i
IMPROVING SPEAKING SKILL IN RECOUNT TEXT THROUGH COMIC STRIPS AT THE EIGHT GRADE STUDENTS
OF SMP ARGOPURO 1 PANTI 2021/2022 ACADEMIC YEAR
UNDERGRADUATE THESIS
By:
Meria Nur Astuti SRN : T20186004
ENGLISH EDUCATION PROGRAM
FACULTY OF TARBIYAH AND TEACHER TRAINING STATE ISLAMIC UNIVERSITY
OF KIAI HAJI ACHMAD SIDDIQ JEMBER
JUNE 2022
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IMPROVING SPEAKING SKILL IN RECOUNT TEXT THROUGH COMIC STRIPS AT THE EIGHT GRADE STUDENTS
OF SMP ARGOPURO 1 PANTI 2021/2022 ACADEMIC YEAR UNDERGRADUATE THESIS
Presented to Islamic State University of K.H Achmad Siddiq Jember In partial fulfilment of the requirements to obtain a bachelor‟s degree
Of Sarjana Pendidikan (S.Pd) Faculty of Tarbiyah and Teacher Training
English Teacher Training Departement
By : Meria Nur Astuti SRN. T20186004
Approval by Advisor
As‟ari, M.Pd.I NIP. 197609152005011004
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IMPROVING SPEAKING SKILL IN RECOUNT TEXT THROUGH COMIC STRIPS AT THE EIGHT GRADE STUDENTS
OF SMP ARGOPURO 1 PANTI 2021/2022 ACADEMIC YEAR THESIS
Has been examined and approved by the board for examiners in partial to fulfilments of Sarjana Pendidikan (S.Pd)
Faculty of Tarbiyah and Teacher Training English Education Departement
Day : Monday Date : June 13th 2022 The Board of Examiners
Chairman Secretary
Dr. Mohammad Zaini, S.Pd.I, M.Pd.I Moh. Rofid Fikroni, M.Pd
(NUP. 20160366) (NIDN. 2003069303)
Members :
1. Dr. Suparwoto Sapto Wahono, M.Pd ( )
2. As‟ari, M.Pd.I ( )
Approved by
The Dean of Faculty Education and Teacher Training
Prof. Dr. Hj. Mukni‟ah, M.Pd.I NIP. 196405111999032001
iv MOTTO
اًدْيِدَس اًل ْىَق ا ْىُل ْىُقَو اَ ّٰالل اىُقَّتا اىُنَمٰا اَنْيِذَّل اَهُّيَاـٰٰۤي
“O, you who believe ! Fear Allah and speak the truth.”(QS. Al-Ahzab [33]:70).*
* Departemen Agama RI, Al-Qur‟an dan Terjemahanya (Semarang : Toha Putra, 2001), 885.
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DEDICATION
From the deepest of my heart, i dedicate this thesis to :
1. My lovely parents, my Mom Nik Ami and My Dad Poniran who give me true love, affection, prayer and everything for my life.
2. My beloved sister Lia Yunita Sari who always gives me support and more cheerful life.
3. My best teacher, Mr. Supriyadi, S.Pd who always motivates everywhere and anywhere i am.
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ACKNOWLEDGEMENTS
Firstly, all praise to Allah SWT, the Almighty, the Merciful, and the Owner of the universe who has blessed me with so many beautiful things in my life. This blessing has empowered me to finish this thesis.
In the process of completing this thesis, the writer has received many supports and help from many people. Therefore, the writer would like to thanks to :
1. The excellency Prof. Dr. H. Babun Soeharto, S.E,. MM, as the Rector of State Islamic University of K.H Achmad Siddiq Jember who had given me chance to study at UIN KH. Achmad Siddiq Jember.
2. Prof. Dr. Hj. Mukni‟ah, M.Pd.I as the Dean of the faculty of education and teacher training os State Islamic University of Jember who had given the best service and guidance to the students.
3. Dr. Rif‟an Humaidi, M.Pd.I who had supported and facilitated me in every matters.
4. My beloved advisor, As‟ari M.Pd.I who had been guiding, helping, supporting, motivating, and giving me the precious advices to complete this thesis.
5. All the lecturers of English Education Department who have transferred their knowledge to me.
6. Mr. Ainul Yaqin, S.Pd, the English of class VIII-A for facilitating the researcher in collecting the data and helping the researcher in doing the research.
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7. The students of class VIII-A who participated well in the research.
8. My beloved parents and family for their extraordinary love, trust, care, patient, support and for being my light.
9. My second parents in Jember, Mrs. Sarojatin and Mr. Ribut who given me the place along my research and gave me facilities.
10. All my friends, Elyuwanda, Ocza, Diana, Bella, Oryza, Asnah, Rima, Firman, Fairuz for sharing, caring, helping and supporting me to complete this research
The research realizes that this thesis has spme weakness, mistakes, and it is still far from being perfect. Therefore, the researcher would like to accept any constructive suggestion to make this thesis better. The resaercher hopes this thesis is useful for the researcher in particular and the readers in general.
Jember, 4th of June 2022 The Writer,
Meria Nur Astuti SRN. T20186004
viii ABSTRACT
Meria Nur Astuti, 2022 : Improving Speaking skill in recount text through Comic Strips at the Eight Grade Students of SMP Argopuro 1 Panti 2021/2022 Academic Year
Key words: Speaking skill, comic strips
The aim of this resaerch was to improve speaking skill in recount text through comic strips at the eight grade students of SMP Argopuro 1 Panti 2021.
The students of VIII-A had problem in speaking. Based on an interview with English teacher and the results of preliminary study, the students‟ speaking skill was still low which was percentage as 30% and the average score was 59.8. Based on the results of preliminary study, they said that speaking English was difficult task. Besides, they felt weird if there are friends who try to speak in English in class it was not used to it. Learning in class was also boring. After discussing with the English teacher, we decided to implement comic-strips media. Comic strips was one of appropriate to improve students‟ speaking skill. Comic strips could give motivation and entertainment while learning English. Thus, in this research the researcher used comic-strips media to improve students‟ speaking skill.
The research question of this research was “How could teacher improve speaking skill in recount text through comic strips at the eight grade students of SMP Argopuro 1 Panti ?‟. The objective of the research was to investigate how teacher could improve speaking skill in recount text through comic strips at the eight grade students of SMP Argopuro 1 Panti.
The approach used in this research was Classroom Action Research (CAR). The classroom action research design used in this research was collaborative classroom action and research. The researcher conducted this research at the VIII-A of SMP Argopuro 1 Panti which consisted of 20 students.
This research was conducted in two cycles. Each cycle consisted of four steps : planning, acting, observing and reflecting. To collect the data, the researcher used the students‟ speaking test, interview, fieldnote and document review. The test was used to find out the improvement of students‟ speaking skill after the researcher was conducted.
The criteria of success in this research was if the students reached the minimum score (75) are equal to or higher than 60%. The result of cycle one showed that 40% passed the criteria of succes. It meant there was 8 students passed the criteria of succes with 72,3 as the average score in cycle one. While the second cycle showed that there was 80% had passed the criteria of succes. It meant that there was 16 students passed the criteria of succes with 79,9 with average score. It could be said successful.
According to observation, it was concluded that students were interested in learning by implementing comic strips and they felt enthusiastic in doing the task. The classroom situation also could handled well. The researcher also gave suggestion to the future researcher to conduct better research and emphasized more on the content and organization of speaking skill.
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TABLE OF CONTENT
COVER ... i
ADVISOR APPROVAL SHEET ... ii
EXAMINERS APPROVAL SHEET ... iii
MOTTO ... iv
DEDICATION ... v
ACKNOWLEDGEMENTS ... vi
ABSTRACT ... viii
TABLE OF CONTENTS ... ix
LIST OF TABLE ... xi
LIST OF APPENDIX ... xii
CHAPTER 1: INTRODUCTION A. Background of the Study ... 1
B. Research Question ... 9
C. Research Objective... 9
D. The significance of Research ... 9
E. The Limitation of Research ... 10
F. Definition of Key term ... 10
CHAPTER II:REVIEW OF RELATED STUDY A. Previous Studies ... 12
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B. Theoretical Framework ... 20
1. Speaking Skill ... 20
2. Media... 31
3. Comic Strips ... 37
4. Recount Text ... 45
CHAPTER III:RESEARCH METHOD A. Research Design ... 49
B. Research Setting ... 59
C. Research Subject ... 60
D. Data Collection Method ... 60
E. Data Analysis ... 63
F. Criteria of Succes ... 65
G. The Validity of Data... 65
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION A. Profile of SMP Argopuro 1 Panti ... 67
B. Research Findings ... 71
C. Discussion ... 107
CHAPTER V: CONCLUSION AND SUGGESTIONS A. Conclusions ... 114
B. Suggestions ... 115
REFERENCES ... 115
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LIST OF TABLES
No Description Page
2.1The Research Similiarities and Differences ... 17
2.2Types of Media in Education ... 33
3.1Research Schedule ... 52
3.2Speaking Ability Assesment Criteria ... 62
3.3Criteria of Percentage of Speaking Ability ... 64
4.1The Result of Speaking Test in Pre-Cycle ... 69
4.2The Result of Speaking Test in Cycle 1 ... 72
4.3The Result of Class Observation in Cycle 1 ... 86
4.4The Result of Speaking Test in Cycle 2 ... 88
4.5The Result of Class Observation in Cycle 2 ... 101
4.6Improving Research Results at SMP Argopuro 1 Panti ... 102
4.7Research result from pre-cycle, cycle 1 and cycle 2 ... 111
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LIST OF APPENDIX Appendix 1 : Research Matrix
Appendix 2 : English Syllabus Appendix 3 : Lesson Plan Appendix 4 : Recount Paragraph Appendix 5 : Media
Appendix 6 : The Result of Interview Appendix 7 : Research Journal Activities Appendix 8 : Students Attendance List Appendix 9 : Instrument Validity Appendix 10 : Bluprint of Speaking Test Appendix 11 : Fieldnote
Appendix 12 : Students‟ Achievement in Preliminary Research Appendix 13 : Students‟ Post Test Score in Cycle 1
Appendix 14 : Students‟ Post Test Score in Cycle 2 Appendix 15 : Documentations
Appendix 16 : Letters
Appendix 17 : SMP Argopuro 1 Panti Maps Appendix 18 : Declaration of Authenticity Appendix 19 : Biodata of the Researcher
1
CHAPTER 1 INTRODUCTION
This chapter discussed some points related to the topic of the research namely, background of the research, problem of the research, objective of the research, significance of the research, limitation of the research and definition of key terms.
A. Background of the Research
It was challenging to know that the skill for learning and teaching English always be improving. We as the teacher can develop our teaching skill trough many sources such as watching learning videos on YouTube, reading books, articles even new research from thesis. For the students, they also had same chances to develop their skill in learning English but the main and first source they can improve their English skill was learning at school with English teacher.
There were four skills should be mastered in English. They were writing, listening, reading and speaking. But, for some students, speaking was the most difficult skill to master as what Bueno said in his book that speaking was considered difficult skill for English language learners. In spite of this, it has traditionally been forced into the background while we, teacher of English have spent all our classroom time trying to teach our students how to write, to read, to speak and sometimes to lwasten in L2.2It related to Qur‟an surah Ar-Rahman verse 3 and 4
2Bueno, A, D. Madrid & McLweren, (eds), TEFL in Secondary Education (Granada: Editorial Universidad de Granada, 2006)
“He creates humans. He teaches to speak well”.3
From the surah above, Allah teaches human to speak well. they should teach another people to shwere meaningful information through speaking. This was a very big favor from Him and as an intermediary for mutual understanding between human such as the skill to give verbal expression.
Although speaking skill was considered as an important language skill to be improved, it has been widely noticed that the majority of students find difficulties and often underestimate speaking skills. They think that speaking skill was not needed as requirement for passing the national examination. The national examination consist of multiple choice questions and these questions only require reading comprehension, writing and listening comprehension skills. Students‟ lacks of speaking were seen in SMP Argopuro 1 Panti.
Brown found that Speaking was an interactive process of constructing meaning that involves producing, receiving and processing information.4 In addition, Paaki stated that speaking English was a difficult task, understand the language and knows a lot about its grammar and lexicon, but when to speak, seems to be at a loss of words.5 So, speaking required two-way communication. They were speaker and listener/ reciever of information. The
3 Departemen Agama RI, Al-Qur‟an dan Terjemahanya (Semarang: Toha Putra, 2001), 885
4H. Douglas Brown, ,Teaching by Principles: An Interactive Approach to Language Pedagogy 2nd Edition (NY: Addwason Wesley Longman,2001),267.
5Paaki, Henna,Difficulties in Speaking English and Perceptionsof Accents A Comparative Study of Finish and Japanese Adult Learners of English (Kuopio: University of Eastern Findland, 2013)
most important thing was that the listener was able to strive for understanding the information produced by the speaker regardless of wheter the grammatical structur was correct or not. not only that, a good conversation give feedback from the listener and the listener can also convey the response. Apart from these, researcher proposed several factors that make speaking difficulties for second or foreign language students based on the interview conducted with the English teacher of SMP Argopuro 1 Panti on February, 9th 2022.
The first was very poor vocabulary. This happened because students have never been accustomed for applying and upgrading new words or English expressions in the classroom during learning and teaching process. The teacher as the main model in speaking English also rarely used variations in the used of words in English. For example the teacher only used English in greetings such as „good morning‟, „good afternoon‟,‟ good bye‟ or only on ommand expressions such as „open the book please‟, „let‟s close our lesson by saying hamdallah together‟. There was not additional upgrade of the latest words. As a result, students also had difficulty expressing ideas and opinions then they chose to be silent because of the monotonous used of words. As Nauli said that without having a sufficient vocabulary, one cannot communicate effectively or express their ideas in both oral and written forms.6
The Second was difficult to arrange correct structure. Almost all of the students were in low mastering in English grammar. Sometimes they were
6Nauli,H, Speaking Practice Problem; an investigations of last semester students‟ perspective in a public university ,(Jambi: Jambi University)
confused in some simple grammar points like when they should put „tobe‟ , for example they used „am‟ when the simple sentence used verb like „i am eat banana‟ , or they didn‟t used verb 2 when they make a sentence in past tense forms.
The third was very distinct accent. One of the most difficult parts of a language for EFL learners to master and one of the least favorite topics for teachers to adress in the EFL classroom were pronunciation.7 Whether we realized or not, learning a new accent that was very different from our mother tongue was complicated. In a class had the same mother tongue, they were much comfortable when learning, sharing stories even asking question to used their native language accent even though they were in English class.
They felt less „exposed‟ if they speak in their mother tongue. In addition, Irma Firi stated that a speaker who constantly mispronounce a range of phonemes could be extremely difficult for a speaker from another language community to understand.8 If there were one or two students who tried to speak English continously, there were several other students who played on words to their mother tongue and accent, for example „bycycle‟ to be „bai sikel‟ that meant with feet. As a result, they were laughed, so that students who wanted to try speaking English in class become anxious, doubtful, afraid, shy and less motivation.
7Abbas Pourhosein Gilakjani, A Study of Factors Affecting EFL Learners‟ English Pronunciation Learning and the Strategies for Instruction, International Journal of Humanities and Social Science, Vol. 2 No. 3 ; February 2012, 127
8Irma Firi Andriyani, Setya Muljanto and Amir Hamzah, Students‟ Perception on EFL Speaking Skills, English Education and Applied Linguistics (EEAL) Journal,Vol. 2 No. 2, 2019, 57
The last , most of the students thought that teaching and learning process in the classroom was too monotonous. Learning was only tied to books, copying writing from the whiteboard to notebooks, occasionally watching videos on the LCD Projector and rarely practicing speaking. It was concluded that the demotivating factors in English language learning were learning difficulties, threats to self-worth, monotomous teaching, poor teacher- students‟ relationship, punishment, general and language-specific anxiety, lack of self-determination and poor classroom management.
Moreover the English teacher of SMP Argopuro 1 Panti Jember mentioned the difficulties faced by the students such as fear of making mistakes, fear of being laughed by their friends, fear of being corrected by the others and fear of talking to someone who knew more than her/him. From the problems and discussion above, the researcher and English teacher found the solution to solve the problem in improving speaking skill.
The used of media could be one of alternative as Onasanya said in his book that the used of media could encourage and facilitated learners in learning English, carefully selected and organized the subject content, standardized the learning instruction, made the classroom atmosphere more enjoyable and promote interaction between teacher and learners or learners and learners.9
In addition Ratih Ayu and Christina stated that the used of media could simplify the language teaching and learning process, reduced the used of
9Onasanya, S.A . 2004, Select and Utilization of Instructional Media For Effective Practice Teaching, Institute Journal of Studies in Education. 2(I), 128
mother tongue, increase the motivation, case the explanation of teaching and learning process more attractive and interacctive.10 It could be concluded that instructional media was beneficial in the process of teaching and learning English as it could create a „bridge‟ between teacher and learners which made the learners could understand easily the material delivered by the teacher.
Instructional media could be in the form of comic, newspaper, song, flashcard, computer, crossword puzzle and paint application.
Conventional teaching method has made the students less motivated to learn English in the classroom. The teacher usually explained the material using textbook or students worksheet, then the teacher asked the students to do exercise. There was not motivation that encourage English speaking skill.
Students might feel reluctant and threteaned to retell story about recount text given. It was like the other skills, more complicated than it seemed at first and involved more than just pronouncing words.
Ratih Ayu and Christina stated that speaking material could be chosen from various sources but it was important to keep it in context and aligned with the culture of the learners.11 Sudjana and Rivai also found the use of media like comic could stimulate the students‟ speaking in learning narrative text by the story given. Comics with colorful ilustrations, the story and the realistics as well as interesting characters can motivate students of all age
10Ratih Ayu Puspitasari and Chrwastina I.T Panggabean, The Used of Comic As Media In
Teaching Speaking Narrative Text For The Eight Graders Of Junior High School, Jurnal Teladan, Vol 1 No.2 ; November 2016,75
11Ratih Ayu Puspitasari, Chrwastina I.T Panggabean, The Used of Comic As Media In Teaching Narrative Text For The Eight Graders Of Junior High School, Jurnal Teladan, Vol 1 No.2 ; November 2016,74
levels.12 The visualization through pictures and text could support the sharing of the materials from teacher to students.
Teacher should be able to select appropriate text and used media to create fun activities so that students can study the subject succesfully. Goverment has made some kind of Natonal Education Standard which purpose were to assurance and manage the quality control of education.13
Depdiknas Indonesia had English Standard Competence to develop the students competence in communication. The theory was used as a basis to draw up a competency-based in the curriulum in junior high school. In the learning process, the teacher should explain the various types of text, gave examples, explained the communicative purpose of every text. Junior high school students were be able to understand the meaning of functional text and short essay in the form of narrative, recount, procedure, report, and descriptive.14
Based on the statement above, the students were introduced with recount genre for the first time. It was due to the consideration that recount genre encourage the students‟ interest, especially which concern with one‟s personal experience or fantasy story.
Recount was a kind of genre that has social function to retell event for type purpose of informing or entertaining.15 Recount text was the kind of text that retell past events, usually in the order in which they accured, to provide
12 Sudjana, N. Rivai A, Media Pengajaran (Bandung : Sinar Baru Algesindo, 2009), 69
13PP19, Standart Nasional Pendidikan, (Jakarta : Depdiknas, 2005)
14Depdiknas, Standard Wasi, (Jakarta : Badan Standar Nasional Pendidikan, 2009)
15Ken Hyland, Genre and Second Language Writing, (The United State of America: The University of Michigan Press, 2004), 29
the audience with a description of what occured and when it ocurred and it was presenting series of events.
The advantages of this comic strips had a very exciting potential to help the teachers in achieving the learning objectives. Attractive graphycal visualization, short dialogue, simple and easy to understand making everyone from various ages like reading comics. Comic strips were also closely related to entertainment. As we know that in newspaper and magazine we often found comic strips with different themes and editions. The story was sometimes tickling and related in real life very interesting to read. The readers get amusedment and exciting atmosphere after reading news paper and magazine in mass media.
Considering the reasons presented above, the researcher chose Classroom Action Research (CAR) as reseach design to solve the problem of the students‟ speaking skill. From the discussion above, the Classroom Action Research entlited “Improving Speaking skill in recount text through Comic Strips at the Eight Grade Students of SMP Argopuro 1 Panti 2021/2022 Academic Year” .
B. Research Question
The question formulated based on the background of study above was how can teacher improve speaking skill in recount text at the eight grade students of SMP Argopuro 1 Panti 2021/2022 Academic Year ?
C. The Objective of the Research
Based on the research background, the objective of this Classroom Action Research was intended to investigate the used of comic-strips to speaking skill in recount text at the eight grade students of SMP Argopuro 1 Panti 2021-2022 Academic Year.
D. Significance of the Research
The researchis expected to give constributions to the language teaching process as follows :
1. Theoretically
This reseach hopefully can add exwasting knowledge about comic- strips as media to improve students‟ speaking skill.
2. Practical Benefits
a. For the English teacher, the findings of this research can be used as a reference in order to improve students‟ speaking skill.
b. For students, the action of the research was expected to be usedful to improve students‟ speaking skill. Since learning English by using comic strips.
c. For future researcher, hopefully this research could be used as reference to conduct a further research with similar topic by different research werea, research design and media.
E. Limitation of the Research
The limitation of the research was the eight grade students of SMP Argopuro 1 Panti in the second semester with the curriculum of 2013 in
2021-2022 Academic Year. The material be used in this research was recount text.
F. Definition of Key Term 1. Comic Strips
Comic strip was one of the media to teach English. Comic strips consist of pictures of several characters, depicted in the background as well with dialogue in them and arrange sequentally. Through teaching activities with comic media, students were expected to learn more fun.
2. Speaking Skill
Speaking skill was the skill of each individual to convey ideas, feelings and massage orally and also one of language skill as the skill to pronounce articulation sounds or words to express, and explain opinion or thoughts to a person or group. Speaking was one of aspect of language skill has a close relationship with other aspects of language skills. Between speaking and listening, speaking with writing, speaking with reading. Speaking must be trained in order to students expert in speaking.
3. Recount Text
Recount text was the text that all students of Junior High School learned. Recount text can be said that the past story has been happened by all people. It can be happy, exciting, sad even unforgottable experiences in tha past. It can be an entertainment by all the readers and listener even it can be message if there were many moral value inside. Recount text was usually written or spoken by using verb 2 or simple past tense.
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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter presented a review of related literature. It consisted of relevant previous studies, theoretical and conceptual framework.
A. Previous Studies
There were some previous studies could be references for this research.
The researcher has chosen three recent researches.
The first research was from Renyta Okfiani Klau, the student of Languages and Arts Faculty, Yogyakarta States University (UNY). The title was “Using Comic-Strips To Improve The Speaking Skills Of Grade VIII Students Of SMPN 15 Yogyakarta”. The aim of this research was to improve the students‟ speaking skills trough the used of comic strips at SMPN 15 Yogyakarta academic year 2013/2014. The researcher applied classroom action research. The population of the research were 34 students of class VIIIF of SMPN 15 Yogyakarta.16 The data collected through qualitative and quantitative. The qualitative data were obtained through observations and interviews with the students and collabolators. The data were in the forms of fieldnotes and transcripts. Meanwhile, the quantitative data were obtained from pre-test and post-test. The result of the research showed that the implementation of comic-strips in the teaching and learning process of speaking was believed to be effective to improve the students‟ speaking skills. The students‟ speaking skills were measured quantitatively by
16Renyta Okfiani Klau, “Using Comic-Strips To Improve The Speaking Skills Of Eight Grade Students Of SMPN 15 Yogyakarta In The Academic Year 2013/2014”,(Thesis, UNY, 2015)
comparing the meant core of pre-test and post-test. The finding also revealed that the mean score of the students‟ speaking performance increased from 10.87 in the pre-test to 12.97 in the post-test. The gain score of the students‟
speaking was 2.10.
The second research was from Asrabikal, the student of Tarbiyah and Teacher Training Faculty (FTIK) IAIN Palopo. The title was “The Effectiveness Of Using Comics As Teaching Media To Develop The Students‟ Speaking Skill At The Eight Grade Of SMP PMDS Putri Palopo In Story Retelling”. The aim of the research was to find out wheter or not the using of comics can develop the students‟ speaking skill at the eight grade of SMP PMDS Putri Palopo academic year 2018/2019. The population of the research was the eight grade students of PMDS Putri Palopo.17 The research applied experimental design and conducted in six meeting. The researcher conducted pre-test, treatment and post-test. The researcher used purposive sampling technique from five classes, the researcher chose 20 students from class VIII E. The instrument used to collect data was speaking test. The data of this research analyzed by using SPSS program version 25. The finding of this research showed that using comics media was effective in teaching speaking skill to the eight grade students of SMPN PMDS Putri Palopo. it was proven by by the significant difference between the students‟ mean score at the pre-test and post-test. The mean score of the students in pre-test was 5,00 and the mean score of post-test was 7,55. Moreover, the statistical test
17Asrabikal,”The Effectiveness Of Using English Comics As Teaching Media To Develop The Students Speaking Skill At The Eight Grade Of SMP PMDS Putri Palopo In Strory Retelling”, (Thesis, IAIN Palopo, 2019)
by using SPSS showed that to count ) bigger than tt (ttable) 2,093, it meant that the alternative hypothesis (H1) was accepted (to tt ).
The third was thesis from Votik Anugerah Anjasiwi, the student of Education and Training Faculty UIN Sultan Syarif Kasim Riau. The title of the research was “The Used Of Cartoon As Media On Students‟ Speaking Skill At The Tenth Grade Students Of SMK Kesehatan Pro-Skill Indonesia”.
the aim of the research were to know the students‟ speaking skill at the tenth grade students of SMK Kesehatan Pro-Skill Indonesia taught by using cartoon as media and to find out wheter there was a significant effect between the students‟ speaking skill taught by using cartoon as media at SMK Kesehatan Pro-Skill Indonesia academic year 2020/2021.18The design of this research was quasi-experimental. In analyzing the data, the researcher used score of pre-test and post-test of experimental and control group. The writer used statistical analysis which used SPSS 24.0 computer program. By seeing the main score class-control 58.60 and experimental class 72.40 it can be stated that Ha was accepted and HO was rejected. It meant that there was a significant difference between students‟ speaking skill taught by using and without using cartoon as media at SMK Kesehatan Pro-Skill Indonesia.
The fourth was thesis from Nanik Wulandari, the student of Education and Training Faculty (FTIK) IAIN Palangkaraya. The title ofthe research was
“The Effect Of Comic-Strips Toward Eight Grade Students in Recount Text Of MTS Muslimat NU Palangkaraya. The aim of the research was to measure
18 Votik Anugerah Anjasiwi,”The Used Of Cartoon As Media On Students‟ Speaking Skill At The Tenth Grade Students Of SMK Kesehatan Pro-Skill Indonesia”, (Thesis, UIN Syarif Kasim Riau Pekan Baru, 2021).
wheter there was significant improvement on the students‟ writing recount text by using comic-strips of the eight grade students in MTS Muslimat NU Palangkaraya.19The design of this research was quasi-experimental design.
The population of the research was class VIII A, VIII B and VIII C in MTS Muslimat NU Palangkaraya. The total of population was 105 students and the sample of this research was 70 students in class VIII A and VIII C. The writer applied independent Sample T-Test calculation to test the hypothesis to analyze the data. The result testing normality found significance (0,426) that was higher than significance level . It could be concluded that the data was in normal dwastribution. The result homogeneity showed that the significance observed (0,312) higher than . It could be concluded that the data was homogeneity dwastribution. The result of of independent sample T-Test with SPSS 21.0 and manual calculation : the result of tobserved
was 10.322 and the ttable was 2.00 at 5 and 2,67 at 1 . The result of testing hypothesis determined that the Alternative hypothesis (Ha) stating that there was any significant effect of using comic-strips toward the eight grade students in recount text of MTS Muslimat NU Palangkaraya was accepted and the Null hypothesis (Ho) stating that there was no any significant effect of using comic-strips toward the eight grade students in recount text of MTS Muslimat NU Palangkaraya was rejected. It can be conclude that there was any significant effect toward the eight grade students in recount text of MTS Muslimat NU Palangkaraya.
19 Nanik Wulandari, “The Effect Of Comic-Strips Toward Eight Grade Students In Recount Text Of MTS Muslimat NU Palangkaraya”, (Thesis, IAIN Palangkaraya, 2019).
The last was thesis from Nani Susanti, the student from Tarbiyah and Teaching Faculty (FTIK) State Waslam University of Raden Intan Lampung (UIN). The title of the research was “The Influence Of Using Comic-Strips Towards Students‟s Reading Comprehension On Recount Text At The First Semester Of Tenth Grade Of SMK IT ICERA Babatan Academic Year 2019/2020. The aim of the research was to investigate wheter or not there was significant influence of comic-strips toward students‟ reading comprehension on recount text at the the first semester of the tenth grade of SMK IT ICERA Babatan 2019/2020.20The research methodology was quasi-experimental design. In this research, the population was the tenth grade of SMK IT ICERA Babatan. The samples of the research were two classes conswasiting of 34 students for experimental class and 30 students for control class. The treatments were held in 3 meetings in which 2 45 minutes for each class.
In collecting the data, the researcher used the instrument in the form of multiple choice questions which had been tried out prior to the treatments.
The instrument was given in pre-test and post-test. From the data analysis computed by SPSS, it was obtained that Sig. 0.035 and It meant Ha was accepted because Sig. Therefore, there was significant influence of using comic strips toward students‟ reading comprehension on recount text at the the first semester of the tenth grade of SMK IT ICERA Babatan 2019/2020.
20Nani Susanti, “The Influence Of Using Comic-Strips Towards Stutents‟ Reading Comprehension On Recount Text At The First Semester Of Tenth Grade Of SMK IT ICERA Babatan Academic Year 2019/2020, (Thesis, UIN Raden Intan Lampung 2019).
Table 2.1
The Similiarities and Differences between Previous Research and This Research
No Author and Title Similiarities Differences
1 1 2 3
1. Renyta Okfiani Klau
”Using Comic-Strips To Improve The Speaking Skills Of Grade VIII Students Of SMPN 15 Yogyakarta”
a. Both of the research focus on improving
speaking skill b. Previous research
and this research used classroom action research
a. The material of Renyta‟s research was about asking for service, refusing to do service while this research was about recount text 2. Asrabikal
“The Effectiveness Of Using Comics As Teaching Media To Develop The Students‟
Speaking Skill At The Eight Grade Of SMP PMDS Putri Palopo In Story Retelling”
a. Both of the research focus on speaking skill b. This current
research and previous research applied comic- strips
c. This current research and previous research used story retelling
to promote
speaking skill
a. Asrabikal research was experimental research
(quantitaive) while this research was classroom action research
b. The material of Asrabikal research was narrative text while this research was recount text c. There was pre-test
in Asrabikal‟s research while this current research used preliminary research.
d. Asrabikal‟s research used three scoring in the students‟s speaking skill ; accuracy,fluency and
comprehensibility while this current research used more complete scoring;
vocabulary,
1 1 2 3 3. Votik Anugerah Anjasiwi
” The Used Of Cartoon As Media On Students‟
Speaking Skill At The Tenth Grade Students Of SMK Kesehatan Pro-Skill Indonesia”
a. Both of the research focus on speaking skill b. Both of the
research used cartoon or printed picture as media to teach speaking
a. The media of Votik‟s research was cartoon, while this research was comic-strips
b. The research design used by Votik was quantitative while this recent research was classroom action research c. The material taught
by Votik was descriptive text while this research was recount text d. Votik‟s research
used pre-test while this current research used preliminary study
4. Nanik Wulandari
“The Effect of Comic Strips Toward Eight Grade Students in Recount Text Of MTS Muslimat NU
Palangkaraya”
a. The previous research and this recent research used comic-strips as the learning media
b. Nanik‟s research focused on writing skill while this research focuseds on speaking skill c. Nanik‟s research
used (quasi
experimental ) quantitative design while this research useds classroom action research d. Nanik‟s research
used pre-test while this current research used preliminary study
1 1 2 3 5. Nani Susanti
“The Influence of Using Comic-Strips Towards Students‟ Reading Comprehension of Recount Text at the First Semester of Tenth Grade at SMK IT ICERA Babatan Academic Year 2019/2020
a. Both of the research used comic strips as the learning media
a. Nani‟s research focused on writing skill while this recent research focuseds on speaking skill
b. Nani‟s research used quasi experimental (quantitative design) while this recent research useds classroom action research
c. Nani‟s research used demonstration method while this current research used story retelling method.
a. Nani‟s research used pre-test while this current research used preliminary study.
By reading those previous research before, we concluded that there were similiarities and differences between the writer‟s research and the previous research. The similiarity of previous research and the writer‟s research was using comic-strips for improving the students‟ skill in learning and tecahing process. The distinction between previous research and recent research were previous research were using asking for service, refusing to do service, descriptive text and narrative text while this research was using recount text. The previous research were using quasi-experimental research design while this research was using Classroom Action Research (CAR).
B. Theoretical Framework 1. Speaking
a. The Definition of Speaking
Speaking was an important skill taken a role in communication.
In Linguistics, it was commonly noted that speech was primary and writing secondary.21 Linguistics took third position because all languages were spoken, and only a subset of these languages were written. By speaking, people were able to express and convey their ideas and thoughts to build communication. As defined by Brown that speaking was an interactive process constructing meaning that involves producing, receiving and processing information. 22 Meanwhile, speaking skill meant the skill using the appropriate language to deliver the information and convey the message to be understood by the listener.
In another point of view, Hornby defined speaking as making used of words in an ordinary voice, uttering words, knowing and being able to used a language, expressing oneself in words, and making speech.23 In addition, Shumin as cited in Richards and Renandya said that speaking was a foreign language required more
21 Charles Meyer F, Introducing English Linguistics, (Boston:Cambridge University Press, 2009),5.
22H.Douglas Brown, Teaching by Principle: An Interactive Approach Language to Language Pedagogy, (White plains, NY: Pearson Education, 2001),267
23 A.S Hornby, Oxford Advance Learner‟s Dictionary. (London : Oxford Progressive Press, 1995), 826.
than knowing its grammatical and semantic rules.24 Learners must also acquire the knowledge of how native speakers used the language in the context of structured interpersonal exchange in which many factors interact.
Moreover, Theodore Huebner said that language was essentially speech, and speech was basically communication by sound.
According to him, speaking was a skill used by someone in daily life communication wheter at school and outside.25 The skill was acquired by much repetition. It primarily a neuromuscular and not an intelectual process. It consists of competence in sending and receiving messages.
In other words, speaking was the way in which we express or exchange thoughts and feelings using language. Usually people have communicative purposes by producing the verbal utterances. They may want to give opinion, to express feelings, to retell stories, etc.
b. Aspect of Speaking
According to Brown there were five aspects of speaking, they were : pronunciation, grammar, vocabulary, fluency and comprehension.26
24J. Rhichards and W.A. Renandya, Methodology in Language Teaching, ( Cambridge: Cambridge University, 2002), 204
25Theodor Huebner,Audio Visual Technique in Teaching Foreign Language, (New York:Cambridge University Press, 1960)
26H. Douglas Brown, Language Assesment Principles and Classroom Practice, (United States of Amerika: San Franswasco States University, 2003), 151
1) Pronunciation
Pronunciation refers to the problem of sounds that we used to make meaning. It includes attention to the particular sounds of a language (segments), aspects of speech beyond the level of the individual sound. Such as intonation, phrasing, stress, timing, rhytm (suprasegemntal aspects), how the voice was projective (voice quality), and in its broadest definition, attention to gesture and expressions that were closely related to the way we speak a language.
2) Grammar
Grammar was one of was the set of structured rules that arrange the composition of phrase and word in any language.
There were three basic grammars, namely : a) Etymolog
Etymology was the study of how to arrange English letters correctly into an English word.
b) Orthography
Orthography was a spelling system of a language or a description of language sounds in the form of writing or symbols. Orthography includes problems with spelling, capitalization, decapitacion and punctuation. The materials those were discussed in orthography were : letter, word and syllable.
c) Syntax
Syntax was the study of how to arrange words to English into an appropriate sentence. It can also be said that syntax was a part of grammar that studies the process of forming a sentence.
3) Fluency
Fluency was the werea of language skill which related to the speed and ease with whih a language learners performers in one of four core language skills of speaking, listening, reading and writing. Although the concept of the fluency relates to all four languages skills, it tends to be most closely assosiated with speaking.
4) Vocabulary
According to Webster, vocabulary was defined as follows : a lwast of collection of words and phrases usually alphabetically arranged and explained or defined, a sum or stock of words employed by a language group individual or work or in relation to a subject (scope of language) and all lwast of foreign languge textbook of the words and phrases taught or used.27
c. Types of Speaking
Brown and Abeywickrama propose five types of speaking as explained in the following :
27Philip Babvock Gove, Webster‟s Third New International Dictionary, (Massachusetts:Heinle Publwasher, 1996), 2560.
1) Imitative
This types of speaking required the test takers to copy a word, phrase or a sentence. Pronunciation was the main aspect of the assesment although grammar also took part as the scoring criteria. What needs to be highlighted in imitative speaking was that the communicative competence of the language was not essential. They need to acquire some information, and then reproduce it orally without having to add extra explanation. What comes out from them was solely the information they hear.
2) Intensive
Unlike imitative, intensive speaking does not emphasize on pronunciation or phonological aspect. Understanding meaning was needed to respond certain tasks but the interaction with the counterpart was minimal. The activity sample was reading aloud, sentence and dialogue completion.
3) Responsive
Authenticity in a conversiation was important. Therefore, the speaker was stimulated to speak promptly. To respond a short conversation, making a simple request comment was a kind of activity that belongs to this type of speaking
4) Interactive
The load and complexity of the sentence was the major different between responsive and interactive speaking. The
number of the speakers also matter as sometimes it needs more than two people in the conversation.
5) Extensive
Extensive speaking involves wide range of speech production. Also, the speaker need to interact with the counter speakers, which could be answering question, making discussion.
It can be said that expensive speaking was the ultimate speaking skill that required strong language components.28
Based on the explanation above, this research focuseds on intensive speaking because it related to the function of of intensive that was designed to practice speaking with some grammatical aspects of language. It meant that intensive performance was activity of practicing speaking the students focus on forms of language.
d. Activity to Promote Speaking
Teaching speaking for English foreign language was more difficult than English Second Language and native l;anguage context.
It happens because, in the English foreign langauge (EFL) context, students only study English at school as a subject and do not used the language for daily communication, so the students have minimal opportunities to practice speaking English. Optimizing classroom time to practice speaking English was one solution to be done. Many
28H. Douglas Brown, P. Abeywickrama,Language Assesment : principle and Classroom Practice 2nd Edition,(New York:Pearson Education, 2010), 184-185.
classroom activities to do for developing English speaking skill of students. They can be adapted to the needs of the students, the materials and the available learning recources in the class. The following were some practical activities commonly done in speaking class.
1) Dialogue
Dialogue was a conversation between two or more people and there should be feedback in it. In English learning, dialogue was used for practicing language function such as greetings, leave- taking, showing gratitude, asking for help, asking for attention, agrreing etc. In classroom practice of speaking , the teacher usually gives a text script then the students decided into a pairs or group or they have to memorize the dialogue then perform it in front of the class and their friends. They could perform in various ways based on the emotion and situation in the script suh as happily, slowly, angrily, fast or cheerful.
2) Surveys
One of the exciting technique to provoke conversation and exchange opinion could be done by using questionnaires and surveys. Britwash Council (n.d) noted that doing surveys in the classroom can be usedful way to make the students to interact, produce the form of questions, collect and analyze real information. This technique be better if the students make a plan
and learn their own questions. It was recommended that the survey be better built around the topicthat the students have learned before. Because the function of the topic can be input for students to design the survey. the input help the students to activate all their language knowledge and generate new ideas in designing the surveys. Besides, the students find the natural used of language much more meaningful.
Before designing the survey, the teacher may pre-teach the words and tell stories related to the topic. By so doing, the students were exposed to move vocabulary and ideas. After that, the students sit in pairs to plan their survey questions. After constructing the questions, the students go around the class to ask other students and note their responses. During this activity, the teacher lwastens and prompts when necessary. When thye survey was finwashed, the students vuluntarily shwere their exciting experiences while conducting the survey. the teacher needs to introduce types of survey questions such as open-ended and close- ended questions.
3) Picture Description
One of the ways to provoke conversation was asking the students to describe the pictures. It can make the students to explore their vocabularies and their creativity to present the story based on the picture given. This technique was also usedful
because the students could know the situation outside that was in the picture without seeing the real thing directly.
First, the students were divided into several groups. Each group has the opportunity to discussed and explain several pictures.
The pictures were described in sequence. When describing the picture, each groups should show the picture to their friends in front of the class. They were given 5 minutes to explain. They could explain in as many sentences as they know how to relate to the picture. Then this group continue to describe next picture. This technique enourages reluctant students to take a part in the speaking practice of the group.
4) Picture Differences
The variation of picture description was picture differences.
This acttivity was done in a pairs. The goal of this activity was to find out the differences in each picture. To begin this speaking practice, each student should memorize each different picture given. Then , they identify their pictures and highlight details information in the picture. After identifying the picture, each student can compwere his/her answers with their pair‟s. They identify, compwere and contrast the two pictures. This activity produces plenty of purposeful question and answer exchanges.
The necessary vocabulary was specific and likely predictable. So,
it was suggested to discussed and write up these adjectives and vocabularies in the white board.
5) Information Gap
Communicative language learning emphasizes the need for meaningful communication; thus, the the students have a genuine reason to talk, they learn to used the language more effectively.
Information gap offers an activity that stimulates students to interact to get the intended information to complete a task.
Using this technique, the students were paired ( sometimes in agroup) , and both partners were given the same text with different mwassing parts. To obtain the mwassing information, both partners need to interact using relevant language without looking at each other‟s text because each of them has the information another does not have. By the end of the intercgange, both sides in possession of the total amount of information.
6) Role Play
Role play was a way to playing roles that were emphasized on each individuals with various figures perception and feeling. Role play method was emphasized to every individual students in acting a character in a drama who concerned. With the role play method, students were expected to play various figures and experience in various situations. If role play method well planned, can inculcate
skill responsible and work together with others, appreciate other people‟s opinions and take decwasions in group work.
7) Story Retelling
Story retelling was suitable to improve students‟
vocabularies and pronunciation also develop their creativity. Story retelling helps students develop integrated language skills at once;
listening, speaking, reading, writing , interactional, vocabulary and literacy. The students assentially retell a story that they have read or lwastened in their own words and sentences. When telling the story,first, they have to remember the story and reconstrut memories, ideas then internalize them. Language expressions were used to make the story come alive. The speech also varies terms of volume, dynamics, rhythm, intonation and expression of body language to encourage stronger message.
8) Story Completion
Story completion was an exciting and fun activity in the class. In using this technique, the students sit in a circle. The teacher starts telling a story, but after a few sentences, teacher stop telling story. Then, each student take a turn to continue telling story in four to ten sentences. Students could add a new character , event, description and develop the story. In this way, the students build confidence, interest and improve themselves .
This technique gives students the opportunitu to reate their imagination and creativity in a casual way. The students were also encouraged to make a point of view on the story. Here, the student‟s voice was heard inside the class. Each students get tha same opportunity to contribute and building the story in a activitity that was not intimidating. 29
2. Media
a. Definition of Media
The media was something that mediates, that was something through which people interact with one another or with the world.
The term media often refers to some devices that carry information or message from the sources to the goal. We can find various media in our daily life such as handphone, books, radio even car. Those were some devices that asswast and instructor to transmit to learner fact, skills, attitude, knowledge, and appreciate or additional material used when using a particular teaching method to make learning easier, as it intends to help both the teacher to teach more reflectively and the learner to grasp the concept more effectively. Media such as slides and films delivered information in more concrete, therefore it was more effective ways than lectures and books did.30
29Theodorus Sulon Suban, Teaching Speaking : Activities to Promote Speaking Skills in EFL Classrooms, Lectio Journal, WASSN 2775-507X, 44-46
30Roblyer, Influsing Social Media in Teaching and Learning,(UK: The Press Syndicate of the University of Cambridge), 40
Based on the definition above, it can be said thatthe notion of media was something that was channeling message and it can stimulate the thoughts, feeling and ingness of the students so that it can encourage the learning process. The used of media creatively enable the students were better in learning and it can improve their performance in accordance with the desired goals accomplwashed. In addition, the learning media was very decwasive the learning process of students, so that it overcome difficulties in achieving educational goals. Media was also facilities, recources of tools to utter expressions of art, the line that was used by the people to produce message or information. There were some components around the students that can convey messages that can motivate the students in learning English. It can be a form of communication wheter printed or audio visual as well as the instruments were a meant that transmits messages from transmitter to receiver and enables human being to influence other people who do not have contact with him/her immediately.
b. Types of Media
Anderson classified the types of the media. They were audio, print, audio prints, projection of visual silent, audio-visual silent projection, visual motion, audio-visual motion, physial object,
humans and the environment, and also computer. The details of these types of media were below :31
Table 2.2
Types of Media in Education
No Media Categories Example in Learning
1 Audio Audio tapes, radio, CD,
telephone
2 Print Textbook, modules, brochures,
leaflets, pictures
3 Audio-print Audio tapes that include written materials
4 Projection of visual silent Overhead transpwerency (OHT), Film frames (slides) 5 Audio-visual projection silent Film frames (slide) voiced
6 Visual motion Silent film
7 Audio-visual motion Silent motion film, video/VCD, TV
8 Physical objects Real objects, models, 9 Human and the environment Teacher, librarian, laboratory
10 computer CAI (Computer Asswasted
Instructional), CMI (Computer Managed Instructional) By reading the types of media above, we can conclude that the types of media were visual media was the simple media. It can be two or three dimension object as like, photos, pictures, posters, cartoons, graphs, etc. Audio media was media easy to be heard such as : audio tapes, mp3 and radio. Audio visual media was media that can be heard and also seen as well. The example of audio-visual media were silent films, , videos, televwasion, hand puppet, sound slides. Multimedia was media that can present a whole media parts, multimedia was usually identical with computer, internet and
31http://blog.unnes.ac.id/mediapembelajaran/2015/11/16/jenwas-jenwas-media- pembelajaran/,2022, 17.03
computer based learning. For examples : animation. So, media the important part of teaching and learning processcan help teacher and students in absorbing the material. For instance, if the teacher and the students discussed about animals, the pictureof animal really help their teaching and learning process.
c. The Function of Media
The function of media was helping the students to be more creative in doing various activities in the class. For example, creative an interesting learning atmosphere and increase students‟ motivation.
According to Roblyer there were five roles of media such as :32 1) Thematic Instruction
Thematic instruction was known as the teacher‟s ways on organizing their instructions around topics. Elementary teachers in particular were integrating content and skill from many subjects. At the secondary level, teams of teachers were from different content wereas that works together to show the overlap of their course content.
These units provide a rich environment of focus within which learning took place. A good theme must capture and hold students‟ attenton, provide problem solving experiences, support interdwasciplinary activities, and include a variety of media and technology.
32Roblyer, Influsing Social Media in Teaching and Learning, (UK : The Press Syndicate of the University of Cambridge, 2019), 14
2) Portofolios
A portofolio was a collection of student‟s work that ilustrates growth over period of time. Portofolios often include such artifacts as students-produced illustrated books, videos and computer multimedia projects. Students‟ skill to prepwere mediated presentations that summarize their own understandings of thematic topic was central to the schooling experience under the concept of portofolios.
3) Dwastance Education
A rapidly developing approach to instruction worldwide was known as dwastance educations. The dwastinguwashing characterwastic of dwastance education was the separation of the instructional team and students during learning. As a consequence, the course content must be delivered by instructional media
4) Instructordirected Learning
A common used of media in an instructional situation was for supplemental support for the “live” instructor in the classrorom. Certainly, properly design media can enhance and promote learning and support teacher-based instruction. Advance organized can be effective instruments for ensuring that media play their proper role as supplemental supporters of instructions.
5) Learner-directed learning
Media can also be used effectively in formal education situation where a teacher was not available or was working with other students. Media were often “package” for this purpose ; objectives were lwasted, guidance in achieving abjectives was given, materials were assembled, and self- evaluation guidelines were provided.
Based on thye discussion above , it can be concluded that media play an important role in the learning and teaching of English. Media were not only able to be the teacher‟s language but also to help add elements of reality and motivate the students by bringing the slice of real life into the classroom. Besides, media provide clear context, meaning and guidance that can make students enthusiastic in learning English. It was clear stated that media were very usedful and really needed for the teaching and learning process.
However, the researcher chooses comic-strips as media in teaching and learning process. The used of comic-strips in the teaching and learning process can be more communicative than long explanation, or it can supplement the teacher‟s explanation.
Besides, comic-strip can make students motivated and attracted to the teaching and learning process. It be discussed in details in the following section.
