THE USE OF WEBTOON AND KWL (KNOW-WANT-LEARN) STRATEGY TO IMPROVE STUDENTS’ READING FLUENCY (A Classroom Action Research in The tenth Grade of SMK Muhammadiyah Rembang in The Academic Year 2018/2019) - Test Repository

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THE USE OF WEBTOON AND

KWL (KNOW-WANT-LEARN)

STRATEGY TO IMPROVE STUDENTS’ READING FLUENCY

(A Classroom Action Research in the tenth Grade of SMK MuhammadiyahRembang in the Academic Year 2017/2018)

A GRADUATING PAPER

Submitted to the Board of Examiners as a partial fulfillment of the

requirements for

the degree of SarjanaPendidikan (S.pd.)

By :

AYU APRILIYANI PUTRI

NIM.11314170

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)

SALATIGA

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MOTTO

“ GOD always has something for you, a key for every problem, a light for every shadow, a relief for every sorrow and a plan for every tomorrow ”.

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DEDICATION

This graduating paper is sincerely dedicated for :

1. My beloved parents Mr. ArifSaptono and Mrs. WahyuNurnaningsih, who always pray for me, guide, support, and motivate me to become better person.

2. My beloved sister NaylaAnggunNovita Sari, and my big family

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ACKNOWLEDGEMENT

Assalamu’alaikumWr.Wb.

Alhamdu lillahi rabbil’alamin, all praise be to Allah SWT, the Most Gracious and the Most Mercifulwho always bless and help the writer, so the writer can finish this graduating paper. Bless and mercy is upon great Prophet Muhammad SAW for his guidance that leads the writer to the truth.

However, this paper will not be finished without the support, guidance, advice, helps and encouragement from individuals and institutions. Therefore, the writer would like to express the deepest gratitude to :

1. Mr. Dr.Rahmat Hariyadi, M. Pd., as Rector of State Institute for Islamic Studies of Salatiga.

2. Mr. Suwardi, M. Pd., as the Dean Teacher Training and Education Faculty.

3. Mrs. Noor Malihah, M. Hum, Ph. D., as the head of English Education Department.

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5. Mrs. Dr. Setia Rini, M.Pd., as my Academic Counselor thanks for your support and guidance.

6. All of the lecturers in English Education Department of Tarbiyah Faculty who had given valuable knowledge.

7. All of the staffs who have helped the writer in processing of graduating paper administration.

8. Mr.Suparno.S.Pd., as the Head Master of SMK MuhammadiyahRembang who allowed me to conduct the research. 9. Mrs.NurulHamidahS.Pd., as English teacher in SMK Muhammadiyah

who help me in doing my research.

10.The big Family of SMK MuhammadiyahRembang.

Finally, this graduating paper is expected to be able to provide useful knowledge and information to the reader.

Salatiga, September 11st2018

The writer

AyuApriliyaniPutri

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ABSTRACT

AyuApriliyani Putri.2018.The Use Of Webtoon And KWL (Know-Want-Learn)Strategy To Improve Students’ Reading Fluency (A Classroom Action Research In the Tenth Grade of SMK MuhhamadiyahRembang In the Academic Year of 2018/2019). A Graduating Paper.English Education Department.Teacher Training and Education Faculty.State Institute for Islamic Studies. Counselor: FaizalRisdianto, S.S., M. Hum.

The objectives of the Research are to describe the implementation and to find out to what extent the Use of Webtoon And KWL ( Know- Want- Learn) Strategy to Improve Students’ Reading Fluency In Tenth Grade In SMK MuhammadiyahRembang in the Academic Year 2018/2019 especially in X (TKR C) class.The method of the research used Classroom Action Research (CAR). The technique of collecting data, the data are observation, test and documentation. The result of the research shows that the pre-test 1 score is 59.3 and the cycle 1shows score is 67.2. Meanwhile, the cycle 2shows that the pre- test is 68.2 and the post-test cycle 2 is 83.7.this indicates that KWL Startegy can improve Students’ Reading Fluency Of The Tenth Grade of SMK MuhammadiyahRembang In Academic Year of 2018/2019.

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LIST OF TABLE AND FIGURE

Tabel 2 1 KWL Chart………..18

Tabel 3 1 The List of Students………29

Tabel 3 2Scoring Rubrics For Reading Fluency………..33

Tabel 3 3 observation sheet for students……….39

gambar 1.1 images of webtoon ……….15

gambar 2.2 modeling reading fluency ………....22

gambar 3.1: Four activities in each cycle………30

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CHAPTER I

INTRODUCTION

A. Background of Research

The human life requires a tool to communicate and interact with others. Language is the capability of a human to communicate with other human beings using signs, words and movements. According to Sapir (1921:p8), language is a purely human and non instinctive method of communicating ideas, emotions, and desires by means of a system of voluntarily produced symbol. English is important to study seriously many people to have a good prospect in the world. English is studied at starting from elementary school

until universities.There are four skills to learn English, namely listening,

speaking, reading and writing. This skill important in understanding about

communication with other people.

English as one of the learning processof interaction to transfer

knowledge and information between teacher and students. According to Brown

(1980: p:5), learning language is to direct and express their feelings and

communicate.In studying English there are four skills that must be mastered

are Listening, speaking, reading and writing. In speaking, students practice

how to pronounce the word and conversing. In writing, students learn how to

write the idea, information and understand the writing to get information and

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video and tape recorder. In reading, students learn by understanding text,

summarize information and thinking success. The students have to learn all of the skills above because the government had been arranged the curriculum of English lesson. But, not all of them are capable in those skills. One of many ways to improve students’ ability of English subject is reading.

Reading is one of the language skill in English, should be mastered by students because reading is an essential factors that influences an activity in communication. The ability to read opens up new knowledge and opportunities. It is enable students to gain information, to get some pleasure, and do many things that are part of modern life, such as, reading newspaper, magazine, maps and etc.

In addition, reading is also started in the school-based curriculum of vocational high school (Depdiknas, 2006) the target of the English teaching and learning is to enable students to gain the functional literacy. Which is the ability to communicate both in simple oral and written English to deal with the daily life contexts, such as reading and understanding newspaper or manuals. In other words, students are expected to be able to comprehend English Texts in order to learn new knowledge, ideas and concept.

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associated with low comprehension, including poor decoding, fluency and comprehension.

The writer made an interview in pre observation data to English teacher. From the result on the review, it revealed that the tenth grade of vocational high school students had a problem in reading, especially reading fluency.

Based on the explanation above the researcher is inspired to conduct a research entitled The Use OfWebtoonand KWL to Improve Students’ Reading Fluency In SMK MuhammadiyahRembang (classroom Action Research at the tenth grade of SMK MuhammadiyahRembang 2017-2018).

B. Problem of the Research

Based on the background above, the problem in this study can be formulated as below :

1. Can the implementation of webtoon and KWL to improve students’ reading

fluency at the tenth grade of SMK MuhhamadiyahRembang in the academic year 2018/2019?

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C. Objective of the Research

1. To find out whether To find out the implementation of webtoon and KWL to improve students’ reading fluency at the tenth grade of SMK

MuhhamadiyahRembang in the academic year 2018/2019?

2. what is extent the students’ reading fluency after using webtoon and KWL of the eleven grade students of SMK MuhammadiyahRembang in academic year 2018/2019.

D. Hypotheses of the Research

In order to avoid misinterpretation of the problem, the writer would like to limit study. The writer want to know whatever webtoon and KWL method to improve students’ reading fluency. The material is limited to that thought of

SMK MuhammadiyahRembang in the academic year 2018/2019. E. Significances of the Study

In this study, the researcher expects that the research paper has benefit: 1. Theoretically

The study is expected to give explanation about the use of webtoonand KWL to improve students’ reading fluency.

2. Practical Benefit

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a. To the teacher

As the information, English teacher about reading fluency by using webtoon and KWL . The English teacher can enrich variation media for teaching reading. English teacher can use the media to give a solution for students’ problems especially in reading fluency.

b. To the students

The research can give solution for the students to understand in study English especially in reading fluency. The students can improve their reading ability by using webtoonand KWLby their teacher in the class. So the students feel interest to learn English lesson than before and they have good perception that English is not difficult.

c. To the readers or other researcher

The use of webtoonand KWL can help the researcher to identify how to teach reading.italso gives information to improve creativity in learning process especially in reading fluency.

F. Definition of Keyword 1. Webtoon

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Comic consist of image and text, most often with the images sequence. However, comic utilize these forms in a variety of different ways, throughout, though this is not only interplay between these elements. Single panel comics such as The Family Circus and The Far Side have been fully recognized as comics for decades. “silent” comics such as Kid Koala’s Nufonia Must Fall contain no words at all. Whereas work such as as Dave Sim’s Reads Volumes of Cerebus have been dominated by text,

relagting the images to illustrative roles. On the contrary, illustrated children’s books lie outside the category of comics, though they feature a

similar commingling of text, images and narrative. The arguments, then, are not concerned as to whether or not these components exist in a given work, but rather what roles the arguments play.

According to Scott (1993). Comics are “juxtaposed” pictorial and other

images in deliberate sequence, intended to convey information and to produce an aesthetic response in the viewer. Comic attempts to give clarity and solidity to the inchoate “sequential art” offered in Will Eisner’s

Comics and Sequential Art. The sequential nature of comics’ images

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2. KWL Method

One of strategy to develop students’ reading fluency achievement is

KWL (Know-Want-Learn) strategy , it is one of strategies used mainly for information of the text.

As the basic definition, KWL(Know-Want-Learn) is strategy where students first know (know, analyze, predict), then want (develop thoughts on what will be written with questions). Moreover, Ogle (1986) explain by Gani.S.A in journal of Research In English and Education (READ), that KWL (Know-Want-Learn) strategy is an instructional reading Strategy that widely used to teach reading classes, this strategy helps the students become good readers by getting them to do many things that that good readers do. KWL strategy gets the students to read silently.

Focusing to the learning process where the students are supposed to explore their reading process by thinking about what they know, what they want to know, and what they have learned.

3. Reading

According to Grabe and Stoller (2002. P.9) Reading is a complex and dynamic process that involves a set of activities such as remembering, comprehending, interpreting, differentiating, comparing, finding out, analyzing, organizing, and applying message sent through written language in order to understand its content.

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early childhood that fostered motivation and provided exposure to literacy in use, get information about the nature of print through opportunities to learn letters and to recognize the internal structure of spoken words, as well as explanations about the contrasting nature of spoken and written language, and attend schools that provide effective reading instructions and opportunities to practice reading. (Snow, Burns, & Griffin, :1998). 4. Reading fluency

Fluency is the ability to read text accurately, quickly, and with expression. Fluency is important because it provides a bridge between word recognition and comprehension. When fluent readers read silently, they recognize words automatically. They group words quickly to help them gain meaning from what they read. Fluent readers read aloud effortlessly and with expression. Their reading sounds natural, as if they are speaking. Readers who have not yet developed fluency read slowly, word by word. Their oral reading is choppy.

5. Improving

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G. Graduating paper outline

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CHAPTER II

REVIEW OF LITERETURE

A.Review of Previous Studies

In this chapter, the writer will explain about the previous studies. The writer takes a review of related literature from the other research. The first research has been conducted by EniRahmawati (2014) from State Institute For Islamic Studies (IAIN ) Salatiga, objective of this study was to know the empirical evidence concerning of improving the students’ writing skill through

textless comic. The purpose of this research is to make students interested in writing. Then students asked to complete text on comics and looking for

answers that are suitable to complement the comic.

The second was conducted by Mutoharoh (2015) she conducted that the

students interest toward spoof text and their reasons and to find out whether the

use of spoof as a media and KWL as a technique is effective to improve the

students in reading comprehension of tenth grade in MAN 1 magelang city.

The third research was conducted by Dieu’s (2015),The purpose are to change students from negative attitude to positive feeling towards reading class after KWL method was used and to improve Vietnamese students’ reading skill

as well as catching the main idea in the reading texts in order to have successful communication in English.

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used KWL ( Know-Want-Learn) through webtoon which is more appropriate with the vocational high school syllabus. The second research used KWL (Know-Want-Learn) strategy to improve all students’ reading fluency. The last Researchers use webtoon as a media of learning, according to the researchers

using comics, students find it easier to understand the material that will be

conveyed by teachers, and reading material can be understood easily by

students.

B.Supporting Theories 1. Webtoon

a. The definition of webtoon

Webtoon is a term used to describe South Korean web comics

or manhwa that are published online. The Korean web portal Daum

created a webtoon service in 2003, as did never in 2004. These services

regularly release webtoon that is available for free. As digital comics

have emerged as a popular medium, the print publication of manhwa

has decreased. The amount of material; published in webtoon from has

now reached an equal amount as that published offline. Webtoon or

comicsonline is a media that is fun for all people, especially children,

the childrens are very fond of reading that has images and colors that

are interesting to read.

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interesting, and children will attend to that which they find interesting more than to that which they find uninteresting.

Webtoon has various stories, it may tell about humor, action, mystery, thriller, adventure, romance, and so forth. Childrens while conceiving the story.So that, webtoon is a fun media for students and also developing their imagination.One of the main problems that leads to the leads to the low interest in reading, is the lack of media. Therefore, the student needs media to stimulate and activate their ideas in order to produce reading more easily. Thus, media are expected to create a more interesting reading class.

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understand the content of comic strip by the students using website on the internet.

b. Strength of using webtoon in the classroom

Based Marrison, Bryan, and Chilcoat (2002: p:759) there are some reasons why comics have more strength rather than other teaching materials as follows :

1) It is evident that comic is familiar to and popular with middle and high school students’.

2) The comics is a form of literature that students enjoy.

3) Students engage in greater literacy exploration than the students otherwise would, due to comics’ popular and easily accessible

format.

4) Through comics students investigate the use of dialogue, succinct and dramatic vocabulary, and nonverbal communications.

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c. Application of English Webtoon to Improve Students’ Reading Fluency.

Most of the students are lazy to read because they regard it as a complex and difficult English language skill, sometimes a lot of students can’t read sentences as well., almost 20 % of children have a reading

problem that impact their ability to learn to read through traditional teaching. Therefore, the teacher can use webtoon to help them develop their ability in reading fluency from pictorial story.

In the classroom, the teacher can apply it to teach reading fluency. After explaining about webtoon, the students can distribute the comic to each student, and then ask them to read the story in webtoon. This method is very easy to be conducted by the teacher in the classroom, and it will make the students feel fun in reading.

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picture1.1

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Figure 2.1 : A Budgie’s Life from Line Webtoon

2. KWL (Know-Want-Learn) a. Definition of KWL

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According Ogle (1986) the strategy for helping students to access important background information before reading notification. The KWL strategy (accessing what I Know, determining what I want to find out to recalling what did I learned)combines several elements of approaches. The first step of KWL, students and the teacher engage in oral discussion. The students and the teacher reflect on their knowledge about the topic, brain storm a group list of ideas about the topic, and identify categories of information. Next the teacher helps highlight gaps and inconsistencies in students’ knowledge and students create

individual list of things that the students want to learn about the topic or questions that the students want to answer about the topic, in the last step of the strategy, students read new materials and share what the students have learned.

b. Steps to do KWL Strategy

To do KWL (Know- Want - Learn) strategy, there are some steps to be travelled by the teacher in teaching and learning process. According to Ogle (1986) as quoted by Riswanto et al. (2014) explains three steps that should be considered in using KWL (Know-Want-learn) strategy.

They are :

1) Choose a text

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fulfilled by the students. The columns were K column; stands for what I know, W column ; stands for what I want to Learn , and L column ; Stands or what I did learn.

Tabel 2 1 KWL Chart

3) 3 )

3) Ask students to brain storm words, terms pr phrases which

sociate with a topic. The teacher and students record these associations in the K column of their chart. This is done until students run out of ideas. Engage students in a discussion about what the students wrote in K column.

4) Ask students what they want to learn about the topic. The teacher and students record the question in the W column of their charts. This is done until students run out of ideas for questions. If students respond with statements, turn them into questions before recording them in the W column.

K (What I Know)

W

(What I Want to Learn)

L

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5) Have students read the text and fill out the L column of their charts. Students should look for the answer to the questions in their W column while they are reading. Students can fill out their L column either during or after reading.

6) Discuss the information that the students record in the L column. 7) Encourage students to research any question in the W column that

were not answered by the text.

c. Strength and Weaknesses of KWL (Know-Want-Learn)

Each strategy definitely has the strength and weaknesses to be used in teaching and learning process. It applies as well in KWL (Know-Want-learn) strategy. The further explanation comes from cholifah (2014) who describe that there are several strength and weaknesses of KWL ( Know-Want-Learn) strategy were required the students to active their background knowledge and encourages students’ active participation. On the other hands, the weaknesses of

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3. Reading Fluency

a. Definition of reading fluency

Reading fluency is gaining new recognition as an essential element of every reading program, especially for students who struggle in reading. Reading fluency is one of the defining characteristics of good readers, and a lack of fluency is common characteristic of poor readers. Differences in reading fluency not only distinguish good readers from poor, but a lack of reading fluency is also a reliable predictor of reading comprehension problems Stanovich (1991).

Once struggling readers learn sound- symbol relationship through intervention and become accurate decoders, their lack of fluency emerges as the next hurdle they face on their way to reading proficiency Torgensen( 2001). This lack of fluent reading is a problem for poor readers because they tend to read in a labored, disconnected fashion with a focus on decoding at the word level that makes comprehension of the text difficult, if not impossible.

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practice incorporated into their reading program Allinder, Dunse, Brunken, &ObermillerKrolikowaski, (2001).the National Research council snow, Burns, & Griffin,( 1998) recommends that reading fluency be regularly assessed in the classroom and effective instruction be provided when dysfluent reading is detected. Despite of the importance of reading fluency and the need for direct teaching

National Institute of Child Health and Human Development [NICHD], 2000), it is often neglected in reading instructional program (Allington, 1983; Kame’enui& Simmons, 2001). Teachers who are

concerned about meeting, the needs of all students in their classroom should consider whether they know their disfluent readers are and what types of instructions they plan to provide for those readers.

b. Fluency strategies

The national panel has concluded that a more effective course of action is for us to explicitly teach developing readers how to read fluently step by step.

1) Teacher modeling

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demonstrates correct phrasing and gives students practice tacking across the page.

2) Repeated reading

Samuel,(1997: 376-381) said, Repeated reading is a form of mastery learning. The students read the same words so many times that they begin to know them and to identify in other text. Besides helping students bring words to mastery, repeated reading changes the way students view themselves in relation to the act of reading.

3) Progress monitoring

The combination of having a goal and getting feedback on progress can be very motivating. Progress monitoring is a motivated student to practice reading the same story over and over until achieving mastery.

4. Reading

a. Definition of Reading.

Reading is important skill for obtaining knowledge and learning new information. Besides that, reading is an effort to understand the content of the text. According to Daiek and Anter (2014: 5), there are some definitions of reading :

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2) Reading is two way communication between an author and a reader.

3) Reading is interpretation and understanding. 4) Reading is a process.

5) Reading is a thinking.

From the definition above, the researcher can conclude that reading is an active process that depends on both an author’s ability to

convey meaning using words and readers’ ability to create the meaning. According to Editia quoted by Laila (2008: vol.1) reading is the meaningful interpretation of printed or written verbal symbol. It means that reading is a result of the interaction between perception of graphic symbol that represent language and the reader’s language skill,

cognitive skill, and the knowledge of the skill. Rivers (1981) states that reading is the most important activity in language class, not only as a source of information and pleasurable activity, but also as a means of consolidating and extending one’s knowledge of the language.

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b. The purpose of Reading

Dealing with the purpose of reading, Mahmoud (1992) points out that reading has many goals, some of them are :

1. Reading for specific information is a common form of reading used to discover specific or limited information.

2. Reading for application is used to accomplish a special task.

3. Reading for pleasure and entertainment includes reading popular magazines, newspaper, novels, and other similar materials.

4. Reading for ides, this type of reading requires paying special attention to main ideas and concepts and the nature of the presented information. The reader’s skills through major topics, headings,

illustration, and conclusion in order to obtain a general idea of the content. Reading for specific ides is enhanced, through familiarity with the overall knowledge of the subject.

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c. The Method of Reading 1. Previewing

2. Skimming and scanning 3. Reading for study 4. Critical reading

5. Reading for critical evaluation, which can be undertaken in two stages, namely introductory and intensive stage.

6. Speed reading. d. Process of Reading

Reading is a combination of process of actions oractivities that produce a product or a result. The process of reading starts from staring at the reading in order to process information in the brain. According to Grabe (2009:14), there is no single statement is going to capture the complexity of reading if it is linked with the different purposes for reading and the varying process that are called into play. The purpose are explained below :

a. A rapid process

Rapid process in the sense that the reader reads most materials at about 250-300 wpm.

b. An efficient process

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inferencing, critical evaluation and linkages to prior knowledge resources.

c. A comprehending process

The readers read to understand what the writer intended to convey in writing, though the writer also does more.

d. An interactive process

There is an interaction between the reader and the writer. e. Strategic process

Reading is a strategic process in that a number of the sills and processes used in reading call for effort on the part of the reader to anticipate text information, select key information, organize and mentally summarize information, monitor comprehension and match comprehension output to readers goals.

f. A flexible process

As reader purpose shifts, as comprehension is impeded, or as interest varies, the reader adjust reading process and goals.

g. A purposeful process

There is an alignment between process and purpose. h. An evaluate process

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i. Learning process

The reader make decision about how to respond to the text. j. A linguistic process

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CHAPTER III

RESEARCH METHODOLOGY

This chapter points out the place, time, and research methodology. It consist of subject of the research, method of the research, procedure of the research, technique of collecting data and technique of data analysis.

A. Subject of the Research

In this research, the researcher take students in SMK MuhammadiyahRembang as subject of the research. It consist of 36students.

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24 MR

B.Method of the Research

This research is conducted through Classroom Action Research (CAR). Carmen in Burns (2010: p.5) states that action research is a reflective process that aims to solve particular teaching-learning problem that has identified. It is also used to ,easure how effective the method used in helping students learns the materials. One of the main

According to Burns (2010: p.2) action research is part of a board movement that has been going on in education generally for some time. It is related to the ideas of reflective- practice and the teacher as researcher. Action research involves taking a self- reflective, critical, and systematic approach to exploring teacher own teaching contexts.

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research. Those were planning, action, observation, and reflection. The steps is illustrated as follows:

gambar 2.1: Four activities in each cycle

Figure 3.1: The spriral Model by Kemmis and Mc Taggart

C.Data collection

In this research, the writer uses some techniques to collect data, as follows:

1. Observation

Observation has the important role in the classroom action research to observe the teaching learning process and the students’

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behaviors or actions which is described. Write the data of observation is not just to write, but also have to consider the case then assessing into level of scale.

2. Documentation

The researcher used the documentation as the method of collecting data in this research. The documentation also is a method used to find the data related, by picture and video. According to Arikunto (2010: p.274) documentation is finding the data about variables as a note, transcript, book, newspaper, magazine, agenda, picture, video, voice, record, etc.

3. Test

To get the data, the test that consists of pre-test and post-test. Each meeting consists of several teaching activities a pre-test and post-test.

a. Pre-Test

Conducting the cycle 1 and cycle 2, the researcher give the pre-test for each cycle. The aim tired to know the students’ reading fluency before the teacher implementing webtoon. In this test the teacher give some grade based on some aspect. Those aspect are volume, pace, pause, clarity, intonation, fluency.

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Category Description Score Volume The students voice cannot be learned 0

The Students do not read loud enough to hear 1

The Students read loud enough to hear 2

Pace The students read too quickly or too slowly 0 The students mostly read in same speed all the way through

1

The students read at the night pace and make it easy to listen to

2

Pause They students don’t look for punctuation when they read.

0

The students sometime use punctuation when they reading.

The students read each word clearly 2 Intonation The students voice is boring with no highs or

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The students read so the text flows smoothly 2

b. Post test

The students got post-test in the cycle 1 and cycle 2 from the researcher, they got post-test. They needed to read webtoon. The aim of post-test was to know the improvement of the students’ reading fluency after implementing webtoon.

D. Data Analysis Technique

In this study, the writer used two technique to analyze the data. They are as follows :

1. Qualitative Technique

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2. Quantitative data

Based on Creswell (2016: p.5) the quantitative data is a method for testing certain theories by examining relationships between variables. Variables are measured, usually with research instruments so that data composed of numbers can be analyzed based on statistical procedures.

The procedure of the data analysis is done by analyzing the results of the test. According to sudjiono (2010: p.81-85) formula :

a. Mean of pre-test and Post-test

M= ∑𝑥 𝑁

Explanation :

M = Mean of the students’ score

∑x = sum of the students’ score

N = total number of the students

b. Calculated mean difference

MD= ∑𝐷 𝑁

Explanation :

MD= Mean of difference

∑D = total of difference between pre-test and post-test

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SD= √∑D2

D = difference pre-test and Post- test N = Number of students

d. Looking for to byusing the following formula :

to

=

(

SEMD = standard error of mean difference

d.b= N-1

E. Research Procedure

In this research, researcher used Classroom Action Research (CAR), and the researcher used two cycles consists of two meeting for each cycle. Based on Kemmis and Mc Taggart as quoted in Burns (2010 :p.8) the procedures of each cycle were as follows:

1. Planning

In this step, the activities are:

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b. Preparing list of students’ name and scoring c. Preparing teaching-aids

d. Preparing sheets for students and teachers observation sheet

e. Preparing a test for pre-test and post-test

2. Action

The teacher’s activities that include in this section are presented

below :

1. Opening

a. Implementing the learning activities based on the lesson plan.

b. Starting the learning process with greeting and praying. c. Checking the students list.

d. Explaining the objectives of the research / learning activities.

e. Informing to the students about the title of ,materials that will be learned.

2. Main activities

a. Introducing to the students about KWL strategy. b. Make a group for students

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d. Asking students to read webtoon comic with entitled A Budgie’s Life

e. Showing students how to find information to answer the question. (i.e., in the text, from your own experiences, etc.) f. Asking students to work by in pairs

g. Discussing together about their actions to the questions and how they figured out their answer.

3. Closing

a. Giving chances to the students to ask about the materials that the students already learned.

b. Giving the students a formative test.

c. Asking the students to learn about the next material. d. Closing the learning activities.

3. Observing

This phase involves the researcher in observing systematically the effects of the action and documenting the context, actions and opinion of those involved. It is a data collection phase where you use open eyed and open-minded tools to collect information about what is happening.

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Table 3.3 Teacher’s Observation Checklist

No Aspects that are being observed Yes No Ability that are being observed

1. Checking Student’s Preparation

2. Giving Motivation

3. Giving apperception (related with material )

4. Delivering Learning Goals

5. Giving reference lessons material to be learned

6. Voice articulation clarity 7. Variation of body language

8. Enthusiasm in appearance attract students’ attention in learning activities using smart disc as a media

9. Give the same attention to each students Mastery of learning materials

10. Study of materials are presented in accordance with the steps made in the RPP

11. Clarity in explaining teaching materials 12. Able to provide variety in delivering

materials through webtoon and KWL strategy in teaching and learning activities

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that have been set

14. Demonstrating the steps of learning activities through webtoon and KWL Strategy

15. Accuracy in the use of time allocation 16. Facilitate students during the process of

learning webtoon and KWL Strategy Evaluation of Learning

17. Assessment in relevant to the intended purpose

18. Assessment given in accordance with RPP

Ability to close learning process 19. Review the material that has been given

Giving an opportunity to ask question

Giving conclusions of learning activities

Giving assignment to students

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a. Observation sheet for students

Tabel 3.4observation sheet for students

No Aspects that are being observed

Score

A B C D E

1. Observing the learning material 2.

Expressing their active reading (i.e., highlighting the important part in text or taking note )

3. Expressing their active listening (i.e., showing the response)

4.

Practicing (i.e., try to understand the material by answering the question in handout )

5.

Expressing their creative thinking (i.e., try to answer the question in handout that has different variation with examples )

6. Giving opinion

7. Explaining the material

8. Commenting about what they learned 9.

Fixing their errors and completing their note along or after the learning process

10. Making conclusion TOTAL

Description of score :

A =5 (paying full attention and giving response actively)

B = 4 (Paying attention and giving response when they are asked) C = 3 (Paying attention and giving response rarely)

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NP

=

𝑅

𝑆𝑀

𝑋 100%

Category:

Excellent = if it reaches 81-100% Good = if it reaches 61-80% Enough =if it reaches 41-60% Bad = if it reaches 21-40% Very bad = if it reaches < 21%

3. Reflecting

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CHAPTER IV

FINDING DATA ANALYSIS

This chapter focuses on analyzing the data collection. The researcher gives the details of the findings. It displays the finding of the data collection since in the beginning until the end of research. The findings consist of the result of the cycle 1 and cycle 2 .The cycles are treatments of the implementation of webtoon and KWL strategy in Reading Fluency.

A. Research Findings

In this research, the researcher acts the collaborator that observes the learning process and Mrs. NurulHamidah acts as the teacher. The researcher arrange two cycle, each cycle consist of planning action, observation, and reflection. The further explanation can be seen as below:

1. Cycle 1 a. Planning

Before conducting the research, the researcher prepare the research instrument, in the following:

1. Preparing research schedule.

2. Preparing the material and lesson plan 3. Designing procedure for doing the action. 4. Preparing list of the students’ name and scoring.

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6. Making the instrument such as evaluation questions (to know whether students’ reading fluency improve or not

when the strategy is applied). Pre-test was given to the students before applying webtoon and KWL strategy in meeting land post-test is given after applying webtoon and KWL strategy.

b. Implementation of the action

On Monday, August 20nd _{2018, the teacher and observer (the}

researcher) entered the English class. The situation was crowded, but some students absent. The teacher opened the lesson by greeting and praying, and checked the students’ attendance.

Before the lesson, the teacher gave 20 minutes for students to do pre-test. The teacher asked the students to prepare and connected students’ hand

phone with internet and opened link webtoon. The students curiosity, they are asked the teacherwhat are we going to do webtoon. The teacher said webtoon for fun.

The teacher divided the students into few groups consist of 2 members and the teacher require the students to read one of webtoon with the titled My Pre- Wedding. Many students said if the students cannot read the sentence well, but the teacher demand the students to read the comics.

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teacher applying KWL strategy to know how far the students can understand content the comic in webtoon.

To make students understand more about webtoon, the teacher used KWL strategy to know how far students can understand content the comic. The teacher asked to answer the questions based on comic (from webtoon). Most of them were confused to finished the questions and think to search questions. After the students finished answering the questions, the students submitted their answer sheet.

c. Observation

In the first cycle, the observer observed teaching and learning process by monitoring the students’ activity and attention during the action.

observation made at the time of learning activities before and after using KWL (Know-Want-Learn) strategy and webtoon as media on the students’ reading fluency.

From the result of this action, the researcher can see that most of the students looked confuse in doing the pre-test. Some of the students asked the answer to their friends.

The researcher also observed the students’ activeness in asking and answering questions, and giving feedback during the teaching learning process. in this cycle, most of them were silent and some of them were sleepy, just few of the students answer the teacher’s question actively. Their

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activeness along the learning process, but still need to increase their activeness in the class.

4.1observation sheet for teacher in cycle 1 No Aspects that are being observed Yes No

Ability that are being observed ✓

1. Checking Student’s Preparation ✓

2. Giving Motivation ✓

✓

4. Delivering Learning Goals ✓ 5. Giving reference lessons material to

be learned

✓

6. Voice articulation clarity ✓ 7. Variation of body language ✓ 8. Enthusiasm in appearance attract

students’ attention in learning activities using smart disc as a

Mastery of learning materials 10. Study of materials are presented in delivering materials through webtoon and KWL strategy in teaching and learning activities

✓

13. Presentation of learning materials in accordance with the goals or indicator that have been set

✓

14. Demonstrating the steps of learning activities through webtoon and KWL Strategy

✓

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allocation

Ability to close learning process 19. Review the material that has been

given

✓

20 Giving an opportunity to ask question

✓

21 Giving conclusions of learning activities

✓

22. Giving assignment to students ✓ 23 Informing the materials to be

learned next day.

✓

4 .2observation sheet for Students in cycle 1 No Aspects that are being observed Score

A B C D E

1. Observe the learning material V

2. Expressing their active reading (i.e., highlighting the important part in text or taking note)

V

3. Expressing their active listening (i.e., showing the response)

5. Expressing their creative thinking (i.e., try to answer the question in handout that has different variation with examples).

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6. Giving opinion V their note along or after the learning process

A = 5 (paying full attention and giving response actively)

B = 4 (paying attention and giving response when they are asked) C = 3 ( paying attention and giving response rarely)

D = 2 (paying low attention without any response) E = (not paying attention and response)

NP

=

R

𝑆𝑀× 100%

Category :

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NP

=

R The problem in this meeting were some students lack of vocabularies, their pronunciation were incorrect and also low of grammar comprehension. It was very important to the researcher to continue the next meeting for motivation their interest in English teaching learning process. The second meeting was carried out as the follow up the first meeting.

B. Calculation of the Test Result

1. Score of pre-test and post-test in the cycle 1

4.3 The students’ score of pre-test and post- test in cycle 1

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M x = 59,3 calculate SD pre- test and Post-test

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=

7,9_5,6

√35

=

7,9_5,6

6

=

7.9

0.9

=

8,8

From the table before, it showed that the students of tenth grade of TKR C of SMK MuhammadiyahRembang in academic years of 2018/2019 got bad score in pre –test. Itcan be seen from the average of their score is 59,3. From 36 students, just eight of them can reach the minimum passing grade. The minimum passing grade that is used in SMK muhammadiyahRembang is 70.00. however, most of them can reach the minimum pasing grade in post – test. There are 20 students who get score 70 and > 70, but 16 of them score <70. It means that there are 60% students who reach the minimum passing grade and there are 40% students who cannot reach the minimum passing grade.

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2. Cycle 2

Based on the result of the cycle 1, it is better to the researcher to continue to the next cycle :

a. Planning

Before conducting the research, the researcher prepare the research instrument, in the following :

1. Preparing research schedule.

2. Preparing the material and lesson plan 3. Designing procedure for doing the action. 4. Preparing list of the students’ name and scoring.

5. Making an observation sheet (to know the situation of teaching learning process when strategy is implemented).

6. Making the instrument such as evaluation questions (to know whether students’ reading fluency improve or not when the

strategy is applied). Pre-test was given to the students before applying webtoon and KWL strategy in meeting land post-test is given after applying webtoon and KWL strategy.

b. Implementation of the action

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some of them were still outside the class. The teacher opened the lesson by greeting and praying, and checked the students’ attendance.

Before the lessons, the teacher gave 10 minutes to do prepared the phone and internet connection, after that, the teacher decides students to make a group, 2 students for one group. The teacher required the students to read one of webtoon with the titled My Pre- Wedding. Many students said if the students cannot read the sentence well, but the teacher demand the students to read the comics.

The students were asked by the teacher to see the example to pronounce the sentence well, and the students can imitate the correct pronunciation. The teacher applying KWL strategy to know, how far the students can understand content the comic in webtoon.

To make students understand more about webtoon, the teacher used KWL strategy to know how far students can understand content the comic. The teacher asked to answer the questions based on comic (from webtoon). Most of them were confused to finished the questions and think to search questions. After the students finished answering the questions, the students submitted their answer sheet.

c. Observation

In the cycle, the observer observed teaching and learning process by monitoring the students’ activity and attention during the action. observation

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From the result of this action, the researcher can see that most of the students looked more active in the class. The students paid more attention to teacher’s explanation and asked when the students did not understand. It was

proved by percentage of their activeness in the class, it was 62%. It means that the students’ activeness in cycle 2 was higher than the cycle 1.

4.4observation sheet for teacher in cycle 2

No Aspects that are being observed Yes No Ability that are being observed

1. Checking Student’s Preparation ✓

2. Giving Motivation ✓

✓

4. Delivering Learning Goals ✓

5. Giving reference lessons material to be learned

✓

6. Voice articulation clarity ✓

7. Variation of body language ✓

8. Enthusiasm in appearance attract students’ attention in learning activities using smart disc as a media

✓

9. Give the same attention to each students ✓ Mastery of learning materials

10. Study of materials are presented in accordance with the steps made in the RPP

✓

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strategy in teaching and learning activities through webtoon and KWL Strategy

✓

15. Accuracy in the use of time allocation ✓ 16. Facilitate students during the process of

learning webtoon and KWL Strategy

✓

Ability to close learning process

19 Review the material that has been given ✓

20 Giving an opportunity to ask question ✓ 21 Giving conclusions of learning activities ✓ 22. Giving assignment to students ✓ 23 Informing the materials to be learned

next day.

✓

4 .5 observation sheet for Students in cycle 2 No Aspects that are being observed Score

A B C D E

1. Observe the learning material V 2. Expressing their active reading

(i.e., highlighting the important

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3. Expressing their active listening

5. Expressing their creative thinking (i.e., try to answer the question in

9. Fixing their errors and completing their note along or after the

A = 5 (paying full attention and giving response actively)

B = 4 (paying attention and giving response when they are asked) C = 3 ( paying attention and giving response rarely)

D = 2 (paying low attention without any response) E = (not paying attention and response)

NP

=

R

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Category :

Excellent = if it reaches 81-100% Good = if it reaches 61-80 % Enough = if it reaches 41-60% Bad = if it reaches 21-40% concluded that using KWL strategy can improve students’ reading

fluency and their activeness in the class. It was proved by comparing the result of cycle 1 and cycle 2.

As result of this cycle, the researcher observed the students’ score that

was gained after the scoring the students’ Post- test in cycle 2. The

following table is the result of students score in cycle 2.

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1. Mean of Pre-test 1 calculate SD pre- test and Post-test

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C. Analysis and Discussion

This classroom action research consists of 2 cycles. The encountered data proved that are improvements in the students’ score. In the other hand, the students motivation rises and they could easily answer the questions without spending too much time. It can be proved by the result of the post- test in two cycles.

4 .5 The Mean and T- calculation of students’ score

No Analyze Cycle 1 Cycle 2

1. Mean

Pre- Test 59.3 68,2

Post- Test 67.2 83,7

2 t- calculation 8,8 9,87

Based on the table above, it can be confirmed that there are improvements between the pre- test and post test scores. The average of pre-test 1 is 59,3 and post-test 1 is 67,2 and pre test 2 is 68,2 and post test 2 is 83,7.the result of t- calculation in cycle 1 (8,8) and 2 (9,87). It means that there are significant differences before and after using KWL strategy in student’s reading fluency. According to the data, the classroom action

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The implementation of Know- Want- Learn strategy can improve students’ reading fluency. The improvement can be examined from the result of the observation sheets and the students’. In the other hand, using

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CHAPTER V CLOSURE A.Conclusion

In this chapter the researcher presents the conclusion and suggestion related to

research finding and discussion. The result with the title “ THE USE OF WEBTOON

AND KWL (KNOW- WANT-LEARN) STRATEGY TO IMPROVE STUDENTS’

READING FLUENCY (A CLASSROOM ACTION RESEARCH AT THE TENTH GRADE OF SMK MUHAMMADIYAH REMBANG IN THE ACADEMIC YEAR 2018/2019)” show that :

1. Can the implementation of Know – Want – Learn (KWL) strategy and webtoon as media can improve students’ reading fluency in tenth grade of SMK MuhammadiyahReambang in the academic year 2018/2019.

In this research KWL strategy assists the students to understand the comic. As the result, they can answer the questions in their assignment easily in which the questions are related with looking for the main idea, explicit and implicit information, and making prediction. Webtoon as media to interest the students for studying reading material, especially how to pronounce the sentence well, it can be seen from the detail information the result of cycle 1 and cycle 2.

Based on the data from the test and observation that have been done and have been analyzed in the previous chapter,It is shown by the mean score of pre-test and post –test in the two cycle. The result of indicate cycle 1, many students who cannot

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cycle 1 to cycle 2. It means that using webtoon and KWL strategy could be effective in learning reading fluency for the students.

2. The significance of webtoon and KWL strategy to improve students’ reading fluency at tenth grade of SMK MuhammadiyahRembang as follow :

In this research, the researcher conclude that the use of webtoon and KWL at tenth grade of SMK MuhammadiyahRembang could significant the students’ reading

fluency. It can be seen from the detail information the result ofcycle 1and cycle 2. In the first cycle mean of post-test 67.2 is higher than 59.3 from cycle 1, and pre test 2 is 68.2 and post test 2 is 83.7.the result of t- calculation in cycle 1 (8.8) and 2 (9.87). It means that there are significant differences before and after using KWL strategy in student’s reading fluency. According to the data, the classroom action research use

Know – Want- Learn (KWL) strategy can improve students’ reading fluency.

B.Implementation

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C. Suggestion

Based on the result of the study, the researcher would like to suggest as follows:

1. To the English teacher

The English teacher should use an interesting method or technique in reading class. The English teacher should choose a good method or technique in teaching learning process. The teacher can use KWL strategy to teach reading. if the teacher use this strategy in the learning process, the students will feel enjoy the lesson and can decrease the worry and problem in learning reading. 2. To the students

Students should be active in teaching learning process, want to read with the clear pronunciation in the class. To improving their fluency in reading, the students should more confidents in reading text or comics and want to try with their friends in every time they meet.

3. To the researcher

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REFERENCES

Arikunto, S. (2010).Prosedurpenelitiansuatupendekatanpraktik.

Jakarta :RinekaCipta.

Arlin.M.&Roth.G.(1978).Pupils’ Use of Time While Reading Comics and Books. American Educational research Journal,15(2).

Adams.M.J.(1990). Beginning to Read : Thinking and Learning About Print. Cambridge, MA: MIT Press.

Allinder, R,M., Dunse, L., Brunken, C.D., &Obermiller., Krolikoswki, H.J. (2001). Improving Fluency in at Risk Readers and Students With Learning Disabilities.Remedial and Special Education.

Brown, D. H. (1980).Principle of Language Learning and Teaching.

London: Prentice-hall,inc.

Creswell, J.W. (2012). Educational Research : Planning, Conducting, and Evaluating Quantitative and Qualitative Research. Boston, MA : Person Education Inc.

(2016). Research Design :PendekatanMetodeKualitatif , kuantitati, danCampuran, 4th_Ed_{. Yogyakarta: PustakaPelajar.}

Dieu, T.T.T (2015). Trying KWL Strategy on Teaching Reading Comprehension to Passive Students in Vietnam.International Journal of Language and Linguistic.

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Grabe, W. (2009). Reading in a Second Language : Moving From Theory to Practice. New York, USA : Cambridge University Press.

Gentner, D. &Goldin.M.S. (2003). Language in Mind Advances in the Study of Language and Thought. Cambridge: Massachusetts Institute of Technology.

Inna NailiIzzatulLaila (2008). A Correlative Study of Reading Speed and Reading Comprehension of the Second Years Students of SMP Islam Sultan Fattah Salatiga in the Academic Year of 2007/2008.Register Journal,Vol.1, No.1.

Kurniawati.A. (2015).The Use Of Information GAP And Picture Series To Improve Students’ Speaking Skill. IAIN Salatiga : Graduating Paper

Muthoharoh. (2015). The effectiveness Of Using KWL (KNOW, WANT TO LEARNED) Technique On Spoof Text To Increase Students’ Reading Comprehension. IAIN Salatiga : Graduating Paper

Mas’udah. A. (2015).The Use Of Conversation Starter Technique To Improve Students’ Fluency In Speaking. IAIN Salatiga : Graduating Paper

Morrison.G.T.,Brayan,G andChilcoat, W.G. (2002). Using Student Generated Comic Book in The Classroom.International Literacy Association and Wiley.

Sapir , E. (1921). Language.An Introduction to the Study of Speech.

New York: Dover Books On Language.

Simanjuntak.E.G.(1988). Developing Reading Skills for EFL Students. Jakarta: ProyekPengembanganLembagaPendidikanTenagaKependidikan.

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Stanovich, K.E. (1991). Word Recognition: Changing Perspectives. In R. Barr, M. L. Kamil, P. Mosenthal, & P.D. Pearson (Eds).Handbook of Reading Research (vol.2, pp.418-452). New York : Longman.

Sudjiono, A. (2010). PengantarStatistikPendidikan.Jakarta :Rajawali Press

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Pre – test 1

What do you know about this story ? if you didn’t know about this story, you can read this comic.

Post- test 1

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Pre- test II

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Post- test II

Please read the story!

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RENCANA PROSES PEMBELAJARAN (RPP)

Kelas/Semester : X/ Ganjil Mata Pelajaran : Bahasa Inggris

Materi : Reading

Waktu : 2X 45menit

Hari : senin, 27 Agustus 2018

A. Kompetensi Inti

KI 1: Menghargai dan menghayati ajaran agama yang dianutnya

KI 2: Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli (toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya.

KI 3: Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak mata.

KI 4: Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan, mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/teori.

B. Kompetensi Dasar

3.4Memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari teks pemaparan jati diri, sesuai dengan konteks penggunaannya.

C. Indikator Pembelajaran

1. Peserta didik dapat membaca kalimat yang terkandung dalam webtoon dengan lancar

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3. Peserta didik dapat menyebutkan vocabulary yang belum pernah di jumpai.

D. Tujuan pembelajaran

1. Peserta didik dapat membaca kalimat yang terkandung dalam webtoon dengan lancar

2. Peserta didik dapat memahami kalimat yang dibaca

3. Peserta didik dapat menyebutkan vocabulary yang belum pernah di jumpai. E. Materi Pembelajaran

• fungsi social

Mengenalkan, menyebutkan identitas, untuk saling mengenal dan menjalin hubungan antar pribadi dengan teman dan guru.

• Struktur teks

1. Simple Past Tense

Simple Past Tense is kind of tense is used to talk about an action that happened in the past. It can also used to tell a story. The time signals: yesterday, this morning, just now, a few minutes ago, last……..(last Saturday, last night, last week, etc), …….. ago (long time ago, two days ago, etc)

Pola kalimat positif yang digunakan yaitu : (+) Subyek + V2 + O

Contoh :

1. Florensia went to Semarang last night. 2. Rendi played football yesterday.