THE EFFECTIVENESS OF ENGLISH COMIC AS MEDIA TO IMPROVE READING COMPREHENSION OF NARRATIVE TEXT AT THE SECOND
YEARS STUDENTS OF SMP NEGERI 1 BARRU
A THESIS
Submitted to the Faculty of Teacher Training and Education Makassar Muhammadiyah University in Part Fulfillment
of the Requirement for the Degree of Education in English Department
DG TALLASA 10535 5610 13
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TEACHERS TRAINING AND EDUCATION MAKASSAR MUHAMMADIYAH UNIVERSITY
UNIVERSITAS MUHAMMADIYAH MAKASSAR FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN PRODI PENDIDIKAN BAHASA INGGRIS
ـــيحرلا نمـحرلا هـللا مــــــسب
SURAT PERNYATAAN
Saya yang bertanda tangan dibawah ini:
Nama : DG TALLASA
NIM : 10535 5610 13
Jurusan : Pendidikan Bahasa Inggris
Judul Skripsi : The Effectiveness of English Comic as Media to Improve Reading Comprehension of Narrative Text at the Second Grade Students of SMP NEGERI 1 BARRU
Dengan ini menyatakan:
Skripsi yang saya ajukan didepan tim penguji adalah hasil karya saya sendiri bukan hasil ciplakan dan tidak dibuatkan oleh siapapun.
Demikian pernyataan ini saya buat dengan sebenar benarnya dan bersediamen erima sanksi apabila pernyataan saya tidak benar.
Makassar, Januari 2021 Yang Membuat Pernyataan
DG TALLASA
Jalan Sultan Alauddin No. 259Makassar Telp : 0411-860837/860132 (Fax) Email : fkip@unismuh.ac.id Web : www.fkip.unismuh.ac.id
UNIVERSITAS MUHAMMADIYAH MAKASSAR FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN PRODI PENDIDIKAN BAHASA INGGRIS
رلا نمـحرلا هـللا مــــــسب SURAT PERJANJIAN Saya yang bertanda tangan dibawah ini:
Nama : DG TALLASA
NIM : 10535 5610 13
Jurusan : Pendidikan Bahasa Inggris
Judul Skripsi: The Effectiveness of English Comic as Media to Improve Reading Comprehension of Narrative Text at the Second Grade Students of SMP NEGERI 1 BARRU
Dengan ini menyatakan perjanjian sebagai berikut:
1. Mulai dari penyusunan proposal sampai dengan selesainya skripsi ini, saya menyusun sendiri (tidak dibuatkan oleh siapapun).
2. Dalam penyusunan skripsi, saya akan selalu melakukan konsultasi dengan pembimbing
3. Saya tidak akan melakukan penjiplakan (plagiat) dalam menyusun skripsi. 4. Apabila saya melanggar perjanjian saya seperti yang tertera pada butir 1, 2, 3
maka saya bersedia menerima sanksi sesuai aturan yang berlaku. Demikian perjanjian ini saya buat dengan penuh kesadaran.
Makassar, Januari 2021 Yang Membuat Perjanjian
DG TALLASA
Jalan Sultan Alauddin No. 259Makassar Telp : 0411-860837/860132 (Fax) Email : fkip@unismuh.ac.id Web : www.fkip.unismuh.ac.id
MOTTOS
“Life is a Competition, if You Win Then be Grateful and if You Lose Then Do Not Ever Despair”
DEDICATION
In the name of Allah, I dedicated my thesis to My Beloved Parents, Baso Gani and Deng Jialang My BelovedBrother and My Beloved Sisters
ABSTRACT
DG TALLASA, 2021. The Effectiveness of English Comic as Media to Improve Reading Comprehension of Narrative Text at the Second Grade Students of SMP NEGERI 1 BARRU Under the thesis of English Education Department at Faculty of Teachers Training and Education of Makassar Muhammadiyah of University. Guided by Ummi Khaerati Syam and Muh. Arief Muhsin.
This research aimed to find out the influence of English Comic as Media on students reading comprehension that focus on level of literal and interpretative of comprehension. The researcher applied experimental method with one group pre-test and post-pre-test. The sample of this research was class VII A of SMP NEGERI 1 BARRU which consisted of 30 students. The sample was taken by using purposive sampling method. The research findings showed that the second grade of SMP NEGERI 1 BARRU had Fair score in pre-test. After given treatment their reading comprehension was significantly improved.
The result of the research were the mean score of pre - test in Literal (main Idea) score of pretest was 58.6 and post-test was 86.56. In sequence of detail the score of pretest was 56.4 and post-test was 92.6 with t-test value Literal is greater than t-table (13.26 > 2.45). Mean score of interpretative in pre - test was 63.63 and post-test was 82 with the t-test value is greater that t-table (8.34 >2.45). The result of calculating t-test of the indicators in the student‟s t-test (Literal and Interpretative) was greater than t-table 21.60 > 2.45. It means that there was significance different between before and after giving the treatment. It indicated that the alternative hypothesis (H1) was accepted and the null hypothesis (H0) was rejected. It was
concluded that the use of OKRE Influence the students‟ reading comprehension. Based the explanation above it can be concluded that using English Comic as Media is influence and improve students‟ reading comprehension especially in literals and interpretative levels. Therefore, teaching reading comprehension of narrative text by using English Comic as Media is effective.
Keywords: English Comic as Media, Narrative text, Reading Comprehension, literal and Interpretative reading.
ABSTRACT
DG TALLASA, 2021. Efektivitas Komik dalam bahasa Inggris Sebagai Media untuk
Meningkatkan Pemahaman Membaca Teks Naratif pada Siswa Kelas II SMP NEGERI 1 BARRU. Skripsi Jurusan Pendidikan Bahasa Inggris Fakultas Keguruan dan Ilmu Pendidikan Universitas Muhammadiyah Makassar. Dibimbing oleh Ummi Khaerati Syam dan Muh. Arief Muhsin.
Penelitian ini bertujuan untuk mengetahui pengaruh media komik bahasa Inggris terhadap pemahaman bacaan siswa yang difokuskan pada tingkat pemahaman literal dan interpretatif. Peneliti menerapkan metode pra-eksperimental dengan one group pre-test dan post-test. Sampel penelitian ini adalah siswa kelas VII A SMP NEGERI 1 BARRU yang berjumlah 30 siswa. Pengambilan sampel dilakukan dengan menggunakan metode purposive sampling. Hasil penelitian menunjukkan bahwa siswa pada kelas VII SMP NEGERI 1 BARRU memiliki nilai Prates cukup baik. Setelah diberikan perlakuan, pemahaman bacaan siswa meningkat secara signifikan.
Hasil dari penelitian ini adalah rata-rata nilai pre-test literal (ide utama) pretest adalah 58,6 dan post-test 86,56. Secara berurutan nilai pretest 56,4 dan posttest 92,6 dengan nilai t-test Literal lebih besar dari t-tabel (13,26> 2,45). Rata-rata skor interpretatif pada pre-test 63,63 dan postest 82 dengan nilai test lebih besar dari t-tabel (8,34> 2,45). Hasil penghitungan uji T indikator pada uji T siswa (Literal dan Interpretatif) lebih besar dari T-tabel 21,60> 2,45. Artinya ada perbedaan yang signifikan antara sebelum dan setelah pemberian perlakuan. Hal tersebut menunjukkan bahwa hipotesis alternatif (H1) diterima dan hipotesis nol (H0) ditolak. Disimpulkan bahwa penggunaan OKRE mempengaruhi pemahaman bacaan siswa.
Berdasarkan uraian di atas dapat disimpulkan bahwa penggunaan Komik Bahasa Inggris berpengaruh sebagai Media dan meningkatkan pemahaman bacaan siswa terutama pada tataran literal dan interpretatif. Oleh karena itu, pengajaran pemahaman membaca teks naratif dengan menggunakan Media Komik Bahasa Inggris efektif.
Kata Kunci: Komik Bahasa Inggris sebagai Media, Teks Naratif, Pemahaman Bacaan, Bacaan Literal dan Interpretatif.
ACKNOWLEDGMENT
In the name of ALLAH, the Beneficent, the Merciful
Alhamdulillahi Rabbil Alamin, the researcher expresses her sincere gratitude to the almighly God, Allah SWT, who has given guidance, mercy, and good health, so that she could finish writing this thesis. Shalawat and salam are addressed to the final chosen religious messenger, the Prophet Muhammad SAW who has changed the human life.
The researcher realizes that many hands had given their helps and useful suggestion for the completion of this thesis. Without the assistance of these people, this thesis would never have existed. Therefore, the writer would like to express her appreciation and sincere thanks to all of them particularly:
1. My highest appreciation and deepest thankfulness to my beloved parents Baso Ghani and Deng Jialang for helped, financial, motivation and sacrifice for researcher and their who always pray to Allah SWT for his successed in his study.
2. Prof. Dr. H. Ambo Asse, M.Ag., the Rector of the Makassar Muhammadiyah University for his advices during the Researcher studies at the University.
3. Erwin Akib, M.Pd., Ph.D, the Dean of FKIP UNISMUH Makassar for all advices and motivation.
4. Ummi Khaerati Syam, S. Pd., M.Pd. the Head of English Education Department of FKIP UNISMUH Makassar, who gave her valuable authorities and suggestion in doing this thesis.
5. My high appreciation and great thankfulness to Ummi Khaerati Syam, S.Pd.,M.Pd. as my first consultant and Muh. Arief Mukhsin., S.Pd., M.Pd the second consultant who have given their valuable time and guidance to finish this thesis.
6. My heartful thank to all lecturers of the FKIP UNISMUH especially to the lecturers of English Department and all staff of Muhammadiyah University of Makassar for their guidance during the years of the Researcher‟s study.
7. The deep appreciation for all the teacher of SMP NEGERI 1 BARRU and the students especially for the students of class VII A who have spared their time and activities for being subject of this research.
8. Many thanks are also addressed to her friends in English Education Department 2013, especially her classmates in class bee, Widia Astuti, Riska, Musdalifah and Muhammad Hamdi for the wonderful friendships and the beautiful moments that have been through together.
9. For all everybody that could not be mentioned one by one, thanks for their invaluable help, support, and suggestion.
May Allah S.W.T. the almighty God bless them all for their help and their contribution. Finally, the researcher realizes that this thesis is still far from being perfect, so she hopes then critics and suggestions to improve it to be better.
Makassar, 1 Januari 2021 The researcher
TABLE OF CONTENTS
TITLE PAGE ...i
APPROVAL SHEET ...ii
COUNSELING SHEET ...iii
SURAT PERNYATAAN ...iv
SURAT PERJANJIAN ...v MOTTO ...vi DEDICATION ...vii ABSTRACT ...vii ACKNOWLEDGEMENTS ...ix TABLE OF CONTENTS ...x LIST OF TABLE...xi LIST OF FIGURE...xii LIST OF APPENDICES...xiii CHAPTER 1 INTRODUCTION A. Background of the Research………... 1
B. Problem Statement………. 4
C. Objectives of the Research………. 5
D. Significance of the Research………... 5
E. Scope of the Research……… 5
CHAPTER II REVIEW OF THE RELATED LITARATURE A. Previous Research Findings………. 6
B. What is Reading……… 7
C. The Reading Principle………... 10
E. Reading Technique……… 12
F. Types of Reading……….. 16
G. The Concept of OKRE Method……… 19
H. The Application of OKRE (Overview, Key ideas, Reviewing and Evaluation) Method………. 24
I. Advantages and Disadvantages OKRE Method……….. 28
J. Theoretical Framework……… 29
K. Hypothesis……… 30
CHAPTER III METHOD OF THE RESEARCH A. Research Design………... 32
1. Pre – Test……….. 32
2. Treatment……….. 33
3. Post – Test………. 34
B. Research Variable and indicators……… 34
1. Variables……….. 34
2. Indicators………. 34
C. Population and Sample……… 35
1. Population……… 35
2. Sample………. 35
D. Instrument of The Research………... 35
2. Reading Test……… 36
3. Students‟ Daily Assessment………. 36
E. The Procedures of Collecting Data……….. 36
1. Pre – Test………. 36
2. Post – Test……… 37
F. Technique of Data Analysis………. 37
CHAPTER IV. FINDING AND DISCUSSION A. Findings……… 41
1. The Improvement of the Students‟ Literal Reading Comprehension Using OKRE(Overview, Key Ideas, Reviewing and Evaluation) In Term of Main Idea and Sequence of Details………. 42
2. The Improvement of the Students‟ Interpretive Reading Comprehension OKRE (Overview, Key Ideas, Reviewing and Evaluation) In Terms of Conclusion……… 45
3. The Improvement of the Students‟ Reading Comprehension Using OKRE method In Literal and Interpretive………... 48
4. The Percentage of the Students‟ Achievement in Literal and Interpretive Reading Comprehension Using OKRE(Overview, Key Ideas, Reviewing and Evaluation) method……… 50
5. Hypothesis Testing………... 54
a. The students‟ reading comprehension before OKRE (Overview, Key Ideas, Reviewing and Evaluation) method in teaching reading 56 b. The students‟ reading comprehension after using OKRE (Overview,
Key Ideas, Reviewing and Evaluation) in teaching reading….. 57 c. The Difference of the students‟ reading comprehension before and after
OKRE (Overview, Key Ideas, Reviewing and Evaluation) method 57 d. Research Contribution………. 58 CHAPTER V. CONCLUSION AND SUGGESTION
A. Conclusion……… 60 B. Suggestion……… 61
BIBLIOGRAPHY APPENDICES
LIST OF TABLE Table.3.1 Rubric for the main idea
Table.3.2 Rubric for the Sequence of Details Table.3.3 Rubric for the Rubric for Conclusion Table.3.4 Classification the Score of Students
Table.4.1The Mean Score of Students’ Reading Comprehension in Term of Literal
Table.4.2 classification score in pre - test and post - test (Main Idea and Sequence of Detail)
Table.4.3 The Mean Score of Students’ Reading Comprehension in Term of Interpretive
Table.4.4 The classification score in pre - test and post - test (making conclusion) Table.4.5The Mean Score of Students’ Reading Comprehension
Table.4.6The Percentage of Students’ Reading Achievement in Literal
Table.4.7The Percentage of Students’ Reading Achievement in Interpretive Table 4.8The Percentage of Students Achievement in Reading Comprehension Table.4.9The Comperison of T-test and T-table Score of the Students Reading Comprehension
LIST OF FIGURE Figure 2.1: Theoretical Framework
Figure 4.1: The Improvement of Students’ Score in Literal Reading Comprehension
Figure 4.2: The Improvement of Students’ Score in interpretive Reading Figure 4.3: The Improvement of Students’ Score in Reading Comprehension
1 A. Background
Reading is one of the basic English skills that enable to understand the information clearly. However, some people are not interested in reading because they do not have a good topic for reading. Stone (2009:39) states that reading is a fundamental goal that children must master in order to be successful in school and in life. The purpose of teaching language is the students are expected to master all language skills which mu st be applied in teaching English.
Reading is one of the receptive skills that must be mastered by the students besides the other language skills such as listening, speaking and writing. Reading is a complex process, complex to learn and complex to teach (Carmine, Silbert, and Kameenui: 1990:3), so there must be a technique which can help them to read effectively and interestingly. However, in reality, reading is difficult skill in language especially the students who are still difficult to understand the content of the reading text. Generally, the researchers only provide text for students and researchers ask students to read and look for the answers of the existing text with aids namely English dictionary and the students do it in dividedly or work with their partner. The students are still difficult to comprehend the reading text and they are
confused to identify general information, find specific information, recognize textual meaning and recognize textual references in reading text.
Based on the information from the English teacher of the second grade students SMP NEGERI 1 BARRU, the student reading comprehension is still low, it is prove by the mean score of the students‟ achievement in reading English. It is only about 60 while standart score of curriculum is 70 and the target score is minimally like the standart of curriculum must be achieved. Most of the students in SMP NEGERI 1 BARRU also assumed that English is difficult to learn especially learning reading skill. The students seem uninterested in reading an English text. The students are bore when the teacher gives them a text to read. They only read the text quickly but they do not know to analyze or comprehend the text. It is happen because they are lack of vocabulary and they had no idea about the content of the material, what the text is about and they are hard to find out the main idea and details from the text.
There are some ways that can be used to improve the students‟ reading comprehension. In this case, the researcher tries to find effective way to be used in improving reading comprehension of the students. The method used is the use of English comic as media to improve reading comprehension of narrative text. According to Will Eisner in 1986 (Comics Creative World
without Boundaries, Maharsi 2010: 3) defines comics as sequential art, the arrangement of images and words to tell something or dramatize an idea.
Comic as a visual media is a media for effective learning to develop creativity readers, because there is an image illustration of a story that was delivered. The language used in a comic is not too heavy, so it does not give the impression of a saturated audience. By using comics as a media to improve students' reading comprehension, Comic also has pictures and related contents so that they can also be read through the image. This will greatly help students to love the world of reading. Another benefit of the use of comics is able to accelerate the process of receiving a message that will be delivered and allows messages to be obtained by the student will be stored for longer in their memories.
The researcher expects with the use of English comic can improve students‟ reading comprehension. Considering the statement above, the researcher would like to conduct a research under the title: “The Effectiveness of English comic as media to improve reading comprehension of narrative text at the Second Grade Students of SMP NEGERI 1 BARRU”.
B. Problem Statement
Based on the background above, the formulationof the problem in this research as follow:
How is the improvement students‟ reading skill by using English comic?
C. The Objective of Study
Based on the background above, the purpose of this research is to improve students‟ reading comprehension through English comic as media. D. Significance of the Study
The results of this study are expected to be useful theoretically and practically. Practically, this research is expected to increase students' interest and achievement of subjects in English, especially in reading skills using the media of comics as a media of learning. Theoretically, for scientific work is expected to be taken into consideration for the English researchers to use the comic as an alternative media of learning English. For other researcher this study can enrich their references if they want to conduct a research for the same and related topic.
E. Scope of the Study
This research will focus on reading comprehension trough English comic as media to improve reading comprehension of narrative text at the Second Grade Students of SMP NEGERI 1 BARRU. The reading assessment will be focused on literal comprehension which consist of main idea and interpretive of comprehension in conclution of reading text.
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter presents previous related research finding, some pertinent ideas, and conceptual framework.
A. Previous related research findings :
Many studies have been performed by the researcher related to the use of strategies, approaches, methods, techniques, or media,in improving the learner to learn english teaching. Some of them are mentioned as follows:
The first journal was conducted by Risya fatimah zahra (2016) in their journal entitled “The Effect of english comics on the students’ vocabulary
achievement at second year students of SMP negeri 10 kendari”. In their journal it
was The result of study shows that the mean scores of students‟ vocabulary achievement before taught by using English comics is lower than the mean score of students‟ vocabulary achievement after being tough through reading English comics.
The second journal was conducted by sari and kusumarasdyati (2014) in their journal entitled “The implementation of tea party strategy in teaching
reading of analytical exposition to the eleventh graders”. In their journal,it was
descriptive qualitative at the eleventh-grade students of SMAN 1 karangbinangun. The subjects of their journal where the students of XI IA 3. In their journal, they found that tea party strategy can be implemented in teaching analytical exposition.
The third journal was conducted by Ariani (2012) in their journal entitled “Improving students’ Reading comprehension using mood, understand,recall,detect,elaborateand Review (MURDER) Tecnique” concludes
that using MURDER technique in the experimental group can improve the students‟ reading comprehension and the statistical analysis reveal that there is significant difference between experimental group and control group in post-test. The similarities between those previous research finding above and this research is the using cooperative learning to improve reading comprehension and using experimental research. Moreover, there are some differences between this research and previous research like sample of research, instrument of the research and reading material.
B. Some Partienent Ideas
1. The concept of English comic a. Definition of English comic
According to Will Eisner in 1986 (Comics Creative World without Boundaries, Maharsi 2010: 3) defines comics as sequential art, the arrangement of images and words to tell something or dramatize an idea.
Comics are seen as “a narrative form consisting of pictures arranged in sequence” (Varnum & Gibbons 2001: xvi). “Comics (or, less commonly, sequential art) is a form of visual art consisting of images which are commonly combined with text, often in the form of speech balloons or image captions” (Comics 2007: 1).
A comic as a media of visual media is believed to be an effective learning to develop students' creativity. Comics is an excellent media for delivering information to students. Comics are also combine text and images in a creative form. Various opinions can be concluded that the comic is one of learning media that can be used by all people at different levels, due to the attractive appearance and simplicity of the storyline is easier for the reader to understand the contents of a text.
b. The Implementation of Comic in learning Reading Comprehension
The educational value of comic media in learning no doubt. According Sudjana and Rival (2002: 68) states that the use of comics in the learning process media can create interest in reading the learners, effective learning, to improve learning and increase appreciation. The use of comics as a media of learning is the right thing to help students understand the content of reading through the text and images. Comic believed to assist students in their imagination with illustrations that describe situations and characters. By using comic folklore student should be able to easily understand the story of folklore and get to know the characters through an existing image. Comics as a powerful communication media can be used to convey information. Comics have certain criteria that must be met in order for the message can be clearly understood. For example comics for educational information, both the story and design should be designed specifically to deliver educational messages. The core message should be received clearly,
and then the contents of a comic should have an interesting storyline to the reader so as not to bore.
Comics can enhance second language learning. Comics presents language in action. They help improve reading development for learners struggling with language acquisition, as the illustrations provide contextual clues to the meaning of the written narrative (Edmunds 2006). Adaptations of literary works in comic format can be useful in English classes.
Based on the above opinion, the comic is a masterpiece that has pictures arranged in such a way to form a story. Comics are very well used in teaching English because it can be easily understood by its language through the picture which occur in the story narrative.
2. Teaching media
a. Definition of teaching media
Teaching aids are valuable instructional tools that can help make learning more effective and interesting. Harmer says that a range of objects, pictures and other things that can be used as instructional media to present and manipulate language and to involve students in the activities. Popular print media offer good opportunities for improving learners‟ reading and writing skills in particular. Popular electronic media provide teachers with excellent resource for improving language skills, such as listening and speaking. It means that there are so many medias that can be used in teaching listening.
Reiser and Dick designate instructional media as one of the instructional planning that should be prepared by teachers before coming in classroom. Instructional media can be defined as the physical means including traditional means such as chalk, blackboard, textbooks and modern means such as videos, tape, recorders, computers, overhead projectors, and others presenting instructional activities delivered to the students. In line with them, Harmer says that a range of objects, pictures, and other things can be used as instructional media to present and manipulate language and to involve students in the activities. Computers, DVDs, interactive whiteboards, and all sorts of other technology are present to one degree or another in every school, and most middle-class children, at least, as DeBell and Chapman, go home to an array of technology as well. Instead of Borgman, yet only gradually is technology truly changing the core of teaching and learning in schools. More specifically, Sands stated that instructional process in which media, as teacher language, deliver message to the students. Thus it can be concluded that instructional media are everything connecting and delivering messages purposively from teachers to students in order to bring in controlled instructional environment.
b. Criteria in choosing teaching media
The selection of teaching media/ material is an integral part of curriculum planning and delivery in schools. In teaching media, there are
some aspects that teacher or listener should know. The media should directly relate to a curriculum policy and program on the departments‟ framework standard and relevant for students. The media also support an inclusive curriculum thus helping students to gain awareness and the importance of respectful relations with the other. The media also can motivate students to examine their attitudes and behavior. The media are relevant for the age of students for whom they are selected. The media provide opportunities to develop the critical capacities. The media should represent a range of views on all issues. Reiser and Dick suggest principles in applying instructional media. First, the instructional media should be practical. It means that teachers should consider the availability of the media and the practically of the media, whether they are easily used in the instructional environment, and what will be the time and the cost involved containing in obtaining them. Second, the instructional media should be appropriate to the students‟ characteristics because they perceptions about the media will affect their learning. The last, the instructional media should be a good means of presenting a particular instructional activity. It means that the media should support the activity that will be presented in the classroom.
The international society for Technology in Education (IESTE) has developed standards for technology use in Education. It provides guidance for teachers in the following areas; Facilitating and inspiring student learning
and creativity, Designing and developing digital age learning experiences and assessments, Modeling digital age work and learning, Promoting and modeling digital citizenship and responsibility, Engaging in professional growth and leadership. However, instructional media must be accessible and easy to use.
3. The Function of Teaching Media
Reiser and Dick explain some advantages or importance of the media. One of the advantages of using media is that media can motivate students in learning activity. Some media can be used to invite students‟ attention and to arouse their curiosity by presenting various images and sounds. Media can be used to present information that is needed to deliver the message to the students. Heinich and friends assumed, instructional media gives students‟ required experiences to build their prior knowledge.
Educational researchers and practitioners alike assert that the potential of new technologies for learning is likely to be found technologies are used as tools f o r learning. Sign and means stated that in literacy instruction, technology has both traditional and authentic uses. An authentic use of technology is using it as a tool to accomplish a complex task; for example, students who are creating a written report might use the Internet for research, word-processing software to write and format the text, and hypermedia software to add images.
Medias are useful in the process of language teaching. Heinich and friend claim instructional media as medium that is used in instruction to deliver material to the learner. The media include film, television, radio, audio recording, and photograph. According to Young and Smith therefore, it makes sense to consider the variety of uses as they illustrate best practices. Sane stated that video is the technology to capture, record, and process, transmit and rearrange the moving picture also video can use for tutorials, videos for learning, and even videos for entertainment or for documentation of activities. It means in teaching English language we can use video to make students not bored and like to study English language. Katchen stated that more and more video are being produce for language teaching, in other hand, teacher can use video to help students become better speaker in English. It means they can see what it looks like and sound like.
4. Comic as Instructional Media
A lot of means can be made for instructional media, involving comic. Using comic in the classroom allows the students access more information when reading. That is, the students can now see what is happening as well as read to the text. Many students are interested in reading comic and spend hours at looking at the comics. They adopt the language from viewing picture story in comics because vision support can highly motivate viewers. However, comic can be still used as instructional media even more effective
for language learning. Sands say that human being can learn faster and easily by audio visual processes than by verbal explanation only. In line with this, Munadi states that it might be easily while seeing and hearing simultaneously, than seeing only or hearing only. Therefore, comic which combines visual can be effective media for teaching as long as the program is selected carefully in order to applicable in the classroom.
Visualizing is creating pictures in our minds. When we read we create an image in our mind. We read and create this image with what we know or have experienced. Things come alive when we use sensory images. When students visualize, they create their 'own movie' in their minds. Teachers can use comic strip to help the students make their mental movies. Basically, interest on reading is one of the internal factors that has influenced in reading comprehension. By the interesting material, interest in reading could be increased. It can be assumed that the role of text including their elements in reading comprehension is very important. One of interesting material is by using comic strips that students have already known. Many reading comprehension studies consider the extent to which visuals, that is any graphic display that portrays all or some accompanying text‟s content, help reader to comprehend information from text. Reading comics is more than the material in hand, that it involves a certain immersion into the visuals to facilitate students.
3. The Concept of reading a. Definition of Reading
There are many definition of reading given by some experts as follow:
1) Law and Brothers (1982:89) states that reading is ability to recognize word, phrases, sentences, and paragraphs.
2) Harris (1980:28) define reading is the meaningful printed or written verbal symbol that represent language and the reader language skill and knowledge of the world. In this process, the reader tries to create the meaning intended by the writer.
3) Nuttal (1988: 21) defines reading as the meaningful interpretation of printed or written verbal symbol.
4) Anderson et al. (1985) states that reading is the process of constructing meaning from written texts. It is a complex skill requiring the coordination of a number of interrelated sources of information.
5) Weber and Roeber (1987) state that reading is the process of constructing meaning through the dynamic interaction among:
(1) The reader‟s existing knowledge;
(2) The information suggested by the text being read; and (3) The context of the reading situation.
Based on the definition above, the researcher concludes that the definition of reading is the process of getting information and ideas from the writer through the writing text.
b. Kinds of Reading
Nars (1984:78-79) classifies reading into two kinds namely, silent reading and oral reading.
1) Silent Reading
Silent reading tens to reinforce the readers to find out the meaning of words. This kind of reading leads the readers to better comprehension. Silent reading is a skill to criticize what is written to discusses something written means to draw inferences and conclusion as well as to express new ideas on the basic of what is read.
The main aim in silent reading understands. We can do oral reading faster than silent reading because in silent these are not oral expression. To develop the students understanding in silent reading we may give them short reading passage in the beginning and ask questions after words.
2) Reading Aloud
Reading aloud is important and the students should be taught to read aloud. Reading aloud is a kind of reading where a reader expressed orally every word in the text. The purpose of reading aloud is to improve the students‟ ability
in pronouncing the words, stressing the words, and having a good intonation about every sentence in the passage.
A further classification of reading aloud is the devotion onto unison reading and individual reading. Reading in unison is done with whole group reading aloud together. The purpose of reading individually is to checking pronunciation reading individually stimulates the students‟ ability to read, moreover, reading individually help the teacher to find out whom among her students has difficulty in reading. By reading aloud the students can improve their mistake in pronunciation, intonation, and through reading they can increase their vocabulary.
a. Reading Principles
Harmer (2007: 101) divides six reading principles. They are: 1) Encourage students to read as often and as much as possible.
The more students read the better. Everything we do should encourage them to read extensively as well as if not more than intensively. It is a good idea to discuss this principle with students.
2) Students need to be engaged with what they are reading.
Outside normal lesson time, when students are reading extensively, they should be involved in joyful reading. We should try to help them get as much pleasure form it as possible. But during lesson, too, we will do our best to ensure that they
are engaged with the topic of a reading text and the activities they are asked to do while dealing with it.
3) Encourage students to respond to the content of a text.
It is important for students to study reading texts in class in order to find out such things as the way they use language, the number of paragraphs they contain and how many times they use relative clause. But the meaning, the message of the text, is just as important as this. As a result, we must give students a chance to respond to that message in some way.
4) Prediction is major factor in reading.
When we read texts in our own language, we frequently have a good idea of the content before we actually star reading. Book covers give us a clue what is in the book; photographs and headlines hint at articles are about; we can identify reports as reports from their appearance before we read a single world.
5) Match the task to the topic when using intensive reading text.
Once a decision has been taken about what reading text the students are going to read (based on the topic of the text), we need to choose good reading tasks the right kind of questions, appropriate, activities before during and after reading, and useful study exploitation. The most useful and interesting text can be undermined by boring and inappropriate tasks.
Any reading text is full of sentences, words ideas, description, etc. Good teachers integrate the reading text into interesting lesson sequences, using the topic for discussion and further tasks, using the language for the study and then activation, and using a range of activities to bring the text to life.
b. Reading Rules
Law and Brothers (1962: 84) divides three reading rules that can improve the reading skill:
1) Cultivate the habit of reading.
Someone never learn to become an efficient reader or to evaluate what you have read unless you have first become a steady reader.
2) Learning to read actively.
This means, thinking while you read, you learned that mistake in reasoning are easy to make bit often hard to spot. Thus, when you read especially when you read anything of controversial nature, you must be on alert for pitfalls in reasoning. If you try to absorb material without thinking about it, the scope of your reading ability will remain very narrow.
3) Learning to apply a principle of subordination to what you read.
It means that you must learn to recognize important ideas and to separate them from less important ideas and details.
c. Reading Process
According to Woridijoyo (1989:10-11) put forward some stages on reading process as follow:
1. Perception.
The perception here indicators the ability to read word a significant word. 2. Comprehension.
The comprehension refers to the ability to make the authors or writers‟ word conductive to useful through as read in context.
3. Reaction.
The reaction is the action that requires consideration in connection with what has been by the reader.
4. Integration.
The integration refers to the ability comprehend or understand through concept towards he experienced background of the writer that can be useful as a part of the readers‟ experiences.
3. The Concept of Reading Comprehension a. Definition of Reading Comprehension
According to Grellet (1981: 3) defines reading comprehension as understanding a written text means extracting the required information from it as efficiently as possible. Comprehension is a “construction process” because it
involves all of the elements of the reading process working together as a text is read to create representation of the text in the reader‟s mind.
Holt (1996: 175) states that reading comprehension is the minds act or power of understanding. Besides, Collough (1975: 50) states that reading comprehension is not just reading with aloud voice but reading also establish and understanding the meaning of words, sentence and paragraph sentence and relation between ideas.
Based on definition above, the researcher may conclude that reading comprehension is the way of the readers to understanding a written text.
b. Levels of Reading Comprehension
Burns et al (1984: 177) divide reading comprehension into literal comprehension, interpretive comprehension, critical reading, and creative reading.
1. Literal Comprehension
Reading for literal comprehension, which involves acquiring information that is directly stated in a selection is a prerequisite for higherlevel understanding. Recognizing stated main ideas, details, causes and effects, and sequence is the basis of literal comprehension, and thorough understanding of vocabulary, sentence meaning, and paragraph meaning is
important. Smith (1977: 107) state that literal comprehension refers to the idea and facts that are directly stated on the printed pages in facts.
2. Interpretive Comprehension
Interpretive comprehension involves reading between the lines or making inferences. It is the process of deriving ideas that are implied rather than directly stated. Reader makes inferences based on their schemata.
Smith (1977: 107) state that Interpretative or reading between the line demands a higher level of thinking ability because the question in this category of interpretative are concern with that are not directly stated in the text but are suggested or implied. Interpretative maybe defines as something derived by reasoning, something that is not directly stated but suggested in the statement, a logical conclusion that drawn from statement.
a. Critical Reading
Critical reading is evaluating written materials, comparing the ideas discovered in the material with standards and drawing conclusions about their accuracy, appropriateness, and timeliness. It requires the reader to have critical thinking of what they read. Critical reading depends upon literal comprehension and interpretive comprehension, and grasping implied ideas is especially important.
b. Creative Reading
Creative reading involves going beyond the material presentsed by the author. It requires reader to think as they read, just critical reading, and it also require them to use their imaginations.
4. The Concept of Narrative a. Definition of Narrative
The students are learning many texts. One of texts is narrative text. It is related to the experience or story of past time. Oshima and Hogue (1997: 27) explain that narrative is story writing. Keraf (1991: 136) stated that narrative as a story that tells or describes an action in the past time. Narrative as a story, so it is should have the element that can make the story more interesting to the reader such as a conflict and conclusion of the story. According to Mayers (2005: 52) states that narrative is one of the most powerful ways of communicating with others. A good written story lets your reader response to some event in your life as if it were own. They do not only understand the event, but they can almost feel it. Narrative also is an account of a sequence of events, usually in chronological order.
Based on the explanation above, we can define that narrative is a story that tells us about event that happened in the past time.
Anderson (1997:14) states that a good narrative uses word to paint a picture in our mind of:
a. What characters look like (their experience) b. Where the action is taking place ( the setting) c. How things are happening (the action) b. The Generic Structures of Narrative
According to Thalib in Wikipedia state that there are three generic structure of narrative, they are:
1. Orientation
Orientation is the introduction of what is inside the text, who involves in the text, when and where it happens. The other hand, orientation is the introduction of the participant in the story.
2. Complication
Complication is what happens with the participants. It explores the conflict among the participants. Complication is the main element of narrative. Without complication, the text is not narrative. The conflict can be shown as natural, social or psychological conflict.
3. Resolution
This is the phase where the participants solve the problem aroused by the conflict. It is not matter whether the participants succeed or fail. The point is the conflict becomes ended.
5. Conceptual Framework
The three variables on the table above described as follows:
1. Input: There are two factors should be focuses to improve the students reading comprehension, they are Literal Comprehension and Interpretative Comprehension.
2. Process: To improve all of them, there is a method of teaching reading Literal Comprehension and Interpretative Comprehension will apply in this research. The students will be teaching by using English comic as media to improve reading Comprehension of narrative text
Teaching Reading Comprehension Input
Pre-test
Teaching and learning process by using English comic as media to improve reading
comprehension of narrative text Process Post-test Literal Comprehension Interpretative Comprehension Students‟ Reading Comprehension Output
3. Output: Refers to the improving of the students Literal Comprehension and Interpretative Comprehension, so students can read English well
6. Hypothesis
H0 : The use of English comic as media does not improve the students‟
reading comprehension.
H1 :The use of English comic as media canimprove the students‟ reading
CHAPTER III RESEARCH METHOD
This chapter describes the research method, population and samples, instrument of the research, procedure of collecting data and technique of data analysis.
A. Research Design
In this research, the researcher uses pre-experimental research design. There is one class as the sample. Pre-test and post-test are given to the sample. The design on this research as proposed by Arikunto (2006:86) is followed:
Pretest Treatment Posttest
O1 X O2
Where: O1: Pre-test
X: Treatment O2: Post-test
B. Population and Sample 1. Population
The population of this research is the second grade Students of SMP NEGERI 1 BARRU academic year 2019/2020. Which consists of two classes
(VIII A, VIIIB), each class consists of 30 students. Thus, the total number of population 50 students.
2. Sample
Based on the population above, the researcher use purposive sampling to select the sample because the population too big and suggested from teacher. In this case, the researcher takes only one class that consists of 30 students at eight grade especially VIII A and the researcher be easy to manage the class. C. Variable of the research
There are two variables in this research, namely independent and dependent variables. The independent variable of this research is English comic and the dependent variable was students‟ reading comprehension. D. Research Hypothesis
There are two hypotheses in this research. They are H0 (Null hypothesis) and H1 (Alternative hypothesis)
a. Null Hypothesis
There are no significant differences between the students‟ reading comprehension before and after using English comic technique in improving students‟ reading comprehension at the second grade of SMP NEGERI 1 BARRU.
b. Alternative Hypothesis
There are significant differences between the students‟ reading comprehension before and after using English comic in improving their reading comprehension at the second grade SMP NEGERI 1 BARRU. E. Research Instruments
In this research, the researcher used one kind of instrument, namely a reading test to make the students memorize the keyword of the text easily. The research instrument concisted 8 items. The reading test was focused on interpretative and literal comprehension refers to conclusion and main idea of the text. The test would be given twice namely pretest and post test. Pre test was intended to find out the students‟ prior knowledge of reading comprehension. Post test was intended find out the students‟ improvement after joining treatment.
F. Technique Of Data Collection
In collecting data the researcher will use some procedures as follows: a. Pre-test
Before applying English comic or before doing the treatment, the students are given pre-test to measure their achievement in reading comprehension.
b. Treatment
After the students are given the pre-test, the studentsaretreated by using English comic. The treatment isapplied for four meetings and it takes 90 minutes for each.
a) In the first meeting, the researcherpresentss material about (The story of lake toba)
b) In the second meeting, the researcherpresentss material about (The story of lake toba)
c) In the third meeting the researcherpresents material about (The lion and the mouse).
d) In the fourth meeting the researcherpresents material about (The lion and the mouse).
c. Post test
In the post test, the researcher will givethe students a reading materialabout Roro jongrang and Prambanan Temple, then evaluate them by using reading task to know whether the students‟ reading comprehension are improved by using English comic as media or not. G. Technique of Data Analysis
In analysing data, the researcher collects the data through pre-test and post-testused the procedure as follow :
Where :
X : The student final score (Pusat Kurikulum 2006: 40)
2. Finding out the mean score of the students answer by using the formula :
Where: χ = Mean Score
∑x = the total student score
N = The Number of students(Gay, 2006:320)
3. After collecting the data of the student the researcher classified the score of the students into the following criteria
Table 3.4: (Scoring Classification
Score Classification 96-100 Excellent 86-95 Very Good 76-85 Good 66-75 Fairly Good 56-65 Fair 36-55 Poor 00-35 Very Poor (Arikunto,2015:281)
4. The percentage of increasing achievement used the following formula ̅̅̅ ̅̅̅
̅̅̅ Where:
P = The percentage
= Average Score of Post-test
= Average Score of Pre-test(Arikunto,2006:23)
5. To find out the significance difference between the student pre-test and post-test, the researcher applied the formula as follow :
̅ √ ( ) ( ) Where: T = Test of significance D = Mean deviation
=The square of the sum score of difference = The sum of total score of difference
N = The total number of students(Gay, 2006:356)
Table 3.5: (Hypothesis Testing)
Comparison Hypothesis
H0 H1
t-test < t-table Accepted Rejected t-test > t-table Rejected Accepted
(Sugiyono,2014:317)
The table above meant (1) the t-test value was smaller than t-table value, the null hypothesis is accept, while the alternative hypothesis is reject and (2) the t-test value is equal to greater than t-table value, the null hypothesis is reject while the alternative is accept.
CHAPTER IV
FINDINGS AND DISCUSSION A. Findings
The findings of the research present the result description through the distribution score of pre- test and post- test on literal and interpretative level in teaching reading comprehension by using of English Comic as Media. It also described the students‟ reading comprehension achievement in general through the distribution score of pre- test and post- test. The effectiveness of this strategy was known from the result of the data were collected by administrating the test, the tests were done twice namely pre-test and post-test, the pre-test was given before the treatment and the post-test was given after treatment. The researcher compared the result of pre-test and post-test. If the result of the post-test was higher than pre-test, it means that this strategy was effective.
The result of data analysis found that teaching reading comprehension through of English Comic as Media could influence and improve the students‟ reading comprehension in term of literal and interpretive at the class of VIII SMP NEGERI 1 BARRU. The result has proved that the strategy is successful to improve the students‟ reading comprehension.
1. The Improvement of the Students’ Literal Reading Comprehension Using of English Comic as Media In Term of Main Idea and Sequence of Details
Students‟ literal reading comprehension using of English Comic as Media get improved in term of main idea and sequence of details. The students understand more about main idea and sequence of details. It can be seen clearly in the following table:
Table 4.1The Mean Score of Students’ Reading Comprehension In Term of Literal
No
Literal Reading Comprehension
The Student’s Score Improvement (%) Pre-Test Post-Test
1. Main Idea 58.6 86.56 47%
2. Sequence of Details 56.4 92.6 64%
X 57.5 89.58 55%
Based on the table, it indicates that the improvement of the students‟ reading comprehension through of English Comic as Media in term of main and sequence of details was significantly improved. The students‟ mean score in pre-test was 57.5 and the students‟ mean score in post-test was 89.58. So, the improvement of the students‟ literal reading comprehension between pre-test to post-test was 55%.
Table.4.2 classification score in pre - test and post - test (Main Idea and Sequence of Detail)
a. Classification in Pre-Test and Post - Test
Main Idea
Classification Score Pre – Test Post – Test
Frequency % Frequency % Excellent 96-100 0 0 8 26,66% Very Good 86-95 0 0 3 10% Good 76-85 2 6,66% 18 60% Fairly Good 66-75 8 26,66% 1 3,33% Fair 56-65 8 26,66% 0 0 Poor 36-55 5 16,66% 0 0 Very Poor 00-35 7 23,33% 0 0 Total 30 100% 30 100%
b. Classification of pre - test and post – test
Classification Score Pre - Test Post – Test Frequency % Frequency % Excellent 96-100 0 0 1 3,33% Very Good 86-95 0 0 16 53,33% Good 76-85 1 3,33% 13 43,33% Fairly Good 66-75 7 23,33% 0 0 Fair 56-65 7 23,33% 0 0 Poor 36-55 6 20% 0 0 Very Poor 00-35 9 30% 0 0 Total 30 100% 30 100%
Based on the result of analysis above, it can be conclude that in of English Comic as Media in the class, the data is collected through test and shows that the students‟ literal reading comprehension in term of main and sequence of details was significantly improved. It is more clearly showed in the chart below
Figure 4.1: The Improvement of Students’ Score in Literal Reading Comprehension
The graphic above shows that there was improvement of the students in reading comprehension in terms of literal comprehension from pre-test with the mean score was 57.5 (Fair) to post-test with the mean score was 89.58 (Very Good) and the improvement of pre-test to post-test was 55%.
2. The Improvement of the Students’ Interpretive Reading Comprehension of English Comic as Media In Terms of Conclusion
Students‟ interpretive reading comprehension using of English Comic as Media get also improved. The students have still less-understand about conclusion before using English Comic as media. But the students understand more about conclusion when the English Comic as Media method is applied. It is shown in the following table:
0 20 40 60 80 100 Very Poor
Poor Fair Fairly Good Good Very Good Excellent 57,5 89,58 Pre-test Post-test
Table 4.3 Mean Score of Reading Comprehension of the Students’ In Term of Interpretive
No
Interpretive Reading Comprehension
The Student’s Score Improvement (%)
Pre-Test Post-Test
Conclusion 63.63 82 28%
X 63.63 82 28%
The table indicated that the reading comprehension of the students in term of interpretive after using English Comic as Media method got improvement. As the table shows that the students‟ mean score in pre-test was 63.63 and the students‟ mean score in post - test was 82. Therefore, the improvement of the students‟ reading comprehension in term of interpretive between pre-test to post-test was 28%.
Table 4.4The classification score in pre - test and post - test (making conclusion)
a. Classification of Pre - Test and Post - Test
Main Idea
Classification Items Scores Pre - Test Post – Test Frequency % Frequency % Excellent
Very Good 86 - 95 0 0 3 0 Good 76 - 85 2 6,66% 23 10% Fairly Good 66 - 75 15 50% 4 76,66 Fair 56 - 65 4 13,33% 0 13,33 Poor 36 - 55 6 20% 0 0 Very Poor 00 - 35 3 10% 0 0 Total 30 100% 30 100%
The analysis results above can be concluded that the students‟ score of post-test was higher than pre-test. It means that, there was improvement of the student‟s achievement in reading comprehension in term of interpretive. It is more clearly showed in the chart below:
Figure 4.2: The Improvement of Students’ Score in interpretive Reading 0 10 20 30 40 50 60 70 80 90
Very Poor Poor Fair Fairly Good Good Very Good Excellent 63,63 82 Pre-test Post-test
The graphic above shows that there was improvement of the students in reading comprehension in terms of interpretive comprehension from pre-test with the mean score was 63.63 (Fair) to post-test with the mean score was 82 (Good) and the improvement of pre-test to post-test was 28%.
3. The Improvement of the Students’ Reading Comprehension Using of English Comic as Media method In Literal and Interpretive
Students‟ reading comprehension using of English Comic as Media get more improvement in line with the literal and interpretive terms.
The data collected in pre-test and post-test, it shows how the difference as following table:
Table 4.5 The Mean Score of Reading Comprehension of the Students’
The table shows the mean score of students‟ achievement in reading comprehension in literal and interpretive terms. The data indicated that the students‟ reading comprehension was improved after using English Comic as Media method. The mean score in pre-test was 60.56 scores and the mean No Indicators
Mean scores Improvement (%) Pre-Test Post-Test Pre-test to Post-test
1 Literal term 57.5 89.58 55 %
2 Interpretive term 63.63 82 28
∑X 121.13 171.58 41%
score in post-test was 85.79 scores. Therefore, there is significantly improvement about 41% pre-test to post-test of the students‟ reading comprehension by using of English Comic as Media method.
It is more clearly showed in the chart below:
Figure 4.3: The Improvement of Students’ Score in Reading Comprehension
The graphic above shows that there was improvement of the students in reading comprehension in terms of literal and interpretive comprehension from pre-test with the mean score was test 60.56 (Fair) to post-test with the mean score was 85.79 (Good) and the improvement of pre-test to post-test was 41%. 0 20 40 60 80 100 60,56 85,79 Pre-test Post-test
4. The Percentage of the Students’ Achievement in Literal and Interpretive Reading Comprehension Using of English Comic as Media method
a. Literal Reading Comprehension
The following table shows the percentage of students‟ achievement in reading comprehension in term of literal before and after the English Comic as Media method was applied.
Table 4.6 The Percentages of Students’ Achievement in Literal
No. The Classification Scores
Students’ Achievement in Literal
Pre-test Post-test Freque ncy % Frequ ency % 1 Excellent 96-100 0 0 8 26.66% 2 Very Good 86-95 0 0 3 10% 3 Good 76-85 2 6.66% 18 60% 4 Fairly Good 66-75 8 26.66% 1 3.33% 5 Fair 56-65 8 26.66% 0 0 6 Poor 36-55 5 16.66% 0 0 7 Very Poor 00-35 17 23.33% 0 0 Total 30 100% 30 100%
The table above shows the result of students‟ achievement in term of literal in pre-test were 2 students were classified Good (6.66%), 8 students were classified into Fairly Good (26.66%), 8 students got Fair (26.66%), 5 students were classified into Poor (16.66%), and not body got Excellent and
Very Good. Meanwhile in post-test shows that there were 8 students
classified into Excellent score (26.66%), 3 students were classified into
Good score (10%), 18 students got Good score (60%) 1 student was
classified into Fairly Good (3.33%) score and nobody was classified into
Fair, Poor and Very Poor scores.
b. Interpretive Reading Comprehension
The table below shows the percentage of students‟ achievement in interpretive in applying of English Comic as Media method.
Table 4.7 The Percentage of Students’ Achievement in Interpretive
No. The Classification Scores
Interpretive
Pre test Post test Frequen cy % Frequen cy % 1 Excellent 96-100 0 0 0 0 2 Very Good 86-95 0 0 3 10% 3 Good 76-85 2 6.66% 23 76.66% 4 Fairly Good 66-75 15 50% 4 13.33%
5 Fair 56-65 4 13.33% 0 0
6 Poor 36-55 6 20% 0 0
7 Very Poor 00-35 3 10% 0 0
Total 30 100% 30 100%
The table above shows the result of students‟ achievement in term of Interpretive. In pre-test, 6 students got Poor (20%), 3 students were classified into Very Poor (10%), 4 students got Fair score (13.33%), 15 students got Fairly Good score (50%) and not body got Excellent, Very
Good, and Good scores. While in post-test, there were 4 students were
classified into Fairly Good (13.33%), 23 students were classified into Good
score (76.66%), 3 students got very good score (10%) and nobody was
classified into Excellent, Fair, Poor and Very Poor scores.
c. Reading Comprehension
The percentage of students‟ achievement in reading comprehension is explained in the following table which is applying of English Comic as Media method.
Table 4.8 The Percentage of Students Achievement in Reading Comprehension
No. Classification Score
Reading Comprehension Pre-test Post-test
Frequency % Frequency % 1 Excellent 96-100 0 0 2 6.66% 2 Very Good 86-95 0 0 10 30% 3 Good 76-85 1 3.33% 16 53.33% 4 Fairly Good 66-75 21 70% 2 6.66% 5 Fair 56-65 2 6.66% 0 0 6 Poor 36-55 6 20% 0 0 7 Very Poor 00-35 0 0 0 0 Total 30 100% 30 100%
The table above shows the result of students‟ achievement in reading comprehension. In the pre-test there were 6 students got Poor (20%), 2 students got Fair score (6.66%), 21 students got Fairly Good (70%), 1 student was classified in good score (3.33%) and not body got Excellent and
Very Good score. In the post-test there were 2 students were classified into
Fairly Good (6.66%), 16 students were classified into Good score (53.33%),
10 students got very good score (30%), and 2 students were classified as excellent (6.66%) and nobody was classified into Fair, Poor and Very Poor scores.
