IMPROVING STUDENTS READING COMPREHENSION OF

ENGLISH THROUGH ENGLISH COMIC MEDIA ON X SMK NU PACE

Arranged by
NAME : MOHAMAD ALI MURTADLO
NIM : 202010402151

ENGLISH LANGUAGE EDUCATION

DEPARTMENT SEKOLAH TINGGI KEGURUAN

DAN ILMU PENDIDIKAN STKIP PGRI NGANJUK

2023
 CHAPTER I

INTRODUCTION

A. Background of study

Language has an important role in human life because language is a tool of

human communication in everyday life. Language itself can convey ideas,
thoughts, feelings both orally and in writing. In this millennial era, understanding
English is needed for the future. English is a language that has generally been used
as a forum for communication with an international scope, so that English can be
said to be universal, where its use has also penetrated into cyberspace
communication. The higher one's mastery of language, the better in
communicating.

Apart from writing, reading is something that we need to master in

understanding English. By reading, we have increased literacy in ourselves. Given
the important role of reading in understanding English, efforts are needed to
improve students' reading skills. At the level of education and work, reading is
needed to understand a problem. Reading will add new vocabulary that we have
never known. English has more value in the eyes of the world. So, we must get used
to reading in English. Reading will make us get a lot of information that is inside
or outside the country.

To increase a student's interest in reading, there needs to be innovation that

makes students not too bored when they read. In general, reading is not liked by
students, especially if the topic does not interest students One way is to use English
comic media which has a positive impact on readers. This is positive so that the
reader is happy with the picture. Because there are many students who do not have
sufficient English vocabulary mastery to understand the contents of the discourse.
The teaching and learning system is often monotonous, lacking variety and less
interesting so that students become bored and not interested in learning. In the
classroom students are often only given theories.
 The low skills of students when reading makes a lack of understanding of a
material. By reading comics in English, students are expected to understand how to
develop a sentence. Read English comics to help develop the language and thinking
of each student. Students will also know the latest vocabulary in the comic. In this
era of globalization, students must understand, especially in this international
language. Where competition in the world of education will be more advanced.

From the description above regarding the importance of understanding in

reading is how high a student's reading interest is in English. This research uses
experimental method. Based on the problems raised, the researcher uses comic
media in English subjects . The hope is that this research can prove an increase in
reading interest and student learning outcomes in subject matter that presents
material in text form.

B. Problem of research

1. How can the use of comic media improve reading comprehension in

grade 10 students?

2. What is the active participation of students in learning to read comics in

grade 10 students?

3. How can comic media influence grade 10 students' interest in reading

comprehension?

C. Objective the research

1. To find out students' reading skills after being taught using illustrated
comics in grade 10.

2. To find out the activeness of students in learning to read using comics

in grade 10.

3. To find out whether the results of students' reading comprehension after

using pictorial comics in grade 10.
D. Definition of key term, assumption, and limitation of the research

1. Definition of key term

To avoid missunderstanding, it is necessary to clarify a key term in

this research. Based on the title of the research the writer gives the
definition of key term as written bellow:

a. Reading

Reading is the process of interpreting and comprehending

written text or symbols in order to obtain information, knowledge,
or entertainment. It involves understanding the meanings of words,
sentences, and texts as a whole. Reading can be done by engaging
with books, articles, newspapers, magazines, blogs, or other printed
materials. Reading can also involve reading through screens, such
as reading text on a computer screen, tablet, or smartphone. This
activity is essential for learning, personal development, and
communication.

Reading is a type of language skill through receptive writing

because by reading a person will gain information, knowledge, and
new experiences that have never been known before. All that is
obtained through reading will enable that person to enhance his mind
power, sharpen his views, and broaden his horizons.

b. Picture Comics

Picture comics, also known as comic books or graphic

novels, are a form of storytelling that combines sequential art with
text. They are composed of a series of images or illustrations, often
accompanied by speech bubbles, captions, and dialogue, to convey
a narrative or depict a story. Picture comics can cover a wide range
of genres, including superheroes, fantasy, science fiction, crime,
romance, and more. They are typically read in a left-to-right, top-to-
bottom manner, following the order of the panels to understand the
 progression of the story. Picture comics provide a unique visual
experience and allow for the integration of visual and textual
elements to create a compelling narrative.

2. The assumption of the research

a. Students can easily learn reading skills after using illustrated

comics.
b. Pictorial comic is one of the listening media to improve students'
reading comprehension skills.
3. Limitation of the research
a. This research will be conducted in class X.
b. The use of illustrated comics is aimed at class X.
c. This research is to find out whether there is a significant difference
between students' ability to improve reading comprehension before
and after being taught using illustrated comics in class X students.
 CHAPTER II
LITERATURE REVIEW

A. Concept of reading comprehension

1. The definition of reading
Reading is the process of interpreting and
comprehending written symbols to extract meaning and
information. It involves the ability to decode and understand
written text, whether it be in the form of letters, words,
sentences, paragraphs, or longer passages. Reading is a
complex cognitive skill that encompasses various sub-skills,
such as recognizing and interpreting individual words,
understanding sentence structure, inferring meaning from
context, and making connections between ideas. It is a
fundamental skill that plays a crucial role in acquiring
knowledge, expanding vocabulary, fostering critical thinking,
and engaging with the world through written communication.
Reading can take place across different mediums, including
books, articles, websites, documents, and digital platforms,
and it serves as a gateway to accessing information, literature,
and ideas.
Effective reading comprehension skills enable
readers to engage with a wide range of texts, including
narratives, informational articles, academic papers, and other
written materials, allowing them to extract meaning, make
connections, and apply the acquired knowledge in various
contexts.

2. Type of reading
There are several types of reading that individuals
engage in, depending on their purpose and the nature of the
text. Here are some common types of reading:
a. Skimming: Skimming involves quickly glancing through a
text to get a general overview and main ideas. Readers often
scan headings, subheadings, and the first and last sentences of
paragraphs to gather a sense of the content without reading
every word.
b. Scanning: Scanning is a rapid reading technique used to
locate specific information or keywords within a text. Readers
 scan the text quickly, focusing on relevant keywords, phrases,
or numbers.
c. Extensive Reading: This type of reading refers to reading
for pleasure and general understanding. It involves reading
longer texts, such as novels or magazines, with the goal of
enjoying the reading experience and expanding overall
reading proficiency.
d. Intensive Reading: Intensive reading involves a more
focused and detailed approach to reading. It is typically used
to comprehend complex texts, academic articles, or technical
materials. Intensive reading aims to understand specific
details, analyze arguments, and extract meaning from the text.
e. Critical Reading: Critical reading involves analyzing and
evaluating a text with a discerning and questioning mindset.
It includes evaluating the author's arguments, identifying
biases, assessing the credibility of sources, and forming an
independent opinion about the content.
f. Academic Reading: Academic reading refers to reading
scholarly materials, such as research papers, textbooks, or
academic journals. It involves comprehending and engaging
with complex ideas, theories, and arguments within a specific
field of study.
g. Literal Reading: Literal reading focuses on understanding
the explicit and surface-level meaning of a text. Readers
primarily extract factual information directly stated in the text
without delving into deeper interpretations or underlying
messages.
These types of reading are not mutually exclusive,
and individuals often employ a combination of them
depending on their reading goals and the nature of the text
they are engaging with.

3. Micro and macro skills of reading

a. Macro-skill teaching of reading
1) Phonics instruction focuses on teaching the relationship
between letters and sounds.
2) Teaching vocabulary is essential for reading
comprehension.
 3) Teaching comprehension strategies helps students
understand and make meaning from texts.
4) Guided reading involves working with small groups of
students who have similar reading abilities.
5) Guided reading involves working with small groups of
students who have similar reading abilities.
6) Fluency is the ability to read accurately, with appropriate
speed, expression, and comprehension.
7) Exposing students to a wide range of authentic reading
materials, such as books, newspapers, magazines, and online
resources, is crucial.
b. Micro-skill teaching reading
1) Phonemic awareness refers to the ability to hear, identify,
and manipulate individual sounds (phonemes) in spoken
language.
2) Teaching letter recognition involves helping students
identify and name individual letters.
3) Sight words are high-frequency words that students
should be able to recognize quickly and automatically.
4) Sight words are high-frequency words that students
should be able to recognize quickly and automatically.
5) Fluency refers to reading with accuracy, speed, and
expression.
6) Teaching comprehension strategies helps students
understand and make meaning from texts.

7) Helping students understand how texts are structured and

organized can improve their comprehension.

8) Developing critical thinking skills enables students to

analyze, evaluate, and interpret texts.

4. The importance of reading

Reading is a primary means of acquiring knowledge
and information. It provides access to a vast array of subjects, ideas,
and perspectives that can expand one's understanding of the world.
Through reading, individuals can explore diverse topics, engage with
different cultures, and delve into various disciplines. Reading plays a
vital role in developing language skills. It enhances vocabulary by
exposing readers to a wide range of words and their contexts.
Additionally, reading improves grammar, sentence structure, and
writing skills as individuals internalize the patterns and styles of
well-written texts. Reading stimulates the brain and enhances
cognitive abilities. It improves concentration, memory, and critical
thinking skills. Engaging with complex texts requires mental effort
and helps individuals develop analytical reasoning, problem-solving
skills, and creativity. Comics combine visuals and text, promoting
visual literacy skills. Readers learn to interpret images, understand
visual cues, and comprehend storytelling through a combination of
text and visuals. This enhances overall reading comprehension and
the ability to analyze and interpret different forms of media. Comics
often engage reluctant readers and provide a gateway to reading. The
combination of colorful visuals, dialogue, and narrative elements
creates an immersive reading experience that captures readers'
attention and fosters a love for reading.
5. Teaching Reading Comprehension
Before teaching reading, the teacher should first
consider the student's needs, interests and, of course, the level, and
then decide which listening technique to use. In general, reading
instruction depends on the student's level and the type of comic.
Teaching reading comprehension is crucial for developing
students' ability to understand and interpret written texts effectively.
Here are some strategies for teaching reading comprehension:
1) Pre-Reading Activities: Engage students in pre-reading activities to
activate their prior knowledge and build anticipation. Preview the text,
discuss related topics, and make connections to their own experiences
to establish a foundation for understanding.
2) Explicit Instruction: Provide explicit instruction on comprehension
strategies such as predicting, questioning, visualizing, summarizing, and
making inferences. Model these strategies through think-alouds,
demonstrating how skilled readers engage with the text.
3) Vocabulary Development: Teach and reinforce vocabulary to
enhance comprehension. Introduce new words, provide definitions, and
encourage students to use context clues to infer word meanings. Teach
strategies for determining word meaning, such as using prefixes,
suffixes, and root words.
4) Text Structure: Teach students how different texts are structured and
the purpose of each section (e.g., headings, subheadings, paragraphs).
Help students recognize and understand the organization of the text,
whether it follows a chronological, cause-and-effect, or problem-
solution structure.
5) Active Reading Strategies: Teach students to actively engage with the
text as they read. Encourage them to underline or highlight key points,
write notes or questions in the margins, and make connections between
different parts of the text. This promotes active reading and deeper
understanding.
6) Questioning Techniques: Teach students to ask and answer different
types of questions while reading, such as literal, inferential, and
evaluative questions. Encourage students to generate their own
questions about the text, fostering critical thinking and engagement.
7) Guided Practice: Provide guided practice activities where students
work in pairs or small groups to discuss and analyze the text. Encourage
them to share their understanding, clarify misunderstandings, and
support each other in comprehending the text.
By using these strategies and technology teachers can
help students develop their reading comprehension skills.
Pointed out that inaction on interesting listening
comprehension teaching in SMK NU PACE, especially the
lack of strategies and technology integration, decreased
students’ interest, and dampened their enthusiasm for learning.
As a result, the recent educational policy encourages teachers
to utilize the potentials of new technology in the classroom.
The same phenomenon happens worldwide in this digital age.
Literature shows that a well integrated technology in education
could help learners learn a foreign language, especially
listening comprehension
As a conclution, teaching reading comprehension
requires readers to interpret all messages they see. Indeed, to
know or realize the meaning of words or messages, the listener
to use both their knowledge of vocabulary and grammar and
their background knowledge of typical messages and
situations.

B. Previous Study
While I don't have access to specific studies on improving
students' reading comprehension of English through English
comic media, I can provide some general insights on the topic.
The use of English comic media as a tool to enhance reading
comprehension has gained attention in recent years. Here are
some potential benefits and outcomes that previous studies in
related areas have found:
1. Visual Support: Comics provide visual cues and illustrations
that can aid in understanding and interpreting the text. The
combination of visuals and text can enhance comprehension by
providing context, supporting vocabulary acquisition, and
facilitating inference-making.
2. Contextualized Language: Comics often use authentic and
contextualized language, reflecting how native speakers use
English in real-life situations. This exposure to natural language
patterns can contribute to a deeper understanding of vocabulary,
idiomatic expressions, and language usage.
3. Sequential Narrative: Comics follow a sequential narrative
structure, requiring readers to make connections between panels,
infer meaning from visual cues, and understand the flow of the
story. This helps develop skills in sequencing, predicting, and
understanding cause-and-effect relationships.
It's important to note that the effectiveness of using English
comic media to improve reading comprehension may vary
depending on factors such as students' proficiency levels,
interests, and the quality of the comic materials used.
Conducting specific studies on this topic can provide more
nuanced insights into the impact of English comic media on
reading comprehension skills.
C. Conceptual Framework
Reading is probably the most important factor in
language learning. Because reading is the key to speaking and
writing. Especially at work, this skill is used at least 3 times
more often than speaking, and 4-5 times more often than
reading and writing. Reading and speaking are often taught
together. Reading skill is a complex active interpretive skill
that compares what the readers read with what they already
know.
Given the importance of reading in language learning
and teaching, it is very important for language teachers to help
their students become smart reader. Better to do it
continuously students have mastered the material. The process
have to equipped with appropriate materials to facilitate the
teaching and learning process interesting. Materials are
usually equipped with media to do that it makes the teaching
and learning process more interesting. Found some issues
related to smknu reading activity. The first problem was that
students rarely did listening exercises in listening labs. Second,
they lacked vocabulary. Third, it lacked english tone and
spelling, overcome the english teacher was just solving these
problems with homework reading comic activity. He also used
songs to check the students' vocabulary master.
Based on these circumstances, researchers sought to improve
students' reading comprehension skills. The researcher use
comic picture. You can easily find it on the internet and book.

D. Hypotesis
A hypothesis is a tentative explanation or prediction that
is based on limited evidence and subject to further testing and
verification. It is an educated guess or a statement that
proposes a possible relationship between variables, which is
then tested through experimentation or observation.
The study's hypothesis, which is supported by the
theoretical analysis and the research framework, is that "
comic pictures book in the reading comprehension skill of
10th grades at SMK NU PACE in the academic year of
2022/2023.
 CHAPTER III
RESEARCH METHODOLOGY

A. The Research Design

Research design is a plan or strategy used by researchers
to answer their research questions or test their hypotheses. This
involves identifying a research problem, selecting an
appropriate research approach, determining research methods,
and collecting and analyzing data. The choice of research
design depends on the research question, type of data, and
available resources. Various types of research designs include
experimental, quasi-experimental, observational, survey, and
case study designs. Well-designed research studies are
important to ensure validity, reliability and unbiased results.
This research is an effort to improve the quality of learning
that affects student learning outcomes. Based on the problems
studied, this research was conducted using descriptive
research with experimental research. Experimental studies are
popular studies in education. These studies are relatively easy
to plan and implement. In experimental research, data is
collected from at least two variables studied, then calculations
are carried out and so on quantitative tests according to the
statistical formula used.
Experimental research is a type of research design used
to investigate significant change. The goal of experimental
research is to determine whether there is a change from the
past. It is important to note that experimental research
establishes causation, as it only shows that two variables are
related, but not necessarily that one variable causes the other.
Other types of research designs, such as experimental designs,
are more suitable for investigating causal relationships
between variables.
 Based on the description above, this research uses a
quantitative approach. This technique is used because
researchers are trying to find changes to find out whether there
is a relationship between the two learning media that are
applied to learning outcomes.

B. The research Procedure

1. Research Design
Determine the research design that best suits the study's
objectives. Common research designs for this type of study
include experimental designs (with control and experimental
groups), quasi-experimental designs, or mixed-methods
designs combining qualitative and quantitative approaches.
2. Participants
Select the participants for the study, considering factors such
as age, language proficiency level, and any specific criteria
related to the research objectives. Obtain informed consent
from participants and ensure ethical considerations are
addressed.
3. Pre-Test
Administer a pre-test to assess the participants' baseline
reading comprehension skills. Use appropriate measures, such
as standardized reading comprehension tests or researcher-
developed instruments, to establish a starting point for
comparison.
4. Intervention
Implement the intervention using English comic media.
Determine the duration and frequency of the intervention
sessions, which may involve guided reading activities, explicit
instruction on reading strategies, vocabulary development, and
interactive discussions.
5. Data Collection
Collect data throughout the intervention period. This can
include quantitative data, such as reading comprehension test
scores or vocabulary assessments, as well as qualitative data,
such as observations, student work samples, and reflections.
6. Post-Test
 Administer a post-test to measure the participants' reading
comprehension skills after the intervention. Use the same or
similar measures as the pre-test to evaluate the effectiveness of
the intervention.
7. Data Analysis
Analyze the collected data using appropriate statistical
analyses for quantitative data and thematic analysis or content
analysis for qualitative data. Compare pre- and post-test scores
to determine the impact of the intervention on reading
comprehension skills.
8. Results and Discussion
Interpret the findings of the data analysis and discuss the
implications of the results. Address any limitations of the study
and suggest areas for further research. Consider the strengths
and weaknesses of the intervention and provide insights into
the effectiveness of using English comic media to improve
reading comprehension.
9. Conclusion and Recommendations
Summarize the main findings and conclusions of the study.
Provide recommendations for educators, curriculum
developers, and other stakeholders on the potential benefits
and practical implications of incorporating English comic
media into reading instruction.
10. Reporting and Dissemination
Prepare a research report or manuscript documenting the
study's methodology, findings, and conclusions. Share the
results through conferences, academic journals, or other
relevant platforms to contribute to the existing knowledge base
on improving reading comprehension through English comic
media.

C. The Research Variable

Variables are used to study and understand

relationships between different factors and can be classified
into two main types: independent and dependent variables.
The independent variable is the variable that is manipulated
by the researcher to observe its effect on the dependent
 variable. The dependent variable is the variable that is being
measured in the study, and its value is dependent on the
independent variable. According to Sugiyono (2015: 61) he
states that “Independent variable is stimulus, predictor, and
antecendent, this variable causes the research change or
arise dependent variable”.

1. Independent Variable
Independent variable is a variable that is manipulated or
controlled by the researcher to observe its effect on the
dependent variable. The independent variable is the presumed
cause in a cause-and-effect relationship and is the variable that
is being tested in the research study.. According to Sugiyono
(2015: 61) he states that “Independent variable is stimulus,
predictor, and antecendent, this variable causes the research
change or arise dependent variable”. The independent variable
os the research is “ reading use comic picture book”.
2. Dependent Variable
Dependent variable is a variable that is being measured and is
affected by changes in the independent variable. The
dependent variable is the outcome or result that the researcher
is interested in studying and is the variable that is being tested
in the research study.. According to Sugiyono (2015: 61) he
defines that “Dependent variable are output, criteria, and
consequent, this variable is influenced or effect by
independent variable”. The dependent variable of the research
is reading comprehension skill.

D. Population and Sample

1. Population
Population refers to the total number of individuals
living in a particular geographic area or region. This can
include people of all ages, genders, and backgrounds, and is
typically measured using a variety of demographic data such
as birth rates, death rates, migration patterns, and census
surveys. According to the Sugiyono (2015: 117) “Population
defines as people, events or object that has quality and
characteristic which the generalization is made to them, then
make a conclusion the population is the entire set of
individuals or objects that share common characteristics or
traits and are of interest to the researcher. The population can
be defined in various ways, depending on the research question
and the specific goals of the study. The population in this
research consist all of students of tenth grade at SMK NU
PACE.
2. Sample
Sample is a subset of individuals or units that are selected from
a larger population to participate in a study. The sample is a
representative group of individuals that researchers study in
order to make inferences or generalizations about the larger
population. Simple random sampling was conduct to this
research, this technique gives equal opportunity for every unit
or object so that every object can be use as sample. The sample
in this research is students X TKJ I SMK NU PACE.