CHAPTER II REVIEW OF LITERATURE AND HYPOTHESIS
C. Hypothesis
Hypothesis is a temporary answer to some problems in every research.
The hypothesis in this research “comic strips can improve students’ reading comprehension skill”
30 CHAPTER III RESEARCH METHOD
A. Setting ofResearch
The research setting explains where and when the carried out and how many cycles carried out to enhance students’ reading comprehension of narrative text using comic strips. This research conducted at the eigh grade of the SMP Plus Yanmu NW Praya. It is located on rabitah Street, Praya. Lombok Tengah.
B. Object ofResearch
This research aims to enhance students’ reading comprehension of narrative text using comic strips at eigh grade students’ of junior high school of Yanmu NW Praya academic year 2022/2023.
C. Design of Research
In this study, the researcher conducted classroom action research (CAR). The primary goal of CAR is to solve students’ reading of narrative text obstacles at the eigh -grade students of the SMP Plus Yanmu NW Praya by using comic strips as the tool for teaching and learning processes.
As Kasihani in Purrohman showed that CAR is an action that aims to correct flaws in classroom learning techniques by taking specific actions.
Purrohman says that CAR is a type of research that can be carried out within the teaching and learning process. With easy methodological research application, Classroom Action Research would increase teachers' skills in instructing.47Furthermore, Cameron Jones describes action research as research conducted by practitioners to improve and better understand their professional practice.48
Based on those explanations above, the researcher concludes that classroom action research is research conducted in a classroom by recommending action to enhance students learning activities. In this research, the researcher recommends implementing the use of comic strips, to enhance their reading comprehension of
47Purnama Syae Purrohman,“Classroom Action Research Alternative Research Activity for Teacher”, Article of Research Gate, University Muhammadiyah Prof. Dr. Hamka, 2011, pp. 2
48Khasinah, S, Classroom Action Research.Journal Pionir, 1, p. 108
32
narrative text. To further, this research used Kemmis and McTaggart’s classroom
action research model as follows:
Figure 1
Kemmis & Taggart in Purnama Syae Purrohman CAR Cycles49
Using Kemmis and McTaggart’s design, the Classroom Action Research consists of several points; planning, acting, observing, and reflecting within one cycle. If the cycle is finished but still finds any problem, it is necessary to continue to the second cycle with the same concept as the first cycle.
D. Planning
In this stage, the researcher plans some actions that are needed to make this research successful, such as:
a. DoingPre-Observation
This indicates that the researcher made a preliminary study to collect preliminary data on students and their school environment. This action is required to ensure what the researcher did in designing the research.
49Purnama Syae Purrohman, “Classroom Action Research……, p. 7
34
b. Choosing Media or Strategy forStudents
After the preliminary data of students has been taken, the researcher choosed a media or strategy suitable for students to repair the lack of the students learning practice. In this case, the researcher chose the use of comic strips as the media of thisresearch.
c. Deciding the Date of theResearch
It is critical to creat a research schedule for this research to proceed smoothly. This research take action in September 2022.
d. Arranging LessonPlan
The researcher created a lesson plan to cover the students’ activities while conducting the research. In this research, the researcher made the lesson plan about narrative text.
e. Collaborating With theTeacher
To conduct the study, the researcher collaborated with the teacher in applying the action. The teacher touch students as usual before implementing using comic strips in the classroom, which the research observed.
f. Prepare the InstrumentResearch
The instrument for collecting data, such as an observation sheet and preparing a reading test, is multiple-choice quizzes.
E. TakingAction
The action of the research would be conducted in September 2022 by implementing using comic strips to enhance students’ reading comprehension of narrative text. The researcher collaborated with the English teacher at that school in implementing the action to succeed in the research. The researcher arranged some activities, during the lesson, the researcher did the steps activities in the following:
a. InitialActivities
5) The English teacher of the SMP Plus Yanmu, monitored the research in the class.
6) The researcher started the class by saying greetings and asking about the students' condition.
7) The researcher checked students’attendance.
8) Inform the purposes of learning in theclass
9) The researcher explained how to use comic strps to enhance students’
reading comprehension of narrative text and explained about the material such as the definition, and told about the features, and soon.
b. MainActivities
1) The teacher guided students for give thereattantion
2) The researcher shared the material about narrative text in theclass.
3) After the researcher shared the material, the students began to read the material on eachtable
4) Then, the teacher explained the material about the narrativetext.
5) Teacher and students discussed the material that students have not understood.
6) After that, the teacher asked students to prepare to do thequiz!
7) Students reread the material that has beengiven.
8) The teacher guided students to do theirwork
9) Students worked on multiple-choice quizzes related to the narrativetext.
c. ClosingActivities
1) The researcher saw the result of every student who has done thequiz.
2) Evaluating and checking the students'comprehension.
3) The teacher and students made the conclusion based on thematerial.
4) Before closing, the researcher evaluated the teaching and learning process when the action is applied by asking about the student's difficulties and response to using comic strips. From the result, the researcher knew how far the coomic strips influences students' understanding andreflecting
.
36 F. Observing
In this step, the researcher monitored class activities during the research action using an observation sheet covering teacher and students’
activities in the learning process. An observation sheet was given to the teacher and students at SMP Plus Yanmu NW Praya before the learning process begins, and the students filled it out while the learning process is taking place. The observer completed each question item on the observation sheet by giving a checklist sign in the column based on the current situation in theclassroom.
The teacher and students' activities referenced in the observation sheet and are described in the tables. Some of the teacher activities were:
Giving apperception related to the material that was given, Managing the class well, Teacher guided students to join the Class, Teacher explained the narrative text, Teacher responding to student's questions about the material that has not been understood, Teacher asked students to prepare to do the quiz, Teacher guided students for joining the class. The teacher and students concluded the subject material together. And then, student's activities such as Attention to the explanation about the use of comic strips,The students reading the material that has been shared in in the class, Attention to the lesson, Being active in following the learning process well, The students enthusiastic in asking the question related to teacher's explanation about the narrative text that has not been understood, Students want to reread the material that has been given in the Class, Students followed the teacher's guide to attention, Students enthusiast to answers quizzes in theclass.
G. Reflecting
After observing, there must be reflection. This phase reflected all of the information gathered during each cycle’s treatment. It was utilized to determine whether the activities were successful and what was done in the following steps. In the next cycle or meeting, the unsuccessful activities was adjusted, and the good actions were repeated.
H. Instrument ofResearch
The researcher used the instrument of collecting data to get the data by using observation and tests. The explanation is asfollows:
a. ObservationSheets
The researcher collected the data using observation sheets, which contain a list of activities that may occur throughout the treatment.
Observation sheets utilized to keep track of the teacher’s and students’
activities during the teaching-learning process. The activities are listed as follows:
Table 3.1
Teacher’s Activities
No Activities Score
1 Giving apperception related to the material will be given 1 2 3 4 2 Manage the class well
3 The Teacher guided students to give all of there attention for the
teacher
4 The teacher explained the narrative text
5 Teacher and students discussed the material that students have
not understood
6 The teacher responded to students' questions about the material
that has not been understood
7 The teacher asked students to prepare to do the quiz in the class
8 Teacher guided students to read the comic strips
9 The teacher and students concluded the subject material together
38 Total Score
Percentage of Activities Category
Note:
Score 4: Excellent Score 3: Good Score 2: Sufficient Score 1: Less
Percentage of activities = Number of teacher activitiesx 100% Score max
For the category obtained from the final score of teacher activities. There are four
categories of teachers’ score such as:50
No Teachers’ Score Category
1 100% - 75% Excellent
2 74% - 50% Good
Ouite good 3 49% - 25%
4 24% - 0% Not
implemented
Table 3.2
Students’ activities in cycle 1
No Activities Scor
e
1 2 3 4
Initial Activities
1. The students listened to the teachers’ explanation about apperception related to material
2. The students’ responded the teachers’ greeting Core Activities
50Mahsat Maladi Firdaus, “Improving English Reading Comprehension Using Extensive Reading Activity at the Second Grade of MAN 3 Mataram in Academic Year
40
2021/2022” (Thesis, The State Islamic University of Mataram, Mataram, 2020),p.42
1. The students pay attention to teachers’ explanation about
narrative text
2. The students being active in following the learning process
3. The students followed the teacher instruction to read the text
and pay attention
4. The students dareed to ask about material that they have not
understood
5. The students followed the teachers’ instruction to underline
the difficulties vocabularies
6. The students tried to find the main idea of a text based on
teachers’ instruction
7. The students tried to find important detail of a text based on
teachers’ instruction
8. The students gave their opinion or answer when teacher invites to discuss together about the answer
Closing Activities
1. The students’ listened to the teachers’ motivation and reward
2. The students responded the closing greeting Total score
Maximum
Percentage of activities
Note :
Score 4: excellent Score 3: good Score 2: sufficient Score 1: less
42
To gain the final score, the total score of each student and teacher’s activities would be given times by 100 and divided by the maximum score.
Percentage of Activities: Total Scorex 100%
Score max Categor
y: 100% - 75%(Excellent) 74% - 50%(Good) 49% - 25%(Sufficient)
24% -0% (Less/NotImplemented)
b. Test
There were one kinds of test to measure students' reading comprehension:
pre-test and post-test. Pre-test or initial reflection is intended to assess the pre- comic strips reading comprehension, especially in the narrative text of the subject, which is administered in the first meeting before the researcher conducts the research by implementing the using of comic strips in the class. The post-test is administered in the end. The function of administering post-test is to evaluate the effectiveness of the implementing the use of comic srips in teaching reading comprehension.
Pre-test and post-test are in the form of multiple-choice items there are 10 questions for Pre-test and 10 questions for Post-test, and there are 4 answer choices, namely A, B, C, D, choose 1 the correct answer. Each correct answer has 10 points, and an incorrect answer gets 0 points. The questions would be given based on the learning topic, narrative text. The purpose of the pre-test was to find out the initial condition of the subject in reading comprehension of narrative text. Meanwhile, the post-test reflected the improvement of using comic strips in eigh grade of the SMP Plus Yanmu NW Praya.
The scoring reading test determines the range from 0 - 100 by accounting for the correct answer. The correct answer has 10 points, and the incorrect answer gets 0 points by applying thisformula:
S = Rx100
N
44 Where:
S = score of the test
R = the number of the correct
answer N = the number of
question
To know the mean of the students’ score assessment gave in each treatment, the research will be applied the following formula:
X =Σx 𝑁
Where:
X = the mean of students’ score
Σ = the total score𝑥
N = the number of the students
Based on the curriculum of the SMP Plus Yanmu NW Praya, the students were expected to read comprehension in learning narrative text using comic strips in one meeting with at least 7 questions, which meant that they were expected to answer at least 7 test items correctly. The passing mark for students at the school was 70, hence the number of students who were proficient in reading comprehension wascategorized.
P = x 100%𝑅 𝑇
Where:
P = the percentage of those who get the point 70
R = the percentage of those who get points up
to 70 T = the total number of the students
I. Data Analysis andReflection
In analyzing data, this research used qualitative and quantitative data.
In this research, data observation is analyzed by qualitative data. Also, use the students' scores in analyzing the quantitative data, there is a reading test with 10 questions for each cycle. To know whether to promote or not students' reading skills, the researcher used the steps above to analyze the students' improvement in reading skills reading comic strips. This research finished when 80% of students get an average score of KKM (70). To know whether the action increase or not students' reading comprehension is by analyzing the result of students' ability after implementingusing comic strips to improve students reading comprehension of narrativetext.
J. Indicator ofSucces
The category of success in this research is when they were passed the grade of KKM. The passing grade of the English lesson at the SMP Plus Yanmu NW Praya is 70. The researcher expected that at least 80% of students passed the grade of KKM. It means this research is already successful in enhancing students’ reading comprehension of narrative text.
46 CHAPTER IV
FINDING AND DISCUSSION
This chapter presents the research findings and discussions on the implementation of blending classroom applications in improving students’
reading comprehension at the VIII-grade students of SMP Plus Yanmu NW Praya. This research was conducted in two cycles: cycle I and cycle II. Each cycle consisted of planning, acting, observing, and reflecting with quantitative and qualitative data to collect the students’ scores during the research process.
The researcher analyzed the students’ ability when applying the blending classroom applications in the learningprocess.
A. ResearchFindings
In this case, the researcher presented the finding of the research. As stated in the previous chapter, the research method used was action research in cycle 1 and cycle 2 with planning, acting, observing, and reflecting. Every cycle reflected to know the result of the action. A whole step in this research elaborated asfollows:
1. CycleI a. Planning
In this step, the researcher planned to implement the action based on the problems faced by the students in reading comprehension. In this case, the researcher prepared the lesson plan based on the teaching material. The researcher also prepared post-test 1 to know the students’ ability and whether the students’ scores have progressed or not from the test in cycle 1 to cycle2.
b. Action
The action of this cycle was conducted on April 1th, 2nd, 3th, 5th, 6th, 7th2022. In this step, the researcher acted as the teacher based on the lesson plan. The English teacher acted as the observer who observes the activity during the teaching and learning process. A
complete explanation of this cycle described as follows:
48 1) FirstMeeting
The first meeting was started by giving them a pre-test to know their reading ability of narrative text. After that, the researcher began to p explain baground information the importance of the lesson, and students preparing to learning, after that the reasearcher divided the students in to four groups and tell about comic strips, which used to learn the next meeting, and explained comic strips, and narrative text such as the definition, how to understand the meaning of the text, teling about the features, etc.
In this step, the researcher built excellent interaction and communication with the students to make them feel enjoy and build their background understanding. Then, the researcher allowed the students to ask questions related to the materials that they had not understood.
2) SecondMeeting
At the beginning of the second meeting, the researcher and teacher guided students to be hurry come to the class. And then the researcher greated the students and make them feel comportable before beginning the class. Then the researcher continues to share materials and gave them the difrent story about narrative text. After the researcher has been shared the material, the students begin to read the material with their grups that has been divided from first meeting., and after that, the teacher begins to explain the material, then the teacher and students discuss the material that students have not understood.
In this case, the researcher allowed the students to ask about everything they had not understood related to the material. And last time in this meeting, the researcher reminded the students to prepare themselves to do the test in the next meeting witht their groups abaout the narratve text.
3) ThirdMeeting
In the last meeting of cycle 1, the researcher and the teacher guided them to the class. And the researcher gave them some execise related to the comic strips. Then the researcher asked them to answer some
50
questions in the text narrative. Students worked on multiple-choice quizzes related to the narrative text in comic strips, that the researcher has prepared. In this case, the researcher became a host live to do the post-test 1, and the researcher oversaw the students’work.
c. Observation
Observing During this stage, the English teacher of the SMP Plus Yanmu NW Praya serveed as an observer who was observed the activities inside the class during the teaching and learning process.
To monitor the teacher and students’ activities, the observer used an observation checklist prepared beforehand. The observer only needs to give a mark (√) based on the actual situation in the class. The result of the observation checklist in cycle one will be describedbelow:
1) ObservationChecklist a) TeacherActivities
Table 4.1
Teachers’ activities in cycle 1
No Activities Scor
e
1 2 3 4
Initial Activities
1. The teacher gave apperception related to material would
be given
√
2. The teacher greeted and check the students’
attendance √
Core Activities
1. The teacher explained the concept and step of reading
narrative text.
√
2. The teacher distributeed the text to the students and asked
them to read and pay attention
√
52
4. The teacher asked the students to find thedifficult
vocabularies √
5. The teacher asked the students to underline the key word
in the text
√
6. The teacher helped the students to find out main idea in
every paragraph of a text
√
7. The teacher asked the students to try to find the important
detail in every paragraph of a text
√
8. The teacher and students together to finded out the main
idea and important detail in every paragraph of a text
√ Closing
Activities
1. The teacher gave evaluation and check the student’s
comprehension √
2. The teacher allowed the students to asked the question
based on the material
√
3. The teacher gave a motivation and reward and close the
teaching and learning process
√
Total score 39
Maximum 48
Percentage of activities 81,25%
Category Good
Total score is taken from every teacher activity such as giving apperception related to material, greeting the students and so on. Percentage of teacher activities is getting from this formula below:
Percentage of activities=
Numberofteacher activities
Scoremax
× 100%
For the category obtained from the final score of teacher activities.
There are