Professional Documents
Culture Documents
INTRODUCTION
This chapter discusses some points including background of the study, statement of
the problem, objective of the study, scope of the study, and advantages of the study.
A. Baekgaround
1
Some teaching methods have been used to make students interested in learning
English. Teacher also uses several kinds of media to teach Englsh such as picture,
game ,song , poster realia etc. In order to mkae than work well.Young leaerners ussualy
respond well to being asked o use teir imagnation the many well be involved in puzzle
like actities, in making things, in drawing , in games , in phsycal movement or in song. It
means that English teacher should not remain passive or give up all efforts to make
improvements. Many reading skill studies consider the extent to which visuals,
that is any graphic display that portrays all or some accompanying text’s content,
help reader to comprehend factual information. Comic is an art form using a series of
static image in fixed sequence. There are two kinds of comics, comic strips and comic
books. A comic strip is defined in this study as series of pictures inside boxes that
tell a story. While comic books are collection of stories that have picture consist of
one or more titles as themes. In other words, comic is unification, work of art
among fine literary works in which there are usual forms are the verbal
explanation in fixed sequence and has cartoon story as theme. Reading comics is more
than the material in hand, that it involves a certain immersion into the culture of the
comics that one reader which involves any number of choices to be made. Comic
can help readers to get the right visualizations. . According to Csabay ( 2006 ) comic are
authentic and using authentic material is very important in language teaching and
learning. Comic book series is a book of comic strips or cartoons in series, often relating a
sustained narrative. Krashen (2008) summarize the previous research concludes that
comic book readers tend to be better overall readers. Using comics can alleviate the
negative view of reading for some students. In Indonesia, English is known as first
foreign language with very limited use including the place, time, and environment.
However, the age of information growth is likely demands on people’s reading ability
in English language.
2
According states that comic books and other light reading can be an important part of
learning to read at an academic level Teacher should be selective in choosing
teaching media/aids. In the writer’s opinion, teaching English on reading skill using
comic was one of teaching aid in which students’ were given chance to learn
English more fun. The writer thought that comic was such supplementary cues that
provided a conceptual basis for organizing the input, the second language
comprehension process would be facilitated since learners would be better to make
imagery system when encountering words and expressions in a passage with which
they were unfamiliar. It combined pictures and sentence, so it would help the
students to understand content and context that teacher had taught easily. By using
comic strips, it was hoped that it could motivate students to read and pay attention
to the material. It would create fun learning in English.
The study only focus on investigating whether or not the use of comic to is
effective to improve students reading skill of narrative texts and to find out students’
responses toward the use of comic in improving reading skill.
3
E. Significance Of The Study
1. This experimental research could be used as process to improve the
teaching performance both teacher and researcher.
2. For teachers, it might show teacher that comic and other forms of
interesting material could be used for teaching reading. This study also
could give motivation to the English teacher to create new ways or media
in teaching learning English.
F. Hipotesis
4
CHAPTER 11
THEORETICAL BASIC
This chapter discusses definitions of comic books, types of comic books, English
. According to Csabay ( 2006 ) comic are authentic and using authentic material is
very important in language teaching and learning. Comic book series is a book of comic
Acording to Krashen (2008) summarize the previous research concludes that comic
book readers tend to be better overall readers. Using comics can alleviate the negative
Frank (1944:221) states “Comic books uses everyday language in dialogue ballons to
retelling story and visual entertainment which can bring pleasure and information to
narrative fiction and so they have a plot, characters, setting, dialogue, and symbolism.”
5
2.2 Types Of Comic Books
According to Creek (2003) there are five types of comic books including:
2. Super Hero Comic, this type could also be a sub-genre of action or adventure
comics, such as Traditional super heroes and heroines, Super hero teams and
3. Fantasy Comic are include, Sword and sorcery, magic and mysticism, fantastic
4. Manga, is the Japanese word for comic book. The term roughly translates as
Manga refers to Japanese comics that have been translated into English.
Amerimanga are comic books written and drawn by non Japanese in the japanese
style.
Literature, Myths and legends, Non fiction or educational (Comic books designed
Based on the types of comics above, researcher conclude that comic offer fantasy
story. People can find something funny, adventure, educational, legend, and also
6
2.3 English Comic in Classroom
One of the primaries the goal of national Association of Comics Art Educators
student would be a lot easier to guide them in learning from those comic books. The
teacher could read the stories with students. That way, a teacher can teach them how
Based on the statement above, the researcher conclude that in fact a comic became
one of the primaries goal of National Association of Comic art Educators. Teacher should
According to Kamil (1996:383) in Suleman (2008), there are five aspects of speaking,
namely:
1. Vocabulary
First, words come in two forms, oral and print. Oral vocabulary includes those are
that we recognize and use in listening and speaking. Print vocabulary includes
those words that we recognize and use in reading and writing. Second, words
them, while productive vocabulary includes words that we use when we speak or
write.
7
Learning vocabulary is a very important part of learning a language. The
more you know, the more you will be able to understand what you hear and read,
and better you will be able to say what you want to speaking or writing (Redman,
1986).
2. Pronunciation
communication. Pronunciation is the biggest thing that the people notice about
your English.
The people should study it even the students think can already
3. Structure
system of rules implicit in language, viewed as a mechanism the generating for all
sentences possible in the language. Writing or speech judge with regard to such a
8
4. Fluency
Fluency is the ability to see longer segment and phrases as whole as an aid
to reading and writing more quickly. (Nair, 2003) stated fluency in speaking about
people helps you master the semantic and syntactic resources needed to achieve
5. Accuracy
used to explain the difference between accuracy and precision is the target
comparison.
readers connect the story They are reading to their own lives and previous experiences
with literature.”
meaning or interpretation. The meaning does not go from the page to the reader; instead,
it is a complex negotiation between the text and the reader that is shaped by the
immediate situational context includes reader’s knowledge about the topic, and broader
sociolinguistic context include reader’s language community that the reader belongs to.
Reading stories with students is more than simply a pleasurable way to spend an hour; it
9
From the definitions above, the researcher can conclude that reading is an important
activity where readers tries to understand the information and messages through text
In classroom, there are five types of reading should be applied by the teachers,
namely:
1. Reading Aloud. Students listen to the teacher read the text, or they may listen to
the text aloud at a listening center. The listening center is especially useful when
2. Shared Reading. Students follow along in the text as the teacher reads it or as the
class reads it together. Shared reading is possible if there are multiple copies of
the text. If the text is displayed on a chart, with an enlarged copy of a book, or
useful for rereading familiar texts or for providing successful reading experiences
4. Guided reading. Students read the text with the teacher’s guidance. Teachers
invite students to make predictions before reading, and then students read silently
to confirm or reject their prediction. Teachers repeat the prediction cycle several
times during reading and may also stop students to discuss parts of the text.
Guided reading can be used with small groups or with the entire class when
10
This approach is used when students are reading unfamiliar texts and when
5. Independent reading. Students read independently. All students may read the
responsible in choosing reading materials, read texts they want to read, and learn
Based on the types above teacher should be creative in choosing reading material
11
CHAPTER III
RESEARCH DESIGN
This chapter is intended to discuss research design, population and sample, the
quantitative research is the research method which has the numeric data and also analyze
1. Population
individu yang menjadi target dalam penelitian tersebut (Research population is the
whole of person who become the research target)”. The total amounts of the first
grade at SMA Negeri 1 Ternate are 390 students divided into 13 classes, where in
2. Sample
mewakili seluruh individu yang menjadi bagian dari kelompok target (Research
sample is a group of person who represented the all of person that become the state of
research target)”. The population are 390 first grade students divided into 13 classes
that every class consists of 30 students. The researcher took one class only by using
simple random sampling (probability sampling). The class became research target is
12
in X-1 class. Because this class had chosen randomly. At the beginning, the researcher
prepared 13 pieces of papers written only number one. Then she invited the chairman
in each class to choose the paper and whoever got the number one in the paper, so his
or her class became the research target. In fact, the chairman of X-1 class who got the
number one. For this reason, X-1 class became the sample of this research.
In this research, students had to retell a story that they had read or heard. After
researcher took pre-test data from students, she taught them by using English comic of
and the worm. The researcher took that title because the title is interesting, funny,
enjoyable, and dealing with student’s daily activity. The student retell SpongeBob story
after reading a comic who taught by the researcher. The researcher taught the student
based on the lesson plan for sixth meeting in three weeks, then researcher took post-test
data as the end result of this research. The assessment processes were consisting of four
or expression.
The researcher used dependent group T-test (Parametric Analysis) to analyze the data
because the researcher compared two kinds of data from the same sample by using
untuk mambandingkan dua jenis data atau mean yang berasal dari sampel yang sama
(Dependent group T-test is used to compare the means of two kinds of data from the same
sample). The researcher used the formula as follows : Setiyadi (in Syawal, 2009:41)
13
1) Structure/Grammar
Very Poor 0.0 – 3.5 are not appropriate in using grammar and
14
2) Vocabulary
Very Poor 0.0 – 3.5 are not appropriate in using vocabulary and
15
3) Pronunciation
16
4) Expression/Fluency
Very Poor 0.0 – 3.5 are not appropriate in using expression and
17
𝐷
t=
𝑆 𝑋 𝐷
test (X2).
5. N, is total sample
18
CHAPTER IV
The analysis of data was conducted by comparing the pre-test scores and the post-test
The whole aspects are taken from the student’s speaking test in retelling a story. According to
Depdikbud, (1986:45) (in Jabu:2000), the students’ scores analysis are classified into seven
Table of Scoring
9.6 – 10 Excellent
19
CHAPTER V
5.1 Conclusion
Based on the analysis, it can be concluded that retelling the use of comc to improve
students reading skill. For post-test scores, in grammar aspects there are 6 students who
obtained very good point (8.6-9.5), 23 students obtained good point (7.6-8.5), and 1 student
obtained fairly good point (6.6-7.5). In pronunciation aspects there are 3 students that
obtained excellent point (9.6-10), 12 students obtained very good point (8.6-9.5), and 15
students obtained good point (7.6-8.5). In vocabulary aspects there are 2 students that
obtained very good point (8.6-9.5) and 28 students obtained good point (7.6-8.5). In
expression or fluency aspects there are 11 students that obtained very good point (8.6-9.5), 18
students obtained good point (7.6-8.5), and only 1 student obtained fairly good point (6.6-
7.5).
5.2 Suggestions
Based on the conclusion of the study above, the researcher has some suggestions as
follows:
20
- Using English comic as an effective medium to improve students’ reading
- Using English comic in order to get more interesting and pleasing classroom.
- Reading and listening any material in English version especially comic books
effective and interesting medium for the beginners who want to study English
seriously.
21
22