Using Comic Dialogue As An Al-Ternative Teaching Materials For Readin Lesson
36
(A Case Study in The First Year at SMP NEGRI 1 CURUG )
A “Skripsi”
Presented to the Faculty of Tarbiya and Teacher’s Training
in Partial Fulfillment of The Requirements
for The Degree of S.Pd. (Bachelor of Arts) in English Language
Education
By :
MARDIANA SARI
NIM: 20014000391
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TARBIYA AND TEACHER’S TRAINING
STATE ISLAMIC UNIVERSITY SYARIF HIDAYATULLAH
JAKARTA
2009
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USING COMIC DIALOGUE AS AN ALTERNATIVE
TEACHING MATERIAL FOR READING LESSON
(An Experiment Study at SMP NEGERI 1 CURUG)
A “Skripsi”
Presented to the Faculty of Tarbiya and Teachers’ Training
in Partial Fulfillment of the Requirements
for the Degree of S. Pd (Bachelor of Arts) in English Language
Education
By:
Mardiana Sari
0014000391
Approved by:
Advisor
Drs. Syauki, M.pd
NIP. 150 246 289
ENGLISH EDUCATION DEPARTEMENT
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
STATE ISLAMIC UNIVERSITY SYARIF HIDAYATULLAH
JAKARTA
2009
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ENDORSEMENT SHEET
The examination committee of Faculty of Tarbiya and Teachers Training certifies
that the “skripsi” (Scientific Paper) entitled “Using Comic Dialogue As An
Alternative Teaching Materials for Reading Lesson (an experimental study at the
First Grade of SMP Negri 1 Curug), written by Mardiana Sari, student’s
registration number : 20014000391, was examined by the committee on 20
thof
January 2009, and was declared to have passed and, therefore, fulfilled one of the
requirements for academic title of “ S. Pd” (Bachelor of Arts) in English
Language Education at the Department Education.
Jakarta, February 2009
EXAMINATION COMMITTEE
CHAIRMAN
: Drs. Syauki, M.Pd
(
)
NIP. 150246289
SECRETARY
: Neneng Sunengsih
(
)
NIP. 150239236
EXAMINER
: 1. Drs. Nasrun Mahmud, M.Pd
(
)
NIP. 150041070
2. Drs. Nasifuddin Djalil, M.Ag
(
)
NIP. 150244682
Acknowledge by:
Dean of Tarbiya and Teachers Training Faculty
Prof. Dr. Dede Rosyada, MA
NIP. 150231356
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LIST OF THE TABLE
Table 3.1 The test score of the experimental class ...
25
Table 3.2 The test score of the control class ...
26
Table 3.3 The score of result evaluation from experiment class
28
Table 3.4 The score of result evaluation from control class ...
28
Table 3.5 The distribution of frequency from experiment class ...
29
Table 3.6 The distribution of frequency from control class ...
29
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ACKNOWLEDGEMENT
In the name of Allah, the Beneficent and the Merciful.
All praise be to Allah, Lord of the world who has bestowed upon the writer in completing this ‘skripsi’. Peace and Blessing be upon to our Prophet Muhammad Peace Be Upon He, His family, His companions, and His followers.
The writer is conscious that she could not carry out this
work without helping of others, either material or spiritual. In
this occasion, the writer would like to express her gratitude to
all people who have helped her in completing this ‘skripsi’,
particulary to many people who have assisted her in writing
this ‘skripsi’. So, she realized that she would like to give her
sincerest gratitude to her parents, sister and my brother in law
who always cheer her up, for their support, understanding,
advises, contributions, love, and financial encouragement.
The writer also wants to say a lot of thanks to Drs. Sauqi, M.Pd as the writer’s advisor for his time, guidance, kidness, contributions, and patience in correcting and helping her to finish this “skripsi”.
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The writer also realizes that she would never finish writing this “skripsi”
without the help of some people around her. Therefore, she would like to give
special gratitude to:
1. All lectures in English Departement for teaching precious knowledge, sharing
philosopy of life and giving study experience.
2. Prof. Dr. Dede Rosyada, MA, the Dean of Faculty of Tarbiyah and Teacher’s Training.
3. Drs. Syauki, M.Pd, the Head of English Department.
4. Neneng Sunengsih, S.Pd, the Secretary of English Departement.
5. Dra. Hj. Endang Koeswarini, MM, the Headmaster of SMP NEGRI 1 CURUG who permitted the writer to do the research.
6. Mr. Dede Rohaedi, S.Pd, the English teacher at SMP NEGRI 1 CURUG who guided the writer to do the research, and all the first year students for their cooperation.
7. All community member of Walt Disney group, for helping the writer to lend the comic strips copy for educational purpose.
May Allah The Almighty bless them all, Amin. Finally, the writer aware of the mistake she made and she will be greatful for comments, suggestion, and criticism, so that this writing may be better.
Jakarta, February, 2009
The writer,
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TABLE OF CONTENTS
page
ACKNOWLEDGEMENT
...
i
TABLE OF CONTENTS
...
ii
LIST OF TABLE
...
iii
CHAPTER I: INTRODUCTION
A. Background of Study...
1
B. Limitation and Formulation of the Problem ...
4
C. Purpose of the Study
5
CHAPTER II: THEORETICAL FRAMEWORK
A. Reading Comprehension
1. Definition ...
6
2. Kinds of Reading ...
8
3. The purpose of Reading ...
12
B. The Nature of Teaching...
13
C. Media for Teaching English ...
16
1. Comic
a. Definition...
17
b. Criteria of Comic for Use in Class...
19
c. The effectiviness of Using Comic in Teaching English ..
19
2. The Advantages of Using Comic in Teaching of Reading ..
21
3. The Disadvantages of Using Comic in Teaching of
Reading...
22
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CHAPTER III: RESEARCH METHODOLOGY AND FINDINGS
A. Research Methodology
1. Place and Time of Study ...
23
2. Method of the Study ...
23
3. Population and Sample ...
23
4. Techniques of Collecting Data ...
24
5. Technique of Data Analysis ...
24
B. Research Findings
1. Data Description ...
25
2. Data Analysis ...
29
3. Hypothesis testing...
34
CHAPTER IV: CONCLUSION AND SUGESSTION
A. Conclusion ...
35
B. Suggestion...
35
BIBLIOGRAPHY
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CHAPTER I
INTRODUCTION
The Background of Study
English is one of the International languages that has an important role in the world. It is widely studied and used as a tool of communication among people all over the world. And English becomes one of the important subject matters taught at school. In Indonesia, English is considered as the first foreign language and become compulsory subject learned by all students from junior high school up to the senior high school.
There are few elements that should be developed in teaching English as a foreign language, these elements are the four basic language skills in studying English. One of them is reading skill. The other ones are: listening, writing, and speaking. In learning a foreign language, reading plays an important rule for language proficiency. It provides a basis of how well students can read, listen, write, and speak. To learn English, of course the student must be introduced step by step so the reader can catch the content and understand the meaning of what they read.
Because reading is used as one of English language introduction, it needs special attention. Reading has various abilities which will involve some aspects of language such as vocabulary, structure and meaning. In terms of reading comprehension it must be emphasized especially on vocabulary building which consist of spelling and meaning of the words.
In formal class, most of the teacher try to introduce English lesson by reading, but sometimes a teacher finds a problem in selecting or choosing appropriate materials for their students. Most of them are designed only for teaching as a foreign language. This could be one of the reasons why the students feel bored and they do not feel enjoyable to learn it. It can be assumed that reading is the most boring subject in English lesson.
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Reading material in teaching English as a foreign language is very importance aspect because it is used as an instructional aid / material, and of course the contents of reading material must be in line with guideless of teaching program. To attain many objectives of primary reading instruction, we must focus on selecting of material and schedules.1
The statements describe clearly that the material of teaching reading must be spelled out into the appropriate material for achieving the goals. It can be conclude that reading materials must reflect the instructional goal of teaching reading.
In teaching reading, we need a method to make students understand what they read. At the instructional strategy, we need the activity both student and teacher in process of learning reading. One of the methods is teacher trying to build student’s interest in reading and understanding the material.
To do this, teacher should find the suitable text, which is not only to give the information but also to create the enjoyable to anyone when they read it.
To overcome this situation, one of the solutions that teacher can do is to provide students with the teaching learning activities which are simple, easy to understand and enjoyable without forgetting the aims of the lesson. The activities carried out should be able to a rise student’s motivation as well as participation toward the lesson.
As the answer to the problem, the writer tries to use comic. This solution is based in some considerations. The first consideration is that a comic strip is series pictures that tell a story. “The use pictures in the classroom activities contribute effectively to students’ interest and motivation”2. Furthermore, “the stories in the pictures usually humorous”3. The humorous stories in the pictures will make students relaxed and they will enjoy the lesson. As a result, it
1
Bount and Klaumesire, Teaching in Secondary School (New York: Harper &Row Publisher, 1967), p.131
2
Andrew Wright, Picture for language learning, (Cambridge: Cambridge University Press, 1989) p.46
3
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will increase their concentration and participation in the lesson. In addition, the pictures might help student to get a clear description of what an author is trying to convey. In other words, it might help students understand the story easily.
The second consideration is the authenticity of comic strips as a medium of teaching. Much of the comic strips’ characters, such as Disney’s characters, speak English. Providing students with such authenticity, give students a feeling that they are learning a real language. Moreover, the pictures help students understand the language of the characters.
The third consideration, is popularity of comic strips among children. Many children are like to read comic. By incorporating comic strips into classroom activities, teacher may take advantages increasing students’ attention. Comic strips can provide an experiment of learning English in different atmosphere and creates an enjoyable reading practice for students besides of their varied language uses. Therefore, it is a necessary way of teaching English.
Based on the consideration mentioned above, the writer is questioning whether comic strips are effective to improve the teaching of English reading for Junior High School student.
The Limitation and Formulation of the Study
The Limitation of the Study
The study is focused on analyzing the data, which are result from the scores of the student who are taught using comic strips and students who are taught without comic strips at the first year students of SMP NEGRI 1 Curug.
The Formulation of the Study
Based on the background, some problem that can be identified are:
How is the teaching learning process using comic strips?
Does the achievement of the teaching of reading using comic higher than the teaching without comic strips?
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Purpose of the Study
The purpose of the study is to obtain empirical data about the effectiveness of using comic strips in teaching reading for junior student. The data is gained from scores of the students who are taught using comic strips and the students who are taught without comic strips. The write hopes that the reader can take benefit from this skripsi. This skripsi can be a source for English teacher who needs alternative material from comic strips.
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CHAPTER II
THEORETICAL FRAMEWORK
A. Reading Comprehension
1. Definition
Reading is one of the language skills which students should study. According to Sheng “reading is the process of recognition, interpretation and perception of written or printed material”.1 Supporting Sheng comments, Dunston and Pool explain that “reading is more than just a visual task. Not only must the reader see and identify the symbol in front of him, but he must interpret what he reads”.2 Thus, reading activity is not a simple process. It is not just an activity to identify word by word or pronounce what is stated in the text but it relates certain activities in order to figure out what the writer want to talk about within the text. Therefore, reading is complex process which involves readers who are trying to follow and respond to a message from a writer who is distance in space and time.
In reading activity, meaning takes a significant part in it. Neil Anderson stated that “reading is active, fluent process which involves the readers and the reading material in building meaning. Meaning does not reside on the printed page, nor is it only in the head of the reader”.3 When reader try to interpret the text, they also try to get the meaning from the visual configuration or printed material such as from letter, word, sentences, phrase, and clause. So reading is not a matter of receiving meaning in the form of letters or words but also try to comprehend the printed material. Supporting Neil comments, Alexander states that “comprehension is an active process that involves the child’s integration of prior knowledge
1
He Ji Sheng, A Cognitive Model for Teaching Reading, English Teaching Forum, Vol.4, p.13
2
Berry. H. Dunston and Milicent E. Poole, Efficient Reading: A Practical Guide, (Sydney: Mc-Graw Hill Book Company, 1989), p. 32
3
Neil Anderson, Exploring Second Language Reading, (Boston: Heinle and Heinle Publisher, 1999), p. 1
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with the information in the text in order to comprehend text.” 4Most of students can read English story well, but it does not mean that they understand what they have been read. Since every student has different ability and knowledge to interpret the text. The fact that the meaning is in the text is unfortunately no guarantee that the reader will get it out, for we know from personal experience a text that seems very easy to one person may seen difficult to another.
Comprehension is the art of understanding of reading text or printed material and it is process to make sense from the writer’s ideas through an interaction with the text, and comprehension is the essence of reading act, where the reader cannot learn unless he cannot comprehend what the author’s have written on his book and he cannot remember what he has read unless he has understand because the objective of all reading is comprehend what the author has written.
As one reading skill we know that comprehension is the most important skill that should be mastered. Because without comprehension it is difficult for reader to keep in touch with the meaning and the message containing on reading text.
As Sukirah Kustaryo stated:
Reading comprehension means to understand what has been read, it is an active thinking process that depends only on comprehension skill but also on student experience and prior knowledge: comprehension involves understanding vocabulary, seeing the relationship among the word and concepts, organizing ideas, recognizing the author purpose making judgment and evaluating.
While Betty D. Roe stated : Reading comprehension is a processing written language to get idea, relating ideas to experience, organizing ideas, and utilizing words.
2. Kinds of Reading
Reading in the modern atmosphere is the basic activity for language learning. In this section, the writer would like to discuss the kind of reading in two sides point of view. Linguistically, the kind of reading can be divided into two kinds, they are as follow:
a. Reading aloud
4
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Reading aloud is common practice in many language classes. This reading is done orally by the teacher first, and then repeated by the students in together or individually. Then form of it’s text is usually a relatively short passage, and every detail essential to complete and accurate understanding of the text must be mastered before the lesson is completed. Because in most cases, students who read aloud are concerned with making a good impression on the teacher or on their peers. They pay little attention to the meaning. It means that reading aloud usually reduce comprehension.
The purpose of reading aloud is mainly to ensure correct pronunciation, including stress and intonation of the students’ reading, besides its meaning. It is as stated by Tamar Feuerstein and Miriam Schcolnik in their book as follow: “Reading aloud is important in that it allows a teacher to check pronunciation and reading fluency.”5
Reading aloud is generally used for particular purpose and its function is limited. According to Stack in his book, The Language Laboratory and Modern Language Teaching “Reading aloud is useful for radio announcer, actors, public speakers and must all reconvert written symbol into their oral prototype, and the must sound natural.”6
b. Silent Reading
This type of reading is done by student in the class. They are supposed to read the passage silently. The passage should as far as possible not be too difficult, not in the form of dialogue or doesn’t contain a lot of conversation. The main purpose of this reading is how the students can obtain the information from the printed page efficiently, rapidly and with the full understanding. In other words, this leads the students to gain ability to comprehend the language they study.
The silent reading can be developed into other valuable purpose, such as:
5
Tamar Feuerstein and Miriam Schcolnik, Enhanching Reading Comprehension In The language Learning Classroom, (California: Alta Book Center, 1995), p.20
6
Edward M. Stack, The Language Laboratory and Modern Language Teaching, (London: Oxford University Press, 1971), p. 213
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1) Study Reading
Study reading is the type of reading that is very important mostly for the student. It is stated by Lyla L. Miller in his book as follows:
“Study reading is the type in which the reader must get maximum understanding of the main ideas and their relationships. This the type the students most apply to his contact, legal papers, technical manual instructions and similar material which he must read and understand now and also remember for the future use.”7
2.) Idea Reading
This type is intended to get key ideas which are essential to most reading. The basic meanings of most articles should be considered into a few paragraph. In reading comprehension, it is necessary for the student to have an ability of reading whether in speed reading or slow reading. According to W. Ross and Patricia Y. Murray, “To comprehend the context of the reading well and quickly, the student must pat attention to these types of reading: light reading, scanning, skimming and close reading.”8
(a) Light Reading
Light reading is the relaxed method used when someone read for pleasure and enjoyment. Someone might use this rate when she/he doesn’t have to remember specific details, unless they particularly interest in her/him.
(b) Scanning
7
Lyle L. Miller, Increasing Reading Efficiency, (New York: Holt, Rinehart and Winston Inc., 1959) p.9
8
W. Ross Winterowd and Patricia Y. Murray, English Writing and Language Skills, (New York: Harcourt Brace Jovanovich Publisher, 1983), p. 236-244
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Scanning defined as the ability to locate specific information or facts as rapidly as possible. It is technique used when locating a word in the dictionary, when seeking a page number in the index or checking to see what television programs are offered at certain time. By scanning the students can scan determine the reading of the chapter or selection, to find vocabulary words that are identified on italicized, or to see if any experiments are suggested.
(c) Skimming
Skimming is defined as the ability to identify main ideas while very rapidly and selectively skipping over the reading material. Skimming is even more helpful in becoming acquainted with new materials. In skimming process the student can read quickly to get general idea of content. In other words, they shouldn’t read to find out all but only general information, a sense of what the material is about.
(d) Close Reading
Close reading is used to remember and understand major ideas, details and the relationship between the two. It involves giving careful attention to individual sentences, to main ideas and to relationships between the individual sentence in a passage and main idea.
3. The Purpose of Reading
As we know that the purpose of reading is to get meaning from the written symbols. One of the most important tasks of the readers is to find out what the writers said. But for Junior High, reading is used to understand text book, as Harris and Smith stated:
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“Purpose for reading are similar for beginner and the mature reader. The level of thought that is required to achieve the same reading purpose varies with the difficulty of selection and skill of the reader different authorities suggest a variety of purpose for reading. We believe that most of these can be organized into five categories: (1) finding main idea, (2) finding supporting detail, (3) grasping the author’s plan organization, (4) following a sequence of event or thought, and (5) critically appraising the author’s work.9
The above statements give us clear that the purpose of the reading is not only to understand word by word, sentence by sentence or paragraph by paragraph, but also to understand and find the ideas written by the author.
B. The Nature of Teaching
In education area, there are students and teachers. Students are people who are learning, while teachers are people who are teaching. Both of them have to achieve an educational purpose.
There are many definitions of teaching. Each definition depends on the person who is expert in certain field. But each definition has similarity that is transfer the knowledge, skill or information from one to another. Knowing the definition will help the teacher to understand the main purpose of teaching learning process in or outside the class.
According to Oxford Encyclopedic English Dictionary, “Teaching is to show how to do, make understand, give instruction to, or give systematic information to (person) or about (a subject or skill) or enable (a person) to do something by instruction and training.”10
According to Douglas in his book, Teaching can be defined as showing or helping someone to learn how to do something, giving instruction, guiding in the study of something, providing with knowledge, causing, to know or understand.”11
9
opcit, Reading Instruction Through Diagnostic, (New York: Holt Riachart, Inc, 1972), p.268
10
Joice M. Hawkins and Robert Allens, The Oxford Encyclopedia English Dictionary, (Oxford: Clarendon Press), p.1482
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The success of teaching learning process depends on several factors, the most important factors is the teacher. The teacher is the key figure in the language learning process. The teacher who tone for the learning activities. She leads students to learn while she providing a supporting condition, so the teaching goal can be achieved.
In this study, the writer focused on the teaching of reading. Reading is a language skill in which student receive messages. In the teaching of reading, a teacher’s job is to train students in a number of skills. They will need to understand the text. So the writer choose Harmer’s model to teach reading.
Harmer’s model concentrates on anticipation of active readers. Arousing purpose and motivation of students to the text which they read is important, so they can achieve reading skill. As a result, teacher have to choose material and activity which are appropriate with the students’ needs and interest.
Harmer’s introduction the following teaching models that is divided into five stages.
1. Lead-in
The students and the teacher prepare themselves for the task and familiarize themselves with the topic reading exercise. One of the major reasons for this is to create expectations and draw their attention to their own previous knowledge and experience that help them to attack the text. To conduct the lead-in stage, there are several ways to be used:
a. Use a picture
The teacher present pictures that are related with the topic of the text. If the course book or the material doesn’t provide a picture, the teacher can draw one.
b. Ask pre-reading questions
Asking pre-reading question makes the reading task more purposeful. For example, the text is about pyramids. In pairs, the student write down two list, one list is of things we know about pyramids, and another is of things we are not sure about. The
11
Brown H. Douglas, Principles of language Learning and Teaching, (New Jersey: Prentice Hall, 1980), p.7
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students then read the text to see if they can fill in the gaps according to their knowledge.
c. Set a problem
Another way to conduct lead-in stage by setting a problem. The problem can be made based on something visual. For example, when the teacher explains about one characters in the comic book, she present one of the Disney characters, and ask the student, ‘look at this picture. Who is he? What he doing?Reads the speech bubble and find out.’The teacher can also use an object that can be touched directly by students.
2. Teacher directs comprehension task.
Here the teacher makes sure that the students know what they are going to do. Are they going to answer a question, fill in a chart, complete a message pad or try and retell what they saw? This is where the teacher explains and directs the students’ purpose for reading.
3. Students read for task
The student then read a text to perform the task the teacher has set.
4. Teacher directs feedback
When the student have perform the task, teacher help the student to see if they have completed the task successfully and will find out how well they have done. This may follow a stage in which student check their answer with each other first.
5. Teacher directs text related task
In this stage the teacher organizes some kind of follow up task related to the text. If the students have answer question about a letter the text related task might be to answer the letter. The main thing to remember is that a successful follow up to a reading exercise involves integrating the language skills.12
12
Jeremmy Harmer, The Practice of English Language Teaching, (UK: Longman, 1991), p. 189
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C. Media for Teaching English
Every teacher who wants to teach has to make a
plan. The one thing that should be done by teacher is to
organize teaching material. She has to be able to organize
it as well as possible so that the material can attract
students and motivation.
The use of media in teaching learning process plays an important role to enhance the process. Reece and Walker cited by Whleer said that “media are use as support to teaching strategies which assist learning”. 13 It means the use of media is one way that teacher can do to facilitate the teaching learning process. By using media teacher can help student in following and comprehending the lesson. In addition, the use of media may also provide opportunities for arousing and maintaining students’ interest. Thus, by using media teacher can get benefit for the improvement of their teaching.
Media for English teaching can be any things that teacher use in the teaching learning process to transfer information about the language. Goodwyn said, “English teacher can be define the media in relation to the needs of pupils so that coherence and consistency are brought to the pupils’ experience in and out of the school. In other word, teacher may choose the media in accordance with the need of the students so that they can learn both in and out of the school. The media include the television, films, video, radio, photographs, popular music, printed material, books, comic, magazine, etc.”14 Among the media mentioned, the writer choose the comic as media use in the class.
13
(Wheeler. S, Introduction to Educational Media, 2002),p.1, Taken From: Http://www.. Plym.ac.uk/tele/course/ed.media.html)
14
Andrew Goodwyn, English Teaching and Media Education, (Buckingham: Open University Press, 1992), p. 65
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1. Comic
a.Definition
Comic has fascinated people. The truth is although they are often seen as a piece of art work that low in value, many people, children and adults, like to read comics. Comic is one of the media that comprises both pictures and words. The synonym of comic is cartoon. Brocka cited by Wilson said that “comic are dynamic combination of visual image, written words and often humorous picture. 15 It means, in a comic there are two elements, series of pictures that are usually funny and written words.
Similar of this definition, Koberich et al said, “a comic is a succession of drawn images, accompanied with text, which related a story”. 16 He wrote down that the aims of comic are to amuse, to express a thought or a message. Therefore, many stories are usually funny. But sometimes tells an adventure or series of happening.
Furthermore, March say “a comic is one of the printed medium, which is composed of lines, shading, and dots created with pens, pencils, paint brushes, or other such instrument by comic artist. They make use of written language and visual elements.”17
Based on the explanation mentioned above, a comic strip can be defined as a printed medium that consist of picture and words. The pictures and the word are composed to make a story that usually funny but sometimes tells an adventure or series of happening. In
15
(Wilson Javier Gonzalez Espada, Integrating Physical Science and The Graphic Arts with Scientifically Accurate Comic,(Revista Electronica de Esenanza de las Ciencias, 2003),p.4. Taken From:Http://www.Wilson gonzalezespad@mail.atu.edu.
16
(Koberich et all, Political Features of Comic Strips, 2000), p.1. Taken From:www.periwork.com/…/koberich%20J%208%20Barthel%20t%20&20lentini%203/comicstrips.ht m.)
17
(March. N. D A Philosophical Definition of Comic Strip, 2002), Taken From: Http://geocities.com/natestars/paper.phil/253-02.html
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addition, a comic strip is made in order to amuse people, to convey a message or to express one’s thought.
b. Criteria of Comic for Use in Class
There are many kind of comic, such as drama, comedy, actor, horror, fantasy, modern, classic, and romance. Consequently, teacher’s choices for comic are varied. However, finding an appropriate comic for students is not easy job. Teacher can use all kind of comic in the classroom. In choosing a comic to be implemented in the classroom teacher should consider three aspects. They are context of the story, the language used, and the pictures.
Joo-Eun Choo, wrote down the criteria of comic for use in class as follow:
1).
Content of the story
should be able to stimulated
children’ imagination and creativity, provide a
lesson, help children with their emotional
development, provide a positive view of world,
and fill the children’s world view. On the other
hand, the story should not exaggerated ugly
behavior to often to create interest (for example: a
silly hero, flattery, etc), should not tell social
problem (such as broken family, social problem
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2).
The Language
used should avoid impolite
speech, employ proper ways of speech, and avoid
using too aggressive words.
3).
The Pictures
presented should not be too
complicated but friendly to children and should be
well structure and bright.
c. The Effectiveness of Using Comic in Teaching English
As one of the media comic can be used in class. The use of comic in classroom activities may serve a lot of advantages. Yang wrote down that the use of comic can be “motivating” visual, permanent, intermediary, and popular can harnessed in practically any subject and at practically any grade level”. 18 This statement shows that comic are valuable to be use in class.
Medina wrote down “because of their visual, attractive, often humorous perspective are highly attractive to most student and usually with a single message where organized display is easy to read and remember”. 19 It can be said that the picture and the words as elements of comic has facilitated students in learning. In other words, the pictures presented have made the learning easier to students. Through picture and word, student will understand the lesson better. Moreover, some funny pictures presented makes the teaching learning activities became less threatening to students. Thus, it will have a positive impact on students’
18
(Yang. G, Comic in Education, 2003), p.1. Taken From: Http//homeearthlink net/`~geneyang/comicsedu/html.)
19
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motivation. In addition, through the use of pictures, student will remember the lesson better. Furthermore, by using comic teachers can lead students to learn both in school and out of school. Besides, many activities can be done using comic.
The use of comic in classroom may also enable student to think creatively. By using comic in variety classroom activities, teacher can encourage students to use the language to creative way. For example: teacher may ask students to feel in speech bubbles with suitable expression. While they are doing this activity, teachers have to stimulated students to express their idea in a meaningful way. Through comic student are able to use their imagination to find a match between the verbal description and the visual element presented.
2. The Advantages of Using Comic in Teaching of Reading
This judgments based on the writer experience during teaching English activities on class using comic. After the writer used comic in the teaching of reading, this time the writer will talk about some advantages about using comic books for reading.
a. The colour picture on it made the students more interest to reading and the mimic and the gesture make the student able to show their emotion.
b. The student can comprehend the stories well and able to show the sequence or events, settings and characteristic of the stories.
c. The student get reading lesson variation. So, the students feel enjoyable, interested and enthusiastic when they get reading lesson.
d. The student can develop another skill such as: speaking, writing, and listening. e. Because comic is more informality, casual, and consumable, student do not
perceive them as a threat. 20
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f. The language of the comic is easy to understand so it helping student to read.
3. The Disadvantages of Using Comic in Teaching of Reading
a.
The student have problem with the meaning of
vocabularies. Because, they can’t remember the new
word that they find.
b.
Less of the vocabulary make the student difficulty to
understand the story.
c.
Anxious, do not have self confidence and courage
when they have to re-tell the story.
d.
The teacher have problem with choosing the suitable
articles for the student
(27)
CHAPTER III
RESEARCH METHODOLOGY AND FINDING
A. Research Methodology
1.Place and Time of Study
The research of this study was held at SMP NEGRI I CURUG, which is located on Jl.Sukabakti II Curug-Tangerang.
2.Method of the Study
To get good result in doing the research, the writer must prepare everything that is needed. And this research, bases on field and library for method of study.
In field research, the writer tries to teaching the class using comic books and without comic books. Before that, the writer prepares the material from comic books that are suitable for the student. Then, she made a test to make sure their comprehension from that material. She chooses one of them to answer the test by speaking and writing.
3.Population and Sample
In this research the writer took population the first
grade students at SMP NEGRI I CURUG. The first grade
of this school consists five classes with almost 40 students
in each class so all of the students in first grade are 200
students.
(28)
The writer did not take the total number of the population as the result she took 80 students only. That was taken from the class of VII-1 and VII-2, the VII-1 as the experiment class and VIII-2 as the control class.
4. Technique of Collecting Data
The writer gave the students test namely pre-test and post-test. Pre-test was given before she began the teaching learning process in two classes. The pre-test is similar in form to post-test that was given after teaching learning process finished, in order to get objective data of students achievement in reading.
The writer gave the test to eighty students of the first year, which was cosists of 30 items; 10 item are essay form; 10 item are matching and 10 item are translated.
5.Technique of Data Analysis
The technique of data analysis which is used in this research, is: tΟ = MI – M2
SEMI– M2
tΟ = t - observation
MΙ = Mean of Variable X (variable I) M2 = Mean of Variable Y (variable II) SEMΙ = Standard Error of Mean Variable X SEM2 = Standard Mean of Variable Y
B. RESEARCH FINDING
1. Data Description
To know the result of the test, the writer makes the table of students’ score for each class as follow:
Table 3.1
(29)
Students Pre-test Post-test
1 60 76
2 76 86
3 63 80
4 50 56
5 60 73
6 70 86
7 56 70
8 76 90
9 53 66
10 70 80
11 53 60
12 66 76
13 50 66
14 56 70
15 60 76
16 50 63
17 73 83
18 53 63
19 56 73
20 80 90
21 53 53
22 90 93
23 86 86
24 53 70
25 56 76
26 56 73
27 73 83
28 56 63
29 70 80
30 63 76
31 56 70
32 66 80
33 63 76
34 66 83
35 50 60
(30)
37 66 80
38 53 93
39 50 83
40 73 86
N = 40
3040
1
=
X
M1 =
N
X
1Σ
=40
3040
= 76.00 Table 3.2The Test Score of the Control Class ( VII-2 ) Students Pre-test Post-test
1 60 66
2 53 63
3 50 50
4 63 70
5 56 66
6 76 83
7 46 50
8 53 56
9 83 86
10 56 60
11 63 70
12 63 70
13 60 63
14 50 53
15 70 76
16 73 80
17 50 53
18 56 60
19 63 76
20 56 60
21 60 63
22 46 46
23 80 90
(31)
25 50 66
26 53 56
27 56 60
28 66 73
29 50 50
30 53 56
31 56 66
32 76 83
33 50 50
34 63 76
35 50 56
36 70 80
37 46 53
38 66 70
39 46 46
40 53 56
N = 40
2577
2
=
X
M2 =
N
X
2 =40
2577
= 64.42 Table 3.3Table Score of Result Evaluation from Experiment Class
Score f
90 – 94 5
85 – 89 4
80 – 84 9
75 – 79 6
70 – 74 7
65 – 69 2
60 – 64 5
55 – 59 1
50 – 54 1
45 – 49 0
(32)
Table 3.4
Table Score of Result Evaluation from Control Class
Score f
90 – 94 1
85 – 89 1
80 – 84 4
75 – 79 3
70 – 74 6
65 – 69 4
60 – 64 7
55 – 59 5
50 – 54 7
45 – 49 2
N2 = 40
2. Data Analysis
From the data description above the writer analyze the score by making the table of distribution of frequency from the score of student who was taught by using comic (Variabel X ) and taught without using comic (Variable Y ) as follow:
Table 3.5
Table of the Distribution of Frequency from Experiment Class
Score f x x' fx' fx' 2
90 – 94 5 4
20
80
85 – 89 4 3 12 36
80 – 84 9 2 18 36
75 – 79 6 1 6 6
70 – 74 7 M’ 0 0 0
65 – 69 2 -1 -2 2
(33)
55 – 59 1 -3 -3 9
50 – 54 1 -4 -4 16
45 – 49 0 -5 0 0
N1 = 40 Σfx’ = 42 Σfx’ 2 = 195
Table 3.6
Table of the Distribution of Frequency from Control Class
Score f y y' fy' fy' 2
90 – 94 1 4 4 48
85 – 89 1 3 3 36
80 – 84 4 2 8 28
75 – 79 3 1 3 5
70 – 74 6 M’ 0 0 0
65 – 69 4 -1 -4 4
60 – 64 7 -2 -14 24
55 – 59 5 -3 -15 18
50 – 54 7 -4 -28 32
45 – 49 2 -5 -10 0
N2 = 40 Σfy’ = -53 Σfy’ 2 = 283
After making the table of distribution of frequency the writer calculates the score by using the following steps:
a. Determining mean of variable X, with the formula:
M1 = M’ + i
(
)
( )
N
fx
'
= 72 + 5
( )
( )
40
42
= 72 + 5.250 = 77.250
(34)
M2 = M’ + i
(
)
( )
N
fy
'
= 72 + 5
(
)
( )
40
53
−
= 72 + 5
(
−
1
.
325
)
= 72 – 6.625 = 65.375
c. Determining standard deviation of variable X. with the formula:
SD1 = i +
(
)
( )
N
fx
N
fx
'
2'
2−
= 5 +
)
40
(
)
42
(
40
195
2−
= 5
4
.
875
−
1
.
103
= 5
3
.
772
= 5. 1.942 = 9.710d. Determining standard deviation of variable Y, with the formula:
SD2 = i
(
)
( )
N
fy
N
fy
'
2'
2−
= 5
(
)
( )
40
53
40
283
−
2−
= 5
7
.
075
−
1
.
325
2 = 57
.
075
−
1
.
756
= 55
.
319
(35)
= 11.530
e. Determining mean of variable X (variable 1), with the formula:
SEM1 =
1
1−
N
SD
=1
40
710
.
9
−
=39
710
.
9
=245
.
6
710
.
9
= 1.555
f. Determining mean of standard error of variable Y, with the formula:
SEM2 =
1
2−
N
SD
=1
40
530
.
11
−
=39
530
.
11
=245
.
6
530
.
11
= 1.846
g. Determining standard error of different mean between variable X and variable Y, with the formula:
SEM1- M2 =
2 2 2 1 M M
SE
SE
+
=
1
.
555
2+
1
.
846
2 =2
.
428
+
3
.
408
=5
.
826
(36)
= 2.414
h. Determining to with the formula:
to =
2 1 2 1 M M
SE
M
M
−−
=414
.
2
375
.
65
250
.
77
−
=414
.
2
875
.
11
= 4.921
i. Determining t-table in significant level 5% and 1% with df: df = (N1 + N2) - 2
= (40 + 40) - 2 = 78
df = 78 (see table of ”t” values at the degree of significance of 5% and 1%. Because the value is not mentioned in the table, the writer uese the closer value to 78 that is 80 as degree of freedom (df).
t-table (tt) at significance 5% = 1.99 t-table (tt) at significance 1% = 2.64
1.99 < 4.921 > 2.64
Based on the analysis of the result in the table above, it can be see that to is higher than tt, it can be interpreted that there is a significant different between teaching reading using comic and teaching reading without using comic.
3. Hypothesis testing
To prove the hypothesis, the data obtained from the experiment class and the control class is calculated by using t-test formula with the assumption as follow:
(37)
to > tt : The alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected. It means, there is significant differences between the result of teaching reading using comic and teaching reading without using comic.
to < tt : The alternative hypothesis (Ha) is rejected and the null hypothesis (Ho) is accepted. It means, there is no significant differences between the result of teaching reading using comic and teaching reading without using comic.
From the result above of the statistic calculation, it is obtained that the value of to is 4.921 and the df is 80. In the table of significance it can be seen that on the degree of significance of 5% and 1% the value of degree of significance are 1.99 and 2.64. By comparing the value of to 4.921 and tt 1.99 and 2.646, so the writer made a conclusion of the hypothesis that to is higher than tt namely 1.99 < 4.921 > 2.46. So Ha is accepted and Ho is rejected. It means there is a significant differences between the result of teaching reading using comic and teaching reading without using comic.
(38)
CHAPTER IV
CONCLUSION AND SUGGESTION
A. Conclusion
In this chapter the writer would like to conclude about what we have discussed in the previous chapter. Based on the data describe that the avarege score of the experiment class after being though using comic was higher than control class. Avarege score of the experiment class is 76.00 and the control class is 64.42
Beside that the result of analysis shows that the value of “tt” of the table significance 5% and 1% is 1.99 and 2.64 (1.99<4.921>2.64). It can be interpreted that there is a significant different between teaching reading using comic and teaching reading without using comic.
It means that the use of comic was effective to improve the teaching reading using comic to junior high student. It happened because by using comic teacher could help student to comprehend and motivate them.
B. Suggestion
1. Teacher should ask students to bring their dictionary.
It will help them when they got trouble in
understanding new word (vocabularies).
2. It is better use a large image / picture, so the student in
the last seat can see the words easily.
(39)
BIBLIOGRAPHY
All, Koberich et, Political Features of Comic Strips, 2000, p.1,Taken From:www.periwork.com/…/koberich%20J%208%20Barthel%20t%20&20lentini%203/co micstrips.htm.)
Anderson, Neil, Exploring Second Language Reading, (Boston : Heinle and Heinle Publisher 1999), p.1
Ashkenash, Comic and Conversation, (California: Jay Publication, 1985), p.97
Bount and Klausemirer, Teaching in The Secondary School, (New York: Harper and Row Publisher,1968 ), p.131
Curtain and Paola, Language and Children Making the Match, (Massachusetts: Addison and Wesley Publishing, 1988), p.131
Douglas, Brown.H, Principles of Language Learning and Teaching, (New Jersey: Prentice Hall, 1980), p.7
Espada, Wilson Javier Gonzalez, Integrating Physical Science and The Graphic Arts With Scientifically Accurate Comic, (Revista Electronica de Esenanza de las Ciencias, 2003), p.4, Taken from: Wilson.gonzalezespada@mail.atu.edu
Estill, Alexander.J, Teaching Reading, (New York Scot, Foresman and Company, 1988), p.12 Feueristein, Tamar and Miriam Scholnik, Enhanching Reading Comprehension In The Language
Learning Classroom, (California:Alta Book Center, 1995), p.20
Goodwyn, Andrew, English Teaching and Media Education, (Buckingham: Open University Press, 1992), p.5
Hawkins, Joice.M and Roberts Allens, The Oxford Enclycopedia English Dictionary, (Oxford: Clarendon Press), p.1482
H.Dunston, Berry and Milicent E. Poole, Efficient Reading : A Practical Guide, (Sydney:Mc Graw Hill Book Company, 1989), p.32
Harmer, Jeremmy, The Pratice of English language Teaching, (UK: Longman, 1991), p.189 March, N.D, A Philosopical Definiton of Comic, 2002, Taken From:
Http://geocities.com/natestars/paper phil/253-02.html
Miller, Lyla.L, Increasing Reading Efficiency, (Neew York: Holt, Reinhart and Winston Inc, !959), p.9
Sheng, He Ji, A Cognitive Model for Teaching Reading, English Teaching Forum, Vol 4, p.13 Stack, Edward. M, The Language laboratory and Modern Language Teaching, (London: Oxford
(40)
S. Wheeler, Introduction to Educational Media, 2002, p.1, Taken From:Http://www.fac.Plym.ac.uk/tele/course/ed.media.html
Winterowd, W. Ross and Patricia Y. Murray,
English Writing and Language Skill
,
(Newy York :Harcout Brace Jovanovich Publisher, 1983), p.236-244
Yang, G, Comic in Education, 2003, p.1, Taken From: Http//homeearthlink net/~geneyang/comicsedu/html
APPENDIXES
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
SUBJECT : ENGLISH LESSON
(41)
THEME : DISNEY COMIC
SUBTHEME
: PERSONAL LIFE
(PHYSICAL and CHARACTER
DESCRIPTION)
TIME : 4 X 40 MINUTE
I. Terminal Objective
By the end of the lesson students are able to answer some
question based on the given test.
II. Enabling objectives
1. The students are able to identifying a person character by his behavior in different situation.
2. Students are able to write a person, especilly physical description.
3. Students are able to answer some question on
references information based on the speech bubble.
4. Students are able to draw inferences by answering some question based on the given text.
III. Teaching Material
Reading text: Comic bookIV. Teaching Aids
Work sheets and comicV. Source
(42)
VI. Teaching –Learning Activities
a. Socializing
b. Set induction
-Teacher write words on the board PHYSICAL and CHARACTER
DESCRIPTION
-Teacher elicits some words from students related physical description
c. Stating the objective
Teacher tells that they are going to read a comic strip and at the end of lesson they are able to describe a person (physical and character description)
d. Presentation - Introduction - Explain
Teacher write on board some of the character presented on comic strips and ask to students to write their physical description based on the comic strip given
e. Pratice
1. Student are ask to fill the speech bubble by matching the pictures and words provided. 2. Students are ask to write physical description based on comic strip given.
3. Teacher ask student “what makes you giggles?” f. Production
- Teacher ask student to show their project
- Student are ask to fill in the speech bubbles of a comic strips with the suitable expression
- Teacher ask student to read the dialogue on the comic strips g. Closure
(43)
(44)
72
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
SUBJECT : ENGLISH LESSON
SCHOOL/GRADE : JUNIOR HIGH SCHOOL (SMPN) / I
THEME : DISNEY COMIC
SUBTHEME
: PERSONAL LIFE
(CHARACTER DESCRIPTION)
TIME : 4 X 40 MINUTE
I. Terminal Objective
By the end of the lesson students are able to answer some
question based on the given test.
II. Enabling objectives
1. The students are able to identifying a person character by his behavior in different situation.
2. Students are able to write a person, especilly character description.
3. Students are able to answer some question on
references information based on the speech bubble.
4. Students are able to draw inferences by answering some question based on the given text.
III. Teaching Material
Reading text: Comic bookIV. Teaching Aids
Work sheets and comic(45)
V. Source
SUPARTINAH (2007), SHOLA ( Sahabat Sekolah). Harapan Makmur.
VI. Teaching –Learning Activities
a. Socializing
b. Set induction
-Teacher write words on the board CHARACTER DESCRIPTION
-Teacher elicits some words from students related character descriptionc. Stating the objective
Teacher tells that they are going to read a comic strip and at the end of lesson they are able to describe a person (character description)
d. Presentation - Introduction - Explain
Teacher write on board some of the character presented on comic strips and ask to students to write their character description based on the comic strip given
e. Pratice
1. Student are ask to rearrange the jumbled pictures provided.
2. Students are ask to write character description based on comic strip given. 3. Teacher ask student “what makes you giggles?”
f. Production
- Teacher ask student to show their project
- In pairs, teacher ask student to read the dialogue on the comic strips g. Closure
(46)
USING COMIC AS ALTERNATIF TEACHING
MATERIAL FOR READING COMPREHENSION
The Outline of Study
INTRODUCTION
The Background of study
The Identification, Limitation, and The Formulation of the Problem The Method of Research
Purpose of the Study Oragization of Writing
THEORETICAL FRAMEWORK
Reading Comprehension 1. Definition 2. Kind of Reading 3. The purpose of reading B. The Nature of Teaching C. Media for Teaching English 1. Comic Strips
a. Definition
b. Criteria of Comic for Use in Class
c. The Effectiveness of Using Comic Strip in Teaching English 2. The Advantages of Using Comic
(47)
USING COMIC AS ALTENATIVE TEACHING MATERIAL
Method of Study
1. Place and time of study 2. Method of the Study 3. Population and Sample 4. Technique of Collecting Data 5. Technique of Data Analysis
CONCLUSION AND SUGESTION
A. Conclusion B. Suggestion
(48)
TEST INSTRUMENT
Subject
: English
Level/grade
: Junior high/1(first)
Theme
: Describe (Physical and Character)
Time
: 40 minute
I. Describing the character
No
Character
Who am I ? I am…
Describe me
(physical and character)
1
……… a.
b.
c.
d.
2
……… a.
b.
c.
d.
3
……… a.
b.
c.
d.
(49)
b.
c.
d.
5
……… a.
b.
c.
d.
6
……… a.
b.
c.
d.
7
……… a.
b.
c.
d.
8
……… a.
b.
c.
(50)
d.
9
……… a.
b.
c.
d.
10
……… a.
b.
c.
d.
II. Macthing nouns with their meanings
1. a miser
a. a person who ruins a good time
2. a clumsy
b. a dull and bookish person
3. a chicken
c. a person who hates to spend money
4. a nerd
d. a person pesimis
5. a pessimist
e. a clumsily person
6. a go-getter
f. a very intelegent person
7. a wet blanket
g. an energetic person
8. a pain in the neck
h. a person who talks to much
9. a chatterbox
i. a person who runaway from danger
10. a. brain
j. a difficult or annoying person
(51)
III. Says in Indonesia
1. Pugnose
= ……
2. Mole
=……
3. Birthmark
=……
4. Gray-hair
=……
5. Broad-shoulder =……
6. Center part
=……
7. Curly
=……
8. Straight
=…..
9. Bold
=…..
10. Wavy
=……
TEST INSTRUMENT
Subject
: English
Level/grade
: Junior high/1(first)
Theme
: Describe (Physical and Character)
Time
: 40 minute
I. Describing the character
No
Character
Who I am? I am….
Describe me
(physical and character)
1
a.
………
b.
c.
d.
2
a.
………
b.
(52)
c.
d.
3
a.
………
b.
c.
d.
4
a.
………
b.
c.
d.
5
a.
………
b.
c.
d.
6
a.
………
b.
c.
d.
7
a.
………
b.
(53)
c.
d.
8
a.
………
b.
c.
d.
9
a.
………
b.
c.
d.
10
a.
………
b.
c.
d.
II. Macthing nouns with their meanings
1. a miser
a. a person who ruins a good time
2. a clumsy
b. a dull and bookish person
3. a chicken
c. a person who hates to spend money
(54)
5. a pessimist
e. a clumsily person
6. a go-getter
f. a very intelegent person
7. a wet blanket
g. an energetic person
8. a pain in the neck
h. a person who talks to much
9. a chatterbox
i. a person who runaway from danger
10. a. brain
j. a difficult or annoying person
III. Says in Indonesia
1. Pugnose = ……
2. Mole =……
3. Birthmark =……
4. Gray-hair =……
5. Broad-shoulder =……
6. Center part =……
7. Curly =……
8. Straight =…..
9. Bold =…..
10. Wavy =……
(55)
(1)
d.
9 ……… a.
b. c. d.
10 ……… a.
b. c. d.
II. Macthing nouns with their meanings
1. a miser a. a person who ruins a good time 2. a clumsy b. a dull and bookish person
3. a chicken c. a person who hates to spend money 4. a nerd d. a person pesimis
5. a pessimist e. a clumsily person 6. a go-getter f. a very intelegent person 7. a wet blanket g. an energetic person
8. a pain in the neck h. a person who talks to much 9. a chatterbox i. a person who runaway from danger 10. a. brain j. a difficult or annoying person
(2)
III. Says in Indonesia
1. Pugnose = ……
2. Mole =……
3. Birthmark =…… 4. Gray-hair =…… 5. Broad-shoulder =…… 6. Center part =……
7. Curly =……
8. Straight =…..
9. Bold =…..
10. Wavy =……
TEST INSTRUMENT
Subject : EnglishLevel/grade : Junior high/1(first)
Theme : Describe (Physical and Character) Time : 40 minute
I. Describing the character
No Character Who I am? I am…. Describe me
(physical and character)
1 a.
……… b. c.
d.
2 a.
……… b.
(3)
c.
d.
3 a.
……… b. c.
d.
4 a.
……… b. c.
d.
5 a.
……… b. c.
d.
6 a.
……… b. c.
d.
7 a.
……… b.
(4)
c.
d.
8 a.
……… b. c.
d.
9 a.
……… b. c.
d.
10 a.
……… b. c.
d.
II. Macthing nouns with their meanings
1. a miser a. a person who ruins a good time 2. a clumsy b. a dull and bookish person
(5)
5. a pessimist e. a clumsily person 6. a go-getter f. a very intelegent person 7. a wet blanket g. an energetic person
8. a pain in the neck h. a person who talks to much 9. a chatterbox i. a person who runaway from danger 10. a. brain j. a difficult or annoying person
III. Says in Indonesia
1. Pugnose = …… 2. Mole =…… 3. Birthmark =…… 4. Gray-hair =…… 5. Broad-shoulder =…… 6. Center part =…… 7. Curly =…… 8. Straight =….. 9. Bold =….. 10. Wavy =……
(6)