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ACKNOWLEDGEMENT
First and foremost, the writer would like to express her highest gratitude to the Almightly Allah SWT for giving blessings, love, opportunity, health, and mercy to complete this thesis. The thesis has been written to fulfill the requirements for the degree of Sarjana Pendidikan at English Department of Language and Arts Faculty, State University of Medan.
In the process of finishing this thesis, the writer has worked with a great number of people, through their guidance, suggestions, and comments for which the writer would like to express her sincere gratitude and appreciation. The writer would like to express her thanks to
1. Prof. Dr. Syawal Gultom, M.Pd., Rector of State University of Medan, 2. Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and Arts
State University of Medan and all her staffs,
3. Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature Department,
4. Dra. Meisuri, M.A., the Secretary of English Department,
5. Nora Ronita Dewi, S.Pd., S.S., M.Hum., the Head of Education Program of English Department,
6. Prof. Amrin Saragih, M.A., Ph.D and Dr. Rahmad Husein, M.Ed., her thesis advisors, for their advice, kindness, guidance, and for spending their precious time in suggesting, supervising, and giving valuable knowledge in the process of completing this thesis,
7. Prof. Dr. Hj. Sumarsih, M.Pd., Dra., Sortha Silitonga, M.Pd., Rita Suswati, S.Pd. M.Hum., her thesis reviewers and examiners,
8. Ahwin, S.Pd., The Headmaster of SMA Negeri 6 Padang Sidempuan for allowing the writer to conduct the research in his school,
9. Eis Sri Wahyuningsih, the administration staff of English Department, for her attention, asistance, and information in completing this thesis,
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11.Anisya D, Fauziah, Aini, Asrina, Eva, Yeni, Widya and all students in Class A Extension 2011, for their support and assistance during academic year and also for all the time that we share together in our study,
12.Heru Darmawan for his love, support, encouragement, patience, prayer, and was always there cheering up and stood by her through the good times and bad,
13.Riri Hsb S.Pd, Hendri Batubara S.Pd, M.Ibrahim S.Pd, Atiqah Nasya S.Pd, Sukri, Zulaifa S.Pd, a great thanks to her big family in the Islamic Association of University Student (HMI Komisariat FBS UNIMED) especially the management 2014-2015 periods for the loyalty help her in the period, and
14.her beloved friends Daniel Banjarnahor, S.Ked, Putri Asyiyah, Sarah, Aisyah, and also her beloved cousin Sriayu Aritha Pbgn, S.H. for her support. To all whose names can not be mentioned one by one, she would like to say thanks a lot.
Overall, the writer hopes this thesis can give contribution to the English Education students and further pedagogical research. And also it can be useful for the readers.
Medan, September 2015 The Writer
Endang Sakinah
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ABSTRACT
Sakinah, Endang. The Effect of Comic Strips on the Student’s Achievement in Writing Narrative Texts. A Thesis. English Department. Faculty of Language and Arts. State University of Medan. 2015.
This study deals with the effect of using media Comic Strips on the students’ achievement in writing narrative texts. It was conducted by using experimental research design. The population of this study was the tenth (X) grade students of SMA N 6 Padang Sidempuan. Two classes were selected as purposive sampling and the total sample was 60 students. The classes were divided into two groups. The experimental group was taught by using Comic Strips while the control group was taught by using single picture. The instrument used to collect the data was writing narrative text. The data were analyzed by using test. The result of computing the t-test obviously showed that t-observed value is greater than t-table (3.59 > 2.00) with the degree of freedom (df) = 58 at the level significance 0.05. It showed that the application of comic strips gives significant effect on the students’ achievement in writing narrative text.
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E. Significance of the Study ... 5
CHAPTER II: REVIEW OF LITERATURE ... 6
A. Theoretical Framework ... 6
a. Generic Structure of Narrative Text... 11
b. Grammatical Features of Narrative Text ... 11
4. The Assessment of Writing ... 12
5. Media ... 13
a. Kinds of Media ... 14
b. Advantages of Using Media in Teaching English ... 14
c. Disadvantages of Using Media in Teaching English ... 15
6. Comic Strips ... 15
a. The Strengths of Using Comic Strips in Teaching English ... 16
b. The Weaknesses of Using Comic Strips in Teaching English ... 17
c. Using Comic Strips in Classroom ... 18
B. Conceptual Framework ... 19
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CHAPTER III: RESEARCH METHOD ... 21
A. Research Design ... 21
B. Population and Sample ... 21
C. The Instrument for Collecting Data ... 22
D. Procedure of Research ... 22
1. Pre-test ... 22
2. Treatment ... 22
3. Post-test ... 26
E. Reliability of the Test ... 26
F. Rubric ... 27
G. Technique of Data Analysis ... 30
CHAPTER IV: THE DATA AND RESEARCH FINDING ... 31
A. The Data ... 31
B. The data Analysis ... 34
C. The Reliability of the Test ... 36
D. Testing Hypothesis ... 36
E. Research Finding ... 37
F. Discussions ... 38
CHAPTER V: CONCLUSION AND SUGGESTIONS ... 39
REFERENCES ... 41
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LIST OF TABLES
Page
Table 3.1 Research design... 21
Table 3.2 The Activities of Teacher and Students in Experimental Group ... 22
Table 3.3 The Activities of Teacher and Students in Control Group... 24
Table 3.4 Rubric ... 26
Table 4.1 The Result of Pre-Test and Post-Test in Experimental Group... 32
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CHAPTER I
INTRODUCTION
A. The Background of the Study
Language plays an important role in human life because it is the
media of communication, thought, and learning. Human need to interact, to communicate or to show their ideas, feelings and interrelated to others. By using language human beings can narrate and share their experience or
information to others. It can be used in any international activities as commerce, diplomacy, politic, sport, science, education, and technology. So, it demands Indonesian students to be able to master English in order to
compete with others. Therefore, English must be taught and learnt at school.
According to the Educational Unit Curriculum (KTSP), students must master four language skills; they are listening, speaking, reading, and
writing. The language skills to be achieved are divided into two parts of language function, namely, oral and written English as a means of communication. In this case, listening and speaking are oral language;
reading and writing are written language. However, for the students, the written one is the most difficult skill of language. Sampath and Zalipour
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learners. While Wallace (2004: 15) states that writing skill for beginning
students can give benefit from learning and practicing one skill at a time.
Writing as one of the English skills is important to be improved especially for academic. In the context of education, it is worth if the students‟ writing skill is improved, student will be able to do some kinds
of writing exercise such as essay question, report, or even writing paper. But not only in written, it will also improve their spoken in English.
Moreover writing skill is useful not only for academic life, as we know the improvement of technology, like in social media such facebook,
instagram, path etc demand people especially students to be able to write, this make students would rather practice their writing skill than practice
other skill such as speaking, listening, or reading.
Based on the writer observation in grade X senior high school at SMA Negeri 6 Padang Sidempuan, from 41 students it is found that there
are only 18 students could pass the passing grade (KKM) and 23 students still could not pass the passing grade which is made by the teacher, the score of passing grade is 70. Moreover, it happened because of many
reasons. First, the students consider that writing is a complex skill because it deals with vocabulary, grammar, and ability to express idea. The second
reason is they consider it is difficult to write because they do not understand in arranging words in order to form a good sentence or make a good paragraph. The last is because they do not have any guidelines even
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uses lecturing method. She only gives a topic, ask students to read the text, explains it, and ask them again to answer questions or write but teacher doesn‟t allow them to use media.
There are many kinds of genre in writing, to select the appropriate
text, the teacher must consider the characteristics of the students, which directly related to the learning process. This study will focus on one of the genre, that is narrative text. According to Wolpert in Hutapea (2013:10),
narrative text is made of development used by the write to tell factual event. the story or to give an account of historical. In addition, the story of
narrative brings short message for the readers thus at the same time it gives social message that can build students‟ motivation. Based on Harmer
(2004) teachers should be able to select appropriate text and use media to
create fun activities so that students can study the subject successfully. Students often need to be encouraged and motivated to engage actively in
learning the four language skills of writing, speaking, reading and listening. Furthermore, many teachers are inspired to be as creative as
possible, in order to encourage learners to study English more effectively.
Accapezzato (2013:9) states that writing skills are part of daily life. They are even embedded into many activities enjoyed by school students.
Because most students don‟t think that practicing writing is important, the „how does this apply to me‟ excuse is uttered on a regular basis in the
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interesting, engaging lessons that teach the importance of writing skills
should be a top goal of school teachers.
There are several approaches to improve students‟ achievement in
writing such as by using method, technique, strategy, game, and media.
The study will focus on using media as one of the way to improve students‟ achievement in writing. Media in language teaching can be classified into three groups, they are: audiovisual, visual, and audio. This
study choose picture of comic strips as a media, because among the education media, picture is cheaper and easily to use. By using comic
strips, students will be motivated to improve their writing skills without being bored or feeling punished.
The use of comic strips as teaching media in writing narrative class
is important. In the writing process, comic strips give advantages in the prewriting stage. Edmunds (2006) states that comic strips enable students
to identify the elements of a story through the presented visual and dialogues. They consist of enough words and expressions that can help build the idea of the students to construct sentences. They also provide
contextual clues to the meaning of written narrative. In line with that, Vukoja in Kristi (2013) states that through the use of comic strips in
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their visual appeal, efficiency, and power of message. Therefore, it will be
easier for the students to learn about narrative text.
B. The Problem of the Study
The problem of this study is formulated as follows. “Does the
application of comic strips have a significant effect on the students‟ achievements in writing narrative texts?”
C. The Objective of the Study
The objective of the study is to investigate the applying of comic
strips on the students‟ achievement in writing narrative text.
D. The Scope of the Study
This study was focused on investigating the effect of applying comic strips in developing students‟ achievement in writing narrative
texts. The level of students is grade X of Senior High School.
E. The Significance of the Study
Findings of the study are expected to give significant contribution theoretically and practically. Theoretically, the finding will add up more
horizons in theories of language learning. The findings can also be references for further studies. Practically, the findings can be useful for the
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CHAPTER V
CONCLUSION AND SUGGESTIONS
A. Conclusion
Based on the reason of the data analysis, it is found that comic strips significantly affect the students; achievement in writing narrative text. The application of comic strips enables the students to write a good paragraph. On the other hand, comic strips give the significant effect to the students’
achievement in writing a paragraph. Therefore it is concluded that the alternative hypothesis (Ha) is accepted.
B. Suggestion
In relation to the conclusion, suggestion are staged as the following 1. The English teachers are suggested to apply comic strips in order
to improve students’ achievement in writing narrative text. To
reach the better result, it is better if the English teachers give the topic based on students’ knowledge.
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3. Since this study only focuses on the students’ ability in writing narrative texts. It is suggested for other researchers to apply Comic
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