BY
NURPATHONAH SIN. 11810421337
FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF SULTAN SYARIF KASIM RIAU PEKANBARU
1444 H/2022 M
By
NURPATHONAH SIN. 11810421337
A Thesis
Submitted as partial fulfillment of the Requirement for Bachelor Degree of English Education
(S.Pd)
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF SULTAN SYARIF KASIM RIAU PEKANBARU
1444 H/2022 M
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ACKNOWLEDGMENT
All praise belong to Allah Almighty, the Sustainer of the world, the lord which each dua and sholat addressed, by His guidance and blessing, the writer has accomplished her final paper as academic requirement for the award of bachelor degree, entitled
“Teaching English Using Webtoon Technique: Its Effect on Students‟ Reading Comprehension at SMA Negeri 1Rambah”. Then, the writer says be upon to the Prophet Muhammad SAW, his family, his companion, and his followers. Hope to see you in lagoon in Jannah.
With all of my gratitude and earnestness from the deep down in my heart, I would like to express my thankfulness to my commendable parent M. Ali Ginda and Yuliati, and also my lovely siblings Refi Yanti, S.Pd, Afif Maghrib, Almaidah, Yuda Abdul Hakim, and Siti Aulia, the writer is grateful for their never ending great love, advice, support, motivation who have always invigorated and showered me with uncountable affection, sacrifice, and never ending thank you for praying all days and all nights also both materials and spirituals in accomplishing this thesis. No words can represent how I am grateful for having you all. Ultimately, I got S.Pd as Bachelor Degree in English Education. May Allah Almighty give you all health and heartiness.
Many thanks are also devoted to all people contributed in completing this thesis.
They are:
1. Prof. Dr. Hairunas, M.Ag., the Rector of State of Islamic University of Sultan Syarif Kasim Riau. Prof. Dr. Hj. Helmiati, M.Ag., as vice-rector I, Dr. H.
Mas‟ud Zein, M.Pd., as vice-rector II, Prof. Edi Erwan, S.Pt., M.Sc., Ph.D., as rector III, and all of staff of State of Islamic University of Sultan Syarif Kasim Riau.
2. Dr. H. Kadar, M.Ag., the Dean of Faculty of Education and Teacher Training, State Islamic University of Sultan Syarif Kasim Riau. Dr. H. Zarkasih, M. Ag.,
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as the Vice Dean I, Dr. Zubaidah Amir, MZ, M.Pd., as the Vice Dean II, Dr.
Amirah Diniaty, M. Pd. Kons., as the Vice Dean III, and all the staff
3. Dr. Faurina Anastasia, S.S., M.Hum., the Head of Department of English Education, who has given me correction, suggestion, support, advice, and guidance in completing the thesis
4. Dr. Nur Aisyah Zulkifli, M.Pd., the Secretary of Department of English Education, for her guidance to the students.
5. Rizki Amelia, M.Pd., the Academic Supervisor for his guidance to the students.
6. Cut Raudhatul Miski, M.Pd., the writer‟s supervisor who has given correction, support, guidance, critics, advice, encouragement, and motivation to the writer from the beginning of writing the thesis until the completion of it.
7. All lecturers and staffs of Education and Teacher Training Faculty of State Islamic University of Sultan Syarif Kasim Riau who has given knowledge, and supports during the sources from semester one until now.
8. Ali Pulaila, M.Pd., the headmaster of SMAN 1 Rambah, who has welcomed and permitted the researcher to do the research at the school.
9. Septi Afriani, S.Pd., Lariama Tobing, S.Pd., and Mustiva Ria, S.Pd as English Teachers of SMAN 1 Rambah, who has given the writer guidance and advice in conducting the research.
10. My big families, lovable Grandma, beloved uncles and aunties and also all of my precious cousins who have always supported me with uncountable love, valuable motivation, and have been so patient in waiting for my graduation.
11. The writer‟s beloved best friends, Windri Aryani, as my kind of best friends from Elementary School and still counting. Suci Wulandari, as my kind of best friends from Junior High School and still counting. Thank you for always supporting me in all conditions.
12. The writer‟s beloved best friends, Cindy Shenora and Echy Andriani, as my kind of best friends from Senior High School and still counting. Thank you for the motivations, supports, helps, cares, laughs, absurd talk and time that we‟ve spent
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till now. Thank you for catching me when I fall, the uncountable sacrifice and unforgettable moments we have been through. See you on top!
13. Della Wilza Noviska, the writer‟s beloved bebeh, thank you for always supporting me in all conditions.
14. Khofifah Aznel, as the writer‟s beloved nnciip, who has shared a million happiness, accompanied, helped, suggested, and motivated the writer. Thank you so much and hopefully your smile will be forever on your beautiful face.
15. The “17 always” group, Dia Aulia Lubis, Siti Aisyah, Sri Rahmadani, and Nadin Aurilly, thank you for accompany the writer for more than 4 years, your love, cares, motivations, suggest, supports to the writer until completing this thesis.
16. My beloved girls, Rika Pratama, Syahla Putri Salsabil, and Weli Andriani.
Thank you for your loves, concerns, and all the beautiful times that we spend together. I love you guys!
17. The “Bismillah” group, Weli Andriani, Anggi Tri Annisa, Khofifah Harahap, Roudhotul Jannah, Siti Fadilla Rahmi, Della Wilza, Siti Aisyah, Citra Islamiati, Uswah Hasanah and Hanifah. Thank you for always support me guys.
18. My beloved independent women, Lili Amelia and Novita Sari, thank you for always support me whatever the condition is.
19. My big family of HMI MPO, Mhd. Madyan Haidar, Dita Anggini, Ridho Harapan Bunda, Septi, Soraya, and Rahma. Thank you for your supports and concerns.
20. Skill Update family, Andri Saputra as the best coach and best CEO, Uci Wulandari, Clarisya Ptri, Royan Zacky, and Nursopiatul Fitra. Thank you for the best time that we spent together and all kindnesses. Love you so much guys.
21. And all of the people contributed during the thesis processed.
22. To myself, thank you for being strong enough to face every challenges on your own. Sorry for doubting you, for letting others to degrade you. You are braver than you could imagine. You are flawed but still beautiful.
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Ultimately, the comments, constructive critiques and suggestions for the completeness of this thesis will be kindly appreciated. Hopefully this thesis can give the meaningful contributions to further writers.
Pekanbaru, December 26th 2022 The Researcher
NURPATHONAH SIN. 11810421337
vii ABSTRACT
Nurpathonah (2022) : Teaching English Using Webtoon Technique: Its Effect on Students’ Reading Comprehension at SMA Negeri 1 Rambah
This research was conducted based on students‟ problems in reading comprehension, such as the lack of vocabularies and difficulty to understand the English text. Therefore, this research aimed to investigate the students‟ reading comprehension of narrative texts taught without and by using Webtoon to investigate whether there is significant difference on students' reading comprehension between narrative texts taught without and by using Webtoon, to investigate how is the effect of using Webtoon on students‟ reading comprehension of the tenth grade students at SMAN 1 Rambah. In this quasiexperimental research, the researcher applied purposive sampling. The total population were 310 students. The sample of this research was class X.G as the experimental class that consisted of 34 students and class X.I as the control class that consisted of 34 students. Thus, the total sample was 68 students. To collect the data, the researcher used a test to determine the students' reading comprehension in narrative texts. In analyzing the data, the researcher used independent sample t-test by using SPSS 25 version. The results of data analysis showed that there was a significant difference on students' reading comprehension between narrative texts taught without and by using Webtoon.
viii ABSTRAK
Nurpathonah (2022): Pembelajaran Bahasa Inggris Menggunakan Teknik Webtoon: Pengaruhnya Terhadap Pemahaman Membaca Siswa SMA Negeri 1 Rambah
Penelitian ini dilaksanakan berdasarkan permasalahan yang dihadapi siswa- siswa seperti kekurangan kosa kata dan kesulitan untuk memahami materi. Oleh karena itu, penelitian ini bertujuan untuk mengetahui kemampuan pemahaman membaca teks deskriptif siswa yang diajarkan tanpa dan dengan menggunakan media Webtoon, untuk mengetahui apakah ada perbedaan yang signifikan pada kemampuan pemahaman membaca siswa antara teks deskriptif yang diajarkan dengan dan tanpa menggunakan media Webtoon untuk mengetahui bagaimana pengaruh penggunaan media Webtoon terhadap kemampuan menulis siswa kelas sepuluh SMAN 1 Rambah.
Dalam penelitian quasi experimental ini, penulis menggunakan purpossive sampling sebagai teknik pengambilan sampel. Total keseluruhan populasi sebanyak 68 siswa.
Kelas yang terpilih menjadi sampel adalah X.G yang menjadi kelas experiment dengan jumlah 34 siswa, dan kelas X.I yang menjadi kelas control dengan jumlah 34 siswa. Jadi, total sampel sebanyak 68 siswa. Untuk mengumpulkan data, peneliti menggunakan tes reading comprehension untuk mengetahui kemampuan siswa dalam memahami teks deskriptif. Hasil analisa data menunjukkan adanya perbedaan yang jelas terhadap kemampuan pemahaman membaca siswa pada teks deskriptif yang tidak diajarkan dan diajarkan dengan menggunakan media Webtoon.
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صخلم
( ،ةناطف ون 2222
ةيوناثلا ةسردلما في ةءارقلا مهف ميلعت في نوتبيو مادختسا :) ةيموكلحا 1
هابمار
تادرفلما صقن لثم ذيملاتلا اههجاوي تيلا تلاكشلما ىلع ًءانب ثحبلا اذى ءارجإ تم
ةءارقلا مهف ىلع ذيملاتلا ةردق ةفرعم لىإ ثحبلا اذى فدهي ،كلذل .ةدالما مهف ةبوعصو ناك اذإ ام ةفرعمو ،اهمادختسباو نوتبيو ةليسو نودب اهيملعت متي تيلا ةيفصولا صوصنلل اهيملعت متي تيلا ةيفصولا صوصنلا ينب ةءارقلا مهف ىلع ذيملاتلا ةردق في يربك فلاتخا كانى ذيملاتل ةباتكلا ةراهم ىلع نوتبيو مادختسا يرثتأ ةفرعمو ،انهودبو نوتبيو ةليسو مادختسبا فصلا ةيموكلحا ةيوناثلا ةسردلما في رشاعلا
1 مدختست ،بييرجتلا وبشلا ثبح اذى في .هابمار
ناكسلا عوممج .تانيعلا ذخلأ بولسأك فدالها ةنيعلا ذخأ ةثحابلا 86
فصلا .اذيملت
وى ةنيعك هرايتخا تم يذلا 11
- لياجمبإ بييرجتلا فصلاك غ 43
فصلاو ،اذيملت 11
لياجمبإ طباضلا فصلاك 43
لت يى ةيلاجملإا ةنيعلا نإف ،اذل .اذيم 86
عملج .اذيملت
صوصنلا مهف ىلع ذيملاتلا ةردق ةفرعلم ةءارقلا مهف رابتخا ةثحابلا مدختست ،تناايبلا
مهف ىلع ذيملاتلا ةردق في اًحضاو اًفلاتخا كانى نأ تناايبلا ليلتح جئاتن رهظت .ةيفصولا
ليسو نودب اهيملعت متي تيلا ةيفصولا صوصنلا
اهمادختسبا اهيملعت متي تيلاو نوتبيو ة
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LIST OF CONTENTS
SUPERVISOR APPROVAL ... i
EXAMINER APPROVAL ... ii
ACKNOWLEDGEMENT ... iii
ABSTRACT ... vii
ABSTRAK ... viii
صخلم ... ix
LIST OF CONTENTS ... x
LIST OF TABLES ... xiii
LIST OF APPENDICES ... xv
CHAPTER I INTRODUCTION ... 1
A. Background of the problem ... 4
B. The Identification of the Problem ... 4
C. The Limitation of the Problem ... 4
D. Formulation of the Problem ... 5
E. The Objective of the Research ... 5
F. The Significance of the Research ... 6
G. The Definition of the Key Terms ... 6
1. Webtoon ... 6
2. Reading Comprehension ... 7
3. Narratve Teft ... 7
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CHAPTER II LITERATURE REVIEW ... 8
A. Theoretical Framework ... 8
1. Reading ... 8
2. Webtoon ... 18
3. The Effect of Teaching Reading Comprehension by Using Webtoon... 22
B. Relevant Research ... 24
C. Operational Concept ... 25
D. The Assumption and the Hypothesis ... 27
CHAPTER III METHOD OF THE RESEARCH ... 28
A. The Research Design ... 28
B. The Location and Time of the Research ... 29
C. The Subject and Object of the Research ... 29
D. The Population and Sample of the Research ... 30
E. The Technique of Collecting Data ... 32
F. The Technique of Analyzing Data ... 36
CHAPTER IV FINDING AND DISCUSSION ... 39
A. Finding ... 39
B. Discussion ... 57
CHAPTER V CONCLUSION AND SUGGESTION ... 60
A. Conclusion... 60
B. Suggestion ... 61
xii REFERENCES
APPENDICES
CURRICULUM VITAE
xiii
LIST OF TABLES
Table II.1 The Generic Structures of Narrative Text ...
Table II. 2 The Indicators of Reading Comprehension ...
Table III.1 Research Design ... 28
Table III.2 The Total Population of Eleventh Grade Students of SMAN 1 Rambah in 2022/2023 ... 30
Table III.3 The Total Sample of SMAN 1 Rambah in 2022/2023... 31
Table III.4 The Classification of Students‟ Score ... 33
Table III.5 The Element Score of Reading Comprehension ... 34
Table III.6 The Item Validity of Try Out ... 35
Table III.7 The Category of Reliability... 36
Table III.8 The Reliability... 36
Table IV.1 Students‟ Pre-Test and Post-Test Score of Control Class... 40
Table IV.2 The Frequency Distribution of Students‟ Pre-test in Control Class .. 41
Table IV.3 The Frequency Distribution of Post-Test in Control Class... 42
Table IV.4 The Statistic of Pre-Test and Post-Test Scores in Control Class ... 43
Table IV.5 Score Classification of Students‟ Pre-Test in Control Class ... 44
Table IV.6 Score Classification of Students‟ Post-Test in Control Class ... 45
Table IV.7 Students‟ Pre-Test and Post-Test Score of Control Class... 46
Table IV.8 The Frequency Distribution of Students‟ Pre-Test Scores in Experimental Class ... 47
Table IV.9 The Frequency Distribution of Students‟ Post-Test Scores in Experimental Class ... 48
Table IV.10 The Statistic of Pre-Test and Post-Test Scores in Experimental Class ... 49
Table IV.11 Score Classification of Students‟ Pre-Test in Experimental Class ... 50 Table IV.12 Score Classification of Students‟ Post-Test in Experimental Class . 51
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Table IV.13 Students‟ Pre-Test and Post-Test Scores of Experimental and Control Class ... 52 Table IV.14 The Description of Students‟ Post-Test Scores in Experimental
and Control Classes ... 53 Table IV.15 The Normality of the Data ... 54 Table IV.16 Independent Sample T-test ... 55
xv
LIST OF APPENDICES
Appendix 1 Syllabus & Lesson Plans Appendix 2 Instrument of the Research
Appendix 3 Students‟ Reading Comprehension Test Appendix 4 Recommendation Letters
Appendix 5 Documentation
1 CHAPTER I INTRODUCTION A. Background of the problem
As one of the literacy skill, reading comprehension plays an important role in people‟s life, especially for students. Also, as a process of creating meaning from the text, the purpose of reading comprehension is not to acquire meaning from individual words or sentences. Instead, it aims to get an understanding of the text (Kintsch, 1998; Tarchi, 2017). Moreover, Kaya (2015) stated that during this process, the readers use their cognitive and metacognitive abilities to infer meaning and gain new knowledge from written materials. Beside to get information and knowledge, also reading enable students to improve their speaking, listening, and writing. From those explanations, it can be concluded that reading comprehension is very crucial.
According to Mc Donough and Shaw (2003), there are three advantages of reading comprehension. Firstly, reading comprehension process helps the reader to get specific information. Secondly, reading comprehension enable reader to get general information from the text. Thirdly, as a process of getting understanding the messages from the writer, reading comprehension is simply for pleasure. Therefore, reading comprehension is a skill that needed by the students to succeed in learning English.
The importance of reading‟s skill is also indicated in curriculum education of Indonesia. It is based on Curriculum 2013 (K13) for state of senior high school that
provides reading as one of the mastered skills in English subject. One of the schools that uses Curriculum 2013 is State Senior High School 1 Rambah (SMA Negeri 1 Rambah), Rokan Hulu Regency, in Riau Province. English was taught twice in a week with duration of 90 minutes for one meeting. The standard of the passing grade in English subject was 70 points. There were many kinds of texts that were taught in this school, such as descriptive, recount, narrative, explanation, procedure, and report.
In brief, the students have to understand the texts and master reading skill in order to achieve the learning objective. In other hand, most of the students faced difficulties in reading English text. Based on the preliminary study of the researcher after conducting observation in the first year students‟ classes, most of students seemed bored and sleepy while taking reading test. They ran test quickly but the results were below standard. More than 60 percent of the students got results less than 70 points. So, it can be concluded that most of the students have difficulties in understanding text.
Based on the interview with a student, she said that it was difficult in understanding complex texts and processing more information in shorter amounts of time.
Moreover, poor comprehension was a lot going on in a reading English text, from letter and word recognition in understanding meaning at the phrase, sentence, and paragraph level. When the students encountered vocabulary they did not know, they were likely to skip ahead. Therefore the students did not read a complex text and did not need a lot of time to do the test.
In line with the statement above, to aid and improve teaching and learning, teacher needs to use various medium is employed to achieve the needed results and improvement (Sheik, 2020). Moreover, Marshall (2003) maintained that many of different types of technologies can be used to support and enhance learning. One of the media that can help teacher to build students‟ motivation is Webtoon. Widiyarti (2021) stated that Webtoon used in reading for pleasure to gain students motivations towards reading in English and raise students‟ comprehension in reading and vocabularies in pleasure way. The researcher used Webtoon, one of online comic strips as the media to improve students‟ motivation and reading comprehension.
Moreover, some previous studies have discussed about the effectiveness of Webtoon in improving students‟ reading comprehension on narrative text. As a research by Nugroho (2017) the researcher investigated the effects of online comic strips to facilitate student‟s reading comprehension and the result showed that the online comic strips was effective and applicable. In the other research by Putri (2018) investigated the use of Webtoon and KWL strategy to improve students‟ reading fluency. This research was successful in improving their reading ability. In 2020, a research by Gusmeri also investigated about the effectiveness of using online comic strips on students‟ reading comprehension on narrative text. It proved that online comic strips were effective to improve students‟ reading comprehension.
As a result of the issues above, the researcher believed that using Webtoon is one of the alternative media for achieving a comfortable and relevant learning environment for improving students‟ understanding in English, especially in SMA
Negeri 1 Rambah. Therefore, the researcher interested in carrying out a research entitled “Teaching English Using Webtoon Technique: Its Effect on Students’
Reading Comprehension at SMA Negeri 1 Rambah”.
B. The Identification of the Problem
The researcher found some of the students had difficulties in learning English in comprehending narrative texts. About 80% students were not like reading English text, as seen by their inability to understand the narrative text. They had a lack of vocabularies, made them difficult to understand or comprehend the material. Besides, the students had a variety of background knowledge that was not connected with the unfamiliar words. Moreover, the students probably knew the word orally but not in written form.
C. The Limitation of the Problem
Based on the identification above, the researcher limited the problem in using Webtoon as media in reading comprehension process especially in narrative text in order to know the significant difference on students‟ reading comprehension in narrative text between taught without and by using the Webtoon, and also to knew the effect of using the Webtoon at the first year students of SMA Negeri 1 Rambah
.
D. Formulation of the Problem
Based on the limitation of the problem above, the researcher formulated the problem of this research into the following research question:
1. How is the students‟ reading comprehension of narrative text taught without using Webtoon of the first year students at SMA Negeri 1 Rambah?
2. How is the students‟ reading comprehension of narrative text taught by using Webtoon of the first year students at SMA Negeri 1 Rambah?
3. Is there any significant difference on students‟ reading comprehension between narrative text taught without and by using the Webtoon of the first year students at SMA Negeri 1 Rambah?
4. How is the effect of using the Webtoon on students‟ reading comprehension of narrative text of the first year students at SMA Negeri 1 Rambah?
E. The Objective of the Research
1. To investigate the students‟ reading comprehension of narrative texts taught without using the Webtoon of the first year students at SMA Negeri 1 Rambah.
2. To investigate the students‟ reading comprehension of narrative texts taught by using the Webtoon of the first year students at SMA Negeri 1 Rambah.
3. To investigate whether there is significant difference on students‟ reading comprehension between narrative texts taught without and by using the Webtoon of the first year students at SMA Negeri 1 Rambah.
4. To investigate how is the effect of using the Webtoon on students‟ reading comprehension of narrative text of the first year students at SMA Negeri 1 Rambah.
F. The Significance of the Research
This study was expected to give positive impact to give accurate information about benefits in improving students‟ reading comprehension by using Webtoon.
Theoretically, this research can make students more effective for developing understanding, role-taking, compassion, and empathy.
Practically, this study can provide better strategies for teaching reading comprehension in the class. This research can improve teaching reading comprehension at Senior High School. The findings can develop the application of the Webtoon for teaching reading comprehension to Senior High School Students.
G. The Definition of the Key Terms 1. Webtoon
According to Jang and Song (2017), the term of webtoon is a combination of the words web and cartoon. It was coined when Korea created webcomics or manhwa published online. Jin (2015) said that webtoon development is a neologism combining web and cartoon. It is a comic strip that distributed via the internet originally, but now via the smartphone. The webtoon is a manhwa style
webcomic that is typically published in chapters and published online (Kwon, 2014). So, the sample of this research will use smartphone to access webtoon.
2. Reading Comprehension
Mentioned by Kirby (2007), reading comprehension is the application of a skill that evolved for other purposes to a new form of input. On the other hand, Osborn (1985) said that it is a process of understanding the author‟s message.
Moreover, reading comprehension aims to build students cognition of the writer‟s idea and message from the text using their background knowledge.
3. Narrative Text
Rodearta (2018) defined narrative text is a kind of text that tells events in the past. It content problematic, experience and resolution that give moral lesson to the readers. Narrative text have character and plot with a sequence of event.
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CHAPTER II LITERATURE REVIEW A. Theoretical Framework
1. Reading
Reading is a very important part in education process especially in learning English. It is a concept of comprehension that may be even more important (Khaleel, 2020). According to Grabe and Stoller (2011), reading is the ability to draw meaning from the printed page and interpret this information appropriately. As a crucial skill, reading enables students to improve their speaking, listening, and writing (Sangia, 2018).
Moreover, Strickland, Galda, & Cullinan (2007) said that reading is a dynamic process in which an active reader engages with a text in order to create meaning. Moreover, Gray in Patel &Jain (2008) classified that reading is form of experience. It means reading brings the reader in contact with the minds of great writer, with the written account of their experiences. Therefore, it can be conclude that as one of the four skills, reading is an ability to process a text in order to create meaning and to improve the other skills.
a. Reading Comprehension
As one of the important skills, reading drive the students to comprehend the material of English subject at the class. According to Tarchi (2007), Reading comprehension is a process of reading in order to build understanding. Reading comprehension also consists of word reading,
word knowledge, word, and fluency to know the meaning from the text (Janette K: 2007). Mentioned by Cain (1999) and Oakhill (2007), the ability to infer meaning from text has been recognized as a predictor of reading comprehension at a range of developmental stages and is one of the drivers of sophisticated reading ability. Moreover, Jean Osborn (1985) assumed that reading comprehension is the process of understanding the message that the author is trying to convey.
Another opinion comes from Wolley (2011), reading comprehension aims to build students cognition of the writer‟s idea and a message from the text using their background knowledge. He stated that reading comprehension is a process of making meaning from the text. Moreover, Kirby (2007) mentioned that reading comprehension is the application of a skill that evolved for other purposes (listening or oral comprehension) to a new form of text. Unlike listening comprehension, reading comprehension is not something for which our brains have evolved.
Reading comprehension is a complex, multiple task ability. These processes were divided into two equally difficult main types, lower-level and higher-level processes (Grabe and Stoller, 2002). The lower level abilities include word recognition, graphophonic and others, while the higher level abilities included syntactic, semantic and other processes. To be able to comprehend what is read, a person needs to be familiar with text structure and
topic, aware of reading strategies, how to use these strategies in the processing of material and word recognition (Pang, 2008).
According to Brown (2003), indicators of reading comprehension should cover the features of comprehension, namely topic, main idea, expressions in context, grammatical features, specifically stated detail, excluding facts which are not written and vocabulary in context. Moreover, the contents of narrative text were also considered, namely generic structure and grammatical features. In generic structure, there are orientation, complication, and resolution. All parts contain characters, setting, problems, and solutions of the problems that sometimes have moral and cultural values and are temporally presented in chronological order.
Instead, the reader could be able to comprehend a text by recognizing a paragraph‟s main idea, finding detail information of the text, finding the meaning of vocabulary in context, identifying reference and making inference (King and Stainley, 1989). It could be describe as follows:
1) Finding main idea
Recognizing a paragraph‟s main idea is very important it not only helps students grasp the paragraph on the first reading, but it also helps them remember the content later. A paragraph‟s main idea is what the paragraph develops.
2) Finding the detail information
Detail information requires readers to scan specific details when reading factual material. There are many different forms of factual information questions, such as question type, purpose, result, comparison, means, identity, time, and amount the majority of which have answers in the text.
3) Finding the meaning of vocabulary in context
Vocabulary is a collection of terms in the target language. The proper and suitable usage of a word is part of vocabulary. It means that the larger your vocabulary, the less likely you are to make a mistake. As a result, readers can improve their reading comprehension by understanding the word.
4) Identifying references
Recognizing reference terms and being able to identify the word they relate to will aid the reader's comprehension of the reading passage. Many rules for the sentence may be learned by English students. Reference words are usually short and are very frequently pronouns, such as; it, she, he, they, this etc.
5) Making inference
Inference is a skill that requires readers to read between the lines. King and Stanley divide their attention into two primary areas: drawing logical inferences and making accurate predictions.
Therefore, it can be concluded that reading comprehension is the application of a skill that aims to build cognition of the writer‟s idea and a
message from the text. In this research, the researcher used reading comprehension indicators of King and Stainley (1998) in investigating the students‟ reading comprehension.
b. Reading Comprehension of Narrative Text
Reading comprehension is an essential ability that students need to process in order to be successful in learning English. Reading comprehension can be defined as the ability to understand a text, to analyze information, and to interpret correctly what the writer is stating (Mckee, 2012). In a similar earlier work, Veeragu, et al (2010) define it as a thinking process by which a reader select facts, information, or ideas from printed materials; determines the meanings the author intended to transmit; decide how they relate to previous knowledge; and judge their appropriateness and worth for meeting the learner‟s own objectives.
According to Kusdemir (2020), text can be grouped under two main headings, informative and narrative. Then, he defined narrative text as a fictional and closer to verbal narration, including a plot as in novels, poems, folk tales, and epics. Gerrot and Wignel (1994) mentioned that narrative text deal with problematic events which lead to a crisis or turning point of some kind, which in turn find a resolution. According to Mislaini (2015), narrative text has simply purpose like to entertain people or the reader. In conclusion, reading comprehension of narrative text is the ability to process the narrative text, understanding, interpreting and analyzing it appropriately.
Every type of texts has its own generic structure, either narrative text.
This generic structure helps students to understand the text. According to Sulistyo (2013), the generic structures of narrative texts are:
1) Orientation
It contains an introduction to the character of the story, place and time of the story, when and where the story took place.
2) Complication
Tells the beginning of the problem that faced by the character and leads to the core of the story or climax.
3) Resolution
In this part the problem that faced by the character has solved.
4) Re-orientation or coda
It is the final section contains moral messages or moral value to the readers based on what has been learned from the story. Re-orientation or coda not always written in the text. An example of Narrative text which adopted from students‟ English textbook (Kementrian Pendidikan dan Kebudaayan, 2017) entitled The Malin Kundang as follows:
Table. II.1
The Generic Structure of Narrative Text
Orientation A long time ago, in a small village near the beach in West Sumatra lived a woman and her son, Malin Kundang. Malin Kundang and his mother had to live hard because his father had passed away when he was a baby. One day, when Malin Kundang was sailing, he saw a merchant‟s ship being raided by a band of pirates. With his bravery, Malin Kundang helped the merchant defeat the pirates. To thank him, the merchant allowed Malin Kundang to sail with him. Malin Kundang agreed and left his mother alone. Many years later, Malin Kundang became wealthy.
Complication When he was sailing on his trading journey, his ship landed on a coast near a small village. The local people recognized that it was Malin Kundang. Malin Kundang‟s mother ran to the beach to meet the new rich merchant. She wanted to hug him to release her sadness of being lonely after a long time. When his mother came near him, Malin Kundang who was with his beautiful wife and his ship crews denied that she was his mother. After that he ordered his crews to set sail to leave the old woman who was then full of sadness and anger.
Resolution Finally, she cursed Malin Kundang and he was thrown out to a small island and turned into a stone.
According to Anderson on Nugraha (2018), every text has their own grammatical features. In narrative text, there are grammatical features that usually found such as noun to identify specific of characters in the story, time words that connect events to tell when the event happen, use of past tense, use
verb to show action that happen in the story, adjective to describe characters and setting in the story, connectives and conjunctions to sequence the story.
According to Knapp & Watkins (2005), the language features of narrative text are:
1) Using action verb. The action verb is a verb that expresses the action of the character. For example: they jumped down the hole under the anthil and escaped through the other end.
2) Using temporal conjunctions. Temporal conjunctions are used to link the events together. For example: one day, a Mama Ostrich returned home one day after gathering nourishment for her two precious babies.
3) Using the past tense. When describing events happened in the past, the simple past tense is employed. For example: she told him the story, and he claimed that he had an idea.
4) Using relational processes and mental processes to express the emotions of the characters in the story. For example: the lion was happy; they were afraid.
5) Using metaphoric verbs. Metaphoric verbs are an additional definition of an event that gives a new meaning to the substituted subject-verb.
6) Using rhythm and repetition to build up the special effects in the story.
For example: riding.... riding. The boy went for a ride across the snowy moor, far from the turmoil of his unhappy home.
According to Arisman & Haryanti (2019), there are several types of narrative text, they are:
1) Fairy tale, it is a fairy tale usually includes mythological characters such as fairies, giants, and magic, such as Cinderella or Pinocchio.
2) Mystery, a story about something difficult to grasp or analyze, with just descriptions of crimes and strange events at the end.
3) Science Fiction, a genre of literature that focuses on technical advancements that benefit society. Scientific development and technology, will be innovative in the future, such as A Journey to the Center of the Earth.
4) Romance, it tells of two lovers overcoming obstacles to their relationship such Romeo and Juliet.
5) Fable, a short story that teaches a moral lesson, usually through the use of animals as characters who talk and act like people, such as the Story of The Rabbit and The Bear or The King of The Forest.
6) Myth, an old story used to explain natural happenings or a place's or people's prehistory, such as The Origin of Banyuwangi.
7) Legend, myths about heroes who did something significant to remember in a story, such as The Legend of Tangkuban Perahu or Malin Kundang.
In this research, the researcher focused on students‟ understanding about generic structure of narrative text. Therefore, the generic structure of
narrative text by Sulistyo (2013) has consisted on the indicators of students‟
reading comprehension.
c. Assessment of Reading Comprehension of Narrative Text
Assessing students‟ reading comprehension of narrative text aims to recognize various information which contained in the narrative text to entertain, excite emotion, motivate, guide and also educate the readers. In this research, the researcher asses the students reading comprehension of narrative text by using indicators of reading comprehension from King and Stanley (1998), they are:
Table II.2
The Indicators of Reading Comprehension
No Indicators
1 Main idea
2 Detail information 3 Vocabulary in context
4 Reference
5 Inference
(King and Stanley, 1998) In this research, the researcher specify the indicators to be components of reading comprehension of narrative text. Therefore, this research used components by Sulistyo (2013) to measure reading comprehension of narrative text on English textbook grade X. The components are the generic structure of narrative text (orientation, complication and resolution) and also
includes the question about the moral of the story in line with the component which presented by King and Stanly (1998), in which it called inference.
So, the students need to comprehend narrative text to improve their reading comprehension. Therefore, this research used reading comprehension‟ indicators (King and Stanley, 1998) and the indicators of narrative components (Sulistyo, 2013).
2. Webtoon
a. The Nature of Webtoon
Comic have been around for years. Laksana (2015) classifies it into two that are comic strips and comic book. Comic strips usually found in magazines and newspaper while comic book published in the form of a book.
Nowadays, it can be used in educational context, particularly in English Language Classrooms. It can be used effectively by teachers to generate interest, develop vocabulary words and students‟ reading skill (Sudjana &
Rivai, 2007). In this digital era, comic strips published exclusively on a website or mobile app. it defined as a sequential collection of words and few panels of pictures of cartoons that aim to produce an aesthetic response of reader (Novitasari, 2020).
Online comic strips also known as a webcomics that range from traditional comic strips and graphic novels to vanguard comics, and cover many genres, styles, and subjects (Lacy, 2007). According to Jang & Song (2017), Webtoon is a Korean webcomics that also known as Manhwa,
meanwhile, the webcomics from Japan known as Keitai Manga. Jin (2015) said that webtoon development is a neologism combining web and cartoon. It is a comic strip that distributed via the internet originally, but now via the smartphone. It published in chapters and published online (Kwon, 2014). So, webtoon is the appropriate online comic strips in increasing students interest and suitable to use as a learning media.
b. Teaching Reading Comprehension by Using Webtoon
In using Webtoon for teaching reading comprehension, teacher uses a type of text which is narrative. The procedure of Webtoon in teaching reading comprehension includes pre- reading, whilst-reading, and post- reading activities (Alyousef, 2006) as explained below.
1) Pre- reading activity
Firstly, the teacher triggers the students about narrative text that they had known or learned before like asking what narrative text is, what the purpose of it, what the orientation of it. After that, teacher introduces media which is Webtoon. It starts form the basic one until the complicated point. So, the students can understand what media they will use. Then, the teacher asks the student to try to access this media on Play Store or App Store. After searching this media, the teacher lets the students to do observation by doing reading the information of Webtoon.
2) Whilst-reading
In this process of students‟ whilst reading, the teacher asks the students to read one of the stories of Webtoon in a group. Next, the teacher also asks the students to find out the unfamiliar words or vocabularies which help them understand the detail information of the story. In the process of teaching reading comprehension, the teacher does not only focus on reading the text but also make the students understand the story well about words, sentences, and phrases. In whilst reading, the observing section of scientific approach have to do well by the teacher.
3) Post- reading activities
The teacher asks the students to read a narrative story part of Webtoon in a group. This kind of activity is about the discussion section. The common activity is asking about the meaning of the words and also how to pronounce it.
c. The Advantages and Disadvantages of Webtoon
As an online comic strip, webtoon also appropriate to use as a media in teaching-learning process. According to Juniarto & Fahri (2019), there are several advantages of online comic strips by using webtoon as mention below.
1) Using webtoon is really helpful for the students because it consists of colorful pictures, great stories, and digital media which will be very important for the students.
2) Webtoon conveys the stories accompanied by verbal expressions and realistic colorful illustrations can be understood by the students easily.
3) Using webtoon as a means for teaching students‟ reading ability can be very pleasing and interesting for students.
4) Using webtoon makes students more active in learning because they feel something new and different from what they usually get in the class.
According to Fauziah in Pratiwi (2021), there are three advantages of Webtoon as follows:
1) Webtoon makes students more active in the class
2) Webtoon makes students express their opinion in the classroom.
3) The students do more activities than then the teacher in the classroom.
Therefore, it can be conclude that Webtoon is an appropriate media in teaching English especially to improve students‟reading comprehension. It is an interesting media and supporting reading material.
According to Fauziah in Pratiwi (2021), there are three disadvantages of Webtoon as follows:
1) The students will be lazy to read book without picture.
2) Webtoon is online application, so the students must provide the internet data or they cannot use Webtoon.
3) Several Webtoon stories contain expletive or swear word.
Raulan and Fatimah (2018) mentioned that as a media in teaching, Webtoon has some weaknesses. The use of Webtoon takes extra time, which can only be done outside of lesson time because it can make students a little negligent, this activity needs to be monitored regularly by the teacher, especially when teaching. By using Webtoon in the teaching and learning process requires a complete set of ICT tools such as laptops, projectors, white screens, smartphones, and of course,an internet connection that cannot be provided by every school.
Therefore, in applying Webtoon as a media, teachers have be considered about time management and the material of Webtoon stories.
Using Webtoon takes a lot of time because students required to read the text in order to understand the story, therefore teachers have to able to manage the teaching time. Besides that, the teachers need to choose the appropriate story and it is need to check both in terms of pictures and language.
3. The Effect of Teaching Reading Comprehension by Using Webtoon
Based on a research by Juniarto & Fahri (2019), the results show that most of the students are able to analyze and understand the narrative text through Webtoon. Most of the students could comprehend the task very well while a lot of them also have good points. In this first part which was about the detail
information from the text, mostly the students could answer the questions well. It can be seen from the students‟ answer, they tried to answer by giving the detail information in good sentence which is correct.
Even though, the students‟ grammatical still had a little bit of a mistake.
The students got the detail information not only from reading the text of the story but also looking into the pictures of the Webtoon. So, the student can answer correctly, that means they can understand the flow of the story. It is supported by Morrison, Bryan, and Chilcoat (2002) that comic also have the meanings of pictures and symbols which close in certain sequences.
Ziska (2021) also stated that Webtoons are very useful in the learning process, especially in improving students‟ reading ability in narrative texts.
Webtoon is different from the media taught by the teacher. Students prefer to use this medium because the webtoon is not complicated to read. Webtoon also has a vocabulary that is easier to understand. In addition, webtoon also do not make students feel bored when reading because the media is bright and colored to make students very happy to read. Thus, the technique of story webtoon is very effective in teaching reading comprehension. The sentences in the webtoon are also well structured.
Arroyani (2011) indicates that comic strips may increase students' ability to comprehend narrative content. The study focuses on helping students enhance their understanding of narrative content in English through webtoons. This work's research is built on previous findings, especially Apriani, Vivianty, and Loeneto
(2015). They held a study on using English comics to determine whether or not they could help them. A significant correlation was found between the reading comprehension of students and the utilization of the reading material that involved the series of English comic books.
In conclusion, Webtoon is very useful in learning process. The effect of online comic strip by using webtoon is the students are able to analyze and understand the narrative text.
B. Relevant Research
There are so many studies that have been conducted by other researcher.
There are some explanations about previous related study. The first related study was conducted by Gusmeri (2020). The tittle of the research was “The Effectiveness of Using Online Comic Strips on Students‟ Reading Comprehension of Narrative Text”.
It proved that Online Comic Strips was effective to improve students' reading comprehension of narrative text at tenthgrade of SMAN 10 Tangerang Selatan in academic year 2018/2019.
The second previous study was conducted by Putri (2018). The tittle of the research is “The Use of Webtoon and KWL (Know-Want-Learn) Strategy to Improve Students‟Reading Fluency”. The research was conducted at SMK Muhammadiyah Rembang in academic year 2018/2019. This research is Class Action Research. The research was conducted in two cycles with two meetings in each cycle. The result of the research showed that the use of Webtoon and KWL gave significant improvement
to the students‟ reading ability. It means that this research was successful to help students improve their reading ability by using Webtoon and KWL.
The last previous study was conducted by Nugroho (2017). The tittle of the research is “The Effectiveness of Teaching Reading Using Comic Strips to Facilitate Students‟ Reading Comprehension on Narrative Text”. The study was conducted at SMPN 4 Jatiyoso in the academic year 2016/2017. When the researcher used comic strips as a media, the students more active and feel enjoy in learning process. It means that comic strip was effective and applicable towards students‟ reading comprehension on narrative text.
Based on the relevant research above, it can be seen that there are some differences and similarities from the previous research. The similarity from the previous research is on the limitation on the research. On the other hand, the differences from the previous study are on the location of the research, subject of the research, method of the research.
C. Operational Concept
To avoided misunderstanding and misinterpreting, the operational concept will be used in this research. There are two variables in this research; X and Y.
variable X is as independent variable, and variable Y is as dependent variable. In this research, variable X refers to Webtoon and variable Y refers to students‟ reading comprehension in narrative text.
1. Webtoon
The procedure of Webtoon in teaching reading comprehension includes pre- reading, whilst-reading, and post-reading activities (Alyousef, 2006) as explained below.
a. Teacher triggers the students about narrative text that they had known or learned before like asking what narrative text is, what the purpose of it, what the orientation of it.
b. Teacher introduces media which is Webtoon. It starts form the basic one until the complicated point. So, the students can understand what media they will use.
c. The teacher asks the student to try to access this media on Google. After searching this media, the teacher lets the students to do observation by doing reading the information of Webtoon.
d. The teacher asks the students to read one of the stories of Webtoon in a group.
e. The teacher also asks the students to find out the unfamiliar words or vocabularies which help them understand the detail information of the story.
f. The teacher asks the students to read a narrative story part of Webtoon in a group. This kind of activity is about the discussion section. The common activity is asking about the meaning of the words and also how to pronounce it.
2. Reading comprehension of Narrative Text
Based on the theory of reading comprehension by King and Stanley (1998) and the components of narrative text (Sulistyo, 2013), the researcher combines the indicators of reading comprehension with the indicators of narrative text. The indicators are:
a. Students are able to identify the main idea of narrative text
b. Students are able to find out the detail information of narrative text c. Students are able to find out meaning of certain words of narrative text d. Students are able to make reference of narrative text
e. Students are able to make inference of narrative text D. The Assumption and the Hypothesis
1. The Assumption
In this research, the researcher assumes that Webtoon has a significant effect on students‟ reading comprehension of narrative text. Students who are taught using Webtoon will get easier way in comprehending the narrative text.
2. The Hypothesis
H0 : There is no significant effect on students‟ reading comprehension on narrative text by using Webtoon.
Ha : There is a significant effect on students‟ reading comprehension on narrative text by using Webtoon.
28 CHAPTER III
METHOD OF THE RESEARCH A. The Research Design
This research was experimental research. It is commonly categorized into three designs: pre-experimental, true-experimental, and quasi-experimental designs.
In this research, the researcher used a quasi-experimental design with a pretest- posttest design. According to Creswell (2012), quasi experiment includes participants who are assigned to groups, but not at random. This is because the experimenter cannot construct groups for the experiment
This research used two classes with different treatments between experimental and controlled classes. In the experimental class, the researcher will apply with the treatment of Webtoon application. Another class is the control class, the researcher taught without using the Webtoon application. Briefly, the research design that applied in this research could be illustrated as below:
Table III.1 The Research Design
Pre- and Posttest Design Time
Select Control Group
(X.G) Pretest No Treatment Posttest
Select Experimental
Group (X.I) Pretest Treatment
(Using Webtoon) Posttest
Adopted from Creswell (2012)
B. The Location and Time of the Research
This research was conducted at SMA Negeri (State Senior High School) 1 Rambah regency Rokan Hulu, Riau which located at Diponegoro street No. 129, Rambah, Rokan Hulu regency, Riau. This research was conducted from July until August 2022, where the researcher focused on the tenth-grade students of SMA Negeri 1 Rambah regency Rokan Hulu. This research was conducted in five meetings for each class: pre-test, treatment three times, and post-test.
C. The Subject and Object of the Research
The subject of this research was the first year students of State Senior High School 1 Rambah Rokan Hulu regency or SMA Negeri 1 Rambah Rokan Hulu regency, academic year 2022/2023.
1. Subject of the Research
The subject of this research was the first year students of State Senior High School 1 Rambah Rokan Hulu regency or SMA Negeri 1 Rambah Rokan Hulu regency, academic year 2022/2023.
2. Object of the Research
The object of this research is using Webtoon application to improve students‟ reading comprehension of narrative text.
D. The Population and Sample of the Research 1. Population
The researcher choose tenth grade of SMAN 1 Rambah as the population of this research. According to Creswell (2012), “Population is a group of individuals who have the same characteristic”. Specifically, the tenth-grade students of SMA Negeri 1 Rambah is chosen because they are learning about narrative text. There are 310 students of eleventh grade at SMA Negeri 1 Rambah consisting of male and female students from eight classes. The population of the research can be seen as follows:
Table III.2
The Total Population of Eleventh Grade Students at SMA Negeri 1 Rambah
No Classes Male Female Total
1 X A 24 11 35
2 X B 24 11 35
3 X C 22 12 34
4 X D 24 11 35
5 X E 20 14 34
6 X F 21 13 34
7 X G 21 13 34
8 X H 20 15 35
9 X I 20 12 34
Total Population 310
2. Sample
This research was Quasi-Experiments design which carried out two groups.
So in this research, the researcher took two classes to be the sample by using purposive sampling or also known as judgmental sampling. According to Neuman (2014), purposive sampling or judgment sampling is focused on the assessment of researchers to select samples with a specific purpose in conducting research.
Purposive sampling was used to select samples according to the purpose or the needs of researcher in conducting research.
To deciding the sample, the researcher had criteria such as interest in learning English, the score obtained in learning English are same, their ability in English language, and knowing the Webtoon application. Based on the criteria, X.G was chosen as the experimental class and X.I as a control class. The researcher was chosen based on their score and ability, especially in English language and interview with the teacher of English language.
Table III.3
The sample of SMAN 1 Rambah
No Classes Male Female Total
1 X.G (Experimental Class) 21 13 34
2 X. I (Control Class) 22 12 34
Total Sample 68
E. The Technique of Collecting Data
Collecting data is the most significant one in the research in order to support the research. Arikunto (2013) defined instrument of the research as a tool or facility that the researcher uses to collect data in order to make the research process easier and get a better result, accurate, complete, methodical, and easy to evaluate. There are many types of technique for collecting the data such as questionnaire, interview, observation, test and documentation.
1. Test
In this research, the researcher used test. According to Brown (2003), test is a method of determining a persons‟ ability, knowledge, or performance in a specific topic. The test in this research is reading comprehension test, it is divided into two categories, pre-test and post-test. This technique used to measure students‟
reading comprehension of narrative text. The researcher applied several techniques of data collection, they are as follows:
a. Pre-test
Pre-test used to collect the data about students‟ reading comprehension in narrative text. The results of the reading test tryout will delivered by the administrator in order to determine the quality of the test as a research instrument. The students are given a multiple choice in which they are required to choose one correct answer from the options a, b, c, d or e.
b. Post-test
Post-test is given after teaching several times. After the experimental class has received treatment, a post-test is used to collect final data on students‟ reading comprehension.
The researcher give Pre-test and Post-test to the students, the type of the test is multiple choice, the number of each pre-test and post-test consist of 40 questions. This technique can assess the students‟ reading comprehension. Every multiple choice item consist of four answers (a, b, c, d and e). The test is intended to obtain reading comprehension at the tenth grade students of Senior High School 1 Rambah. The scores of narrative text were classify in the table below:
Table III.4
The Classification of Students’ Score
The Score Level Category
80-100 Very Good
66-79 Good
56-65 Enough
40-55 Less
30-39 Fail
(Arikunto, 2009) For further information about the instruction of texts, the writer showed the blueprint of both tests as follows:
Table III.5
The Blueprint of Reading Comprehension Test
No Question in Indicator Number Question
1 Students are able to identify the main idea of narrative text
1, 13, 21, 24, 25, 27, 30, 36
2 Students are able to find out the detail information
of narrative text 2, 3, 4, 5, 6, 7, 15, 16,
3 Students are able to find out meaning of certain words of narrative text
10, 19, 26, 28, 32, 33, 34, 39 4 Students are able to make reference of narrative
text
8, 23, 29, 31, 35, 37, 38, 40
5 Students are able to make inference of narrative text
9, 11, 12, 14, 17, 18, 20, 22
2. Validity
Before carrying out a test, it is necessary to know the validity of the instruments. Validity is a criterion for measuring what an instrument is designed to measure. It is about a test or an instrument that accurately measures what it is supposed to measure. In order to know the validity of the reading comprehension test, the researcher used content validity to know the validity of the reading comprehension. According to Muijs (2004), content validity is refers to whether or not the content of the manifest variables (e.g. items of a test or questions of a questionnaire) is right to measure the latent concept (self-esteem, achievement, attitudes, etc) that what we are trying to measure.
To find out the validity of test, the researcher calculated it by using SPSS 23 Version. The standard value of validity is r item>r table. Based on the try out
