THE USE of COMIC STRIPS in IMPROVING STUDENTS’ READING COMPREHENSION of NARRATIVE TEXTS : A Quasi-Experimental Research in Eight Grade Students of a Junior High School in Bandung.

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THE USE of COMIC STRIPS in

IMPROVING STUDENTS’

READING COMPREHENSION of NARRATIVE TEXTS

(A Quasi-Experimental Research in Eight Grade Students of a Junior High School in Bandung)

A RESEARCH PAPER

Submitted to English Department of FPBS UPI Bandung as a Partial Fulfillment of the Requirements for Sarjana Pendidikan Degree

By:

RANGGA DARMAWAN

0608972

DEPARTEMENT OF ENGLISH EDUCATION

FACULTY OF LANGUAGE AND ART EDUCATION

INDONESIA UNIVERSITY OF EDUCATION

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The Use of Comic Strips in Improving

Stude ts’ Readi g Co prehe sio of

Narrative Texts

Oleh

Rangga Darmawan

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Bahasa dan Seni

Universitas Pendidikan Indonesia

Desember 2013

Hak Cipta dilindungi undang-undang.

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PAGE OF APPROVAL

The Use of Comic Strips in Improving Students’ Reading Comprehension of

Narrative Texts

(A Quasi-Experimental Research in Eight Grade Students of a Junior High School in Bandung)

By

Rangga Darmawan 0608972

Approved by

First Supervisor Second Supervisor

Dr. Wachyu Sundayana, M.A. Budi Hermawan, S.Pd., M.PC. NIP. 1958020819860110011 NIP. 197308072002121002

Head of English Education Department

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ABSTRACT

The study aims to investigate the use of comic strips in improving students’ reading comprehension of narrative texts and to investigate the students' responses toward the use of those comic strips.

Analysis of the study revealed that by using comics in the classroom was because of their visual appeal, efficiency, and power of message (Fay, 2009). Moreover, it discovered that reading comprehension, in its most obvious sense, was the ability to understand information in a text and interpret it appropriately (Grabe and Stoller, 2002, p. 17). Besides that, on journal whether the effect of comic strip using on reading comprehension of EFL students (Merc, 2013). This journal found that using comic strips improve high proficient students significantly.

And to achieve these aims, quasi-experimental research design was employed. The data were gathered from eighth grade students in a junior high school in Bandung. Two classes contained 60 students were taken and divided into experimental and control group. Some instruments like pre-test - post-test and questionnaire were employed to collect the data.

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ABSTRAK

Pembelajaran ini ditujukan untuk menginvestigasi penggunaan potongan komik dalam meningkatkan pemahaman membaca siswa dalam teks naratif dan untuk menginvestigasi tanggapan siswa terhadap penggunaan potongan komik tersebut.

Analisis pembelajaran terungkap bahwa penggunaan komik di ruangan kelas karena pertimbangan visual, effisien, dan kekuatan pesan ( Fay, 2009). Lebih jauh lagi, menjelajahi pemahaman membaca adalah kemampuan untuk memahami informasi dalam text dan menterjemahkan sewajarnya ( Grabe and Stoller, 2002, p.17). Disamping itu, dalam jurnal efek potongan komik yang digunakan di pemahaman membaca dari siswa EFL (merc, 2013) ditemukan bahwa menggunakan potongan komik menjadikan tingginya kecerdasan siswa.

Dan untuk mencapai tujuan penelitian ini, model penelitian quasi-experimental dipergunakan. Data dikumpulkan dari siswa SMP kelas 8 di Bandung. Mengambil dua kelas yang masing - masing terdiri dari 60 siswa dan terbagi ke dalam kelompok eksperimen dan control (biasa). Beberapa alat seperti pre-test, post-test dan questionnaire digunakan untuk mengkoleksi data.

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LIST OF TABLES

Table 3.1 The Quasi-Experimental Design... 23

Table 3.2 r Coefficient Correlation (Validity)... 30

Table 3.3 The Result of Validity Test... 30

Table 3.4 Criteria of difficulty Index... 32

Table 3.5 Criteria of Discrimination Index... 33

Table 3.6 Discrimination Index... 33

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CHAPTER I INTRODUCTION

This chapter provides a general outline of this study. It covers background

of the study, scope of the study, statement of problems, aims of the study, research

method, data collection, data analysis, clarification of terms, and also

organizations of the paper.

1.1 Background of the study

In studying English, learners are supposed to master the four language

skills; listening, speaking, reading, and writing. However, in relation to getting

information from texts, reading maybe more important than other skills.

According to Smith (1999) reading is the ability to draw meaning from the printed

page and interpret this information appropriately.

In the context of Indonesia, students are expected to read many types of

text, including narrative text. Narrative is a text that tells a story written in order

to gain readers’ interest by entertaining them. According to Gabriel (2000), story

can be seen as particular types of narrative. To help students able to comprehend

narrative text, teacher should act as the facilitator. Nevertheless, a lot of teachers

often teach without paying attention to students’ comprehension strategies.

Reading activities in classroom are only often about asking students to read a text

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create interesting situation in reading class is by using picture, game, song, poster

and also comic strips.

A comic strip is a series of pictures inside boxes that tell a story.

According to Eisner (1985:5), Comics are “the arrangement of pictures or images

and words to narrate a story or dramatize an idea”. McCloud (1993:9) pointed out

that comics are “juxtaposed pictorial and other images in deliberate sequences,

intended to convey information and/or produce an aesthetic response in the

viewer”. It can be concluded that comics are a combination of text and picture to

tell a story or information.

Studies investigating by Liu (2004) states that on their journal whether the

use of comic strips significantly improves the performance of low-level students

but had little impact on the performance of high-level participants. This study

suggests that the reading comprehension of the low-level students greatly

facilitated when the comic strip repeat the information present in the text. Another

study investigating by Merc (2013) states that the effect of comic strip using on

reading comprehension of EFL students. These studies find that high proficient

students significantly better than low proficient students.

In the context of Indonesia, studies on the use of comics have focused on

writing skill. Studies investigating by Purwanitasari (2010) found that the effect of

using comic strips to improve the ability of students of junior high school in

Malang in writing recount text, another study investigating by Karunia (2011)

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the writer expects that using comic strips give more contribution to the

development of teaching reading.

The present study investigates whether or not the use of comic strips is

effective in teaching reading comprehension of narrative texts in junior high

school and to find out students’ responses toward the use of comic strips in

improving students’ reading comprehension of narrative texts.

1.2 Scope of the study

The study will only focus on investigating whether or not the use of comic

strips is effective to improve students’ reading comprehension of narrative texts

and to find out students’ responses toward the use of comic strips in improving

students’ reading comprehension of narrative texts.

1.3. Statement of the problem

The study is conducted to answer the following questions:

1. Can the use of comic strip in teaching reading improve students’ reading

comprehension of narrative texts?

2. What are students’ responses toward the use of comic strips in improving

reading comprehension of narrative texts?

1.4 Aims of the study

The study is aimed to see if the use of comic strips is effective to improve

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toward comic strips in improving students’ reading comprehension of narrative

texts on junior high school.

1.5 Research methodology

1.5.1 Research Design

This study is quantitative in nature. It uses quasi experimental design.

Hatch & Farhady (1982: p. 24) state that quasi experimental design is practical

compromises between true experimentation and the nature of human language

behaviour which we wish to investigate. Best (1989) states that this design is used

to test the hypothesis by acquiring valid conclusion of the relationship between

independent variable and dependent variable.

The experimental design in the study is described in the following table:

Table 1.7.1

The Quasi-Experimental Design

Group Pre-test Treatment Post-test

Experimental Xe 1 T Xe 2

Control Xc 1 O Xc 2

Xe 1 : Students’ reading scores of experimental group on pre-test

Xc 1 : Students’ reading scores of control group on pre-test

T : Comic strips treatment

O : Non- Comic strips treatment

Xe 2 : Students’ reading scores of experimental group on post-test

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1.5.2 Data collection procedure

The data were collected from pre test and post test administered to

students. The purpose of the test is to measure the students’ comprehension in

reading. Pre-test was administered in the beginning, and post-test was held at the

end of the treatment. The value of its validity and reability is required before

applying the instrument to experimental and control group. In addition, an

observation and interview were conducted at the end of the study to find out the

use of comic strips improve students’ reading comprehension of narrative texts.

1.5.3 Data analysis

In analyzing the data, several statistical processes are involved in this

study. The first step is analyzing the validity, reliability, difficulty index, and

discrimination index of the instrument. The next step is by using the statistical

formula t-test to analyze the experimental and control groups’ scores in pre-test

and post-test in order to find out whether there is significant improvement in

students’ scores or not. In addition, to find out the result of students’ responses

toward the use of comic strips in the learning process, the percentage scale

formula by Riduwan (2009) is administered to calculate the percentages of

students’ responses. Then, in interpreting the results, response percentage

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1.6 Clarification of terms

1. Effectiveness

Effectiveness is measured based on t-test, which determines whether there

is significant difference between the means.

2. Reading

Reading is the process of constructing meaning from written texts.

3. Reading Comprehension

Reading comprehension is defined as the level of understanding of a

writing text. In this case reading comprehension allows them to understand

what text being written.

4. Comic Strips

Comic strips are juxtaposed pictorial and other images in deliberate

sequence intended to convey information and or to produce an aesthetic

response in the viewer (Mcloud 1993:9)

5. Experimental research

Experimental research is the study of testing or finding out whether or not

two variables have a cause effect relationship. In the research, the

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of two method is called experimental group and another one which in

contrary is called control group.

6. Narrative

Narrative is telling a story. Its social function is to entertain or amuse the

readers. (Sadler and Hayllar 2000),

1.7 Organizations of the paper

The paper will be presented into five chapters. The chapter will be

subdivided into subtopics that will elaborate the issue given.

 Chapter 1 is Introduction. It comprises background of the study, scope of

the study, statement of problems, aims of the study, research method, data

collection, data analysis, clarification of terms, and also organizations of

the paper.

 Chapter 2 is Theoritical Foundation presents the theoretical foundation on

the issue that is relevant to the present study.

 Chapter 3 is Research Methodology. It comprises method of research, the

data collection, and data analysis.

 Chapter IV is Findings and Discussion presents the result of data

collection, data presentation, explanation the result of data analysis.

 Chapter V is Conclusions and Suggestions which draw conclusion from

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CHAPTER III

RESEARCH METHODOLOGY

This chapter elaborates the methodology applied in the study. The

discussion of this chapter includes research design, population and sample of the

research, data collection, research procedures, and data analysis.

3.1 Research Design

This study uses quasi-experimental design. Jackson (2009, p.318) states

that it was taken because the participants of this study were not chosen randomly,

but they were already part of the groups In this case, the groups were class VIII-A

and VIII-B. Furthermore, this study provided pre-test - post-test to both

experimental and control group.

According to (Hatch and Farhady 1982:21) two classes were taken as the

sample classes; those were labeled as the experimental group and control group.

The first group (e1) as the experimental group was given a pre-test (X1), treated

by using comic strip (T), and then provided a post-test (X2). The second group

(c1) as the control group was given a pre-test (X1), treated by using conventional

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Table 3.1

The Quasi-Experimental Design

Group Pre-test Treatment Post-test

Experimental Xe 1 T Xe 2

Control Xc 1 O Xc 2

Xe 1 : Students’ reading scores of experimental group on pre-test

Xc 1 : Students’ reading scores of control group on pre-test

T : Comic Strips treatment

O : Non- Comic Strips treatment

Xe 2 : Students’ reading scores of experimental group on post-test

Xc 2 : Students’ reading scores of control group on post-test

(Hatch and Farhady, 1982:21)

. The table shows that both classes were given pre-test and post-test, but

the difference is in giving treatment. In experimental group, comic strip was given

as a treatment to the students in the teaching learning process. And control group,

conventional teaching (Three-phases-steps) was given as a treatment in teaching

learning process. After treatments nave been given to experimental group, both

experimental and control group were given the post-test in order to find out the

result of using comic strip that could achieve a higher score than conventional

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3.2 Population and Sample

The population of this study was all students of second grade in one junior

high school in Bandung; consist of 60 students of second grade. To determine the

sample of this study, the sampling technique used was purposive sampling.

Purposive sampling is a sampling technique with particular consideration

(Sugiyono, 2010: 85). This study took two classes as the sample of the study.

They were class VIII-A and VIII-B. However, only 30 students from each class

were taken to be the sample of this study. The first 30 students from class VIII-A

participated as experimental group and other 30 students taken from class VIII-B

participated as control group. The focus of this study was on improving students’

reading comprehension of narrative texts. Based on that condition, the chosen

subjects were eighth-grade students as they were studied.

3.3 Data Collection 3.3.1 Research Instrument

In this study, pre-test and observation were to gain the information about

the prior reading proficiency of the students from both groups. Then a post-test,

interview and a set of questionnaire were distributed to obtain more information

about the way comic strip in improving students’ reading comprehension. The

entire study instrument used to investigate the effectiveness of comic strips in

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3.3.1.1Pre-test

Pre-test was given to both experimental and control group in the

beginning. It was aimed to find out the initial differences between experimental

and control groups as they have similar level in reading skill before receiving the

treatment.

3.3.1.2Post-test

A post-test was conducted to find out the students’ progress in reading

comprehension. The post-test procedure was similar to the pre-test procedure. The

post-test was held in both control and experimental classes.

3.3.1.3Questionnaire

Questionnaire was given only to the experimental group who has

experienced the treatment of the use of comic strips during their learning process.

The questionnaire given was aimed to find out the way of using comic strips in

improving students’ reading comprehension of narrative texts in their teaching

learning process. The questionnaire consisted of 10 closed-ended questions.

According to Beins (2012:264) Closed-ended question is a question that contains

a set of answer that a respondent chooses.

3.3.1.4Interview

Interview is a technique of verbal communication. It is a communication

for getting the information. According to Knupfer and McLellan (cited in Grace,

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more in-depth information. Interview was given only to the experimental group

who has experienced the treatment. The interview in this study is addressed to

find out the use of comic strips in improving students’ reading comprehension of

narrative texts.

3.4 Research Procedures 3.4.1 Preparation

This study was planned for eight meetings. The first meeting was used to

conduct a tryout of the instruments of this study. The next meeting was used to

conduct the pre-test and the third to seventh meetings were allocated to implement

the lesson in the classroom. The post-test and interview were administered in the

rest two meetings.

A preparation in doing the research in this study involved designing lesson

plan and preparing materials. There were four lesson plans design to be

implemented in the treatment of the use of comic strip for experimental group.

The lesson plans were designed based on 2006 English School-Based Curriculum

for eighth grade students. The four lesson plans were all based on the standard

competence and competence of descriptive text learning. In addition, for the

control group, the lesson plans were designed similar to the experimental one. The

differences were on the learning media and materials used.

Learning materials in teaching learning process of the experimental group

included narrative texts, comic strips handout and the limited authentic materials

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learning materials used in the teaching learning process in the control group

included narrative texts and handout that were related to the topic.

3.4.2 Instrument of Try Out

In the very beginning, the instrument test was administered to students

outside the experimental and control group in order to measure the validity,

reliability, difficulty level, and discrimination level of the instruments employed.

The try out was administered in another class which was not involved during the

research process

3.4.3 Pre-test

Pre-test was administered to both experimental and control group in the

first meeting. It was aimed to find out the initial ability of students’ reading

comprehension of narrative texts. 60 students from the experimental and control

group took the test.

3.4.4 Treatment

The treatment program was done in four meetings in the experimental

group. The use of comic strips in improving students’ reading comprehension of

narrative texts was provided as the treatment to the experimental group. It was

aimed to improve students’ reading comprehension. The treatment program in the

control group was done in four meetings. Four meetings in the control group

showed the same pattern of teaching.

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Post-test was administered to 60 students of both experimental and control

group in the last two meetings. It was held at the end of treatment, because it was

aimed to find out the students’ progress in term of their reading comprehension

after getting the treatment. In other word, the post-test could be the data to help

this study in finding out whether there are any differences between the

experimental group who was treated with the use of comic strips and the control

group who was treated with the text alone.

3.4.6 Questionnaire

In the last meeting from the whole eight meetings, the chance was used to

administer the questionnaire to students. The questionnaire discussed about

reading comprehension and the use of comic strips in the teaching learning

process. So, the questionnaire was administered to the experimental group only

who had experienced the treatment of the use of comic strips in their learning

process.

3.4.7 Interview

In the last meeting, the interview was administered to find out the

advantages and disadvantages about using comic strips in improving students’

reading comprehension of narrative texts.

3.5 Data Analysis

The data analysis included the scoring technique, data analysis on

instrument tryout, data analysis on pre-test and post-test results, and data analysis

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3.5.1 Scoring on instruments try out, pre-test and post-test

According to Arikunto (2003) there are two types of formulas that can be

used in the process of scoring and data. They are punishment and formula with no

punishment. This study used the formula with no punishment.

S = R

Where: S = Score

R = Right Answer

(Arikunto, 2003)

3.5.2 Data Analysis on Instrument Try Out

The aim of analyzing the instrument of try out was to investigate its

validity, reliability, difficulty level, and discrimination level. It was uses since

good instrument test was required to measure the proficiency level of English

language learners.

3.5.2.1 Validity

To find out the validity of instrument items, this study conducted Pearson’

Product Moment Correlation. The calculation process used SPSS v.17.0.

Correlation technique is one of the techniques that are mostly used by researchers

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133). Therefore, the process of calculation follows SPSS 17.00 for windows. The

criteria of validity were shown in the table 3.6.2.1:

Table 3.2

r Coefficient Correlation (Validity)

Raw Score Interpretation

0.8 – 1.0 Very high

0.6 – 0.8 High

0.4 – 0.6 Moderate

0.2 – 0.4 Low

0.0 – 0.2 Very Low

(Arikunto, 2002)

Table 3.3

The Result of Validity Test

Item Number Validity Score Interpretation

1,2,3,4,5,6,7,8,9,10,11,12,13,14, 15,16,17,19,20,21,22,23,24,25,2 6,27,28,29,30,31,32,33,34,35,36, 37,38,39,40.

Correlation coefficient > 0,3 Valid

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Based on the table above, 39 items were valid and 1 item was stated not

valid. The valid items could be used as research instrument. So, the total items

that could be used as the instrument in this study were 39 items.

3.5.2.2 Reliability

According to Arikunto (2003: 86) a good instrument is instruments which

consistently can give data that matched with the reality Therefore, a reliability test

was required to find out whether the instrument test of this study could provide

consistent result of the data or not.

To find out the reliability of the instrument test, this study uses two kinds

of method. This study has two kinds of questions type. It was objective and

subjective questions (essay). To test the reliability of subjective questions (essay)

could not use the same way as objective questions in reliability test (Arikunto,

2003: 109). Therefore, Spearman-Brown formula was used to test the reliability of

objective questions, number 1 to 20 and Cronbach’s Alpha was used for

subjective questions from number 21 to 40. In calculating the data, SPSS v.17.0

was used in this study. Furthermore, in interpreting the result, the criteria of

correlation coefficient interpretation by Sugiyono (2010) was used in this study.

The result of reliability test for objective questions by conducting

Spearman-Brown formula in SPSS v.17.0 showed that the instrument has

moderate level of reliability. The score was at 0,532. While, the result of

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showed that the instrument had very high level of reliability. The score was at

0,967.

3.5.2.3 Difficulty Index

In order to give an appropriate and acceptable test for students, analyzing

the level of difficulty test items was required to be done in this study. The

computation of difficulty index test on instrument try out employed Anates v.4. In

interpreting the result, the criteria of difficulty index interpretation by Arikunto

(2009) was used in this study. In addition, the following formula is used to

calculate the index of difficulty of an item.

FV= R N

FV = Facility/ Index of difficulty

R = The number of correct answers

N = The number of students taking the test

Table 3.4

Criteria of difficulty Index

Index of Difficulty Difficulty Degree

0.00 – 0.30 Difficult item

0.30 -0.70 Moderate item

0.70 – 1.00 Easy item

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The discrimination index was used to measure the extent of which items

that differentiate the students who gained higher scores and those who gained

lower scores. To find out the discrimination index of the instrument in this study,

Anates v.4 was used to calculate it. Furthermore, in interpreting the result, the

criteria of discrimination index interpretation by Arikunto (2009) was used in this

study. Heaton (1995: p. 179) states that the discrimination index of an item

indicates the extent to which the item distinguishes between the tests, separating

the more able tests from the less able. The following formula is used to calculate

the discrimination index of an item:

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The Result of Discrimination Index Test

Item Number Raw Score Interpretation

- 0.00 < D ൑ 0.20 Poor

5,7,12,13,14,15,16. 0.20 < D ൑ 0.40 Moderate

1,3,4,9,19,20 0.40 < D ൑ 0.70 Good

2,6,8,10,11,17,21,22,23,24,25,26,27,28,29,

30,31,32,33,34,35,36,37,38,39,40.

0.70 < D ൑ 1.00 Excellent

Based on the table above, there was no item that was marked “poor”.

While, 7 items were marked “moderate” in discrimination index test, 6 items were

stated “good” in discrimination index test, and 26 items were stated “excellent” in

discrimination index test. In sum, the most items on the instrument of this study

were stated “excellent” in discrimination index based on the criteria of Arikunto

(2009).

3.5.3 Data Analysis on Pre-test and Post-test

In order to find out whether there was significant different between the

experimental and control group, the data of pre-test – post-test from both groups

have to be analyzed. The analyzing processes in this study intended to use t-test

formula. However, before performing the t-test formula, the data were ensured to

meet the conditions required. The requirements of using t-test are as follow: the

data are interval-ratio scale, the underlying distributions are bell-shaped (normally

distributed), the observations are independent, and the variance of the two groups

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using dependent t-test were actually similar to the independent t-test, except the

requirement that the observations are independent. The assumption for dependent

t-test was the observations were not independent, but the observations were

correlated or dependent (Jackson, 2009: 239).

3.5.3.1 Normality Distribution Test

In the aim to find out if the data were normally distributed, Kolmogrov - Smirnov’s formula in SPSS v.17.0 was used. In addition, the hypotheses to test

are as follow:

Hypothesis in experimental group:

Ho = The scores of experimental group are normally distributed.

H1 = The scores of experimental group are not normally distributed.

Hypothesis in control group:

Ho = The scores of control group are normally distributed.

H1 = The scores of control group are not normally distributed.

The interpretation of the result was based on the level of significant 0,05.

If the result is higher than 0,05, then H0 is not rejected or in the other word that

the data are normally distributed. Whereas, if the result is lower than 0,05, H0 is

rejected (Priyatno, 2010: 71).

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The next step to meet the requirement of using t-test formula was to find

out whether the data were homogenous or not. Levene’s test in SPSS v.17.0 was

used to find it out. In addition, the hypothesis to test is as follow:

Ho = The scores of both experimental and control group are homogenous.

H1 = The scores of both experimental and control group are not homogenous.

The interpretation of the result to find out whether the data were

homogenous or not were based on the level of significant 0,05. If the result is

higher than significant level 0,05, then H0 is not rejected. Meanwhile, if the result

is lower than 0,05, then H0 is rejected or in the other word that the data are not

homogenous (Priyatno, 2010: 76).

3.5.3.3 t-test Computation

This study uses some statistical process of t-test to analyze the data, such

as: independent t-test for pre-test, independent t-test for post-test, dependent t-test

for experimental group, and dependent t-test for control group. This t-test is a

parametric inferential statistical test of the null hypothesis (Jackson, 2009: 184).

In addition, null hypothesis or H0 is the hypothesis that predicting no difference

exists between the groups being compared (Jackson, 2009: 166).

3.5.3.3.1 Independent t-test Computation on Pre-test

Independent t-test uses to calculate the data from pre-test of both

experimental and control group. In detail, the independent t-test was used to

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Independent t-test is a parametric statistical test that compares the means of two

different samples of participants (Jackson, 2009: 227). It was aimed to find out

whether there was significant different or not between both groups’ initial ability

before the groups were given the treatments.

In this study, the independent t-test was analyzed by using SPSS v.17.0.

The significance level used in independent t-test was 0,05 (two-tailed test of

significance). In addition, the hypothesis to test is as follow:

Ho = There is no significant different between the means of pre-test scores of both

Ha = There is significant different between the means of pre-test scores of both

The testing criterions are as follow:

Ho is not rejected if -tcrit൑ -tobt or tcrit൒ tobt

Ho is rejected if -tobt < -tcrit or tobt > tcrit

And

Ho is not rejected if significant > 0,05

Ho is rejected if significant < 0,05

(Priyatno, 2010: 36)

3.5.3.3.2 Independent t-test Computation on Post-test

The use of independent t-test in test was to compare means of

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whether there was significant difference or not between both groups’ ability after

the groups experienced the treatments in their learning process.

As in the pre-test analysis, SPSS v.17.0 was also used this computation to

analyze the independent t-test. The significance level used was at 0,05 (two-tailed

test of significance). The hypothesis to test is as follow:

H0 = There is no significant different between the means of post-test scores of

both experimental and control group.

Ha = There is significant different between the means of post-test scores of both

Ho is rejected if -tobt < -tcrit or tobt > tcrit

And

3.5.3.3.3 Dependent t-test

The dependent t-test was used to find out whether there was significance

different or not between pre-test and post-test. Dependent t-test is a parametric

statistical test that compares the means of two related (within or

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3.5.3.3.3.1 Dependent t-test on the Experimental Group Score

The dependent t-test on the experimental group was used to find out

whether there was significance different or not between pre-test and post-test after

the group had experienced the treatment of the use of comic strip in this study.

The dependent t-test computation used SPSS v.17.0 in calculated the data.

The significance level used was at 0,05 (two-tailed test of significance). In

addition, the hypothesis to test is as follow:

Ho = There is no significant different between pre-test and post-test after

treatment.

Ha = There is significant different between pre-test and post-test after treatment.

Ho is rejected if -tobt < -tcrit or tobt > tcrit and,

3.5.3.3.3.2 Dependent t-test on the Control Group Score

The dependent t-test on the control group was used to find out whether

there was significance difference or not between pre-test and post-test after the

group had experienced the treatment of the use of text alone in this study.

As in the experimental group, the dependent t-test computation on control

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used was at 0,05 (two-tailed test of significance). Moreover, the hypothesis to test

is as follow:

Ho=There is no significant different between pre-test and post-test after treatment.

Ha =There is significant different between pre-test and post-test after treatment.

Ho is rejected if -tobt < -tcrit or tobt > tcrit And

3.5.3.4 Calculation of the Effect Size

In order to measure how well the treatment worked in this study,

calculation of the effect size was employed. In order to determine the effect size in

the independent t-test, a correlation coefficient of effect size can be derived as

presented below:

Where:

r= effect size

t= tobt or t value from the calculation of independent t-test

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(From Rosenthal, 1991, p.19)

After obtaining the value of r, the score was matched with the following

scale to interpret the effect size. According to Coolidge (2000) the effect size has

positive correlation to its value, the larger effect size value, the larger impact of

treatment

Table 3.7 Effect size value

Effect size r value

Small 0.100

Medium 0. 243

Large 0.371

(Coolidge, 2000; p 151)

3.5.3.4.1 Calculation of the Effect Size on the Dependent t-test

Jackson (2009: 238) states that the computation of effect size should be

conducted for the dependent t-test Cohen’s d formula was used to calculate the

effect size on dependent t-test. The Cohen’s d formula for dependent t-test is as

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Where: = The mean of the difference scores

= The standard deviation of the difference scores

(Jackson, 2009: 238)

In interpreting the result, the criteria of effect size by Cohen (1992) was

adopted. The criteria are as follow: a small effect size is one of at least 0,20, a

medium effect size is at least 0,50, and a large effect size is at least 0,80 (Cohen,

1992 cited in Jackson, 2009: 238).

3.5.4 Data Analysis on Questionnaire

In analyzing the students’ responses about the vocabulary learning and the

use of audio visual aids in their English learning process, the questionnaire was

analyzed by using this below percentage formula:

Where: P = Percentage

fo = Frequency observed

n = Number of sample

(Riduwan, 2009)

In interpreting the result of percentage computation above, the

classification percentage by Rahmawati (2011) was used to classify it.

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In analyzing the data of interview, the interview data were transcribe to

obtain the information about the way of using comic strips in improving students’

reading comprehension of narrative texts. This was aimed to find out the

advantages and disadvantages of using comic strips which had been used in

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CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter provides conclusion drawn from the entire study as well as

suggestions for further study and related parties.

5.1 Conclusions

This study is to investigating the use of comic strips in improving

students’ reading comprehension of narrative texts. Besides, it is also meant to see

the way comic strips improve students’ reading comprehension of narrative texts.

The findings of the present study showed that the use of comic strips indicated can

support reading comprehension acquisition. Besides, it was also helps the students

to do better in their understanding reading, especially in narrative texts.

Furthermore, the findings of this study indicate some factors that influence

the result of the reading teaching learning process, in this case the students’

reading comprehension. Those include positive and negative factors. To be more

specific, the positive factors lead to the students’ reading comprehension

improvement. Differently, the negative ones can resist the improvement. Those

factors are categorized into media and teacher factors.

The findings of this study indicate that the use of comic strips is effective

for the students. It could be a good media when the comic strips present most of

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become inappropriate media for enhancing the students’ reading comprehension.

Besides, the comic strips selected should facilitate the students in comprehending

the meaning of the required words. For instance, the image, picture, or even comic

strips should be able to illustrate the meaning of those words. In addition, the

spoken text or words should be clear to hear and match with the level of the

students.

The way the teacher delivers the reading comprehension through comic

strips should be considered thoroughly. The appropriate media mentioned above

could be useless if the teacher could not organize and convey it well to the

students. When the media is not delivered well and not in attractive way, the

students will difficult getting some improvements on their reading comprehension

and easily get bored during the teaching learning process. They will tend to only

act as a viewer or listener. However, the findings of this study indicate that the

teacher should competent in organizing and delivering the comic strips materials

to the students. The teacher’s preparation is the key to be competent in organizing

and delivering the comic strips materials. It indicates that prepared teacher, could

easily delivered the learning materials well to the students in the teaching learning

process.

Moreover, when both media and teacher well support each other, the

outcome is significantly improve students’ reading comprehension. With the

appropriate comic strips prepared and delivered well by the teacher, it could be a

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performances in the classroom could lead to their vocabulary improvement.

Therefore, those factors are needed to be fully concerned in the investigated of

comic strips in order to improve the students’ reading comprehension of narrative

texts successfully.

Based on those findings on interview and questionnaire, the result of the

study shows some positive responses. Therefore, most of the students were

interested, motivated, and fun in teaching learning process.

5.2 Suggestions

For teachers interested in additional reading on the topic of improving

students’ reading comprehension through the use of comic strips, this study

provides some suggestions that might be useful for them in implementing the

comic strips. The teachers are suggested to choose, develop, or may be create the

comic strips materials that are indicated could provide the comprehension of the

reading and match with the students’ level and interest in order to motivate the

students to actively contribute in the teaching learning process.

In addition, to avoid the useless implementation of the comic strips in the

classroom, the teachers need to be more careful in choosing, developing, or

creating the comic strips. The teachers not only should consider about the

students’ need and level, but the teachers also should concern about the comic

strips used to facilitate the students’ comprehension of the words meaning. It

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students. Well collaboration of the good comic strips use and the good teachers’

performance will make the teaching learning process more meaningful.

Furthermore, for anyone who is interested to conduct a study in the same

field with this study, may better find another effective ways to implement comic

strips to the students. To create effective teaching learning process of reading

comprehension through comic strips, the further study better to interview for the

students to find out what the students are interested in before the media is

selected, developed, or created. It is intended to make the comic strips prepared

match both the students’ need and interests. Besides, they could investigate first

the reading comprehension of the students, which discover what comprehension

that the students’ already know. Because when we already know it, those comic

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