The Use of Comic Strips to Improve Students’ Reading Comprehension (A Classroom Action research of the Eighth Grade Students of SMP Negeri 1 Kledung in the Academic year of 2017/2018) - Test Repository
THE USE OF COMIC STRIPS TO IMPROVE STUDENTS’
READING COMPREHENSION
(A Classroom Action Research of the Eighth Grade Students of
SMP N 1 Kledung in the Academic Year of 2017/2018)
A GRADUATING PAPER
Submitted to the Board of Examiners as a partial fulfillment of the
requirements for
the Degree of Sarjana Pendidikan (S.Pd.)
By:
NURUL FAJRIYAH
NIM.113-13-117
ENGLISH EDUCATION DEPARTEMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) OF
SALATIGA
2018
MOTTO
Have more than thou show, Speak less than thou know,
Lend less than thou owe, Ride more than thou go,
Learn more than thou throw, Set less than thou throw,
- Shakespeare-
DEDICATION
This graduating paper is dedicated to:
My beloved parents Sumarmi and Ponadi, who always love and support me. My beloved brother Muhammad Zaenal Arifin. My big family and all my friends that supported my education.
ACKNOWLEDGEMENT
Bismillahirrahmanirrrahim.Assalamu’alaikum Wr.Wb.
Alhamdulillahirabbil’alamin, all praise to Allah SWT, the Most Gracious and
the Most Merciful who always bless and help the writer so the writer can finish the graduating paper. Bless and mercy is upon great Prophet Muhammad SAW for his guidance that leads the writer to the truth. However, this paper will not be finished without support, advices, help and encouragement from several people institution. Hence, the writer would like to express special thanks to: 1.
Mr. Dr. Rahmat Haryadi, M.Pd, the Rector of Institute of Islamic Studies (IAIN) of Salatiga.
2. Mr. Suwardi, M.Pd, the Dean of Teacher Training and Education Faculty of State Institute for Islamic Studies (IAIN) of Salatiga.
3. Mrs. Noor Malihah, Ph.D, the Head of English Education Department.
4. Mr. Dr. Ruwandi, S.Pd, M.A, the counselor of this paper, who gives great attention, suggestion and guidance for this paper from beginning until the end.
5. All of lectures and staff of State Institute for Islamic Studies (IAIN) of Salatiga.
nd
Salatiga, July 2018 The writer
Nurul Fajriyyah NIM. 113-13-117
TABLE OF CONTENTS
TITLE ..................................................................................................................i ATTENTIVE COUNSELOR NOTE .................................................................ii STATEMENT OF CERTIFICATION ................................................................iii DECLARATION ...............................................................................................iv MOTTO ..............................................................................................................v DEDICATION ....................................................................................................vi ACKNOWLEDGMENT .....................................................................................vii TABLE OF CONTENTS ...................................................................................viii LIST OF TABLES ..............................................................................................xi LIST OF APPENDIXES .....................................................................................xii ABSTRACT ........................................................................................................xiii
CHAPTER I: INTRODUCTION A. Background of the Study .........................................................................1 B. Problem Formulations .............................................................................3 C. Objective of the Study .............................................................................3 D. Significance of the Study ........................................................................4 E. Hypothesis and Success Indicator ...........................................................4 F. Research Methodology............................................................................5 G. Outline of the Graduating Paper ............................................................6 CHAPTER II: THEORITICAL FRAMEWORK A. Review of Literature ..............................................................................11 B. Reading 1. Definition of Reading .......................................................................12
2. The Purpose of Reading ....................................................................13 3.
The kinds of Reading ........................................................................14 C. Reading Comprehension ........................................................................17 D.
Recount Text ...........................................................................................21 E. Comic Strips ...........................................................................................26 F. Evaluation Criteria ..................................................................................29 G.
Minimum Competence Criteria ..............................................................31
CHAPTER III: RESEARCH IMPLEMENTATION A. Description of Teaching and Learning Process in Cycle I .....................32 B. Description of Teaching and Learning Process in Cycle II ....................33 CHAPTER IV: DATA ANALYSIS A. Data Analysis 1. Cycle I ................................................................................................35 2. Cycle II ...............................................................................................45 B. Discussion55 1. Cycle I ................................................................................................55 2. Cycle II ...............................................................................................62 CHAPTER V: CLOSURE A. Conclusion ..............................................................................................69 B. Suggestion ...............................................................................................70 REFERENCES
List of Table
Table 2.1 Description of Students‟ Achievement ...............................................29Table 4.1 students score of pre-test I ..................................................................36Table 4.2 Criteria of Students‟ Reading Comprehension of pre-test I ................37Table 4.3 Students‟ Score of Post-test I ..............................................................39Table 4.4 Criteria of Students‟ Reading Comprehension of Post-test 1 .............40Table 4.5 The Result of Pre-test I and Post-test I ...............................................41Table 4.6 Students‟ Score of Pre-test II ..............................................................45Table 4.7 The Criteria of Students‟ Reading Comprehension of Pre-test II .......47Table 4.8 Students‟ Score of Post-test II .............................................................48Table 4.9 Criteria of Students‟ Reading Comprehension of Post-test 2 .............49Table 4.10 The Result of Pre-test and Post-test II ..............................................51Table 4.11 Observational Checklist of Teacher of Cycle I .................................60Table 4.12 Observational Checklist for Student of Cycle I ...............................60Table 4.13 Observational Checklist for Teacher of Cycle II .............................64Table 4.14 Observational Checklist for Students of Cycle II .............................65List of Appendix
Appendix 1 Lembar Konsultasi Skripsi Appendix 2 Surat Penunjukan Pembimbing Appendix 3 Surat Keterangan Penelitian Appendix 4 School‟s Profile Appendix 5 Students Observation Sheet Appendix 6 Lesson Plan Appendix 7 Students‟ Worksheet Appendix 8 Documentation Appendix 9 List of Certificates Score Appendix 10 Curriculum Vitae
ABSTRACT
Nurul Fajriyah. 2018. The Use of Comic Strips to Improve Students‟ Reading Comprehension (A Classroom Action research of the Eighth Grade Students of SMP Negeri 1 Kledung in the Academic year of 2017/2018). Graduating Paper. English Education Department.
Teacher Training and Education Faculty. State Institute for Islamic Studies Salatiga. Counselor: Dr. Ruwandi S.Pd., M.A
The objectives of this research are to explore the improvement and identify the significant improvement of the students‟ reading comprehension of the eighth grades students of SMP N 1 Kledung in the academic year of 2017/2018.
The approach and technique of this research was Classroom Action Research (CAR). The subjects of the research were 30 students of the eight grade of SMPN 1 Kledung. The research was conducted in two cycles by which each cycle consisted of planning, acting, observation and reflecting.
The result of the research showed that there is an improvement of students‟ reading comprehension in recount text. It can be seen from the result of the score, in cycle I in which post-test is higher than pre- test (59.34 ≥ 53.34) and
o higher than t
in cycle II (74 ≥ 52.67). The t calculation is 8.96, showing that t table (2.04). So, alternative hypothesis (Ha) is accepted and null hypothesis (Ho) is rejected.
Key Words: Comic Strips; Reading Comprehension; Recount Text
CHAPTER I INTRODUCTION A. Background of the Study English is an international language, it was used in various aspects
of life such as in culture, economics, business, politics etc. In many non- speaking English countries, English becomes a foreign language or second language. In Indonesia, English is a foreign language. It is taught from elementary school up to university level.
The four basic skills which should be studied are speaking, listening, reading and writing. Reading is one of the skills which should be mastered by students. Reading is essential factor to improve the readers to third another skill. In addition, it brings some benefit for students. Students get more additional knowledge which has not gained from teacher explanation. Reading skill is important in learning, so that student must be trained to have a good skill in reading.
In reading there are some skills to be mastered by students Based on Educational National Curriculum of 2004, there are many texts that the junior high school students need to master. Those are descriptive, narrative, spoof/recount, procedure, report, and anecdote. In other word, students have to comprehend well those kinds of text. On this research the writer will be focus on recount text.
Based on the syllabus of SMP, in reading comprehension the students should comprehend some aspects, such as general information, specific information and recognizing word meaning. By comprehending them, the students will easily comprehend all of the content of text.
Based on reality, on the examination items those content are texts. It means that, if students did not understand the text content student would be difficulties to finish the test items. When students did not comprehend well would be missing communication so they would be failed on doing examination. So comprehension skill is necessary for students.
In fact stud ents‟ comprehension is too low. Based on students national final examination score of SMP N 1 Kledung, major of students get score under KKM in English subject. It means that purpose of teaching reading is not successful. In other hand student has a law interest with reading subject and reading is not habit for Indonesian.
“According to UNESCO research in 2006 show that Indonesian reading interest at the lowest position at the Asian while International Educational Achievement recorded Indonesian students reading ability are lowest in the ASEAN region
” (Ngainun, 2013:4).
There are some factors which make students reading comprehension is too low. In the reading classroom many students are bored with reading activity. It decreased students‟ motivation. In learning reading, the students have difficulties to understand major content of text because of minimize their vocabulary mastery and they got difficulties to convey the meaning of the whole paragraph.
In solving the students‟ difficulties in reading comprehension, using interest strategy or authentic media will help the students‟ active in teaching and learning process. Comics are one of the instructional media which can be used in teaching reading comprehension in the classroom.
Many studies have shown that comics provide excellent researches for students who struggle with readingcomprehension. Smith (2006:6) states that Comics are powerful aids for the students who excel at visual learning or have short attention spans. There are two kind of comics, these are; comic book and strips.
Based on the reason above, the writer takes a title of this paper “THE USE OF COMIC STRIPS TO IMPROVE STUDENTS’
READING COMPREHENSION (A Classroom Action Research of the Eighth Grade Students of SMP N 1 Kledung in the Academic Year of 2017/2018) B. Problem Formulations 1.
How can comic strips improve students reading comprehension? 2. Can comic strips improve the students reading comprehension significantly?
C. Objectives of the Study 1.
To explore the improvement of using comics strips in students reading comprehension.
2. To know the significant improvement of students reading comprehension.
D. Significance of the Study
The writer hopes the result of this study, firstly for the writer and the English teacher at SMP Negeri 1 Kledung., by implementing this study is expected to enhance their knowledge and become more creative and use various media in learning reading text at classroom. The second is for students, it is expected to improve their reading comprehension ability and their reading interest. The third is for institution of SMP Negeri 1 Kledung, Temanggung, it is hoped to get advantages for improving the education quality. The last is for the other researcher, in which the results are hoped as an alternative suggestion and additional information to do further study.
Hypothesis and Success Indicator E.
The researcher proposes a hypothesis: using comic strips in teaching learning process in English subject can improve the students‟ reading comprehension at the eighth grade students of SMP N 1 Kledung in the academic of year 2017/2018.
The success indicator of this research is taken from the passing grade (KKM) of English lesson in SMP N 1 Kledung. The passing grade is 70 and the target of the passing grade is 85%.
F. Research Methodology
1. Research Approach and Technique This study categorized into classroom action research. The aim of this was to show the process of improvement of the students reading process. The step done by the researcher and collaborators were identifying the problem occurring in the English teaching and learning, planning, and carrying out the actions, observing, and reflecting on the actions implemented in the study (Kemmis& Mc. Taggart, 1998; in Burns, 2010:7).
Classroom action research is the process through which the teachers collaborate in evaluating their practice jointly, raise awareness of their personal theory; articulate a shared conception of values; tryout new strategies to render the values expressed in their practice more consistent with the educational values they espouse; record their work in a form which is readily available to and understandable by other teachers; and thus develop a shared theory of teaching by researching practice (Elliot, 2011:10).
From the definition above, the writer concludes that classroom action research is the research that be done in the classroom by doing teacher in teaching learning process to know the students situation in the classroom when they were in teaching learning process. This research has been done by repeat the cycle until findings the result of study show that there are improvements at the classroom.
2. Subject of the Study The subjects of the study were the students of VIII B class of SMP Negeri 1 Kledung. The VIII B class consisted of 30 students.They were 15 girls and 15 boys.
3. Procedures of Research This research used some steps in each cycle. The steps are follows: a.
Planning The researcher prepares some instruments which is supports in the teaching learning process, as follow: 1)
Preparing material, making lesson plan, and designing the steps in class action 2)
Preparing sheet for classroom observation 3)
Preparing pre-test and post-test items b. Action
The researcher implemented the classroom action research with the activities below: 1)
Giving pre-test 2)
Teaching reading using comic strips as media 3)
Giving occasion to the students to ask any difficulties or problem 4)
Asking the some question orally and giving post test c. Observation
Observation is one the instruments in collecting data. As a scientific method, observation could be systematically used to observe and note the phenomena investigated like the students felling, thinking, and something they do in teaching learning process. d.
Reflection Based on the result of observation, the researcher makes an evaluation to the students during teaching learning process.
The researcher and the teacher will discuss the result of the research in each cycle. After finding the result, the research will decide or design the next cycle.
4. The Techniques of Collecting Data The researcher collects data are as follows: a.
Test Instrument The test instrument is important role to collect data. In this research, there are two kinds of test, they are pre-test and post-test.
The researcher uses test in order to measure the students‟ reading comprehension. Pre- test used to know how far students‟ competence before reading using comic strips. Then, post-test is used to see how far students‟ competence after reading comic strips.
b.
Documentation The researcher needed documentation to know the students situation in teaching and learning process.
c.
Observation The researcher was do observation in class with classroom action research. The researcher not only observe just one time, but also in every meeting. The function of observation is to know how far the action that they achieved. This method also uses in finding concrete data easily and directly.
d.
Field note Field note refers to various note recorded by scientist during or after their observation of a specific phenomenon they are studying
5. Research Instrument
In this research, the data were collected using some instruments. Those are described as follows: a.
Observation checklist The observation checklist was to check the procedure of actions implemented by the teacher and the researcher. The researcher also might give comments about the teaching learning process or suggestions for improving the implementation on the next meeting.
b. Reading comprehension test The instrument was used to know the progress students‟ reading comprehension during the action. The test consisted 10 items of multiple choice.
6. Technique of Data Analysis The technique of analysing data uses mean and T-test scoring.
The students are scored by the pre-test and post-test. After the students are given pre-test, then the researcher uses comic strips as authentic material in the teaching reading comprehension. In the last session, the students are scored by t-test to obtain the valid data which shows whether the research is success or not. In the final process, the researcher compares the collecting data from cycle I and cycle II. To know the whole result of this study, the researcher uses mean, SD (Deviation standard) and T-test of the scores. In this case, the collecting data is able to be counted as the following formula: a.
Mean
M =
Explanation: M =
Mean of students‟ score ∑x = The sum of students‟ score N = The total number of students b. SD (Deviation Standard)
SD D √ ( )
SD D = Deviation Standard for one sample t-test D = Difference between pre-test and post-test N = number of observation in simple c. T-test t 0 =
√
To knows the significance between pre-test and post-test. T-test the formula below: t = T-test for the differences of pre-test and post test
S D = Deviation Standard for one sample t-test D = Difference between pre-test and post test
N = Number of observation in sample
7. Outline of the Graduating Paper This study consists of five chapters. Chapter one is introduction.
It involves background of study, statements of the problem, the objective of the research, the significance of the study, hypothesis and indicator success, research methodology and outline of the graduating paper. Chapter two is theoretical framework. This chapter consists of the Review of the previous research, definition of comic strips, the kind of reading and teaching reading. Chapter three is research implementation.
The next is chapter four, its talk about research finding and discussion. Chapter five is closure. It consists of conclusion and suggestion.
CHAPTER II THEORETICAL FRAMEWORK A. Review of Literature Improving the Eleventh Grade Students‟ Reading Comprehension
by Using Comic Strips was conducted by Fitriyah (2015). In this thesis she focuses on the use comic strips to improve students reading comprehension. According to her, comic strip was able to improve the eleventh grade students‟ reading comprehension at SMA UNGGULAN BPPT Darus Sholah Jember 2014-2015 by identifying the generic structure, grammatical features, comprehending word meaning, sentence, paragraph and text.
The second research was done by Mahir et.al (2016). Using Newspaper Comics Strips to Improve Reading and Writing Among Muet Band 1&2 Year 1 Students of Faculty of Quran and Sunnah studies, Universitas Sains Islam Malaysia (USIM). This journal recorded indicating the use comic of strips had improved reading and writing among USIM Year 1 students who enrolled in ECP (English for Communicative) course in their second semester.
The last research entitled, The Effect of comic strips on EFL Reading Comprehension, by Merc (2013). The purpose of this study is to investigate the effect of comic strips on reading comprehension of Turkish EFL learners. The result of this study showed that that all students with a comic strip effect, regardless of proficiency and text level, performed better than the ones without comic strips.
B. Reading 1. Definition of Reading
Reading is the process of finding meaning in written characters or symbols and of interpreting and analysing text (Lynn and William, 1985:12). In addition Anderson et al. (1985) defined reading as the process of making meaning from written texts. In other word reading is process finding meaning of word or symbol in printed text.
Morreillon (2007:17) state that reading is making meaning from print and visual information. But reading is not simple. Reading is an active process that requires a great deal of practice and skill. In reading there are interaction between the reader and the text. The reader gets of the meaning may be not same as the meaning of the writer to convey the text. It means that, the meanings of the texts are draw by reader may be not same with other reader interpretation.
From the theories above, it can be concluded that reading is process to get a meaning from the text. Between the reader and text have some processes that are used to assign the meaning from written symbols in the text. In this process the meaning are conveyed by the writer and the reader is not still same, may be different from the other readers reading in the same text.
2. The Purpose of Reading
The purpose of reading according to Grabe and Stoller (2002) in Febriani (2011:10), it has been classified into four purpose, they are: a.
Reading to search for simple information and reading to skim It is common reading ability, here the reader scan the text to find out a specific piece of information or specific word. Meanwhile, reading to skim is the strategy to form the general idea using basic reading comprehension and guesses the important point.
b.
Reading to learn from text It happens in academic and professional context, it also requires remembering the main idea and the supporting idea, making a relation with the reader‟s knowledge. This activity could bring stronger inference because it is to help remember information.
c.
Reading to integrate information, write, and critique text This skill needs critical evaluation where the reader integrate and decide the information that she/he wants. Then, it involves abilities such as composing, selecting, and making critique from the material.
d.
Reading for general comprehension It can be done by fluent readers very fast and automatically in the processing word, and effective coordination in many process of the text.
3. The Kinds of Reading
Mikulecky and Jeffries (1996:1) classified the kinds of reading into four kinds as follows: a.
Reading pleasure Reading for pleasure is the reader read a text whatever he/she wants. It could be fiction or nonfiction. This activity brings the reader enjoy and fun.
b.
Reading Comprehension Skill Reading comprehension is the activity when the reader‟s brain, the text, and the reader‟s eyes can engage strongly to build a connection. Next, this condition makes the reader studies about what she/he reads and remember about it.
c.
Thinking skill In thinking skill, when the reader reads an English Text, he/she is forced to think English. Then, the reader must know the complexity of the text such as the length, English syntax, and English semantic and or logical connection.
d.
Reading Faster By reading faster, the reader will be efficient and become more enjoyable (Mikulecky and Jeffries, 1996:1).
According to Harmer (2007:99) there are two kinds of reading related its purpose, those are intensive reading and extensive reading. Those are explained as follow: a.
Intensive reading In notion intensive reading, Harmer defined that reading activity focuses to learn composition of the text which is the variants of the text depends on the purpose of the reader.
Palmer (1964) note that “intensive reading” means that the readers take a text, study it line by line, and refer at very moment to the dictionary about the grammar of the text itself.
In the other word intensive reading is reading text activity by reading the whole text to get more detail information. In intensive reading, the kind and the content of text have to on the reader interest. The purpose is the reader comprehends well the text and they have high motivation to finding the details information.
Intensive reading has advantage for low level readers, intensive reading is possibly the fastest way to build vocabulary.
Some foreign language students are able to successful add 10 or more comprehension words per day. Additionally, reading difficult material forces a learner to develop strategies for dealing with texts that are too hard to read comfortably (Risdianto, 2012:65).
b.
Extensive reading It is the view Palmer (1964) that “extensive reading” is considered as being reading rapidly. The readers read books after books. Its attention is paid to the meaning of the text itself not the language. The purpose of extensive reading is for pleasure and information. Thus, extensive reading is also termed as “supplementary reading”.
Extensive reading is an approach to language learning, including foreign language learning, by the means of large Amount of reading. The learners view and review of unknown words in specific context will allow the learner word‟s meaning, and thus to learn unknown words.
In conclusion extensive reading is reading activity by reading glance text or rapidly to add information. The kind of text usually various and time to read is brief. There are some roles of extensive reading in language learning.
1) It can provide „comprehension input‟
Krashen argues that extensive reading will lead to language acquisition, provided that certain predictions are met. 2)
It can enhance learner‟s general language competence 3) It increases the students‟ exposure to the language. 4)
It can increase knowledge of vocabulary 5)
It can lead to improvement in writing 6) It can motivate learners to read. 7)
It can consolidate previously learned language 8)
It helps to build confidence with extended texts 9)
It encourages the explanation of textual redundancy
10) It facilitates the development of prediction skills (Risdianto, 2012:39-43).
C. Reading Comprehension 1. Definition of Reading Comprehension
Reading comprehension is a process of readers understanding toward reading text to get some information. Efriza et. al (2013:66) stated that reading comprehension is a process of understanding of the reader to catch all of information in a text. Reading comprehension is also a process of analyzing and evaluating of the writer opinion in written text to get some ideas. So reading comprehension is a process of readers understanding the whole information from the text including the writer opinion.
Reading comprehension is a process that involves memory, thinking abstractly, visualization, and understanding vocabulary as well as knowing how to properly decode (Ness, 2010). In short reading comprehension is brain process to create the meaning of the text.
Klingner et al. (2007:8) define reading comprehension as a complex process involving interaction of many components. Those components are readers, their background knowledge, their reading strategy, the text, their interest in topic and their knowledge of text types. In addition Maoore said that comprehension depend not only on characteristics of the reader, such as prior knowledge and working memory, but also on language processes, such as basic reading skills, decoding, vocabulary, sensitivity to text structure, inference, and motivation. Those components interact with one another in comprehending printed text. When inference appears in those interactions, the readers find difficulties in their reading comprehension.
In conclusion reading comprehension is a brain process involving several component which those components are interact one to another to create the meaning of the text. Those component are mainly from the reader, text and the knowledge.
As readers mature in their comprehension skills, they are able to progress efficiently from the stage of learning to read to the ultimate goal of reading to learn (Yovanof et al., 2005). There are some problems why the readers are difficult to rises the reading goals; a.
Student have not truly mastered reading fluently, b. Lack of prior experiences or a lower Socio- Economic environment.
c.
Vocabulary 2. Reading Comprehension Strategies
To become reader who has reading comprehension well. We should know the reading comprehension strategies, they are; a.
Identifying the purpose in reading Efficient reading consists of clearly identifying the purpose in reading a text. By identifying the purpose in reading before reading a text, the readers know what they are looking for and can weed out potential distracting information (Brown, 2001:306).
b.
Using efficient silent reading technique Silent reading is appropriate for intermediate and advanced students. This strategy leads the students to try inferring meaning from context. It is also the best practice to make the students become efficient readers (Brown, 2001:306).
c.
Skimming and scanning the text 1)
Skimming Skimming is a reading strategy in which the readers quickly run their eyes across a whole text (Brown, 2001:306).
According to Lynn and William (1985:15) skimming a text is reading quickly to get just the gist of a work rather than all the information it has offer. The strategies are obvious. Read the texts, table of contents, chapter headings, preface, and index.
By skimming the text, the reader will be able to predict the purpose of the passage, the main topic, or message, and the supporting ideas. 2)
Scanning Scanning is quickly searching for some particular piece or pieces information in a text. The purpose of scanning is to extract specific information without reading through the whole text. The reader can use this strategy to look for the detail information in the text such as looking for the names or dates, finding the definition of a key concept, and listing a certain number of supporting details (Brown, 2001:306).
d.
Guessing In this strategy, the students try to guess the meaning of the words when they are not certain or they do not know the meanings of the words, a grammatical relationship, a cultural reference, content messages, and infer implied meanings (Brown, 2001:306).
e.
Questioning This strategy allows the students to have practice in making questions and then answering by themselves. The question that should be made is those which can arouse their awareness of what they read. These will represent whether they have understood the text or not.
f.
Making prediction and inferences Predicting means that the readers are using their background knowledge to negotiate meaning of the text. They connect their background knowledge with the information from the text. In inference, the readers have to find some of the clues, than combine it to their background knowledge and past experiences to interpret the meaning of the texts.
Those are the strategies for having good reading comprehension. The strategies go in line with the two processes, bottom-up and top down procedures. The reader starts reading by having the first strategy which is identifying the purpose in reading and end with capitalizing on discourse markers to process relationships. The strategies above are highly required for reading comprehension.
4. The Process of the Reading Comprehension
There are three process of constructing meaning of the text are presented below: a.
Bottom-up processing Bottom-up processing views the process of reading as phonemic units. In bottom-up processing, the reader must recognize a multiplicity of linguistic signal such as letters, morphemes, syllables, words, phrases, grammatical cues, and discourse markers (Brown, 2001:299).
b.
Top-down processing In top-down processing, the reader involves their knowledge of syntax and semantic to create meaning of the text
(Goodman, 1967; in Purniati, 2014:29). The reader constructs meaning by bringing their early though to the text being read.
c.
Interactive processing Interactive processing is combination of top-down and bottom-up processing. In interactive processes, the reader predict the probable meaning of the text, then moving bottom-up processes to check whether that is really what the writer says (Nuttal, 2005:3; cited in Brown 2001:299)
D. Recount Text 1. Definition of Recount Text
Recount text is a text that tells about past experiences or events. It
can be based on the author‟s personal experiences (not always factual) or historical events. Recount text tells the reader about something that happened. It can be story (a fictional) recounts or (factual) recount. Recount text is recall and reconstructs events, experiences and achievements from the past in a logical sequence (Hyland, 2009:5; in Purniati, 2014:35) The purpose of recount text is to inform or to entertain the reader.
There is no complication among the participants. The details in the text can include what happened, who was involved, where it took place, when it happened and why it occurred.
Recount text tells about a specific person or event. It is organized as a series through time. If want to present about person the content of text is biography from famous person such as athlete, hero, artist, leader etc. other recounts may present a topic through series of time.
In conclusion recount text tells about past experiences or events and specific person it can be factual or fictional story.
2. Types of the Recount Text
Sue Stubs (2009:8) in Purniati (2014:36) describe that types of recount text are: a.
Factual recount Factual recount is concerned with recalling events accurately. It can range from an everyday task such as a school accident report to a formal, structures research task such as a historical recount. The emphasis is on using language that is precise, factual and detailed, so that the reader gains a complete picture of the event, experience or achievement. Extended description, emotive language and unnecessary details are out of narration are used to give credibility to the information presented. Those examples of factual recount are report of scientific experiment, police report, news report and historical account.
b.
Literary or imaginative recount Literary recounts entertain the reader by recreating the events of an imaginary world as though they are real “A day in my life as family pet”. For example: emotive language, specific detail and first person narration are used to give the writing impact and appeal. c.
A procedural recounts A procedural recount is records the steps taken in completing a task or procedure. The use of technical terms, an accurate time sequence and first person narration (I or we) give credibility to provided information.
d.
A biographical or personal recount A biographical recount told the story of person‟s life using a third person narrator (he, she, they). In the case, of an autobiography, first person narration (I, we) is used. It is usually factually accurate and record specific names, times, places, and events. A purely factual, informative biography, however, would lack the appeal provided by personal responses and memorable anecdotes. There is often an evaluation of the subject‟s achievements in the final section.
3. Generic Structure of Recount Texts
Recount text has three parts; there are orientation, events, and reorientation: a.
Orientation Orientation supplies the background information needed to fully understand the retelling. It establishes the time, setting and who or what is participating. The audience needed to know when the event occurred, who was involved, what happened, where the activity or event took place and sometimes what the reason was for the event.
b.
Events In this part the writer tells the reader about the important event in the order that key happened. And it is important that students are given adequate guidelines scaffolds to assist with the structure of their writing. Students should focus on detailing who, what, where and when.
c.
Re-orientation Reorientation means conclusion, according to Bremer and
Sedley (1993) in Purniati (2014:38) states that conclusion to the end of the basic form is one simple variation of the pattern.
Reorientation at the end and in this part the writer can give personal opinions about the topic or event
4. Language Feature of Recount Text
Language feature of recount text explained by Munn (1999) in Purniati (2014: 40), there are as follows: a.
Use proper nouns and pronouns identify people, animals, or things. Example: Mr. Lawrence, the postman.
b.
Word families are used to build topic information. Example: smoke signals, drums, telephone, television.
c.
Varied action verbs are used to build word chains. These may be synonym, antonym or repetition. d.
Descriptive words add details about who, what, when, where and how.
e.
Adverbs and adverbial phrases sequence events in time and indicate place. Example : on 26 June 1984 f.
Texts are written in past tense to retell past events. Example: she smiled g.
Conjunctions (when, but) to combine clauses and connective to sequences events (first, then, finally) are used.
h.
Evaluative language is used in factual and personal recounts.
E. Comic Strips 1. Definition of Comic Strips
Comic strips are visual also contributes to improving communicative competence. In a comic strip, life-like situations and expressions are used in spoken, colloqiall language: for instance, idioms, reduced forms, slang, and expressions that require shared cultural knowledge (Csabay, 2006:25). Comic strip can be defined as “a series of pictures inside boxes that tell a story” (Liu, 2004; in Merc, 2013:57).
According to McCloud (2006) in Harwaningsih (2014:24), comic is a literature of drawing. Comic strips are a composition or other images in purposeful sequence and they have an aim to convey information and visual response in the view.
Comic strip is combination of cartoon with a story line, laid out in a series of pictorial panels across a page and concerning a continuous character or set of characters, whose thoughts and dialogues are indicated by means of "balloons" containing written speech. The comic strip form can be employed to convey a variety of messages.
2. The Strengths and Weakness of Using Comic Strips a.
The strengths of uses comic strips Comics can play a powerful, influential role in the English classroom, and have a positive impact on the learning abilities many students.
“Comics can provide a powerful media between literature and visual entertainment ” (Smith, 2006; in Nuarita,
2015:3). Students need to see and experience the learning before it makes sense personally. If teacher add a variety of media into the classroom, they significantly raise the possibility of reaching all students (Tileston, 2004:137).
According to Drolet (2010) as cited in Harwaningsing, (2014:25) the use of comics in language classrooms helps to build skills in vocabulary, reading, critical thinking, problem solving, listening, speaking and writing. It means that using comic in language classroom can solve the students‟ problem such as minimize of vocabulary, with pictures on the conversation or text description can help the reader to guessing the meaning of the difficulties vocabulary.
The using of comic in educational for the purpose of motivating, young reader to become recreational readers enabling them to expand their vocabulary knowledge, to engage their imaginations, to inspire a love of reading. Krashen argued that free voluntary reading is the most effective tool available for increasing a child‟s ability to read, write, spell and comprehend, providing compelling supportive evidence through the accumulation of years of research from many different countries.
The Functions of visuals in reading comprehension; 1)