i
THE USE OF COMIC STRIPS TO IMPROVE STUDENTS’
READING COMPREHENSION
(A Classroom Action Research of the Eighth Grade Students of
SMP N 1 Kledung in the Academic Year of 2017/2018)
A GRADUATING PAPER
Submitted to the Board of Examiners as a partial fulfillment of the requirements for
the Degree of Sarjana Pendidikan (S.Pd.)
By:
NURUL FAJRIYAH
NIM.113-13-117
ENGLISH EDUCATION DEPARTEMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) OF
v MOTTO
Have more than thou show,
Speak less than thou know,
Lend less than thou owe,
Ride more than thou go,
Learn more than thou throw,
Set less than thou throw,
vi
DEDICATION
This graduating paper is dedicated to:
My beloved parents Sumarmi and Ponadi, who always love and support me.
My beloved brother Muhammad Zaenal Arifin.
vii
ACKNOWLEDGEMENT
Bismillahirrahmanirrrahim.
Assalamu’alaikum Wr.Wb.
Alhamdulillahirabbil’alamin, all praise to Allah SWT, the Most Gracious and the Most Merciful who always bless and help the writer so the writer can finish
the 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 support, advices, help and
encouragement from several people institution. Hence, the writer would like to
express special thanks to:
1. Mr. Dr. Rahmat Haryadi, M.Pd, the Rector of Institute of Islamic Studies
(IAIN) of Salatiga.
2. Mr. Suwardi, M.Pd, the Dean of Teacher Training and Education Faculty
of State Institute for Islamic Studies (IAIN) of Salatiga.
3. Mrs. Noor Malihah, Ph.D, the Head of English Education Department.
4. Mr. Dr. Ruwandi, S.Pd, M.A, the counselor of this paper, who gives great
attention, suggestion and guidance for this paper from beginning until the
end.
5. All of lectures and staff of State Institute for Islamic Studies (IAIN) of
Salatiga.
Salatiga, July nd 2018
The writer
Nurul Fajriyyah
viii
TABLE OF CONTENTS
TITLE ...i
ATTENTIVE COUNSELOR NOTE ...ii
STATEMENT OF CERTIFICATION ...iii
DECLARATION ...iv
MOTTO ...v
DEDICATION ...vi
ACKNOWLEDGMENT ...vii
TABLE OF CONTENTS ...viii
LIST OF TABLES ...xi
LIST OF APPENDIXES ...xii
ABSTRACT ...xiii
CHAPTER I: INTRODUCTION A. Background of the Study ...1
B. Problem Formulations ...3
C. Objective of the Study ...3
D. Significance of the Study ...4
E. Hypothesis and Success Indicator ...4
F. Research Methodology...5
G. Outline of the Graduating Paper ...6
CHAPTER II: THEORITICAL FRAMEWORK A. Review of Literature ...11
ix
2. The Purpose of Reading ...13
3. The kinds of Reading ...14
C. Reading Comprehension ...17
D. Recount Text ...21
E. Comic Strips ...26
F. Evaluation Criteria ...29
G. Minimum Competence Criteria ...31
CHAPTER III: RESEARCH IMPLEMENTATION A.Description of Teaching and Learning Process in Cycle I ...32
B.Description of Teaching and Learning Process in Cycle II ...33
CHAPTER IV: DATA ANALYSIS A.Data Analysis 1. Cycle I ...35
2. Cycle II ...45
B.Discussion55 1. Cycle I ...55
2. Cycle II ...62
CHAPTER V: CLOSURE A.Conclusion ...69
B.Suggestion ...70
x List of Table
Table 2.1 Description of Students‟ Achievement ...29
Table 4.1 students score of pre-test I ...36
Table 4.2 Criteria of Students‟ Reading Comprehension of pre-test I ...37
Table 4.3 Students‟ Score of Post-test I ...39
Table 4.4 Criteria of Students‟ Reading Comprehension of Post-test 1 ...40
Table 4.5 The Result of Pre-test I and Post-test I ...41
Table 4.6 Students‟ Score of Pre-test II ...45
Table 4.7 The Criteria of Students‟ Reading Comprehension of Pre-test II ...47
Table 4.8 Students‟ Score of Post-test II ...48
Table 4.9 Criteria of Students‟ Reading Comprehension of Post-test 2 ...49
Table 4.10 The Result of Pre-test and Post-test II ...51
Table 4.11 Observational Checklist of Teacher of Cycle I ...60
Table 4.12 Observational Checklist for Student of Cycle I ...60
Table 4.13 Observational Checklist for Teacher of Cycle II ...64
xi
List of Appendix Appendix 1 Lembar Konsultasi Skripsi
Appendix 2 Surat Penunjukan Pembimbing
Appendix 3 Surat Keterangan Penelitian Appendix 4 School‟s Profile
Appendix 5 Students Observation Sheet
Appendix 6 Lesson Plan
Appendix 7 Students‟ Worksheet Appendix 8 Documentation
Appendix 9 List of Certificates Score
xii ABSTRACT
Nurul Fajriyah. 2018. The Use of Comic Strips to Improve Students‟ Reading Comprehension (A Classroom Action research of the Eighth Grade Students of SMP Negeri 1 Kledung in the Academic year of 2017/2018). Graduating Paper. English Education Department. Teacher Training and Education Faculty. State Institute for Islamic Studies Salatiga. Counselor: Dr. Ruwandi S.Pd., M.A
The objectives of this research are to explore the improvement and identify the significant improvement of the students‟ reading comprehension of the eighth grades students of SMP N 1 Kledung in the academic year of 2017/2018.
The approach and technique of this research was Classroom Action Research (CAR). The subjects of the research were 30 students of the eight grade of SMPN 1 Kledung. The research was conducted in two cycles by which each cycle consisted of planning, acting, observation and reflecting.
The result of the research showed that there is an improvement of students‟ reading comprehension in recount text. It can be seen from the result of the score, in cycle I in which post-test is higher than pre-test (59.34 ≥ 53.34) and in cycle II (74 ≥ 52.67). The t calculation is 8.96, showing that to higher than t table (2.04). So, alternative hypothesis (Ha) is accepted and null hypothesis (Ho) is rejected.
1 CHAPTER I INTRODUCTION A. Background of the Study
English is an international language, it was used in various aspects
of life such as in culture, economics, business, politics etc. In many
non-speaking English countries, English becomes a foreign language or second
language. In Indonesia, English is a foreign language. It is taught from
elementary school up to university level.
The four basic skills which should be studied are speaking,
listening, reading and writing. Reading is one of the skills which should be
mastered by students. Reading is essential factor to improve the readers to
third another skill. In addition, it brings some benefit for students. Students
get more additional knowledge which has not gained from teacher
explanation. Reading skill is important in learning, so that student must be
trained to have a good skill in reading.
In reading there are some skills to be mastered by students Based
on Educational National Curriculum of 2004, there are many texts that the
junior high school students need to master. Those are descriptive, narrative,
spoof/recount, procedure, report, and anecdote. In other word, students
have to comprehend well those kinds of text. On this research the writer
will be focus on recount text.
Based on the syllabus of SMP, in reading comprehension the
2
specific information and recognizing word meaning. By comprehending
them, the students will easily comprehend all of the content of text.
Based on reality, on the examination items those content are texts.
It means that, if students did not understand the text content student would
be difficulties to finish the test items. When students did not comprehend
well would be missing communication so they would be failed on doing
examination. So comprehension skill is necessary for students.
In fact students‟ comprehension is too low. Based on students
national final examination score of SMP N 1 Kledung, major of students
get score under KKM in English subject. It means that purpose of teaching
reading is not successful. In other hand student has a law interest with
reading subject and reading is not habit for Indonesian. “According to
UNESCO research in 2006 show that Indonesian reading interest at the
lowest position at the Asian while International Educational Achievement
recorded Indonesian students reading ability are lowest in the ASEAN
region” (Ngainun, 2013:4).
There are some factors which make students reading
comprehension is too low. In the reading classroom many students are
bored with reading activity. It decreased students‟ motivation. In learning
reading, the students have difficulties to understand major content of text
because of minimize their vocabulary mastery and they got difficulties to
3
In solving the students‟ difficulties in reading comprehension,
using interest strategy or authentic media will help the students‟ active in
teaching and learning process. Comics are one of the instructional media
which can be used in teaching reading comprehension in the classroom.
Many studies have shown that comics provide excellent researches for
students who struggle with readingcomprehension. Smith (2006:6) states
that Comics are powerful aids for the students who excel at visual learning
or have short attention spans. There are two kind of comics, these are;
comic book and strips.
Based on the reason above, the writer takes a title of this paper
“THE USE OF COMIC STRIPS TO IMPROVE STUDENTS’
READING COMPREHENSION (A Classroom Action Research of the Eighth Grade Students of SMP N 1 Kledung in the Academic Year of 2017/2018)
B. Problem Formulations
1. How can comic strips improve students reading comprehension?
2. Can comic strips improve the students reading comprehension
significantly?
C. Objectives of the Study
1. To explore the improvement of using comics strips in students reading
comprehension.
2. To know the significant improvement of students reading
4 D. Significance of the Study
The writer hopes the result of this study, firstly for the writer and
the English teacher at SMP Negeri 1 Kledung., by implementing this study
is expected to enhance their knowledge and become more creative and use
various media in learning reading text at classroom. The second is for
students, it is expected to improve their reading comprehension ability and
their reading interest. The third is for institution of SMP Negeri 1 Kledung,
Temanggung, it is hoped to get advantages for improving the education
quality. The last is for the other researcher, in which the results are hoped
as an alternative suggestion and additional information to do further study.
E.
Hypothesis and Success IndicatorThe researcher proposes a hypothesis: using comic strips in teaching
learning process in English subject can improve the students‟ reading
comprehension at the eighth grade students of SMP N 1 Kledung in the
academic of year 2017/2018.
The success indicator of this research is taken from the passing grade
(KKM) of English lesson in SMP N 1 Kledung. The passing grade is 70
and the target of the passing grade is 85%.
F. Research Methodology
1. Research Approach and Technique
This study categorized into classroom action research. The aim of
this was to show the process of improvement of the students reading
5
identifying the problem occurring in the English teaching and learning,
planning, and carrying out the actions, observing, and reflecting on the
actions implemented in the study (Kemmis& Mc. Taggart, 1998; in
Burns, 2010:7).
Classroom action research is the process through which the
teachers collaborate in evaluating their practice jointly, raise awareness
of their personal theory; articulate a shared conception of values; tryout
new strategies to render the values expressed in their practice more
consistent with the educational values they espouse; record their work
in a form which is readily available to and understandable by other
teachers; and thus develop a shared theory of teaching by researching
practice (Elliot, 2011:10).
From the definition above, the writer concludes that classroom
action research is the research that be done in the classroom by doing
teacher in teaching learning process to know the students situation in
the classroom when they were in teaching learning process. This
research has been done by repeat the cycle until findings the result of
study show that there are improvements at the classroom.
2. Subject of the Study
The subjects of the study were the students of VIII B class of SMP
Negeri 1 Kledung. The VIII B class consisted of 30 students.They were
6 3. Procedures of Research
This research used some steps in each cycle. The steps are follows:
a. Planning
The researcher prepares some instruments which is supports in
the teaching learning process, as follow:
1) Preparing material, making lesson plan, and designing the
steps in class action
2) Preparing sheet for classroom observation
3) Preparing pre-test and post-test items
b. Action
The researcher implemented the classroom action research with
the activities below:
1) Giving pre-test
2) Teaching reading using comic strips as media
3) Giving occasion to the students to ask any difficulties or
problem
4) Asking the some question orally and giving post test
c. Observation
Observation is one the instruments in collecting data. As a
scientific method, observation could be systematically used to
observe and note the phenomena investigated like the students
felling, thinking, and something they do in teaching learning
7 d. Reflection
Based on the result of observation, the researcher makes
an evaluation to the students during teaching learning process.
The researcher and the teacher will discuss the result of the
research in each cycle. After finding the result, the research
will decide or design the next cycle.
4. The Techniques of Collecting Data
The researcher collects data are as follows:
a. Test Instrument
The test instrument is important role to collect data. In this
research, there are two kinds of test, they are pre-test and post-test.
The researcher uses test in order to measure the students‟ reading
comprehension. Pre-test used to know how far students‟ competence
before reading using comic strips. Then, post-test is used to see how
far students‟ competence after reading comic strips.
b. Documentation
The researcher needed documentation to know the students situation
in teaching and learning process.
c. Observation
The researcher was do observation in class with classroom
action research. The researcher not only observe just one time, but
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far the action that they achieved. This method also uses in finding
concrete data easily and directly.
d. Field note
Field note refers to various note recorded by scientist during or
after their observation of a specific phenomenon they are studying
5. Research Instrument
In this research, the data were collected using some instruments. Those
are described as follows:
a. Observation checklist
The observation checklist was to check the procedure of actions
implemented by the teacher and the researcher. The researcher
also might give comments about the teaching learning process or
suggestions for improving the implementation on the next
meeting.
b. Reading comprehension test
The instrument was used to know the progress students‟ reading
comprehension during the action. The test consisted 10 items of
multiple choice.
6. Technique of Data Analysis
The technique of analysing data uses mean and T-test scoring.
The students are scored by the pre-test and post-test. After the students
are given pre-test, then the researcher uses comic strips as authentic
9
students are scored by t-test to obtain the valid data which shows whether
the research is success or not. In the final process, the researcher
compares the collecting data from cycle I and cycle II. To know the
whole result of this study, the researcher uses mean, SD (Deviation
standard) and T-test of the scores. In this case, the collecting data is able
to be counted as the following formula:
a. Mean
M =
Explanation:
M = Mean of students‟ score
∑x = The sum of students‟ score
N = The total number of students
b. SD (Deviation Standard)
SDD √ ( )
SDD = Deviation Standard for one sample t-test
D = Difference between pre-test and post-test
N = number of observation in simple
c. T-test
t0 =
√
To knows the significance between pre-test and post-test. T-test the
formula below:
10
SD= Deviation Standard for one sample t-test
D = Difference between pre-test and post test
N = Number of observation in sample
7. Outline of the Graduating Paper
This study consists of five chapters. Chapter one is introduction.
It involves background of study, statements of the problem, the objective
of the research, the significance of the study, hypothesis and indicator
success, research methodology and outline of the graduating paper.
Chapter two is theoretical framework. This chapter consists of the
Review of the previous research, definition of comic strips, the kind of
reading and teaching reading. Chapter three is research implementation.
The next is chapter four, its talk about research finding and discussion.
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CHAPTER II
THEORETICAL FRAMEWORK A. Review of Literature
Improving the Eleventh Grade Students‟ Reading Comprehension
by Using Comic Strips was conducted by Fitriyah (2015). In this thesis she
focuses on the use comic strips to improve students reading
comprehension. According to her, comic strip was able to improve the
eleventh grade students‟ reading comprehension at SMA UNGGULAN
BPPT Darus Sholah Jember 2014-2015 by identifying the generic
structure, grammatical features, comprehending word meaning, sentence,
paragraph and text.
The second research was done by Mahir et.al (2016). Using
Newspaper Comics Strips to Improve Reading and Writing Among Muet
Band 1&2 Year 1 Students of Faculty of Quran and Sunnah studies,
Universitas Sains Islam Malaysia (USIM). This journal recorded indicating
the use comic of strips had improved reading and writing among USIM
Year 1 students who enrolled in ECP (English for Communicative) course
in their second semester.
The last research entitled, The Effect of comic strips on EFL
Reading Comprehension, by Merc (2013). The purpose of this study is to
investigate the effect of comic strips on reading comprehension of Turkish
12
comic strip effect, regardless of proficiency and text level, performed
better than the ones without comic strips.
B. Reading
1. Definition of Reading
Reading is the process of finding meaning in written characters or
symbols and of interpreting and analysing text (Lynn and William,
1985:12). In addition Anderson et al. (1985) defined reading as the
process of making meaning from written texts. In other word reading is
process finding meaning of word or symbol in printed text.
Morreillon (2007:17) state that reading is making meaning from print and visual information. But reading is not simple. Reading is an
active process that requires a great deal of practice and skill. In reading
there are interaction between the reader and the text. The reader gets of the
meaning may be not same as the meaning of the writer to convey the text.
It means that, the meanings of the texts are draw by reader may be not
same with other reader interpretation.
From the theories above, it can be concluded that reading is process to get a meaning from the text. Between the reader and text have
some processes that are used to assign the meaning from written symbols
in the text. In this process the meaning are conveyed by the writer and the
reader is not still same, may be different from the other readers reading in
13 2. The Purpose of Reading
The purpose of reading according to Grabe and Stoller (2002) in Febriani
(2011:10), it has been classified into four purpose, they are:
a. Reading to search for simple information and reading to skim
It is common reading ability, here the reader scan the text to find
out a specific piece of information or specific word. Meanwhile,
reading to skim is the strategy to form the general idea using basic
reading comprehension and guesses the important point.
b. Reading to learn from text
It happens in academic and professional context, it also requires
remembering the main idea and the supporting idea, making a
relation with the reader‟s knowledge. This activity could bring
stronger inference because it is to help remember information.
c. Reading to integrate information, write, and critique text
This skill needs critical evaluation where the reader integrate and
decide the information that she/he wants. Then, it involves abilities
such as composing, selecting, and making critique from the
material.
d. Reading for general comprehension
It can be done by fluent readers very fast and automatically in the
processing word, and effective coordination in many process of the
14 3. The Kinds of Reading
Mikulecky and Jeffries (1996:1) classified the kinds of reading into four
kinds as follows:
a. Reading pleasure
Reading for pleasure is the reader read a text whatever he/she
wants. It could be fiction or nonfiction. This activity brings the
reader enjoy and fun.
b. Reading Comprehension Skill
Reading comprehension is the activity when the reader‟s brain, the text, and the reader‟s eyes can engage strongly to build a
connection. Next, this condition makes the reader studies about
what she/he reads and remember about it.
c. Thinking skill
In thinking skill, when the reader reads an English Text, he/she
is forced to think English. Then, the reader must know the
complexity of the text such as the length, English syntax, and
English semantic and or logical connection.
d. Reading Faster
By reading faster, the reader will be efficient and become more
enjoyable (Mikulecky and Jeffries, 1996:1).
According to Harmer (2007:99) there are two kinds of reading related its
purpose, those are intensive reading and extensive reading. Those are
15 a. Intensive reading
In notion intensive reading, Harmer defined that reading
activity focuses to learn composition of the text which is the
variants of the text depends on the purpose of the reader.
Palmer (1964) note that “intensive reading” means that the
readers take a text, study it line by line, and refer at very moment to
the dictionary about the grammar of the text itself.
In the other word intensive reading is reading text activity by
reading the whole text to get more detail information. In intensive
reading, the kind and the content of text have to on the reader
interest. The purpose is the reader comprehends well the text and
they have high motivation to finding the details information.
Intensive reading has advantage for low level readers,
intensive reading is possibly the fastest way to build vocabulary.
Some foreign language students are able to successful add 10 or
more comprehension words per day. Additionally, reading difficult
material forces a learner to develop strategies for dealing with texts
that are too hard to read comfortably (Risdianto, 2012:65).
b. Extensive reading
It is the view Palmer (1964) that “extensive reading” is
considered as being reading rapidly. The readers read books after
books. Its attention is paid to the meaning of the text itself not the
16
information. Thus, extensive reading is also termed as
“supplementary reading”.
Extensive reading is an approach to language learning,
including foreign language learning, by the means of large Amount
of reading. The learners view and review of unknown words in
specific context will allow the learner word‟s meaning, and thus to
learn unknown words.
In conclusion extensive reading is reading activity by reading
glance text or rapidly to add information. The kind of text usually
various and time to read is brief.
There are some roles of extensive reading in language learning.
1) It can provide „comprehension input‟
Krashen argues that extensive reading will lead to
language acquisition, provided that certain predictions
are met.
2) It can enhance learner‟s general language competence
3) It increases the students‟ exposure to the language.
4) It can increase knowledge of vocabulary
5) It can lead to improvement in writing
6) It can motivate learners to read.
7) It can consolidate previously learned language
8) It helps to build confidence with extended texts
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10)It facilitates the development of prediction skills
(Risdianto, 2012:39-43).
C. Reading Comprehension
1. Definition of Reading Comprehension
Reading comprehension is a process of readers understanding
toward reading text to get some information. Efriza et. al (2013:66)
stated that reading comprehension is a process of understanding of the
reader to catch all of information in a text. Reading comprehension is
also a process of analyzing and evaluating of the writer opinion in
written text to get some ideas. So reading comprehension is a process
of readers understanding the whole information from the text including
the writer opinion.
Reading comprehension is a process that involves memory,
thinking abstractly, visualization, and understanding vocabulary as well
as knowing how to properly decode (Ness, 2010). In short reading
comprehension is brain process to create the meaning of the text.
Klingner et al. (2007:8) define reading comprehension as a
complex process involving interaction of many components. Those
components are readers, their background knowledge, their reading
strategy, the text, their interest in topic and their knowledge of text
types. In addition Maoore said that comprehension depend not only on
characteristics of the reader, such as prior knowledge and working
18
decoding, vocabulary, sensitivity to text structure, inference, and
motivation. Those components interact with one another in
comprehending printed text. When inference appears in those
interactions, the readers find difficulties in their reading
comprehension.
In conclusion reading comprehension is a brain process
involving several component which those components are interact one
to another to create the meaning of the text. Those component are
mainly from the reader, text and the knowledge.
As readers mature in their comprehension skills, they are able to
progress efficiently from the stage of learning to read to the ultimate
goal of reading to learn (Yovanof et al., 2005). There are some
problems why the readers are difficult to rises the reading goals;
a. Student have not truly mastered reading fluently,
b. Lack of prior experiences or a lower Socio- Economic
environment.
c. Vocabulary
2. Reading Comprehension Strategies
To become reader who has reading comprehension well. We
should know the reading comprehension strategies, they are;
a. Identifying the purpose in reading
Efficient reading consists of clearly identifying the purpose in
19
a text, the readers know what they are looking for and can weed out
potential distracting information (Brown, 2001:306).
b. Using efficient silent reading technique
Silent reading is appropriate for intermediate and advanced
students. This strategy leads the students to try inferring meaning
from context. It is also the best practice to make the students
become efficient readers (Brown, 2001:306).
c. Skimming and scanning the text
1) Skimming
Skimming is a reading strategy in which the readers quickly
run their eyes across a whole text (Brown, 2001:306).
According to Lynn and William (1985:15) skimming a text is
reading quickly to get just the gist of a work rather than all the
information it has offer. The strategies are obvious. Read the
texts, table of contents, chapter headings, preface, and index.
By skimming the text, the reader will be able to predict the
purpose of the passage, the main topic, or message, and the
supporting ideas.
2) Scanning
Scanning is quickly searching for some particular piece or
pieces information in a text. The purpose of scanning is to
extract specific information without reading through the whole
20
information in the text such as looking for the names or dates,
finding the definition of a key concept, and listing a certain
number of supporting details (Brown, 2001:306).
d. Guessing
In this strategy, the students try to guess the meaning of the words
when they are not certain or they do not know the meanings of the
words, a grammatical relationship, a cultural reference, content
messages, and infer implied meanings (Brown, 2001:306).
e. Questioning
This strategy allows the students to have practice in making
questions and then answering by themselves. The question that
should be made is those which can arouse their awareness of what
they read. These will represent whether they have understood the
text or not.
f. Making prediction and inferences
Predicting means that the readers are using their
background knowledge to negotiate meaning of the text. They
connect their background knowledge with the information from the
text. In inference, the readers have to find some of the clues, than
combine it to their background knowledge and past experiences to
interpret the meaning of the texts.
Those are the strategies for having good reading
21
bottom-up and top down procedures. The reader starts reading by
having the first strategy which is identifying the purpose in reading
and end with capitalizing on discourse markers to process
relationships. The strategies above are highly required for reading
comprehension.
4. The Process of the Reading Comprehension
There are three process of constructing meaning of the text are
presented below:
a. Bottom-up processing
Bottom-up processing views the process of reading as
phonemic units. In bottom-up processing, the reader must recognize
a multiplicity of linguistic signal such as letters, morphemes,
syllables, words, phrases, grammatical cues, and discourse markers
(Brown, 2001:299).
b. Top-down processing
In top-down processing, the reader involves their
knowledge of syntax and semantic to create meaning of the text
(Goodman, 1967; in Purniati, 2014:29). The reader constructs
meaning by bringing their early though to the text being read.
c. Interactive processing
Interactive processing is combination of top-down and
bottom-up processing. In interactive processes, the reader predict
22
to check whether that is really what the writer says (Nuttal, 2005:3;
cited in Brown 2001:299)
D. Recount Text
1. Definition of Recount Text
Recount text is a text that tells about past experiences or events. It
can be based on the author‟s personal experiences (not always factual)
or historical events. Recount text tells the reader about something that
happened. It can be story (a fictional) recounts or (factual) recount.
Recount text is recall and reconstructs events, experiences and
achievements from the past in a logical sequence (Hyland, 2009:5; in
Purniati, 2014:35)
The purpose of recount text is to inform or to entertain the reader.
There is no complication among the participants. The details in the text
can include what happened, who was involved, where it took place,
when it happened and why it occurred.
Recount text tells about a specific person or event. It is organized
as a series through time. If want to present about person the content of
text is biography from famous person such as athlete, hero, artist,
leader etc. other recounts may present a topic through series of time.
In conclusion recount text tells about past experiences or events
23 2. Types of the Recount Text
Sue Stubs (2009:8) in Purniati (2014:36) describe that types of recount
text are:
a. Factual recount
Factual recount is concerned with recalling events
accurately. It can range from an everyday task such as a school
accident report to a formal, structures research task such as a
historical recount. The emphasis is on using language that is
precise, factual and detailed, so that the reader gains a complete
picture of the event, experience or achievement. Extended
description, emotive language and unnecessary details are out
of narration are used to give credibility to the information
presented. Those examples of factual recount are report of
scientific experiment, police report, news report and historical
account.
b. Literary or imaginative recount
Literary recounts entertain the reader by recreating the
events of an imaginary world as though they are real “A day in
my life as family pet”. For example: emotive language, specific
detail and first person narration are used to give the writing
24 c. A procedural recounts
A procedural recount is records the steps taken in
completing a task or procedure. The use of technical terms, an
accurate time sequence and first person narration (I or we) give
credibility to provided information.
d. A biographical or personal recount
A biographical recount told the story of person‟s life using
a third person narrator (he, she, they). In the case, of an
autobiography, first person narration (I, we) is used. It is usually
factually accurate and record specific names, times, places, and
events. A purely factual, informative biography, however,
would lack the appeal provided by personal responses and
memorable anecdotes. There is often an evaluation of the
subject‟s achievements in the final section.
3. Generic Structure of Recount Texts
Recount text has three parts; there are orientation, events, and
reorientation:
a. Orientation
Orientation supplies the background information needed to
fully understand the retelling. It establishes the time, setting and
who or what is participating. The audience needed to know when
25
activity or event took place and sometimes what the reason was
for the event.
b. Events
In this part the writer tells the reader about the important
event in the order that key happened. And it is important that
students are given adequate guidelines scaffolds to assist with the
structure of their writing. Students should focus on detailing who,
what, where and when.
c. Re-orientation
Reorientation means conclusion, according to Bremer and
Sedley (1993) in Purniati (2014:38) states that conclusion to the
end of the basic form is one simple variation of the pattern.
Reorientation at the end and in this part the writer can give
personal opinions about the topic or event
4. Language Feature of Recount Text
Language feature of recount text explained by Munn (1999) in Purniati
(2014: 40), there are as follows:
a. Use proper nouns and pronouns identify people, animals, or
things. Example: Mr. Lawrence, the postman.
b. Word families are used to build topic information. Example:
smoke signals, drums, telephone, television.
c. Varied action verbs are used to build word chains. These may be
26
d. Descriptive words add details about who, what, when, where and
how.
e. Adverbs and adverbial phrases sequence events in time and
indicate place. Example : on 26 June 1984
f. Texts are written in past tense to retell past events. Example: she
smiled
g. Conjunctions (when, but) to combine clauses and connective to
sequences events (first, then, finally) are used.
h. Evaluative language is used in factual and personal recounts.
E. Comic Strips
1. Definition of Comic Strips
Comic strips are visual also contributes to improving
communicative competence. In a comic strip, life-like situations and
expressions are used in spoken, colloqiall language: for instance, idioms,
reduced forms, slang, and expressions that require shared cultural
knowledge (Csabay, 2006:25). Comic strip can be defined as “a series of
pictures inside boxes that tell a story” (Liu, 2004; in Merc, 2013:57).
According to McCloud (2006) in Harwaningsih (2014:24), comic is
a literature of drawing. Comic strips are a composition or other images in
purposeful sequence and they have an aim to convey information and
visual response in the view.
Comic strip is combination of cartoon with a story line, laid out in a
27
character or set of characters, whose thoughts and dialogues are indicated
by means of "balloons" containing written speech. The comic strip form
can be employed to convey a variety of messages.
2. The Strengths and Weakness of Using Comic Strips a. The strengths of uses comic strips
Comics can play a powerful, influential role in the English
classroom, and have a positive impact on the learning abilities
many students. “Comics can provide a powerful media between
literature and visual entertainment” (Smith, 2006; in Nuarita,
2015:3). Students need to see and experience the learning before
it makes sense personally. If teacher add a variety of media into
the classroom, they significantly raise the possibility of reaching
all students (Tileston, 2004:137).
According to Drolet (2010) as cited in Harwaningsing,
(2014:25) the use of comics in language classrooms helps to build
skills in vocabulary, reading, critical thinking, problem solving,
listening, speaking and writing. It means that using comic in
language classroom can solve the students‟ problem such as
minimize of vocabulary, with pictures on the conversation or text
description can help the reader to guessing the meaning of the
difficulties vocabulary.
The using of comic in educational for the purpose of
28
them to expand their vocabulary knowledge, to engage their
imaginations, to inspire a love of reading. Krashen argued that
free voluntary reading is the most effective tool available for
increasing a child‟s ability to read, write, spell and comprehend,
providing compelling supportive evidence through the
accumulation of years of research from many different countries.
The Functions of visuals in reading comprehension;
1) Representation: visuals repeat the text‟s content or
substantially overlap with the text.
2) Organization: visuals enhance the text‟s coherence.
3) Interpretation: visuals provide the reader with more
concrete information.
4) Transformation: visuals target critical information in
the text and re-code it in more memorable form.
5) Decoration: visuals are used for their aesthetic
properties or to spark readers‟ interest in text (Liu,
2004; in Merc, 2013:55).
In conclusion using comic strip in the classroom contributes
students‟ ability. Comic are authentic media that a combine image
and text, it is builds students skills in finding the text meaning and
students vocabulary. In other side comic strips can entertain the
29
students love of reading. It is appropriate strategy to increase
Indonesian reading interest.
In teaching learning teacher should using variety media to
make students impressed and raised the student motivation. It can
significant raise the students achievement. Using comic in the
classroom is one alternative media that teacher can use in the
classroom.
b. The weakness uses comic strips
1) Students need computer access.
2) Limited range of facial expressions.
3) Need more time to search or to make comic strip (Nugroho,
2017:35).
F. Evaluation Criteria
To evaluate students reading comprehension the researcher use the
description criteria as follow:
Table 2.1 Description Criteria Students’ Reading Comprehension Assessed Target Advanced
30
Score: the correct answer X 10
Table 2.2 Reading Comprehension‟s Indicator
No Assessed Target Indicators
1. Explicit information To find explicit information in the text by
using Right there Question
2. Implicit information To recognize implicit information in the
text by using Think and Search Question
31
using Think and Search Question
4. Making prediction To make prediction in a text by using
Author and You Question
5. Interpretation To interpret the contain of the text using in
my own
G. Minimum Competence Criteria (KKM)
Minimum Competence Criteria (KKM) is a set of minimum that
must be achieved by the subject teacher. It determined before a school is
started. To determine the students‟ achievement, teacher has to fine any
criteria by itself.
According Asmani (2010:197) every subject are based on the
following criteria, there are explained as follow:
a. Minimum Competence Criteria (KKM) should be set in the first
academic year
b. A Minimum Competence Criteria (KKM) is determined by MGMP
(Musyawarah Guru Mata Pelajaran) depend on school institution.
c. It showed in scoring number from about 0-100.
d. School institution determined a Competence Criteria (KKM) under
32 CHAPTER III
RESEARCH IMPLEMENTATION
A. Description of Teaching and Learning Process in Cycle I
The researcher use comic strips to improve students reading comprehension
in teaching and learning process. The procedures as bellow:
1. Planning
The activities in planning are as follows:
a. Preparing English syllabus, lesson plan and material.
b. Preparing the teaching aids.
c. Preparing sheet for classroom observation.
d. Preparing pre-test and post-test items.
2. Action
The researcher implemented the classroom action research with the
activities below:
a. Giving pre test
b. Teaching reading using comic strips as media
c. Giving occasion to the students to ask any difficulties or problem
d. Giving feedback
e. Asking the student some question orally
f. Discussion the answer together
33
h. Giving opportunity to the student to ask the difficulties or problems
i. Giving feedback
j. Giving post test
3. Observation
a. Observing the students attention and activities in the classroom
b. Observing the teacher activities
4. Reflection
a. Analysing the finding data of this cycle
b. Discuss with the teacher about the finding of the research
c. Make a conclusion of cycle I
B. Description of Teaching and Learning Process in Cycle II
1. Planning
a. Preparing lesson plan for cycle II
b. Preparing the material
c. Preparing sheet for classroom observation
d. Preparing pre-test and post test
2. Action
a. Giving pre-test
b. Reviewed the previous lesson
c. Giving warming up
d. Teaching reading recount text using comic strips
34 f. Giving feedback
g. Discuss the text
h. Giving post-test
3. Observation
a. Observing the students attention and activities in the classroom
b. Observing the teacher activities
4. Reflection
a. Observing the students attention and activities in the classroom
b. Observing the teacher activities
c. Analysing the data of this cycle
d. Discussing the finding of the research with the teacher
35 CHAPTER IV DATA ANALYSIS
In this chapter, the writer analyzed the data gathered from the action
research activities. The data was obtained from the teaching learning process and
evaluation. The aim of the analysis is to measure the improvement of thirteen
students‟ reading comprehension by used comic strips in recount text. In the
research the data consist of 5 comic strips in recount text.
A. Data Analysis
1. Data Analysis in Cycle I
a. Pre-test and mean score of pre-test 1
The researcher began the research with collected information
and the data from the teacher. The researcher interviews the teacher
about of the technique, the student problem and score in reading.
The researcher do simple interview on October 28nd 2017 with
Mrs. Mutinah, S.S. as English teacher in SMP Negeri 1 Kledung. The
teacher recommended the researcher to conduct the research in
VIII-B, because the class has a problem. On the teacher‟s information,
when reading activity the students lazy to read and feel bored. Even
the teacher using discussing method and pair a group, the student talks
own self about outside the material. And the main problem is the
minimize students vocabulary and the students answer the question of
36
Before applied the comic strips, the researcher wanted to know
the students reading comprehension of recount text first by using
pre-test on February 28nd 2018. In the pre-test, the researcher use multiple
choice questions are usually on examination question and did not use
visualization media to easier the reader to done the question. It‟s is
purely their own reading ability. This stage was intended to know the
students reading comprehension ability before using comic strips.
In this test, the students were asked to do multiple choice
questions in recount text form. The pre-test followed by 30 students
from VIII-B class. Based on result of the pre-test, the student‟s
reading comprehension ability was poor.
Table 4.1 Students Score of Pre-test I
37
18 NFA 50
19 NDO 60
20 NVLN 50
21 PLT 60
22 PS 40
23 RRN 70
24 SF 30
25 SRFH 50
26 SSI 50
27 VA 60
28 WDK 60
29 WNR 70
30 YHN 60
∑ 1600
Table 4.2 Criteria of Students’ Reading Comprehension of Pre-test 1
No Score Grade Number of Students
1 100 Advanced -
2 80-90 Proficient -
3 70 Basic 3
4 ≤60 Below Basic 27
The mean of pre-test I
M=
M=
38
55.34 is the result of pre-test mean. 1660 is total of pre-test and 30 is
total of students.
From the table of pre-test score above, it can be seen there are
three students passed the minimum required standard 70. There are
only 3 got average level and 27 students at below basic level.
From the result above, it shows that mean of pre-test was 55.34.
It was not passed the minimum passing score, there are many students
was still got low scores in reading recount text.
There are some factors that make students get low scores and
can passed the minimum required standard when doing pre-test. In the
very poor level there are five students, they are AFD, EGS, KFRN,
PS, and SF. The first from AFD problems, he is got 40 scores. It
means he could answer six questions correctly from ten questions.
When the pre-test task, he did not reading the text and question
seriously, but he talk a lot with his friend, Abu. The other factor is his
limited vocabulary and lazy to open the dictionary. Its factors are
same that happened with KFRN and SF. Kefin got 40 scores and SF
got lower scores in his class, 30 scores.
The factors that make PS and EGS got poor level is they didn‟t
understanding with the meaning of text and question. They looked
39 b. Post-test and mean post-test 1
Table 4.3 Students’ Score of Post-test I
40
Table 4.4 Criteria of Students’ Reading Comprehension of Post-test 1
No Score Grade Number of Students
1 100 Advanced -
2 80-90 Proficient 3
3 70 Basic 5
4 ≤60 Below Basic 22
The mean of post-test 1
M=
M=
M=59.34
59.34 is the result of post-test mean. 1780 is total of post-test
and 30 is total students.
Mean of pre-test = 55.44 Mean of post-test = 59.34
Mean of pre-test ≤ than post-test
There is improvement of students‟ reading comprehension
trough comic strips between pre-test 1 (before the action) and the
post-test 1 (after the action). From the result above, it shows that the mean
of the post-test 59.34 there is improvement but it was not passed the
minimum passing grade.
In this post-test session in cycle I, there are improvements on
student reading comprehension scores than pre-test scores. It is show
41
students passed the minimum passing grade. On the pre-test, before the
teacher began the lesson use comic strips there are three students at
proficient level.
The results of post-test show the improvement students score.
The students are got good level and passed the minimum passing grade
are AMDS, NFA and WDK. They are got 80 scores. On the pre-test
there is nothing students was passing grades. Five students got good
level too, but they are did not pass the minimum completeness criteria
yet.
c. Standard deviation of cycle I
Table 4.5 The Result of Pre-test I and Post-test I
42
improvement, it is 30 scores. There are SF from 30 became 60, EGS
from 40 become 70 and NFA from 50 to 80 scores. It means both
students passed the minimum scores 70 on post-test of cycle 1. SF can
get 60 scores that had improvement 30 scores because he more paid
attention with the texts on comic strips and looking the images detail.
In addition EGS and NFA were so seriously in doing the task, and
understanding one by one word on the task. It is become one of the
factors they got improvement on doing the post test.
From the population of the class five of them got improvement
20 scores, they are AFD and PS from 40 scores to 60, FF and SSI
from 50 scores to 70, and the last WDK from 60 scores to 80. On the
43
understand with the question and so seriously read the question and
text on the comic strips.
Meanwhile there are five students too who are stayed on their
score on pre-test and post-test. They are ADG, IH, KARN, NDO and
YHN. KFRN still got 40 scores and the four other still on 60 scores.
KFRN still get same score and lower score in his class because he still
talk a lot with their friend and did not read seriously the comics strips
and the questions. He also did not listen well the teacher explanation.
The next from Abu factors that make he still got same score is when
teacher ask distribute the post-test task he had many activities such as
looking situation on the school yard and had permission to go to toilet.
It is so spent time so he did not finish the task carefully.
After the technique was implemented to students, to know the
whole results of this studied, the researcher continued by hypothesis
test. Hypothesis test in this studies calculated using t-test technique.
From the data above, the teacher calculate SD pre-test and
post-test of cycle 1 below:
SD = √
SD = √
SD = √
44 SD = √ = 14. 28
Calculated of T-test value
After calculating deviations standard, then the researcher
counted t-test (t0) calculation using the formula:
t0 =
2) Consult with t-table
With df= 29, the value of t-table with level of significant
0.5% is 2.045.
45
From the result data above, ascertainable that the cycle 1
t-test value is 2.264 and t-table value is 2.045. Because the result of
t-test ≥t-table = 2.264≥ 2.045. So, the alternative (Ha) was
accepted and the null hypothesis (Ho) was rejected. It means that
there is significant difference between pre-test and post-test.
2. Data analysis cycle II
a. Pre-test and Mean Score of post-test 2
The teacher ask the students to do exercise about recount text as
a pre-test in Cycle II
Table 4.6 Students’ Score of Pre-test II
No Name
Pre-test 2
1 ADG 40
2 AFD 40
3 AMDS 70
4 ANTU 50
5 AYS 60
6 ABDL 80
7 BGI 40
8 DST 60
9 DFT 50
10 DMKT 60
11 EGS 60
46
13 FJFN 60
14 FWDYN 30
15 GLTS 40
16 IHF 70
17 KFRN 30
18 NFA 60
19 NDO 60
20 NVLN 30
21 PLT 70
22 PS 50
23 RRN 60
24 SF 30
25 SRFH 70
26 SSI 60
27 VA 50
28 WDK 50
29 WNR 60
30 YHN 50
∑ 1580
47
No Score Grade Number of Students
1 100 Advanced -
2 80-90 Proficient 1
3 70 Basic 5
4 ≤60 Below Basic 24
The mean of pre-test 2
M=
M=
M= 52.67
53.67 is the result of pre-test mean. 1610 is total of pre-test and
30 is total students. From the result above, it shows that the mean of
pre-test was 53.67. It was not passed the minimum passing score,
there are many students was still got low score in reading recount text.
There are five students got good level, ten students got average, six
students got poor level and nine students got very poor level.
The student got highest score is Arif. He got 80 score, it is got
improvement than test score of cycle I. He got 60 scores on
pre-test 1 and 70 score on post-pre-test of cycle 1. It is mean that he
continuously got improvement in each task. Furthermore, on good
level also got improvement. There are 5 students got basic level,
before that on cycle 1 there are 3 students at basic level.
Next, on below basic level there are 24 students. The nine
48
FWDYN, NVLN, KFRN and SF got 30 score. In this case, there are
six students got low score than pre-test score of cycle I.
b. Post-test and Mean Score of Post Test 2
Table 4.8 Students’ Score of Post-test II
49
23 RRN 80
24 SF 90
25 SRFH 100
26 SSI 80
27 VA 70
28 WDK 60
29 WNR 80
30 YHN 70
∑ 2220
Table 4.9 Criteria of Students’ Reading Comprehension of Post-test 2
No Score Grade Number of Students
1 100 Advanced 1
2 80-90 Proficient 15
3 70 Basic 8
4 ≤60 Below Basic 6
The mean of post-test 2
M=
M=
M= 74
74 is the result of post-test mean. 2220 is total of post-test and
30 are total students.
50 Mean of post-test = 74
Mean of pre-test ≤ than post-test
There is improvement of students reading comprehension
through comic strips between pre-test 2 (before the action) and
post-test 2 (after the action). The average was 74. There are 24 students
passed the minimum passing grade, a student got advanced level 100
scores, she is SRF. She got improvement 30 scores from pre-test of
cycle II, it is 70 scores and 40 scores from pre-test of cycle I 60
scores. Based on observation on her class, she is active students and so
paid attention when the teacher explanation the material.
Therefore, there are 15 students got Proficient level. Three
students got 90 score, they are SF, ABL and ADS. SF got significant
improvement score from 30 to 90 score, It means the deviation is 60.
In this look enthusiastic and when the teacher distributes the comic
strips and the post-test sheet he paid attention.
During the observation and the result of two post-test, ADS still
got stable and rising score. The first post-test he got 80 score and 90
score on post-test of cycle 2. On the pre-test he got same score, it is 70
score.
On the basic level there are 19 students. Meanwhile, on the
below basic level there are three students, he is BGI got 40 score. He
got lower score in his class and got lowering score from pre-test 2 and
51
of cycle 1. Next, there are three students got average level and three
students got poor level.
c. Standard Deviation of Cycle 2
Table 4.10 The Result of Pre-test and Post-test II
No Name Pre-test 2 Post-test 2 D D2
1 ADG 40 60 20 400
2 AFD 40 60 20 400
3 AMDS 70 90 20 400
4 ANTU 50 50 0 0
5 AYS 60 70 10 100
6 ABDL 80 90 10 100
7 BGI 40 50 10 100
8 DST 60 80 20 400
9 DFT 50 80 30 900
10 DMKT 60 70 10 100
11 EGS 60 80 20 400
12 EPMD 40 80 40 1600
13 FJFN 60 70 10 100
14 FWDYN 30 70 40 1600
15 GLTS 40 80 40 1600
16 IHF 70 80 10 100
17 KFRN 30 50 20 400
18 NFA 60 80 20 400
52
20 NVLN 30 70 40 1600
21 PLT 70 80 10 100
22 PS 50 70 20 400
23 RRN 60 80 20 400
24 SF 30 90 60 3600
25 SRFH 70 100 30 900
26 SSI 60 80 20 400
27 VA 50 70 20 400
28 WDK 50 60 10 100
29 WNR 60 80 20 400
30 YHN 50 70 20 400
∑
1580
2220 640 18200
The result of post-test showed that there are 50% of population
of the class got score passed the minimum competence criteria. It is so
significant than the result of pre-test of this cycle only one student was
passed the minimum competence criteria. Although the students‟
mean not passed the minimum competence criteria.
Based on the table, the high deviation is 60 and the lower
deviation is 0. The student got highest deviation from pre-test to
post-test is SF, on pre-post-test he got 30 score and on the post-post-test he got 90
score. During he did the task he look enjoy and so seriously reading
53
There is one student which the pre-test and post-test result is not
got improvement or the result score is same. She is ANTU who get
same score of the cycle two and got improvement 10 score on cycle 1.
From the test answer, she did not read the text carefully so she did not
answer the question correctly. In addition the minimize vocabulary
mastery and lazy to open the dictionary are factors which make she
got mistake in answering the question. She done the task is faster too.
From the data above, the teacher calculate SD pre-test and
54 t0 =
=
8.966
1) Calculate of df
df = n-1
df = 30-1
df= 29
2) Consult with t-table
With df=29, the value of t-table with level significant 0.5% is
2.045.
3) Comparing t-test with t-table
From the result data above, ascertainable that the cycle 2 t-test
value is 8.966 and t-table value is 2.045. Because of t-test ≥t-table = 8.966 ≥ 2.045. So, the alternative hypothesis (Ha) was accepted and
null hypothesis (Ho) was rejected. It means that there is significant
difference between pre-test and post-test.
B. Discussion
1. Cycle I
Cycle I was conducted on Wednesday, February 28nd 2018
followed by 30 students as participant of the study. Teaching learning
55
process was conducted by teacher and the researcher as the observer
during the teaching learning process.
a. Planning
In the planning procedure, the researcher shared with the teacher in
every activity. The activities for planning before giving treatment such
as the researcher identified the teaching-learning design such as
arranging lesson plan to guide the teaching-learning process which was
using clustering technique, developed learning activities, prepared
learning source and instrument, research instrument and
documentation.
b. Acting
The action of cycle I was done on Wednesday, February 28nd 2018.
The teacher implemented the teaching learning process based on the
lesson plan which has been made. Teacher began the lesson plan which
has been made. Teacher began the lesson with greeted “Good morning
everybody?”.Students answer the teacher greeted enthusiasm “Good
morning mom”. After that the teacher asked“How are you today
guys?”.“I am fine thank you and you?”students‟ answer. “I am very
well thank you”the teacher‟s response.
After greeting teacher checked the students attendances. After that
the teacher aimed the students to the material that will be learned
(recount text). The teacher giving the explanation of the goals and the
