the Rector of Alauddin State Islamic University of Makassar.

  3. Dr. H. Muhammad Amri, Lc., M.Ag., the Dean of Tarbiyah and Teaching Science Faculty of UIN Alauddin Makassar.

  4. Dr. Kamsinah, M.Pd.I and Sitti Nurpahmi, S. Pd., M. Pd as the Head and Secretary of English EducationDepartment of Tarbiyah and Teaching Science Faculty of UIN Alauddin Makassar.

  5. Dr. Hj. Mardiana, M.Hum.as the first consultant and Dr. Muh. Rusdi T, patience, supported, assistance, advices and guided the researcher during this thesis writing.

  6. The most profound thanks to all lecturers of English Department and all staff of Tarbiyah and Teaching Science Faculty for their help, support, and guidance during the researcher studying at Alauddin State Islamic University (UIN) of Makassar.

  7. Thanks for the English Teacher of SMAN 19 Makassar Ramlah, S.Pd., all of the teachers and all the students of IX MIA 1 and IX MIA 4 who had actively participated to be the respondents of this research.

  8. The writer’s beloved sisters, Armita Sari and Armis Sari Harjo for their patient, prayers, and motivation during my study.

  9. The writer’s bestfriends in English Education Department (2013), Masniyah, Kartika Sari, Reski Amalia S, Najamuddin, Zukri Prasetyo, Muhammad Mas’ud MS, Armadi Jaya, Gusman Mansur, Ichsan ananta Wikrama, and all friends who could not be mentioned here. Thanks for friendship and suggestions to the researcher.

  10. Special thanks to researcher’s beloved classmates in PBI 9.10 and all my friends in PBI 2013 who could not be mentioned here. Thanks for sincere friendship and assistance during the writing of this thesis

  The researcher realizes that the writing of this thesis is far from perfect.

Remaining errors are the resea rcher’s own; therefore, constructive criticisms and

suggestions will be highly appreciated. May all the efforts are blessed by Allah

SWT. Aamiin.

  Samata-Gowa, 13 November 2017 The Writer Armadi Jaya NIM: 20400113185

  TABLE OF THE CONTENTS Page

  TITLE PAGE ....................................................................................................... i PERNYATAAN KEASLIAN SKRIPSI .............................................................. ii PENGESAHAN SKRIPSI .................................................................................. iii PERSETUJUAN PEMBIMBING ..................................................................... iv ACKNOWLEGMENT ....................................................................................... v TABLE OF THE CONTENTS......................................................................... viii LIST OF TABLES ............................................................................................... x LIST OF APPENDICES .................................................................................... xi ABSTRACT ......................................................................................................... xii CHAPTER I.

  INTRODUCTION A.

  Background ................................................................ 1 B. Problem statement ..................................................... 4 C. Research objective ..................................................... 4 D.

  Research Significance ................................................ 4 E. Research Scope .......................................................... 5 F. Opearational Definition of Terms ............................. 5

  CHAPTER II. REVIEW OF RELATED LITERATURE A. Previous of Related research findings ....................... 6 B. Some pertinents ideas ................................................ 7 1. Definition of Reading .......................................... 7 2. Definition of Manga ............................................ 9 3. Manga as Reading Material ........................ ......... 10

  CHAPTER III. METHOD OF THE RESEARCH A. Research Design ......................................................... 17 B. Research Variable ...................................................... 18 C. Population and Sample .............................................. 19 D. Research Setting ........................................................ 20 E. Research Instrument .................................................. 21 F. Data Collection Procedure ......................................... 21 G. Data Analysis Technique ........................................... 23 CHAPTER IV. FINDING AND DISCUSSION A. Findings ..................................................................... 27 B. Discussion .................................................................. 33 CHAPTER V. CONCLUSION AND SUGGESTION A. Conclusion ................................................................. 37 B. Suggestion .................................................................. 38 BIBLIOGRAPHY ................................................................................................ 40 APPENDICES ...................................................................................................... 42 CURRICULUM VITAE.....................................................................................114

  LIST OF TABLES 1. The rate percentage of score experimental class in pre-test ................... 28 2. The rate percentage of score experimental class in post-test ................ 29 3. The rate percentage of score control class in pre-test ............................. 29 4. The rate percentage of score control class in post-test ........................... 30 5. The mean score and standard deviation .................................................. 31 6. The result of t-test calculation ................................................................ 33

  LIST OF APPENDICES Appendix I

  Students’ Attendent List..........................................................43 Appendix II The Classification of Students’ score in

  Controlled Class.......................................................................45 Appendix III

  The Classification of Students’ score in Experimental Class....................................................................46

  Appendix IV Mean Score of Experimental Class and Controlled Class........................................................................47

  Appendix V Standard Deviation of Experimental Class and Controlled Class........................................................................48

  Appendix VI The Significant Difference........................................................50 Appendix VII The Distribution of T-Table......................................................51 Appendix VIII Lesson Plan................................................................................52 Appendix IX Instrument (Manga)...................................................................53 Appendix X Pre-Test....................................................................................104 Appendix XII Post-Test..................................................................................107 Appendix XI Documentation...........................................................................110

  ABSTRACT Name : Armadi Jaya Reg. Number : 20400113185 Department/faculty : English Education/Tarbiyah and Teaching Science Title :

  Utilizing Manga to Increase Students’ Reading Comprehension on Narrative Text of Second Year Students at SMAN 19 Makassar Consultant I : Dr. Hj. Mardiana, M.Hum.

  Consultant II : Dr. Muh. Rusdi T., M.Ag.

  This research aimed to determine the use of Manga in increasing students’ reading comprehension especially in narrative text at the second year students of SMAN 19 Makassar. The principle problem was only one that was ‚Is Manga able to increase students’ reading comprehension on narrative text at SMAN 19 Makassar?‛ The study was quasi Experimental Design. The study involved 56 students, second year students in academic year 2017/2018 of SMAN 19 Makassar. The independent variable of this research was the use Manga in teaching reading comprehension on narrative text and the dependent variable was the students’ achievement of in reading comprehension on narrative text.

  The data were analyzed using descriptive statistic (frequency, mean score, and standard deviation) and inferential statistic (independent sample t-test). The research discovers that the reading comprehension of the second year students of SMAN 19 Makassar improved by using Manga, by the increase of mean score of experimental class that is 49.82 in the pre-test and 78.39 in the post-test. The result of the t-test also shown that the use of Manga in teaching reading comprehension was effective in improving the students’ reading comprehension on narrative text because the t-test, 6.193, was higher than t-table, 2.009 (6.193 2.009).

  Based on the finding and discussion of the research, the researcher suggested that Manga in teaching was able to use in teaching reading comprehension on narrative text and the researcher concluded that using Manga was effective and interesting media in teaching reading comprehension on narrative text.

  CHAPTER I INTRODUCTION A. Background Learning other languages is important in this era because language is our tool to communicate with people in the world like the other languages, English is divided into four skills which are listening, speaking, reading, and writing. Reading stands for the third skill and will be always discussed in here. It is a skill that works as a communication way of a written text between a writer and a reader. By using this skill, the readers try to understand what the idea or the information of a text that wanted to deliver by the writer. Mastering reading skill is also become a must for all of the students which are studying English as a foreign language.

  Fanani (2012) stated that reading is a physic and mental activity to reveal the meaning of the written texts, while in that activity there is a process of knowing letters. It says a physic activity because the parts of the body, our eyes particularly, do it. Mental activity because perception and memory as parts of thought are involved in it. In addition the main goal of reading is a process of comprehending written texts.

  In the classroom context of reading comprehension, the students take a role as a reader of the text. It means that they must able to comprehend the reading materials which are shown as the written texts. Furthermore, the students are also purposed to pass the final examinations which are related to the teacher should be successful enough in making the students comprehend the text well.

  The preliminary study of researcher in SMAN 19 Makassar on 21 December 2015, it was found that most of the students are failed to comprehend the reading text well. It caused they did not pass the standard quality of the school (KKM). The students’ failure in passing the examination target was due to many factors, such as the strategic that applied by the English teacher, reading materials were too heavy, the themes were monotonous and seriously impressed and the last was there are many passages contains unfamiliar vocabulary.

  The learning process of reading continuously involved the conventional activity in which the students should read the written text individually and the teacher checked their fluency and pronunciation. That technique seems effective to gain a higher ability in reading a text in the accurate spelling; but it could not reach the aspects of all the reading comprehension where the students should be able to find the main idea, making inference, making reference, and knowing the supporting details. Furthermore, that conventional technique absolutely made the teacher used the time more and could be stated as an inefficiency, because all the students need to read the text one by one.

  The previous study done by Nurjannatin (2013) showed the students got difficulties to determine main idea and answer questions based on the text. It was because they still used books that contain many texts and monotonous material. applying the various techniques and selecting the proper text. By using the good teaching material, the teacher could help the students think critically and develop their ideas. More importantly, the students could comprehend the idea easier and reached optimal results in reading.

  In this decade, many language teachers did not provide attractive teaching materials when they teach in classroom. They still used books that contain many texts and monotonous material. So that what made students not interested to learn about reading especially reading narrative text because when they learn it, they get bored and sleepy. Krashen (2002) said that psychology and mood can influence students in learning in classroom. As a result, when they were faced an exam, their score was below average the standard quality of the school (KKM). The cause is the students were not attracted when they studied about reading narrative text.

  Be aware of the fact the researcher wanted to examine a solution the problems that occur in reading narrative text. The writer chose a technique that is Manga to increase students reading narrative text because the theme was not monotonous, the vocabulary was familiar and easy to understand, and visually, Manga was more interesting. The questions then strongly motivate the writers to make effort to carry out an investigation in the area of applied linguistics entitled:

  Utilizing Manga to Increase Students’ Reading Narrative Text of Second Year Students at SMAN 19 Makassar. It was expected to useful for B. Research Problem As the researcher described in his background, the problems that would be discussed in this research was ‚Is Manga able to increase students’ reading comprehension on narrati ve text at SMAN 19 Makassar?‛

  C. Research Objective The objective of this research was to know is Manga able to increase students’ reading comprehension on narrative text at SMAN 19 Makassar.

  D. Research Significance 1.

  Theoritical Significance The result of this research was expected to contribute to create a new teaching materials in reading comprehension on narrative text.

2. Practical Significance a.

  For students This research was expected to help the students to increase their reading comprehension on narrative text and can motivate them to read more books.

  b.

  For teacher The researcher hope that this research could help the teacher to find new teaching material in reading comprehension. It was also expected to be useful for English teachers to provide an alternative solution to solve the problems in teaching reading

  This research was expected to give contribution to the other researchers as a reference for further studies on a similiar topic.

  E. Research Scope The scope of this research focuses on the use of Manga in teaching reading comprehension on narrative text. The researcher conducted this research at the second year students of SMAN 19 Makassar. The researcher was Manga as teaching material in four or five meetings, before applying this teaching material, there was pre-test and also post-test at the end of the meetings to know how manga can improve student’s reading comprehension on narrative text.

  F. Operational Definition of Terms 1.

  Reading Reading is an interactive process that takes place between the text and the reader’s processing strategies and background knowledge, while in that activity there is a process of knowing letters.

  2. Narrative Text Narrative text is story with complication or problematic event and it tries to find the resolutions to solve it. In this research. Narrative text is a kind of text that usually deals with fiction story.

  3. Manga Manga are comics created in Japan or by creators in the Japanese language, conforming to a style developed in Japan in the late 19th

  CHAPTER II REVIEW OF RELATED LITERATURE A. Previous Related Research Findings There have been some researches related to the Utilizing Manga to Increase Students’ Reading Narrative Text. Some of them are quoted below: a. Winda Apriyani (2014) in her research to find out whether or not the use of eEnglish Comic Book series could improve reading comprehension of the seventh grade students of SMP Negeri 32 Palembang. In this study, one group pre-test and post-tes control group design was applied. The population was 170 seventh grade students in academic yaer 2013/2014.

  b. Damar Saka Kharisma (2009) In his research was aimed to know how effective using comic to motivate students and to give some explanations on how comic is used in teaching narrative. The objective of this study is to identify whether the use of comic can help the eight grade students of junior high school to improve their skills in writing narrative.

  c. Nurul Aisyah (2011) The objective of the research was to get empirical evidence of teaching narrative text by using manga in reading classroom at the eighth grade students. The method of conducted in two cycles. The research instruments were the observation sheet, interview guidelines, questionnaire and test form. From those researches above, the writer gain some information that relate with this study about narrative text to increase reading narrative text that can affect the student’s reading comprehension.

  B.

   Some Pertinent Ideas

  1. Definition of reading According to Moore (2010) reading is a physic and mental activity to reveal the meaning of the written texts, while in that activity there is a process of knowing letters. It says a physic activity because the parts of the body, our eyes particularly, do it. And it says mental activity because perception and memory as parts of though are involved in it. He then concludes that the main goal of reading is a process of comprehending written texts.

  Dealing of it, Cline et.al (2006), states that reading is decoding and understanding written texts. Decoding requires translating the symbols of writing system (including Braille) into the spoken words which they represent. Understanding is determined by the purposes for reading, the context, the nature

  . As we enter to twenty

  of the text, and the readers’ strategies and knowledge first century, distorting and changing of global demographic, technology, science, and information are leading to unprecedented level of intercultural itself can be regarded as well as the knowledge of the ages and visions of the future. It is commonplace, perhaps inevitably, to bring and match the global condition into the curriculum in formal education. In school there are four skills that the students have to master. They are speaking, listening, reading, and writing.

  Rand (2005) said that basic competence of reading understands the meaning in a simple short passage in some genres in order to be able to have interaction with around the surrounding. This aim is reasonable since the punch line of teaching foreign language is to be able to communicate in other language. Communicate using other language is not simple as talking in native language because it means shifting frames and norms. There is something we should not say or taboo. Shortly, studying other language involves not only words and structures, it is kind of thinking differently about language and communication. The end of process in studying other language is cross culture understanding. The big question is, how can we begin to understand another way of thinking? The answer is by reading.

  Reading is a receptive skill. Receptive skills are the ways in which people extract meaning from the discourse they see or hear. In this aspect, the cognitive processes involved in reading are similar to those employed while listening. Though, in both, students are engaged in decoding a message rather than encoding, reading is not simply an act of absorbing information only. From those definitions, reading can be regarded as a complex process means to get information from the printed page, it is receiving ideas and impression from author via printed page. It can be said that reading is interpreting sign, letters, or symbols by taking meaning. It other words, reading is interpreting graphic symbols, which involves an interaction between the writer and the reader through text. In a very short and proper definition, reading is interaction between a reader and the text.

  2. Definition of Manga Manga are comics created in Japan or by creators in the Japanese language, conforming to a style developed in Japan in the late 19th century. They have a long and complex pre-history in earlier Japanese art. The term manga is a Japanese word referring both to comics and cartooning. "Manga" as a term used outside Japan refers specifically to comics originally published in Japan.

  In Japan, people of all ages read manga. The medium includes works in a broad range of genres: action-adventure, business/commerce, comedy, detective, historical drama, horror, mystery, romance, science fiction and fantasy, sexuality, sports and games, and suspense, among others. Although this form of entertainment originated in Japan, many manga are translated into other languages, mainly English. Since the 1950s, manga has steadily become a major part of the Japanese publishing industry, representing a ¥406 billion market in Japan in 2007 (approximately $3.6 billion) and ¥420 billion (approximately $5.5

  Manga are onforming to a style developed in Japan in the late 19th century. They have a long and complex pre-history in earlieaimed at a young male audience. The age group varies with individual readers and different magazines, but it is primarily intended for boys between the ages of 8 to 18.

  3. Manga as Reading Material Most teachers would agree that language learning should be contextualized. With the idea that learning and practicing language in meaningful contexts is more appealing to both students and teachers than learning isolated bits of language through extensive memorization and drilling. Moreover for learning foreign language, the students will get some difficulties because there is no adequate background knowledge. It is important to bear in mind that the comprehension process may be quite different when the comprehender is processing material in the native language than when he or she is dealing with target language material. So, the need for activating relevant contextual or background knowledge is such a primary need.

  As stated from Grant (2010) maintain that reading is only incidentally visual. More information is contributed by the reader than by the printed page. In the other word, texts can be said as lazy machineries that ask someone to do part of their job.

  The hypothesis that second language learners get more difficulties while

  1. Knowledge of the language (the code) 2.

  Ability to predict or guess in order to make correct choices 3. Ability to remember the previous cues 4. Ability to make the necessary associations between the different cues selected

  In reading a second language, however, new and modified elements appear:

  1. The reader’s knowledge of the foreign language differs from that of the native speaker.

  2. The guessing or predicting ability necessary to pick up the correct cues in

  3. hindered by the reader’s imperfect knowledge of the language.

  4. The wrong or uncertain choices of cues make associations more difficult.

  5. Memory span in the foreign language is shortened inthe early stages of Its acquisition because of lack of training and unfamiliarity of the material, thereby making it more difficult to remember cues previously decoded.

  6. At all levels and at all times there is interface from the native language. should provide background knowledge in some of the process strategies and linguistic proficiency such as comic strips to improve students’ reading skill. Because of the visualization of comic strips has ability to bear concept and provide discourse structure.

  Visualizing is creating pictures in our minds. When we read we create an image in our mind. We read and create this image with what we know or have experienced. Things come alive when we use sensory images (Mayer 2001). When students visualize, they create their 'own movie' in their minds. Teachers can use comic strip to help the students make their mental movies.

  Basically, interest on reading is one of the internal factors that has influence in reading comprehension. By the interesting material, interest in reading could be increased. It can be assumed that the role of text including their elements in reading comprehension is very important. One of interesting material is by using comic strips that students have already known.

  4. The Use of Manga in Teaching The writer thinks that manga is such supplementary cues that provide a conceptual basis for organizing the input the second language comprehension process would be facilitated since learners would be better to make prediction when encountering words and expressions in a passage with which they are unfamiliar. As stated from Grant (2010) suggest reading are indeed

  So, Manga can be regarded as a potential material in teaching and learning process to motivate students’ interest. Among visuals genre, manga is more communicative, popular, accessible and readable. In short, manga as media in teaching and learning process will be more effective. Teacher has always used pictures or graphics, whether drawn, taken from books, newspaper and magazines, or photographs to facilitate learning. Pictures can be in the form of flashcards (smallish cards which we can hold up for our students to see), large wall pictures (big enough for everyone to see details), cue cards (small cards which students use in pair or group work), photograph, illustration (typically in a text book). Some teachers also use projected slides, images from an overhead projector, or projected computer images. Teacher also draw pictures on the board to help with explanation and language work.

  The choice and use of pictures is very much a matter of personal taste, but we should bear in mind three qualities they need to possess if they are to engage students and be linguistically useful. In the first place they need to be appropriate not only for the purpose in hand but also for the classes they are being used for. If they are too childish students may not like them, and if they are culturally inappropriate they can offend people. The most important things for pictures in the end is that they should be visible. Considering the standard of competence in reading according to curriculum that students are to be able to understand meaning in the short simple recount and narrative text to interact responding meaning and theoritical steps in the short simple passage and functional written text accurately, fluently and acceptable which is relating to the surrounding.

C. Theoretical Framework

  Reading was the ability to draw meaning from the printed page and interpret this information appropriately. There were some factors that may influence to the readers’ ability to draw meaning. They were internal factors and external factors. Internal factors were include linguistic competence, interest in reading, motivation to read and readability. While external factors were cover read ability, text organization and condition of reading environment.

  According to the statement above, there was a challenge on the foreign language teachers to provide exposure to the language and to provide opportunities for learning through classroom activities. In class, teachers have significant rule to bring out the fun class to the students. So, teachers should try to get students read and develop skills that are aimed to improve their motivation to read. Teacher should persuade students of having purpose for reading, because it was part of effective motivation. A readers

  ’ purpose determines the way in which he treats a passage and which comprehension skills he used. The theoritical framework underlying in this research is given in the following diagram:

  

Teaching Reading

Input

  Experiment Class Controlled Class Using Conventional

  Using Manga as Method A.

  Teaching Method In and Teaching Material in Teaching Narrative Text

  Teaching Narrative Text

  

Output

  The Students’ Ability in Reading Compehension on

  Narrative Text Based on framework before, the researcher teached narrative text in two classes. First was experimental class and the second was controlled class. In experimental class, the researcher used Manga as teaching material in teaching narrative text. Different from control class, the researcher used conventional teaching method in teaching narrative text.

D. Hypothesis

  Based on the theories above, this research states the three hypotheses namely: Hypothesis one tests the different significant of the students’ reading comprehension of experimental class. The statement of the hypothesis as follows: H : Utilizing Manga can enhance the students’ at the second year students of

1 Senior High School 19 Makassar.

  H : Utilizing Manga cannot enhance the students’ vocabulary mastery at the second year students of Senior High School 19 Makassar.

  CHAPTER III METHOD OF THE RESEARCH This chapter presents research design, variables of the research, population and sample, instrument of the research, procedure of collecting data and technique of analyzing of data.

A. Research Design The method to be used in this research was quasi experimental research.

  According to Arikunto (2010) Quasi-experimental research designs, like experimental design, test casual hypotheses. In both experimental and quasi experimental designs, the program is viewed as an ‘intervention’ in which a treatment-comprising the elements of program being evaluated is tested for how well it achieves its objectives, as measured by a pre-specified set of indicators.

  In addition, Quasi-experimental research is used in situations where it was not feasible or practical to use a true experimental design because the indvidual subjects are already in intact groups (e.g. organization, dpartments, classrooms, schools, institutions). In these situation it wass often impossible to randomly assign individual subjects to experimental and control groups. This design involved one group which is pre-tested (O ), exposed to a treatment (X),

  1

  and post-tested (O ). Analyzing the result of pre-test and post-test can see the

  2

  influence of treatment. The observation is done twice; before and after and observation after the experiment is called post-test. The design can be presented as follows: This is a model of Quasi-Experimental Design, exactly Non-equivalent Control Group Design.

  Explanation: E : Experimental class C : Control class O

  1

  : Pre-test (in experimental class) O

  3

  : Pre-test (in control class) X : Treatment that will be given for experimental class by using Manga as teaching material an method.

  O

  2

  : Post-test (in experimental class) O

  4

  : Post-test (in controlled class) (Sugiyono, 2015:116)

  In the experiment research, there are two variables that will be manipulated by the researcher. They were independent variable (X) and dependent variable (Y). Independent variable is a factor which is manipulated by

  E O ₁ X O ₂ _______________

  C O ^{3 O 4}

B. Research Variable

  dependent variable is a factor which is observed and measured to determine the effect of independent variable.

  1. Independent variable The independent variable (X) in this research was the use of Manga in teaching reading comprehension on narrative text or the method used in teaching and learning process.

  2. Dependent Variable The dependent variable (Y) was the achievement of the students of the second year at SMAN 19 Makassar in reading comprehension on narrative text.

C. Population and Sample

  1. Population Population is the group of interest to the researcher to the group which was she or he would like the result of study to be generalize able (Gay, 1987). In this study, the population or the subjects of research were the second year students at SMAN 19 Makassar in the academic year of 2016/2017. The number of the population were 56 students. They was divided into XI MIA 1 with 28 students and XI MIA 4 with 28 students.

  The choice of the subjects of the study was based on the following considerations: a. The researcher has taught in this school before. Therefore, the researcher was familiar with students’ characteristic. This condition b. The students need an interesting and enjoyable teaching materials in learning English in general and specifically in reading comprehension.

  2. Sample Sample of this research were the second year students from 2 classes.

  These samples were chosen by using purposive sampling techniques and the researcher choose all of students in two classes as a sample. One class for controlled class and one for experimental class.

D. Research Setting 1.

  Location of the research This research conducted in one of Senior High School in Makassar City,

  Manggala, South Celebes, i.e. SMAN 19 Makassar. It is 700 meters from STIBA Makassar.

  2. Time of the research

  th

  This research was done less than seven months, it was started from 11

  nd March 2017 until 2 October 2017.

  3. School Profile a.

  School Identity Name of School : SMAN 19 MAKASSAR Adress : Jl. Inspeksi Pam Timur

  Regency : Makassar Headmaster : Abdul Majid, S.Pd. MM.

  E. Research Instrument The researcher used test in his research as the instrument for collecting data. Test is a set of questions and exercises used to measure the achievement or capacity of the individual or group. The purposes of the test were to know students’ reading comprehension on narrative text after teaching and learning reading comprehension by using Manga as teaching material.

  There were two kinds of test, pre-test and post-test that given to the students as participants. The test that conducted before giving treatment namely pre-test. The aims of this test was to find out about the students prior knowledge. Post-test conducted after the researcher gave treatment. The aim of this test was to find out the students’ achievement. In this research, the researcher used multiple choice items. Multiple choice items consisted twenty questions.

  F. Data Collection Procedure The procedure in collection data was presented in chronological order as follows: The researcher collected the data by test (pre-test and post-test)

  1. Pre-test reading comprehension on narrative text before giving the treatment. The

  th th

  researcher conducted pre-test for experimental group on 11 August and 12 August for controlled group.

  2. Treatment After giving the pre-test, the researcher conducted the treatment to the experimental class only by using Manga as method in the teaching vocabulary.

  The treatment was given for at least eight meetings, while the controlled class received a treatment by using conventional technique. The procedures of treatment in experimental class:

  1) The researcher came to the class then introducing himself and his purpose.

2) The researcher described about narrative text.

  3) The researcher explained some problem in reading comprehension on narrative text to the students.

  4) The researcher applied Manga as a method in teaching reading narrative text in experimental class.

  The procedures of treatment were chronologically performed as following:

  1. Wednesday, 16 August 2017 the researcher did the treatment in experimental class. The material was Narrative text

  th th

  2. August and 19 August the researcher continued the research. the At 18 th th

  3. August and 25 August the researcher continued the research. the At 23 material was Haikyu Manga

  th, th

  4. August and 28 August the researcher continued the research. the At 26 material was review all materials and a written test

  3. Post-test The post-test used after giving treatment to the students. The test was same with the pre-test before. In this post-test, the researcher saw the improvement of the students after giving treatment. The researcher conducted

  st nd

  post-test for experimental class on 1 October and 2 October for controlled class.

G. Data Analysis Technique

  The data collect through the test will be analyzed by using pre- experimental method. The researcher employs the formula as follows: The data were obtained through the pre-test and post-test. The researcher used the procedures as follow:

  1. Scoring the students’ correct answer of pre-test and post-test by using the following formula : Students’ score

  Score = x 100 Maximum score

  No Scale Classification 1.

  91 Very Good

• – 100 2.

  76 – 89 Good 3.

  61 Fair

• – 75 4.

  51 – 60 Poor

  5. Less than 50 Very Poor Pusat kurikulum (2006)

  3. The formula used in calculating the mean score of the students’ answers:

  ∑X X =

  Where: X = Mean score

  = Sum of all scores

  ∑X

  N = Total number of the respondents Arikunto (2006)

  4. Finding out the standard deviation of the students pre-test and post- test by applying this formula:

1. SD =

  2 (∑ )

  2 Where SS= = − ∑X − SD = Standard deviation SS = the sum of square n = Total number of the subjects

  2

  = The sum of all square; each score is squared and all the ∑ squares are added up

  2

  = The square of the sum; all the scores are added up and the (∑ ) sum is square total.

  Arikunto (2006)

  5. The formula used in finding out the difference between students’ score in pretest and post-test is:

  x 1 − x 2 =

  1

  1 SS1 + SS2 n1 + n2 − 2 n1 + n2

  Where: T = Test of significance

  = Mean score of experimental group

  1

  x = Mean score of control group x ⁵

  SS = Sum square of experimental group

1 SS = Sum square of control group

  2

  n Number of students of experimental group

  1 =

  2 2 (∑ X )

  SS1 = ∑x1

• 2

  2 (∑ X2)

  SS2 = ∑x2

• 2

  Arikunto (2006) The formula explained about the significant between the pre-test and the post-test. The aim of the formula was to answer the question of the problem statement, to know whether Manga method effective or not in improving reading comprehension on narrative text at the second year students at SMAN 19 Makassar. CHAPTER IV FINDINGS AND DISCUSSION This chapter deals with the findings of the research and the discussions of the findings. In this chapter, the researcher analyzed the data consist of the result of pre-test and post-test either in experimental class or controlled class.

  Moreover, in this chapter, the researcher analyzed the data obtained from the students pre-test and post-test. The data consisted of the result of the pre-test and post-test. The pre-test was intended to kn ow the ability of the students’ reading comprehension on narrative text before giving treatments, while the post-test was intended to find out whether there was any improvement or not of the students’ reading comprehension on narrative text after having several treatments through Manga.

  A.

   Findings The findings of the research were based on the results of the data analysis.

  The data analysis used reading on narrative text test to collect the data. The reading test consists of pre-test and post-test. The pre-test was given to find out the students’ ability in reading on narrative text before presenting Manga, and the post- test was given to find out the improvement of the students’ vocabulary mastery after giving the treatment.

1. The Classification of the Students’ Pre-Test and Post-Test Score in Experimental Class.

  The following table shows the distribution of frequency and percentage final score of students’ reading compehension on narrative text at the Second Year Students of SMAN 19 Makassar in pre-test and post-test of experimental class.

  Before the treatment, the researcher conducted the pre-test. The result of the pre- test was acquired to know the students’ level in reading compehension on narrative

  . All students’ result can be seen in the data in table 1. The table shows that one student (3,57%) got fair score, eleven students (39,29%) got poor score, sixteen students (57,14%) got very poor score, and none of students (0%) got very good and good score.

  Table 1 The rate percentage of score experimental class in the pre-test

  No. Classification Score Frequency Percentage

  90 –100 -

• 1 Very good

  2 Good 76 -

• 3 Fair
• –89

  61 – 75 1 3,57%

  4 Poor

  51 11 39,29%

• – 60

  5 Very poor Less than 50 16 57,14% TOTAL 28 100%

  After treatment, the researcher conducted the post- test. All students’ very good score, ten students (35,71%) got the good score, sixteen students (57,14%) got the fair score, and none of the students (0%) got poor and very poor score.