I declare that the thesis titled “Effect of Comic Books on Repetitive Text Writing of Eighth Grade Students of MTs Ma’arif Nu 01 Susukan Banjarnegara” is truly my work and not a plagiarism of someone else’s thesis. The Effect of Using Comics on Students' Writing of Repetitive Text in Eighth Grade MTs Ma’arif NU 01 Susukan Banjarnegara.
INTRODUCTION
- Background of Study
- Operational Definition
- Research Questions
- Objectives and Significances of The Research
- Organization of the Paper
By using comic strips as media, it can improve students' interest and motivation in the teaching and learning process, especially to study writing for the recount text. The research question of this study is: "Is there any significant effect of using comic strips on students writing narrative text in eighth grade of MTs Ma'arif NU 01 Susukan, Banjarnegara?".
LITERATURE REVIEW
- Literature Review
- Comic Strip
- Writing
- Recount Text
- Previous Studies
- Conceptual Framework
- Hypothesis
The first is a journal which is titled "Effect of Comic Strip as a Teaching Method in Enhancing Students' Writing Skills", by Amrizal42. The second research is titled "Effect of Using Comic Strips on Students' Ability to Write Text Recounting" (Quasi-experimental research in the eighth grade of SMP YASIH Bogor in the academic year by Fitri Andika43. The third research is titled "Effect of Visas comics towards eighth graders in the recounting of the text of MTS Muslimat NU Palangkaraya” by Nanik Wulandari 44.
The design of this research was quasi-experimental design. The research population was class VIII A, VIII B and VIII C at MTS Muslimat NU Palangkaraya. 44Nanik Wulandari, "Effect of comics on eighth grade students in MTS Muslimat NU Palangkaraya renumbering text", Thesis: IAIN Palangkaraya, 2019. Ha: Alternative hypothesis, there is a significant effect of using comic strips in teaching the text of the recount in writing.
RESEARCH METHOD
- Type of The Research
- Time and Place of the Research
- Population and Sample
- Variable of The Research
- Technique of Data Collection
- Instrument Validity
- Technique of Data Analysis
This research used a pre-test and a post-test to find out how students write repetitive text in eighth grade MTs Ma’arif NU 01 Susukan before and after using comics. The students were again given a comic and had to write in pairs based on the story in the comic. After the experimental and controlled class results were collected, the pretest and posttest data were used to analyze the significant effect of comics on students' written text.
The students had the opportunity to choose some of the cartoons in the pre-test. 62 Eldina, et al., The effect of using comics on eighth grade students' narrative writing. This research aimed to analyze the significant effect of using comics on students' writing retell text.
FINDING AND DISCUSSION
Description of the Research
The researcher presents and analyzes the data through two types of tests namely pre-test and post-test. The pre-test was administered before the instruction using comics, and the post-test was administered after the instruction using comics. The collected data is described in the form of a table, which includes the results before and after testing in each group.
Then, the pre-test was conducted on May 15, 2023 in the experimental group and on May 16, 2023 in the control group. Pre-test conducted on both groups to know that two groups were normal and homogeneous. In the posttest, students rewrite a recount paragraph based on the comic strip they had previously chosen in the pretest.
Treatment
When dealing with the experimental class, a comic was used, which is suitable for the development of group and individual activity of students. Then the students were given a comic and the group should write a story based on the comics they have. In the third session (session 2), the students were again given the comic and asked to write in pairs based on the story in the comics.
In the fourth session (treatment 3), students were given an individual test which is an incomplete recount text based on a comic strip and asks students to fill in the blank. The steps of the treatment activities above follow the procedures of teaching text writing narrated by Samsul and Dina55, which were described in the literature review. The controlled class was not taught using comic drawings only explaining about the text recount material and letting the students do the exercise in the module (LKS).
Descriptive Data Analysis
According to the data shown, the average score of the pre-test was 65.06, the lowest score of the pre-test was 43 and the highest score was 85. The data shows that the minimum score achieved is 6 and the maximum score achieved is 40. According to the data shown, the average score of the pre-test was 64.13, the lowest score of the pre-test was 44, and the highest score was 85.
Meanwhile, the average score of the post-test was 75.53, the lowest score of the post-test was 52, and the highest score was 95. The students in the control class also achieved their score, it can be seen that the minimum score achieved was 1 and the maximum score obtained was 21. Based on the data in Table 4.1 and 4.2, it can be seen that the score of the experimental class taught using comic strips is higher than that of the control class taught writing retellings understand text without using comic strips. strips.
Inferential Data Analysis
0.05, which indicated that the pretest scores in the experimental class and the control class were homogeneous. The table of paired sample statistics shows the descriptive value of each variable in the paired samples. The result of the paired sample statistic in the experimental class showed the descriptive value of each variable in the paired samples.
Therefore, we can say that there was no difference between the average learning results of students in the pretest in the control and experimental classes. The standard deviation used to measure the level of risk in the post-test of the control class is 9.999 and the post-test in the experimental class is 5.378. Therefore, we can say that there was a difference between the average learning scores of the students after the test in the control and experimental classes.
Discussion
Thus, we can say that students' writing increased after being treated with comics. The Effect of Using Comic Strips on the Eighth Grade Students' Recount Writing Achievement at SMPN 1 Jember in the 2013/2014 Academic Year. A strategy of using English comics to improve students' ability in writing recount text, (A classroom action research in the eighth grade of SMP N2 Talang Empat, Bengkulu Tengah).
Using DIY comics in teaching writing during pandemic Covid-19, English Teaching Journal: A Journal of English Literature, Linguistics and Education. The effectiveness of reading instruction using comics to facilitate students' reading comprehension of narrative text. The Effectiveness of Using English Comics in Teaching Narrative Text Writing: (A Quasi-Experimental Research on the Eighth Grade Students of SMP Islam Al-Ikhlas in the Academic Year 2013/2014).
CONCLUSION AND SUGGESTIONS
Conclusion
The research was conducted in MTs Ma'arif NU 01 Susukan, it is a quantitative study to show the effect of comic strips on narrative text writing of students in 8th grade of MTs Ma'arif NU 01 Susukan, Banjarnegara. The post-test in the control class and in the experiment class showed an increase in the mean value, but the experiment class was higher than the control class. Based on the results of the paired t-test, it showed that in the experimental classroom, there was a difference in the students' recount text writing after being given the treatment using comic strips.
This was also proven by the results of the independent sample test of post-test, which had a sig 2-tailed value of 0.000 < 0.05, which means that there was a difference between the mean values in the control class and in the experimental class . Based on the findings and discussion, it can be concluded that Banjarnegara has significant effect by using comics on students' writing text in 8th grade students of MTs Ma'arif NU 01 Susukan. On the other hand, this media can be used as a new alternative and interesting medium for teaching writing.
Suggestions
There are many media or techniques that can be used in teaching English, especially writing. The teacher can use the comics as a tool in the teaching of writing, especially in the teaching of narrative text. The school must provide the needs for the teaching and learning process, such as adequate media, representative class, a comfortable environment and appropriate facilities.
The author is aware that the research is not the end of the problems being studied. The author does hope that the findings of the research will be used as a starting point for the next research on similar problems. There are many other teaching media that can be used to teach English to make the lesson more interesting and enjoyable.
Limitation of Study
The effect of comics as a teaching method to improve students' writing skills, Journal of Education and Teaching. Develop cartoon-based speaking tasks for the seventh grade students of SMP N 2 Temon in the academic year of 2013/2014. Integrating physical science and the graphic arts with scientifically accurate comics: rationale, description, and implementation.
The use of comics to improve students' writing ability in narrative text framework in the eight degree students of MTs. The use of comics to improve the speaking skill of grade VIII students of SMP N 15 Yogyakarta in the academic year of 2013/2014.Thesis.Yogyakarta: English Education Department Faculty of Languages and Arts Yogyakarta State University. The use of comic to improve students writing narrative text writing ability: A classroom action research with eight grade students of Islamic Junior High School Al-Anwar Sarang Rembang in the academic year 2015/2016.
