THE EFFECT OF COMIC STRIP
IN TEACHING WRITING OF NARRATIVE TEXT
AT THE EIGHT GRADE STUDENTS OF JUNIOR HIGH SCHOOL 33 SOLOK SELATAN
THESIS
Submitted in Partial Fulfillment as the Requirements of Undergraduete Program in English the Strata One (S1) Degree
By:
RATNA PUSPITA SARI BP 412.637
DEPARTMENT OF ENGLISH TADRIS
FACULTY OF ISLAMIC EDUCATION AND TEACHER TRAINING STATE ISLAMIC UNIVERSITY (UIN)
APPROVAL PAGE
THE EFFECT OF COMIC STRIP IN TEACHING WRITING OF NARRATIVE TEXT AT THE EIGHT GRADE OF JUNIOR HIGH
SCHOOL 33 SOLOK SELATAN
By:
RATNA PUSPITA SARI 412.637
This thesis was approved for examination
First Supervisor
Yuhardi, M. Pd NIP. 19560718 198703 1 003
Second Supervisor
DECLARATION
I hereby state that the thesis entitled “THE EFFECT OF IN TEACHING WRITING OF NARRATIVE TEXT AT THE EIGHT GRADE STUDENTS OF JUNIOR HIGH SCHOOL 33 SOLOK SELATAN” this thesis is true – masterpiece of myself.
I am fully aware that I have quoted some statements and ideas from various sources and they are properly acknowledged in my thesis. I do not copy or quote with the way that is against from the scientific ethic that occur in the scientific society. From the statement above, I am ready accept any judgement if it is found there is scientific ethic contrary in this paper or their is claim from another side toward the original work.
Padang, 10 August 2017
ABSTRACT
Ratna Puspita Sari, 2017. The Effect of Comic Strip In Teaching Writing Of Narrative Text At The Eight Grade Students of Junior High School 33 Solok Selatan.
The purpose of this research was to find out the significant effect of students’ writing ability between those taught by using Comic Strip and those who are taught without using Comic Strip at class eighth of Junior High School 33 Solok Selatan.
This research was experimental research. The population of this study was all of the students at class VIII of Junior High School 33 Solok Selatan that consist of 63 students who were divided into three classes. The sample was chosen by using random sampling. The result was class VIII2 as experimental class and VIII1 as control class that consist of 43 students. In collecting the data, researcher used written test. The test was given to both classes with the same topic. Then, post-test was given after applying the treatments for five meetings to determine the differences of using Comic Strip.
The result of this research showed that the mean score of students’ writing ability in experimental class (79.57) was higher than the mean score of students’ writing ability in control class (71.2). While, t-observed (4.804) was also bigger than t-table (1.682). Moreover, each components of writing both of classes are different. It can be seen from the comparison of students’ mean scores of post-test. Statistically, it is showed that teaching writing by using Comic Strip gives significant difference on students’ writing skill.
ABSTRAK
Ratna Puspita Sari, 2017. The Effect Of Comic Strip In Teaching Writing Of Narrative Text At The Eight Grade Students of Junior High School 33 Solok Selatan.
Penelitian ini bertujuan untuk menemukan efek yang signifikan pada kemampuan belajar siswa antara siswa yang diajarkan dengan menggunakan Comic Strip dan tanpa menggunakan Comic Strip di kelas delapan SMPN 33 Solok Selatan.
Jenis penelitian ini adalah penelitian eksperimen. Populasi penelitian ini adalah semua siswa kelas SMPN 33 Solok Selatan yang terdiri dari 63 siswa dan dibagi kedalam 3 kelas. Kemudian peneliti mengambil sampel dengan cara random sampling. Hasilnya kelas VIII2 sebagai kelas ekperimen yang terdiri dari
19 siswa dan kelas VIII1 sebagai kelas pembanding yang terdiri dari 24 siswa.
Dalam mengumpulkan data peneliti menggunakan tes tertulis. Tes diberikan sesudah diberikan perlakuan selama lima kali pertemuan untuk melihat perbedaan penggunaan Comic Strip.
Hasil penelitian menunjukkan nilai rata-rata siswa di kelas eksperimen (79.57) lebih tinggi dari pada nilai rata-rata siswa di kelas kontrol (71.2). Hal ini membuktikan adanya pengaruh yang signifikan terhadap kemampuan menulis siswa. Selain itu, t-hitung (4.804) juga lebih besar dari t-tabel (1.682). Hal ini dapat dilihat dari perbandingan nilai rata-rata post-test siswa. Secara statistik, terlihat bahwa pengajaran menulis dengan menggunakan Comic Strip memberikan perbedaan yang signifikan terhadap kemampuan menulis siswa.
ACKNOWLEDGMENTS
Alhamdulillahi rabbil ‘alamin, the writer expresses her highest gratitude to Allah SWT for blessing, love, opportunity, health, and mercy to complete this thesis entitled “The Effect of Comic Strip In Teaching Writing of Narrative Text At The Eight Grade Students of Junior High School 33 Solok Selatan.”. Shalawat is also sent to Prophet Muhammad shallallahu ‘alaihi wa sallam who had delivered the truth to human beings in general and Muslim in particular.
Furthermore, the writer presents her sincere appreciation to advisors, Yuhardi., S.Pd, M.Pd. and Dra. Hj. Luli Sari Yustina, M.Pd. who have given advice and guidance in the completion of this thesis from beginning to the end. The researcher would like to thank the chairman of the English Tadris Department of Islamic Education and Teacher Training faculty, Besral, M.Pd. The next sincere gratitude addressed to his academic advisor Yuhardi, S.Pd., M.Pd. who is also the secretary of English Department. Then, the writer also thanks to all lecturers who have taught and guided her during her study.
Besides, the writer’s deepest appreciation goes to her beloved parents, brother and friends for the endless love, prayer, patience, care, and support. The writer would also like to give a special regard to the headmaster of Junior High School 33 Solok Selatan, (Ahmad Nazi, S.Pd) and for the English teacher (Diani Yulia, S.Pd.) for all of the support, time, and kindness.
Finally, may Allah SWT receive all their works and give the rewards, Aamiin.
Padang, 10 August 2017 Researcher
TABLE OF CONTENTS
COVER
APPROVAL PAGE ABSTRACT
ACKNOWLEDGMENT TABLE OF CONTENTS LIST OF TABLES
LIST OF FIGURE LIST OF GRAPHS LIST OF APPENDICES
CHAPTER I : INTRODUCTION
A.Background of the Problem ...1
B.Identification of the Problems ...5
C.Research Question ...6
D.Purpose of the Research ...6
E. Significance of the Problem ...6
F. Definition of Key Term ...7
CHAPTER II : REVIEW OF RELATED LITERATURES A. The Concept of Comic Strip 1. Definition of Comic Strip ...8
2. Strength of Comic Strip ...9
3. Application of Comic Strip ...11
4. Procedure of Comic Strip ...11
B. The Concept of Writing 1. Definition of Writing...13
2. Types of Writing ...14
3. Component of Writing ...16
4. Process of Writing ...17
C. The Concept of Narrative
1. Definition of Narrative ...21
2. Generic Structure of Narrative ...23
D. Relevance Studies ...25
E. Conceptual Framework ...27
CHAPTER III : RESEARCH METHODOLOGY A. Research Design ...29
B. Population and Sample ...30
1. Population ...30
2. Sample ...32
C. Instrument ...33
D. Procedure of Research...35
E. Technique of Data Collection ...38
F. Technique of Data Analysis ...39
CHAPTER IV : FINDING AND DISCUSSION A. Research Finding ...41
1. Data Description...41
2. Description Data Analysis...48
a. Students Writing Score of Post Test of Experimental Class ...48
b. Students Writing Score of Post Test of Control Class ...51
c. Normality and Homogeneity of Distribution Test ...53
d. Analysis of Students Writing Score ...55
B. Discussion ...62
CHAPTER V : CONCLUSIONS AND SUGGESTIONS A. Conclusion ...66
B. Suggestion ...67
BIBLIOGRAPHY ...68
LIST OF TABLES
Table 1.1 : Students’ Mean Score on Writing Test (Preliminary
Observation) In Junior High School 33 Solok Selatan ...3
Table 2.1 : Indicators of Writing Assessment based on Jacob’s Theory ...19
Table 3.1 : Research Design...29
Table 3.2 : Population of Research ...30
Table 3.3 : Test of Normality ...31
Table 3.4 : Test of Homogeneity of Variance ...32
Table 3.5 : Blue Print of Writing Test ...34
Table 3.6 : Sample For Giving The Writing Ability Score ...35
Table 3.7 : Treatment Procedure for Experimental Groups ...36
Table 4.1 : Students’ Score of Post-test of Experimental Class ...42
Table 4.2 : Students’ Score of Post-Test of Control Class ...44
Table 4.3 : The Calculation of Comparison of Mean Score Post-Test between Five Writing Componets ...46
Table 4.4 : Mean Score of Post-test of Experiment Class (VIII.2) ...48
Table 4.5 : The Interval Data of Post-test Score of Experimental Class ...40
Table 4.6 : Mean Score of Post-test of Control Class ...51
Table 4.7 : The Interval Data of Post-test Score of Control Class ...52
Table 4.8 : Tests of Normality ...54
Table 4.9 : Test of Homogeneity of Variance ...54
Table 4.10 : Calculation Process of Mean and Standard Deviation of Experimental Class ...55
Table 4.11 : Calculation Process of Mean and Standard Deviation of Control Class ...57
Table 4.12 : The Comparison Result of Post-test Score of Experimental Class and Control Class ...59
LIST OF FIGURE
LIST OF GRAPHS
Graph 1 : The Interval Data of Experimental Class ...50 Graph 2 : The Interval Data of Control Class ...53 Graph 3 : The Comparison Result of Post Test Score of Experimental
LIST OF APPENDICES
Appendix 1 : Observation Score of Class VIII.2 ...70
Appendix 2 : Distribution of English Midterm score class VIII Junior High School 33 Solok Selatan...71
Appendix 3 : Analysis SPSS MID Test ...72
Appendix 4 : Scoring Students Writing Test ...75
Appendix 5 : Students Post Test Score in Experimental Class ...78
Appendix 6 : Students Post Test Score in Control Class ...79
Appendix 7 : Mean Score and Standard Deviation of Post Test Experimental Class...80
Appendix 8 : Mean Score and Standard Deviation of Post Test Control Class ...81
Appendix 9 : Gain Score of Experimental Class and Control Class in Post Test ...82
Appendix 10 : Analysis SPSS of Post Test ...83
Appendix 11 : T-Table ...92
Appendix 12 : Lesson Plan ...94
1 CHAPTER I INTRODUCTION
A. Background of the Problem
As an international language, English has been taught earlier to students in Indonesia in order to provide them with enough basic skills. Indonesia’s curriculum of education puts English as compulsory subject that
must be taught for students since at junior high school up to university.
According to curriculum KTSP, the targets of learning English in the junior high school are the students who are able to communicate both spoken and written text. It means the students are able to understand and produce spoken and written text. It is achieved in four skills, namely speaking, writing, reading and listening.
The purpose of writing is reflected in many kinds of genres in form of written texts. The models of these written texts have each own difference in their social function, generic structure, and grammatical feature. After the students learn kinds of genres, they are hoped to understand and able to differentiate the text according to their own features based on their genres.
Among many kinds of genres, one that is being taught in Class VIII of Junior High School level on is Narrative text. Narrative text is the kind of text that has been taught in this grade. Narrative text is a story with complication or problematic events and it tries to find the resolution to solve the problems. Purpose of narrative text is to amuse or entertain the reader with a story. Moreover a narrative text consist of four generic structure, they are orientation, complication, resolution, and re-orientation or coda.
Based on the researcher preliminary study, and then also the interview with one of the English teacher who teaches at Junior High School 33 Solok Selatan, the researcher found that many students got difficulties in producing the texts, especially in a narrative text. The researcher found some problems related with the failure of students in their writing. Generally, students’ knowledge about the five components of writing was still low.
and did not do anything if the teacher asks them to write English. When they were asked why they kept silent, they answered that did not understand anything. These cases were causes by their lack of vocabularies, so when they were asked to write, they did not know what should they write.
Beside that, the students was difficult to memorize what they have learned. On the other hand, students found difficulties to recognize the patterns or forms of English that they have learned. The researcher found that students’ ability in writing was still low. The table below is evidence that
writing ability is difficult for students in the second of Junior High School 33 Solok Selatan.
Table 1.1
Students’ Mean Score on Writing Test (Preliminary Observation) In Junior
High School 33 Solok Selatan
Total students
Mean Score Of Writing Components
Total
Source: Student’s Score of Writing Test at class VIII-2 of SMPN 33 Solok Selatan
Note: C = Content V = Vocabulary M =Mechanics O = Organization L = Language Use
The table above shows the data about student’s achievement in
In fact, it can be seen that students of Junior High School 33 Solok Selatan had low achievement on writing. The lack of students’
achievement on writing ability was influenced by many factors. The main factor was the low of students’ knowledge of five essential elements in
writing. Therefore, English is difficult for them especially in writing ability.
Hence stated that the appropriate strategy should be selected by the teacher to help the students overcoming difficulties in writing, especially writing narrative text. For this problem, the researcher is suggested comic strip for the teacher in teaching writing subject. Most students like comic strip, because it consists of interesting pictures and stories. They can easy to understand it. Pictures in the comic strips can help the students to visualize and construct story ideas to be written, so narrative writing activity will be easy. Furthermore, it can be combined to this narrative writing activity.
According to Liu (2004: 226) Comic is an art form using a series of static image in fixed sequence. There are two kinds of comics, comic strips and comic books. A comic strip is defined in this study as series of pictures inside boxes that tell a story. While comic books are collection of stories that have picture consist of one or more titles as themes.
process. The researcher tries to investigate whether picture media could also be used in teaching writing and weather there was significant writing skill. Vocabulary and grammar is very important thing in writing. The students cannot write if they do not know the vocabulary. Based on the background of the problem above, the researcher conducts a reseach about:
“The Effect of Comic Strip in Teaching Writing of Narrative Text at The
Eight Grade Students of Junior High School 33 Solok Selatan.”
B. Identification of Problems
Based on the background above, most of Junior High School students still had difficulties in writing. In this case, the problem was happened at Junior High School 33 Solok Selatan, the researcher found that the students faced problem in writing because they had to consider many aspects. The problem that was found in writing ability, especially in writing a narrative text was dealing with the students’ difficulties in considering the components of writing such as content, organization, vocabulary, language use and also mechanics when they were writing. The students did not understand well how to consider those components in writing. Therefore it makes them get difficult in writing and affect their product.
difficulties to memorize what they have learned, to produce and organize their mind into the written form, it is because of their vocabulary is limited. Moreover, most of the students were not interested in learning English especially in writing, they felt difficult and confused how to start their writing. Therefore, the researcher was interested to use a strategy that can help students to write and interest to implementation Comic Strip as media in which help students to develop new ideas and critical thinking.
C. Research Question
Based on the background of the study, identification of the problem, and the limitation of the problem, the researcher formulates the problem : Does Comic Strip gives significant effect on students writing ability in teaching writing of narrative text by using comic strip in eight grade of Junior High School 33 Solok Selatan?
D. Purpose of Research
Purpose of Research of the study can be stated: To find out the significant effect on students writing ability in teaching writing of narrative text by using comic strip.
E. Significance of the Problem
that it will help them in choosing the appropriate strategy and media in teaching writing, especially in narrative text.
And the learners are also expected to enjoy the writing class because their burden will be reduced with following the enjoyable strategy to produce a more qualified writing. Through this research, the learners are hoped to be more interested in following their writing class.
F. Definition of the Key Terms
Effect : A change that something causes something else; a result
Comic Strip : The Sequence of panels where the story is presented, usually by dialogue, narration, or pure visual symbol. Writing : Writing is one of the language skills that must be learnt
and mastered by the students in the school. It helps them to develop their imaginative and critical thinking abilities in order to be able to write effectively and creatively.
CHAPTER II
REVIEW OF LITERATED LITERATURE
This chapter will describe of the concept of Comic Strip, concept of writing, the concept narrative text, relevant study, conceptual framework, and hypothesis.
A. The Concept of Comic Strip 1. Definition of Comic Strip
According to Liu (2004: 226), Comic is an art form using a series of static image in fixed sequence. There are two kinds of comics, comic strips and comic books. A comic strip is defined in this study as series of pictures inside boxes that tell a story. While comic books are collection of stories that have picture consist of one or more titles as themes
Arlin and Roth (2001) suggest that comics are interesting, and children will attend to that which they find interesting more than to that which they find uninteresting. Absolutely, it can appeal to children, because of consisting of picture series and interesting story. Each comic strip has various stories, it may tell about humor, action, mystery, thriller, adventure, and so forth. It also often influences the children‟s emotion and feeling while conceiving the story.
Comic strip is a fun for students and also developing their imagination. They consist of a series of humor drawing or a cartoon with words in balloon and captions. Based on the definitions above, it can be concluded that comic is an art work which has sequence of characteristics stories, events in picture form which can be humorous, mysterious, adventurous, and etc.
2. Strength of Comic Strip
First of all, comic strips assist the students in generating ideas and retrieving words for their writing. Besides, they can make students more careful in using correct spellings. As one type of visual media, it also provides the students with interesting writing prompts.
are series of pictures in which the students are expected to gain the ideas easily from the chronological order of the story. The students are also able to practice grammatical rules through this media by changing direct speech in the speech balloon into indirect speech. This kind of assessment is essential in developing the students’ writing skill.
Based Morrison, Bryan, and Chilcoat assumptions, there are some reasons why comics have more strength rather than other teaching strategy as follows:
a. It is evident that comic is familiar to and popular with middle and high school students.
b. The comic is a form of literature that students enjoy.
c. Students engage in greater literacy exploration than they otherwise would, due to comics’ popular and easily accessible format. Through
comics students investigate the use of dialogue, succinct and dramatic vocabulary, and nonverbal communications.
d. Most students like comic strip, because it consists of interesting pictures and stories. They can easy to understand it. Pictures in the comic strips can help the students to visualize and construct story ideas to be written
comic, it absolutely can encourage students’ desire to learn English subject
with pleasure in the school.
3. Application of Comic Strips
Most of the students are lazy to write because they regard it as a complex and difficult English language skill. In their thought, it needs a long process to write something. They also are often having no idea about the topic that will be written on their paper. Moreover, they are always getting stuck to tell and describe the next plot of story after writing the introductory paragraph. Therefore, the teacher can use comic strip to help them develop their ability in writing from the pictorial story.
In the classroom, the teacher can apply it to teach writing narrative text. After explaining about narrative text, he/she can distribute the comic strips to each student, and then ask them to retell and rewrite the story into paragraph in English. This strategy is very easy to be conducted by the teacher in the classroom, and it will make the students feel fun in writing. Hence, teaching writing of narrative text by using comic strips is an appropriate and recommended strategy for the teachers to apply in the classroom in the teaching-learning activity.
4. The Procedures of Using Comic Strips
Noemy mentions eight stages of using comic strip as follows.
b) The teacher removes the speech or though bubbles of comic strip, hands out copies of both the comic strip and the text of the bubbles to the students and the students task is to figure out the proper order of the speech or thoughts.
c) The teacher hands out a comic strip form which the last panel is cut out. Students are asked to continue the story and come up with an ending.
d) The teacher organizes students into pair and gives them a written story with missing information. And asks them to discuss what might be missing from the text.
e) The teacher gives the students a comic strip version of the text and asks them to fill in the blanks in written story by describing what they see in the pictures.
f) The teacher asks students to write the story based on what they see in the picture.
g) Teacher explain the lesson by writing the main point on the white board and explain to student generic structure, social function and language features, in the white board based on the student knowledge.
B. Concept of Writing 1. Definition of Writing
Writing is a crucial aspect of interaction in language teaching beside listening, speaking, and reading. Through writing, students can express or transfer their feeling, messages or ideas, perception and knowledge in written form for the readers
According to Harmer (1998: 79) writing is a basic language skill besides speaking, listening, and reading. Writing is the way to express thought, ideas, and information into written text. It is not only how to put word by word into text, organize them well, but also makes it understandable. That is why writing is important and should be mastered by the students. They need to know how to state their idea, how to organize them well and make it readable.
Writing is a process of thinking in the mind then it will be compiled in paper to become paragraphs that have meaning to readers. According to Brown (2001) writing is a thinking process, because writing is the process of putting ideas down on paper to transform thoughts into words and give them structure and coherent organization.
writing is useful to support the other ability. If we are master in writing ability, it is possible we will master in other abilities as well.
According to Harmer (2007), writing is a way to produce language and express idea, feeling, and opinion. Furthermore he states that writing is a process that what people write is often heavily influenced by the constraints of genres, and then these elements have to be presented in learning activities.
The use of grammar and vocabulary correctly are very required in writing to show how well the students’ mastery in writing. The students
must think about the process and the use of language also. They will be interested in writing if the kind of writing is suitable with their age, language ability, and interest. The students will enjoy in writing about topics that are familiar with them, such as writing about themselves, their families, their activities, their best friends, and their hobbies.
From the definitions of writing, it can be concluded that writing is the way of producing language and expressing ideas, feelings, and opinions and so on. Writing requires students to use grammar and vocabulary correctly to express what they want to say clearly. Students’ writing shows how well they are mastering the language.
2. Types of Writing
a. Narration
A narrative is a report on an event, a happening that unfolds in time. Narration is a form of writing shared by the creative writer, who invents the events to be narrated.
b. Description
In description, it takes a scene or an object and captures it in language. That is, it organizes the details of the object or scene to describe in the way that will most effectively convey the sensual image.
c. Classification
Classification is another form that puts a premium on organization. In classification, it organizes the material not by time or space, but by a principle of logic.
d. Argumentation
Argumentation differs from persuasion by being more rational. It is aimed at clarifying a topic rather than at moving a reader. Its function is to make the reader do something.
e. Analysis
f. Synthesis
Synthesis is the fullest and most complete form of academic writing. In synthesis, the writer uses the structure of an argument, and the data provided by research and analysis, to develop a thesis
3. Component of Writing
There are five components in the profile of writing are adopted by Jacobs (1981: 92):
a. Content
Content is substance a text. Content related knowledgeable, substantive, through development of thesis statement and relevant to be assigned topic
b. Organization
In organization there are six descriptions that have to take in good written text. They are fluent expression, ideas clearly, supported, succinct, well organized, logical sequencing and cohesive.
c. Vocabulary
d. Language use
Language use related about effective, complex constructions, agreement, and tense, number, word order/function, articles, pronouns and preposition.
e. Mechanics
Mechanics related about spelling, punctuation, capitalization, paragraphing, and handwriting in written product. It is as basic of the evaluation in the profile of composition.
4. The process of Writing
According to Harmer (2007:326) the process of writing is more complex than this, of course, and the various stages of drafting, reviewing, re-drafting and writing, etc. In addition, Oshima and Houge (2007:16-19) states that process of writing consist of four steps, they are :
a. Prewriting
b. Organizing
Organizing is to organize the ideas into a simple outline. The writer of models wrote a sentence that named the topic and told the main idea.
c. Writing
In this step the writer write the rough draft using outline as a guide. Write the rough draft as quickly as you can without stopping to think about grammar, spelling, or punctuation.
d. Polishing : Revising and Editing
In this step the writer polish what have written. Polishing is most successful if the writer do it in two steps. First, attack the big issues of content and organization, it is called revising. Then work on the smaller issues of grammar, punctuation, and mechanics, it is called editing.
5. Writing Assessment
Table 2.1 Indicators of Writing Assessment based on Jacob’s Theory
30-27 Excellent to Very Good: knowledgeable; substantive; thorough development of thesis; relevant to assigned topic
26-22 Good to Average: some knowledge of subject; adequate range; limited development of thesis; mostly relevant to topic, but lacks detail
21-17 Fair to Poor: limited knowledge of subject; little substance; inadequate development of topic
16-13 Very Poor: does not show knowledge of subject; non-substantive; not pertinent; or not enough to evaluate
O stated/supported; succinct; well organized; logical sequencing; cohesive
17-14 Good to Average: somewhat choppy; loosely organized but main ideas stand out; limited support; logical but incomplete sequencing
13-10 Fair to Poor: non-fluent; ideas confused or disconnected; lacks logical sequencing and development
V
20-18 Excellent to Very Good: sophisticated range; effective word/idiom choice and usage; word form mastery; appropriate register
17-14 Good to Average: adequate range; occasional errors of word/idiom form; choice; usage but meaning not obscured
13-10 Fair to Poor: limited range; frequent errors of word/form; choice usage; meaning confused or obscured
9-7 Very Poor: essentially translation; little knowledge of English vocabulary; idioms, word form, or not enough to evaluate
L
25-22 Excellent to Very Good: effective complex construction; few errors of agreement, tense, number, word order/ function, articles, pronouns, prepositions
21-18 Good to Average: effective but simple construction; minor problems in complex constructions; several errors of agreement, tense, number, word order/function, articles, pronouns, prepositions but meaning seldom obscured
17-11 Fair to Poor: major problems in simple/complex constructions; frequent errors of negations, agreement, tense, number, word order/function, articles, pronouns, prepositions and/or fragments, run-ons, deletions; meaning confused or obscured
M
5 Excellent to Very Good: demonstrates mastery of conventions; few errors of spelling, punctuations, capitalizations, paragraphing
4 Good to Average: occasional errors of spelling, punctuation, capitalizations, paragraphing, but meaning not obscured
3
Fair to Poor: frequent errors of spelling, punctuation, capitalizations, paragraphing, poor handwriting, meaning confused or obscured
2
Very Poor: no mastery of conventions; dominated by errors of spelling, punctuation, capitalizations, paragraphing, handwriting illegible; or not enough to evaluate
C. The Concept of Narrative 1. Definition of Narrative Text
Narrative text may be either fiction or non-fiction. The examples of fiction include realistic fiction, science fiction, mysteries, folk tales, fairy tales, and biographies.
a. It tells a story
Narration tells a story about a series of events may be real or nonfiction as histories, biographies, and newspaper stories or imagery or fiction, as in a short stories, novels and plays. b. It was organized by time order or chronological order.
In addition, the series of events in narration are generally arranged by time order or chronological order. This means that the story begins with what happened first, then moves on to what happened next and ends with what happened last.
c. It shows the writer’s attitude point.
When writing a narration, you should have purpose, in other word, you tell a story to teach something, persuade, or make point. Otherwise, your readers will probably wonder why they need to brother to read your story. Your purpose will guide you to select the details to include and those to exclude in your story.
Common forms of narrative text which are studied in high school are legend. What is legend? A legend is a narrative of human actions that are perceived both by teller and listeners to take place within human history. Typically, a legend is a short, traditional and historicized narrative performed in a conversational mode. Some define legend as folktale. The examples of legend in narrative text are: Sangkuriang, Maling Kundang, The legend of Tangkupan Perahu, The Story of Toba Lake, etc.
2. The Structure of Narrative Text a. Generic Structure
A narrative text usually has three main parts: orientation, complication and resolution.
1) Orientation: sets the scene: where and when the story happened, introduces the participants of the story: who and what is involved in the story.
2) Complication: Tells the beginning of the problems which leads to the crisis (climax) of the main participants.
3) Resolution: The problem (the crisis) is resolved, either in a happy ending or in a sad (tragic) ending.
concludes that the generic structures of narrative are: Firstly is an orientation. The readers are introduced to the main characters and possibly some minor characters. Some indication is generally given of where the action and when an action happened. Secondly is complication. This is where the writer tells how the problem arises; sometimes something unexpected events will happen.
Thirdly is resolution. It is an optional closure of event. The complication may be resolved for better or for worse, but it is rarely left completely unresolved. The writer can conclude that resolution is the end of the story. Furthermore, the generic structure of narrative text can be shortened as; orientation, complication and resolution.
b. Language Features
1) The use of noun phrase: a beautiful princess, a huge temple, etc. 2) The use of connective: first, before, that, then, finally, etc.
3) The use of adverbial phrase of time and place: in the garden, two days ago.
4) The use of simple past tense: He walked away from the village.
5) The use of action verbs: arrived, ate, went, laughed, walk, sleep, wake up, etc.
6) The use of saying verbs: say, tell, ask.
D. Relevance Studies
A study was conducted by Afiyusma titled using comic strips the eighth grade students’ Narative writing ablility in SMP N 1 Pandak . She
found that using comic had improved the students’ ability in story retelling. Since it could catch the students’ attention, create a student -centered activity, and motivate them to become more active, creative, and fluency in story retelling.
Fika Megawati entitled “comic strips a study on the teaching of
writing narrative texts to Indonesian elf students‟‟. In her result, she found that the result of his study shows that using of comic strips could improve the students‟ ability in writing a narrative text. It was found that the use of
comic strips for composing narrative texts through writing process in the study showed that the students‟ writing ability improved during the cycles
conducted.
Norma Indah Lutfifati in her thesis entitle “Using comic strips to
improve the eighth grade students' ability in writing narrative texts at SMPN 9 Malang‟‟. The result of the writer shows that comic strips
addition, it helped them to organize paragraphs and develop ideas in writing narrative texts".
Lili Purwanitasari entitled “Using comic strips to improve the
ability of students of SMP Negeri 2 Malang in Writing Recount Text. She found that the result of the research showed that comic strips successfully improve the student ability in writing recount text especially in term of content, language use and spelling.3 In this study, the writer has different subject and object of the study.
Another study was conducted by Farida Aroyani (2010): The Effectiveness of teaching using comic strips to facilitate students’ reading comprehension skill on narrative text. The result is using comic strips as teaching media/aids in teaching narrative text can improve the students’
writing skill and also motivate the students’ in learning English especially in narrative text. Because it can creates fun, competitive, and consequently memorable learning in English subject.
In this study, the researcher has different subject and object of the study. In this study, the writer’s subject is the students of Junior High School 33 Solok Selatan. The researcher takes the eighth grader students. The writer’s object is teaching English writing using comic strip and
E. Conceptual Framework
This research studies about the effect of using Comic Strip on students’ writing ability. There are many problems of this research such as the lack of ideas, the lack of practice, the lack of vocabularies, and the lack of grammatical knowledge.
The schema of the research is described completely below:
Relevant Stud
The lack of ideas
Students have lack of vocabulary in writing English
Students lack in vocabulary Afraid of making mistakes Students’ problem on writing
skill
Solution Using Comic Strip
Experiment
Procedure:
1. The teacher cuts apart the individual panels of a comic strip and gives it to the students and asks them to arrange the piece into proper sequence to tell the story in written form.
2. The teacher removes the speech or though bubbles of comic strip, hands out copies of both the comic strip and the text of the bubbles to the students and the students task is to figure out the proper order of the speech or thoughts.
3. The teacher hands out a comic strip form which the last panel is cut out. Students are asked to continue the story and come up with an ending.
4. The teacher organizes students into pair and gives them a written story with missing information. And asks them to discuss what might be missing from the text.
5. The teacher gives the students a comic strip version of the text and asks them to fill in the blanks in written story by describing what they see in the pictures.
6. The teacher asks students to write the story based on what they see in the picture.
7. Teacher explain the lesson by writing the main point on the white board and explain to student generic structure, social function and language features, in the white board based on the student knowledge.
8. The teacher calls one of the students randomly to share their writing text in front of the class and students check the draft over content, organization, language use, and mechanics after getting feedback from teacher and other students
Result
The students can increase their think ability creatively Can stimulate the students
brain in gaining the ideas The students can write with
stress free
The students feel easy in writing because this technique is interesting and effective.
CHAPTER III RESEARCH METHOD
A. Research Design
The design of this research was experimental research, because the researcher wants to know the effect and relationship by implementing the stimulus. According to Gay (2000: 367), the experimental method is the only method which can test truly hypothesis concerning cause and effect relationship. It represents the most valid approach to the solution or educational problems, both practical and theoretical, and to the advancement of education as a science. He also states that an experimental typically there were two groups; an experimental group and a control group.
In this research, the researcher used posttest-only control design (Sugiyono (2013: 114). The design of this research can be represented as:
Table 3.1 Research Design Treatment Posttest
Experiment X Y
Control - Y
Where:
This design had two classes where the researcher randomly choosed. The first. One class was the experimental class that received a treatment (X) or using comic strip in teaching writing process, while another class was the control class that receives no treatment.
The effect of giving treatment was posttest result (O1: O2). In this research, the effect of mind mapping with picture technique was being statisically analyzed with t-test
B. Population and Sample 1. Population
Gay (2000:122) state that population is the group of interest to the researcher, the group to which she or he would like the results of the study to be generalizable. In the other words population is the total number of students on a research.
The population of this research was students of Junior High School 33 Solok Selatan which consist of three classes of class VIII. The population of this research was 63 students. The distribution of the population can be seen in the table below.
Table 3.2
Population of the Research
No Class Number of students
1 2 3
VIII-1 VIII-2 VIII-3
24 19 20
Total 63
From the table above we can conclude that total of population is 63 students, consist of 3 classes, namely: VIII-1, VIII-2, VIII-3.
After deciding population, the researcher used SPSS to show normality and homogeneity from the fourth classes above. Then to show the sample representative or not the researcher does the next step:
a. Collected the students’examination score data from the English teacher.
b. Test of Normality, Normality test had an objective to know the population normal or not. The researcher used kolmogrov Smirnov and Shapiro Wilk to do normality test, it is SPSS (Statistical product and service solution) test. The data would be normality tests, if every
class was significant or more than 0.05.
Table 3.3 Tests of Normality VAR0
0002
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig. VAR0000
1
VIII.1 .139 24 .200* .934 24 .119
VIII.2 .143 19 .200* .948 19 .372
VIII.3 .162 20 .177 .928 20 .140
a. Lilliefors Significance Correction
c. Test of Homogeneous Variances
After doing the normality test and got the normal data. Then the researcher did the homegeneous variation test. This test had an objective as to know the sample homogeny or not.
The researcher did the test of homogeneity by using Test of homogeneity of variance. If the data were significant or the data were more than 0.05 it mean the data was homogeneous.
Table 3.4
Test of Homogeneity of Variance Levene
Statistic df1 df2 Sig.
VAR0000 1
Based on Mean .331 2 60 .719
Based on Median .198 2 60 .821
Based on Median and
with adjusted df .198 2 52.601 .821
Based on trimmed mean .311 2 60 .734
2. Sample
In order to get sample, the researcher used cluster random sampling. Sugiyono (2010) concerns that cluster random sampling refer to select a sample that the researcher believes to be representative of homogenous population. Sample was chosen randomly.
In this case, the researcher took class VIII-1and VIII-2 as the sample, beside that the students in both of class have similar knowledge of English since they areteach by the same teacher and material.
In determining this class as sample, it was chosen following the procedure of flipping coin to device class experiment and control, the result of flipping coin researcher gave VIII-1 as control group, and class VIII-2 as experimental group.
C. Instrument
The instrument of this research was written test that was used to collect the data about the improvement of student’s writing ability after using comic strip. A test must have content validity and reliability. Arikunto (2001:62) says that one of the characteristics of test validity is content validity. It means the test is valid if it fixes with the material that has been given to the students and it is based on the Curriculum and Syllabus. The writer used the Curriculum or Syllabus and teaching material to construct the test.
scores. However, Arikunto (1999) says “a test have had a validity if it
could be measured the specific purpose related with the material that students have learned”.
The written test was given in post test that the same writing test. In this case, the students were asked to choose one of the topics given and create their paragraph. The topics are: Malin Kundang, The Story Lake Toba and Sangkuriang.
Table 3.5
Blue Print of Writing Test
No Basic
Competence Topic Indikacator Test
1 Mengungkapk
Text Write narrative text based on the topic.
Instrument sample for giving the writing ability score Table 3.6
Sample For Giving The Writing Ability Score
No. of Students
Aspects
Content -30
Organization -20
Voc -20
Grammar -25
Mechanics -5
Total -100
1
2
25
While, the researcher uses the Jacob’s criteria (1981:90) in scoring the
student’s writing.
D. Procedure of Doing Research
There were some steps to conduct the research such as preparation, application, and finishing.
a. Preparation.
The researcher collected the data that relate with preparation steps: a. Selecting the material
b. Preparing media.
b. Application steps.
This step was conducted in three teaching activities. The first activities were introduction which included greeting, checking attendance, apperception, and motivation. The second was main activities included pre-writing, main activity and post-writing. The last activities were post activities included concluding the material and evaluation.
Table 3.7
Treatment Procedure for Experimental Groups
No Learning Activities Time
1. Pre-Teaching Apperception 1. Greeting
2. Praying 3. Checking Motivation
1. Teacher asks the students about last topic 2. Teacher introduces the topic
3. Teacher gives questions based on the topic to build students’ background knowledge about descriptive text.
2. Whilst Teaching Exploration
The teacher cuts apart the individual panels of a comic strip and gives it to the students and asks them to arrange the piece into proper sequence to tell the story in written form.
The teacher removes the speech or though bubbles of comic strip, hands out copies of both the comic strip and the text of the bubbles to the students and the students task is to figure out the proper order of the speech or thoughts.
The teacher hands out a comic strip form which the last panel is cut out. Students are asked to continue the story and come up with an ending
Elaboration
The teacher organizes students into pair and gives them a written story with missing information. And asks them to discuss what might be missing from the text.
The teacher gives the students a comic strip version of the text and asks them to fill in the blanks in written story by describing what they see in the pictures.
The teacher asks students to write the story based on what they see in the picture.
Confirmation
Teacher explain the lesson by writing the main point on the white board and explain to student generic structure, social function and language features, in the white board based on the student knowledge. The teacher calls one of the students randomly to
share their writing text in front of the class and students check the draft over content, organization, language use, and mechanics after getting feedback from teacher and other students.
3. Post- Teaching Closing
1. Teacher concludes the material
2. Teacher closes the class minutes 5
c. Finishing Steps
After doing the learning process, so the test was given to the student concerning material learning. Then the researcher scored based on criterion writing by Jacob criteria, such as: content, organization, vocabulary, language use, and mechanics. The test result of both experimental and control class was processing by using T-test formula. The researcher showed findings, took conclusion and proposed some suggestions.
E. Technique of Data Collection
F. Technique of Data Analysis
To analyze the students’ score on posttest, the researcher will use t-test that take from Gay (1987) and Statistical Software Program SPSS version 20 In this case, T-test means a statistical procedure use to determine whether there are many significant differences between the mean of the two sets score from control and experiment class.
In analyzing the students’ test score, some steps were did before analyzing
the different mean by using t-test formula as follows;
1. This formula apply to decide mean of students’ test score in experimental and control groups;
(Experimental group)
(Control group)
2. This formula will use to decide standard deviation of experimental group;
The formula of t-test as follows (Sudijana, 1996).
: The number of subject of experimental group : The number of subject of control group : Standard deviation of experimental group : Standard deviation of control group
The t-table was employed to see whether there was a significant difference between the mean score of both experimental group and control group. The value of t-obtained was consulted with the value of t-table at the degree of freedom (n1-1) + (n2-1) and the level of confidence of 95% = 0. 05. If the value of t-obtained was less than the value t-table, the null hypothesis was accepted; on the contrary, if the value of t-obtained is equal or bigger than value of t-table, the alternative one is not accepted.
CHAPTER IV
FINDING AND DISCUSSION
This chapter the researcher described the result of research that was done in six meeting at State Junior High School 33 Solok Selatan with title: “The Effect of Comic Strip in Teaching Writing of Narrative Text at the
Eighth Grade State Junior High School 33 Solok Selatan ”. This research was started on March 12th and ended April 29th 2017. This research concerned with improvement of students’ writing ability in following aspects: a) Content, b) Organization, c) vocabulary, d) Language Use and e) Mechanic.
A. Research Finding 1. Data Description
This subtitle describes data that the students got in post-test. The researcher conducted a post test. The researcher conducted a post-test to determine the use of Comic Strip to students’ writing ability especially to the experimental class. While the control class the students were taught as they had usually been taught by their English teacher. Both of classes used the same material in post-test (Narrative text). The data of this research was based on students’ scores in post test. Post test was given for both of this group
experimental group and control group.
The post-test data of experimental and control classes were shown as follows:
Table 4.1
Students’ Score of Post-test of Experimental Class
The table above is students’ post-test score of experimental class. It can be described as follows; there are 19 students at experimental class with the total of students’ score are 1512 and the average score is 79.57.
Table 4.2
Students’ Score of Post-Test of Control Class
The table above is students’ post-test score of control class. It can be described as follows; there are 24 students at experimental class with the total of students’ score is 1709 and the average score is 71.2.
The higher score is 82 and the lower score is 60. Then look the content as one of component of writing, it total score is 564 with mean score is 23.5, while the maximum score 25 and minimum score is 21. Next is organization, it total score is 361 with the average score of organization is 15.04, while the maximum score 17 and minimum score is 12. The next description of writing componenet is vocabulary, Not far from previous score vocabulary has the average score is 14.33 and the total score is 344 while the higher score that students got is 12 and the lower score is 16. It continues by language use description, it has 15.29 as the average score with total score is 367 and the higher score is 19 while 12 is the lower score. As a part of writing component, mechanics has 3 as the higher score with total score is 3 and 3 as the lower score. Then the total score of mechanic is 72.
Table 4.3
The Calculation of Comparison of Mean Score Post-Test between Control and Experimental Class in Term of Content, Organization, Vocabulary,
Language Use, Mechanic
No Aspect Experiment Control Different
1 Content 477/19 =25.1 564/24 = 23.5 1.6
2 Organization 322/19 = 16.94 361/24 = 15.04 1.9 3 Vocabulary 305/19 =16.05 344/24 = 14.33 1.72 4 Language Use 345/19 =18.15 367/24 = 15.29 2.86
5 Mechanic 63/19 = 3.31 72/24 = 3 0.31
From the table above can be explained that: 1) Content
The table above explained that the students’ mastery in developing
the ideas improved after using comic strip. The use of comic strip encouraged students’ thinking and imagination.
In experimental group, the mean score of the students’ content was got 25.01 while in control group got 23.05. It was concluded that experimental group had increased in content than that control with difference 1, 06.
2) Organization
The data in the table above also indicated the success of students’ in organizing the ideas after using comic strip. This strategy improved their competence in expressing their ideas fluently in writing.
the mean score of post-test of the students’ organization was 16.94 while in control class post-test was 15.04.
3) Vocabulary
The effect of comic strip could enlarge the students’ mastery in vocabulary. It indicated in the table above that the mean score of post test increased after using comic strip. In experimental group, the mean score of the students’ vocabulary was got 16.05 while in control group got 14.03. It was concluded that experimental group had increased in vocabulary than that control with difference 1.72
4) Language Use
Next, the table above showed that the use of comic strip improved students’ writing especially in using language use appropriately. Students
could use tenses and ordering the words properly.
In experimental group, the mean score of the students’ language use was got 18.15 while in control group got 15.29. It was concluded that experimental group had increased in language use than that control group with difference 2.86.
5) Mechanic
The previous table showed the improvement of students’
In experimental group, the mean score of the students’ language use was got 3.11 while in control group got 3. It was concluded that experimental group had increased in mechanic than that control group with difference 3.
2. Descriptive Data Analysis
The data will be analyzed by using t-test formula. The calculation of t-test between mean score of post test of experimental class and control class is as follow;Besides that, the students’ interval score in experiment class can be seen from the table below
a. Students’ Writing Score of Post-Test of Experimental Class
After giving the treatment in several times, the students got post-test, the result is going to be presented by the data of students’ writing scores of post-test in experimental class could be seen in the following table:
Table 4.4
Mean Score of Post-test of Experiment Class (VIII.2) Num. of
Students
Aspects
Score
C O V LU M
19 25.1 16.94 16.05 18.15 3.31 79.57
Based on the table above, it was found that the students’ score of
Based on data which was gathered from 19 students specified by as sample, data of students’ achievement on writing ability will be tabulated as follow. Before going to the tabulating, we had to find those intervals.
H= 87
n
= 19 rHL + 1L= 72 i = r/k k13.3logn
Note:
i= Interval
r= Range; (the difference of higher score and lower score) +1 r = 87- 72 +1
= 16
k = 1+3,3. Log n = 1+ 3,3 . Log 19 = 1+ 3,3. 1.27 = 1+ 4.21 = 5.21 i = r/k = 16 / 5.21 = 3.07
= 3
So, the interval of students writing score is 3
Table 4.5
The Interval Data of Post-test Score of Experimental Class No
Interval
Frequency Percentages
(Students’ Writing Scores)
1 87 – 89 1 5.26%
2 84 – 86 2 10.52%
3 81 – 83 4 21.05%
4 78 – 80 8 42.10%
5 75 – 77 1 5.26%
6 72 - 74 3 15.78%
Total 19 100%
From the table above, it was found that most of students’ writing
scores of post test in the experimental class about: 87-89, there were 1 (5.26 %) students got score at that interval. Next, there was 2 (10.52 %) students got the score at the interval 84-86. Then, there were 4 (21.05%) students got score at the interval 81-83, there were 8 (42.10%) students got score at the interval 78-80, in interval 75 -77 there were 1 student (5.26%). The last there were 3 (15.78%) students got score at the interval 72 – 74. The data of post-test scores of experiment class could be drawn as follows
Graph 1
The Interval Data of Experimental class (VIII.2)
0 2 4 6 8
87 –89 84 –
86 81 –83 78 –80
75 –77
b. Students’ Writing Score of Post-Test of Control Class
Table 4.6
Mean Score of Post-test of Control Class (VIII.1) Num. of
Students
Aspects
Score
C O V LU M
24 23.5 15.04 14.33 15.29 3 71.2
Based on the table above, it was found that the students’ score of control class were got 23.5 for content, 15.04 for organization, 14.33 for vocabulary, 15.29 for language use, and 3 for mechanic, with the total mean score was 71.2.
Based on data which was gathered from 24 students specified by as sample, data of students’ achievement on writing ability will be tabulated as follow. Before going to the tabulating, we had to find those intervals.
H= 87
n
= 19 rHL + 1L= 72 i = r/k k13.3logn
Note:
i= Interval
r= Range; (the difference of higher score and lower score) +1 r = 82 - 60 + 1
= 23
k = 1+3,3. Log n = 1+ 3,3 . Log 24 = 1+ 3,3. 1, 38 = 1+ 4, 55 = 5.5
i = r/k
So, the interval of students writing score is 4. The students’ interval score in control class can be seen from the table below:
Table 4.7
The Interval Data of Post-test Score of Control Class
No
Interval
Frequency Percentages
(Students’ Writing
Scores)
1 80 – 83 2 8.33%
2 76 – 89 2 8.33%
3 72 – 75 10 41.60%
4 68 – 71 4 16.66%
5 64 – 67 3 12.50%
6 60 – 63 3 12.50%
Total 24 100%
From the table above, it was found that most of students’ writing
scores of post test in the control class about: 72-75, there were 10 students got score at that interval, and while the interval 80-83 there were 2 students got the score at that interval. 3 students got score at the interval 60-63. Also 3 students got score at the interval 64-67, and 4 students got score at the interval 68 -71. The last 2 students got score at the interval 76 -89.
Graph 2
The Interval Data of Control Class (VIII.1)
c. The Normality and Homogeneity of Distribution Test 1) Normality test
Normality test had an objective to know the population normal or not. In this research, to do the normality test the researcher used Kolmogrov Smirnov and Shapiro Wilk. test was performed in SPSS 20.0. The result of K-S test indicated that the data were normally distributed. Moreover, significance score of the experimental class was D (19) = 0.200, p > 0.05 and the control class was D 24) = 0.200, p > 0.05.
0 2 4 6 8 10
80 –83 76 –89
72 –75 68 –71
64 –67
Table 4.8 a. Lilliefors Significance Correction
*. This is a lower bound of the true significance.
It was revealed that the distribution was normal. The numbers in bracket are the degrees of freedom (df) from the table. The table of the normal distribution test result can be seen clearly at the appendix. If the data around and near with the curve line, it means the data was normal. 2) The homogeneity of variance test
To check the homogeneity of variance of the data, Levene’s test
was conducted. The result of calculating using Levene test are as follows:
Table 4.9
Test of Homogeneity of Variance Levene
Based on Median and
with adjusted df 2.145 1 37.460 .151
The table shows that the significance value (based on mean) is 0.104. It means that the probability is higher than 0.05 (p >0.05). Therefore, the result of the test indicated that the students’ test scores in
both classes were equal. The table of the homogeneity of variance test result can be seen clearly at the appendix.
d. Analysis of Students’ Writing Score
After analyzing the data such presented in the previous table, the researcher did the process of testing using t-test. The calculation of t-test between mean score of post test of experimental class and control class is as follow:
Table 4.10
Calculation Process of Mean and Standard Deviation of Experimental Class
Score (X 1) F X12 F1x1 F1x12
72 2 5184 144 10368
73 1 5329 73 5329
75 1 5625 75 5625
78 2 6084 156 12168
79 3 6241 237 18723
80 3 6400 240 19200
82 2 6742 164 13484
83 2 6889 166 13778
85 2 7225 170 14450
87 1 7569 87 7569
N
19
X12 63288
F1x11512
Table 4.11
