CHAPTER1

INTRODUCTION
1.1. Background of Study
Language is the salient way of expressing our though each other. A S
Hornby (2000:752) has stated that language is the system of communication in
speech and writing that is used by people of a particular country. People around
the world easier in communicate by using language in their own country.
Nowadays, Globalization has given rise to English as a global language and
learning it has become inevitable to communicate with the world. In many
countries such as Indonesia, English is the foreign language and it is a compulsory
as subject in schools curriculum including Elementary School. Recent studies
have revealed some evidence that young learners learn second language better
compared to adult learners. Cook (1996) claimed, "People who start learning
English as an adult never managed to learn it properly and other who learns it as a
child is indistinguishable from the natives" and Penny Ur (2005:286) has done a
research on how a leaner's age influences language learning. Assumptions made
by her are given below:
1) Young children learn languages better than the older ones.
2) Foreign language learning in school should be started at an early age as
possible.
3) It is easier to interest and motivate children than adults.

So, young learner actually has higher chance to learn English better than adult.
But there are problems for young learner in learn English as foreign language in
Indonesia. They have different way in learn. The ways young learner learns are
given below:
1) Young learner are dependent to the teacher
2) Learning is more social and natural and they ultimately trust the teacher
3) Young learners are blank slates, they didnt learn English before or find it in
their environment
4) Young learner want to have fun while learning
5) Young learner need more motivated.
In Indonesia, though students are taught English at an early age, they cannot
achieve fluency and accuracy in English which nowadays is pre-requisite for
higher studies, getting a decent job and above all for business. The effective way
to make a young learner proficient in English is to develop all the four basic
language skills- listening, reading, speaking and writing. Listening and reading
are the receptive skills and work as an input for the learners and gradually prepare
the learners for the productive skills, speaking and writing. Writing skills are
specific abilities which help writers put their thoughts into words in a meaningful
form and to mentally interact with the message. Writing is not just about
conveying content but also about the representation of self. Who we are effect
how we write, whatever we write (Ivanic, 1998, p181). Writing skill is an ability
to write. So without the skill of writing young learner perhaps cannot write well,
they may write meaningless or produce unrecognized text. Amongst all four skills

teaching writing is most challenging, more specifically teaching writing to young

learners is quite harder for the teachers. Samia (2007:4) stated in his research that
teaching writing to young learners is a genuine challenge for the teacher. For
example, the 1st rank student at fifth grade Al-Mukhlis as population in this
research, has 45 score average in writing skill, 70 score average for listening skill,
55 skill score average for speaking skill and 75 score average for reading skill. So
the writer assumes that writing is harder to learn by young learner. Young learner
has less motivated to write rather than other in English class. One of the biggest
challenges teachers have faced in the classroom has to do with writing. Usually
students do not want to write, because they have never been encouraged to do it or
to enjoy it. Its worth remembering that most people never write anything of any
length in their daily lives, or anything using a pen and paper, or without using a
spellchecker. But this is often what we ask our students to do in English (Serra
.R:2014). Penny Ur (2005: pg-286) suggests "for school children learning a
foreign language will be well only if the teacher find a way to activate and
encourage their desire to invest effort in the learning activity". For young learners
extrinsic or instrumental motivation works well where teachers play a vital role
and they need to focus on the nature of motivation students have.
From teachers' side it is important to select the right lesson and design it
according to the age group. If the students do not like the lesson, the whole class
will be unproductive. Teachers have to take care of student's motivation, their
level of writing and preferred way of learning before preparing any task. It is
difficult to draw young learner's attention and keep it focused for longer time. For

doing this a teacher has to follow some teaching methods as well as teaching
techniques to facilitate effective learning. The writer choose picture to motivate
young learner in English class. As writing is a productive skill, picture is the most
effective source, which is mainly visual stimulus to motivate young learners for
teaching writing. Andrew Wright (2004) pointed out some important role that
pictures play to help the teachers to teach writing. According to him, picture can
motivate learners to pay attention and take part in the lesson, it brings the context
of any situation through which they can express their ideas and the most
importantly, pictures will develop learner's writing. As Samia (2007:9) stated
pictures can be described in many ways that will develop learner's writing and
organization skill as well.
Picture or image has many varieties. Such as photograph, sequence picture,
comic, icon, etc. Scout Mc. Cloud (1992:10) stated Comic is juxtaposed pictorial
and other images in deliberate sequence. Comics are a visual medium used to
express ideas via images, commonly combined with text or visual information.
The writer assumes that comic is appropriate to young learner, because of its
element. The basic elements in comic are character, background image, text,
speech balloons and narration. All elements in comic perhaps able to motivate
young learner, beside it comic can stimulate young learner getting ideas in
writing. As we know, comic has conversation and narration text which can imitate
by young learner to write English. Young learner learns with imitate adult, they
say or write the same with as they see or hear. As Stilwell (2006:2) stated that
Childrens language learning as rather passive process of imitating the speech

they heard from adult. The conversations usually are on speech balloon. And its
perhaps will imitated by young learner easily. So based on the explanation above
the writer choose comic as media in teaching writing skill.
Based on the explanation above, the writer try to aid young learners writing
skill using Comic. The writer would like to carry out the research under the title:
IMPROVING STUDENTS WRITING SKILL BY USING BLANK SPEECH
BALLOONS COMIC. Quasi experimental at Fifth Grade MI Al-Mukhlis
Tarogong kaler.

1.2. Statement of problem

1.2.1.

Identification of Problem
English is categorized as foreign language. Its quite hard to be

comprehended by the student. The causes of the problem are lack of motivation in
learning English, Student hasnt realized the benefit of learning English and they
didnt learn English before or find English in their own environment. They learn
English because it is one of the subjects in Indonesia curriculum in elementary
school.

1.2.2.

Scope of Problem
There are four skills that should be mastered by the students. Writing

is considered as the most difficult one. So the Writer focuses on students

writing skill at fifth grade MI Al-Mukhlis Tarogong kaler Garut.

1.2.3.

Formulation of Problem
The writer tries to state the problems that are going to be answered

through the following the question:

1. Is Blank Speech Balloons Comic Media able to improve students
writing skill?
1.3. Aim of Study
The purposes of the research are:
1. To find out that Blank Speech Balloons Comic media able to improve
students writing skill.

1.4. Research of Methods

In this research, the writer uses a quantitative approach to examine the
hypothesis. Quantitative approach is also called the traditional method, because
this method has been used for a long time so its been a tradition as a method to
study According to York (1998), said that Quantitative research uses data that
are structured in the form of numbers or that can be immediately transported into
numbers.
In addition, according to Cohen (1980), said that quantitative research is
defined as social research that employs empirical methods and empirical
statements. The writer can conclude the statements about quantitative method
above; quantitative research is social research that all data analyzed with
numerical statistic.

Quantitative research has two kind of methodology, True Experimental and

Quasi Experimental. The both types are use depend to sample which taken by the
researcher. The writer uses Quasi Experimental because the sample is purposive
sample.

1.5. Population
Population is the entire group which the data acquired and its has certain
characteristic that appropriate with the research. Population is the entire data of a
group which has certain characteristic clearly and completely (Sundayana: 2010).
In a research, its have to clearly mention about how huge the population and
scope of research are. The population in this research is students at MIS AlMukhlis Tarogong Kaler Garut. There are 6 grades; first grade until sixth grade.
The total students at MI Al-Mukhlis are 149.

1.6. Sample
The sample is Class A and B at fifth grade MIS Al-Mukhlis, Class A as a
control group and Class B as an Experimental group. The sampling technique is
Purposive Sampling, as mentioned by Sundayana in his book this technique
use if the chosen sample chose by specifically based on the research purpose. So
the writer took Class A and B as a sample because its based on the research
purpose. There are 20 students in Class A and 19 students in Class B, the writer
took 15 students each class as control and experimental group.

1.7. Data collection

The research as a way in solving problem, related to the data collection.
Without an appropriate instrument, the research will produce an unexpected
because the research need empirical data and the data may be obtained through
appropriate data collection instrument and data collection technique.
There are four data collection techniques as Sanjaya write in his book: test,
questionnaire, interview, and observation. The writer use test technique in data
collection for this research. The test itself means Test is instrument or tool in
collecting data by measuring the research subjects ability. (Sanjaya: 2013). By
the explanation above the writer will collecting data by measuring the subject in
sample which mentioned in previous point.
1.7.1. The Instrument
The writer will conduct three phases:
1) Pre-test
This test actually is same with the ordinary test, differently this
test is held before any study or treatment gives to students. Its use
to find out the basic knowledge of students before any treatment
2) Treatment
In this research, the treatment is giving a comic as media in teach
English especially in teach writing in the class.
3) Post-test
The post-test is held after the treatment is given to student. The
tests are different, in control group the post test given by use

same test with pre-test and experimental group use a different

test, and the main purpose of test is same but the test in
experimental group use comic as media.

1.8. Data Analysis

The writer use inferential statistic in this research. Inferential statistic use
for summarizing or test the hypothesis, as Sundayana (2010:4) stated in his book
Inferential statistik merupakan aspek utama dalam statistik. Cirinya adalah
mengutamakan metode menarik kesimpulan atau generalisasi tentang populasi
berdasarkan sampel yang layak.
The writer analyzes the data from pre-test and post-test. Post-test and pretest data from experimental group are calculated and then compared with
calculated control group data. The result shows the significance of using comic
media improvement.

1.9. The Hypothesis

The hypothesis is the conclusion based on facts and becomes the temporary
answer that the validity will be proven. Hypothesis also means opinion/notion that
still needs to be tested.
Based on the theoretical foundation and frame of mind can be formulated on
the hypothesis that the improving students writing skill by using blank speech
balloon comic. In this study, there are two hypotheses that the null hypothesis
(Ho) and alternative hypothesis (Ha):

10

1. Ho: learn English by using blank speech balloons comic can improve
students writing skill
2. Ha: learn English by using blank speech balloons comic cannot improve
students writing skill
1.10.

Organization of Paper

This paper was organized using a standardized pattern as follows:

CHAPTER I: INTRODUCTION. In this chapter, it provides background of
the study, statement of the problem, aims of the study, research methods and
organization of paper.
CHAPTER II: THEORETICAL FOUNDATION. This chapter includes
theoretical frameworks that are relevant to this study.
CHAPTER III: RESEARCH METHODOLOGY. This chapter describes the
procedures and stages in conducting this research.
CHAPTER IV: FINDINGS AND DISCUSSION. This chapter describes the
data of the research. It includes collecting, analyzing and interpreting all the
data got from the participant, then discussing the data to get the result or
finding.
CHAPTER V: CONCLUSION AND SUGGESTION. This chapter presents
the conclusion of the research based on the analysis that has been done in
chapter four. It includes the result, process and data interpretation also the
strengths and weaknesses of the research. It also includes the suggestion for
further research.

11

CHAPTER II
LITERATURE REVIEW
2.1. Writing
Children enjoy the beginning stage of writing, actually. We teach how to
write students name, how old there are, or where they live. Its seemed
interesting for young learner in class. As R Serra (2014) writes in her article I
have noticed that early on, children in language schools often enjoy the beginning stages
of writing. But, furthermore, English become harder and harder especially writing.

Writing needs good grammar, enough vocabulary, tenses and other which young
learner didnt learn it before. Its worth remembering that even adult, sometimes,
needs spellcheckers when they type English in computer or we needs editor when
we done writes book. But this is often what we ask to young learner in teaching
learning process even they learn is simplified. By its nature, writing is often a
solo activity, done silently, involving effort and taking a lot of time. Writing well
is difficult. (Serra:2014). Student write by their self, doesnt mean to write alone.
They need aid from adult in getting idea or use tenses well. Its need more effort
than speaking, listening or reading. Young learner need to think what should they
write, how they write, are they write good, and what the English of Bahasa which
they use. For example, they asked to write descriptive about their house. Their
first think is how is my house? then what should I write about my house? then
what the English of bagus? then how I arrange the vocabulary, so the write is
good? then the last is is my text true? even they write by imitating sometime

12

they need to change some word with their own. It takes a lot of time to think it all
at once to produce text.
Samia (2007:4) stated in his research that teaching writing to young learners
is a genuine challenge for the teacher. As a teacher we know hard it is. Stimulate
young learner, guide them to make a good sentences, give them clue to get
vocabulary, explain how the grammar use as simple as young learner
understanding, and make them motivated or interested in writing which are
difficult to be. Age plays a crucial role in what we teach and how we teach it. A young
learner class is different from an adult or teenager class in terms of the learners needs,
the language competencies emphasized, and the cognitive skills developed. (R Serra:
2014)fifth grader who 10-12 years old are qualified to age plays as late young Learners.
Their characteristics are:

1) They have longer attention spans, but are still children

2) They either take learning more seriously, or are very easily bored and
distracted
3) They possess some world knowledge and are technologically skilled/oriented
4) They are more willing to co-operate in groups and pairs
5) They have already developed social, motor and intellectual skills
6) Although they are still developing their learning strategies, they make use of
them in order to learn more effectively. (Ersoz:2007)
Actually, Even they are young learner, they arent completely blank in learn
English especially writing. They possess some or few of vocabulary and they

13

learn more seriously. Still, they need more motivated and interesting method
which able to make them uneasily bored or distracted.

2.1.1. Writing Skill

Writing skill is ability to convey thought into meaningful word or
symbol.Writing skills are specific abilities which help writers put their
thoughts into words in a meaningful form and to mentally interact with the
message. Writing is not just about conveying content but also about the
representation of self. Who we are effect how we write, what ever we
write (Ivanic1998:181). Young learners are demand to answering the
question in test, mid test and final test or write as the teacher asks to write
their dream at class. So they need to write.
Among all skill in language, writing skill is less used or practice by
young learner, the most they do are making note or completely imitating
what the teacher write on blackboard. They have less time in write practice
which demand them to write by their own in English. In learning itself
writing English word is use only for reading or they read it in another day.
Of course, the less the practice the less the skill they have. Writing skill
isnt about draw a symbol on paper with pen, adding word by word, suit
sentence with another sentences to make a paragraph. Writing skill needs
something associate. Such as grammar, syntax, right punctuation use, and
word choice and that associated thing have to coherent and cohesive. As

14

Gebhard (2009:76) stated in his book The usual thing associated with
writing are word choice, use of grammar, syntax, mechanic (such as
punctuation), and organization of ideas into coherent and cohesive form.
And young learners who learn English as foreign language demand it all.
This research perhaps can aid young learners in writing, aid them in
motivation, getting idea, write well with cohesive and coherent. The writer
will try to find out is this method can aid them all in writing skill.
Besides writing skill is hard, young learner may dislike it. Four
reasons why students dislike writing are:
1) It leaves as more permanent record of profiency than speaking; so it
seems a threat for them.
2) Students feel that they lack sufficient knowledge of the language.
3) Students believe that writing must be grammatically correct.
4) They think that formal correctness must be achieved at their very first
attempt. (adapted from Gerry Abbot:1989)
We have to know, how they less motivated in writing. All the reasons
are demand to avoid as possible. With interesting and motivated media it
will make writing become easier. In fact, writing isnt language but form
of technology. As posted in Wikipedia (2010) Writing is a medium of
human communication that represents language through the inscription or
recording of signs and symbols. In most languages, writing is a
complement to speech or spoken language. Writing is not a language but a

15

form of technology. So the best thing to improve producing writing is

improve the media because writing is technology.

2.1.2. Writing assessment

Writing for young learner isnt complex yet, they didnt learn
grammar yet or mechanic as adult do. In this research, the writer focuses
in improve composing, communication, and sentences formation.
Composing in its story lines focuses idea and organizes the plot of the
story. Communication is assess by view its word choice, how the
information is reasonable, coherent and cohesive. Sentences formation can
be assessed by view its words order, complete standard sentences and the
effectives use of connectives if possible.
This research focuses in asses the three aspects, without grammar
assessment. Grammar isnt learned by the student in fifth grade
completely, its taught by the teacher at a glance. For explain using ed, ly, etc when the student ask for example.
2.1.3. The Importance of Writing
What make writing so important, young learner are have to learn it,
write is formed as part of the syllabus in teaching English in all most
countries. Globalization has given rise to English as a globallanguage and
learning it has become inevitable to communicate with the world. (Samia:
2007). Even young learners are too early, to understand Globalization is.

16

They face English in almost their daily life; they found music, movies,
games, internet, and books in English language. And why young learners
are need learn writing English? Besides English is compulsory subject in
Indonesias curriculum so they have to accomplish writing English if they
want pass elementary school. Young learners are learns languages better
than the older one as Penny Ur (2005:286) assume in his research Young
children learn languages better than the older ones, foreign language
learning in school should be started at an early age as possible, it is easier
to interest and motivate children than adults.. If they dont know what the
importance of English writing skill, we an adult know what the importance
are, and they will need it for their future. So, give them all an
understanding that writing skill is important for your human being in
future. You in young age will be easier in learns English than later, when
you become older, the younger the better.
2.1.4. Write Short Conversation
The writer chooses short conversation to be written by fifth grade, it
will appropriate with students capability and comic as media in learning.
Short writing for young learner will not demand them huge vocabulary,
grammar, idea, and times. Young learner will write short conversation
because they will fill some blank speech balloon on comic. The prominent
element of comic which use is that blanked speech balloon which usually
use for conversation text on.

17

2.2. Comic
Scout Mc. Cloud (1992:10) stated Comic is juxtaposed pictorial and other
images in deliberate sequence. Comics are a visual medium used to express ideas
via images, commonly combined with text or visual information. Comics
frequently use juxtaposed sequences form of image panel. Usually textual devices
such as speech balloons and captions indicate dialogue, narration, or other
information. Elements such as size and arrangement of panels control narrative
pacing. Cartooning and similar forms of illustration are the most common imagemaking means in comics. Common forms of comics include comic strips, editorial
and gag cartoons, and comic books.And the elements in comic are:
1) Image
The image use to represent person, place, situation, time, etc. in comic.
The images in single sequence can contain icon, line, background and
speech balloons. Icon is image used to represent a person, thing or idea.
Such as cow, traffic sign, tone of music, etc. line in comic are used to
represent some condition, such as spiral line which represent confuse,
broken glass line to represent anger, thundered line to represent loud, etc.
The sorts of image we usually call Symbol are one category of icon (letter/s
are included). Background the image which represent place, where the
situation happen. Such as beach image, forest image, or buildings suite
image. Blacked background also can represent night or dark place in comic.
The picture 2.1 and 2.2 as example

18

line
Condition

symbols
character

Picture 2.1 Comic Elements

A person in dark room which outside is rainy listening to the music alone

Picture 2.2 Anger Line

2) Text
Even image can represent almost all. Texts are needed to show what
character in comic say, to show caption, and narration. Text in comic are
irregular it can be bolded to show stressing in pronoun, written by different

19

size, small to big size, to show rising intonation, and big size font to show
loudly pronoun. Conversation is included to text in comic. Its written in
speech balloon, to make it contrast on image. The picture 2.3 as an example

Picture 2.3 Text in Comic

Big size font that show loud
3) Speech balloon
The speech balloon is where the conversation texts printed, usually.
Actually, speech balloon is including to line, but speech balloon has
different function from image. Speech balloon makes text become clearer
and more contrast on image. This is part of comic that will blank at first.
Picture 2.4 as example

20

Picture 2.4 Speech Balloon

2.3. Writing Skill with Blank Speech Balloon Comic

Choosing picture as media in teach writing skill is an interesting media,
everybody like to look picture, their own photograph, painting, scenery photo, or
abstract image, playing game with good graphic, choosing book with good cover
image, etc. as Ann Raimes (1983:27) stated Everybody like to look pictures,
their use in classroom provide a simulating focus for students attention.
Besides it, comic as sequential arts has another use in writing. As the writer
mention before the usual thing associated with writing are word choice, grammar,
syntax, mechanic and idea in coherent and cohesive. Comic can aid at least; the
idea, guidance on vocabulary, syntax, some of punctuation and coherent cohesive.
Ann Raimes (1983:36) write that Set of parallel picture-pictures that show a
similar scene or tell a similar story-provides material that offer guidance on

21

vocabulary, sentences structure, and organization. Comic has its own style to be
read by the reader. As the picture 2.5 show below

Picture 2.5 How Read Comic

This form perhaps can aid young learner to write cohesively. The way how comic
red, it guide young learner to write as good as comic itself. Young learner learns
how to make their writing cohesive. Beside it, comics form can aid them to write
coherent. Any images in comic show the condition, situation, and what possibly
character in comic say. But, pictures mean isnt fixed and absolute, pictures
mean is variable. They differ from real life appearance to varying degrees. As
McCloud (1992:28) stated that pictures, however, meaning is fluid and variable

22

according to appearance. They differ from real life appearance to varying

degrees. So, there are possibilities for young learner to make write didnt
coherent perfectly. In other hand, the writing will vary defend to how young
learner represent the picture. As an example picture 2.6 will show how picture can
represent with many possibilities.

Picture 2.6 Different Picture Represent

A pan on stove
What it is? Some may answer its boiled water! or my mother cooking noodle
or my mother forget to turn it off. Its vary depend to their daily life, or their
experience they get before.
As the writer explains above, the teacher will teach writing by use comic as
media. Every text in comic will be learned by students, even the texts are
conversation. Perhaps, comic can fulfill what the student need in learning,
motivated, interest, and have fun in learning, especially. Every image in comic

23

perhaps can make the students interested, understand the texts mean easier, and
they can have fun when learning English in the class.
The speech balloon will be blanked first when teaching, as picture 2.7 show
below. The teacher give the theme or topic which appropriate with comic. Then
the teacher and students discuss it, with one question what the character/person
in comic will say? in every blank speech balloons. Of course, it does have to
appropriate with the image. The conversation will be suited to students ability.
The conversation has to be short, suited to fifth grades student. The teacher will
guide the young learner in represent the comic, so they wouldnt write to far from
theme.

Picture 2.7 Blanked Speech balloon

24

CHAPTER III
RESEARCH METHODOLOGY
In this chapter, the researcher presents the methodology of this research. It
consists of research methodology, research design, research procedure, data
collection, data analysis, research site,and also population and sample.
3.1. Population and Sample
Population is the entire group which the data acquired and its has certain
characteristic that appropriate with the research. Population is the entire data of a
group which has certain characteristic clearly and completely (Sundayana:
2010:15). In a research, its have to clearly mention about how huge the
population and scope of research are. The population in this research are student
at MI Al-MukhlisTarogongKalerGarut. There are 6 classes; first class until sixth
class. MI Al-Mukhlis consist of 131 students of 8 classes. They are 1 st grade class,
2ndgrade class A, 2nd grade class B, 3rd grade class, 4th grade class, 5th grade
class A, 5th grade class B, and 6th grade class.
From the entire data, the research needs a sample as subject in this research.
Sample use as representation of population in which information is obtained. As
Arikunto (2006:174) stated Sample is a representative part of the research
population. Generally, the research with quantitative approach have to deal with
sample and sampling technique, there are advantages for using sample in research
process. The advantages are given below:

25

1) Using sample is lower cost, less time, and efficient effort.

2) Use sampling technique, the research will be more accurate and deeper.
3) Appropriate sampling technique will aid the research process (Sanjaya
2013:229)
A chosen sample must really represent the population because the result of
the research will be generated toward the entired population. Representative
sample will influence the validity to the result. Suharsimi Arikunto suggests to
take only 10% - 30% of the population. Therefore, the researcher only took 5th
grade students of MI Al-Mukhlis as a sample by using purposive sampling. It
means that researchers use their judgement to select a sample that they believe,
based on prior information, will provide the data they need. (Fraenkel and Wallen,
2009: 99). In addition, as mentioned by Sundayana (2013:29) in his book
Purposive sample technique use if the chosen sample chose by specifically based
on the research purpose. The sample are taken un-randomly, its depend to the
research need.
The writer chooses fifth grade class as a sample. The reasons for choosing
fifth grade as sample are given below:
1) 5th grade class has two classes. The research needs control and
experimental group to conduct quasi experimental method. The both class
has a same number of students. 20 students in Class A as experimental
group and 20 students in Class B as Control Group

26

2) 5th grade syllabus are contain conversation study and write short
descriptive.
3) 5th grades age are qualified to age plays as late young learner which the
characteristics are wrote before. Its characteristics are appropriate with
Comic as media.

3.2. Research Site

The research was conducted at MI Al-Mukhlis Tarogong Kaler Garut that
located in Tarogong Kaler Garut. The research has been done on 1 st July 2015 at
the Fifth grade student of MI Al-Mukhlis Tarogong Kaler in academic years
2015/2016.
The reason for choosing MI Al-Mukhlis as a research site are:
1) This school is appropriate with the research. MI Al-Mukhlis have first
grade till sixth grade, and the fifth grade has 2 class as the researcher need
in its research
2) The writer know the condition and the environment of the school as well.
The writer is an English teacher in MI Al-Mukhlis.
3) Its easier in research administration for the researcher to be completed.
4) The location of MI Al-Mukhlis is the nearest school of the researcher
house.

27

3.3. Research Methodology

In this research, the writer usesa quantitative approach to examine the
hypothesis. Quantitative method is also called the traditional method, because this
method has been used for a long time so it's been a tradition as a method tostudy
According to York (1998), said that Quantitative research uses data that are
structured in the form of numbers or that can be immediately transported into
numbers.
In addition, according to Cohen (1980), said that quantitative research is
defined as social research that employs empirical methods and empirical
statements. The writer can conclude the statements about quantitative method
above; quantitative research is social research that all data analyzed with
numerical statistic. This research offer 1 question is comic media can Improve
writing skill. That question is formed to hypothesis, and the hypothesis will be
tested by use numerical statistic.

3.4. Research Design

This research is experimental research, Experimental research is some
research to find out some influences from something or treatment to a condition.
As Sanjaya (2013:87) write in his book in pedagogic study, experimental
research is research method which uses to find out an influences from an action or
treatment which applied to a condition.

28

An experiment is an orderly procedure carried out with the goal of verifying,

refuting, or establishing the validity of a hypothesis. (en.wikipedia.com:2015) as
the Wikipedia stated the function of this experimental research are to verifying,
refuting, or establishing the hypothesis in this research.
Experimental research has two types. There are true experimental group and
quasi experimental group. Its use depends to how the sample is taken. True
experimental is use if the sample is random and quasi experimental is used if the
sample is non-random. The writer use purposive sample which is non-random
sampling. As stated by Sanjaya (2013:100) In Quasi experimental researchs
experimental and control group sampling are taken un-randomly. But, the sample
which used is normal class without change its structure. So the writer uses quasi
experimental research.
The research design which the researcher took is randomized control group
pretest-posttest design. The steps for this design are given below;
1) Choose the control group and the experimental group
2) Give the pretest to control and experimental group
3) Calculate the average from control and experimental group
4) Give the treatment (Comic as media) to experimental group and keep the
control group without the treatment
5) Give the posttest to control and experimental group
6) Calculate the average from the both

29

7) Use statistical test to find that the different result is significant or not.
(Sanjaya:2013:45)
The steps are described as table below.
Exp. Group

Pretest

Treatment

Posttest

Cont. Group

Pretest

Without treatment

Posttest

Table 3.1 Randomized Control Group pretest-posttest Design

3.4.1. Test
A test or examination (informally, exam) is an assessment intended to
measure a test-taker's knowledge, skill, aptitude, physical fitness, or
classification in many other topics (e.g., beliefs). (Wikipedia:2002). Test is
held to assess the students improvement after teaching learning. There are
many types of test. Such as multiple choice, essay, matching, completion
type, written test, etc.
Written test is test that are administered on paper or on a computer. A
test taker who takes a written test could respond to specific items by
writing or typing within a given space of the test or on a separate form or
document. (wikipedia:2002) the written test is test that the taker write to
complete the test on paper by writing within a given space of the test. The
specific item or thing is given to be responded by the test taker. In this
research the test use comic as item to be responded by the student in
experimental group. In other hand the control group is given a theme for
writing. This research use two tests, pre-test and post-test.

30

1) Pre-test
The pre-tests that the research gives to control and experimental
group are same. There are no different in type, instruction, or time.
2) Post-test
In post-test, the experimental group tested by using comic as
media. In other hand, the control group is tested as usual test.

3.5. Data Collection

The research as a way in solving problem, related to the data collection.
Without an appropriate instrument, the research will produce an unexpected
because the research need empirical data and the data may be obtained through
appropriate data collection instrument and data collection technique.
There are four data collection techniques as Sanjaya write in his book: test,
questionnaire, interview, and observation. The writer use test technique in data
collection for this research. The test itself means Test is instrument or tool in
collecting data by measuring the research subjects ability. (Sanjaya: 2013). By
the explanation above the writer will collecting data by measuring the subject in
sample which mentioned in previous point.
As the explanation in research design, the tests of this research are
pretest and posttest. The test is writing short conversation test. The rubric
for scoring the test will be shown in table below:

31

Scoring Rubric for Writing

Score

Composing

No clear idea.
Little or no
elaboration.
Often off
subject.

Not
controlled.
Sentences too
short and
disconnected.
Flat tone.

One central
idea
Quite well
elaborated.
Some
comments
off topic.
Reasonable
vocabulary.
Reasonable
information.

Focuses on
central idea.
Well elaborated
Well organized.

Communication

Not focused on
one idea.
Some
elaboration.
Many
comments not
on the topic.
Basic
vocabulary,
not well
chosen.
Flat or
inconsistent
tone.

(word choices,
coherent and
cohesive)
Sentences
formation

Word order
often
incorrect.
Sentence
formation
incorrect.
Many word
omissions.

Words usually
incorrect order.
Sentence
formation
mostly correct.
Some word
omissions.

Well-chosen
vocabulary.
Good sentence
variety.
Information
and
voice suit the
reader
Good word
order.
Complete,
standard
sentences.
Effective use of
connectives
(and, but, first,
then, etc.).

Mostly
correct word
order.
Some
sentence
fragments.
Some
running on
between
sentences.
Table 3.2 Score rubric for writing (finchpark.com:2013)
Assessment
Maximal score
Score Grade

Table 3.3 Assessment Calculation

12
X100%

32

3.6. Data Analysis

The samples are categorized to Independent Samples. The control and
experimental group data are independent. The both samples are different in
subject and different treatment. The researchs aim of two samples which different
and independent is finding the differentials Average (Mean) both samples, by
comparing the average value. As Sundayana R (2010:144) explains The aim of
two independent samples research is finding the Averages (Mean) differential
from the both sample, by comparing averages value from the sample taken.
The main data analysis of this research is Gain Normalization or Gain
Absolute test. The both formula are depended to the data. If the datas mean
havent same, the writer use Gain normalization. If the datas mean have the
same, the writer use Gain absolute test. The test function is find how significant
the enhancement before and after the treatment given. As Sundayana R
(2010:151) stated gain normalization are tested to describe generally the
development and skill before and after the treatment. The formula is given
below:
Gain normalized formula:

Gain Normalized =

Gain Absolute = posttest score pretest score

Before analyze the data with gain test the writer has to find whether the data
have same mean or not. The control and experiment data are tested with

33

Homogenates Two Variants test. It is tests the both datas similarity. Its needed
for next test in t test, to find that the data are Homogenate Variance or not. The
steps are:
1) Find F calculate, the formula is
Fcalculate=
*S12 = First Variance (Lower Variance)
*S22 = Second Variance (Higher Variance)
2) Find F table, the formula is
Ftable = F (

*n is amount of the data

3) Test criteria: if Fcalculate< F table, the Variances are Homogenous
After the data known as homogenous or heterogeneous with the test, if the
data is heterogeneous, the data will be tested with t test. If the data is
homogenous, the data will be tested with t test.T.test is use to determine whether
two samples are likely to have come from the same two underlying populations
that have the same mean.
The t test steps are:
1) Find tcalculatewith this formula:
Tcalculate =

34

*
*

Ssum =

2) Determine ttablevalue, ttable = t (dk = n1+n2 -2)

3) The hypothesis criteria is: if: -ttable tcalculate ttableso the data havent the
same mean.
T test steps are:
1) Determine tcalculatewith this formula:
Tcalculate =

2) Determine criteria of hypothesis test;

The data havent the same mean if:

< t<

W1 =

and W2 =

T1 = t (n1-1) and t2 = t (n2 -1)

If the data isnt normal, the data analyzed with Mann Whitney test, the tests steps
are:

35

1) Fuse all scores from the both data

2) Give rank the score start with rank 1 for the lowest research score, same
score has same rank
3) Calculate all rank
4) Calculate U grade with formula which given below:
- R2

U1 = n1.n2 +

*R2 is ranking of the data

5) Compare Ucalculate with Utable. If Ucalculate Utable, there are no improvement
which significant between Experimental group and control group. If n1 ; n2
are huge continue to next steps
6) Calculate means with this formula: u =
7)

Decide

the

square

u =

root

of

variance,

with

this

T =

*N is amount of the same numbered data

*t is same numbered
8) Decide Z transformation with this formula:
Zcalculate =
If ztable zcalculate ztable, there are no significant improvement

formula:

36

CHAPTER IV
FINDINGS AND DISCUSSIONS
This chapter lays the result of research analysis data and the research
process. Acquire data is quantitative data which acquire from writing tests results.
The quantitative data process is aid by use Microsoft Excel 2007 software.

4.1 Findings
This research use pre-test and post-test result. The tests result analyzed to
answer the problem formulations question about improvement in writing skill by
using blank speech balloons comic. This research site is MIS Al-Mukhlis
Tarogong kaler with 15 students of fifth grade as experimental group and 15
students as control group.

4.1.1 Pre-test Data

The pre-test data were analyzed to find whether experimental and
control group are have a same average basic skill or different average basic
skill. The data analyzed with t-test. The steps are as follow:
Firstly, the data analyzed with lilliefors test to find the homogenate or
heterogenic. The calculation as follow:
The criterion: if L max < L table, the data is normal.

37

to fulfill the criterion above the writer made a table as follow:

Pre test experimental
Xi

fi

fkum

Zi

luas Zi

S(Zi)

| Zi-S(Zi)Scale|

-2,30

0,0107

0,07

0,06

-0,45

0,3264

0,53

0,21

11

0,17

0,5675

0,73

0,17

13

0,78

0,7823

0,87

0,08

14

1,40

0,9192

0,93

0,01

15

2,02

0,9785

1,00

0,02

1,62

Lmax

0,17

mean 3,73

Table 4.1 Experimental Pre-test Lmax calculations

*Mean, S, fkum, Zi, S(Zi), and |Zi-S(Zi)|scale were calculated with M. Excel.
find Zi scale:
-

Zi(-2,30)=0,5-0,4893=0,0107

Zi(-0,45)=o,5-0,1736=0,3264

Zi(0,17)=0,5+0,0675=0,5675

Zi(0,78)=0,5+0,2823=0,7823

Zi(1,40)=0,5+0,4192=0,9192

Zi(2,02)=0,5+0,4785=0,9785.

Lmax was select the bigger score of |Zi-S(Zi)|scale, so Lmax = 0,17

Ltable = L(n-1)=L0,05(14)=0,227

38

So, Lmax =0,17 and Ltable =0,227. Based on the criterion Lmax < Ltable, it proved that
the data of experimental pre-test is normal. The writer continued to calculate the
pre-test data of control group. The calculations are as follow
Pre test Control Group
Xi

fi

Fkum Zi

luas Zi

S(Zi)

|Luas Zi-S(Zi)|

-1,92

0,0274

0,13

0,11

-0,35

0,3632

0,53

0,17

0,17

0,5675

0,60

0,03

12

0,70

0,758

0,80

0,04

15

1,22

0,8888

1,00

0,11

mean

3,67 S

1,91

Lmax

0,17

Table 4.2 Control Pre-test Lmax calculations

*Mean, S, fkum, Zi, S(Zi), and |Zi-S(Zi)|scale were calculated with M. Excel.
find Zi scale:
-

Zi(-1,92)=0,5-0,4726=0,0274

Zi(-0,35)=o,5-0,1362=0,3632

Zi(0,17)=0,5+0,0675=0,5675

Zi(0,70)=0,5+0,2580=0,7580

Zi(1,22)=0,5+0,3888=0,8888

Lmax was select the bigger score of |Zi-S(Zi)|scale, so Lmax = 0,17

Ltable = L(n-1)=L0,05(14)=0,227

39

So, Lmax =0,17 and Ltable =0,227. Based on the criterion Lmax < Ltable, it proved that
the data of Control group pre-test is normal.
The calculation resulted pre-test data categorized as normal data.
The next step was use homogeneity of two variance test to the pre-test
data. This analyze is use for finding whether the data is homogeny or
heterogenic data. With calculations as follow:
If Fcalculate< F table, the Variances are Homogenous,
with Fcalculate =

= 1,18

and Ftable = F (

) = F0,05(14/14) = 2,48.

so 1,18 < 2,48.

The calculation above proved that the data is homogeny data.
After findings that the pre-test data is homogeny, the analysis was
continued to t-test. The T-test calculations as follow:
If ttable tcalculate ttable, there are no significantly different in basic
skill.
Group

Mean

Experimental

15

3,73

1,62

Control

15

3,67

1,91

Table 4.3 T-test table

With Tcalculate =

40

=0,93
And Ttable = t (db = n1+ n2 -2) = t0,05(28) = 2,04.
So -2,04 0,93 2,04.
The calculation above proved that there is no significantly different
basic skill. Its described when experimental and control group take the test,
they had same basic skill.

4.1.2 Post-test Data

Post-test data was analyzed by Lilliefors test as the writer did to pretest data. The calculations are as follow:
The criterion: if L max < L table, the data is normal.

41

to fulfill the criterion above the writer made a table as follow:

Post test experimental
Xi

fi

fkum Zi

Zi Scale

S(Zi)

|Luas Zi-S(Zi)|

-1,90

0,0287

0,07

0,04

-1,24

0,1075

0,13

0,03

-0,58

0,2810

0,53

0,25

11

13

0,75

0,7734

0,87

0,09

12

15

1,41

0,9207

1,00

0,08

Lmax

0,25

Mean 9,87 S

1,52

Table 4.4 Experimental Post-test Lmax calculation

*Mean, S, fkum, Zi, S(Zi), and |Zi-S(Zi)|scale were calculated with M. Excel.
find Zi scale:
-

Zi(-1,90)=0,5-0,4713=0,0287

Zi(-1,24)=o,5-0,3925=0,1075

Zi(-0,58)=0,5-0,2190=0,2810

Zi(0,75)=0,5+0,2734=0,7734

Zi(1,41)=0,5+0,4207=0,9207

Lmax was select the bigger score of |Zi-S(Zi)|scale, so Lmax = 0,25

Ltable = L(n-1)=L0,05(14)=0,227
So, Lmax =0,17 and Ltable =0,227. Based on the criterion Lmax < Ltable, it
proved that the data of experimental post-test is un-normal.

42

The Lmax of experimental group is 0,25. With Ltable is 0,227. Its

different with pre-test data, the post test data was categorized to un-normal
data. The next calculation used Mann Whitney test to analysis this unnormal data. Mann Whitney test use for finding whether there are any
different improvement which significant or not.
The data analyzed as follow:
If Ztable Zcalculate Ztable, there are no different improvement which
significant.
To calculate Mann Whitney test, the data are need to be ranked. The
rank table is as follow:
experimental Control
no

score

rank

score

Rank

14

9,5

11

9,5

1,5

5,5

12

5,5

5,5

9,5

11

10

13

14

11

14,5

43

10

14

11

14,5

11

5,5

12

1,5

13

5,5

14

5,5

15

11

9,5

Sum

120

120

Table 4.5 The data ranking

Zcalculate =

U=

=225+120-120
=225

u =

112,5

44

u=

=
=

= 23,68

With Zcalculate =

= 4,75

And Ztable = Z0,5 (1-0,05) = 1,96

Zcalculate is not in criterion 4,75 is higher than 1,96. So, the writer
concluded that there are any different improvement which significant
between experimental and control group.

4.1.3 The Data Significance

The last step in analyzing the data is Gain absolute, this step used to
find out how significant the improvement of experimental and control
group. The both improvements were compared to find which is better.
Firstly, the writer analyzed the improvement of experimental group.
The calculation is as follow:

45

Experimental Gain =
The calculation of posttest-pretest was aided by using Microsoft
Excel as follow:
Experimental Group
No

Student

Pretest score

Posttest score

Posttest-pretest

Exp1

11

Exp2

Exp3

11

Exp4

11

Exp5

Exp6

Exp7

12

Exp8

Exp9

11

10

Exp10

12

11

Exp11

11

12

Exp12

13

Exp13

14

Exp14

15

Exp15

posttest-pretest

92

Table 4.6 Experimental group Gain Absolute calculation

46

Then the writer calculated the experimental gain:

Exp. Gain =

= 61,3%
The statistic resulted that the improvement of experimental is
61,3%. Then the writer calculated control group data as follow:

Experimental Gain =
The calculation of posttest-pretest was aided by using Microsoft
Excel as follow:
Control Group
Student

Pretest

Posttest

Posttest-pretest

Cont1

Cont1

Cont1

Cont1

Cont1

Cont1

Cont1

Cont1

10

Cont1

11

10

Cont1

11

47

11

Cont1

12

Cont1

13

Cont1

14

Cont1

15

Cont1

Posttest-pretest

39

Table 4.7 Control group Gain Absolute calculation

Then the writer calculated the experimental gain:
Exp. Gain =

= 26%
The statistic resulted that the improvement of experimental is 26%.
Its less than the improvement of experimental that have 61,3%. In other
word the statistical calculation show that using comic as media can improve
the students writing skill by using blank speech balloons comic more that
without using comic as media.

4.2 Discussion
In this chapter the writer discuss about the improvement of writing skill by
using speech balloons comic based on the analysis can be describe that using
blank speech balloons comic can improve the students writing skill higher than

48

without using it. Its possible because comic make the students more interested in
learning English and other benefits. The experiment procedures are as follow:
giving a pre-test to experimental and control group, conducting blank speech
balloons comic as technique to experimental group, employing teaching process
without blank speech balloons comic to control group, and then conducting a post
test.
The data was analyzed showed that the pre-test result had the same average
basic skills. Its proved by the data taken from pre-test that had been analyzed.
The pre-test conducted within 40 minutes each group and the instruction is Make
a conversation between people in vegetables or fruits market!
The writer conducting the treatment to experimental group after gives the pretest. The teaching learning process is run well as the lesson plan. There are no
significant problems.
In control group, the writer did teaching learning as usual without comic as
media. The control group is prevents to know the teaching learning process of
experimental group. Its done to resist an envy of student/s that can decrease the
motivation in learning of control group.
After conducting the teaching learning process, the writer gives a post-test as
the last step in this research. The experimental groups post-test was use a blank
speech balloons comic as responding item. The control groups post-test was use
blank paper as responding item. The statistical calculation resulted that there are
any different improvement significantly.

49

The next analysis with Gain Absolute proved that experimental group has
higher significant improvement the control group. With 61,3% experimental
groups improvement and 26% control groups improvement. It shows the
improvement of experimental group is up to 235% higher than teaching learning
without comic.

50

CHAPTER V
CONCLUSIONS AND SUGGESTION
5.1. Conclusions
Base on research result and discussion which lay in pervious chapters, there
are many advantages in using comic as media in teaching writing subject in the
class. Comic are interesting media for young learner. It can stimulate the children
in making any ideas in writing. The young learner love picture and they found it
everywhere and every time. Comic can decrease the leaning pressure, it can lead
the student more relax and they will consider this is not a formal learn but it is a
fun activity while learn English. Comic aid the student in many ways, make the
writing compose better, the communication in delivering means become well and
the sentences formation are better. As proved by this research, assess writing of
young learner with those aspects.
Based on the statistical method with experimental research, the writer found
the improvement of students writing skill by use blank speech balloons comic.
The improvement of experimental group is 61,3 its 235% higher than control
group that has only 26% improvement. The improvements are able to be higher if
the teaching learning with comic is implemented with other technique.

51

5.2. Suggestion
Base on the conclusion above, the writer suggests the teachers as practitioner,
next researcher, and policy maker as follows:
1) For English teacher or other language teacher, the writer suggest use
comic as an interesting media in the class. Comic can aid students in learn
write English, aid them in getting higher mark, comic able to trigger the
student to convey their ideas easily, and make learn English become more
fun and not easily boring because they love it.
2) For next researcher, the writer suggests to use comic media in higher
level; junior or senior high school. Comic is lovable, everyone like comic
even it male or female, child, teen and adult like to read comic. So the
next research will produce more general result.
3) For government or policy maker, prepare comics for teacher in teaching
learning, its cheap and easy prepare. Comics are able to take from
internet with a bit editing and its can be use with projector or the print
out. Using comic is not only easy in school administration but also make
the students in your school more skillful and fun, its attract parents to let
their children become your students.