1

THE EFFECTIVENESS OF TEACHING USING COMIC STRIPS TO

FACILITATE STUDENTS’ READING COMPREHENSION SKILL

ON NARRATIVE TEXT

(An Experimental Research in wuth the Grade of SMP N 2 Tanggungharjo

Grobogan in the Academic Year of 2010/2011)

A Final Project

Submitted in partial fulfillment of the requirement

for the Gaining the Degree of Bachelor in English Language Education

By

FARIDA ARROYANI

Student Number: 63411003

ENGLISH DEPARTMENT OF TARBIYAH FACULTY

WALISONGO STATE INSTITUTE FOR ISLAMIC STUDIES

SEMARANG

2010

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THESIS PROJECT STATEMENT

I am, the student with the following identity:

Name : Farida Arroyani

Student Number : 063411003

Department : English Language Education

certify this thesis is definitely my own work. I am completely responsible for the

content of this thesis. Other writer’s opinions or findings included in the thesis are

quoted or cited in accordance with ethnical standards.

Semarang, June 6th

2011

The writer,

Materai ,

6000

Farida Arroyani

Student’s Number:

063411003

v

3

4

ADVISOR NOTE Semarang, June 27th

2011

To

The Dean of Education Faculty

Walisongo State Institute for Islamic Studies

Assalamu’alaikum Wr. Wb.

I inform that I have given guidance, briefing and correction to whatever extent

necessary of the following thesis identification:

Title : The Effectiveness of Teaching Using Comic Strips to

Facilitate Students’ Reading Comprehension Skill in

Narrative Text (An Experimental Research with the Eighth

Grade of SMPN 2 Tanggungharjo Grobogan in the

Academic Year of 2010/2011)

Name of Student : Farida Arroyani

Student Number : 063411003

Department : Tadris

Field of Study : English Language Education

I state that the thesis is ready to be submitted to Education Faculty Walisongo

State Institute for Islamic Studies to be examined at Munaqasyah session.

Wassalamu’alaikum Wr. Wb.

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DEDICATION

To my parents, Masruri and Fauzanah.

I wish they understood to read this thesis, for their support and

encouragement to me throughout my education and beyond were of the utmost

importance. I only hope they would not have been disappointed that I can not

finish my graduate two years ago, as my father hoped.

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ACKNOWLEDGEMENT

Bismillahirrohmanirrohim,

Praise is to Allah, the merciful, and the compassionate that the writer can

finish this thesis completely. Shalawat and salam for the Prophet Muhammad who

brings us from darkness to the brightness.

The writer realizes that there are many people who are already helped his

in arranging and writing this thesis directly or indirectly. In this chance, the writer

would like to express deeper appreciation to:

1. Dr. Suja’i, M, Ag. as Dean of Faculty of Tarbiyah.

2. Siti Tarwiyah, M. Hum. as the Head of English department.

3. Moh. Nafi’ Annury, M.Pd. as the first advisor who already guided and advised

patiently during the arrangement of this thesis.

4. Dr. Musthofa, M.Ag. as the second advisor who gave guidance and advices over

the study conducted.

5. The entire lecturers in Faculty of Tarbiyah who always give input and advice to

the writer during conducting this study.

6. Library official who always give good service related with the references in this

thesis so that the writer could done this thesis well.

7. Suharto, S.PdI. as the Head Master of SMPN 2 Tannggungharjo Grobogan who

have given permission for the writer to conduct the study there, and the entire

teachers, especially Mrs. Sri Wahyuni, S. Pd. For all the time, the information

about the teaching learning process of English and her guidance there, and the

students of 8th

grade class C, thanks for the cooperation, and also the school

administration staff.

8. My beloved father, mother, my grandfather, my aunts, and my uncles who always

gives inspiration and motivation to complete this study.

9. My beloved brothers and sister who always support the writer to finish this thesis.

10. All of my friends in TBI 06’ especially TBI A 06

11. Last but no least, those who cannot be mentioned one by one, who have supported

the writer to finish this thesis. viii

7

Finally, the writer realizes that this thesis is far from being perfect;

therefore, the writer will happily accept constructive criticism in order to make it

better. The writer hopes that this thesis would be beneficial to everyone. Amin

Semarang, Juni 6th

2011

The writer,

Farida Arroyani

Student’s number:

063411027

ix

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TABLE OF CONTENT

PAGE OF TITLE…….…………………………………………………... i

ADVISOR NOTE………….. …………………………………………… ii

RATIFICATION………………………………………………………… iii

ABSTRACT……………………………………………………………... iv

THESIS STATEMENT…….…………………………………………….. v

MOTTO………………………………………………………………….. vi

DEDICATION……………………………………………………………vii

ACKNOWLEDGEMENT….……………………………………………viii

TABLE OF CONTENTS…...…………………………………………….x

LIST OF FIGURES………………………………………………………xiii

LIST OF TABLES………….……………………………………………xiv

LIST OF APPENDICES............................................................................xv

CHAPTER I: INTRODUCTION

A. Background of the study………...……………………1

B. Reason for choosing the topic….…………………… 4

C. Objective of the study…………..…………………… 4

D. Significance of the study……….…………………… 5

CHAPTER II: REVIEW OF RELATED LITERATURE

A. Theoretical Review

1. General concept of Reading...................................5

a. Definition of Reading Ability...……………..12

b. Aspects of Reading Ability………………….14

1) Reading comprehension……………..14

9

2) Reading Purpose……………………..16

3) Models of Reading…………………..17

4) Reading Skills……………………….19

c. Components of Reading Abilities……………20

d. Teaching Reading Ability……………………23

2. Narrative Text…...………………………………...25

3. Comic Strips in Teaching Reading.........................26

B. Previous Research …………………….……………...29

CHAPTER III: METHOD OF INVESTIGATION

A. Participants…………………………..……………… 28

B. Setting of the Study………………….……………… 28

C. Design of the Study…………………...…………….. 28

D. Technique of Data Collection………….…………… 30

E. Technique of Data Analysis…………..…………….. 33

F. Procedure of the Study………………..…………….. 37

CHAPTER IV: DESCRIPTION OF RESEARCH AND DISCUSSION

A. Description of Research……………….……………. 42

B. Research Findings . …………….……………. 54

C. Limitation of This Study……………………………. 63

CHAPTER V: CONCLUSION AND SUGGESTION

A. Conclusion …………………………………………. 64

10

B. Suggestion ………………………………………….. 65

C. Closing ………………………………………….. 66

REFERENCES

APPENDICES

11

LIST OF TABLES

TABLE 3.1: Form of observation scheme………………………………… 31

TABLE 3.2: Level of achievement………………………………………... 35

TABLE 4.1: Score of observation in the first cycle……………………….. 46

TABLE 4.2: Score of observation in the second cycle……………………. 51

TABLE 4.3: The test result of pre-cycle..………………………………… 54

TABLE 4.4: The test result of cycle 1 ……………………………………. 57

TABLE 4.5: The test result of cycle 2 …...……………………………….. 59

TABLE 4.6: The test result from the pre-cycle until the second cycle …… 61

TABLE 4.7: Chart of the test during classroom action research ………….. 62

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LIST OF APPENDICES

Appendix

1. The list of students and score of mid exam

2. The list of group members

3. Test of Pre-cycle

4. Lesson plan in the first cycle

5. Test of first cycle treatment

6. Lesson plan in the second cycle

7. Test of second cycle treatment

8. Answer key of test

9. The result of observation scheme in the first cycle

10. The result of observation scheme in the second cycle

11. Interview guideline

Curriculum Vitae

xv

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CHAPTER I

INTRODUCTION

A. Background of the Study

As we enter to a new era which is called information and globalization

age, productive and educated citizens require stronger literacy abilities

especially in English, not only as global language but also as the language of

science, technology and advanced research. As a result, the man with stronger

and wider knowledge will be more valuable. This is match with Islamic

perspective. Allah suggests to engage in a committee. He will rise the degrees

of people who believe and who have been granted knowledge. He says in the

holy Qur’an:

�ا إذا ��� ��ا ���� ا������ أ���� ا�������� ���ا �! ا� ������" #$� %&

$ pκ š‰r'≈ tƒ t Ï% ©! $# (#þθãΖ tΒ# u #sŒÎ) Ÿ≅Š Ï% öΝ ä3 s9 (#θßs¡¡ x� s? †Îû ħÎ=≈ yfyϑ ø9$# (#θßs|¡ øù$$ sù Ëx|¡ø� tƒ ª!$#

öΝ ä3 s9 ( #sŒÎ)uρ Ÿ≅Š Ï% (#ρ â“ à±Σ$# (#ρâ“ à±Σ$$sù Æìsùö�tƒ ª!$# t Ï% ©! $# (#θãΖtΒ#u öΝ ä3ΖÏΒ tÏ% ©! $# uρ (#θè?ρ é& zΟ ù= Ïèø9$#

;M≈y_ u‘ yŠ 4 ª!$# uρ $yϑ Î/ tβθè= yϑ ÷ès? ×��Î7 yz ∩⊇⊇∪ '� �$# وإذا �&% ان+*وا ��ن+*وا �)

“O ye who believe! When ye are told to make room in the assemblies,

(spread out and) make room: (Ample) room will Allah provide for you.

And when ye are told to rise up, rise up: Allah will rise up, to (suitable)

ranks (and degrees), those of you who believe and who have been

granted knowledge. And Allah is well-acquianted with all ye do.” (Q.S.

al-Mujadila/58:11)1

The contains of the holy Qur’an in the verse al-Mujadila 058:11 are

about the promise of Allah that will rise up the ranks of people who believe

and have knowledge several degrees. According to this verse, when someone

wants to be a person who has high degree in the Allah side, he/she must be a

person who believes and has knowledge. Because knowledge is one of the key

1 Abdallah Yousuf Ali, The Glorious Qur’an, (Beirut: Dar El-Fikr, 1999), p. 1450

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go in the direction of success in life. Consequently, knowledge is important

and strategic thing.

In Indonesia, English is known as first foreign language with very limited

use including the place, time, and environment. However, the age of

information growth is likely demands on people’s reading ability in English

language. It plays an important role in the process of globalization as

international language. This is why; the Indonesian government chooses

English as first foreign language to be taught in school. By putting it as one of

the subject in the curriculum, hopefully students will have an ability to use it

and when they have interested on it, the way for them to get in touch with the

international community is widely opened.

In applied language over the last decades, it has been common to divide

language into the four skills and then to add grammar, vocabulary and

phonology to them.2 Hence the curriculum of KTSP is seeing language as

linguistics system or a set of skills rather than describing language in term of

how it is used in communication. As a result, the scope of teaching language

at senior high school includes four language skills; listening, speaking,

reading, and writing. Those four skills are taught in an integrated manner.

In this research, the writer would deal with reading skill based on the

consideration that success in reading will be very important for students both

for academic and vocational advancement. For more than a quarter of a

century language teachers have been dominated by the idea that speech is the

primary form of language, writing is secondary. So, it is logic that there is

such a common sense that teaching language is nothing more than a remedial

stage of preparation to the more rigorous. Moreover, reading is regarded as

somewhat dull because today’s generation gets philosophy from the movie. In

fact, studying literature can assure intellectual stimulation even at the

beginning stages of learning.

2Lynne Cameron, Teaching Language to Young Learners, (Cambridge: Cambridge

university press, t.t), p. 17.

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According to the statement above, there is a challenge on the foreign

language teachers to provide exposure to language and to provide

opportunities for learning through classroom activities. In class, teachers have

significant rule to bring out the fun class to the students. So, teachers should

try to get students read and develop their skills that are aimed to improve their

ability and will to read. They should be a good facilitator in creating and

building an effective reading class. One way to conduct the class to be more

interesting is by using a fresh and interesting material to be brought to class.

Practically, it is not easy for students to read material in foreign

language. They are forced to face new vocabulary and grammar that are

definitely different from their mother language. It is hard for them to guess

and predict the correct cues behind the texts because of their imperfect

knowledge of the language. Rather recalling cues with which they are familiar,

they are forced to recall cues that either do not know or know imperfectly.

Because of this, readers will forget those cues much faster than they would

cues in their native language.3

Here, the object is very important. So, the object of all readers is, or

should be, comprehension of what they read. Therefore, it is clear that the goal

of reading is the comprehension of meaning.

Teacher has different ways to present the material. Some teaching

methods have been used to make students interested in learning English.

Teacher also uses several kinds of media to teach English such as picture,

game, song, poster, realia, etc. in order to make them work well. Young

learners usually respond well to being asked to use their imagination, they

may well be involved in puzzle-like activities, in making things, in drawing, in

3Alice C Omaggio, Language Teaching in Context, Proficiency-Oriented Instruction,

Boston: Heinle & Heinle, 1986, p. 99

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games, in physical movement or in songs.4 It means that English teacher

should not remain passive or give up all efforts to make improvements.

Many reading comprehension studies consider the extent to which

visuals, that is any graphic display that portrays all or some accompanying

text’s content, help reader to comprehend factual information.5 Comic is an art

form using a series of static image in fixed sequence. There are two kinds of

comics, comic strips and comic books. A comic strip is defined in this study as

series of pictures inside boxes that tell a story. While comic books are

collection of stories that have picture consist of one or more titles as themes.

In other words, comic is unification, work of art among fine literary

works in which there are usual forms are the verbal explanation in fixed

sequence and has cartoon story as theme. Reading comics is more than the

material in hand, that it involves a certain immersion into the culture of the

comics that one reader which involves any number of choices to be made.

Comic can help readers to get the right visualizations.

Teacher should be selective in choosing teaching media/aids. In the

writer’s opinion, teaching English on reading skill using comic strips was one

of teaching aid in which students’ were given chance to learn English more

fun. The writer thought that comic was such supplementary cues that provided

a conceptual basis for organizing the input, the second language

comprehension process would be facilitated since learners would be better to

make imagery system when encountering words and expressions in a passage

with which they were unfamiliar. It combined pictures and sentence, so it

would help the students to understand content and context that teacher had

taught easily. By using comic strips, it was hoped that it could motivate

students to read and pay attention to the material. It would create fun learning

in English.

4 Jeremy Harmer, The Practice of English Language Teaching. (Harlow: Longman, 2002),

p. 38. 5Jun Liu, “Effects of Comic Strips on L2 Learners’ Reading Comprehension”, in Tesol

Quarterly, (vol. 38, no. 2/ June, 2004), p. 226.

17

B. Research Questions

This study was aimed to answer the following questions:

1. How is the implementation of using comic strips to improve students’

reading comprehension skill of narrative text in SMP N 2 Tanggungharjo

Grobogan?

2. How is the effectiveness of using comic strips to improve students’

reading comprehension skill of narrative text in SMP N 2 Tanggungharjo

Grobogan?

C. Pedagogical Significance

The writer expects that this research had some significance. They were

limited below:

1. This experimental research could be used as process to improve the

teaching performance both teacher and researcher.

2. For students, it might motivate students to improve their interest in reading

since they would find out that English reading material was not

complicated, boring, and monotonous.

3. For teachers, it might show teacher that comic and other forms of

interesting material could be used for teaching reading. This study also

could give motivation to the English teacher to create new ways or media

in teaching learning English.

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CHAPTER II

THE SIGNIFICANCE OF READING COMPREHENSION SKILL

A. Review of Related Literature

1. General Concept of Reading

a. Definition of Reading

In Islam, reading is very important. This is true since the first

commandment is al Alaq 1-5

Read the name of your Lord who created. Created man from clots of

congealed blood. Read! Your Lord is the most beautiful one, who

taught by pen, taught man what he did not know.6

According to the verses above, it is clear that Qur’an emphasizes

reading skill to build knowledge and understanding in order to mastery

the world. As we enter to twenty first century, distorting and changing of

global demographic, technology, science, and information are leading to

unprecedented level of intercultural contact in both domestic and

international areas. Meanwhile, reading is known as a tool for human

being to access worlds of ideas and feelings. Thus, reading itself can be

regarded as well as the knowledge of the ages and visions of the future.

It is commonplace, perhaps inevitably, to bring and match the global

condition into the curriculum in formal education. In school there are

four skills that the students have to master. They are speaking, listening,

6 Mahmud Y. Yazid, the Qur’an: an English Translation of the Meaning of the Qur’an,

(Lebanon: Dar al Chaura, 1980), p. 457.

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reading, and writing. According to the KTSP (Kurikulum Tingkat Satuan

Pendidikan), basic competence of reading understands the meaning in a

simple short passage in some genres in order to be able to have

interaction with around the surrounding. This aim is reasonable since the

punch line of teaching foreign language is to be able to communicate in

other language. Communicate using other language is not simple as

talking in native language because it means shifting frames and norms.

There is something we should not say or taboo. Shortly, studying other

language involves not only words and structures, it is kind of thinking

differently about language and communication. The end of process in

studying other language is cross culture understanding. The big question

is, how can we begin to understand another way of thinking? The answer

is by reading.

Reading is a receptive skill. Receptive skills are the ways in which

people extract meaning from the discourse they see or hear.7 In this

aspect, the cognitive processes involved in reading are similar to those

employed while listening. Though, in both, students are engaged in

decoding a message rather than encoding, reading is not simply an act of

absorbing information only. It is communicative act that involves

creating discourse from text.

Thus, it is not astonishing to see because reading experts’ definition of

reading is an active process of thinking. It is a thinking process that sets

two people in action together—an author and a reader.8 To read is to

develop relationships among ideas. They also explain that what you bring

to the reading of a selection is as important to your understanding of it as

what the author has put into it. You bring a purpose for reading, you

bring understanding of vocabulary, your ability to figure out meanings

7 Jeremy Harmer, The Practice of English Language Teaching, (Harlow: Pearson

Education Ltd., 2001), 3rd ed., p. 199.

8 Dorothy Grant Hennings, Reading with Meaning, Strategies for College Reading, 4th ed,

(New Jersey: Prentice-Hall, 1990), p. 2.

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and your attitudes toward reading. Reading is an active process in which

people attempt to extract idea, concept, or image from the pattern words

set forth on the printed page.9

From those definition, reading can be regarded as a complex process,

means to get information from the printed page, it is receiving ideas and

impression from author via printed page. It can be said that reading is

interpreting sign, letters, or symbols by taking meaning. It other words,

reading is interpreting graphic symbols, which involves an interaction

between the writer and the reader through text. In a very short and proper

definition, reading is interaction between a reader and the text.

b. Reading Purpose

There is possible cause of the variation between readers and reading

which we need to consider that is readers’ different purposes. If a reader

wishes to get a general idea of text content, he will pay less attention to

the detail of the text and he may read in very different ways than if he is

studying a text in order to identify key information. Thus, it becomes

inevitable to say that the reason he is reading a text will influence the

way he reads it. Reading short story at bedtime is likely different from

reading a hand out for an examination to the next morning of course. A

readers’ purpose determines the way in which he treats a passage and

which comprehension skills he uses. Because according to Hennings,

what the readers get from reading also depends on what they bring to the

reading of selection and the purpose for reading it.10

While reading, presumably, many things can be happened. Not only is

the reader looking at the printed page and deciphering marks. The readers

is presumably thinking about what he is reading, how useful, useless,

9 Callahan F and L.H. Clark, Teaching in the Middle and Secondary School. Planning for

Competence. (USA: Mc Millan po.co.inc, 1982), p. 60.

10 Dorothy Grant Hennings, Reading with Meaning, p. 2.

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entertaining, boring text is. He may find some difficulties and ways of

overcoming those or continuing the pleasure. Many different things can

be going on when a reader reads with a different purpose of reading.

Basically, reading experts divide purposes of reading into two broad

categories:11

1) Instrumental: a large amount of reading takes place because it will

help us to achieve some clear aim. For example, we read a road sign

or instruction on a ticket machine because we want to know how to

operate it. In other words, we read because we have some kind of

utilitarian or instrumental purpose.

2) Pleasurable: another kind of reading takes place largely for pleasure.

Such as read a magazine or poetry. Familiar sensations: you are at the

wheel of your car, waiting at traffic light, you take a book out of the

bag, rip off the transparent wrapping, and start reading the first line. A

storm of honking breaks over you.12

For this purpose, the reader

maybe completely unconscious of how he is reading and of what is

happening around him. He may be fully absorbed in the text he reads.

On the other hands, it is clear to say that reading purpose will

influence the skills required or used. Skill is not only to learn new

knowledge, but also abilities to process information. In more specific,

there are some reading skills which are affected by the purposes in

reading, they are as follows:13

1) Identifying the topic: good readers are able to pick up the topic of a

written text very quickly. With the help of their own schemata they

quickly get an idea of what is being talked about. This ability allows

the readers to process the text more effectively as it progress.

11Jeremy Harmer, The Practice of. p. 200. Also see Alice C. Omaggio, Teaching

Language in Context Proficiency-Oriented Instruction, (USA: Heinle&Heinle Publishers, inc.,

1986), p.150.

12Sven Birkets, Readings, (Minnesotta: Graywolf Press, 1999), p. 101.

13Jeremy Harmer, The Practice of., pp. 201-202.

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2) Predicting and guessing: readers sometimes guess in order to try and

understand what is being written about, espescially if they have first

identified the topic. Sometimes they look forward, trying to predict

what is coming; sometimes they make assumption or guess the

content from their initial glance or half-reading.

3) Reading for general understanding: it means, not stopping for every

word, not analysing everything that the writer includes in the text. A

term commonly used in discussion about reading is skimming

(which means running the eyes over a text to get a quick idea of the

gist of a text). In gist reading, the reader has made a choice not to

attend to every detail, but to use the processing powers to get more

of a top-down view of what is going on. Gist reading is also known

as skimming.

4) Reading for specific information: in discussion about reading this

skill is frequently referred to as scaning. In contrast to reading for

gist, we read because we want specific details. In thia case, we

almost ignore all the other information until we come to the specific

information until we come to the specific item we are looking for.

5) Reading for detailed information: sometimes, we read in order to

understand everything we are reading in detail. We read in

concentrated way to everything that is written.

6) Interpreting text: readers are able to see beyond the literal meaning

of words in a passage, using a variety of clues to understand what the

writeris implying or suggesting. Readers gets more from reading test

than the words alone suggest because, as active participants, readers

use their schemata together with their knowlegde of the world

expand the pictures that have been given.

2. Reading Comprehension

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For general, reading comprehension is, in its most obvious sense, the

ability to understand information in a text and interpret it appropriately.14

Reading comprehension refers to reading with understanding. The

understanding the written text means extracting the information from it as

efficient as possible. Usually, in reading comprehension workbook, the

questions include reader recalling what he has read without further recourse

to the text. Reading is also defined as the process of understanding meaning

from a piece of text.

From some definitions above can be simply that reading comprehension

relates to understanding and thinking process to get the message from the

reading materials. In other words, the reader is understanding all or most of

the thoughts the author intended to communicate. Thus, reading

comprehension involves other skills such recalling word meaning, finding

answer to questions answered explicitly or in paraphrase, drawing inference

from the context, and grabbing idea in the content.

According to reading experts, there are some factors that may influence

reading comprehension. Reading comprehension is most likely to occur

when students are reading what they want to read or at least what they see

some good reason to read.15

3. Questioning Comprehension Skill

Teacher can guide students thought by asking appropriate questions. Effective

questioning is one way to instruct students’ comprehension strategies. It is common

to use questions to measure the achievements. There are many different list made

by expert to identify different sub skills. Here eight major types of question based

on comprehension skills which can be useful in guiding reading. They are:16

a. Recalling word meanings

14

William Grabe and Fredericka L. Stoller, Teaching and Researching Reading,

(Harlow: Pearson Education Limited, 2002), p. 17.

15 Simanjuntak, Developing Reading Skill for English Foreign Language Students,

(Jakarta: Depdikbud, 1988), p. 4.

16 J. Charles Alderson, Assessing Reading, (Cambridge: Cambridge University Press), pp.

9-10.

24

b. Drawing inference about the meaning of a word in context

c. Finding answers to questions answered explicitly or in paraphrase

d. Weaving together ideas in the context

e. Drawing inference from the context

f. Recognising a writer’s purpose, attitude, tone and mood

g. Identifying a writer’s technique

h. Following the structure of a passage

Such list above offers an apparently theoritically justified means of

devising test tasks on items and isolating reading skills to be tested. Beside

the list above, the reading skill which was mentioned in the provious sub

chapter are potentially powerful frameworks for test construction and will

continue to be used.

4. Definition of Comic Strips

There are many definitions of “comics.” Will Eisner define comics

simply as “sequential art”. Scott McCloud, using Eisner’s definition as a

starting point, defines comics as “juxtaposed pictorial and other images in

deliberate sequence, intended to convey information and/or to produce an

aesthetic response in the viewer.” Dylan Horrocks critiques McCloud’s

definition, arguing that it de-emphasizes some elements such as comics as a

“cultural idiom”, a “publishing genre”, a “set of narrative conventions”, a

“kind of writing that uses words and pictures”, a “literary genre” and as

simply “texts.”17

But, there is simple definition of comic, it is magazine

especially for children with stories told in pictures.18

A comic strip is some

series of drawing that tell a story and are often printed in news papers.19

In

other definition, it is a sequence of drawings arranged in interrelated panels

to display brief humor or form a narrative, often serialized, with text in

17http://www.wikipedia.com/comic. Retrieved on January 5, 2011.

18Oxford Learner’s Pocket Dictionary, (New York: Oxford University Press, 2003), p. 80.

19Oxford Learner’s, p. 80.

25

balloons and captions. Traditionally, throughout the 20th century and into

the 21st, these were published in newspapers, with horizontal strips printed

in black-and-white in daily newspapers, while Sunday newspapers offered

longer sequences in special color comics sections. It is an art form using a

series of static image in fixed sequence. It can be united in a book which has

picture consist of one or more titles as themes.20

To make it simple, comic is a unification of serial comic, work of art

among fine literary works in which there are usual forms of the verbal

explanation in fixed sequence and has cartoon story as theme. Usually it is

published in news paper.

5. Comic Strips as the Reading Material

Most educators would agree that language learning should be

contextualized.21

With the idea that learning and practicing language in

meaningful contexts is more appealing to both students and teachers than

learning isolated bits of language through extensive memorization and

drilling. Moreover for learning foreign language, the students will get some

difficulties because there is no adequate background knowledge. It is

important to bear in mind that the comprehension process may be quite

different when the comprehender is processing material in the native

language than when he or she is dealing with target language material. So,

the need for activating relevant contextual or background knowledge22

is

such a primary need. As stated from Omaggio, Kollers (1973) maintain that

reading is only incidentally visual. More information is contributed by the

reader than by the printed page.23

In the other word, texts can be said as lazy

machineries that ask someone to do part of their job.

20http://en.wikipedia.org/wiki/comic strip. Retrieved on January 5, 2011.

21 Alice C. Omaggio, Language Teaching, p. 91

22 Alice C. Omaggio, Language Teaching, p. 98.

23Alice C. Omaggio, Language Teaching, p. 97

26

The hypothesis that second language learners get more difficulties while

learning or reading second or target language is supported by research done

by Yorio, who isolates the following factors in the reading second language

there are some factors or elements in reading process:24

a. Knowledge of the language (the code)

b. Ability to predict or guess in order to make correct choices

c. Ability to remember the previous cues

d. Ability to make the necessary associations between the different cues

selected

In reading a second language, however, new and modified elements

appear:

a. The reader’s knowledge of the foreign language differs from that of the

native speaker.

b. The guessing or predicting ability necessary to pick up the correct cues in

hindered by the reader’s imperfect knowledge of the language.

c. The wrong or uncertain choices of cues make associations more difficult.

d. Memory span in the foreign language is shortened in the early stages of

its acquisition because of lack of training and unfamiliarity of the

material, thereby making it more difficult to remember cues previously

decoded.

e. At all levels and at all times there is interface from the native language.

In short, second language learners are at the disadvantage position

because of those reasons above. To compensate for those weaknesses, the

teacher should provide background knowledge in some of the process

strategies and linguistic proficiency such as comic strips to improve

students’ reading skill. Because of the visualization of comic strips has

ability to bear concept and provide discourse structure.

Visualizing is creating pictures in our minds. When we read we create an

image in our mind. We read and create this image with what we know or

have experienced. Things come alive when we use sensory images. When

24 Alice C. Omaggio, Language Teaching, p. 97.

27

students visualize, they create their 'own movie' in their minds. Teachers can

use comic strip to help the students make their mental movies.

Basically, interest on reading is one of the internal factors that has

influence in reading comprehension. By the interesting material, interest in

reading could be increased. It can be assumed that the role of text including

their elements in reading comprehension is very important. One of

interesting material is by using comic strips that students have already

known.

Many reading comprehension studies consider the extent to which

visuals, that is any graphic display that portrays all or some accompanying

text’s content, help reader to comprehend information25 from text. Reading

comics is more than the material in hand, that it involves a certain

immersion into the visuals to facilitate students. Because, visuals have good

effect on readers. Researchers have outlined five major functions of visuals

in reading26

:

a. Representation: visuals repeat the text’s content or subtantially overlap

with text

b. Organization: visuals enhance the text’s coherence

c. Interpretation: visuals provide the reader with more concrete information

d. Transformation: visuals target critical information in the text and recode

it in a more memorable form.

e. Decoration: visuals are used for their aesthetic properties or to spark

readers’ interest in the text

6. The Use of Comic in Teaching

The writer thinks that comic is such supplementary cues that provide a

conceptual basis for organizing the input, the second language

25

Jun Liu, “Effects of Comic Strips on L2 Learners’ Reading Comprehension”, Tesol

Quarterly, 38, 2, June, 2004, p. 226.

26 Jun Liu, “Effects of Comic, p. 226.

28

comprehension process would be facilitated since learners would be better

to make prediction when encountering words and expressions in a passage

with which they are unfamiliar. As stated from Omaggio, Goodman and

Smith suggest reading are indeed hypothesis-testing process in which the

comprehender selects cues and makes predictions about the ongoing

discourse on the basis of these selections.27

So, comic strips can be regarded as a potential material in teaching and

learning process to motivate students’ interest. Among visuals genre, comic

strips is more communicative, popular, accessible and readable. In short,

comic as media in teaching and learning process will be more effective.

Teacher has always used pictures or graphics, whether drawn, taken from

books, newspaper and magazines, or photographs to facilitates learning.

Pictures can be in the form of flashcards (smallish cards which we can hold

up for our students to see), large wall pictures (big enough for everyone to

see details), cue cards (small cards which students use in pair or

groupwork), photograph, illustration (typically in a text book). Some teacher

also use projected slides, images from an overhead projector, or projected

computer images. Teacher also draw pictures on the board to help with

explanation and language work.

The choice and use of pictures is very much a matter of personal taste,

but we should bear in mind three qualities they need to possess if they are to

engage students and be linguistically useful. In the first place they need to

be appropiate not only for the purpose in hand but also for the classess they

are being used for. If they are too childish students may not like them, and if

they are culturally inapropiate they can offend people. The most important

things for pictures in the end is that they should be visible.

Considering the standard of competence in reading according to

curriculum that students are to be able to understand meaning in the short

simple recount and narrative text to interact with their surronding, comic

27 Jun Liu, “Effects of Comic”, p. 99.

29

strips can be both a method and medium of instruction. In the area of basic

competence in reading, the task for students is responding meaning and

rethorical steps in the short simple passage and functional written text

accurately, fluently and acceptable which is relating to the surronding.

Think of that, the use of comic strips in presumably, sort of inevitable state.

7. Concepts of Genre (Text Type)

a. Definition of Text

Text is main printed part of book or magazine, any form of written

material: a computer that can process, written form of speech, play,

article, etc,.28

Even something read to study is called text too. So, in

general, text is any written form or article we often read. As we believe

in post-structuralism, the existence of text can not be ignored because it

has meaning even complex. Another word, text related to the social

context and it is more everlasting to the unrecorded spoken, as stated in a

famous word, scripta manen verba volant. The written form will be

eternity while the spoken form will be vanished by the wind.

b. Type of Text

Based on generic structure and language feature dominantly used,

texts are divided into several types. They are narrative, recount,

descriptive, report, explanation, analytical exposition, hortatory

exposition, procedure, discussion, review, anecdote, spoof, and news

item. These variations are known as genres.29

1) Narrative

Purpose: To amuse/entertain the readers and to tell a story

Generic Structure:

a) Orientation

28 Oxford Learner’s Pocket Dictionary, p.446.

29 http://understandingtext.blogspot.com/2008/03/text-types-complete-overview.html.

retrieved on March 15, 2011

30

b) Complication

c) Resolution

d) Reorientation

Dominant Language Features:

a) Using Past Tense

b) Using action verb

c) Chronologically arranged

2) Recount

Purpose: to retell something that happened in the past and to tell a

series of past event

Generic Structure:

a) Orientation

b) Event(s)

c) Reorientation

Dominant Language Features:

a) Using Past Tense

b) Using action verb

c) Using adjectives

3) Descriptive

Purpose: to describe a particular person, place or thing in detail.

Dominant Generic Structure:

a) Identification

b) Description

Language Features:

a) Using Simple Present Tense

b) Using action verb

c) Using adverb

d) Using special technical terms

31

4) Report

Purpose: to presents information about something, as it is.

Generic Structure:

a) General classification

b) Description

Dominant Language Feature:

a) Introducing group or general aspect

b) Using conditional logical connection

c) Using Simple Present Tense

5) Explanation

Purpose: To explain the processes involved in the formation or

working of natural or socio-cultural phenomena.

Generic Structure:

a) General statement

b) Explanation

c) Closing

Dominant Language Features:

a) Using Simple Present Tense

b) Using action verbs

c) Using passive voice

d) Using noun phrase

e) Using adverbial phrase

f) Using technical terms

g) Using general and abstract noun

h) Using conjunction of time and cause-effect.

6) Analytical Exposition

Purpose: To reveal the readers that something is the important case.

Generic Structure:

32

a) Thesis

b) Arguments

c) Reiteration/Conclusion

Dominant Language Features:

a) Using modals

b) Using action verbs

c) Using thinking verbs

d) Using adverbs

e) Using adjective

f) Using technical terms

g) Using general and abstract noun

h) Using connectives/transition

7) Hortatory Exposition

Purpose: to persuade the readers that something should or should not

be the case or be done.

Generic Structure:

a) Thesis

b) Arguments

c) Recommendation

Dominant Language features:

a) Using Simple Present Tense

b) Using modals

c) Using action verbs

d) Using thinking verbs

e) Using adverbs

f) Using adjective

g) Using technical terms

h) Using general and abstract noun

i) Using connectives/transition

33

8) Procedure

Purpose: to help readers how to do or make something completely

Generic Structure:

a) Goal/Aim

b) Materials/Equipments

c) Steps/Methods

Dominant Language Features:

a) Using Simple Present Tense

b) Using Imperatives sentence

c) Using adverb

d) Using technical terms

9) Discussion

Purpose: to present information and opinions about issues in more

one side of an issue (‘For/Pros’ and ‘Against/Cons’)

Generic Structure:

a) Issue

b) Arguments for and against

c) Conclusion

Dominant Language Features:

a) Using Simple Present Tense

b) Use of relating verb/to be

c) Using thinking verb

d) Using general and abstract noun

e) Using conjunction/transition

f) Using modality

g) Using adverb of manner

34

10) Review

Purpose: to critique or evaluate an art work or event for a public

audience.

Generic Structure:

a) Orientation

b) Evaluation

c) Interpretative Recount

d) Evaluation

e) Evaluative Summation

Dominant Language features:

a) Focus on specific participants

b) Using adjectives

c) Using long and complex clauses

d) Using metaphor

11) Anecdote

Purpose: to share with others an account of an unusual or amusing

incident.

Generic Structure:

a) Abstract

b) Orientation

c) Crisis

d) Reaction

e) Coda.

Dominant Language Features:

a) Using exclamations, rhetorical question or intensifiers

b) Using material process

c) Using temporal conjunctions

35

12) Spoof

Purpose: to tell an event with a humorous twist and entertain the

readers.

Generic Structure:

a) Orientation

b) Event(s)

c) Twist

Dominant Language Features:

a) Using Past Tense

b) Using action verb

c) Using adverb

d) Chronologically arranged

13) News Item

Purpose: to inform readers about events of the day which are

considered newsworthy or important.

Dominant Generic Structure:

a) Newsworthy event(s)

b) Background event(s)

c) Sources

Dominant Language Features:

a) Short, telegraphic information about story captured in headline

b) Using action verbs

c) Using saying verbs

d) Using adverbs : time, place and manner.

8. General Concept of Narrative Text

a. Definition of Narrative Text

36

Learning text types in junior and senior high school is featuring the

languages which are dominantly used to compose the narrative text. This

language features are commonly relating to grammar and structure.

Recently, studying grammar and structure can not separated with the

contexts. That is why we find some grammar focus will be attached in

the text.

Narrative is telling a story.30

It’s social function is to entertain or

amuse the readers. The generic structure of narrative text is orientation,

complication, and resolution. Orientation introduces main characters,

setting, and time. Complication tells the problem happens among the

characters. And resolution contains th problem resolved. It also has

significant lexicogrammatical features, that are using adverbs, such as;

long time ago, once upon a time, etc. And it uses past form.31

Thus, the purpose of narration is to amuse, entertain and to deal with

actual or vicarious experience in different ways. Narrative deal with

problematic events which lead to a crisis or turning point of some kind,

which in turn finds a resolution. It means that is writing a narrative

parragraph, the writer writes the action or the events that happened in

chronological order which has a definite beginning and definite ending.

Narrative text, since it told a story, is dominantly constructed in past

tenses. It is logic because every story happened in the past time,

happened before it is talking as a story. The past tenses can be simple

past, past continuous tense, and past perfect tense. These three tenses of

the past will dominate talking in a narrative text.

Narration is a telling a story. Then to be interesting, a good story must

have interesting content. It should tell about an event our audience would

find engaging. We might even think of our narrative a a movie in which

readers see people in action and hear them speak. Therefore, it should be

30 R.K. Sadler and T.A.S Hayllar, Text in Action I, an English Workbook, (Macmillan:

Macmillan, 2000), p. 12.

31 Y. Edi Widodo and Sri Murniati, Ratih, Rajin Berlatih, (Klaten:Sekawan, t.t), p.3.

37

detailed and clear,with event engaged in order in which they happened or

in some other effective way. In writing a narration, the text should

achieve the following goals:32

1) It is unified, with all the action developing a central idea.

2) It is interesting: it draws the readers into the action and makes them

feel as if they’re observing and listening to the events.

3) It introduces the four Ws of a setting—who, what, where, and when—

within the contex of the action.

4) It is coherent: transition indicate changes in time, location and

characters.

5) It begins at the begining and ends at the end. That is, the narrative

follows a chronological order—with events happening in a time

sequence.

6) It builds toward a climax. This is the moment of most tension or

surprise-a time when the ending is revealed or importance of events

become clear.

b. General Structure of Narrative Text

Derewianka states that the steps for constructing a narrative are33

:

1) Orientation

This is beginning of the story in which the writer tells the audience

about who the characters in the story are, where the story is taking

place and when the action happens.

2) Complication

The story is pushed along by a series of event, during which we

usually expect some sort of complication or problem to arise. It just

would not be so interesting if something unexpected did not happen.

This complication will involve the main characters. Narrative mirror

32 Alan Meyers, Gateways to Academic Writing: Effective Sentences, Paragraph and

Essays, (New York: Longman, Inc, 2005), p. 52.

33 Baverly Derewianka, Exploring How Text Work, (Australia: Primary English Teaching

Association, 1990), p. 32.

38

the complication we face in life and tend to reassure us that they are

resolvable.

3) Resolution

In a satisfying narrative, a resolution of complication is brought

about. The complication may be resolved for better or for worse, but it

is rarely left completely unresolved (although this of course possible

in certain types of narrative, which leave us wondering how the end

is).

In short, as stated in paragraph above, the generic structure of

narrative text are orientation, complication, and resolution.

c. Language Feature of Narrative Text

Anderson states that the language feature usually found in narrative

text are34

:

1) Specific characters. It means focusing on specific and usually

individualized participants.

2) Time words that connect to tell when they occur. Use of Temporal

Conjunctions and temporal Circumstances can be choice too.

3) Verbs to show the actions that occur in the story. It can be inferred

that the tense used is past tense.

4) Descriptive words to portray the characters and setting. It is

commonplace considering the definition of narrative is telling story,

so description of characters and setting is important.

Meanwhile, Derewianka, states several common grammatical patterns.

They are: specific, often individual participants with defined identities;

major participants are human or sometimes animal with human

characteristics; use of action verbs referring to events; use of past tense to

locate events in relation to speakers’ or writers’ time; use of conjunctions

and time connectives to sequence of events; use of adverbs and adverbial

34Baverly Derewianka, Exploring How, p. 32.

39

phrases to indicate place and time; use of adjective to describe nouns.35

Those features of narrative text affect for reader, that is they appear to

induce visualization in the reader as part of the reading process.

9. Experimental Research

The essential feature of experimental research is that investigators

deliberately control and manipulate the conditions which determine the

events in which they are interested.36

At its simplest, the experiment

involves making a change in the value of one variable –called the

independent variable– and observing the effect that change on another

variable –called the dependent variable. Independent variable is the label

given to the variable that the experimenter expects to influence the other.37

And dependent variable is the variable upon which the independent variable

is acting.38

Here, experimental research refers to the activity of collecting data from

the subject of the research. In doing so, the eight year of SMP N 2

Tanggungharjo Grobogan was chosen to be the subject of the research. The

controlled group is eight B and the experimental group is eight C.

10. Previous Research

In making this thesis proposal, the writer was considering some previous

research to support the writer’s thesis proposal those are:

1. The Effectiveness of Teaching Reading Using Fable Comic to Improve

Students’ Reading Ability by Mustaanisa NIM 3104336 (English

Language Department Faculty of Tarbiyah Walisongo State Institute for

35

Baverly Derewianka, Exploring How. P. 32.

36 Louis Cohen and Lawrence Manion, Research Methods in Education, 4th Ed., (New

York: Routledge, 1994), p. 164.

37 David Nunan, Research Methods in Language Learning, (Cambridge: Cambridge

University Pers, 1992), p. 25.

38David Nunan, Research Methods, p. 25.

40

Islamic Studies, 2009).39

From this research can be taken a conclusion

that using fable comic can improve students’ ability in reading ability. It

can be seen from the test result of the students. As the result, the mark of

students in experimental class is higher than the mark of students in

control class.

2. Using Dewabrata’s Loyalty Story to Improve the Senior High School

Students’ Skill in Reading Narrative Text, the Case of the Eleventh Year

of SMA Rifa’iyah Rowosari Kendal by Fitri Yustiani NIM

2201404561.40

She states that there was significance difference of

students’ achievements in understanding the reading text between those

taught using text book for the eleventh year of SMA Rifa’iyah Rowosari

Kendal. The measurement showed that the increasing line of the

understanding the reading text of the experimental group was higher than

the understanding the reading text of the control group.

From the two of the previous researches above there are similarities in

this research that is discussing about the effectiveness of using reading

literature as a media in teaching reading and the research method.

Meanwhile, there are similarities on each thesis above with the researcher’s

thesis. Those are the media which is used by the researcher and the subject

which the research is hold.

This research is experimental study and it wants to find out the

effectiveness of comic strips to improve students’ reading comprehension

skill of narrative text. This research will be hold with the two groups in

similar proficiency level of eight grade students of SMP N 2 Tanggungharjo

Grobogan. From the two of the previous researches above there are

39 Mustaanisa, The Effectiveness of Teaching Reading Using Fable Comic to Improve

Students’ Reading Ability, Thesis of Undergraduate of Walisongo State Institute for Islamic

Studies, (Semarang: Library of Tarbiyah Faculty of Walisongo State Institute for Islamic Studies,

2009), Unpublished.

40 Fitri Yustiani, Using Dewabrata’s Loyalty Story to Improve the Senior High School

Students’ Skill in Reading Narrative Text, the Case of the Eleventh Year of SMA Rifa’iyah

Rowosari Kendal, Thesis of Undergraduate of UNNES, (Semarang: Undergraduate Library of

UNNES, 2008), Unpublished.

41

similarities in this research that is discussing about the effectiveness of

using reading literature as a media in teaching reading and the research

method. Meanwhile, there are some distinctions on each thesis above with

the researcher’s thesis. Those are the media which is used by the researcher,

the subject which the research is hold, and the grade of the students.

B. Theoritical Framework

Research will use dual coding theory (DCT) as the theoretical framework

to describe, explain and predict the effect of visuals on cognition in general and

on reading comprehension in particular. In DCT, the linguistic coding system

can be called the verbal system, and the nonverbal coding system can be called

the imagery system. These two systems enable the analysis of external scenes

and the generation of internal mental images.

In reading, DCT accounts for hypothesized bottom-up and top-down

process. Regarding bottom-up process, DCT assumes that language units

derived from natural language are organized and mentally represented in

various sensory modalities. Based on familiarity and the effect of context, the

reader may use these representations to perceive visual and/or articulatory

configuration of text. Regarding top-down process, DCT provides a broader

and more specific account of meaning, coherence, and inference effects.

Activating both verbal and non verbal mental representations text helps readers

create alternative, interconnected contexts generating inferences and

integrating text, which enables them to alter their accessing strategies along a

continuum from feature perception to inferential text modeling.41

Reading is the ability to draw meaning from the printed page and

interpret this information appropriately.42

There are some factors that may

influence to the readers’ ability to draw meaning. They are internal factors and

41 Jun Liu, “Effects of Comic, p. 227 42 William Grabe and Fredericka L. Stoller, Teaching and Researching Reading, England:

Person Education Ltd, 2002, p.9

42

external factors. Internal factors include linguistic competence, interest in

reading, motivation to read and readability. While external factors cover

readability, text organization and condition of reading environment.43

According to the statement above, there is a challenge on the foreign

language teachers to provide exposure to the language and to provide

opportunities for learning through classroom activities. In class, teachers have

significant rule to bring out the fun class to the students. So, teachers should try

to get students read and develop skills that are aimed to improve their

motivation to read. Teacher should persuade students of having purpose for

reading, because it is part of effective motivation. A readers’ purpose

determines the way in which he treats a passage and which comprehension

skills he uses.44

Commonly, people read for general comprehension (whether for

information or for pleasure). Comprehension is not to remember most of the

specific details but to have a good grasp of the main ideas and supporting

ideas.45

Many reading comprehension studies consider the extent to which

visuals, help reader to comprehend factual information.

According to the explanation above, DCT is regarded as the right

theoretical framework because this research is investigating the effect of comic

strips on students’ reading comprehension skill.

C. Hypothesis

Hypothesis is the provisional answer to the problem of the research that

theoretically considered possibly or highest the level of his truth. It is

43 Pearson and Johnson, Teaching Reading Comprehension, (New York: Holk-Rineheart

& Winston, 1978), p. 9 44 Carnine D, J. Silbert, and E.J. Kameeni . Indirect Instruction Reading.1980. Ohio:

Meril Publishing, co., 1980, p. 45 45William Grabe and Fredericka L. Stoller, Teaching and Researching, p.p. 11-12

43

provisional truth determined by researcher that should be tested and proved.46

In other word, it needs to be explored more. Because it is created from the

research question by replacing word ‘is there’ with the word ‘there is’. If a

statement is not needed to be researched is not named as hypothesis.

Hypothesis is usually used in researches which applied quantitative using

model deductive-verificative.

The hypothesis in this research was “comic strips can improve the

students’ reading comprehension skill”. It meant that using comic strips had a

positive influence on the improvement of students’ achievement in reading

comprehension skills.

46 Suharsimi Arikunto, Prosedur Penelitian: Suatu Pendekatan Praktik, (Jakarta: PT

Rineka Cipta, 2006), 13th Ed., p. 116.

44

R1 X O1

R2 O2

CHAPTER III

RESEARCH METHOD

D. Kind of the Research

This research was experimental research. The essential feature of

experimental research is that investigators deliberately control and manipulate

the conditions which determine the events in which they are interested.47

At its

simplest, the experiment involves making a change in the value of one

variable –called the independent variable– and observing the effect that

change on another variable –called the dependent variable. Independent

variable is the label given to the variable that the experimenter expects to

influence the other.48 And dependent variable is the variable upon which the

independent variable is acting.49

Here, experimental research referred to the activity of collecting data

from the subject of the research. In doing so, the eight year of SMP N 2

Tanggungharjo Grobogan was chosen to be the subject of the research. The

controlled group was eight B and the experimental group was eight C.

This study is sort of quantitative research using predictive

experimental research50

with posttest-only control design, because the

objective of the research is to find out the influence of treatment.51

And the

essential feature of the research design can be represented as:

Where:

R1 = Random (early state of experimental group)

47

Louis Cohen and Lawrence Manion, Research Methods in Education, 4th Ed., (New

York: Routledge, 1994), p. 164. 48

David Nunan, Research Methods in Language Learning, (Cambridge: Cambridge

University Pers, 1992), p. 25. 49

David Nunan, Research Methods, p. 25. 50Nana Sudjana dan Ibrahim, Penelitian dan Penilaian Pendidikan, (Bandung: Sinar Baru

Algensindo, 2009), vol. V, p.p. 18-19. 51Sugiyono, Metode Penelitian Pendidikan (Pendekatan Kuantitatif, Kualitatif, dan

R&D), (Bandung: CV. Alfabeta, 2009), p. 112.

45

R2 = Random (early state of control group)

X = Treatmen

O1 = influence of the treatment

O2 = influence without treatmen

This design can be describe as follow:

E. Research Setting

1. Place

It was conducted in SMP N 2 Tanggungharjo Grobogan, which was

located on Jalan Gubug-Kedungjati, Grobogan.

2. Time

This research was conducted on the second semester in the academic

year of 2010/2011 for about 1 month on January 2011.

Data of students’ daily score for English class VIII

Normality test, homogenity test

Using random cluster sampling approach, 2 classes are choosen for average sisimiliarity test

Evaluation of treatment for

eksperiment group

Evaluation of using conventional

technique for control group

Pre-requisite test Sebagai Kelas uji coba

Analysis to determine good

test design

Test Anayisis about narrative

text

Comparing the result of test for experimental group to

control group

Arranging result of the research

Deciding group for

pre-requisite test

46

F. Subject of the Research

1. Population

Population can be defined as totality of the presumable-whole grade,

result for counting and measuring, quantitative and qualitative about the

certain features from the whole group which is wanted to find out its

feature.52

The population of the research was the eighth grade students of

SMP Negeri 2 Tanggungharjo in the academic year of 2010/2011 which

consists of four classes. Each class consists of thirty and thirty two students.

The total population is 126 students. Population is assumed homogenous

considering the background of conducting distribution class randomly and

not based on act of ranking grades that there is no favorite class, and also

taught by the same teacher.

2. Sample

Sample is part of the total number and characteristic belong to

population.53

The sample of this research was taken is two groups using

cluster random sampling technique54

. First group as experimental group is

VIII C and second group as control group is VIII B. (The list of VIII C

students is on second appendix and VIII B is on the third appendix)

G. Research Variable

According to Fred D. Kerlinger as cited by Arikunto, that all experiments

have one fundamental idea behind them; to test the effect of one or more

independent variables on a dependent variable (it is possible to have more than

one dependent variable in experiments).55

This research, that used comic strips as medium in teaching reading

comprehension of narrative text, had two variables. Those variables were:

1. The independent variable

52

Sudjana, Metoda Statistika,(Bandung: Penerbit Tarsito, 1996), p. 6. 53Sudjana, Metoda, p. 118. 54Nana Sudjana and Ibrahim, Penelitian dan, p. 92-93. 55 Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, (Jakarta: Rieneka

Cipta, 2006), Ed. 13, p. 119.

47

Independent variable is the variable that the experimenter changes within

a defined range; it is the variable in whose effect the experimenter is

interested. The independent variable of this research was the use of comic

strips in teaching reading comprehension skill of narrative text.

2. The dependent variable

Dependent variable is variable that measures the influence of the

independent variable.56

The dependent variable of this study was the

students’ achievement in the reading skill comprehension of narrative text.

H. Method of Data Collection

1. Interview

Interview could be regarded as method of data collection by asking some

questions orally and also answered orally.57

This method was used to gain

information about assessment process which was usually used by Mrs.

Komariyah, S.Pd as the English teacher in VIII class and also know the

problem happened in during learning process.

2. Documentation

According to Arikunto, documentation refers to the method where the

researcher investigates written object such as books, magazines, etc.58

In

this research, documentation was used to get list of students’ name which

was being sample in this research and to get result of data students’ daily

score of the previous subject material. The score was used to do normality

and homogeneity test was used to decide which group was being control and

experimental group.

3. Test

Test is used to measure language skill of the subject being researched.

Instrument in form of test can be used to find out the basic competence and

56 Suharsimi Arikunto, Prosedur, p. 145. 57 Suharsimi Arikunto, Prosedur, p. 223. 58

Suharsimi Arikunto, Prosedur, p. 158.

48

achievement.59

Test is a set of questions and exercises used to measure the

achievement or capacity of the individual or group in order to discover how

students are thinking and using the target language (English). Test is used to

measure the person’s competence and to achieve the objective. This method

was used to get subjects’ score in reading comprehension. The form of test

which was used was completion.

I. Methods of Data Analysis

1. Arranging Instrument of Test

Arranging a set of test instrument was done according to the following

steps:

a. Controlling Material

In this research, the material would be assessed was reading

comprehension skill of narrative text.

b. Set the Type of Test Format

The objective of this research is to find out the effectiveness of comic

strips to improve students’ reading comprehension skill of narrative text.

Abundant examples of reading comprehension questions can be found in

every teacher’s testing file, as well as in literature and in standardized

language tests available commercially. Reading comprehension skill is

not mere understanding information in a text. However, comprehension

abilities are much more complex than that. There are other processes

required for reading comprehension such as connecting text to

background knowledge, summarizing information, making inference,

paying attention to text structure, guessing the meaning of a new word

from content, and also reflecting on what has been learned from the text.

Therefore, type of test used in this research is completion.

2. Implementation of Try Out Test

59

Ibid, p. 223.

49

After the format was set, then tested in try out class in order to examine

the test item whether it is qualified as good instrument in the research or not.

3. Item Analysis of Try Out Test

To find out whether test item is qualified as good instrument in the

research or not before used to measure students’ reading comprehension

skill, previously try out test must be held. Try out test is implemented to

find out the validity, reliability, level of difficulty, and discriminating power

of test item.

After validity, reliability, level of difficulty, and discriminating power of

test item were found out, then choose test item which is qualified to be used

as instrument for measuring the students’ reading comprehension skill. And

the steps are as follow:

a. Validity

Heaton states that validity is the extent to which it measures what is

supposed to measure and nothing else.60

The result was consulted to

critical score for r-product moment. If the obtained coefficient of

correlation was higher than the critical score for r-product moment, it

meant that a test was valid at 5% alpha level significance.

( )

( )[ ] ( )[ ]∑ ∑∑ ∑

∑ ∑ ∑−−

−=

2222YYNXXN

YXXYNrxy

Where:

rxy = coefficient of correlation between X and Y

N = the number of students

ΣX = total score of test item

ΣY = total score

ΣXY = the sum of multiplication X times Y

b. Reliability

60 J. B. Heaton, Writing English Language Test, (London: Longman, 1975)., p. 153.

50

Reliability refers to the stability or the consistency of the test scores.

Heaton states that reliability is a necessary characteristic of any good test;

for it to be valid at all, a test must first be reliable as a measuring

instrument.61 In this study, the reliability of the test was measured by

comparing the obtained score with r-score product moment. Thus, if the

obtained score was higher than the table r-score, it could be said that the

test was reliable.

To calculate the reliability of the test, the writer used the formula as

follows:

11r =

−

−

∑2

2

11

t

i

n

n

σ

σ

With:

( )

N

N

xx

2

2

2

−

=∑

σ

Where:

11r = index reliability

n = number of items

∑ 2

iσ = items variance

2

tσ = total variance

S2 = variance

x = deviation of X from X , which found from X- X

N = number of sample62

Next step is consulting the result score of 11r with score of r

rtabel. If rcount > rtabel

test item is reliable.63

c. Index of Difficulty

61J. B. Heaton, Writing English, p.155. 62J. B. Heaton, Writing English, pp. 97-106. 63Suharsimi Arikunto, Prosedur, p. 109.

51

Heaton states that “the index of difficulty of an item simply shows how

easy or difficult the particular item proved in the test”.64

If a teacher

knows deeply about item difficulty in making a test, he can make his test

easy, medium, or difficult.

To know the item difficulty, the writer used the formula:

JS

BP =

Where:

P = index of difficulty

B = the number of students who answer an item correctly

JS = the total number of students

The index of difficulty level can be classified as follows:

0.00 ≤ P < 0.30 is difficult

0.30 ≤ P< 0.70 is medium

0.70 ≤ P < 1.00 is easy

Cited from Sukestiyarno and Wardono. 65

d. Discriminating Power

Item of discrimination power tells how well the item performs in

separating the better students from the poorer students. If the good

students tend to do well on an item and the poor students do badly on the

same item, then the item is a good one because it distinguishes the good

student from the bad student. Heaton states, “The discrimination index of

an item indicated the extent to which the item discriminated between the

testee, separating the more able testee from the less able. The index of

discriminating power told us if students who perform well on the whole

test tended to do well or badly on each item in the test.” 66

64J. B. Heaton, Writing English, p.172. 65Sukestiyarno and Wardono, Statistika, (Semarang: UNNES Press, 2009), p. 63. 66J. B. Heaton, Writing English, p.173.

52

To calculate the index of discriminating power, the writer used

the formula:

BA

B

B

A

A PPJ

B

J

BD −=−=

Where:

AJ = Number of all students in the upper group

BJ = Number of all students in the lower group

AB = Number of students in the upper group who answered the item

correctly

BB = Number of students in the lower group who answered the item

correctly

AP = The proportion of the upper group who answered the item

correctly

BP = The proportion of the upper group who answered the item

correctly

The criteria of determining the index of discriminating are below:

D = 0.00 – 0.20 : Poor

D = 0.21 – 0.40 : Satisfactory

D = 0.41 – 0.70 : Good

D = 0.71 – 1.00 : Excellent

J. Technique of Data Analysis

1. Initial Data Analysis

a. Normality Test

Normality test is implemented to find out whether the class have

normal distribution index or not. The formula being used is Chi- Kuadrat

with statistical hypothesis as follow:

H0 : Data with normal distribution index

53

H1 : Data with no normal distribution index

And the formula is:

( )∑=

−=

k

i

E

EO

i

iix1

22

Where:

2x : Index of Chi-Quadrate

Oi : observation frequency

Ei : expected frequency

k : the number of interval class

if xcount < x2

(1-α)(k-1) table, so H0 is accepted means the population have

normal distribution index, if x2

count ≥ x2

(1-α)(k-1), so H0 is denied means

population have no normal distribution index with signification index 5%

and dk=k-3.67

b. Homogeneity Test

Homogeneity test is implemented to investigate whether two groups

have same variance or not. This research was using Bartlet test by

examining homogeneity k ( 2≥k ) which have independent distribution

and normal.

The hypothesis used in homogeneity test is:

H0 : σ12 = σ2

2

H1 : σ12 ≠ σ2

2

With the formula68

:

( ) ( ){ }∑ −−=22 log110ln ii snBx

With:

B ( ) ( )1log 2 −∑= ins and ( )

( )1

12

2

−∑

−∑=

i

ii

n

Sns

Where:

67Sudjana, Metoda, p. 231. 68Suharsimi Arikunto, Prosedur, p. 250.

54

2x = chi quadrate

2

is = sample variance the-i sequence

in = the number of sample i-sequence

k = number of sample group

Criteria hypothesis test is accepting Ho if 2

x count < ( )( )11 −− kα with level

of significance 5% and dk = k – 3.

c. Average Test

Average test is implemented to investigate if two groups have same

level or point before being treated. To do this hypothesis, t test was used.

The hypothesis implemented in this test is:

H0 : µ 1= 2µ

H1 : µ 1≠ 2µ

Where:

µ 1 = average English score of experiment group.

2µ = average English score of control group.

And the formula used as follow:

21

21

11

nns

XXt

+

−=

With

2

)1()1(

21

2

22

2

112

−+

−+−=

nn

snsns

Where:

1X : Average score of experimental group

2X : Average score of control group

1n : The number of subject of experimental group

2n : The number of subject of control group

55

2

1s : Variance of experimental group

2

2s : Variance of control group

2s

: merged variances

With criteria acceptable test H0 if – t_table < t_count < t_table,

α2

11−= tt tabel

with degree of allowance (df) 221 −+= nn , level of

significance 5% and deny H0 for other t score.

2. Final Data Analysis

Before doing final analysis, firstly, analyzing and scoring the test was

done in both groups, experimental and control group. Then the result was

analyzed in final step. The actions are as follow:

a. Normality Test

Actions in normality test are similar with normality test in the initial

data analysis.

b. Homogeneity Test

Actions in homogeneity test are similar with homogeneity test in the

initial data analysis.

c. Average Test

Average test being used is right side (t-test) to examine significance of

difference between two means which come from two distribution data.

Hypothesis being tested as follow:

H0 : µ 1 ≤ 2µ (there is no different average from both groups’

gain)

H1 : µ 1> 2µ (gain average of experimental group is better than

gain average of control group)

Where:

µ 1 = gain average of experimental group.

2µ = gain average of control group.

56

To examine the hypothesis above, we use t-test formula as follow:69

If x2

count <2

tabelx so 2

2

2

1 σσ = or both of the variances are homogenous.

Statistical equation being used is:

t =

S

nn

XX

21

21

11+

−

With:

s = 2

)1()1(

21

2

22

2

11

−+

−+−

nn

snsn

Where:

1X = mean of experimental group

2X = mean of control group

2

1s = variance from experimental group

2

2s = variance from control group

s = Standard of deviation

1n = the number of subject from experimental group

2n = the number of subject from control group

Criteria of examination is accepting H 0 if tcount < t)1( α− and refusing

H 0 if t has other scores. Degree of freedom for distribution data t is (n 1

+ n 2 - 2) with opportunity (1 - α ).

69Suharsimi Arikunto, Prosedur, pp. 239-243.

57

CHAPTER IV

FINDINGS AND DISCUSSION

This chapter presents the data that was collected during the experimental

research.

A. Data Description of Findings

After the research had already done, researcher got the data of posttest

score as the result of treatment. The treatment given to the experimental group

was comic strips. On the other hand, control group did not get any treatment.

Those data would be the instrument of measurement to find out the answer of

hypothesis in this research. Before having the treatment, the state for both of

the groups must be in normal distribution and in similar proficiency level by

carrying normality and homogeneity test.

As the researcher explained in the previous chapter, the technique

data collection in this research was interview, documentation, and test.

Interview was used to find out the barrier and problem faced by the teacher.

Documentation was used to gain the score of daily test for English subject, the

score defined which class as control and experimental group in this research.

Then, for each group was given different treatment. And test was used to gain

information of reading comprehension skill for experimental and control

group after the different treatment had already given.

The detail result of this research could be broken down as follow.

1. Instrument of Test and Item Analysis of Instrument

Before instrument of test was used to gain data of students’ reading

comprehension skill, there were several steps must be done in order to get

good instrument. The steps were broken down as follow.

a. Controlling Material would be tested

In this research, the material would be assessed was reading

comprehension skill of narrative text.

b. Item Analysis of Try out Test

58

Before the instrument being tested to the experimental group,

the instrument must be given to the try out class. Try out was done to

find out whether each item of test is qualified or not. To examine the

analysis of try out test, the instruments were validity test, reliability

test, difficulty level, and discriminating power.

1) Validity Test

Validity is the extent to which it measures what is supposed

to measure and nothing else. The result of this research was

consulted to critical score for r-product moment or table. If the

obtained coefficient of correlation was higher than the critical score

for r-product moment, it meant that a test was valid at 5% alpha

level significance. On the contrary, if the item test

was invalid and must be deleted from the test.

According to the analysis validity of item test in appendix

8, the researcher got data as follow:

Table 4.1 Analysis of Item Test Validity

No Item Validity

Explanation

1 0.749 0.349 Valid

2 0.490 Valid

3 0.609 Valid

4 0.413 Valid

5 0.683 Valid

6 0.764 Valid

7 0.884 Valid

8 0.772 Valid

9 0.621 Valid

10 0.749 Valid

Table 4.2 Percentage of Item Test Validity

No Criteria No. of Item Total Percentage

tablel count r r <

count r tabler

59

1 Valid 1,2,3,4,5,6,7,8,9,10 10 100 %

2) Reliability Test

After having validity test, the next step was testing the

reliability of the instrument. Reliability was used to find out the

level of stability or the consistency of the test scores whenever the

instrument was tested.

The value of alpha Cronbach which was gained before,

being consulted to the value of product moment with level

of significance 5 %. The item was reliable if alpha Cronbach >

.

According to the computation in appendix 9, we got

coefficient of reliability test item alpha Cronbach = 0,874 , and

product moment. With significant level 5 % and n = 32 we

got = 0.349, because alpha Cronbach > it meant that

reliability coefficient of item test had high reliability.

3) Index of Difficulty

Index of difficulty of an item simply shows how easy or

difficult the particular item proved in the test

The index of difficulty level could be classified as follows:

- 0.00 ≤ P < 0.30 is difficult

- 0.30 ≤ P< 0.70 is medium

- 0.70 ≤ P < 1.00 is easy

According to the calculation in appendix 10, the result was

as follow

Table 4.3 calculation the index of difficulty level

tabler

table r

tabler

table r

tabler

60

No Index of Difficulty Explanation

1 0.43 Medium

2 0.73 Easy

3 0.65 Medium

4 0.53 Medium

5 0.75 Easy

6 0.55 Medium

7 0.47 Medium

8 0.58 Medium

9 0.48 Medium

10 0.40 Medium

Table 4.4 percentage the index of difficulty level

No Criteria No. Total Percentage

1 Medium 1,3,4,6,7,8,9,10 8 80 %

2 Easy 2,5 2 20 %

4) Discriminating Power

Item of discrimination power tells how well the item

performs in separating the better students from the poorer students.

If the good students tend to do well on an item and the poor

students do badly on the same item, then the item is a good one

because it distinguishes the good student from the bad student.

Heaton states, the number which shows the level of discriminating

power is called discrimination index or D.

The criteria of determining the index of discriminating were

below:

− D = 0.00 – 0.20 : Poor

− D = 0.21 – 0.40 : Satisfactory

61

− D = 0.41 – 0.70 : Good

− D = 0.71 – 1.00 : Excellent

According to the calculation in appendix 11, result gained

was

Table 4.5 calculation of index discrimination

No Discriminating Power Explanation

1 0.20 Poor

2 0.28 Satisfactory

3 0.27 Satisfactory

4 0.09 Poor

5 0.50 Good

6 0.23 Satisfactory

7 0.28 Satisfactory

8 0.26 Satisfactory

9 0.19 Poor

10 0.19 Poor

Table 4.6 Percentage of Discriminating Power

No. Criteria No. Total Percentage

1 Poor 1,4,9,10 4 40 %

2 Satisfactory 2,3,6,7,8, 5 50 %

3 Good 5 1 10 %

2. Initial Data Analysis

a. Normality Test

Initial data was gained from the score of final semester test

before giving treatment. The complete data was available in appendix

14.

1) Initial Normality test for Experimental Group

Hypothesis:

H0 :Data with normal index distribution

62

H1 :Data with no normal index distribution

And the formula is:

Ei

EiOik

i

2

1

2 )( −=∑

=

χ

Where:

2x : index of Chi-Quadrate

Oi : observation frequency

Ei : expected frequency

k : the number of interval class

If xcount < x2

(1-α)(k-1) table, so H0 is accepted means the

population have normal distribution index. If x2

count ≥ x2

(1-α)(k-1) so

H0 is denied means population have no normal distribution index

with signification index 5% and df=k-1.70

X2= Chi Quadrate

The initial data would be put on a normality test to show that

experimental group had normal index distribution. And the steps of

normality test were as follow:

N = 32

Highest score = 78

Lowest score = 35

Range (R) = 78-35 = 43

Class interval (K) = 1+ 3,3 log 32 = 5,96 = 6

Length of the class = 43/6 =7,167 = 7

Table 4.7

Table Assistance Counting Deviation Standard in

Experimental Group

No. X XX − 2)( XX −

1 40 -20.03 401.25

2 55 -5.03 25.31

3 63 2.97 8.81

70

Sudjana, Op.Cit, p. 231.

63

4 65 0.97 0.94

5 56 -4.03 16.25

6 35 -25.03 626.56

7 57 -3.03 9.19

8 54 -6.03 36.38

9 65 4.97 24.69

10 63 -4.03 16.25

11 76 15.97 255.00

12 50 -10.03 100.63

13 70 9.97 99.38

14 51 -9.03 81.56

15 50 0.97 0.94

16 49 -0.03 0.00

17 45 -15.03 225.94

18 54 -6.03 36.38

19 78 17.97 322.88

20 65 4.97 24.69

21 45 -15.03 225.94

22 65 4.97 24.69

23 44 -16.03 257.00

24 55 -5.03 25.31

25 66 5.97 35.63

26 65 4.97 24.69

27 67 6.97 48.56

28 75 14.97 224.06

29 73 12.97 168.19

30 40 -20.03 401.25

31 55 -5.03 25.31

32 63 2.97 8.81

Total 1921 3734,97

Mean ( X ) n

x∑=

32

1921= = 60,03

Standard deviation (S):

S2

( )

1

2

−

−=∑

n

xxi

132

97,3734

−=

64

= 120,48

S = 10,98

Calculating Z

S

XBkZ

−=

Example for limitation interval class (X) = 42-48

36,198,10

03,605,41−=

−=Z

Then, searching chance for Z from curve Z (table) according to the

appropriate Z.

Calculating size of Z class by counting the difference between

opportunities for Z, except for opportunity for Z is positive and

negative must be added.

Expected frequency ( iE ) is the result from size of Z class times

total respondents (n = 32)

Example for interval 42 – 48 → 0,1257 × 32 = 4,0229

Table 4.8

The List of Observation of Score Frequency

in Experimental Group

Class

interva

l

Bk Zi P(Zi)

Size

classes

for Z iO iE

34,50 -2,13 -0,484 35-41 0,0501 3 1,6044

41,50 -1,50 -0,433 1,2139

42-48 0,1257 3 4,0229

48,50 -0,87 -0,308 0,2601

49-55 0,2140 9 6,8483

55,50 -0,24 -0,094 0,6760

56-62 0,0599 2 1,9183

62,50 0,40 0,154 0,0035

63-69 0,1943 10 6,2170

S

XZ

−=

( )

i

ii

E

EO2

−

65

69,50 1,03 0,348 2,3020

70-76 0,1036 5 3,3152

76,50 1,66 0,452 0,8563

5,3117

Where:

Bk = Limit class – 0,5

iZ = number of assistance or number of standard

P( iZ ) = score of iZ on the table

iE = expected frequency

iO = frequency of observation

According to the normality test, we get 2

countX = 5,3117 and

2

tableX = 11,07 with df = 6-3 = 3 %5=α . So 22

tablecount XX < so the

data has normal distribution index.

2) Initial Normality Test of Control Group

Hypothesis:

H0 : Data with normal distribution index

H1 : Data with no normal distribution index

Hypothesis Formula:

Ei

EiOiX

k

i

2

1

2 )( −=∑

=

Where:

2x : Index of Chi-Quadrate

Oi : observation frequency

Ei : expected frequency

k : the number of interval class

If xcount < x2

(1-α)(k-1) table, so H0 is accepted means the

population have normal distribution index, if x2

count ≥ x2

(1-α)(k-1), so

H0 is denied means population have no normal distribution index

with signification index 5% and df=k-3.

66

Initial data would be put on a normality test to show that

experimental group has normal index distribution. And the steps of

normality test were following:

Highest score = 80

Lowest score = 40

Range (R) = 80-40 = 40

Class interval (K) = 1+ 3,3 log 32 = 5,96 = 6

Length of the class = 40/6 = 6,6667 = 7

Table 4.9

Table of assistance counting Deviation Standard Control Group

No. X XX − 2)( XX −

1 48 -12 144

2 60 0 0

3 55 -5 25

4 57 -3 9

5 65 5 25

6 45 -15 225

7 40 -20 400

8 78 18 324

9 64 4 16

10 78 18 324

11 63 3 9

12 48 -12 144

13 73 13 169

14 70 10 100

15 68 8 64

16 80 20 400

17 65 6 36

18 50 -10 100

19 54 -6 36

20 50 -10 100

21 63 3 9

22 57 -3 9

67

23 63 3 9

24 55 -5 25

25 55 -5 25

26 57 -3 9

27 57 -3 9

28 55 -5 25

29 55 -5 25

30 64 4 16

31 68 8 64

32 60 0 0

Total 1920 2875

Mean ( X ) n

x∑=

32

1920=

=60

Standard deviation (S):

S2

( )

1

2

−

−=∑

n

xxi

132

2875

−=

= 92,7419

S = 9,63

Calculating Z

S

XBkZ

−=

Example for limitation interval class (X) = 40-46

27,263,9

605,39−=

−=Z

Then, searching opportunity for Z from curve Z (table) according

to the opportunity Z.

S

XZ

−=

68

Calculating size of Z class by counting the difference between

opportunities for Z, except for opportunity for Z is positive and

negative must be added.

Frequency expected ( iE ) is the result from size of Z class times

total respondents (n = 32)

Example for interval 40 – 46 → 0,0533 × 32 = 1,7065

Table 4.10

The List of Observation of Score Frequency

in Control Group

Class Bk Zi P(Zi)

Size of

classes

for Z iO iE

39,50 -2,27 -0,488

40-46 0,0533 2 1,7065 0,0505

46,50 -1,52 -0,435

47-53 0,1595 4 5,1034 0,2386

53,50 -0,76 -0,276

54-60 0,2757 12 8,8217 1,1451

60,50 0,00 0,000

61-67 0,2757 7 8,8217 0,3762

67,50 0,76 0,276

68-74 0,1595 4 5,1034 0,2386

74,50 1,52 0,435

75-81 0,0533 3 1,7065 0,9804

81,50 2,27 0,488

X²

= 3,0292

Where:

Bk = Limit class – 0,5

iZ = number of assistance or number of standard

P( iZ ) = score of iZ on the table

iE = expected frequency

iO = frequency of observation

According to the calculation of normality test, we get

2

countX = 3,0292 and 2

tabelX =7,81 with df = 6-3 = 3, %5=α . With

( )

i

ii

E

EO2

−

69

22

tablecount XX < it means, the data has normal distribution. The

initial score for control group has normal distribution.

b. Initial Homogeneity Test for Control and Experimental Group

The hypothesis used in homogeneity test is:

H0 : σ12 = σ22

H1 : σ12 ≠ σ22

With the formula

( ) ( ){ }∑ −−=22 log110ln ii snBx

With:

B( ) ( )1log 2 −∑= ins

and

( )( )1

12

2

−∑

−∑=

i

ii

n

Sns

Criteria hypothesis test is accepting Ho if 2

x count < 2

x ( )( )11 −− kα with

level of significance 5% and df = k – 1.

Where:

2X = chi quadrate

2

is = variance sample the-i

in = total students sample the-i

k = total group of sample

70

Table 4.11 Data of Homogeneity

Source of variance Experimental Class Control Class

Total 1914 1920

N 32 32

X 59,81 60

Variance (s2) 115,254 92,387

Standard of deviation (s) 10,74 9,61

Table 4.12

Table of Bartlett Test

Sample df = ni - 1

1/df si2 Log si

2 df.Log si

2 df * 2

is

1 31 0,0323

115,254 2,062 63,911 3572,875

2 31 0,0323

92,387

1,966 60,934 2864,000

Ʃ 62 124,845 6436,875

5103,820564

62

6436,875

)1(

)1( 2

2

=

=

−

−=∑∑

i

ii

n

sns

B = (Log s2 ) . Ʃ(ni – 1)

B = (Log 103,8205645)

. 62

B = 125,0095699

X2

count =

(Ln 10) { B - Ʃ(ni-1) log si

2}

X2

count =

2,3025851 {125,0095699 – 124,845}

X2

count =

0,378266456

71

According to the homogeneity test, we got 2

countX = 0,378266456 and 2

tableX =0, 384145914 with df = k-3 = 2-1 = 1 and %5=α . So that 2

countX

< 2

tableX initial score for experimental and control group have

homogenous variance.

c. Average Test Of Pre Test Between Experimental Group (VIII C) And

Control Group (VIII B)

Table 4.13 Result of Average Test

Class N Minimum Maximum Mean

Experimental 32 35 78 59,8

Control 32 40 80 60

With computation, we got t-tes t count = -0,079 and t table =

t )64)(9750,0( = 1.99 with significance level α = 5%, df = 21 nn + -2 = 32 + 32

- 2 = 62, opportunity= 1-α = 1 - 0,05 = 0, 95. Thus we found out that -

t table = -1,99 < t count = -0,079< t table = 1,997. Then according to the average

test (t-test) the students’ proficiency level of from VIII-C and VIII-B was

similar. The complete computation could be seen in appendix 15.

Thus experimental and control group came from the same

proficiency level, and if happened difference significantly it is because of

the treatment.

3. Final Analysis Data

After carrying the experiment, the researcher calculated the score

for each group. This score was used to examine the hypothesis of this

research. For posttest score completely could be seen in appendix 23.

a. Normality Test for Posttest

1) Normality Test for Experimental Group

Hypothesis:

H0 : Data with normal distribution index

H1 : Data with no normal distribution index

72

Hypothesis Formula:

Ei

EiOiX

k

i

2

1

2 )( −=∑

=

Where:

2x : Index of Chi-Quadrate

Oi : observation frequency

Ei : expected frequency

k : the number of interval class

Criteria used are accepting Ho = 2

countχ < 2

tabelχ

The late data would be put on a normality test to show that

experimental group has normal index distribution. And the step of

normality test is as follow:

Maximum score = 85

Minimum score = 55

Range (R) = 85-55 = 30

Class interval (K) = 1+ 3,3 log 32 = 5,96 = 6

Length of the class = 30/6 = 5

Table 4.14

Table of Assistance in Counting Deviation Standard for

Experimental Class

No. X

1 55 -16 256

2 70 -1 1

3 68 -3 9

4 73 2 4

5 75 -1 1

6 55 -16 256

7 65 -6 36

8 67 -4 16

9 73 2 4

10 68 -3 9

11 85 14 196

12 65 -6 36

XX −2)( XX −

73

13 77 10 100

14 68 -3 9

15 75 -1 1

16 76 1 1

17 63 -8 64

18 65 -6 36

19 85 14 196

20 73 2 4

21 56 -15 225

22 73 2 4

23 65 -6 36

24 68 -3 9

25 71 0 0

26 73 2 4

27 75 4 16

28 79 14 196

29 75 4 16

30 78 9 81

31 78 9 81

32 80 9 81

Total 2272 1984

X =N

X∑= =

32

2272 71

s 2 = 1

)( 2

−

−∑

n

XX =

)132(

1984

−= 64

s = 8

counting Z

S

XBkZ

−=

Class 60-64

39,18

715,59−=

−=Z

Next is investigating opportunity for Z from curve Z (table) for the

appropriate Z score.

S

XZ

−=

74

Calculating size of Z class by counting the difference between

opportunities for Z, except for opportunity for Z is positive and

negative must be added.

Expected frequency ( iE ) is the result from size of Z class times

total respondents (n = 32)

Example for interval 60 – 64 → 0,1547 × 32 = 4,9499

Table 4.15

List of post test score for Experimental Group

Class Bk Zi P(Zi)

Size

Classes

for Z

Ei iO

54,50 -2,07 -0,481

55-59 0,0624 1,9980 3 0,5025

59,50 -1,39 -0,418

60-64 0,1547 4,9499 5 0,0005

64,50 -0,72 -0,264

65-69 0,2468 7,8973 8 0,0013

69,50 -0,04 -0,017

70-74 0,2200 7,0392 6 0,1534

74,50 0,63 0,237

75-79 0,1680 5,3753 7 0,4911

79,50 1,31 0,405

80-85 0,0716 2,2925 3 0,2183

84,50 1,99 0,476

Total 2χ = 1,3672

Where :

Bk = Limit class – 0,5

iZ = number of assistance or number of standard

P( iZ ) = score of iZ on the table

iE = expected frequency

iO = frequency of observation

According to the calculation of normality test, we get 2

countX =1,

3672 2

tableX = 7,81 with df = 6-3 = 3, %5=α . With 22

tablecount XX < it

( )

i

ii

E

EO2

−

75

means, the data has normal distribution. The final score for experimental

group has normal distribution.

2) Normality Test for Control Group

Hypothesis:

H0 : Data with normal distribution index

H1 : Data with no normal distribution index

Hypothesis Formula:

Ei

EiOiX

k

i

2

1

2 )( −=∑

=

Where:

2x : index of Chi-Quadrate

Oi : observation frequency

Ei : expected frequency

k : the number of interval class

Criteria used are accepting Ho = 2

countχ < 2

tabelχ

From the post test data will be put on a normality test to show

that experimental group has normal index distribution. And the step of

normality test is as follow:

Highest score = 75

Lowest score = 34

Range (R) = 75-34 = 41

Class interval (K) = 1+ 3,3 log 32 = 5,96 = 6

Length of the class = 41/6 = 6,83 = 7

Table 4.16

Table of Assistance in Counting Deviation Standard for

Control Group

No. X

1 60 8,6875 75,47266

2 34 -17,3125 299,7227

3 44 -7,3125 53,47266

XX −2)( XX −

76

4 62 10,6875 114,2227

5 45 -6,3125 39,84766

6 44 -7,3125 53,47266

7 60 8,6875 75,47266

8 46 -5,3125 28,22266

9 57 5,6875 32,34766

10 45 -6,3125 39,84766

11 35 -16,3125 266,0977

12 50 -1,3125 1,722656

13 55 3,6875 13,59766

14 74 22,6875 514,7227

15 75 23,6875 561,0977

16 55 3,6875 13,59766

17 45 -6,3125 39,84766

18 60 8,6875 75,47266

19 45 -6,3125 39,84766

20 42 -9,3125 86,72266

21 45 -6,3125 39,84766

22 55 3,6875 13,59766

23 50 -1,3125 1,722656

24 62 10,6875 114,2227

25 45 -6,3125 39,84766

26 55 3,6875 13,59766

27 45 -6,3125 39,84766

28 50 -1,3125 1,722656

29 40 -11,3125 127,9727

30 45 -6,3125 39,84766

31 72 20,6875 427,9727

32 45 -6,3125 39,84766

Total 1650 3324,875

X =N

X∑= =

32

1650 51,3125

s 2 = 1

)( 2

−

−∑

n

XX =

)132(

875,3324

−= 107,254

s = 10,356

Counting Z

S

XBkZ

−=

Example for limit of interval class (X) = 40,5

S

XZ

−=

77

22,136,10

31,515,40−=

−=Z

Next is investigating opportunity for Z from curve Z (table) for the

appropriate Z score.

Calculating size of Z class by counting the difference between

opportunities for Z, except for opportunity for Z is positive and

negative must be added.

Expected frequency ( iE ) is the result from size of Z class times

total respondents (n = 32)

Example for interval 41 – 47 → 0,1849 × 32 = 5,9177

Table 4.17

List of Post Test Score for Control Group

Kelas Bk Zi P(Zi) Size of Z

Class iE iO

33,50 -1,90 -0,471

34-40 0,0831 2,6607 3 0,0433

40,50 -1,22 -0,388

41-47 0,1849 5,9177 10 2,8162

47,50 -0,53 -0,203

48-54 0,1438 4,6013 3 0,5573

54,50 0,15 0,059

55-61 0,2380 7,6162 9 0,2514

61,50 0,83 0,297

62-68 0,1378 4,4083 5 0,0794

68,50 1,52 0,435

69-75 0,0509 1,6284 2 0,0848

75,50 2,20 0,486

2χ = 3,8324

Where :

Bk = Limit class – 0,5

iZ = number of assistance or number of standard

P( iZ ) = score of iZ on the table

iE = frequency expected

( )

i

ii

E

EO2

−

78

iO = frequency of observation

According to the calculation of normality test, we get 2

countX = 3,

8324 and 2

tabelX = 7,81 with df = 6-3 = 3, %5=α . With 22

tablecount XX < it

means, the data has normal distribution. The final score for experimental

group has normal distribution.

b. Homogeneity Test of Posttest

The hypothesis used in homogeneity test is:

H0 : σ12 = σ22

H1 : σ12 ≠ σ22

With the formula

( ) ( ){ }∑ −−=22 log110ln ii snBx

With:

B( ) ( )1log 2 −∑= ins

and

( )( )1

12

2

−∑

−∑=

i

ii

n

Sns

Criteria hypothesis test is accepting Ho if 2

x count < 2

x ( )( )11 −− kα with level

of significance 5% and df = f – 1.

Where:

2X = chi quadrate

2

is = variance sample the-i

in = total students sample the-i

k = total group of sample

Table 4.18

Data of Homogeneity

Source of variance Experimental Class Control Class

Total 2272 1642

79

N 32 32

X 71 51,31

Variance (s2) 64 107,254

Standard of

deviation (s) 8 10,356

Table 4.19 Bartlett Test

Sample df = ni – 1 1/df si

2 Log si

2

df.Log

si

2

df * 2

is

1 31 0.0323 64 1,806 55,992 1984

2 31 0. 0323 107,254 2,030 62,943 3324,875

Total 62 118,934 5308, 875

85,627

62

5308,875

)1(

)1( 2

2

=

=

−

−=∑∑

i

ii

n

sns

B = (Log s2 ) . Ʃ(ni – 1)

B = 119,8219

χ 2 count

=

(Ln 10) { B - Ʃ(ni-1) log si

2}

χ 2 count

=

2,3025851 {119,8219 – 118,934}

χ 2 count

=

2, 3025851x0,8879

χ 2 count

= 2,044465

According to homogeneity test we get 2

countχ = 0,05664 and

2

tableχ =3,841 with df = k-1 = 2-1 = 1 and %5=α . So 2

countχ < 2

tableχ it

80

means posttest for experimental and control group have homogenous

variance.

c. Average Test (T-Test)

After prerequisite test have been done, the next examination is

examine the hypothesis. Data or score which is used is posttest score. It is

implemented to investigate the emergence of difference of comprehension

level after students given treatment. The emergence of difference is

expected as the effect of treatment. To find out the different treatment we

used t-test as below.

H0 = 21 µµ ≤ : average of reading comprehension skill level which is

taught by comic strip is smaller or even with average of reading

comprehension skill level which is not taught by comic strip.

H1 = 21 µµ > : average of reading comprehension skill level which is

taught by comic strip is bigger or even with average of reading

comprehension skill level which is not taught by comic strip.

Because 2

countχ < 2

tableχ so 2

2

2

1 σσ = or both of the variance is same

(homogenous). So the average test using formula:

Dimana:

From the data, we get:

Table 4.20

Table source for t-Test

Source of variance Experimental Class Control Class

Total 2272 1642

N 32 32

X 71 51,31

( ) ( )2nn

1n1n s

21

2

22

2

11

−+

−+−=

ss

21 n

1

n

1 s

xx t 21

+

−=

81

Variance (s2) 64 107,254

Standard of deviation (s) 8 10,356

2534,9

85,627

62

874,33241984

23232

254,107).132(64).132(

=

=

+=

−+

−+−=s

With s = 9,2534 so:

3,679282

5,351588

19,69

)31335,2)(31335,2(

19,69

32

1

32

19,2534

31,5171

=

=

=

+

−=

t

t

B. Examination of Hypothesis

After prerequisite test have been done, the next examination was

examining the hypothesis. Data or score which used was posttest score. It was

implemented to investigate the emergence of difference of comprehension

level after students given treatment. The emergence of difference was

expected as the effect of treatment. To find out the different treatment we

used t-test as below.

H0 = 21 µµ ≤ : average of reading comprehension skill level which is

taught by comic strip is smaller or even with average of

reading comprehension skill level which is not taught by

comic strip.

H1 = 21 µµ > : average of reading comprehension skill level which is

taught by comic strip is bigger or even with average of

82

reading comprehension skill level which is not taught by

comic strip.

According to the calculation using t-test, we get result as below.

Table 4.21

Result of t-test

n X 2

s S Df countt tablet

Experimental group 32 71 64 9,2534

32+32-

2=62 3,679282 1,67

Control group 32 51,31 107,254

The result of calculation showed that the result of research for the

mean score for the experimental group with comic strips was 71 and

deviation standard (SD) is 8. On the other hand, mean for control group

which did not taught by comic strips is 51,31 and deviation standard (SD) is

10,356. With df = 32 + 32 – 2 = 62 and level 5% we get ttable = 1,67. From the

result of calculation t-test tcount = 3,679282 . Then we compared between tcount

and ttable so tcount > ttable so H0 is rejected and H1 is accepted.

C. Discussion

The data were obtained from the students’ achievement scores of the

test of reading comprehension skill of narrative text. They were pre-test and

post-test scores from the experimental and control group. The average score

for experimental group was 59.8 (pre-test) and 71 (post-test). The average

score for control group was 60 (pre-test) and 51,3 (post-test). The following

was the simple tables of pre and post-test students’ average score and

students’ average score of each speaking components.

Table IV. 7 The Pre-test and Post-test Students’ Average Scores of the

Experimental and Control Group

No Group The Average

Percentage of Pre-test

The Average

Percentage of Post-test

83

1 Experimental 60,03 71

2 Control 60,00 51,3

a. Students’ Condition in Control Group

In this study, source of data that become as control group was

class VIII B. In the control group, there was not a new treatment in a

teaching learning process. They were given a usual treatment. They were

taught reading comprehension skill in narrative text without using comic

strips. By reading text only, students looked uninterested and less

challenged as the result it could not increase students’ reading

comprehension skill in narrative text. Students could not enjoy in reading

because it seems like facing unrecognized word and strange passage. It

was proven with the control group’s average in the post-test (51) which

was lower than the experimental group (71) and even lower then thair

daily score (60).

b. Students’ Condition in Experimental Group

Pre-test score was taken from their daily score. They have some

barriers they face in English language subject. According to their teacher,

those are less interested, less focus, and underestimate to this subject.

Especially in reading comprehension skill.

Based on the analysis of students’ ability, it was found that

students’ ability after getting treatment was improved. In the treatment,

students were given comic strips and also text relates to the comic strips.

With this media, those barriers and hindrances mentioned above can be

solved.

The finding that shows students’ ability is namely the increasing

of students’ average score. There were still some mistakes that students

had made like grammar and pronunciation. But it was something

understood. So, it could be concluded that the implementation of using

comic strips as method in the teaching reading comprehension skill of

narrative text was effective. It was proven with students’ average score in

84

experimental group was higher than control group. By considering the

students’ final score after getting treatment, the teaching reading

comprehension skill of narrative text using comic strips as method was

better than without comic strips.

According to the calculation t-test, we get tcount = 1,904 and ttable

= 3,679282 . It shows that tcount > ttable the average post test score for

experimental group is bigger than control group.

It can be concluded that comic strips as medium to teach narrative

text is more effective than plain written narrative passage on students

grade VIII SMP N 2 Tanggungharjo Grobogan. From the computation

above, we can see that students’ reading comprehension skill for

experimental group is better than students’ reading skill comprehension

for control group with mean of class 71 and mean for control group is

51,31.

c. The Advantages and Disadvantages of comic strips in the Teaching

Reading Comprehension Skill of Narrative Text

1) The Advantages of Using Comic Strips in the Teaching Reading

Comprehension Skill of Narrative Text.

After conducting the research, there were some advantages of

using comic strips technique in the teaching Reading Comprehension

Skill of Narrative Text:

a) Comic strips gave students the clue of chronological events. It

helped students to memorize easily based on the visualization

contain in the comic strips. The use of comic strips was actually

meant to help them in imagining and memorizing the sequential

events.

b) Students’ boredom in reading could be avoided. The treatment

gave students different nuances of teaching and learning process

so they were interested in following the story.

2) The Disadvantages of Using Comic Strips in the Teaching Reading

Comprehension Skill of Narrative Text.

85

The disadvantage of using comic strips, it was not easy to find

appropriate comic strips and also arrange the coherence paragraph.

Because of the newspaper in English language such as The Jakarta

Post is so rare in the little town. But this condition can be solved

actually by ordering to the agent.

B. Limitation of Research

The writer realized that there were some hindrances and barriers in

doing this research. The hindrances and barriers occurred was not caused by

inability of the researcher but caused by the limitation of the research like

time, fund, and equipment of research.

86

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

A. CONCLUSIONS

After finishing research, the writer will draw some conclusions as the

result of the study at the eighth grade students of SMP N 2 Tnaggungharjo

Grobogan in academic year 2010/2011 on the use of comic strips in improving

students’ reading skill comprehension of narrative text.

Based on this research, the writer conclude that using comic strips as

teaching media/aids in teaching narrative text can improve the students’

reading skill and also motivate the students in learning English, especially

narrative text. Because it can create fun, competitive, and consequently

memorable learning in English subject. It can be seen from the significant

improvement of students’ score from the comparation between contol group

and experimental group.

This study concluded as follow:

1. The implementation of comic strips as teaching media/aids in teaching

narrative text are:

a. Teacher shows comic strips and asks the students to guess what the

title of story based on the pictures.

b. Teacher asks some students to distribute the comic strips to each

students.

c. Teacher determines the first group, second group, third group, etc to

discuss about the story and generic structure of narrative text.

d. The students ask the difficult word or phrase to the teacher .

e. Teacher asks some students to distribute the passage related to the

comis strips.

f. Teacher asks some students to distribute the questions and answer

sheet to each students.

87

2. The improvement of students’ reading comprehension skill in learning

narrative test using comic strips:

This research showed that the use of comic strips can improve the

students’ reading comprehension skill of narrative test. There were

significant improvement of students’ achievement in experimental group.

Based on the finding and discussion in the previous chapter, it could be

concluded that the use of comic strips as media in teaching reading

comprehension skill of narrative text was effective. It was proved by the

obtained score of t-test. The t-test showed that t-score 5.191 was higher

than t-table 1.66. It means that Ha was accepted and Ho was rejected.

Since the t-score was higher than the t-table, there was a significance

difference in the achievement between students in class VIII C who were

taught reading comprehnesion skill in narrative text using comic strips and

students in class VIII B who were taught without using comic strips. The

average score of experimental group was 71 and the average score of

control group was 51,31. It means that the experimental group (class VIII

C) was better than the control group (class VIII B).

B. SUGGESTIONS

Based on the result of this research positievely indicates that there is

positive effect using comic strips in teaching narrative text. Some suggestions

for the teaching and learning English are proposed as follows:

1. To English Teacher

a. The English teacher should be selective in choosing teaching

media/aids to help his/her job in explaining the material.

b. Teacher also should not remain passive and give up all efforts to make

improvements both in his/her performance in class and the

understanding of the students to the material.

c. The English teacher should give motivation to the students in teaching

learning English.

88

d. The English teacher may find some creative learning in English in

order to avoid students’ feeling of boredom.

e. This study could give contribution to the English teacher and the

reader to improve their ability in teaching English.

2. To the students

a. The students can enrich their experience and knowledge in learning

English through comic strips.

b. The students may enrich their learning experience by going English

club, students English forum, etc. Those activities will improve their

English competence.

C. CLOSING

Praise be to Allah SWT, hat has been giving protection and guidance

so that this thesis can be finished.

Thus, this thesis is served to the readers. The writer realizes that it is

still less perfect. The writer hopes any suggestions and criticisms to make it

perfect. Hopefully, this paper is useful for all of us. Amin.