IMPROVING STUDENTS’ WRITING SKILL
THROUGH TEXTLESS COMICS
(A CAR of the Eighth Grade Students of SMP Qaryah
Thayyibah Salatiga in the Academic Year of 2013/2014)
A GRADUATING PAPER
Submitted to the Board of Examiners as a Partial Fulfillment of the
Requirement for the Degree of Sarjana Pendididkan Islam (S.Pd.I)
in English Department of Educational Faculty
State Institute for Islamic Studies (STAIN) SALATIGA
Written by:
ENI RAHMAWATI
NIM: 123 09 003
ENGLISH DEPARTMENT OF EDUCATIONAL FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (STAIN)
SALATIGA
2014
i
DECLARATION

Hereby the writer declares that this graduating paper is made by the writer
herself, and does not contain materials that written and has published by other
peolpe and other people’s idea except the information from the references.
The writer is capable to account to her graduating paper if in the future it
can be prove of containing others’ idea or in fact, the writer imitates the others’
graduating paper.
Likewise, the writer made this declaration and hopes it can be understood.
Salatiga,February 13rd 2014
The writer,
Eni Rahmawati
ii
iii
iv
MOTTO
“What the mind can conceive, it can achieve”
-Napoleon Hill-
v
DEDICATION
This graduating paper is especially dedicated to:
My beloved Mother and Father
vi
ACKNOWLEDGEMENT
Alhamdulillah, Subhanallah. Praise to God the Merciful and Charitable,
because of God is guidance, blessing, and affection, the researcher can finish this
graduating paper.
In this occasion, the researcher also would like to express sincere gratitude
to:
1. Dr. Imam Sutomo,M.Ag as the Chairman of STAIN Salatiga.
2. Mashlihatul Umami, M.A. as the Head of English Department of
STAIN Salatiga, thanks for approving my graduating paper.
3. Ruwandi,M.A as my advisor. Thanks for his help, corrections, and
motivation in process of finishing this graduating paper.
4. All of the Lectures of English Department who give knowledge during
the researcher study in State Institute of Islamic Studies Salatiga.
5. My beloved Mother (Ibu Maryati), My beloved Father (Bapak Fauzi
Ridwan), My Brothers and Sisters, My Big Family and all of My Friends.
Thank you for the love, prayer, help, motivation and support. I Love you
all.
Salatiga,February 13rd2014
The Researcher
Eni Rahmawati
vii
TABLES OF CONTENTS
TITLE ............................................................................................................................... i
DECLARATION ............................................................................................................. ii
ATTENTIVE COUNSELOR NOTES ......................................................................... iii
STATEMENT OF CERTIFICATION ........................................................................ iv
MOTTO ........................................................................................................................... v
DEDICATION ................................................................................................................ vi
ACKNOWLEDGMENT .............................................................................................. vii
TABLES OF CONTENTS .......................................................................................... viii
LIST OF TABLES ..……………………………………………….. ......................
xi
ABSTRACT ................................................................................................................... xii
CHAPTER I: INTRODUCTION ................................................................................. 1
A. Background of Study ........................................................................................ 1
B. Research Problems ........................................................................................... 5
C. Objectives of the Research ................................................................................ 5
D. Previous Research ………………………………………………………......... 6
E. Benefits of the Research .................................................................................... 7
F. Limitation of the Research ................................................................................ 8
G. Definition of the Key Term ............................................................................... 8
viii
H. Hypothesis ......................................................................................................... 9
I. Paper Organization ............................................................................................ 9
CHAPTER II: THEORETICAL REVIEW ............................................................... 10
A. The Nature of Learning and Language Learning ........................................... 10
B. The Nature of Writing Skill ............................................................................ 16
C. Textless Comic ............................................................................................... 20
CHAPTER III: METHODOLOGY OF RESEARCH .............................................. 23
A. Research Method ........................................................................................... 23
B. Research Approach ........................................................................................ 25
C. Research Subject............................................................................................. 26
D. Research Schedule .......................................................................................... 27
E. Data Collecting ............................................................................................... 28
F. Research Instrument ....................................................................................... 28
G. Evaluation Criteria .......................................................................................... 29
H. The Technique of the Data Analysis .............................................................. 31
I.
SMP QaryahThayyibah Profiles .................................................................... 33
CHAPTER IV: DISCUSSION ..................................................................................... 38
A. Data Presentation ........................................................................................... 38
1. Cycle 1 ....................................................................................................... 38
a. Planning ................................................................................................ 38
b. Action .................................................................................................... 40
ix
c. Observation ........................................................................................... 49
d. Reflection .............................................................................................. 54
2.
Cycle 2 ....................................................................................................... 56
a. Planning ................................................................................................ 56
b. Action .................................................................................................... 56
c. Observation ........................................................................................... 65
d. Reflection .............................................................................................. 70
B. Analysis .......................................................................................................... 70
C. Summary......................................................................................................... 73
CHAPTER V: CLOSURE .……………………………….….………………………74
A. Conclusion ...................................................................................................... 74
B. Recommendation and Suggestion .................................................................. 75
BIBLIOGRAPHY ......................................................................................................... 76
APENDIXES ................................................................................................................. 77
x
LIST OF TABLE
Table 3.1: The Schedule of Research Activity................................................................ 24
Table 3.2: Analytic Scoring Rubric of Writing .............................................................. 26
Table 3.3: The Criteria of the Students’ Achievement .................................................. 27
Table 3.5: Observation Sheet of Textless Comic Media ................................................ 30
Table 3.6: Teacher and Staff of SMP Qaryah Thayyibah .............................................. 34
Table 4.1: The Score of Students’ Pre-test in cycle 1 .................................................... 46
Table 4.2: The Criteria of Students’ Achievement of Pre-test in cycle 1 ...................... 47
Table 4.3: The Score of Students’ Post-test in cycle 1 ................................................... 47
Table 4.4: The Criteria of Students’ achievement of Post-Test in cycle 1 .................... 48
Table 4.5: Students’ Deviation of Pre-test and Post-test score in cycle 1 ...................... 48
Table 4.6: Result of the Observation Sheet in cycle 1 ................................................... 51
Table 4.7: The Score of Students’ Pre-test in cycle 2 .................................................... 62
Table 4.8: The Criteria of Students’ Achievement of Pre-test in cycle 2 ....................... 62
Table 4.9: The Score of Students’ Post-test in cycle 2 .................................................. 63
Table 4.10: The Criteria of Students’ Achievement of Post-test in cycle 2 ................... 63
Table 4.11: Students’ Deviation of Pre-test and Post-test score in cycle 2 .................... 63
Table 4.12: Result of the Observation Sheet in cycle 1 ................................................. 66
xi
ABSTRACT
Eni Rahmawati. 2014. “IMPROVING STUDENTS’ WRITING SKILL
THROUGH TEXTLESS COMICS (A CAR of the Eighth Grade Students of
SMP Qaryah Thayyibah Salatiga in the Academic Year of 2013/2014)”.
Graduating Paper. English Department of Educational Faculty. STAIN
Salatiga.
Counselor: Ruwandi, MA.
This study is a classroom action research. The general objective of this study is
improving students’ writing skill through textless comic, while the specific
objectives of this research are (1) to find out whether or not textless comic can
improve students’ writing skill in the eighth grade of SMP Qaryah Thayyibah
Salatiga in the academic year 2013/2014, (2) to find out the effectiveness of using
textless comic as a media to improve students’ writing skill, (3) to find out the
strengths of the use of textless comic as a media in the teaching and learning
process in improving students’ writing skill of the eighth grade of SMP Qaryah
Thayyibah. This classroom action research was conducted at SMP Qaryah
Thayyibah Salatiga. The procedure of the research consisted of planning, action,
observation, and reflection. The data were collected from achievement test and
observation. The observation during the process of English teaching and learning
was conducted with the help from collaborator. In this research, the writer acted
as the practitioner. The tests were in the form of pre-test and post-test conducted
in cycle 1 and cycle 2. The research resulted: (1) Using textless comic as a media
can improve students’ writing skill, it is proved with the students’ improvement
score of the tests because mean of post-test in cycle 1 is higher than mean of pretest (66.73>59.33) and the mean of post-test in cycle 2 is higher than mean of pretest (75.53>69.46), (2) The effectiveness of using textless comic in improving
students writing skill is proved from the result of t-test and t-table in cycle 1
(7.17>2.14) which the score of t-test was higher than the score of t-table and the
result of t-test and t-table in cycle 2 (8.75>2.14) also showed that the score of ttest was higher than the score of t-table, (3) The theory of the strengths of textless
comic as a teaching media by Hillman is proved when the result of the
observation sheets is mostly good when it applied in cycle 1 and mostly excellent
when it applied in cycle 2.
Key Word: improving writing skill, textless comic
xii
CHAPTER I
INTRODUCTION
A.
Background of the Research
English in Indonesia becomes the first foreign language which has to
be taught in schools as a compulsory subject. English is taught in Junior
High School from first year to the third year, and one of its goals is to
develop oral and written communication competence in the four language
skills namely listening, speaking, reading and writing. The four basic
competences especially in writing has the benefit to train the students to
show their idea to other people logically.
Writing can help the learners express themselves. If the learners do
not involve their skill of writing in the communication, they cut themselves
off from a community. Writing can be a great tool to help them know more
about what the way they think. It can solidify ideas and thoughts and allow
them to reflect on them better than if the ideas remained evolving in their
head. Writing is one of the ways that can be used to translate someone’s
thought for other people. Some people are better at expressing themselves in
writing than any other.
Writing is both social and cognitive process. In real community
outside the classroom, the learners write to communicate with the audience,
drawing on their knowledge of contents and writing, strategies for planning
and revising and basic writing skill. Furthermore, writing assists the learners
1
to combine their knowledge of language with other language tasks as well.
It helps them learn how to form language, how to spell, and how to put
together a plot. Then the learners will learn how to make a logical argument,
or how to persuade, mainly through writing.
By writing people are able to express ideas, feeling and opinion and
able to communicate with other people. In addition, most of important
official documents such as laws, formal regulations, treaties, guaranties,
contracts and so forth are made in the written form. In daily life, people get
announcement, advertisements, letters, information, even warning in the
form of writing. At school, there are a lot of writing works such as take a
note, make lists, complete laboratory reports and compose any kinds of texts
and others. People are consciously or unconsciously engage a lot in writing.
In short, writing is a very important skill that should be learned by the
students. It covers two significant benefits, for the purpose of
communication and learning.
Writing requires knowledge and focus thought. In order to write,
learners must have something to express in the written form. Therefore,
learners must acquire and present content (fact, generalization and concept)
when they write a type of the short essay. Writing is inherently an
integrative process, combining the total intellectual capacities of the writer.
So, practically, to be able to write a type of short essay in form of narrative
text the learners should be able to integrate their knowledge of language, the
2
correct grammar and spelling applied in writing process, generate and
organize their ideas, and their understanding of the fact given to them.
On the other hand, the fact in class showed that the students had
problems with their writing skill and difficulties to generate and organize
their ideas in the written-form. It can be identified by several indicators in
the class related with their writing skill such as;
1. Most of the students face difficulties in starting make compositions.
2. Some of the students get difficulties in expressing ideas even lack of
idea.
3. The students are not able to organize the ideas logically.
4. The students are not capable to develop readable paragraphs.
From the pre-research, the writer found that the students, whose their
daily score taken by their English teacher, who got mark in writing more
than 71 were only 3 students. Those who got between 61 and 70 were 6
students, and the other students got less than 60 from totally 15 students in
that class. They don’t show their writing competence well. They make some
mistakes in grammar by using uncontrolled pattern. Almost 75% of them
did not have well structure. They had low writing skill. In short, the students
who reach the minimum passing grade of writing is less than 60%. It cannot
be said as satisfying result. KKM is very important as it is due to now, every
school must use ‘School Unit Based Curriculum’ (KTSP: Kurikulum
Tingkat SatuanPendidikan). This curriculum has certain principle that each
3
school has to reach minimum passing grade (KKM) in every lesson, as well
as in English lesson.
In order to make writing more interesting, good media are needed.
According to Munadi, to select the appropriate media, the teacher must
consider the characteristics of the students, which directly related to the
learning process such as verbal abilities, visual and audio perception skills.
Other factors which also ought to be considered in media selection come
from our instructional system model, that is, the organization of groups, the
time available and the space in which the media will be used (Munadi,
2008: 255).
Based on the fact above, the writer conducted a classroom action
research to increase the students’ writing skill through textless comic books
as teaching media. The writer hopes that by textless comic students will be
active as participants and they have more chance to express their minds,
ideas and imagination. They will feel something new and different from
what they usually get in their class. This media is expected to help the
students in generating ideas before writing so that they can write smoothly
based on textless comic they got.
Textless comic involve making a visual record of invention and
inquiry. It helps writer think and explore about topic and its details from the
pictures on the comic. The main aim using textless comic is to create fun
atmosphere in teaching and learning process, so learners are interested in
English especially in writing. To contribute new findings at different level
4
and grade of education, the researcher conduct a study in the form
Classroom Action Research (CAR) about the use of concept texless comic
to help the eighth grade of QaryahThayyibah high school students to
generate ideas to write narrative text.
B.
Research Problems
Based on the background and the problem identification, this study
particularly aimed at finding the answers to the following questions:
1. Can textless comic improve students writing skill of the eighth grade
students of SMPQaryahThayyibah?
2. How far is the effectiveness of using textless comic to improve students
writing skill in the eighth grade of SMPQaryahThayyibah?
3. What are the strengths of using textless comic as a teaching media in
improving
students’
writing
skill
inthe
eighth
grade
of
SMPQaryahThayyibah?
C.
Objectives of the Research
From this research the writer wants to achieve some objectives; the
general objective and the specific ones.
1. General Objective
The general objective is to describe the implementation of textless
comic as a teaching media to improve students’ writing narrative text
skill in the eighth grade of SMPQaryahThayyibah in the academic year
of 2013/2014.
2. The specific Objectives
5
The specific objectives or the research are:
a. To identify the improvement of the students’ writing skill through
textless
comic
for
the
eighth
grade
students
of
SMPQaryahTayyibahSalatiga in the academic year of 2013/2014
b. To find out the effectiveness of textless comic to improve the
students’ writing skill of the eighth grade students of
SMPQaryahTayyibahSalatiga in the academic year of 2013/2014
c. To find out the strengths of using textless comic as a media in
teaching and learning writing in the eighth grade students of
SMPQaryahTayyibahSalatiga in the academic year of 2013/2014
D.
Previous Research
A previous research has been conducted previously by Ferri Prastya
Kristi entitled The Implementation Of Comic Strips As Media In Teaching
Writing Narrative Text For The Tenth Graders Of Senior High School. It
was a descriptive qualitative research. In her research, she focused on the
implementation and students’ composition after implementing the comic
strips as a media in teaching narrative.
Other previous research has been conducted by Fika Megawati
entitled Comic Strips:A Study On The Teaching Of Writing Narrative
TextsTo Indonesian Efl Students. This action research focused on the
investigation of the implementation of comic strips in teaching writing
through a collaborative classroom action research at MAN Bangil.
6
Both of two previous researches concerned on the implementation of
comic strips in teaching writing, while in this research the researcher would
concern on the goals, they are students score improvement, find the
effectiveness, and prove the strengths of textless comic by Hillman.
E.
Benefits of the Research
By the thesis the author expects that this research would give several
benefits, both theoretically and practically.
1. Theoretical Benefits
a. To produce a new knowledge in teaching foreign language, like
English, especially on writing narrative text by using texless
comics as a teaching media.
b. Becomes a reference for next researchers whether with the similar
or different approach
2. Practical Benefits
a. To the students, the result of the study will be helpful particularly
students of the eighth grade in QaryahThayyibah Junior High
School will become freshmen. Get an easy way in organizing their
idea(s) or information(s) integrated in writing narrative text.
b. To the English teachers, the output of the study will help them to
seek more effective strategies on how to improve their teaching
competencies and teaching styles (especially in teaching narrative
text). Identifies students’ necessaries and problems and gives
solution(s).
7
c. To the school, the output of the study will help achieve higher
quality of education, because of the well-trained teachers and good
performance of the students
F.
Limitation of the Research
The writer limits this research because there are many factors that
improve students’ writing skill. Therefore, the writer only focuses on
writing skill in narrative text. In compiling paragraph, the writer uses
textless comic as a media to support students to produce a narrative text.
G.
Definition of the Key Term
1.
Improving writing skill
Improving is the process of becoming or making to be better
(Oxford university press, 2003: 216). In other dictionary we can find
the word “improve” which means to make better in quality or to make
more productive to become better (Webster, 1994: 487)
Writing skill is specified into the skill in organizing ideas
(Rohman, 2009:5). Writing is representing the information to the
reader in written form.
From the theories above, improving writing skill can be
described as the process of becoming better in the quality of
organizing ideas in the written form.
2.
Textless comic
Textless comic is “pure” comic or picture series that contains
very minimal text (Hilman, 1995: 7).
8
H.
Hypothesis
The writer tries to determine the hypothesis of the research. The
hypothesis of the research is “textless comic will improve students writing
skill”
I.
Paper Organization
In writing this research, the author divided into five chapters. The
systematic organized as follows:
Chapter 1 is introduction that consists of background or the research,
research review, research problems, objective of the research, benefit of the
research, limitation of the research and also research paper organization.
Chapter II is the theoretical framework. It consists of the underlying
theories that include the nature English language teaching and learning,
nature of writing skill and textless comic.
Chapter III is the methodology of the research. It elaborated the
methodology of the research including research method, research schedule,
data collecting, the technique of data analysis, and the last is school profiles.
Chapter IV is the result and discussion of the research. It consists of
data presentation, discussion, observation and reflection, data analysis, and
research summary.
Chapter V is closure that consists of conclusion, suggestions, and
recommendation. For the attachment there are bibliography and appendix.
9
CHAPTER II
THEORETICAL REVIEW
This chapter presents some points to be discussed. It is very important
because theoretical view is as the basic concept to the research. The theoretical
view below present some supporting theoretical description related to the
research. The first discussion is the nature of English language teaching and
learning, the second is the nature of writing skill. And the last discussion is
textless comic.
A.
The Nature of Learning and Language Learning
1. The Nature of Learning
Learning is acquiring or getting of knowledge of subject of a skill
by study, experience or instruction (Brown, 2000: 7). According to
Finocchiaro & Brumfit in Brown (2000: 45) language learning is learning
structures, sounds or words in audio-lingual method. Therefore, language
learning is learning to communicate in communicative language
teaching.
Learning process is process between learners with their
environment. Therefore, there would be behavior interchange through
better situation. The language acquisition and language teaching pointed
through
the
one
effort
for
developing
and
creating
proper
communication. The acquisition, basically, is a process of students
knowing communication with their environment verbally. (O’Malley,
10
1990:16-19). The students’ language acquisition is beyond their
consciousness, means that their language acquisition is not always under
consciousness. It reflected through language users. Moreover, the
language acquisition has accidentally begun, secondly, the language
acquisition has gradually beginning which rise from social motorist and
paralinguistic cognitive (Freeman, et.all, 1991: 40-41).
The other definitions of learning are stated by some expert. They
define learning as;
1. Learning as a quantitative increase in knowledge. Learning is
acquiring information (Amri, 2010:205)
2. Learning is shorting information that can be reproduced (Trianto,
2009:15-21)
3. Learning is acquiring facts, skills, and methods that can be retained
and used as necessary (Trianto, 2009:15-21)
4. Learning is making sense or abstracting meaning. Learning involves
relating parts of the subject matter to each other to the real world
(Trianto, 2009:15-21)
5. Learning is comprehending the world by reinterpreting knowledge
(Amri, 2010:205)
From the explanation above, it can be concluded that language
learning is a process of discovery. Learners develop ability to use the
language for specific communication purposes. There is a concern with
what happens when the learning takes place. In this way, learning could
11
be thought as a process by which behavior changes as a result of
experience.
2. The Nature of Language Learning
Language is viewed as a system of arbitrary, vocal symbols which
permit all people in a given culture, or other people who have learned the
system
of
that
culture,
to
communicate
or
interact
(Finocchario 1964:8). According to Thomson, language is a system of
communication using sounds or symbols that enables us to express our
feelings, thoughts, ideas, and experiences"). While learning is assumed to
master, process of discovery the elements of language for a
communication and interaction purpose. (Richard and Rodger, 1986: 49).
Brown (2001:209) stated that learning a language can be effective
when; a). Teachers and students enjoy positive relationship with one
another. b). The teacher has a high level of competency in knowledge of
language. c). The teacher is enthusiastic about the language and sees
his/her own learning as ongoing. d). Language learning involves learning
about the culture and leads to intercultural competence. c). The teacher
demonstrate good classroom management skills. f). The teacher has the
ability and willingness to adapt to the teaching context in which he/she
finds him/herself.
People need to learn language because they want to communicate
with other. They want to be understood and also be able to understand
others. This view is in accordance with Larsen and Freeman (2000:129)
12
who state that “students are, above all, communicators”. They are
actively engaged in negotiating meaning, in trying to make them
understood and understanding others, even if their knowledge is
incomplete.
From the perspective above, it can be concluded that language
learning is a process of discovery. Learner develops ability to use the
language for specific communication purposes. Teacher models language
use and facilitate students development of language skills. In this learnercentered model, both students and teacher are active participants who
share responsibility for the student’s learning.
3. The Nature of Language Learning and Teaching
Teaching is a complex process which can conceptualize in a
number of different ways. Teaching cannot be defined apart from
learning. Learning foreign language cannot be separated from teaching
since the learner can only acquire the language through the certain
environment such as school or course. Nathan Gage in Brown noted that
“to satisfy the practical demands of education, theories of learning must
be “stood on their head” so as to yield theories of teaching” (1994:7).
From the perspective above, it can be concluded that language
teaching is a complex process which cannot be separated from learning.
Teaching is guiding and facilitating learning, enabling the learner to
learn, setting the condition for learning. Teaching is showing or helping
13
someone how to do something, giving instruction, guiding in the study of
something providing with knowledge, causing to know or to understand.
4. Elements of Teaching and Learning Process
According to Brown (2001:46), there are six elements of teaching
and learning process, they are:
1. Teacher
Teacher is a facilitator in students’ learning process.
2. Student
Student is learner or someone who attends an educational
institution
3. Material
Material is what to learnt in learning process.
4. Medium
Medium is any person, materials, equipment or events that
establish the condition of the students acquire knowledge, skill
and attitudes. Teaching medium is a tool used by teacher when
teaching to help clarify the subject matter presented to students.
5. Method
Method is the way in which a teacher chooses to explain or
teach material to students so they can learn the material.
6. Evaluation
Evaluation is a structured process of assessing the success of a
project in meeting its goals and reflects on the lessons learned.
14
5. Elements of Good Teaching
According to Richard Lee Colvin on his article, there are six
elements of good teaching
a) Physical Environment
Good teaching is when teachers can use the physical
environment as teaching tools.
b) Social Environment
Teachers can build good relationship with the students and
provide support for learning.
c) Instruction
The teachers’ instruction must be easy to be captured by
students.
d) Content
What is being taught is as important as how it is being
taught. Whether it is challenging and meet state standard or not
e) Assessment
Teachers assess students’ progress based on the national
standard. Teachers also adjust their teaching based on the
result.
f) Effect on Students
What students have learned is the ultimate test of good
teaching.
15
6. Aspects of Teaching English
According to Brown (in Gista, 2012:15), teaching English
emphasized on four aspects namely listening, speaking, reading and
writing.
1. Listening
Listening is the ability to hear what someone is saying and
paying attention to their words and the meaning at the same
time
2. Speaking
Speaking is an interactive process of constructing meaning that
involves producing and receiving and processing information
3. Reading
Reading is the process of translating the symbolic writing
(letters) to constructs or derives meaning.
4. Writing
Writing is a medium of communication that represents
language through the inscription of signs and symbols.
The four aspects of teaching English should be reinforced equally
(Brown, 2000:234).
B.
The Nature of Writing Skill
1. The Meaning of Writing
Pardiyo stated that writing is a process of sharing information,
message, or ideas in grammatically correct sentences. The information,
16
ideas, and message are wrapped in the form of text, which
conventionally agreed by the language user community about some
criteria with them. They are: (1) Purpose, (2) rhetorical structure, (3)
linguistic realization or grammatical structures. (Pardiyono, 2000:2). In
order that, the such ideas, information, or message can be transferred
effectively, the writer should be aware of the context of situation and
context of culture.
Harmer (2007:13) mentioned that writing involve planning what
we are going to write. First, drafting it. Then reviewing and editing
what we have written and producing a final version. Many people have
thought that this is linear process but a closer examination of how
writers of all different kinds are involve in writing process. Suggest that
we do all these thing again and again. Thus, we may plan, draft, re-plan,
draft, edit, re-edit, re-plan, etc before we produce our version.
From the explanation above, it can be concluded that writing is
process of creating written text that obtains ideas, feelings, thoughts,
and desires to other persons.
2. Criteria of Good Writing
According to Harris (2001: 13) there are five criteria of good
writing, they are:
a. Content: writing must convey the main idea or an attentive reader
should be able to grasps the writer purpose.
17
b. Form: writing should contain logical or associative connection and
transition which clearly express the relationship of the idea described.
c. Grammar: writing should adhere to the rules of grammar related to the
tenses with sequence of time, the employment of grammatical form
and synthetic pattern.
d. Style: writing should engage its reader through original insight and
precise.
e. Mechanic: writing must use good spelling and punctuation.
3. Writing Skill
In learning language, include English and other ones, the students
have to require four language skills, such as reading, speaking, listening
and writing which each skill connect one another. From all those skills,
writing is the most difficult one. The reason is cultural differences. The
writers have to understand about cultural and social context of using the
language according to its background.
In this case, English cultural context create several text, called as
genre, which has their own characteristic and purpose. According to
Ministry of National Education (2003:44), it is mentioned that standard
of competence for writing skill is expressing the meaning by
developing the right rhetorical in writing text as narration, explanation,
discussion, commentary, and review with variation structures of
modification. In writing a readable and logical text, students have to
apply several strategies bellow:
18
1.
Reading for many kinds of text.
2.
Brainstorming to collect ideas.
3.
Using semantic mapping to find out specific ideas in writing.
4.
Viewing the ideas in writing from any directions.
5.
Making the lists.
6.
Correcting the result
7.
Using vocabulary which found from any sources (Ministry of
National Education, 2003: 53)
Brown (2001: 335-336) stated the process approach to writing
instructions. The instructions are mentioned below:
1)
Focus on the process of writing that leads to the final written
product.
2)
Help students write to understand their own composing process.
3)
Help them to build repertoires of strategies for prewriting, drafting,
and rewriting.
4)
Give students time to write and rewrite.
5)
Place central importance on the process of revision.
6)
Let students discover what they want to say as they write.
7)
Give students feedback through the composing process (not just on
the product) as they attempt to bring their expression closer and closer
to intention.
8)
Encourage feedback from both instructor and peers.
19
9)
Include individual conferences between teacher and students
during the process of composition.
10) In short, writing competences is the target of learning process of
writing in making effective written text. The competence includes the
ability to make grammatically and rhetorically structured text the
appropriate communicative context.
C.
Textless Comic
1. Comic and Textless Comic
A comic is a book (often shortened to simply comics and
sometimes called comic paper or comic magazine) is a magazine or book
of narrative artwork and (virtually always) dialog and descriptive prose.
The style was introduced in 1934. Despite the term, comic book do not
necessarily feature humorous subject-matter, in fact, it is serious and
action-oriented.
Since the introduction of the comic format in 1934 with the
publication of Famous Funnies, the United State has been the leading
producer, with only British comic and Japanese manga as close
competitor in term of quantity of title. The majority of all comic books in
both U.S and Japan are marketed to young adult readers, though they also
produce titles for young children as well as adult audience.
Comic typically appear in three or four square-shape cells, called
panels. The panels are arranged in row and are red from left to right
(right to left for Japanese manga). Comics are booklet-length comics that
20
are more stylized and tell a more involved story. They can be written in
the same style as comic strips, but they also feature panels of different
shapes and sizes and are read both horizontally and vertically. Most daily
-newspaper comics are published in black and white and most comic
books produced in color.
Comic books are booklets that come in varying size, and are most
often in color. The lengths of comic books allow them to tell more
involved stories than comic strips can. The design of the panels can also
differ from comic strips, which nearly always consist of three or four
equally sized square panels per strip. In comic books, the number of
panels on each page can differ, as can their size and shape. Sometimes
one scene can occupy an entire page.
Textless comic is “pure” comic or picture series that contains very
minimal text (Hillman, 1995: 7). Textless comic connect visual literacy
(learning
to
interpret
images),
cultural
literacy
(learning
the
characteristics and expectations of social groups) and literacy with print
(learning to read and write language).
Most children and young love comic because of their visual,
attractive, humorous, and overall appeal (Hillman, 1995: 66). From this
statement the researcher applied this textless comic media in the eighth
grade of junior high school in her classroom action research.
2. Roles of Textless Comic
21
According to Hillman (1995: 167-169) textless comic have some
roles in the class, they are:
a.
Comics can motivate students and make them want to pay attention
and take apart.
b.
Comics contribute to the context in which the language is being
used. They bring the words into the classroom.
c.
Comics can be described in objective way or interpreted, or
responded to subjectively.
d.
Comics can cue response to questions or substitution through
controlled practice.
e.
Comics can stimulate and provide to be referred into conversation,
discussion, the language they use and storytelling
From the points above it can be concluded that textless comic is
very useful in learning the English language. Teacher and learners are
helped by using this media to achieve the learning goals. It can solve the
problem faced by the students in the process of writing especially in
writing narrative text and caused them concentrate more on the orderly
arrangement of story by paying attention to the textless comic and the
language they use.
22
CHAPTER III
METHODOLOGY OF RESEARCH
In this chapter, the writer would like to elaborate the methodology of the
research including research method, research approach, research subject, research
schedule, data collecting, research instrument, evaluation criteria, the technique of
data analysis, and the last is school profiles.
A.
Research Method
This research is a type of classroom action research. Action research is
a process in which researchers also as a participants examine their own
educational practice systematically and carefully using the techniques of
research. The purpose of this research is to gain understanding of teaching
and learning within one’s classroom and to use that knowledge to increase
students learning. The writer was also as a researcher and the teacher who
carried out the use of textless comic as a media in the class. She wanted to
make sure that the lesson plan of the use of textless comic media can run
well in order that the teaching and learning process run effectively.
The writer used classroom action research approach taken from
Hopkins (1993)
23
Figure 1: Classroom Action Research Concept by Kemmis in Hopkins
(1993)
The writer carried out an action research with the following steps:
1. Planning
In this step, the writer offered new technique in improving students
writing skill. It was the use of textless comic as a learning media. The
action was based on the lesson plan applied in the class. Beside that the
writer also prepared materials that was going to be taught in the class,
make lesson plans, the form of observation in order that the class can be
observed well, teaching aids, test instrument, etc.
2. Acting
This step was the implementation of the use of textless comic as
teaching and learning material. The teacher carried out the lesson plan in
the classroom step by step. It described how the use of textless comic in
the class can promote students writing skill.
To obtain the purpose, the teacher had to create the classroom
atmosphere as well as possible. In this case, the teachers took roles as a
24
controller of the students’ activities and also provide helps when they got
difficulties in doing the tasks.
3. Observing
The teacher was actively involved in this step. The teacher was not
only the participant in the class but also as the observer. The writer
observed the student participation in the class. The students writing skill
improvement was observed directly by the writer through observing their
active participation in discussion, doing exercise,and test result.
4. Reflecting
After carrying out the teaching and learning activities that was
teaching writing using textless comic, the writer recited the occurrences
in the classroom as the effect of the action. She evaluated the process and
the result of the implementation of textless comic in the class. The
evaluation benefits to decide what the writer should do in the next cycle.
It was carried out to know the effect of using textless comic in
writing class. By analyzing the strength and the weakness of using
textless comic, the writer can decide what the next action will be for the
continuing improvement.
B.
Research Approach
This research used observation of English teaching and learning
process in class XIII of SMP Qaryah Thayyibah Salatiga, particularly in
improving students’ writing skill using textless comic. Through this study,
the writer would try to observe the learning strategies used by students and
25
improve students’ writing skill using textless comic media. Meanwhile, an
approach that will be done by the writer as a primary approach is
quantitative approach. The quantitative research isolates and defines
variables and variable categories. The secondary approach is descriptive
approach. Descriptive is describing how a technique of learning is applied
and how the result can be reached (Mukhlis, 2000: 57)
C.
Research Subject
The subject of this research is the students of the eighth grade of SMP
Qaryah Thayyibah Salatiga. There are 15 students consisting of 9 girls and 6
boys. The researcher chooses the eighth grade students, because the age
level of these students supposed to be able to write out the English language
as a means of communication. The students of this class are very special,
they have big curiosities and the ultimate reason is the students hobbies are
reading comic. It’s appropriate to the media which was brought by the
researcher.
Although SMPQaryahThayyibah is located in a village, the students
are easily accesses the new information and news around world. The
students like to satisfy their curiosities by browsing the internet or reading
the books. It differentiates SMPQaryahThayyibah students with students in
other schools. They live humble on their brightness. They have a big
motivation and intention in learning.
SMPQaryahThayyibah students of the eighth grade are used to share
their knowledge or everything they have learnt to their friends. They have
26
daily routines called “tawasi” as a moment to share their knowledge
together.
Dealing with the English language subject, they are very interested in
learning English language. They like to reading, they are used to read comic
in English text even English essay. They are active to “get”, input as much
as new information and knowledge to their mind, but they are lack of
produce it in written form. They can speak it up, but when they are asked to
write it down systematically, they found difficulties. They feel hard of
arrange and convoy their ideas in writing.
Even they got some difficulties in writing, but with their big
enthusiasm of learning, it will be easy to them to face their difficulties. So,
the researcher wants to implement textless comic as a teaching media to
improve students’ writing ability, especially in writing narrative text.
D.
Research Schedule
The researcher carried out 5 months from July 2013 until October
2013. The following is the time schedule of the research activity in which
the writer conducted in SMP Qaryah Thayyibah Salatiga in the academic
year of 2013/2014.
Table 3.1: The Schedule of Research Activity
Activities
Year of 2013
Jul Aug Sept Oct Nov Dec
Pre-Survey
General
Planning
Preparation of
Research
Implementation
Cycle 1 and
27
Cycle 2
Writing Report
Submitting the
Document
E.
Data Collecting
This action research needs data to support the investigation. There are
three methods used in this research to collect data. They are performing
achievement test, observation and interviewing.
There are two kinds of data, quantitative and qualitative data. The
quantitative data were taken from the tests that were carried out before and
after the cycles were implemented. The primary data was collected by using
a test (written test) in each cycle, either in the form of the pre-test or the
post-test. In this classroom action research, the test applied was intended to
measure the learners’ writing skills after being taught by using textless
comic media in two cycles.
Meanwhile, the qualitative data, in the form of words were taken from
the result of short interviewing and direct observation at classroom.
Observation was done by the writer while the actions were carried out. The
writer observed the classroom interaction and collect needed information.
F.
Research Instrument
There are two kinds of test, they are written test and oral test. In this
research, the researcher used written test as an instrument to collect the data.
There were three written test conducted. The first was pre-test of writing
that was conducted to know the preliminary data about students’ writing
28
ability. The second was written post-test in cycle 1 that was administered in
order to know the achievement of the students in writing narrative text. The
last written post-test of cycle 2 was conducted to know the final result after
implementing textless comic as a media to teach writing in the classroom.
Students were asked to write the narrative text based to the textless given.
They might use their own idea and imagination in all of tests.
G.
Evaluation Criteria
The way of scoring the students’ writing skill is based on the scoring
rubric adapted from O’Malley (1995) which could be described in the
following tables:
Table 3.2: Analytic Scoring Rubric of Writing
Score Domain
Content
15-20
Focuses on central ideas with an organized and
elaborated text.
10-15
Central idea, but not as evenly elaborated and some
deviations.
5-10
Not a focused idea or more than one idea, unclear
elaboration and many deviations.
1-5
Not clear idea, little or no elaboration, and many
deviations.
Score Domain
Vocabulary
15-20
Purposefully chosen vocabulary, sentence variety,
information and voice to affect reader.
10-15
Less precise vocabulary and less purposeful
information
5-10
Basic vocabulary and not purposeful selected; flat and
inconsistent tone.
1-5
Not controlled vocabulary, flat tone, halted or choppy
sentence
Score Domain
Syntax (Word Order)
15-20
Standard word order, no enjambment (run on sentence),
completeness (no sentence fragments), standard
modifiers and coordinators and effective transitions.
10-15
Mostly standard word order, some enjambment (run-on
line) or sentence fragment.
5-10
Some non-standard word order, enjambment, (run-on
29
1-5
Score Domain
15-20
10-15
5-10
1-5
Score Domain
15-20
10-15
5-10
1-5
line), and word omissions (e.g. verbs)
Frequent non-standard word order, enjambment (runon line) and word omissions.
Grammar
Standard inflection (e.g. plurals, possessives, -ed, -ing,
with verbs, and –ly with adverb), subject-verb
agreement, and standard word meaning.
Mostly standard inflection, agreement and word
meaning
Some error with inflection, agreement and word
meaning
Shift from one tense to another, error in conventions
(them/those, good/well, double negative, etc).
Mechanic
Effective use of capitalization, punctuation, spelling
and formatting (paragraph noted by indenting)
Mostly effective use of mechanic; error do not detract
from meaning
Some error with spelling and punctuation that detract
from meaning
Misspell even simple words; little formatting evident.
The next step of analyzing was classifying the students’ score into the
categories. The measurement of the students’ achievement, which was
stated by Haris (1969:134), was interpreted as follows:
Table 3.3: The Criteria of the Students’ Achievement
Criteria of Mastery (Total Score)
Grade
91 – 100
Excellent
81 – 90
Very Good
71 – 80
Good
61 – 70
Fair
51 – 60
Poor
41 – 50
Very Poor
The performance indicators of the improvement of the students’
ability in writing narrative text are:
30
1. The students can achieve the passing grade of the writing test of 70
2. At least 85% of students in the class have passed the minimum mastery
criteria of writing skill
3. The students’ participation during teaching and learning process at least
75% of students in the class active in doing the class.
Test item which is used here is students are asked to make narrative
text based on the students’ imagination, idea, and interpretation of the
textless comic given.
H.
The Technique of the Data Analysis
The researcher used statistical technique to know the influence of the
students’ vocabulary from the pre-test and post-test. The steps of this
technique are.
1) Mean Calculation
The result of the test was analyzed by finding the average score of
the students’ writing test. It means that the students’ scores were
calculated in order to find out the mean score.
The formula to find the mean score is as follows:
x
M = N
Explanation:
M
= Mean
x
= The total score of the learners’ writing test
N
= Total number of the learners (Subject)
31
2) Standard Deviation Calculation
The formula is:
∑𝑫𝟐
SD = √
𝑵
∑𝐷 2
− (𝑁)
Explanation:
SD = Standard Deviation
D = difference between pre-test and post test
N = the number of observationT-test
3) T-test
T-test is formula to know the significant differences between pretest and post-test. The formula to find the T-test is as follows:
∑𝑫
t0=
(𝑵)
𝑺𝑫
√𝑵−𝟏
Explanation:
t0
= t-test for the differences of pre-test and post-test
D
= difference between pre-test and post-test
N
= Number of observation in sample
SD
= Deviation standard for one sample t-test
32
4) Observation sheet
Besides the improvement and the effectiveness, the researcher also
observed the strength of using textless comic as a media to improve
students’ writing skill with the observation sheet. It was according to the
theory of Hillman.
No
1
2
3
4
5
I.
Table 3.5: Observation Sheet of Textless Comic Media
Strengths
Score
Excellent
Good
Comics can motivate students and
make them want to pay attention and
take apart.
Comics contribute to the context in
which the language is being used.
They bring the words into the
classroom.
Comics can be described in objective
way or interpreted, or responded to
subjectively.
Comics can cue response to
questions or substitution through
controlled practice.
Comics can stimulate and provide to
be referred into conversation,
discussion, the language they use and
storytelling
Fair
SMP Qaryah Thayyibah Profiles
1. About SMPQaryahThayyibah
SMP Qaryah Thayyibah established on 2003, founded by Mr.
Ahmad Bahruddin. It is located in Kalibening, Tingkir, Salatiga (about 3
kilometers from the central town of Salatiga). Mr. Bahruddin or often
called Pak Din was graduated from Tarbiyah Faculty of Islamic Institute
(IAIN) Walisongo Semarang of Salatiga branch on 1993. The second
33
name that cannot be separated from SMP Qaryah Thayyibah is Qaryah
Thayyibah Farmers’ Organization Secretariat (SPPQT), Pak Din was the
leader of SPPQT at that time. The name of Qaryah Thayyibah came from
Mr. Roymond Toruan, he was the leader of editorial staff of Jakarta Post
newspaper.
SMPQaryahThayyibah started the teaching and learning process in
the academic year of 2003/2004 under supervisor of SPPQT. At first,
SMPQaryahThayyibah is an open junior high school, now it is a nonformal education or B package. Although SMPQT is a non-formal
education or B package, but it is more exclusive because it has many
extra-curricular beside the regular hours.
There are some extra-curricular which are done by students outside
the school hours, they are:
1.
Theatre
2.
Percussion
3.
Singing
4.
Band
5.
Film
6.
Journalism
7.
Photography
8.
Multimedia
9.
Design Graphic
10.
Art
34
2. SMPQaryahThayyibah Organization
The structure organization on SMP Qaryah Thayyibah
Figure 2: Structure organization on SMPQaryahThayyibah
Head Master
Ahmad Bahruddin,
S.PdI
Secretary
Treasurer
Administration
Curriculum
MuntahaAlhas
an,S.PdI
Aini Zulfa
Nurul
Munawaroh, SE
WiwinSumirat,
S.PdI
3. SMP Qaryah Thayyibah Facilities
According to Kartono (1992:252) facilities are:
1. All of the privation and behavior of attitude of their teaching like:
teach, teacher, counselor, parent, adult, and everybody who have
function to teach.
2. All of situation and condition to support the teaching and learning
activity systematically, this purpose is to give education.
3. All of institution system, primary and secondary tools to inquire goal
education.
The facilities of SMP Qaryah Thayyibah are:
1.
Class room
Students don’t have permanent classroom. They learn from one
place to other (home schooling, rolling class, or every place they felt
35
comfort to learn). But SMP Qaryah Thayyibah provides 5 rooms which
can be used as a classroom.
2.
One large hall
SMP Qaryah Thayyibah has one large hall to facilitate their events
like “gelarkarya” (a monthly event to show off their performance of
drama theater, sing or music performance, perkusi, film, etc)
3.
Music studio and instruments
It is to develop the students’ interest and skill of music. SMP
Qaryah Thayyibah fulfills a simple music studio and the instruments like
guitars, bass, drum, keyboard, and jimbe.
4.
Digital Cameras, handy cam and professional camera
It is provided to develop students’ interest and skill of photography
and making films.
5.
Library
SMP Qaryah Thayyibah provides books to the students. The books
were from the government, gifts from people who came to Qaryah
Thayyibah and some books collection of students which is dedicated to
be red together.
6.
Set of computers and internet providing
Computers and internet are the major facilities to fulfill students’
needs for editing, designing, composing music, writing, and getting
scientific information they need.
36
4. SMP Qaryah Thayyibah Teacher (Facilitators) and Staff
Teaching and learning process needs qualified peoples to work as
facilitators (teachers) and administrator to provide a good teaching and
learning process. The teachers (facilitators) and the staff of SMP Qaryah
Thayyibah are:
Table 3.6: Teacher and Staff of SMPQaryahThayyibah
No
1
2
3
4
5
6
7
8
9
10
11
12
Name
Ahmad Bahruddin, S.PdI
Muntaha Alhasan, S.PdI
Nurul Munawaroh, SE
Aini Zulfah
Heni Kartika, MA
Dian Raharjanti, S.Pd
Dewi OktaviaNiami
Awie Mahasin, S.Pd
Ridwan, S.Ag
Wiwin Sumirat, S.PdI
Fina Af’idatussofa
Elli Nurhayati, S.Pd
Status
Head Master
Secretary and Facilitator
Administration
Treasurer and Facilitator
Facilitator
Facilitator
Facilitator
Facilitator
Facilitator
Facilitator
Facilitator
Facilitator
5. Students
The students are persons who are studying at school (Oxford
Dictionary). In SMP Qaryah Thayyibah each class consist of 12-20
students. The number of students in the eighth class has 15 students
consist of 9 girls and 6 boys. The students were not only come from
Kalibening Salatiga but also from other city like Jakarta, Bengkulu,
Cirebon, Pati, Magelang, Jombang, etc.
37
CHAPTER IV
DISCUSSION
This chapter describes the detail of several activities developed as part of
implementation the textless comic in improving students’ ability in writing
narrative text in the classroom action research. The objective is to present the
research finding which provide evidence answering problem statement in chapter
one. The description of finding is based on the research field note and written test.
A.
Data Presentation
This research consists of two cycles; they are cycle I and cycle II. For
the whole steps of this research would be explained in the description
below:
1. Cycle 1
In this part, the writer carried out series of action namely planning
the action and implementing the action which included two meetings.
Based on the explanation above, the writer did some actions related to the
use of textless comic as teaching media in writing.
a. Planning
Planning phase of using textless comic in writing narrative text
was carried out on August 28, 2013. It was done for two periods, each
period was 40 minutes in the classroom.
In this research, the researcher in the first meeting taught about
narrative text based on the syllabus in the first semester. Before
38
conducting the research, the researcher prepared the instruments of
research, such as:
1) Lesson plan
In order to control the teaching learning process, the
researcher used the lesson plan as guidance when she taught in the
class.
2) Materials
In the first meeting the researcher used textless comics
ofDoraemon and Naruto.
3) Camera
The researcher used a camera in order to take photos the
situation of the students in teaching learning process. In this
section, she was helped by her partner.
4) Test Instrument
The test instrument consists of written pre-test and post-test.
The pre-test is the test that is given to the students before the
teaching learning process through textless comic media. Post-test is
test that is given to the students after teaching learning process
through textless comic media. All of the tests were given in the
form of written test
39
b. Action
Action was the implementation of the activities that had
arranged before. The stage of action had two meetings for different
activities namely: 1) Building Knowledge of Field, 2) Modeling of
Text, 3) Joint Construction of Text, and 4) Independent Construction
of Text.
On Sunday, September 2nd, 2013 the English teacher, Eni
Rahmawati also as the researcher, her partner Miss Heni and 15
students of eighth grade, consisting 9 girls and 6 boys students
attended to the class in that day. It was the first meeting in cycle 1.
The students had familiar to the teacher who was also the observer
because she is a teacher of English in eleventh grade of SMA Qaryah
Thayyibah.
Building Knowledge of Field
There were three steps which were done in Building Knowledge
of Field. There were pre activities, main activities, and post activities.
In the pre activities the teacher greeted the students, pray, checked the
student’s attendance, explained the goals and benefits of the lesson,
and explained the activities that were going to do by the students. In
those pre activities student give attention to the explanation. The
conversation between the researcher and the students are the
following:
40
Teacher
: “Good morning everybody?”
Students
: “Good morning, Miss.”
Teacher
: “before beginning our class today, let us open by
say ‘basmallah’ together.
Students
: “bismillahir rahmanir rahiim”
Teacher
: “Ok, guys… How is your life today?”
Students
: “I’m fine, Miss, and you?”
Teacher
: “I’m great, thank you. Are you all today?”
Students
: “Yes”
One of the students asked;
Student
: “Why do you teach here, Miss Eni?”
Teacher
: “I’m here to show you the gratified learning, an
extra ordinary way of learning. Are you curious?”
Students
: “Yes, Miss. What is that?”
After giving the explanation of the goals and the activity that
day, the teacher gave the pre-test to the class.
Teacher
:“OK guys, before the lesson, I will give you pretest”. Are you ready class?”
Students
:“Ready Mom”.
41
Teacher
: “The test is, please write the narrative text you
know. It may about Cinderella, Malin Kundang,
Snow White, etc.
When the students were doing the test, she walked around the
class to check the students’ task. After the students finished the pretest, she collected the students’ result and began to teach.
The next activity, the teacher asked the students some questions
dealing what they did this morning. It was to stimulate them about
simple past tense, one of the important features on narrative text.
Teacher
: “What did you do this morning?”
Student
: “I take a bath, Miss”
Student
: “I eat breakfast”
From the students’ answer, it indicated they forgot about the
simple past tense material. Then the teacher gave the explanation that
example of the question and answers were form of simple past tense
sentence.
Modeling of the Text
In that part, the teacher distributed the students a familiar comic,
it was Doraemon.
42
Picture 1: Textless Comic of Doraemon
All of the students paid attention on them. Then the teacher
asked the students to understand the comic. After a few minutes, the
teacher asked the students to answer the question based on the comic
given orally.
Teacher
: “What did Nobita do?”
Student
: “Nobita was crying, Miss”
Teacher
: “Why did Nobita cry?”
Student
: “Because Giant and Suneo kick Nobita, Miss”
Teacher
: “What did Nobita ask to Doraemon?”
Student
: “tool to ‘balas dendam’ to Giant,Miss”
This student didn’t know what ‘balas dendam’in English, then
the teacher asked the students.
43
Teacher
: “Anybody knows what is ‘balas dendam’ in
English?”
The class was silent. It seemed nobody knows the answer.
Teacher
: “have you ever heard Avenged Seven Fold band
who plays Dear God song?
Students
: “Yes,Miss I know, I know”.
Teacher
: “now, open up your dictionary, look what the
meaning of avenge is, a v e n g e (the teacher spell
it).
Student
: “I find,Miss… avenge is ‘balas dendam’. So the
answer is Nobita ask Doraemon a tool to avenge to
Giant, Miss”.
Teacher
: “Yup, Great. You’re right”.
After giving some questions to the students, the teacher wrote
down the list of sentences. Here the sentences were the answers of the
previous question given. They were:
1. Nobita is crying
2. Giant and Suneo kick Nobita
3. Nobita ask Doraemon a tool to avenge to Giant and Suneo
From these sentences, the teacher continued the lesson by
explaining Simple Past Tense. The teacher explained the function and
the pattern of Simple Past Tense. Besides, the teacher also explained
the form of Verb2 which consist of regular and irregular verb. After
44
that the teacher gave explanation about adverb of time which is
always used in past time, such as: once upon a time, in the age of…,
over years ago.
Furthermore, the teacher asked the students to underline the verb
in the form of past tense on each sentences given. She also asked
students to underline the adverb of time indicating past activity. The
students looked seriously to follow the teaching and learning process.
It seemed they were curious more. Than the teacher explained the
students how to make negative and interrogative sentences, and all
things related to simple past tenses with narrative text.
After the activity finished, the next activity was students did the
exercise by changing some sentences in the form of past activity to
form of paragraph according to the Doraemon textless comic given by
the teacher individually. Then the teacher discussed the answer to the
whole class.
Join Construction of Text
This phase was done in second meeting of cycle 1 on
Wednesday, September 4th, 2013. The first activity of the step was the
teacher explained about the social function, the generic structure, and
the language feature of narrative text.
The next activity, the students were asked to make some groups.
Teacher
: “Now, I will divided you into some groups”
45
One group consists of 3 students. The teacher divided the
students base on their skill, students who had high score join to the
students who still had low score. It was hoped that the students who
had high score help their friends. After making groups, the teacher
gave the student’s task to complete the text with right simple past verb
form. One student sighed: “Oh My God, ‘tugas’ again”
The next step, the teacher asked the students to read their result
of the work to another groups. Then the teacher discussed the result
together with the students. There were few mistakes how to change
the verb1 to verb2.
The next step was the students activity in writing narrative text
based on the textless comic given entitle of Naruto: Naruto Uzumaki.
The teacher gave them the copy of the textless comic.
Student
: “Horeee! Comic!”
Other student
: “Lho, what should I do Miss? Why this comic is
less of words”
Teacher
: “Because I want you to make your own story. I
want you to explore your imagination and ideas. You
can write your own narrative text according to this
textless comic but you may interpret the comic as
you like”
46
Before they composed the text, the teacher explained how to
arrange sentences to form a good paragraph based on the textless
comic given. She also remained that in writing narrative text, they
should use verb in the form of past tense. They should discuss their
paragraph to their group. While the students were working in group to
discusstheir work, the teacher checked the whole groups one by one in
the class.
Teacher
: “Any question so far?”
Student
: “Miss, what is the verb2 of ‘bring’?”
Teacher
: “Open up your dictionary. When you look it up by
yourself, it will stay longer in your brain.”
Student
: “oooh.. oke, Miss!
After the students finished their work, one of the groups red
their work in front of the class. In closing, the teacher discussed the
example of the students writing by correcting its content, vocabulary,
word order, grammar, and its punctuation. Then the teacher gave
opportunity to the students to share their opinion related to the lesson
that day.
Teacher
: “what do you think about our class today? Was it
interesting?”
47
Student
: “Yes, Miss. I like reading comic. Now, we can make
our own story of the comic. It was great”.
Other students : “I like doing the task in group, Miss. When I didn’t
understand the material, my friends can help me”
Teacher
: “Good. Do you want to write your own story
again?”
Students
: “Yess, Miss”
Independent Construction of Text
The focus of the activity, the teacher asked the students to
arrange a good paragraph based on the textless comic given
individually entitle of Naruto: Konohamaru. It was also as the posttest in cycle 1.
Teacher
: “Here, I gave you one textless comic more. Now,
compose again your own story according to this
textless comic. Do you like this comic?”
Students
: “Yess, Miss. I like Naruto very much.
Teacher
: “Great! But… in this occasion you have to write it
by your own. You cannot discuss again with your
partner in group”
Students
: “Yaaaaah” (they sighed)
Next, the students wrote narrative text based on the textless
comic given individually. Furthermore, the teacher remained them to
48
be careful in writing narrative text, especially in using grammar they
had to use the past verb.
After finishing the individual task, each student had to submit
their result of writing narrative text.
c. Observation
1) The score of tests in cycle 1
The researcher done the written pre-test and post-test in
cycles 1. The score of these tests was to see the improvement of
students’ writing skill after given textless comic as a media in
teaching and learning process. Here the data:
Table 4.1: The Score of Students’ Pre-test in cycle 1
Criteria
Score Passing
Grade
Content Vocabulary Syntax Grammar Mechanic
(KKM)
76
Arvin
10
13
14
17
12
No
71
Avi
14
13
17
20
12
Yes
64
Bagas
10
12
19
20
10
Yes
63
Eri
10
15
14
15
10
No
61
Fitri
13
13
13
14
10
No
60
Hasni
10
14
12
13
12
No
58
Ita
12
11
9
14
14
No
62
Itsna
10
12
10
12
14
No
64
Kevin
12
14
11
13
12
No
57
Kiki
10
11
14
14
15
No
60
Rino
10
10
11
15
11
No
73
Yatna
10
13
11
12
14
No
64
Yuda
14
13
15
19
12
Yes
57
Adi
11
10
13
13
17
No
76
Anggi
9
12
13
14
9
No
Name
Table 4.2: The Criteria of Students’ Achievement of Pre-test in cycle 1
No
1
2
Total Score
91 – 100
81 – 90
Grade
Excellent
Very Good
49
Number of Student
-
3
4
5
6
71 – 80
61 – 70
51 – 60
41 – 50
Total
Good
Fair
Poor
Very Poor
3
7
5
15
From the table of pre-test score above, it can be seen there are only
three students that passed the minimum required standard, 70. The other
students failed. The following table showed the score of students’ posttest in cycle 1.
Table 4.3: The Score of Students’ Post-test in cycle 1
Name
Criteria
Score Passing
Grade
Content Vocabulary Syntax Grammar Mechanic
(KKM)
10
13
15
20
13
78
Arvin
Yes
15
13
19
20
11
73
Avi
Yes
13
12
14
19
15
67
Bagas
Yes
11
15
15
16
10
66
Eri
No
13
13
14
14
12
64
Fitri
No
13
14
12
13
12
62
Hasni
No
12
11
10
15
14
61
Ita
No
10
12
11
14
14
64
Itsna
No
12
13
12
15
12
68
Kevin
No
10
11
15
16
16
59
Kiki
No
10
10
12
15
12
63
Rino
No
10
14
12
13
14
75
Yatna
No
14
14
16
20
11
71
Yuda
Yes
11
11
15
16
18
59
Adi
Yes
10
12
13
15
9
78
Anggi
No
Table 4.4: The Criteria of Students’ achievement of Post-Test in cycle 1
No
1
2
3
4
5
6
Total Score
91 – 100
81 – 90
71 – 80
61 – 70
51 – 60
41 – 50
Total
Grade
Excellent
Very Good
Good
Fair
Poor
Very Poor
50
Number of Student
5
8
2
15
2) The calculation of mean
Table 4.5: Table of Students’ Deviation of
Pre-test and Post-test score in cycle 1
Name
Arvin
Avi
Bagas
Eri
Fitri
Hasni
Ita
Itsna
Kevin
Kiki
Rino
Yatna
Yuda
Adi
Anggi
∑
Pre-Test (X)
Cycle 1
Post-Test
(Y) Cycle 1
D
D2
76
71
64
63
61
60
58
62
64
57
60
73
64
57
76
890
78
73
67
66
64
62
61
64
68
59
63
75
71
59
78
1001
2
2
3
3
3
2
3
2
4
2
3
2
7
2
2
42
4
4
9
9
9
4
9
4
16
4
9
4
49
4
4
142
Mean of pre-test (X) and post-test (Y) in cycle 1
𝑀𝑥 =
𝑀𝑦 =
∑X
N
∑y
N
=
=
890
15
= 59.33
1001
15
= 66.73333
Mean of pre-test, 59.33 < post-test, 66.73 it means that
there is an improvement of English score between before the action
and after the action. But the mean didn’t pass the passing grade of
70, so the researcher conducted cycle 2.
51
3) Standard Deviation
According to the data in the table, the researcher calculated
the standard deviation of pre-test and post-test in cycle 1 as
follows:
∑𝐷2
SD = √
𝑁
∑𝐷 2
−(𝑁)
142
42 2
SD = √ 15 − (15)
SD = √9.46 − 2.82
SD = √9.46 − 7.84
SD = √1.62
SD = 1.2
4) The calculation of t-test
𝑡𝑜 =
∑𝐷
)
𝑁
𝑆𝐷
√𝑁−1
𝑡𝑜 =
42
15
1.2
√15−1
(
( )
2.8
𝑡𝑜 = 1.2
√14
𝑡𝑜 =
2.8
1.2
3.74
2.8
𝑡𝑜 =0.32
𝑡𝑜 = 7.17
52
Giving Interpretation 𝑡𝑜
(a) Calculate of df
df = n-1
df = 15-1
df = 14
(b) Consult with t-table value
With df = 14, the value of t-table with level of significant
5% is 2.14.
(c) Comparing t-test with t-table
T-test = 7.17 therefore t-test is higher than t-table with
level of significance 5 %.
If t-test similar or higher than t-table, so null hypothesis
(𝐻0 ) is rejected. 𝐻0 is no significant difference between pre-test
and post-test. T-table with n = 15 is 2.14. The result of t-test is
7.17 > 2.14. So, t-test calculating is higher than t-table.
Therefore, 𝐻0 is rejected, it means that there is a significant
difference between pre-test and post-test.
From the calculation above, the researcher concluded
that between pre-test and post-test had significant difference,
where the students’ score of post-test is higher than pre-test. It
shows that using textless comics in teaching writing can
improve the students’ writing mastery.
53
5) The score of observation sheet
Table 4.6: Result of the Observation Sheet in cycle 1
No
1
2
3
4
5
Strengths
Comics can motivate students and
make them want to pay attention and
take apart.
Comics contribute to the context in
which the language is being used.
They bring the words into the
classroom.
Comics can be described in objective
way or interpreted, or responded to
subjectively.
Comics can cue response to
questions or substitution through
controlled practice.
Comics can stimulate and provide to
be referred into conversation,
discussion, the language they use and
storytelling
Excellent
√
Score
Good
Fair
√
√
√
√
d. Reflection
Based on the result of cycle I, the researcher found the
improvement after applying the textless comic as a media in teaching
learning. The first was the improvement of writing narrative text. It
happened in the process of writing narrative text, especially in genrebased approach. The stage of this approach could help students to
understand the process in writing narrative text. It is started in
developing the vocabulary, then followed the implementation of the
grammar that have to use the students in writing a simple sentences up
to a simple paragraph. Furthermore, after understanding the grammar,
54
they would be easier to make the outline based on the textless comic.
It was useful to support them with the new information and
knowledge about the object that would help them to write and
describe the activity of the character based on the textless comic in the
form of narrative text. In the last activity, based on the outline, they
would write a draft easily but they needed a long time to finish
drafting. In addition, they just knew that wrote paragraph in English,
they had to consider not only in using mechanics and in vocabulary
but also in writing composition had to fulfill as a good writing.
The second, the improvement of student’s participation could be
seen in during of process teaching and learning in the classroom. They
were happy to get some textless comic. Using textless comic helped
them to be more active and creative in making the outline. It also
improved their relationship among the students, especially in
discussing session.
Based on the observation, there’s improvement on students
writing score, but it still did not pass the passing grade of 7. So, the
researcher conducted the cycle 2. In next cycle 2, the researcher
emphasized the grammar, especially in simple past tense and
vocabulary aspect.
The weaknesses found in cycle 1, they are some of students
were still passive in sharing ideas in the joint construction of the text
55
session, the students still relied on the dictionary too much, and some
of the students still hesitated in exploring their idea.
2. Cycle 2
Based on the result of cycle I, it is necessary for the researcher to
continue the next level:
a. Planning
In cycle 2 the teacher would only emphasize the grammar,
especially simple past tense and vocabulary aspect and to solve the
weaknesses occurred in cycle 1, in cycle 2 the teacher would stimulate
students to be more active and confident in exploring their idea.
b. Action
On Monday, September16th 2013, the researcher began her first
meeting in the cycle 2. The steps were still same with the cycle 1, they
are; building knowledge of the field, modeling of the text, joint
construction of the text, independent construction of the text.
Building knowledge of the field
The steps of this phase were same as before. There were pre
activities, main activities, and post activities. In the pre activities the
teacher greeted the students, pray, checked the attendance list,prayed,
reviewed the previous lesson, explained the goal and benefit of the
lesson, and told the activities which were going to do by the students.
56
Teacher
:“Assalamu’alaikum
warahmatullahi
wabarakaatuh”
Students
:“Wa’alaikumsalam warahmatullahi wabarakatuh”
Teacher
: “Hallo guys, how are you doing?”
Students
: “I’m fine, thank you, and you?”
Teacher
: “ I’m very well thank you. Now, do you want to
have fun learning today?”
Students
: “Yes, Miss”
Other student
: “Is it comic again, Miss?”
Teacher
: “Yup.. will you like it?”
Students
: “sure, Miss”
Teacher
: “wow, I’m happy to hear that. We’ll have textless
comic again today, but before it, I want to ask you
several questions. Have you ever heard The Legend
of Rawa Pening?”
Student 1
: “Yess, Miss. My mom told me that legend when I
was child”
Teacher
: “Oke, Now, tell us about that legend”
Student 1
: “In Bahasa, Miss?”
57
Teacher
: “In English of course”
Student 1
: “but if I have mistaken, help me ya, Miss?
Teacher
: “Sure”
And then that student told the class about the legend of Rawa
Pening. Sometime, she didn’t know the vocabularies in English and
her friends help her finding the words. From her action, the teacher
conclude that the students had better progress in using grammar than
before, she also could manage the plot of the story well. But she still
lack in vocabularies.
Teacher
: “Very good… give applause to Anggi, class!”
Finaly, the teacher explained to the students more about the last
activity that they had done. The students received the instruction very
well. The goal of the activity, the students should have discussion
competence, especially to manage something correctly and find the
topic of the lesson quickly and happily.
Modeling of the text
In modeling of the text activities, teacher showed them one page
of comic entitle Naruto: Not Sasuke. The teacher chose this part
because based on the interview done before, many students like
Sasuke’s character. It is hoped that students will paid attention more
to the material that day. Here it is the part of the comic:
58
Picture 2: Part of Textless Comic of Naruto: Not Sasuke
The students were interested when teacher showed them this
part of comic. It could be seen from their curious face.
Student
:”the cool Sasuke”
Student
:”the cute Sasuke”
Teacher
: “why do you like Sasuke?”
Student 1
:“Because he was cool, Miss. He was a genius Ninja
from Uchiha clan”
Student 2
:“Because he was cute, Miss. He mastered fire
element”
59
Student 3
:“In my last comic, I change Sasuke’s character,
Miss. I make he master wind element and like
Sakura”
Teacher
:”good, it’s Ok to make your own plot and story
from the textless comic I gave you. but you have to
remember to make it in good sentence and correct
grammar, Rino.
Then the teacher explained to the class about Rino’s mistakes.
She also said that making mistakes is no problem, even it will make
them better.
Joint construction of the text
The next step in this cycle was Joint Construction of the Text.
The first activity in this stage, the teacher asked the students to
complete a narrative text by changing the verb1 and “to be” given to
the form of past tense. They should do that exercise in group. In
addition, the teacher asked each group to open their dictionary to find
the meaning of the words and the sentences in the text. It would make
them felt relaxes to discuss about their tasks. Some students read the
texts to enhance their knowledge, and information related to the text.
The others opened their dictionary to help to know the form of
verb2and the meaning about the words. Another student wrote the
result on the blanks.
60
The groups were working well. The task was to complete the
sentence by using given verb. Meanwhile the students did the task, the
teacher went around the class to know whether the students need help
or not. After all the groups finished, the teacher asked some students
to read the answer in front of the class and then the result was
discussed to the class.
The next activity, the teacher asked the students to read and
understand the narrative text given. After that, the teacher asked the
students dealing with the new vocabularies or the words that they did
not know the meaning. The teacher wrote down the words which the
students asked on the whiteboard. The teacher gave the students a
chance to answer their friends’ question.
From the narrative text given, the teacher began to explain about
the generic structure and the language feature of narrative text and its
social function. The students looked serious to follow the teaching and
learning process. It seemed that they wanted to understand what the
teacher explained.
Then the teacher asked the students to analyze the text given.
The students should find orientation, complication, resolution, reorientation / coda. Besides analyzing the generic structure of narrative
sentence, the teacher also asked the students to analyze the language
features of narrative text. In this case, students did their task seriously.
61
The last activity on this step, the teacher asked the students
trying to interpret the textless comic entitle Naruto: Not Sasuke. After
a few minutes, the teacher asked the students to construct a narrative
text based on the textless comic given. The students did their task
seriously and enthusiastically. They tried to do better than before.
Here, the students did the task in group. Some students still consulted
to their dictionary when they found difficulty in vocabulary. The other
students asked their friend when they found out difficulty in
vocabulary and grammar.
Meanwhile the students did their task, the teacher went around
to class to know whether the students need a help or not. The class
was rather crowded because the students discussed the task with their
partner. It made the class rather noisy. After they finished doing their
task, the teacher asked one of the groups read their text in front of the
class. Then the students checked the work together. Some of them
could correct the mistakes. Then the teacher corrected the students’
work together with the students, so they know their mistakes.
In closing the teacher gave opportunity for the students to share
their opinion, which related to the lesson. She also asked the students
to try to arrange some simple sentence based on the comic at home.
By practicing wrote sentences they would be able to write a good
paragraph. The teacher reminded the students to be carefully in using
62
correct grammar, punctuation, and spelling in writing sentences or
paragraphs.
Independent construction of the text
In independent construction of the text, the teacher gave the
students textless comic entitle of Naruto: Kashasi’s Conclusion. She
asked them to construct a narrative text individually. The students did
the task seriously and enthusiastically. The teacher went around the
class to check the students’ work. Sometime she stopped when
students asked her question dealing with the theme. The students tried
to do better than before. It seemed that they could express and explore
their ideas although just the simple sentence. Teacher allowed the
students to open their dictionary to help them find the difficult words.
Sometime the students asked their friend the meaning when they did
not find the words in their dictionary. The result of the students’ task
would be taken as the latest post-test which also the last meeting in
this observation.
Before the teacher close the lesson, she gave opportunity to the
students to share their opinion related to the lesson.
Teacher
: “what do you think about our lesson today and the
last day, guys?”
Student 1
: “it was awesome, Miss. I can make my own story.
I’m a creator. hehehe”
63
Student 2
: “it was interesting, Miss. I can explore my
imagination”
Student 3
: “yes, it was good. We can share our ideas and
help each other”
Student 4
: “my vocabularies are also improve, Miss”
Student 5
: “I know the structure to write narrative text,
Miss.”
Student 6
: “I realized that the mechanic and word order are
important to write.
Teacher
: “ Good. Thank you, guys… That’s what the aims
of this lesson applied. I’m touched hearing your
opinion. Hehe. After this, I hope you keep learning,
especially in learning English. I’m sure you can be a
great writer. Finally, I have to close our class today.
See
you
around,
guys.
Wassalamualaikum
warrahmatullahi wabarakatuh ”
Students
:“wassalamualaikum
warahmatullahi
wabarakatuh”
Teacher
: “If you need help, you can ask me anytime”
Students
: “Yess, Miss”
64
c. Observation
1) The score of tests in cycle 1
The researcher done the written pre-test and post-test again in
cycles 2. The score of these tests was to see the improvement of
students’ writing skill after given textless comic as a media in
teaching and learning process for the second time. Here the
students score:
Table 4.7: The Score of Students’ Pre-test in cycle 2
Name
Criteria
Score Passing
Grade
Content Vocabulary Syntax Grammar Mechanic
(KKM)
10
13
15
20
13
81
Arvin
Yes
15
14
20
20
12
75
Avi
Yes
13
13
14
20
15
67
Bagas
Yes
12
15
14
16
10
69
Eri
No
13
13
14
17
12
67
Fitri
No
14
14
12
14
13
65
Hasni
No
12
11
11
16
15
66
Ita
No
11
12
13
15
15
66
Itsna
No
13
13
12
16
12
70
Kevin
No
11
11
15
15
18
69
Kiki
Yes
11
10
14
19
15
65
Rino
No
10
14
13
14
14
78
Yatna
No
15
15
16
20
12
74
Yuda
Yes
12
11
16
16
19
59
Adi
Yes
11
12
13
13
10
81
Anggi
No
Table 4.8: The Criteria of Students’ Achievement of Pre-test in cycle 2
No
1
2
3
4
5
6
Total Score
91 – 100
81 – 90
71 – 80
61 – 70
51 – 60
41 – 50
Total
Grade
Excellent
Very Good
Good
Fair
Poor
Very Poor
65
Number of Student
1
4
9
1
15
Table 4.9: The Score of Students’ Post-test in cycle 2
Name
Criteria
Score Passing
Grade
Content Vocabulary Syntax Grammar Mechanic
(KKM)
Arvin
11
13
15
20
14
83
Yes
Avi
15
15
20
20
13
79
Yes
Bagas
15
14
14
20
16
75
Yes
Eri
13
15
15
19
13
76
Yes
Fitri
15
15
14
20
12
71
Yes
Hasni
15
17
12
15
12
72
Yes
Ita
14
13
14
16
15
71
Yes
Itsna
11
13
14
19
14
74
Yes
Kevin
11
14
17
18
14
73
Yes
Kiki
13
11
15
17
17
73
Yes
Rino
12
13
15
15
16
84
Yes
Yatna
11
20
17
20
16
79
Yes
Yuda
16
16
16
20
11
84
Yes
12
20
16
19
17
71
Adi
Yes
13
15
15
16
12
83
Anggi
Yes
Table 4.10: The Criteria of Students’ Achievement of Post-test in cycle 2
No
1
2
3
4
5
6
Total Score
91 – 100
81 – 90
71 – 80
61 – 70
51 – 60
41 – 50
Total
Grade
Excellent
Very Good
Good
Fair
Poor
Very Poor
Number of Student
3
12
15
2) The calculation of mean
Table 4.11: Table of Students’ Deviation of
Pre-test and Post-test score in cycle 2
Name
Arvin
Avi
Bagas
Pre-Test (X)
Cycle 2
Post-Test
(Y) Cycle 2
D
D2
81
75
67
83
79
75
2
4
8
4
16
64
66
Eri
Fitri
Hasni
Ita
Itsna
Kevin
Kiki
Rino
Yatna
Yuda
Adi
Anggi
∑
69
67
65
66
66
70
69
65
78
74
59
81
1042
76
71
72
71
74
73
73
84
79
84
71
83
1133
7
4
7
5
8
3
4
9
1
9
11
2
84
49
16
49
25
64
9
16
81
1
81
121
4
600
Mean of pre-test (X) and post-test (Y) in cycle 2
𝑀𝑥 =
𝑀𝑦 =
∑X
N
∑y
N
=
=
1042
15
1133
15
= 69.46
= 75.53
Mean of pre-test, 69.46 < post-test, 75 it means that there is
an improvement again of English score between before the action
and after the action in cycle 2 and it had passed the passing grade.
From the mean score, the researcher concluded that using textless
comic as a media can improve students’ writing skill, especially in
writing narrative text.
3) Standard Deviation
According to the data in the table, the researcher calculated
the standard deviation of pre-test and post-test in cycle 1 as
follows:
67
∑𝐷2
SD = √
𝑁
∑𝐷 2
−(𝑁)
600
84 2
SD = √ 15 − (15)
SD = √40 − 5.62
SD = √40 − 31.36
SD = √8.64
SD = 2.93
4) The calculation of t-test
𝑡𝑜 =
∑𝐷
)
𝑁
𝑆𝐷
√𝑁−1
𝑡𝑜 =
84
15
2.93
√15−1
(
( )
5.6
𝑡𝑜 = 2.93
√14
𝑡𝑜 =
5.6
2.93
3.74
5.6
𝑡𝑜 =0.78
𝑡𝑜 = 8.75
Giving Interpretation 𝑡𝑜
1.
Calculate of df
df = n-1
df = 15-1
68
df = 14
2.
Consult with t-table value
With df = 14, the value of t-table with level of significant
5% is 2.14.
3.
Comparing t-test with t-table
T-test = 8.75 therefore t-test is greater than t-table with
level of significance 5 %.
If t-test similar or higher than t-table, so null hypothesis
(𝐻0 ) is rejected. 𝐻0 is no significant difference between pre-test
and post-test. T-table with n = 15 is 2.14. The result of t-test is
8.75 > 2.14. So, t-test calculating is higher than t-table.
Therefore, 𝐻0 is rejected, it means that there is a significant
difference between pre-test and post-test.
From the calculation of t-test vs t-table above, the
researcher concluded that textless comic is effective to improve
students’ writing skill, especially in writing narrative text.
5) The score of observation sheet
Table 4.12: Result of the Observation Sheet in cycle 2
No
1
2
Strengths
Comics can motivate students and
make them want to pay attention and
take apart.
Comics contribute to the context in
which the language is being used.
They bring the words into the
69
Excellent
√
√
Score
Good
Fair
3
4
5
classroom.
Comics can be described in objective
way or interpreted, or responded to
subjectively.
Comics can cue response to
questions or substitution through
controlled practice.
Comics can stimulate and provide to
be referred into conversation,
discussion, the language they use and
storytelling
√
√
√
d. Reflection
After analyzing the result of cycle II, the researcher concludes
that using textless comic as a teaching media can improve the
students’ writing skill, especially in writing narrative text. In previous
cycle, the result of post-test shows just 3 students who passed the
minimum passing grade. From this result, the researcher felt satisfied
because there is an improvement in cycle II. In cycle 2, the results of
post-test shows that all of the students achieve the Minimal Passing
Grade Criteria, 7. It can be proved by the score of post-test in cycle II
table 4.9.In this cycle, the researcher concludes that using appropriate
media in teaching English is very important.
B.
Analysis
In this section, the researcher would like to analyze all data and
describe the finding of the research.
70
Based on the field note and short interview conducted when the
textless media was applied, the researcher analyzed that there were many
improvements in many aspects, they are:
The improvement of students mastery of writing narrative text, were
stated by Anggi. She said: “Komik tanpa text. Ini
memudahkan saya
menyusun urutan-urutan ide. Soalnya kemarin-kemarin saya sering
kehilangan ide cerita ditengah jalan saat menulis. Comic itu juga membuat
saya lebih berexpresi, karena walaupun sudah ada gambarnya, tapi saya
bebas menginterpretasikan gambar sesuai imajinasi saya”.
The second improvement is vocabulary aspec. One of the students
realized that she improved her vocabulary. She said: “ Untuk menulis
karangan dengan comic tanpa text, saya membutuhkan banyak kosa kata
baru yang kebanyakan saya belum tahu. Jadi saya harus sering membuka
kamus, dengan begitu kosa kata Bahasa Inggris saya jadi bertambah”
Other improvement was grammar and mechanic. One student said that
textless comic also could improve their writing in using punctuation and
spelling, they realized that they did not notice about them before. One of
them said while the other students were being busy to write paragraph. He
said: “Dulu kalau menulis, saya jarang memperhatikan tanda baca dan
penggunaan hurus besar atau kecil, tapi setelah belajar menulis paragraph
berdasarkan komik tanpa text, saya jadi mengerti kalau tanda baca itu
penting. Supaya pembaca lebih mudah memahami tulisan.”
71
Besides the short interview, the researcher also analyzed the
observation based on the students’ pre-test and post-test score in each cycle
and from the calculation of mean, t-test vs t-table and observation sheet
above. The researcher analyzed that:
Using textless comic as a media to improve students writing skill is
relevant with the data presentation of the mean calculation score of pre-test
and post-test in cycle 1 table 4.5
and data presentation of the mean
calculation score of pre-test and post-test in cycle 2 in Table 4.11. It shows
there is significant improvement of students’ test result.
Using textless comic as a teaching media is effective in improving
students’ writing skill, it is proved with the data presentation of calculation
of t-test vs t-table in cycle 1 in page and t-test vs t-table in cycle 2 which
showed that t-test has higher score than the t-table.
And the strength of textless comic as a media in improving students’
mastery of writing is relevant with the result of the observation sheet in
cycle 1 in table 4.6 and the result of the observation sheet in cycle 2 in table
4.12. The roles of textless comics had mostly excellent score when it is
applied in teaching and learning process in the class.
The weaknesses occurred in cycle 1 didn’t repeated in cycle 2. In
cycle 2 students were more active participate in discussion in the joint of the
construction session and students were confidents exploring their ideas to
write.
72
C.
Summary
From the discussion above, the researcher summarized that:
1. Using textless comic as a media can improve students’ writing
skill, it is proved with the students’ improvement score of the tests
because mean of post-test in cycle 1 is higher than mean of pretest (66.73>59.33) and the mean of post-test in cycle 2 is higher
than mean of pre-test (75.53>69.46).
2. The effectiveness of using textless comic in improving students
writing skill is proved from the result of t-test and t-table in cycle
1 (7.17>2.14) which the score of t-test was higher than the score
of t-table and the result of t-test and t-table in cycle 2 (8.75>2.14)
also showed that the score of t-test was higher than the score of ttable.
3. The strengths of textless comic by Hillman is proved when the
result of the observation sheets is mostly good when it applied in
cycle 1 and mostly excellent when it applied in cycle 2.
4. The weaknesses occurred in cycle 1, they are some of students
were still passive in sharing ideas in the joint construction of the
text session and some of the students still hesitated in exploring
their ideas. In cycle 2 the weaknesses were solved. The students
became more active and confident in exploring their ideas because
the teacher gave them stimulation.
73
CHAPTER V
CLOSURE
A.
Conclusion
In this last chapter, the writer presents some conclusion on several
points of views of implementing using textless comic as a media to improve
students’ ability in writing of eighth grade students’ at SMP Qaryah
Thayyibah in the academic year of 2013/2014.
From the result of observation, evaluation and reflection of the
implementation of the actions, the writer concluded that:
1. The use of textless comic as teaching media can improve writing skill of
the eighth grade students at SMP Qaryah Thayyibah academic year of
2013/2014. It is relevant with the data of mean score in pre-test and posttest in each cycle. Mean score of post-tests are higher than the pre-test. In
the cycle 1 shows that the pre-test score is 59.33 and the post test is 66.73
and in the cycle 2 shows that the pre-test score is 69.46 and the post test
is 75.53. It means, there’s significant improvement of students mean
score after applying textless comic as a media in teaching writing.
2. The use of textless comic as a media is effective to improve the students
writing skill. It can be proved with the t-test calculation which is higher
than t-table in each cycle. In cycle 1 the t-test score is 7.17 higher than ttable, 2.14 and in cycle 2 the t-test score is 8.75 higher than t-table 2.14
74
3. The strength of using textless comic as a media in teaching English stated
by Hillman (1995) is proved from the score of observation sheet that
shows mostly good in cycle 1 and mostly excellent in the last cycle.
B.
Recommendationand Suggestion
Based on finding in this observation, the researcher would like to give
recommendation and suggestion as follows:
1. For English teacher
The result of this research can support the English teachers to apply
this media in teaching writing. Teachers should prepare materials well
and make fun atmosphere in the class in order to students enjoy and
interested.
2. For the Students
Studying English is not difficult if the students have willingness to
study and have motivation to learn. The students can study English not
only from their school but also from everywhere such as English
magazines, English song, English movies, English comic, etc. As
students, they should always be active in learning English.
3. For Other Researcher
The writer is aware that the research is not the end of the problems
being studied. The writer does hope that the findings of the research will
be used as starting point of the next research on similar problems. There
are many other instructional media that can be used in teaching English
to make the lesson more interesting and enjoyable.
75
BIBLIOGRAPHY
Amri Sofan, Iif Khoiru Ahmadi. 2010. Konstruksi Pengembangan Pembelajaran
Pengaruhnya terhadap Mekanisme dan Praktik Kurikulum. Jakarta: Prestasi
Pustaka Publisher
Brown H. Douglas. 1994. Principles of Language Learning and Teaching. Third
Edition. United States of America: San Francisco University.
Brown, H. Douglas. 2001. Teaching by Principles An Interactive Approach to
Language Pedagogy. Second Edition. San Francisco State University:
Longman.
Brown. 2000. Teaching by Principles: An Interactive Approach to Language
Pedagogy. New Jersey: Prentice Hall.
Depdiknas. 2004. Permendiknas Nomor 22 Tahun 2006 tentang Standard Isi
Kurikulum Tingkat Satuan Pendidikan untuk SMP/MTs.
Jakarta: Pusat
Kurikulum Badan Penelitian dan Pengembangan.
Donald, Freeman. 1996. Teacher Learning in Language Teaching. Cambridge
University Press. USA
Harmer, Jeremy. 2001. The Practice of English Language Teaching Third Edition.
Pearson Education Limited: Longman.
Hopkins, David. 1993. A Teacher’s Guide to Classroom Research. Open
University Press. Philadelphia
76
Hillman, J. (1995). Discovering children’s literature. EnglewoodCliffs, NJ:
Prentice Hall.
Kemmis, S. and R. McTaggart (eds.). 1982. The Action Research Planner. First
Edition. Geolong, Victoria: Deakin University Press.
Lee Colvin, Richard. The Six Essential Elements of Good Teaching.
http://cotsen.org/cotsen-hechinger/reportingarticles/COACHES_article.pdfAccessed on Monday, March 10, 2014, 4.39
PM
Munadi, Yudhi. 2008. Media Pembelajaran. Sebuah Pendekatan Baru. Ciputat:
Gaung Persada Press
Mukhlis, Abdul. 2000. Penelitian Tindakan Kelas. Makalah Pelatihan Penulisan
Karya Ilmiah Untuk Guru-guru se-Kabupaten Tuban
O’Mallay, J. Michael and Lorraine Valdez Pierce. 1996. Authentic Assessment
for English Language Learners, Practical Approaches for Teachers.
Massachussets: Addison-Wasley Publishing Company, Inc.
Richards, Jack C., Theodore S. Rodgers. 1986. Approaches and Methods in
Language Teaching. A Description and Analysis. Cambridge University
Rohman, Galuh Nur. 2009. How to Write Autonomously; Practical and simple
Guide to Improve the Students Writing Skill. UIN. Malang
Trianto, 2009. Mendesain Model Pembelajaran Inovatif-Progresif. Landasan dan
Implementasinya pada Kurikulum Tingkat Satuan Pendidikan (KTSP).
Jakarta: Kencana Prenada Media Group
77
APPENDIXES
78
Silabus
Sekolah
Mata Pelajaran
Kelas/Semester
Standar Kompetensi
Mengungkapkan
makna
dalam
teks
tulis
fungsional dan
esei
pendek
sederhana
berbentuk
recount
dan
narrative untuk
berinteraksi
dengan
lingkungan
sekitar
: SMP Qaryah Thayyibah
: Bahasa Inggris
: XIII/2
Kompetensi Dasar
Materi
Pembelajaran
12.1
Text tulis
Mengungkapkan berbentuk
makna
dalam narrative
bentuk teks tulis
fungsional
pendek sederhana
dengan
menggunakan
ragam
bahasa
tulis
secara
akurat, lancar dan
berterima untuk
berinteraksi
dengan
lingkungan
sekitar
Kegiatan
Pembelajaran
Menulis
teks
narrative
berdasarkan
comik tanpa
kata
berjudulNar
uto
Indikator
Teknik
Test
1.
Siswa
tertulis
dapat
mengidentifikasi struktur
dan
kebahasaan
teks narrative
2.
Siswa
dapat
menghasilkan
teks
berbentuk
narrative
Penilaian
Bentuk
Contoh Instrument
Instrument
Menulis
teks
narrative
Observe this
textless comic
bellow!
Compose a
narrative text
based on the
textless comic
bellow!
You may interpret
the textless comic
according to your
imagination.
Explore your
ideas on it!
Alokasi
Waktu
(Menit)
4x40
menit
Guru Bahasa Inggris
Eni Rahmawati
12309003
79
Sumber/
Bahan/
Alat
Comic
tanpa teks
LESSON PLAN
(CYCLE 1)
Sekolah
: SMP Qaryah Thayyibah Salatiga
Kelas/Semester
: VIII/II
Mata Pelajaran
: Bahasa Inggris
Jenis Teks
: Teks Fungsional
Aspek /Skill
: Writing (Narrative Text)
Alokasi Waktu
: 4x40 menit (dua pertemuan)
A.
Standar Kompetensi
Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana
berbentuk recount dan narrative untuk berinteraksi dengan lingkungan sekitar
B.
Kompetensi Dasar
12. 1 Mengungkapkan makna dalam bentuk teks tulis fungsional pendek sederhana
dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk
berinteraksi dengan lingkungan sekitar
C.
Indikator
3. Siswa dapat mengidentifikasi struktur dan kebahasaan teks narrative
4. Siswa dapat menghasilkan teks berbentuk narrative
D.
Tujuan Pembelajaran
Pada akhir pembelajaran, siswa dapat
1. Menggunakan kata kerja dalam bentuk past tense dalam kalimat secara
benar
2. Menggunakan kata kerja yang benar untuk menulis teks narrative
3. Mengidentifikasi struktur dari teks narrative
4. Menulis teks narrative menggunakan textless comics
D.
Karakter Siswa yang Diharapkan
Aktif, rasa hormat dan perhatian, tekun, saling membantu
E.
Materi Pembelajaran
1. Simple past tense
2. Narrative text
3. Textless comics
80
4. Beberapa teks pendek berbentuk narrative
F.
Metode Pembelajaran
Three phase techniques
G.
Langkah-Langkah Kegiatan
1. Kegiatan Pendahuluan
Salam, berdoa, mengabsen
Apersepsi : Tanya jawab tentang kegiatan yang dilakukan pada masa
lampau
Motivasi
: Menjelaskan pentingnya materi yang akan dipelajari berikut
kompetensi yang harus dikuasi siswa
2. Kegiatan Inti
a) Eksplorasi/ Building knowledge of the field
Siswa menjawab pertanyaan tentang kegiatan yang dilakukan pada
masa lampau
b) Elaborasi
1) Modeling of the text
 Guru memfasilitasi siswa untuk mempelajari Simple Past Tense
 Siswa mengerjakan soal latihan dengan merubah kalimat Simple
Past
menjadi
kalimat
berbentuk
positive,
negative
dan
interrogative
 Siswa menjawab pertanyaan guru berdasarkan komik tanpa teks
yang diberikan secara lisan
 Siswa mendiskusikan hasil jawaban mereka
2) Joint construction of the text
 Guru memfasilitasi siswa untuk mempelajari fungsi, stuktur, dan
tenses yang digunakan teks narrative
 Siswa melengkapi kalimat dengan kata kerja yang tepat dalam
bentuk Simple Past secara berkelompok
 Siswa menulis teks narrative berdasarkan komik tanpa teks yang
diberikan secara berkelompok
 Guru dan siswa mendiskusikan hasil pekerjaan siswa
3) Independent construction of the text
81
 Siswa menulis teks narrative berdasarkan komik tanpa teks yang
diberikan secara individu
c) Konfirmasi
 Guru memberikan umpan balik positif dan penguatan terhadap
keberhasilan siswa
 Memfasilitasi siswa melakukan refleksi untuk memperoleh
pengalaman belajar yang telah dilakukan
 Siswa menanyakan hal-hal yang belum dimengerti siswa
 Guru bersama siswa bertanya jawab meluruskan kesalah
pahaman, memberikan penguatan dan kesimpulan.
3. Kegiatan Penutup
Siswa dan guru membuat rangkuman/kesimpulan pelajaran
Melakukan penilaian/refleksi terhadap pelajaran yang telah dilaksanakan
H.
Sumber Belajar
1. Teks yang relevan
2. Textless Comic berjudul Naruto
I.
Evaluasi
Terlampir
Salatiga, September 2013
English Teacher
Eni Rahmawati
82
LESSON PLAN
(CYCLE 2)
Sekolah
: SMP Qaryah Thayyibah Salatiga
Kelas/Semester
: VIII/II
Mata Pelajaran
: Bahasa Inggris
Jenis Teks
: Teks Fungsional
Aspek /Skill
: Writing (Narrative Text)
Alokasi Waktu
: 4x40 menit (dua pertemuan)
A.
Standar Kompetensi
Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana
berbentuk recount dan narrative untuk berinteraksi dengan lingkungan sekitar
B.
Kompetensi Dasar
12. 1 Mengungkapkan makna dalam bentuk teks tulis fungsional pendek sederhana
dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk
berinteraksi dengan lingkungan sekitar
C.
Indikator
1. Siswa dapat mengidentifikasi struktur dan kebahasaan teks narrative
2. Siswa dapat menghasilkan teks berbentuk narrative
D.
Tujuan Pembelajaran
Pada akhir pembelajaran, siswa dapat
1. Menggunakan kata kerja dalam bentuk past tense dalam kalimat secara
benar
2. Menggunakan kata kerja yang benar untuk menulis teks narrative
3. Mengidentifikasi struktur dari teks narrative
4. Menulis teks narrative menggunakan textless comics
E.
Karakter Siswa yang Diharapkan
Aktif, rasa hormat dan perhatian, tekun, saling membantu
F.
Materi Pembelajaran
1.
Simple past tense
2.
Narrative text
3.
Textless comics
83
4.
G.
Beberapa teks pendek berbentuk narrative
Metode Pembelajaran
Three phase techniques
H.
Langkah-Langkah Kegiatan
1. Kegiatan Pendahuluan
Salam, berdoa, mengabsen
Apersepsi : Tanya jawab tentang kegiatan yang dilakukan pada masa
lampau
Motivasi
: Menjelaskan pentingnya materi yang akan dipelajari berikut
kompetensi yang harus dikuasi siswa
2. Kegiatan Inti
a) Eksplorasi/ Building knowledge of the field
Siswa menjawab pertanyaan tentang kegiatan yang dilakukan pada
masa lampau
b) Elaborasi
1) Modeling of the text
 Guru memfasilitasi siswa untuk mereview materi sebelumnya,
Simple Past Tense
 Siswa menjawab pertanyaan guru berdasarkan komik tanpa teks
yang diberikan secara lisan
 Siswa
mengerjakan
soal
latihan
mengenai
verb2
yang
menunjukkan kalimat berpola Simple Past
 Siswa dan guru mendiskusikan jawaban bersama
2) Joint construction of the text
 Siswa melengkapi teks narrative dengan merubah verb1 dan to be
yang diberikan menjadi bentuk Past Tense secara berkelompok
 Guru memfasilitasi siswa untuk mereview kembali fungsi,
stuktur, dan tenses yang digunakan teks narrative
 Siswa menulis teks narrative berdasarkan komik tanpa teks yang
diberikan secara berkelompok
3) Independent construction of the text
 Siswa menulis teks narrative berdasarkan komik tanpa teks yang
diberikan secara individu
84
4) Konfirmasi
 Guru memberikan umpan balik positif dan penguatan terhadap
keberhasilan siswa
 Memfasilitasi siswa melakukan refleksi untuk memperoleh
pengalaman belajar yang telah dilakukan
 Siswa menanyakan hal-hal yang belum dimengerti siswa
 Guru bersama siswa bertanya jawab meluruskan kesalah
pahaman, memberikan penguatan dan kesimpulan.
3. Kegiatan Penutup
Siswa dan guru membuat rangkuman/kesimpulan pelajaran
Melakukan penilaian/refleksi terhadap pelajaran yang telah dilaksanakan
I.
Sumber Belajar
3. Teks yang relevan
4. Textless Comic berjudul Naruto
J.
Evaluasi
Terlampir
Salatiga, September 2013
English Teacher
Eni Rahmawati
85
Validaor RPP Cycle 1
No
Bagian
Validasi
Sesuai
Belum
Tidak Sesuai
GPPD
Sesuai GPPD
GPPD
1
Indicator
√
2
Tujuan Pembelajaran
√
3
Materi Pembelajaran
√
4
Sumber Belajar
√
5
Metode Pembelajaran
√
6
Langkah-langkah
√
Kegiatan Pembelajaran
7
Penilaian
√
Salatiga, September 2013
Validator
Muntaha Alhasan, S.PdI
86
Validaor RPP Cycle 2
No
Bagian
Validasi
Sesuai
Belum Sesuai
Tidak Sesuai
GPPD
GPPD
GPPD
1
Indicator
√
2
Tujuan Pembelajaran
√
3
Materi Pembelajaran
√
4
Sumber Belajar
√
5
Metode Pembelajaran
√
6
Langkah-langkah
√
Kegiatan Pembelajaran
7
Penilaian
√
Salatiga, September 2013
Validator
Muntaha Alhasan, S.PdI
87
Sheet for Classroom Observation Cycle 1
No
Statement
1
Teacher prepares the material
well
Teacher controls the material
well
Teacher uses the time
effectively
Teacher conveys the media
clearly
Teacher gives evaluation
after the lesson
Teacher asks students’
difficulties
Students feel enthusiastic to
follow the lesson
Students give attention to
teacher’s explanation
Students are active during
teaching and learning process
Students use the media well
Students understand the
teacher’s explanation
Students do the evaluation
well
2
3
4
5
6
7
8
9
10
11
12
Description
Score
Y
√
N
√
√
√
√
√
√
√
√
√
√
√
Salatiga, September 2013
Validator
Muntaha Alhasan, S.PdI
88
Sheet for Classroom Observation Cycle 2
No
Statement
1
Teacher prepares the material
well
Teacher controls the material
well
Teacher uses the time
effectively
Teacher conveys the media
clearly
Teacher gives evaluation after
the lesson
Teacher asks students’
difficulties
Students feel enthusiastic to
follow the lesson
Students give attention to
teacher’s explanation
Students are active during
teaching and learning process
Students use the media well
Students understand the
teacher’s explanation
Students do the evaluation well
2
3
4
5
6
7
8
9
10
11
12
Description
Score
Y
√
N
√
√
√
√
√
√
√
√
√
√
√
Salatiga, September 2013
Validator
Muntaha Alhasan, S.PdI
89
Students’ Post-test Cycle 1
Instruction
Observe this textless comic bellow!
Compose a narrative text based on the textless comic bellow!
You may interpret the textless comic according to your imagination. Explore your
ideas on it!
1
2
4
3
5
7
6
8
90
Students’ Post-test Cycle 2
Instruction
Observe this textless comic bellow!
Compose a narrative text based on the textless comic bellow!
You may interpret the textless comic according to your imagination. Explore your
ideas on it!
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CURRICULUM VITAE
Name
: Eni Rahmawati
Place, Date of birth
: Kab.Semarang, November 8th 1991
Sex
: Female
Adress
: Jl. Raden Rahmat No.3 RT 01 RW 03 Kalibening, Salatiga
Email
: [email protected]
EDUCATIONAL BACKGROUND
1997-2003
: MI Azas Islam Kalibening - Salatiga
2003-2007
: SMP Qaryah Thayyibah Kalibening – Salatiga
2007-2009
: SMA Qaryah Thayyibah Kalibening – Salatiga
2009-2014
: State Institute for Islamic Studies (STAIN) Salatiga
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