The Effectiveness of Using Storyboard Technique on Students' Reading Comprehension of Narrative Text (A Quasi-experimental Study at the Tenth Grade of MAN 1 Tangerang Selatan)

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THE EFFECTIVENESS OF USING STORYBOARD

TECHNIQUE ON ST

UDENTS’ READING COMPREHENSION

OF NARRATIVE TEXT

(A Quasi-experimental Study at the Tenth Grade of MAN 1 Tangerang Selatan)

By:

Tria Afiyanti

1112014000064

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF EDUCATIONAL SCIENCES

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

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ABSTRACT

Tria Afiyanti (NIM: 1112014000064). The Effectiveness of Using Storyboard Technique on Students’ Reading Comprehension of Narrative Text (A Quasi Experimental Study at the Tenth Grade of MAN 1 Tangerang Selatan in Academic Year 2016 / 2017). Skripsi of The Departement of English Education at Faculty of Educational Sciences of State Islamic University Syarif Hidayatullah Jakarta, 2016.

Advisors : Dr. Fahriany, M.Pd. Dr. Alek, M.Pd.

Keywords : Reading Comprehension, Storyboard Technique, Narrative Text

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experimental Study at Tenth Grade of MAN 1 Tangerang Selatan in Academic Year 2016 / 2017). Skripsi Jurusan Pendidikan Bahasa Inggris Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2016.

Pembimbing : Dr. Fahriany, M.Pd. Dr. Alek, M.Pd.

Kata Kunci : Pemahaman Membaca, Teknik Storyboard, Teks Narasi

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ACKNOWLEDGEMENT

In the name of Allah, the Beneficent and Merciful

All praises be to Allah, the lord of the world, who always gives His mercy and blessing upon the writer in completing this “skripsi”. Praying and greetingalways be upon His messenger, our prophet Muhammad SAW, his family, his companion, and his adherence.

First of all, the writer would like to express the greatest honor to her beloved family, her parents Syahroni and Siti Maesaroh, her sister Linda Elistia, and her brothers Indra Permana and Mahesa Perdana Putra, who always give big supports and moral encouragement to the writer to finish her study.

The writer also would like to express her deeply grateful to her advisors, Dr. Fahriany, M.Pd. and Dr. Alek, M.Pd., for their big contribution, kindness and patience to guide the writer until the writer refined and finished this “Skripsi”.

Furthermore, the writer would like to convey her sincere gratitude to: 1. Prof. Dr. Ahmad Thib Raya, M.A., the Dean of Faculty of Educational

Sciences of Syarif Hidayatullah State Islamic University Jakarta. 2. Dr. Alek, M.Pd., the Head of Department of English Education.

3. Zaharil Anasy, M.Hum., the secretary of Department of English Education. 4. All the lecturers of Department of English Education who have given

precious knowledge and experiences to the writer during her study.

5. The principle, all teachers, staffs, and the students of MAN 1 Tangerang Selatan.

6. The big family of PBI C 2012, “the Ce-Ce” who have accompanied the writer during the process of study with their big support and precious friendship. The most happiest and grateful thing in college is being one of you, PBI C 2012.

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vii it better.

Jakarta, October 4th 2016

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LIST OF TABLES

Table 4.1 : The Students‟ Pre-test Scores ... 28

Table 4.2 : The Students‟ Post-test Scores ... 30

Table 4.3 : The Students‟ Gained Scores ... 31

Table 4.4 : The Normality of Pre-test in Experimental Class ... 34

Table 4.5 : The Normality of Post-test in Experimental Class ... 35

Table 4.6 : The Normality of Pre-test in Controlled Class ... 35

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LIST OF APPENDICES

Appendix 1 : Lesson Planning ... 47

Appendix 2 : ANATES Result ... 88

Appendix 3 : The Blue Print of Pre-test and Post-test ... 92

Appendix 4 : The Instrument of Pre-test and Post-test ... 94

Appendix 5 : The Answer Key... 112

Appendix 6 : The Students‟ Storyboarding ... 113

Appendix 7 : Calculation of Pre-test Normality in Experimental Class ... 116

Appendix 8 : Calculation of Post-test Normality in Experimental Class... 117

Appendix 9 : Calculation of Pre-test Normality in Controlled Class... 118

Appendix 10 : Calculation of Post-test Normality in Controlled Class ... 119

Appendix 11 : Table of Standard Normal Probabilities ... 120

Appendix 12 : Table of t-StudentProbabilities... 122

Appendix 13 : Table of Lillyfors Test for Normality ... 123

Appendix 14 : Table of F(0.05) Distribution ... 124

Appendix 15 : Uji Referensi ... 125

Appendix 16 : Pengesahan Proposal Skripsi ... 129

Appendix 17 : Surat Bimbingan Skripsi ... 130

Appendix 18 : Surat Permohonan Izin Penelitian ... 131

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A.Background of the Study

Reading is one of the important skills in language learning besides listening, speaking, and writing. In Indonesia, skill in reading is more emphasized as one to be taught in the classrooms since reading comprehension becomes the focus of the National Examination‟s items. For English subject, however, reading is more challenging in Indonesia because it is a foreign language while the students may come from different language background.

Sunggingwati and Nguyen said that reading in a second or a foreign language becomes more challenging because it is only taught in the classroom. They also found that students do not have any exposure to read English text outside the classroom because English is not broadly used in society. Therefore, the students should have their own will in practicing reading skill by themselves. Moreover, they also mentioned that the students do not have enough knowledge to comprehend the text. Different vocabularies, structures, background of knowledge, even background of cultures makes English text has its own challenges to be comprehended by the students.1 Therefore, reading instruction is really important to facilitate the students in comprehending the English text.

However the majority of Indonesian teachers teach reading in English in similar way.2 That are the students are asked to read a passage silently or to read it loudly, then they have to translate it, and they are asked to complete the questions in which the answers are available on the passage. This process becomes routine and it changes rarely. Consequently the students may become less motivated and less interested in learning reading skill. Moreover, it may make the students could not comprehend the text they read optimally.

1

Dyah Sunggingwati and Hoa Thi May Nguyen, “Teachers‟ Questioning in Reading Lesson: A Case Study in Indonesia”, Electric Journal of Foreign Language Teaching, 10, 2013, p. 81.

Retrived from http://e-flt.nus.edu.sg/v10n12013/sunggingwati.pdf.

2

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Meanwhile, it is very crucial for students to comprehend reading text in order to fulfill the curriculum objective. Based on the English syllabus of tenth grade of 2013 curriculum, students are expected to be able to comprehend some text types, and one of them is narrative text. The basic competences (Kompetensi Dasar) of narrative text that have to fulfill by students in this grade level are: (3.10) analyzing the social function, text structure, and language features of simple narrative text in the form of legends, according to the context, and (4.15) understanding simple spoken and written narrative text in the form of simple short stories.3

However, narrative text has its own challenges to be comprehended by students. Besides the teaching technique problem, students‟ lack of reading which causes them have limited vocabularies also becomes the crucial problem for students to comprehend narrative text. Moreover, while reading narrative text students need to follow the chronological order of the story and find out who were in the story, when and where it happened, what happened with the characters, why and how it happened, how did the characters overcome the problems, and the good values of the story. Those could make the students get wrong understanding while reading narrative text.

Some tenth grade students of MAN 1 Tangerang Selatan have shared their difficulties while learning narrative text in junior high school to the writer on the unstructured interview during PPKT (Praktik Profesi Keguruan Terpadu)

program as the data of preliminary study. The problems that mentioned by most of them were, the activities in the classroom were not interesting to them, sometimes they cannot follow the story or to understand the generic structures of the text, and there were so many words they didn‟t understand.

Therefore, based on their interview, it can be concluded that most of tenth grade students of MAN 1 Tangerang Selatan find difficulties in learning narrative text. Another preliminary data was taken from the test result of two classes which taught by the writer during the program. The results showed that most of the

3

Kemendikbud, Kompetensi Inti dan Kompetensi Dasar Bahasa Inggris SMA, 2016,

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students could not reach the standard minimum score (KKM) for English subject. Therefore, knowing that they found difficulties while learning narrative text in junior high school, they may find the same or more difficulties in high school remind that they have a higher goal to achieve.

Since comprehending reading narrative text is important as part of curriculum objectives in Indonesia, there should be found ways in order to help the students in comprehending this kind of text. One of them is the teacher can use various techniques in the classroom, that can make them interesting in reading activity. The one that can be use is storyboard technique.

Storyboard is a technique in language learning which facilitates the students to represent a narrative through visual images. They can interpret what they have read in their mind and create visual image based on it.4 Students‟ storyboarding could show their understanding of the text, because it is not easy to make sketches without really understand the story in chronological.5 Therefore, this technique could engage students to focus on their reading

B.Identification of the Problem

Based on the background above, the problems which can be identified are as follow:

1. The students‟ difficulties in comprehending narrative text. 2. The students‟ low achievement in reading narrative text.

3. Lack of variation in teaching reading narrative text in the classroom.

C.Limitation of the Problem

Based on the identification of the problems above, the problems of this study focus on the effectiveness of using storyboard technique on students‟ reading comprehension of narrative text.

4

Sharon E. Smaldino et al., Instructional Media and Technologies for Learning, (New Jersey: Pearson Education Hall, 2002), p. 98.

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D.Formulation of the Study

Based on the limitation of the problem, the problem of this study is formulated as follows: Is the use of storyboard technique effective on students‟ reading comprehension of narrative text at tenth grade of MAN 1 Tangerang Selatan?

E.Objective of the Study

The objective of the study was to get empirical evidence about the effectiveness of using storyboard technique on students‟ reading comprehension of narrative text at tenth grade of MAN 1 Tangerang Selatan.

F.Significance of the Study

The results of the study are expected to give some significance not only theoretically, but also practically:

- For students, the results of the study can help them to check their comprehension on reading narrative text and get more information related with narrative. Moreover, it can give them motivation and new experience in learning narrative text by storyboarding.

- For teachers, it can give them new information about the use of storyboard technique in teaching narrative text. It also can be a reference for the teachers to create new variation of using storyboard technique in teaching other kinds of texts or other language skills.

- For schools, it can be a concern to increase the quality of teaching and learning process.

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5 A. Reading Comprehension

1. The Understanding of Reading

Reading is an important skill in language learning, besides speaking, listening, and writing. Reading is not only part of language learning, but all learning activities for all subjects involve reading. Learners need to read textbooks related to the subject they learn, to read assignments given by the teacher, and even to read their own writing. McDonough, Shaw, and Masuhara argued that, “Reading is the most important language skill, particularly in cases where students have to read English material for their own specialist subject but may never have to speak the language.”1

Therefore, it can be called that reading is the fundamental way in learning all area of studies.

There are various definitions of reading which come from various perspectives. According to Linse on her book entitled Practical English Language Teaching: Young Learners, “Reading is a set of skills that involves making sense

and deriving meaning from the printed words.”2 It means that in order to read, the readers should have abilities to find meaning of the words in print, and then to understand those meaning in order to comprehend it. In the context of second-language readers, the comprehension of the readers are influenced by their background knowledge of the text, their linguistic competence of the target language, and reading strategies they used while reading the text.

Furthermore, Rudell in his book entitled Teaching Content Reading and Writing stated that,

Reading is the act of constructing meaning while transacting with the text. The reader makes meaning through the combination of prior knowledge and previous experience; information available in text; the

1

Jo McDonough, Christopher Shaw, and Hitomi Masuhara, Materials and Methods in ELT: a teacher’s guide, (Chichester: Wiley-Blackwell, 2013), p. 110.

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stance he or she takes in relationship to the text; and immediate, remembered, or anticipated social interaction and communication.3 Moreover, Farris, Fuhler, and Walther on their book, Teaching Reading: A Balance Approach for Today’s Classrooms, stated that, “Reading means getting meaning from print. The essence of reading is a transaction between the words of an author and the mind of a reader, during which meaning is constructed.”4 It means that there is transaction in reading process, which is the process of transferring meaning from the author to the reader.

Based on all definitions above, it can be concluded that reading is a complex communication process between the author who transfer meanings and the reader who interpret those meanings. In order to get the same messages as what the author means, the reader also need to interact with the text. This interaction will come to the reader‟s comprehension, in which the reader transfers the words from the written text that he or she read to the brain or mind in order to be interpreted into a meaningful discourse.

2. The Purposes of Reading

When someone decides to read some kind of texts, there must be a reason why he or she does that activity. Every person may have different purposes of reading. For instance, students may read textbook in order to comprehend the materials they have learned, and teachers may read it in order to prepare the teaching materials or to decide what kind of technique they will use in the classroom, etc.

There are seven purposes for reading according to Grabe and Stoller.5

a. Reading to search for simple information

This is the common reason used by the readers for doing reading activity. In reading to search, the reader need to scan the text they read in order to find

3

Martha Rapp Ruddell, Teaching Content Reading and Writing, (New Jersey: John Wiley & Son, Inc., 2007), p. 31.

4

Pamela J. Farris, Carol J. Fuhler, and Maria P. Walther, Teaching Reading: A Balance Approach for Today’s Classrooms, (New York: McGraw-Hill, 2004), p. 324

5

William Grabe, and Fredricka L. Stoller, Teaching and Researching Reading, (New York:

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specific words or specific information. For instance, we have this purpose when we try to find someone‟s phone number on the phone book, to find the meaning of words on dictionary, to find specific words or phrases that indicate we are in the right page or chapter while reading prose, etc.

b. Reading to skim quickly

In reading to skim, the reader need to skim the text in order to find the general idea of it by guessing the location of the significant information on the text, and then by trying to comprehend those information until the general idea is acquired.

c. Reading to learn from texts

In reading to learn, the reader not only need to find the main idea of the text, but also remember it, elaborate it with the details, develop the organization of the information, and connect the text with background knowledge. This purpose usually used in professional and academic field to get information as much as possible.

d. Reading to integrate information

In reading to integrate information, the reader tries to broad the information on the text. The goal may be just to add more information related to the text, to agree with the information on the text, or to disagree with it.

e. Reading to critique text

Reading to critique is part of reading to integrate information on the text. To find the strength or the weaknesses of the text, the reader need to, related to his or her own goal, evaluate the text, find the information he or she wants to integrate, and in what way she or he wants to integrate it.

f. Reading to write

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g. Reading for general comprehension

From all purposes mentioned by Grabe and Stoller, reading for general comprehension is the most basic one. It is the most complex process. To comprehend the text requires reading skill, reading strategies, and background knowledge of the reader.

Thus, Grabe and Stoller classified the purposes for reading into seven points specifically. Every person may has different purpose in reading depends on their needs. Some readers often make their decision to read very quickly or even unconsciously. They also may have more than one purpose in one reading. For instance, when they pick up a newspaper, they may usually read the front page first to search whether there is any information they expect to read. After they find the headline which cues it, they may skim quickly for the length of paragraph and then read some paragraphs for comprehension. However in academic or professional ones, the readers may set their purposes before reading in order to read effectively because they usually need several reading sources.

Harmer categorized the reasons of reading into two broad categories.6

a. Instrumental reason, it means people do reading because they have some specific reason in their mind and it would give some usefulness. For instance, people read a map to know the direction, people read the guideline book of a smart phone to know how to operate it, etc.

b. Pleasurable reason, it means people read some reading text in order to get their own pleasure. For instance, people read magazines, novels, or comics because they like to do that, even as a hobby or they want to spend their boring day with reading.

Therefore, it can be concluded that there are two reasons in making decision to read some kinds of written text, which are to get some instrumental information or to get some pleasure. In reading for the instrumental reason, the readers usually have specific reason to read something that would give some benefits to them.

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However, in reading for pleasure, the readers usually read texts or books they are interested in, like novels, short stories, etc. and enjoy the time doing this activity.

3. The Kinds of Reading

There are two kinds of reading according to Jeremy harmer.7 a. Extensive Reading

Extensive reading refers to a reading activity that students often do outside a classroom. This kind of reading should provide reading for pleasure, because a teacher facilitates students to choose reading materials they want to read, to encourage them to read a lot, and to give some opportunity to share their reading experiences in the classroom.

b. Intensive Reading

Intensive reading refers to a reading activity that students often do inside a classroom. This kind of reading usually focuses on reading text construction. It means that students are asked to understand about type of text they are reading, find the meaning for every word details, to examine the use of vocabulary and grammar, and then to use the information they get from the text to move to other language skills.

4. The Principles of Reading

Harmer also mentioned some reading principles on his book titled How to Teach English, such as:8

a. Encourage students to read as often and as much as possible.

Students need to be encouraged to read reading texts extensively. By reading a lot, it can help students to improve their reading skill.

b. Students need to be engaged with what they are reading.

Students need to be engaged with the topic of the text and the activity in the classroom while work out with the text. It means that the teacher should

7

Jeremy Harmer, How to Teach English, (Cambridge: Pearson Education Limited, 2007), pp. 99–100.

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facilitate them with an active and an interesting reading activity that can help them getting as much pleasure as possible.

c. Encourage students to respond to the content of a text (and explore their feeling about it), not just concentrate on its construction.

Having students respond to the message of the text is as important as having them deal with the construction of the text. Therefore, the teacher should give a chance for students to express their feeling about the topic while the purpose is, reading for pleasure and to find out the text construction while the purpose is, reading for study.

d. Prediction is a major factor in reading.

An active process of reading is not started when we read the first sentence in the first paragraph, but when we see book cover, photograph, headline, web page banner, etc. By seeing them, we can get the clues to predict what we are going to read. In extensive reading class, the teacher should encourage students to see those hints to help them in selecting what they want to read and being interested in the reading texts.

e. Match the task to the topic when using intensive reading texts.

After selecting an appropriate reading text for students, the teacher needs to choose good reading tasks which involve the suitable type of questions, appropriate activities before during and after reading, effective study exploitation, etc.

f. Good teachers exploit reading texts to the full.

A good teacher should facilitate students with interesting reading scenario, make them discuss the topic and develop the task, activate the language target in the classroom, and bring the text to life. Moreover the teacher should give a useful feedback for students.

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while teaching reading, it can help the students getting more knowledge and understanding through the texts or materials they have studied.

5. Reading Comprehension

Bernanth defined reading comprehension as the simultaneous process of interacting and involving a text in order to get and create meaning in it. These simultaneous processes according to Bernanth are: First, the reader recognizes the words on the page and interprets them in the mind which called as decoding process. After realizing each word, the reader relates them into separate part of ideas, and then connects these separate idea units within and across sentence. Second process of reading comprehension is the reader connects the text with his or her prior knowledge, and then interprets what comes to his or her mind visually related to the meaning of the text.9 Thus, the texts cannot be really comprehended by only reading it and recognizing the words, but also need to relate the prior knowledge related to the text in order to make a meaningful reading.

Grabe and Stoller defined reading comprehension into a set of necessary process that requires fluent reading. This set of necessary process is:10

a. A rapid process b. An efficient process c. An interactive process d. A strategic process e. A flexible process f. An evaluating process g. A purposeful process h. A comprehending process i. A learning process

j. A linguistic process

9

Joanne Schudt Caldwell, Comprehension Assessment: A Classroom Guide, (New York: The Guilford Press, 2008), pp. 4–6.

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All those processes define reading comprehension, but none of those processes can define reading comprehension by itself. Together they give an exact definition of the process that required for fluent reader.

From the explanations above, it can be summarized that reading comprehension is a complex process in comprehending a written text. The reader needs to relate the text with his or her background knowledge, past experiences, information from the text, reading strategies, and so on which can lead to the reader to comprehend the exact meanings of the text.

B. Narrative Text

1. The Understanding of Narrative Text

Reading English texts is very important for students, because it is not only part of English curriculum in Indonesia, but it is also useful to improve students‟ language acquisition and to provide good models for English writing.11 There are nine types of English texts that should be learned by Senior High School students which are descriptive, announcement, recount, analytical exposition, hortatory exposition, factual report, news item, procedure, and narrative.12 Each text types have different characteristics and difficulties to be comprehended by its readers, including narrative text.

Pardiyono defined narrative as a text type which appropriate to tell an activity or experience in the past using problematic experience and resolution.13 Narrative relates to human life since a long time ago. It is the oldest structure of human communication. People always tell stories for the rest of their lives, for instance, parents use stories to teach their children good lessons, people use story to tell a folklore in one society, a greatness of someone, or even they told their

11

Jeremy Harmer, How to Teach English, (Cambridge: Pearson Education Limited, 2007), p. 99.

12

Kemendikbud, Kompetensi Inti dan Kompetensi Dasar Bahasa Inggris SMA, 2016,

(https://filekemendikbud.files.wordpress.com). 13

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own experiences in the form of stories, etc. It can be called that life is a narrative which involve stories with chronological events.14

Based on some theories elucidated by some experts above, it can be summed up that narrative text is text type which tells a story in the past with chronological order. It contains series of events with some conflicts and resolution that relates to people‟s lives, like how people behave through one event or conflict. Thus, people live by telling stories even based on their own experiences or telling their ancient stories which relate to legend or folklore.

2. The Purposes of Narrative Text

Every text genres has their own purposes. Different with descriptive or others genres, the purpose of narrative, according to Pardiyono, is to amuse and often to teach a lesson or moral value to the reader.15 It could be said that besides giving much entertaining to the readers, narrative stories also contain good lesson that could be applied in the readers‟ real lives.

Moreover, Andersons mentioned that the purpose of narrative is to inform or to entertain the reader or listener by showing a view of the world.16 Narrative tells stories which may relate to societies or conditions in some countries in order to inform or to entertain the readers or listeners. For instance, Asian romance and Western romance may have different setting, plot, characters‟ characteristics, etc and even different values. The differences could give some new information to the readers or listeners through reading or listening stories besides it could entertain them.

Based on the statements above, it can be concluded that there are various purposes of narrative text depend on the stories which are provided. Narrative text is a text which tells a story in the past about how the world works, how people

14

Donald Pharr and Santi V. Buscemi, Writing Today, (New York: McGraw-Hill, 2005), p.

174. 15

Pardiyono, Pasti Bisa!! Teaching Genre-Based Writing, (Yogyakarta: C.V Andi Offset, 2007), p. 94.

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behave and how the events develop in order to amuse, to inform, and to give moral values to the reader.

3. The Generic Structures of Narrative Text

The generic structures of narrative text are orientation, sequence of events, resolution, and coda.17 For more explanation has been explained by Anderson who argued that the generic structures of narrative text include:

a. Orientation

It tells the topic of the story and the basic information like the characters, the time, and the place of the story.

b. Complication

It tells something that will begin the sequence of events which influence the characters.

c. Sequence of events

It tells the feelings or reactions of the characters related to the complication. d. Reorientation

It contains problem solving, how the conflicts are being solved. e. Coda

It contains moral lesson that may be taken from the story.

4. The Language Features of Narrative Text

The language features usually found in narrative text are: a. The use of past tense

b. The use of conjunction

c. The use of direct and indirect speech d. The use of adjective and adverb

e. The use of noun, noun phrases, and pronoun.18

17

Ibid., p. 12. 18

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5. The Types of Narrative Text

There are many different types of narrative, such as humour, romance, crime, real-life fiction, historical fiction, mystery, fantasy, science-fiction, diary-novels, and adventure.19 One type can be combined with others. For instance, a mystery novel could also include romance and crime, etc. Here are some types of narrative explained by Anderson:

a. Humour

A humorous narrative tells a story that aims to make the readers laugh while reading the story. Some characteristics of humorous narrative are: using funny names, making fun of serious situation, something crazy happened, etc.

b. Romance

A romance narrative usually tells the story of two lovers who struggle to end up together. Some characteristics of this type of narrative are: there are male and female who looking for love, boy meets girl, using exotic setting, marry and live happily ever after, etc.

c. Historical fiction

Some characteristics of historical fiction are: using setting in the past, good meets evil, characters‟ lives affected by the events of history, etc.

d. Fantasy

Some characteristics of fantasy narrative are: hero who may have magical powers, setting may be in another dimension with gods or witches and wizards, imaginative description, etc.

e. Science fiction

Science fiction narrative use science and technology as setting of the story. Some characteristics of science fiction narrative are: using a future setting, there are aliens or strange creatures, a world with technology, etc.

Thus, every types of narrative text have its own difficulties to comprehend and its own characteristics, like the names of the characters, the setting, the plot,

19

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the conflict, etc. Since two or more types can be included in one work, it‟s quite challenging to comprehend the story in chronological order.

C.Storyboard Technique

1. The Understanding of Storyboard Technique

Storyboard technique is a prewriting activity which emphasized on students‟ elaboration, prediction, brainstorming, and sequencing.20 Even it is usually used as prewriting strategy, storyboard likely can be adapted to several others classroom activities. David stated that storyboard can be used in reading activity in the classroom, especially in reading works of fiction, because while students create storyboards, they are reading them too.21

Storyboard is actually not a new concept. Historically, it has been used as a beginning strategy in producing video, film, or animation. As Glebas on his book,

Directing the Story, stated that:

A script is a verbal plan for a story. A storyboard is a plan for the visualization of that story. A storyboard is the inspirational heart, mind, and soul of a movie. We have all seen storyboards; everyday in the newspapers there are lots of three- or four-panel storyboards showing short, usually funny, stories.22

As a reading activity, storyboards can help the students to visualize a print text. This technique allows students to interpret the materials, such as narrative text, into series of thumbnail sketches after reading the text.23 Students‟ storyboarding could show their understanding of the text, because it is not easy to make sketches without really understand the story in chronological.

Therefore, storyboard is a technique in language learning which facilitates the students to represent a narrative through visual images. It facilitates the students to decode the text and then to encode their comprehension through

20

Katherine D. Wiesandanger, Strategies for Literacy Education, (Ohio: Merrill Prentice Hall, 2015), p. 161.

21 _{David L. Bruce, “Using Storyboard to Engage Students with Reading”,}

The English Journal, 100, 2011, p. 78. Retrieved from http://www.jstor.org.vlib.interchange.at/action.

22

Francis Glebas, Directing the Story: Professional Storytelling and Storyboarding

Technique for Live Action and Animation, (Oxford: Elsevier Inc., 2009), p. 46. 23

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storyboarding. Moreover, storyboard is a technique that usually used as keys drawing or sketches in series which tell a story in chronological order.

Storyboard technique allows the students to think in picture or it can be called as “Mental Imagery” which can help them to understand and to remember the text. In order to support the students‟ mental imagery skill, they should receive two types of activities,

- Representational: creating pictures that are detailed and accurate representations of information in the text.

- Transformational: creating pictures that are more flexible and can be edited to support memory for key ideas or specific details in the text.24

Thus, being trained with representational or transformational activities may help the students with reading difficulties, not only to understand the general ideas of the text, but also to remember details information on it.

In more specific, some advantageous of storyboard technique as the activities conducted in teaching reading narrative text are:25

- Storyboarding can improve the students‟ organization, time management, and planning because it facilitates the students to arrange their ideas into sketches. - It also facilitates the students to use different reading strategies, such as

previewing, visualizing, illustrating, summarizing, etc.

- The last, it can improve not only students‟ reading ability but also their

writing ability because they are asked to make detailed illustration during classroom activities.

Based on those advantageous above, it can be said that besides engaging students with reading, it may also improve their learning management, their reading strategies, and their writing skill. However, some students who are not interesting in making drawing or who have auditory learning style would have less motivation while conducting this technique in the classroom.

24

Paula J. Clark et al., Developing Reading Comprehension, (Chichester: John Wiley & Sons Ltd., 2014), p. 108.

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Figure 2.1

The Example of Storyboard

2. The Steps on Applying Storyboard Technique

The steps on applying storyboard technique in teaching reading narrative text are:

- Instruct the students to divide blank white paper into many (four to six) sections.

- Ask the students to read narrative text given by the teacher.

- Assign the students to re-create key events on the text into storyboard in 20 to 30 minutes. The students may allow using markers, crayon, and colored pencils, or they just use regular pens and pencils.

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- Let the students make correction on their storyboard after having discussion with their classmates.26

D. Previous Studies

Some previous studies relate to this research have been conducted by others researchers, such as:

The first study was conducted by David L. Bruce on 2011 during eleven years he taught in High School. He studied about storyboard technique, the technique he was primarily used, to engage students with reading. Firstly, he used this technique in teaching writing to his students, and then he found that teaching reading of work fictions using storyboard can be as useful as teaching writing. He taught poetry, novel fiction and film using this technique. And the result showed that it could help students to improve their reading skill. The technique allows students to pay close attention and focus to what they read, the elements and “what happen” in the story and it could make their understanding are deeper.

The second study was done by Nur Setya Pamuji Asih to get her degree of Sarjana Pendidikan in State University of Yogyakarta on 2014. The title is: The Effectiveness of Storyboard Technique on Students‟ Writing Ability on Drama Script (an experiment study at SMAN 1 Depok, Sleman). She conducted storyboard technique on teaching writing drama script. The result showed that the students in the experiment class got much better score than the students in the control class. Therefore, she concluded that storyboard technique is effective on drama script teaching writing.

The next related study was conducted by Ni Luh Ayu Prabha Andari to get her degree of Sarjana Pendidikan in Mahasaraswati Denpasar University of Denpasar on 2014. The title of her skripsi is, “The Influence of Creating

Storyboard on the Writing Ability of the Eight Grade Students of SMP Negeri Tampaksiring: A Study Based on Subak Cultural Landscape.” The result showed

that the storyboard gave significant influence on the students writing ability, and they got good writing achievement.

26

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20

Those three previous studies were using storyboard technique as the treatment used in the classrooms in which it is same with this study, but there are some differences that need to be considered. The differences are: the first study that conducted by David L. Bruce was an action research in order to improve students‟ comprehension on reading poetry, novel fiction and film, besides this research only focus on students‟ comprehension on narrative text. The next study that conducted by Nur Setya Pamuji Asih was experimental study in which it is same as this study, but she used students‟ writing ability on writing drama script as dependant variable, however the dependant variable in this study is students‟ reading comprehension on narrative text. Moreover, the study conducted by Ni Luh Ayu Prabha also used students‟ writing ability as dependant variable in her study but she used junior high school students as population and sample of her study, yet the population and sample of this study are Senior High School student grade ten.

E. Theoretical Thinking

Reading as one of skills in language learning has its own challenges to be learned by students, especially reading in a foreign language as in Indonesia. However, some research showed that lots of Indonesian teachers teach reading in English in similar way. That is the students are asked to read a passage silently or to read it loudly, then they have to translate it, and they are asked to complete the questions in which the answers are available on the passage. This process becomes routine and it changes rarely. Consequently the students become less motivated, less interested in learning reading skill, and they may not comprehend the text optimally.

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Since comprehending reading narrative text is important as part of curriculum objectives in Indonesia, there should be found a way in order to help the students in comprehending this kind of text. One of them is the teacher can use various techniques in the classroom. The one that can be use is storyboard technique. This technique can help the students to visualize the text they read. They can interpret what they have read in their mind and create visual image based on it. This technique can also make students focus on their reading, because it would be difficult for them to visualize the text without really understand what the text is talking about. Moreover, it can help teacher to see and analyze students‟ comprehending by looking at their illustration.

F. Theoretical Hypotheses

According to Creswell, there are two hypotheses in experimental study, which are null hypothesis (Ho) and alternative hypothesis (Ha). Null hypothesis is a prediction if there are no difference results of students‟ achievement between experimental class and controlled class. Besides, alternative hypothesis is the opposite of null hypothesis that there are difference results of students‟ achievement between experimental and controlled class.27 It means that if the null hypothesis is accepted, there is high probability if storyboard technique is not effective on teaching reading narrative text.

Therefore the hypotheses of this research can be formulated as follows: Ho : The use of storyboard technique is effective on students‟ reading

comprehension of narrative text.

Ha : The use of storyboard technique is not effective on students‟ reading comprehension of narrative text.

27

John W. Creswell, Educational Research, (Boston: Pearson Educatio, Inc., 2012), pp. 126–

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22

CHAPTER III

RESEARCH METHODOLOGY

A.Place and Time

This study was conducted on August 29th 2016 until September 19th 2016. The study took place in MAN 1 Tangerang Selatan which is located on Jl. Raya Serpong Rt 03/03 Ds. Kademangan, Setu, Tangerang Selatan.

B.Population and Sample

Population of this study was the whole tenth grade students of MAN 1 Tangerang Selatan in the academic year of 2016 / 2017. There are five classes in this grade level with the number of students is about 175 students. Purposive sampling technique was used in order to take sample of the population. Purposive sampling is, “the process of selecting sample that is believed to be representative of a given population.”1 In other words, researcher„s knowledge and experience of the population is needed to sample the population. In this case, the researcher asked the English teacher of MAN 1 Tangerang Selatan to choose appropriate classes to be sampled considering the number of students in the classes, and the students‟ English scores for the materials had being taught by the teacher. And then, two classes were chosen which were X IIS 1 as an experimental class and X MIA 1 as a controlled class. Each class consists of 32 students. Therefore, the number of sample is 64 students.

C.Research Method and Design

This study was conducted quantitatively because the data were collected and analyzed in statistical calculation. According to L.R. Gay., et al. the purpose of conducting quantitative study is to describe certain problem by getting and analyzing numerical data.2 The design used in this study was a quasi-experimental study because the sample used did not choose randomly, but they have already

1

L.R. Gay et al., Educational Research, Competencies for Analysis and Applications, (New Jersey: Pearson, 2012), p. 141.

2

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formed. As Meredith D. Gall, et al. stated that quasi-experiment defines as not true experiment, because it doesn‟t have random group assignment.3

Two different classes employing two different techniques were used in teaching reading comprehension of narrative text. The experimental class was taught by using the storyboard technique and the controlled class was taught by using a jigsaw technique.

Before applying the treatment, the students in experimental class and controlled class were given a pre-test to find out the level of students‟ ability in comprehending narrative text. After applying the treatments for six meetings, then the students of two classes were given a post-test to find out the growth of score as the measurement of achievement. Thus, the results of the test were used to measure whether there is any effect of storyboard technique on students‟ reading comprehension of narrative text at tenth grade students of MAN 1 Tangerang Selatan.

D.Research Instrument

The instrument of this research was a test. The test was used to find out whether there is any effect of storyboard technique on students‟ reading comprehension of narrative text. The test was given in the beginning and the end of the treatments. The test consisted of 40 multiple choice items which require the students to find out the main ideas, the supporting ideas, the generic structures, word references, and the messages related to the narrative text. The blue print of the instrument can be seen on appendix 3.

E.Technique of Data Collection

To know the effectiveness of storyboard technique in this study, the test as the instrument was used in collecting the data. The test was given to the experimental class and controlled class through multiple choice items. There were two kinds of test used:

3

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1.Pre-test

The pre-test was given to both of experimental class and controlled class before the treatment was applied in order to find out the level of students‟ ability in comprehending narrative text. The pre-test was held on August, 31st 2016.

2.Post-test

The post-test was given to both classes after the treatment was applied. The post-test was used in order to find out the growth of score as the measurement of achievement in experimental and controlled class. Therefore, it can be seen whether there is any effect of storyboard technique on students‟ reading comprehension of narrative text. The post-test was held on September, 19th 2016.

Before the pre-test and post-test were given to the students in experimental class and controlled class, both of those tests had been tested to three classes of the population which to check its validity and reliability. The validity and reliability of the test in this research was analyzed using ANATES program.

The result of pre-test analysis shows that from 50 items had been tested, 39 items were valid referred to df (N – 2), P=0.05. Then, to make it easier to be scored, one item has been edited, and ten others items were eliminated. Thus, 40 items were finally chosen as the pre-test instrument of this study. Meanwhile, the reliability of the pre-test was 0.88; this value can be categorized as high reliability since the minimum standard of test reliability is 0.70.4

Then, the result of post-test analysis shows that from 50 items had been tested, 35 items were valid. Then, five items has been edited and ten items were eliminated in order to make it has the same number as pre-test. Meanwhile, the reliability of the post-test was 0.91.

F.Technique of Data Analysis

The data which have been collected were analyzed using statistical calculation through t-test formula. It was used to find out the differences of

4

Jack R. Fraenkel and Norman E. Wallen, How to Design and Evaluate Research in

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students‟ reading comprehension achievement on narrative text between experimental class and controlled class. The formula of t-test as follow:5

M1 = Mean of Variable X M2 = Mean of variable Y SE = Standard Error

There are several steps has to be taken in order to get the calculation of

t-test, they are as follow:

1. Determining the mean of variable X, with formula:

∑

2. Determining the mean of variable Y, with formula:

∑

3. Determining Standard of Deviation Score of Variable X, with formula:

√∑

4. Determining Standard of Deviation Score of Variable Y, with formula:

√∑

5. Determining Standard Error Mean of Variable X, with formula:

√

6. Determining Standard Error Mean of Variable Y, with formula:

5

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26

√

7. Determining Standard Error of different Mean of Variable X and Mean of Variable Y, with formula:

√

8. Determining to with formula:

9. Determining Degrees of Freedom (df), with formula:

G.Statistical Hypotheses

The statistical hypotheses of this research are:

Ho : There is no significant difference between students‟ reading comprehension scores of narrative text taught by using storyboard technique and without using storyboard technique.

Ha : There is significant difference between students‟ reading comprehension scores of narrative text taught by using storyboard technique and without using storyboard technique.

Ho: μ1 = μ2 Ha: μ1 ≠ μ2

Notes:

Ho = Null hypothesis Ha = Alternative hypothesis

μ1 = Students‟ reading comprehension achievement, who are taught through storyboard technique.

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And then, the criteria used as follows:

1. If t-test (to) > t-table (tt), null hypothesis (Ho) is rejected. It means that the rates of mean scores of the experimental class are higher than the controlled class. The using of Storyboard technique is effective on students‟ reading comprehension of narrative text.

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28

CHAPTER IV

RESEARCH FINDING AND INTERPRETATION

A. Research Finding

1. Data Description

The data were collected from the students’ scores of pre-test and post-test in both experimental class and controlled class. The data were described into three tables. Table 4.1 shows the students’ pre-test scores, Table 4.2 shows the students’ post-test scores, and Table 4.3 shows the students’ gained scores.

Table 4.1

The Students’ Pre-test Scores

Students Experimental Class Controlled Class

1 90 70

2 65 60

3 63 73

4 45 83

5 70 85

6 70 53

7 75 83

8 60 78

9 60 68

10 58 70

11 55 70

12 63 78

13 68 75

14 80 65

15 70 40

16 68 85

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Students Experimental Class Controlled Class

18 93 83

19 38 45

20 75 73

21 53 80

22 60 78

23 63 80

24 88 93

25 53 65

26 53 90

27 80 75

28 78 70

29 80 70

30 53 70

31 50 45

32 60 28

∑ 2087 2241

̅(Mean) 65.22 70.03

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30

Table 4.2

The Students’ Post-test Scores

Students Experimental Class Controlled Class

1 95 78

2 80 75

3 70 68

4 48 65

5 83 78

6 88 73

7 68 93

8 73 60

9 55 75

10 65 78

11 68 33

12 75 75

13 80 88

14 83 68

15 80 65

16 78 80

17 78 93

18 90 88

19 48 70

20 75 83

21 50 80

22 60 85

23 70 73

24 83 83

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26 50 78

27 83 80

28 80 75

29 73 70

30 68 68

31 75 48

32 50 60

∑ 2285 2374

̅(Mean) 71.41 74.19

The Table 4.2 shows the students’ post-test scores in experimental class and controlled class. The post-test was given to the students after they got treatments on reading narrative text. Each class had different treatments in order to increase their reading score on narrative text. According to the Table 4.2, it can be seen that the lowest score of post-test in the experimental class was 48 and the lowest score of test in the controlled class was 33. Then, the highest score of post-test in the experimental class was 95 and the highest score of post-post-test in the controlled class was 93. The mean score of post-test in the controlled class was higher than the mean of post-test in the experimental class. The mean of post-test in the controlled class was 74.19 and the mean of pre-test score in the experimental class was 71.41.

Table 4.3

The Students’ Gained Scores

1 5 8

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32

3 8 -5

4 3 -18

5 13 -7

6 18 20

7 -7 10

8 13 -18

9 -5 7

10 8 8

11 13 -37

12 13 -3

13 13 13

14 3 3

15 10 25

16 10 -5

17 28 33

18 -3 5

19 10 25

20 0 10

21 -3 0

22 0 7

23 7 -7

24 -5 -10

25 10 23

26 -3 -12

27 3 5

28 3 5

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30 16 -2

31 25 3

32 -10 32

∑ 203 133

̅(Mean) 6.34 4.16

The Table 4.3 shows the students’ gained scores in experimental class and controlled class. In the experimental class, the highest gained score was 28 and the lowest gained score was -10. Meanwhile, the highest gained score in the controlled class was 32, and the lowest gained score was -37. In addition, the mean of gained scores in the experimental class was higher that the mean of gained score in the controlled class. The mean of gained scores in the experimental class was 6.34 and the mean of gained score in the controlled class was 4.16.

2. Data Analysis

Before the t-test formula was calculated to see the hypothesis of the study, the normality and homogeneity of the data should be analyzed. The normality of the data was needed in order to see if the data was normally distributed in both experimental class and the controlled class or it was not normally distributed. After the normality of the data has been tested, the next step was to test the homogeneity of the data. It was needed to see if the data were homogenous or heterogeneous.

a. The normality of the Data

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The hypothesis can be seen as follows: Ha : The data of X is not normally distributed. Ho : The data of X is normally distributed.

Then, the criteria of the hypothesis are:

Ha : L > Ltable Ho : L ≤ Ltable

- If Lmax > Ltable, Ho is rejected and Ha is accepted. It means that the data of X is not normally distributed.

- If Lmax < Ltable, Ho is accepted and Ha is rejected. It means that the data of X is normally distributed.

1) Normality of the Experimental Class a) Normality of the Pre-test

Table 4.4

The Normality of Pre-test

After the pre-test data of the experimental class has been calculated using Lillyfors formula, the result shows if the Lmax < Ltable (0.09485 < 0.1592). It means that the Ho was accepted, the pre-test data of the experimental class was normally distributed.

∑ [

∑ ̅ ]

_[ _]

[ ]

√

̅

Lmax = 0.09485

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b) Normality of the Post-test

Table 4.5

The Normality of Post-test

After the post-test data of the experimental class has been calculated using Lillyfors formula, the result shows if the Lmax < Ltable (0.10975 < 0.1592). It means that the Ho was accepted, the post-test data of the experimental class was normally distributed.

2) Normality of the Controlled Class a) Normality of the Pre-test

Table 4.6

The Normality of Pre-test

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36

b) Normality of the Post-test

Table 4.7

The Normality of Post-test

After the post-test data of the experimental class has been calculated using Lillyfors formula, the result shows if the Lmax < Ltable (0.1002 < 0.1592). It means that the Ho was accepted, the post-test data of the experimental class was normally distributed.

Note:

The value of Ltable itself was gotten from the table of Lillyfors. In significance degree of 0.05, L(0,05)(32) = 0.1592.

b. Homogeneity of the Data

According to the normality calculation using Lillyfors formula, it can be concluded that the data of pre-test and post-test in both experimental class and controlled class was normally distributed. The next step was calculating the homogeneity of the data.

The hypothesis can be seen as follows:

Ho : The sample of experimental class and controlled class is not different. Ha : The sample of experimental class and controlled class is different.

Then, the criteria of the hypothesis are:

Ho: F < Fα(n1-1, n2-1) Ha: F > Fα(n1-1, n2-1) ∑

[ ∑ ̅

]

_[ _]

[ ]

√

̅

Lmax = 0.1002

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- If F < F_α(n1-1, n2-1), Ho is accepted and Ha is rejected. It means that the sample of experimental class and controlled class is not different.

- If F > F_α(n1-1, n2-1), Ho is rejected and Ha is accepted. It means that the sample of experimental class and controlled class is different.

The formula can be seen as follows:

Or

1) Homogeneity of Pre-test Scores

n1-1 = 32-1 = 31

n2-1 = 32-1 = 31

F0.05(n1-1, n2-1) = 1.69 (Ftable)

According to result of the calculation above, it can be seen that F < F_α(n1-1, n2-1) or (1.239 < 1.69). It means that Ho is accepted and Ha is rejected. The sample of experimental class and controlled class pre-test is not different or homogeneous.

2) Homogeneity of Post-test Scores

n1-1 = 32-1 = 31

n2-1 = 32-1 = 31

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38

According to result of the calculation above, it can be seen that F < F_α(n1-1, n2-1) or (0.001 < 1.69). It means that Ho is accepted and Ha is rejected. The sample of experimental class and controlled class post-test is not different or homogeneous.

3. Hypothesis Testing

In this section, the hypothesis of the study would be tested by calculating the data using t-test formula. The students’ scores in two classes were compared to find out whether there was significant difference between the students’ achievement on reading comprehension of narrative text in the experimental class which was taught using storyboard technique and the controlled class which was taught using another technique. In calculating the data, the experimental class was symbolized with X variable and the controlled class with Y variable. The formula of t-test was expressed as follows:

The calculation can be seen as follows:

1. Determining the mean of variable X, with formula:

∑

2. Determining the mean of variable Y, with formula:

∑

3. Determining Standard of Deviation Score of Variable X, with formula:

√∑ [ ]√

4. Determining Standard of Deviation Score of Variable Y, with formula:

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5. Determining Standard Error Mean of Variable X, with formula:

√

6. Determining Standard Error Mean of Variable Y, with formula:

√

7. Determining Standard Error of different Mean of Variable X and Mean of Variable Y, with formula:

√

√ √

√

8. Determining to with formula:

9. Determining Degrees of Freedom (df), with formula:

According to the calculation of the data, the value of degree of freedom (df)

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40

experimental class is higher than the controlled class with the comparison of t-observe and t-table is 16.769 > 1.999 = t-t-observe > t-table.

10. The testing hypothesis

- If t-test (to) > t-table (tt), null hypothesis (Ho) is rejected. It means that there is significant difference between students’ reading comprehension scores of narrative text taught by using storyboard technique and without using storyboard technique.

- If t-test (to) < t-table (tt), the null hypothesis (Ho) is accepted. It means that there is no significant difference between students’ reading comprehension scores of narrative text taught by using storyboard technique and without using storyboard technique.

The result of statistical calculation which obtained from the experimental class and the controlled class data was used to prove the hypothesis above. The result shows that the value of t-testwas 16.769 while the degree of significance 5% was 1.999. By comparing the statistical result, it can be seen that the value of t-test is significantly higher that the value of t-table (16.769 > 1.999). Therefore, alternative hypothesis (Ha) is accepted and null hypothesis (Ho) is rejected. It means that there is significant difference between students’ reading comprehension scores of narrative text taught by using storyboard technique and without using storyboard technique.

B. Interpretation

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28. Meanwhile, the mean of pre-test score in the experimental class was 65.22 with the highest score was 93 and the lowest score was 38.

Then, the post-test scores of the students were described on the Table 4.2. Based on its table, it can be seen that the mean score of post-test in the controlled class was higher than the mean of post-test in the experimental class. The mean of post-test in the controlled class was 74.19 with the higher score was 93 and the lowest score was 33. Meanwhile, the mean of pre-test score in the experimental class was 71.41 with the highest score was 95 and the lowest score was 48.

In addition, the Table 4.3 showed the gained scores of the experimental class and the controlled class. The mean of gained scores in the experimental class was higher than the mean of gained score in the controlled class. The mean of gained scores in the experimental class was 6.34 with the highest score was 28 and the lowest score was -10. Meanwhile, the mean of gained score in the controlled class was 4.16 with the highest score was 32 and the lowest score was -37.

Before hypothesis being tested, the normality and homogenity of the data need to be tested. The purpose of analyzing the normality was to to see whether the data of this research has been normally distributed or not. The result of normality could be seen by comparing the value of Lmax to Ltable. After the normality of the data has been calculated using Lillyfors formula, it was found that the value of pre-test and post the in the experimental class was Lmax < Ltable (0.09485 and 0.1087 < 0.1592). Then, the value of pre-test and post the in the controlled class was Lmax < Ltable (0.1358 and 0.1002 < 0.1592). Therefore, it can be concluded that the data of pre-test and post-test in both experimental and controlled class were normally distributed.

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