THE EFFECT OF USING COMIC STRIP AS TEACHING MEDIA
ON
STUDENTS’
WRITING NARRATIVE TEXT
A THESIS
Submitted as the partial fulfillment of the requirement for the degree of Sarjana Pendidikan
By:
SADDAM SANWARI NASUTION
Registration Number 2103321040
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
i
ABSTRACT
Nasution, Saddam Sanwari, 2103321040. The Effect of Using Comic Strip as Teaching Media on Students’ Writing Narrative Text. A Thesis: English Department. Faculty of Languages and Arts, State University of Medan. 2016.
This Study deals with the effect of using comic strip as teaching media on students’ ability in writing narrative text. The population of the study was the 2016/2017 academic year first semester grade X students of SMA Nusantara Lubuk Pakam. The sample was two classes, namely X1 and X2, with 60 students selected by applying cluster sampling. The sample consisted of two groups, Experimental group (X2), taught by applying comic strip as teaching media and control group (X1), taught without applying comic strip as teaching media. The data of this research were the students’ score of writing narrative text which were taken by two tests, pre-test and post-test. The calculation showed that the coefficient of the test was 0.89, it showed that the test was reliable. The data were analyzed by using t-test formula to show the effect of applying comic strip as teaching media on students’ writing narrative text. Based on the analyzing of the data, the finding indicated that t-observed was higher that t-table (4.01>1.6718) at the level of significance 0.05 and the degree of freedom (df) 58. It means that applying comic strip as teaching media significantly affected on the students’ writing narrative text.
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ACKNOWLEDGEMENT
First of all the writer would like to thank Allah S.W.T, the Almighty God. Because of his great love and blessing, the writer could finally complete this thesis as the requirements for the degree of SarjanaPendidikan (S-1) at the English Department, Faculty of Arts, State University of Medan.
During the process of writing, the writer realizes that he cannot accomplish without God blessing and supporting from many people, therefore the writer would like to express his sincere gratitude to:
Prof. Dr. Syawal Gultom, M.Pd., as the Rector of State University of Medan.
Dr. Isda Pramuniati, M.Hum, the Dean of Faculty of Languages and Arts, State University of Medan.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department.
Dra. Meisuri, M.A., the Secretary of English Department, who took the role of being his Reviewer, Examiner and also his Academic Advisor. Prof. Dr. Berlin Sibarani, M.Pd., as his Thesis Advisor, who had
encouraged him to learn more serious and given guidance, suggestions and precious time along completing this thesis.
Dr. Siti Aisyah Ginting, M.Pd and Drs. Willem Saragih, Dipl. Appl., M.Pd., as his Reviewer and Examiner, who had given suggestions and comments in completing the thesis.
Dra. Dameria Marpaung, as the Headmaster of SMA Nusantara Lubuk Pakam who had given permission to do an observation and collect the data His beloved parents, Asmawi Nasution and Sahara Hasibuan, his beloved
wonderful siblings, Muhammad Ali Hasan Nasution, Iqbal Nasution, and Siti Khairunnisa Nasution, all of his families, ELSA’s member, and his friends for their endless love, prayer, inspiration, suggestion, motivation, courage and everything that they given to the writer during the process of completing the thesis. This thesis is dedicated to you guys.
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LIST OF APPENDICES ... vii
CHAPTER I. INTRODUCTION ... 1
A. The Background of Study ... 1
B. The Problem of Study ... 3
C. The Scope of Study ... 3
D. The Objective of Study ... 4
E. The Significance of Study ... 4
CHAPTER II. REVIEW OF LITERATURE ... 5
A. Theoretical Framework... 5
b. Purpose of Narrative ... 12
c. Example of Narrative ... 13
3. Comic Strip as Teaching Media ... 15
a. Nature of Comic Strip ... 15
b. Teaching Media ... 16
c. Comic Strip and Teaching Media ... 20
d. Comic Strip as Teaching Media for Writing ... 21
4. Measuring Writing Ability ... 22
B. Relevant Study ... 24
C. Conceptual Framework... 28
D. Hypothesis ... 29
CHAPTER III. RESEARCH METHODOLOGY ... 30
A. Research Design ... 30
B. Population and Sample ... 31
1. Population... 31
iv
C. Instrument for Collecting Data ... 31
D. Scoring System ... 32
G. Normality and Homogeneity ... 37
1. Normality ... 37
2. Homogeneity ... 38
H. Hypothesis Testing ... 39
CHAPTER IV. THE DATA AND DATA ANALYSIS ... 40
A.Description of Data ... 40
B.The Data Analysis ... 43
1. Testing Reliability ... 44
2. Testing Normality ... 45
3. Testing Homogeneity ... 46
4. Analyzing Data by Using T-test Formula ... 47
C.Testing Hypothesis... 48
D.Research Finding ... 48
E. Discussion ... 49
CHAPTER V. CONCLUSIONS AND SUGGESTIONS ... 51
A. Conclusion ... 51
B. Suggestions ... 51
REFERENCES ... 52
v
LIST OF TABLE
Pages
Table 2.1 Particular Incidents in Narrative ... 9
Table 2.2 Words to Indicate Time Relationship ... 10
Table 2.3 Transitions Word to Indicate Sequence ... 11
Table 2.4 Purposes of Narrative ... 12
Table 3.1 Two Groups Pre-Test and Post-Test Design ... 30
Table 3.3 Teaching Procedure in Experimental Group ... 34
Table 3.4 Teaching Procedure in Control Group ... 35
Table 3.5 The Coefficient of (r) ... 37
Table 4.1 Students’ Score of Pre-Test... 41
Table 4.2 Students’ Score of Post-Test ... 42
Table 4.3 Students’ Score in Pre-Test and Post-Test ... 43
vi
LIST OF FIGURE
Pages
Figure 4.1 Students’ Score of Pre-Test ... 41
vii
LIST OF APPENDICES
Pages
APPENDIX A Test of Pre-Test and Post-Test ... 54
APPENDIX B Students’ Score of Pre-test and Post-test of Experimental Group . 55 APPENDIX C Students’ Score of Pre-test and Post-test of Control Group ... 56
APPENDIX D Score of Two Rates ... 57
APPENDIX E The Calculation of Reliability of the Test... 58
APPENDIX F The Calculation of Experimental Group t-Test ... 60
APPENDIX G The Calculation of Control Group t-Test ... 61
APPENDIX H Test for Homogeneity of Variance of Pre-test in Experimental Group and Control Group ... 63
APPENDIX I Test for Distribution of Frequency in Experimental Group ... 65
APPENDIX J Test for Distribution of Frequency in Control Group ... 67
APPENDIX K Testing Normality in Experimental Group ... 69
1
CHAPTER I
INTRODUCTION
A. The Background of the Study
Understanding the meaning of certain language especially English that is
not our own language is more difficult. People should understand one word to
another word until they canfind the meaning of one sentence and get the correct
insight of that sentence. However, learning certain language by using several
methods, techniques, and strategies is more helpful to reach the comprehension of
language itself. Richards (2007) states that English is the language of
globalization, international communication, commerce and trade, the media and
pop culture, different motivation for learning it come in to play.
In Indonesia, English is one of the formal subjects that is included in the
curriculum. It has been taught from the primary up to university level. The
Department ofNational Education has made English as a compulsory subject and
positioned it as the first foreign language to be taught in school based on the
curriculum. In order to be able to communicate in English, students are expected
to master the four English skills, they are the mastery of the receptive skills
(reading and listening) and the mastery of the productive skills (speaking and
writing).
One of the skills in English subject is writing that also has an own passion to
make the students really more learn about English. Writing is very important for
purpose of study or careers.The example can be taken from a company. Some of
2
candidate of employee to write the curriculum vitae in English form. It is showed
that ability in writing of English form is needed for the people who want to work
in an international companies. Besides that, the students who want to get a
scholarship also need to master the writing of essay, it is aimed to know how the
way of students’ thinking because writing can determine how is someone.
English is still a foreign language in Indonesia. That is the first problem in
learning writing in English. Basic idea in writing can be gotten easily, but the plot
that lead a writer for the next step to develop the idea is hard. The writer need to
find the pattern and also the proper words. As a foreign language, the spelling and
grammar of English also become another problem for the writer, especially the
students that still has a lack of vocabulary and knowledge about English. Here,
Nation (2009) explains that:
Some learners are able to say what they want to write but have difficulty in putting it into written form. That is, they have problems in translating their ideas into text. Some learners can do this but are very slow. That is, they lack fluency in turning ideas to text. A possible cause is the difference between the writing systems of the learners’ first language and the second language.
According to the genres of text, Narrative is a good genre for the beginner of
English learner. That is the reason of narrative always become a topic of English
subject in senior or high school of Indonesia. It makes the students have to think
about the plot, proper words, and also the right grammar. It is not easy to be
teached, the teacher has to encourage the desire of students to write a narrative
text. Motivation to write is the priority to be raised, because this complex skill
makes the students hard to think, and easy to be desperate to write. Riyana Dewi
(2013) has concluded that the motivation of the students in learning narrative
3
above, comic strip can be expected to stimulate the motivation of students in
writing narrative text.
In this research, the researcher try to apply the comic as teaching media in
teaching writing narrative text. Based on Morrison, Bryan, and Chilcoat (2002),
There are some consideration in using comic, such as comic is a popular writing
work, so the students that basically teenager love to read comic. The motivation
comes from love. And then, comic has a pattern of plot, so it can help the students
in writing. They need to be helped as the beginner, it can generate the basic of
their way of thinking. At least, it can help the students to know the part of the
narrative itself. Besides, comic can also help the students to findi or determine the
proper words to be used, because comic has the balloon speech. This part of
comic help the students not only in determining words, but the grammar also such
as converting the direct speech into indirect speech.
Based on the statement above, the researcher is interested to research about
“The Effect of Using Comic Strip on Writing Narrative Text”.
B. The Problem of the Study
In relation to the background of the study, the problem of the study is
formulated as the following : Doescomic strip as teaching media affect the
students on writing narrative text? .
C. The Scope of the Study
There are many genres of text that can be used in this research. However,
the scope of the study is limited on the narrative text. Thus, the study will
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D. The Objective of the Study
The objective of the study is to find out the effect of comic strip as
teaching media on students’ writing narrative text.
E. The Significance of the Study
The findings of the study are expected to be useful :
1. Theoretically
The findings of the research will give theoretical contribution to the truth
of the theory of schemata theory from which the schematic relation is
developed, and the scemathic relation underlies the comic strip as teaching
media.
2. Practically
To improve the students’ writing narrative and widen their horizon about
the function of comic strip in their writing, to improve the quality of
students’ narrative text writing, and to use this study as reference for next
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CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the research finding, the researcher concludes that there is
significantly effect of using comic strip as teaching media on students’ writing
narrative text. It can be seen from the calculation of t-test at the level significance
0.05; tobserved(4.01) is higher than ttable (1.6718). Therefore, the alternative
hypothesis (Ha) “There is significant effect of using comic strip as teaching media
on the writing narrative text” is accepted.
B. Suggestion
In the relation to the conclusion above, the researcher points out some
suggestion as following:
1. The English teacher are suggested to apply comic strip as teaching
media on writing narrative text as the alternative in teaching learning
process because is proved effective to improve writing ability.
2. Since this research is limited to the investigation of the comic strip
as teaching media on writing and how comic strip as teaching media
can be developed is not known, it is suggested that a research should
52
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