Praise and Gratitude The author prays to God Almighty for his blessings and grace so that the author can complete the research proposal entitled "The Use of Cartoons to Improve Students' Reading Comprehension of Narrative Text in Eight Grade Students of SMP Plus Yanmu NW Praya" once . The use of comics to improve students' reading comprehension of narrative text by VIII student of SMP Plus Yanmu NW Praya in academic. The results showed that the use of cartoons helped students to improve their reading comprehension of narrative text.
This means that students' reading comprehension of narrative text was improved, when applying the use of comic drawings in improving students' reading comprehension in grade VIII of SMP Plus Yanmu NW Praya. W, "Improving students' reading comprehension of narrative text through drawing strategy (a classroom action research in the class of SMP Kartika III- 1 Semarang in academic year A Thesis, Faculty of Language and Arts, Semarang State University. Research of action was conducted under the title "Using Comic Strips in Improving Students' Reading Comprehension of Narrative Text in Eighth Grade Students of SMP Plus Yanmu NW Praya".
Based on the statement in the background of the above research, the following research problem is formulated: How is the use of comics in improving students' reading comprehension of narrative texts among Grade 8 students of SMP Plus Yanmu NW Praya Academic Year 2022 / 202. Based on the formulation of the above problem, this study aims to reveal whether the use of comics helps improve the reading comprehension of narrative text among students of Grade VIII of the SMP Plus Yanmu NW Praya Academic Year 2022/2023.
REVIEW OF LITERATURE AND HYPOTHESIS
Review of Related Literature
The purpose of this study is to determine if the use of comics in reading instruction is effective for the students reading comprehension, especially in narrative text, the method in this research was quantitative design with a quashi experimental study. On the calculation, this research showed that the use of comics is effective in teaching strategy in narrative text which showed from the post-test in the experimental class that got 70.40 while the control class was 68.17. This research had similarity and difference with the current research, both researchers the data was obtained from the reading comprehension test, but previous research used quantitative research method while the current research used Classroom ActionResearch.
Third research conducted by Lilis Almilasari entitled "The effect of using comic strips to improve students' reading comprehension of narrative texts in teaching English, especially to improve students' reading comprehension." This study aimed to find out the effect of using comic strips on students' performance in reading comprehension in the eleventh grade of MTSN Sukoharjo. The data collection technique used in this study was pre-test and post-test. This study used 40 student populations, and the sample of the study states that a sample is a small subgroup selected from the larger population.
The subject of this study was 40 students, students in the experimental class and 20 students in the control class. This study had the similarity and difference with the current study; both researchers focused on the effect of using comics on students' reading comprehension, but the previous study was quantitative and conducted using a quasi-experimental design with a non-equivalent control group design, while the current study used Classroom Action Research with Test Pretest and Posttest.11.
Theoretical Bases
- Definition of Reading
- Kinds of Reading
- Teaching Reading Technique
- Definition of Reading Chomprehension
- Factors Affecting Reading Chomprehension
- Teaching Reading Chomprehension
- The Process of Reading Chomprehension
- Definition of Narrative Text
- Language Features of Narrative Text
- Structure of Narrative Text
- Types of Narrative Text
- Example of Narrative Text
- Analysis of Narrative Text
- Definition of Comic Strips
- Principles of Comic Strips
- Design of Comic Strips
- Procedure of Comic Strips
- The Advantages and Disadvantages of Using Comic Strips
Man thought what he did not know". 16. 14Supriadi, "Correlation between Metacognitive Strategy Use and Student's Reading Comprehension in Tenth Grade Students of SMK Negeri 2 Parepare". If the reader just wants to get a taste of the material, this is an option to use. 23Nasution, M, "Improving Students' Reading Comprehension of Descriptive Text Using Rainbow Card in Feedback Strategy" (Bachelor's Thesis, University of Muhammadiyah Sumatera Utara Medan, 2019), p.
Reading comprehension is also influenced by word knowledge in different contexts and background knowledge of the topic presented. Teaching reading comprehension is inextricably linked to the task of the instructor.30 According to Harmer in Anisa Puspita Hapsari, the role of the teacher is to assist and facilitate student learning. Brown stated in Mita Eka Purwandani that there are three types of reading processes.
The rabbit ran far ahead of the tortoise when the race began, just as everyone thought. According to Saraceni, comics have several components: panels, gutters, balloons and captions:46(1) The panels: Each page is usually composed of a number of rectangular frames called panels. 2) The gutter: Each panel is separated from the others by an empty space called the gutter, (3) The balloon: The use of balloons, where text is inserted and superimposed in the panel containing the images, is one of the main characteristics of the comics .
Hypothesis
Supriadi, "Correlation between Metacognitive Strategy Use and Students' Reading Comprehension in Tenth Grade Students of SMK Negeri 2 Parepare" (A Thesis, Faculty of Tarbiyah and State Islamic Institute of Adab Parepare Department, 2018), p. Help me!" The dragon descended the tower, took a great breath of fire, and blew the ogre away from the mountains and into the ocean. My pleasure, princess.” The dragon rescued the princess from the tower and placed her gently on his strong back.
Help, Master!” The giant awoke and shouted, “Fee, fi, fo, fum!” Jack ran and began climbing the beanstalk.
