RESEARH METHODOLOGY
C. Discussions
This section presented the discussion of the research finding which related to the theories. Improving students‟ speaking skill through comic- strips could help the students identified their errors in speaking. It could be seen from the students‟ score which was gradually improved. From the data from preliminary study, the students mean score was 59,8 and the percentage of the students who reached the minimum score was 30%. It proved that the students‟ speaking skill was still low. After the post-test of cycle 1, the students mean score increased to 72,3 and the percentage of the students who reached the minimum score was 40 . It could be said that the students‟
speaking skill increased but still did not reach criteria of succes. So, the cycle continued to the cycle 2.
Based on the results of the student's speaking score in Cycle 2, the average score of was 79.9, showing that 16 students, or 80% of the students were above the minimum proficiency standard (KKM 75). During that time, four students were below the norm. Students' speaking skill has improved by up to 50%. It could be considered successful because the student's speaking test results were able to meet the success criteria.
The implementation of comic strips was well received by students. It helped students recognize their mistakes in speaking. Students had more opportunities to practice speaking in front of the class. In the process of education and learning, the existence of the media (globe puppet) was important. This was done because these activities could be useful if the
material presented was not unclear, and presents the media as an intermediary, as Miarso said that any learning media was designed. It guides messages, stimulates learners' thoughts, emotions, attention and motivation, and facilitates a conscious, purposeful and controlled learning process. 67 Meanwhile, according to Nasution, Learning media were educational tools that support the application of teaching methods used by teachers.68 So, the researcher used visual media such as comic-strips . Comic meant a collection of images that serve to convey information or produce an aesthetic response for the viewer.69All stories in comics were neatly arranged and interconnected between images (visual symbols) and words (verbal symbols). Images in a comic were defined as static images that were arranged sequentially and interrelated between one image and another so that a story was told.
The researcher made comic-strips according to the themes that related to the material. Every student comprehended the story of comic strips and retold it in front of the class. The students were divided into 4 groups. Each group come forward and they changed to retold the story from the first panel to the last panel until it became a recount story while other groups lwastened up the other performance. It helped the students to be more focused in the class and provided them to practice their speaking skill .Students became more motivated to speak English as they learned in more fun and interesting ways. They were no longer shy and quiet. Most of them have become more
67Miarso Yusufhadi, Menyemai Benih Teknologi Pendidikan(Jakarta: Kencana Prenada Media Group. 2011), 458
68 Nasution, S. Berbagai Pendekatan dalam Proses Belajar Mengajar (Jakarta: Bina Aksara 1990),7.
69McCloud, Scott. Understanding Comics(New York: Harper Collins Publwashers.1993), 6.
enthusiastic and active. These results were consistent with the statements of Gorman, Krashen and Lygas quoted in Gavigan and Tomasevich. They said cartoon images help reduce the threat of text and increase engagement and motivation.70
The students‟ speaking skill got improvement in some aspects. Those were grammar, vocabulary, fluency, pronunciation and comprehension.
Students‟ vocabulary gradually increased through the implementation of comic-strips as a media. Previously, they never used their vocabularies because they never practiced speaking English but when the researcher used comic-strips as media, they should used it and various vocabularies were increasing automatically. Before the treatment, most of them have asked the meaning of those words to the teacher or researcher but after some practice speaking English using comic-strips, they tried to conclude the meaning of the pictures and the first context because comics had contain short conversations in speech bubble. It was one in line with Csabay. He said that if a word, expressions, or concepts accompanied by pictures, learners memorize and remember it easier.71
They also got improvement on grammar. Before given comic-strips as media, the students often used grammatical mistakes. They spoke “i am go to water park”. Then, after given comic-strips as media they could make and speak correct sentence. As we know that grammar was important to form and
70K.W. Gavigan & M. Tomasevich. Connecting Comics to Curriculum : Strategies for Graders 6- 12 (Santa Barbara:ABC-CLIO,LLC. 2011),5.
71N. Csabay.Using Comic Strips in Language Classes. The Internet ETF
Journal.No.1.http:americanEnglish.state.gov/files/ae/resource_files/06-44-1-f.pdf. Accessed on Mei 30th, 2022.
arrange correct sentences. It was supportedby Chomsky in Richards said that the knowledge of grammar underlying our skill to produce and understand sentences in a language.72
In addition, through the implementation of comic-strips, students also more easily understood the context of the story. Previously, they felt confused, frustated to guess the meaning of each sentence, they looked at the dictionary all the time but they still missed most of it of the given text. After using comic-strips, when they were asked they found it much easier to understand them. It was one in line with Carry. He said that in comics, Reading skill was determined not only by words but also by images. Here, the pictures support words to make the written text easier to understand.73
However, teching speaking by using comic-strips had the advantages and disadvantages. The teacher researcher found that the image in comic cound depict the situation and cleared the text. So, the students did not bored with teachers‟ explanation. Besides that, the researcher should have a good preparation in making the media especially creating various activities because the media should suitable with the material that had been explained in the class. Related to the problem above, Sanaky stated that image media was concrete. This meant that it was more realwastic to show the main problem when compared to verbal. The images also trascended space and time. This meant that not all objects or events could be brought to the class, so it needs
72Jack C. Richards, The Context of Language Teaching (Cambridge: Cambridge University Press, 2008), 144.
73S. Cary. Going Graphic : Comics at Work in the Multilingual Classroom(Portsmouth : Heinemann2004), 58.
to be created by making pictures or photos of these objects.74 Besides that, comic-strips had disadvantages as what Ibrahim and Nana Syaodih said that if it was designed less attractively tends to be boring.75 Concerning to the disadvantage of comic-strips, the teacher prepared the media as well as possible in order it be ready to be used in the class and the teacher should prepwere the right dialogue, text and material that was suitable with students‟
skill.
Based on the results of the explanations described above, it can be seen that there was an improvement in speaking abilities especially in class VIII-A SMP Argopuro 1 Panti after the implementation of comic-strips media. Analysis of data results from pre-cycle, cycle 1 and cycle 2 resulted in the percentage of the average score and mastery of speaking abilities which could be seen in the diagram below.
Diaram 4.1
Research result from pre-cycle, cycle 1 and cycle 2
74Hujair Sanaky. Media Pembelajaran(Yogyakarta:Safria Insania Press, 2009),70.
75R. Ibrahim & Nana Syaodih. Perencanaan Pengajaran(Jakarta: PT. Rineka Cipta, 2003), 115 0%
10%
20%
30%
40%
50%
60%
70%
80%
Pre-Cycle Cycle 1 Cycle 2
6 students 8 students 16 students
Referring to the results of the Class Action Research (CAR) conducted by researcher using comic-strips media on the material in class VIII-A SMP Argopuro 1 Panti, it has been succesfully carried out. The results of the research in the second cycle have met the performance indicators of speaking skill. summary of research results from pre-cycle, cycle 1 and cycle 2 can be seen in the table below.
Table 4.7
Research result from pre-cycle, cycle 1 and cycle 2
No Measured Aspect Pre-Cycle Cycle I Cycle II Improvement
1 Mean 59,8 72,3 79,9 20,1
2 Percentage of Speaking Abilitiy Completeness
30% 40% 80% 50%
3 Number of
Completed Students
6 8 16 10 students
4 The Data
Observation Class
- 64% 84% 20%
Based on the results of classroom action research and exposure to the implementation of comic-strips media in class VIII-A SMP Argopuro 1 Panti that there was an improvement in either cycle I or cycle II. The implementation of comic strips learning media could be said to be succesful in improving students‟ speaking skill in recount text.
112 CHAPTER V
CONCLUSIONS AND SUGGESTIONS A. Conclusions
Based on the result of the study, the researcher inferred that comic- strips media improved students‟ speaking skill. The researcher implemented comic-strips that related to the theme of the material in the cycle I and cycle II. In the speaking practice of cycle I and cycle II, they retold to be recount text story from the comic-strips given from of the class. While in the post test I and II, they did role-playing the dialogue from comic-strips.
There was an improvement in the student speaking test from Prestudy's Precycle to Cycle II. In Prestady's Prestady, the average student score was only 59.8, while the student completion rate was 30%. It meant that only students passed the minimum proficiency standard (KKM 75) and the other 14 students fell below the standard. The speaking abilities of the students in the preparation course were still inadequate and needed to be improved. In the first cycle, the average student score was 72.3, while the student integrity percentage was 40%. This meant that students have passed the Minimum Mastery Criterion (KKM 75) and the other 12 students have fallen below the norm. As a result, the students' speaking skill improved slightly, but the success criteria were not met. In Cycle II, the average student score was 79.9, but the student completion rate was 80%. This meant that 16 students have passed the minimum proficiency standard (KKM 75), while the other 4 students were still below the standard.
In conclusion, the implementation of comic-strips media to enhance students‟ speaking skill was succesful because the result of the students‟
speaking test score achieved the criteria of succes. Therefore, comic-strips media could be effective media for teacher to teach speaking English of recount text in the class.