PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

USING COMICS TO ENCOURAGE VIII G STUDENTS’ MOTIVATION IN READING ENGLISH TEXTS IN SMP NEGERI 2 YOGYAKARTA

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

By Yulius Dony Prasetyadi 111214167

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA 2015



A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

By Yulius Dony Prasetyadi 111214167

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA 2015

i


A Sarjana Pendidikan Thesis on

USING COMICS TO ENCOURAGE VIII G STUDENTS’ MOTIVATION IN READING ENGLISH TEXTS IN SMP NEGERI 2 YOGYAKARTA By Yulius Dony Prasetyadi Student Number: 111214167

Approved by Advisor

Date Agustinus Hardi Prasetyo, S.Pd., M.A.

July 14, 2015

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A Sarjana Pendidikan Thesis on


By YULIUS DONY PRASETYADI Student Number: 111214167

Defended before the Board of Examiners on July 30, 2015 and Declared Acceptable

Board of Examiners

Chairperson

: P. Kuswandono, Ph.D.

________________

Secretary

: Drs. Barli Bram, M.Ed., Ph.D.

________________

Member

: Dr. E. Sunarto, M.Hum.

________________

Member

: Christina Kristiyani, S.Pd., M.Pd.

________________

Member

: Agustinus Hardi Prasetyo, S.Pd., M.A.

________________

Yogyakarta, July 30, 2015 Faculty of Teachers Training and Education Sanata Dharma University Dean,

Rohandi, Ph.D.

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STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotations and the references, as a scientific paper should.

Yogyakarta, July 14, 2015

The writer

Yulius Dony Prasetyadi 111214167

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LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma: Nama Nomor Mahasiswa

: Yulius Dony Prasetyadi : 111214167

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya berjudul: “USING COMICS TO ENCOURAGE VIII G STUDENT’S MOTIVATION IN READING ENGLISH TEXTS IN SMP NEGERI 2 YOGYAKARTA” Beserta perangkat yang diperlukan (bila ada). Dengan demikian, saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan data, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalty kepada saya selama tetap mencantumkan nama saya sebagai penulis. Demikian pernyataan ini saya buat dengan sebenarnya.

Dibuat di Yogyakarta Pada tanggal: 14 Juli 2015

Yang menyatakan

(Yulius Dony Prasetyadi)

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ABSTRACT Prasetyadi, Y. D. 2015. Using Comics to Encourage VIII G Students’ Motivation in Reading English Texts in SMP Negeri 2 Yogyakarta. English Language Education Study Program. Department of Language and Arts Education. Faculty of Teachers Training and Education. Sanata Dharma University. English is one of compulsory lessons in junior high school to learn. In learning English, reading skill as one of language skills is an important skill for beginner learner to master. However, reading activity tends to be a boring activity for the students to do. English teachers play an important role to motivate students in studying English, especially in reading. Therefore, the teachers should have interesting teaching model to increase their motivation in reading English texts. Based on the observation and questionnaire, most of VIII G Class students in SMP Negeri 2 Yogyakarta still had low motivation in reading. Most of the students thought that the reading activity often made them bored when the teacher provided uninteresting and unenjoyable reading passages. This research was aimed to help VIII G Class students in SMP Negeri 2 Yogyakarta to encourage their motivation in reading English texts. The researcher implemented comics as the reading passages to encourage their motivation in reading English texts. This research tried to answer one research problem. That problem was formulated in one research question: to what extent do comics motivate VIII G Class students in SMP Negeri 2 Yogyakarta to read English text? To answer the research problem, the researcher conducted a classroom action research. It consisted of two cycles. Each cycle consisted of plan, action, observation, and reflection. The participants of the research were 30 students of SMP Negeri 2 Yogyakarta in 2014/2015 academic year. The researcher gathered data from questionnaires, teaching notes, and students‟ reading scores. The result of this research showed that using comics motivated VIII G students in SMP Negeri 2 Yogyakarta to read English texts in reading class. Based on the teaching notes and questionnaire, the researcher found that most of the students had low motivation in reading English text. They felt bored to read reading passages which were given by the English teacher. They wanted to read interesting and enjoyable reading passages. They also had a problem with their reading comprehension. However, after using comics as reading passages in reading class, students‟ reading motivation was encouraged. Besides, all of the students passed the minimum requirement criteria. It indicated that using comics as reading passages encouraged students‟ motivation in English lesson, especially in reading. Keywords: comic, motivation, reading, junior high school, classroom action research

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ABSTRAK Prasetyadi, Y. D. 2015. Using Comics to Encourage VIII G Students’ Motivation in Reading English Texts in SMP Negeri 2 Yogyakarta. English Language Education Study Program. Department of Language and Arts Education. Faculty of Teachers Training and Education. Sanata Dharma University. Bahasa Inggris adalah salah satu mata pelajaran yang diwajibkan untuk dipelajari di sekolah menengah pertama. Dalam mempelajari bahasa Inggris, kemampuan membaca sebagai salah satu dari kemampuan berbahasa adalah penting untuk pelajar pemula untuk dikuasai. Akan tetapi, aktivitas membaca cenderung menjadi aktivitas yang membosankan bagi siswa. Guru Bahasa Inggris berperan untuk memotivasi siswa dalam belajar bahasa Inggris, terutama dalam membaca. Oleh karena itu, guru harus memiliki model pembelajaran yang menarik untuk meningkatkan motivasi mereka dalam membaca teks berbahasa Inggris. Berdasarkan observasi dan kuisioner, sebagian besar dari siswa kelas VIII G di SMP Negeri 2 Yogyakarta masih memiliki motivasi yang rendah dalam membaca. Sebagian besar dari mereka berpikir bahwa aktivitas membaca sering membuat mereka bosan ketika guru menyediakan bacaan yang tidak menarik dan tidak nyaman. Penelitian ini bertujuan untuk membantu siswa kelas VIII G di SMP Negeri 2 Yogyakarta untuk meningkatkan motivasi mereka dalam membaca teks berbahasa Inggris. Peneliti mengimplementasikan komik sebagai bacaan untuk meningkatkan motivasi mereka dalam membaca. Penelitian ini mencoba menjawab sebuah rumusan masalah. Rumusan masalah tersebut adalah seberapa luaskah komik memotivas siswa kelals VIII G di SMP Negeri 2 Yogyakarta dalam membaca teks berbahasa Inggris? Peneliti menggunakan Penelitian Tindakan Kelas (PTK) untuk menjawab rumusan masalah. Metode ini terdiri dari dua siklus. Setiap siklus terdiri dari perencanaan, tindakan, pengamatan, dan refleksi. Responden dari penelitian ini adalah 31 siswa kelas VIII G di SMP Negeri 2 Yogyakarta tahun ajaran 2014/2015. Data penelitian dikumpulkan dari lembar observasi, kuisioner, dan nilai tugas siswa dalam kegiatan membaca. Hasil dari penelitian ini menunjukkan bahwa penggunaan komik dapat memotivasi siswa kelas VIII G di SMP Negeri 2 Yogyakarta dalam membaca teks berbahasa Inggris. Pada tahap awal sebagian besar motivasi siswa memiliki motivasi yang rendah dalam membaca. Mereka menginginkan bacaan yang menarik. Mereka juga mempunyai masalah dalam pemahaman teks. Namun, setelah mengimplementasikan penggunaan komik di kelas membaca sebagian besar dari siswa mempunyai motivasi yang tinggi dalam kegiatan membaca dan dapat mencapai kriteria ketuntasan minimal. Hal ini menunjukkan bahwa penggunaan komik dapat memotivasi siswa dalam belajar bahasa Inggris terutama dalam kegiatan membaca. Kata kunci: comic, motivation, reading, junior high school, classroom action research

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ACKNOWLEDGEMENTS

First of all, I would like give thanks to my Jesus Christ for his amazing bless given to me during this thesis project. Without His presence, this thesis process would not be finished well. He is the only one of my strongest power when I got problems or obstacles in doing the thesis. He has given me his Holy Spirit to make me strong every time I was down. I would like to express my deepest gratitude to my beloved thesis advisor, Agustinus Hardi Prasetyo, S.Pd., M.A. who guided me in arranging this masterpiece by having discussions and giving solutions. I would also like to show my appreciation for revising and giving comments patiently for the mistakes I made in this thesis. After working with him during these two semesters, I have got a lot of knowledge and something new beneficial to improve my ability especially in writing this thesis. I would also give my big thanks to my academic advisor, Yuseva Ariyani Iswandari, S.Pd., M.Ed. because of her persistent in guiding me for eight semesters. She always gave her students big support to keep their enthusiasm in studying in Universitas Sanata Dharma. I give my special thanks to SMP Negeri 2 Yogyakarta for supporting my thesis research so that I can collect my thesis data. I would also like to express my gratitude for VIII G Class students of SMP Negeri 2 Yogyakarta as the research respondents for helping me in the research process. They mean a lot to me. They have helped since I taught them in PPL until I did my research. I got so many experiences especially in improving my skill as a candidate of teacher. They were

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really funny and interesting. It made me happy doing all my research and activity in that class. I would like to express my sincere gratitude to my family, Bapak (Basiran), Ibuk (Adriana Widyastuti), Linus Ardian Jati S., and Olivia Lungit Astari P. for the amazing supports and pray that always make me strong and happy to do my thesis. They always give me advice whether I am in good or bad mood time. I thank my best friends, Aries Adven Kurniawan, Rafael Marion Galley Margana, Frederikus Boli Lolan (Dedi Lolan) for being my best friends in this college for around these four years. They have taught me how to be a good friend. They also supported me when I was down in studying in Sanata Dharma University. I hope we will meet again after we have been successful people in our own ways. I feel obliged to my team of SPD Class, On the Way (OTW) - Marlin, Aries, Faradita, Gloria, and Nove for every moment we shared together. They always made my days colorful when we were together. They have helped me to be a better person too. Actually, we always supported each other to finish this thesis soon. It really gave me much spirit in doing my thesis. I would also express my biggest gratitude to all people who are not mentioned here. I hope God always give his bless to them.

Yulius Dony Prasetyadi

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TABLE OF CONTENTS

TITLE PAGE........................................................................................................... i APPROVAL PAGES ............................................................................................. ii STATEMENT OF WORK’S ORIGINALITY................................................... iv LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI .................................. v ABSTRACT ........................................................................................................... vi ABSTRAK .............................................................................................................. vii ACKNOWLEDGEMENTS................................................................................. vii TABLE OF CONTENTS ..................................................................................... x LIST OF FIGURES .............................................................................................xiii LIST OF APPENDICES..................................................................................... xiv

CHAPTER I. INTRODUCTION ..........................................................................1 A. Research Background ..................................................................................1 B. Research Proble m .........................................................................................5 C. Proble m Limitation ......................................................................................6 D. Research Objective .......................................................................................6 E. Research Benefits ..........................................................................................6 F. Definition of Te rms .......................................................................................8

CHAPTER II. LITERATURE REVIEW ..........................................................10 A. Theoretical Description ..............................................................................10 1. Theories of Reading..................................................................................10 2. Motivation .................................................................................................15 3. Comics in Education.................................................................................22 4. Junior High School ...................................................................................23 B. Theoretical Frame work..............................................................................27

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CHAPTER III. METHODOLOGY....................................................................30 A. Research Method ........................................................................................30 1. The Definition of Classroom Action Research ..........................................31 2. The Aims of Classroom Action Research ..................................................31 3. The Characteristics of Classroom Action Research ...................................31 4. The Procedure of Classroom Action Research...........................................32 B. Research Respondents ................................................................................35 C. Research Settings ........................................................................................36 1. Library Research ........................................................................................36 2. Implementation Research ...........................................................................36 D. Research Instrument ..................................................................................37 1. Questionnaire..............................................................................................37 2. Students‟ Works .........................................................................................38 3. Teaching notes ............................................................................................38 E. Data Gathering Technique.........................................................................39 F. Data Analysis Technique............................................................................40 1. Analyzing Questionnaires ...........................................................................41 2. Analyzing Teaching Notes..........................................................................42 G. Research Procedure ....................................................................................43

CHAPTER IV. RESEARCH FINDINGS AND DISCUSSIONS .....................44 A. Data Presentation and Discussion on Cycle 1 ..........................................45 1. Plan .............................................................................................................45 2. Action .........................................................................................................48 3. Observation.................................................................................................49 4. Reflection ...................................................................................................52 B. Data Presentation and Discussion on Cycle 2 ..........................................53 1. Plan .............................................................................................................53 2. Action .........................................................................................................55 3. Observation.................................................................................................56 4. Reflection ...................................................................................................66 xi


CHAPTER V. CONCLUSIONS AND SUGGESTIONS..................................67 A. Conclusions ...................................................................................................67 B. Suggestions ....................................................................................................68

REFERENCES .....................................................................................................70

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LIST OF FIGURES

Figure

Page

2. 1 Behavioral and affective reactions as a function of different levels of selfefficacy and outcome expectations. ................................................................18 3. 1 Classroom action research spiral (Kemmis & McTaggart, 1988)...................35 3. 2 Teaching notes.................................................................................................39 3. 3 Data triangulation technique ...........................................................................41 4. 1 The result of students‟ works ..........................................................................60 4. 2 Students‟ perception on the use of comics ......................................................61 4. 3 The reasons why students are interested in the comics ...................................63 4. 4 The strengths in using comics in reading activity ...........................................64

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LIST OF APPENDICES

Appendix

Page

APPENDIX 1 Permission Letter............................................................................73 APPENDIX 2 Teaching Notes ...............................................................................75 APPENDIX 3 Questionnaires ................................................................................77 APPENDIX 4 Lesson Plan.....................................................................................87 APPENDIX 5 Comics ............................................................................................97 APPENDIX 6 Students‟ Works Result ................................................................102

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CHAPTER I INTRODUCTION

This chapter discusses the background of the study, problem formulation, problem limitation, objective of the study, benefits of the study, and the definition of terms related to the study. Research background covers the reason in choosing the topic of the study. Problem formulation describes the problem that will be discussed in the research. Problem limitation is directed on the basic of the problems which are emerged. Objective of the study presents the purpose of conducting the research. Benefits of the study give information and solution for many people including the researcher himself. The last part, definition of terms explains the meaning of the terms applied in the topic of the research.

A. Research Background In learning English, reading skill as one of the language skills is an important skill for a beginner learner to master. Anderson (2003) states, “reading is the most important skill to master in order to warrant success in learning” (p.2). Anderson further explains that learners of English tend to make a vaster progress on other areas of language learning. As it is considered important, reading has a big influence to the students‟ understanding. Students are able to know how to write words, arrange sentences, paragraphs, and texts by utilizing their reading

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PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 2

skill. However, by using short of language knowledge required to read especially vocabulary, reading can be a confusing activity for them. In learning how to read in English, students often find themselves confused as they try hard to understand an English text. Such condition may lead them into motivation deprivation in learning English. Actually, motivation deprivation is a „hard nut to crack‟ in any lessons. In this case, the role of motivation in teaching and learning activity is important. The importance of motivation is associated to the learning process and vice versa. Schunk, Pintrich and Meece (2008) declare that motivation influences learning process, and the learning process influences students‟ motivation (p.5). Motivated students are able to study in the class for long time by following the teacher‟s rules and commands enthusiastically, working together in a group, and focusing on the delivering of the materials. Meanwhile, unmotivated students do on the contrary. They are not comfortable in studying in the class for long time, not enjoying working with group mates, and not focusing on the delivering materials. Learning English had often been problematic for VIII G Class students of SMP Negeri 2 Yogyakarta. The problem usually appeared in reading activity when the teacher asked them to read text. Apparently, most students were not interested to read the text. Students did not use the reading time efficiently by having chit-chat. Students did not maximize the given time to read the text repeatedly, whereas reading repeatedly could make them understand the text more. When they were asked to read the text, most students read indolently and


said to the teacher that they were bored to read a lot. Therefore, reading English text was not a habit, but an obligatory in English class for the students. As the result, reading was regarded as a difficult activity to do. This perception could decrease the motivation of the students to read English texts. The cause that made the students become unmotivated to read English texts was the language itself. In English as foreign language countries, like Indonesia, English is learned only at schools and people do not speak the language in the society (Setiyadi, 2006, p.22). English is not the language that they usually use in the society, so the students faced two problems in reading English texts in the class. The first is the terms used in the text that complicate them to read. Some texts use many terms that are uncommon to the students. Some students need to find the meaning of the terms while reading. It can be bothersome for them to do two activities at once in reading a text. Second, the visual value of the text is not interesting for them. The teacher usually provides full text which does not provide any pictures. Meanwhile, visual media can smooth comprehension (such as using structure elaboration and organization) and strengthen memory (Arsyad, 2010, p.5). According to Nation (2009), reading class should make the learners enjoy reading and feel motivated to read, thus the teachers should provide interesting texts and reading activities (p.6). An interesting learning activity can be created by utilizing teaching media. Arsyad (2010) states that teaching media as an attention function can increase students‟ attention to the teaching material (p.6). By using teaching media, students can focus on what they think interesting and pay no


regard to other things. However, choosing the appropriate media to create an interesting activity can be contradictory. The teaching media should be utilized by paying attention to how well the media can be involved to the material. If the teaching media is not correlated to the material, it can rule to misunderstanding of students. Another impact in the contrary is that the students become more unmotivated to learn. Inappropriateness of the teaching media to students‟ condition may worsen the situation. Based on the data collected from the questionnaire, there were 10 of 29 students in the class who liked reading English texts. This number was too small compared to the students who did not like reading English. The comparison was 10 to 19 students. Nevertheless, when the students were asked whether they liked reading (not in English) or not, all of them answered yes. Based on this answer, there was a classification about what they usually read. The classification were fictional (comics,

story book,

novel) and

non-fictional texts (newspaper,

magazine). Based on the classification, there were 20 students who liked reading fictional texts and 9 students who liked reading non-fictional texts. The reason why there were only few students who liked reading English texts was the language. The 19 students who did not like reading English texts gave the reason on the questionnaire why they did not like reading English texts. There were seven students who thought that English was boring and not interesting. The rest of these students thought that English contained difficult words and sentences.


One possible teaching media to overcome the problem is by involving English comics in the reading texts. Comics provide two visual aspects which are picture and text. The combination of picture and text in the comics can motivate the students by making text easier to understand. The pictures of the comics give additional information to the students besides the text. Using pictures in teaching and learning activities can help the students to learn better (Mayer, 2001). By using pictures, teacher helps students to comprehend verbal words whose teacher use in the explanation. In this case, pictures play role as nonverbal language that can minimize misunderstanding on teacher‟s explanation. When the students do not understand some terms used in the text, they can guess them by interpreting the pictures that illustrate the terms. In brief, using English comics as teaching media may benefit the students in many aspects. The motivated students‟ increased motivation is the expected outcome of the implementation of English comics. Utilizing English comics as the teaching media would potentially bring the expectation into reality. The comicbased language learning is intended to VIII G students of SMP Negeri 2 Yogyakarta with some sets of reading materials that can increase their motivation to read English texts.

B. Research Problem Based on the previous explanation, the problem is formulated into a question. To what extent do comics motivate the students to read English text?


C. Problem Limitation Based on the presented problem, this study focuses at increasing students‟ motivation to read English texts. The researcher makes three limitations. First, the researcher directs at reading skill in which most of problematic case in learning English is come about. Second, the way the researcher encourages their motivation is by providing English comics. Third, the comics have a role as the main source of the teaching and learning material elaborated in the teaching and learning activity. Fourth, this research is conducted to 30 students of VIII G in SMP Negeri 2 Yogyakarta.

D. Research Objective The objective of this study is to find out the answer of the question as stated in the research question. This research was conducted to give evidence that English comics can motivate unmotivated students in VIII G Grade of SMP Negeri 2 Yogyakarta to read English texts.

E. Research Benefits This study is hoped to have some valuable contribution in English language teaching and learning especially for junior high school students, teachers, and other people who are concerned with. 1. For junior high school students. Hopefully, this study is able to accommodate the students‟ needs to learn English. The learning activity researched can be


one of many ways for the students to motivate themselves in learning English. By using the designed comics, this study is also expected to increase students‟ motivation in reading English texts in English lesson. 2. For English teachers especially in SMP Negeri 2 Yogyakarta. This study is expected to supply a useful input for the teachers in developing teaching materials and motivating the students to read English texts. The teaching method applied in this research can be a reference to motivate students in learning English. Besides, the teachers can also use the designed English comics to be additional teaching media to teach English texts. 3. For junior high school book designers. This study is expected to be a useful input to create English books for junior high school which provide something attractive to get the students‟ attention to read. This study is also expected to give inspiration for book designers to employ comics in the learning materials. 4. For further study. This study is expected to support other related study about increasing students‟ motivation in reading activity and developing materials using attractive media especially comics. The teaching method can also be improved, modified, developed, or implemented by other researchers based on a certain condition. In the other words, this study is expected to be beneficial for educational development in many aspects. The increased motivation of the students and their positive attitude on reading would be the greatest advantages to the teaching method.


F. Definition of Terms The following are the definitions of the terms and how the definitions are related to the research. Understanding the definition of terms is really important to avoid misunderstanding and misinterpretation. The definitions are as follows. 1. Reading Reading is the process of situating the reader in contact and interaction with ideas (Simanjuntak, 1998, p.3). In the context of English language education, reading is one of four skills which use visual sense to learn English. In studying English, reading is often used by students to comprehend discourse or knowledge. In this study, the term reading is understood as an activity to gain information or knowledge by using visual sense. 2. English Comics According to McCloud (1993), a comic is juxtaposed pictorial and other pictures in fixed arrangement which has function to deliver information and aesthetic attention from the readers (p.20). In the comic, the words and pictures have to work together seamlessly enough so that readers barely aware when switching from one to another (McCloud, 2006, p.31). In this study, English comic is the combination of arranged images and English texts which gives information using English and the visual aspect of pictures. 3. Motivation Motivation is the process in which aim-directed activity is instigated and supported (Schunk, Pintrich & Meece, 2008, p.4). Motivation is not the product but the progressive process to achieve the goal. Motivation can influence the way


a person achieving the goal; encouragement or obstruction. In this study, motivation is students‟ power that arouses and directs their behavior to study especially in reading English text. 4. Junior High School According to Kementrian Pendidikan dan Kebudayaan (2012), Sekolah Menengah Pertama or Junior High School, which is abbreviated as SMP, is an elementary education phase of formal education in Indonesia after graduated from elementary school (or an equal). Junior high school is a middle school which usually has three levels of schooling. The students are commonly around 13-15 years old. In this study, junior high school means a group of 13-15 years old students studying in SMP.


CHAPTER II LITERATURE REVIEW

In this chapter, the researcher would like to discuss some theories related to this study. All theories employed in this research are utilized as the foundation in doing the research. The two major parts of this chapter (i.e. theoretical description and theoretical framework) will be discussed in the following sections.

A. Theoretical Description This part is divided into four main parts. The first discusses the theories of reading. The second presents the theories of motivation. The third describes comics in education and the fourth part defines junior high school students‟ characteristics and the implemented curriculum of junior high school. Each part is further described in these following sections. 1. Theories of Reading The theories of reading discussed in this study are used to validate the assumptions on the circumstance of reading in a foreign language. Since this study deals with teaching reading in English language, the researcher needs to understand the theories related to reading in order to teach reading appropriately. There are two major points explained in this part (i.e. reading in English in a foreign language country and teaching Reading).

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a. Reading in English in a Foreign Language Country Reading English texts in English as a Foreign Language (EFL) country is different from reading in English-speaking language country. According to Setiyadi (2006), English is really a foreign language for language learners in Indonesia (p.22). Setiyadi (2006) adds, “English is learned only at schools and people do not speak the language in the society” (p.22). In EFL country, reading needs more struggles because the reader has to understand the language first before reading the text. Simanjuntak (1988) describes the characteristics of EFL language learner: When they read English, EFL students tend to focus on the word instead of the entire text, and they are bounded to their dictionaries, therefore they read slowly and word-by-word, and have unreasonable expectations about how much they should be able to understand (p.9). EFL students, who are not familiar with English vocabulary, have a problem with their reading comprehension. Meanwhile, Bushman and Bushman (1986) declare, “Comprehension of written materials is the essence of reading and critical to the leaning of content ideas (p.104).” Simanjuntak (1988) finds out that EFL students tend to have unrealistic expectation of how much they should be able to understand (p.10). They feel frustrated or dissatisfied if they have less understanding in reading a text. Moreover, with low vocabulary, EFL students tend to misinterpret what they are reading. Since EFL students do not always acquire the full range of meanings that a word may have, they may always assign a single meaning to that word (Simanjuntak, 1988, p.10). They may not interpret it by seeing the context of the sentence.


Another factor faced by EFL students in reading skill is their confidence. Many EFL students are lack of confidence in their skills when they read texts other language. They are typically of insecure readers who believe that they must first comprehend every word in the text in order to understand a text (Simanjuntak, 1988, p.11). Therefore, they read really slowly, proceeding word by word when the teacher asks them to read. Their comprehension problem may decrease their confidence in reading. Seeing those problems of EFL students in reading English texts, reading teachers play an important role to help them to face those problems. The role of the teacher is teaching with appropriate techniques and materials. Georgeou and Pavlou (2003) say that children are still young to recognize the usefulness of a foreign language, but they can keep learning through a creative and enjoyable technique, such as story, drawing, games, songs, puzzles, and drama (p.8). It can motivate

the

students

to

have

good

confidence

in

reading.

Therefore,

understanding the criteria of teaching reading is important for reading teachers. b. Teaching Reading In reading class, the teacher plays some important roles to make the learning activity successful. According to Clarke and Silberstein (1987), there are three roles for the teacher (i.e. the teacher as teacher, the teacher as participant, and the teacher as facilitator) (as cited in Simanjuntak, 1988, p.37). The teacher as teacher means that the teacher‟s job is to resolve a language problem. It is not a must for a reading teacher because he also has a role as the participant in the class. Teacher is a participant in the class when the opinions of all people in the class are

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 13 of equal weight. It happens when the teacher open a discussion about a student‟s question to all members in the class. Another role of reading teacher is as facilitator whereas the teacher provides an environment where learning can take place and reading texts to be read by the students. In teaching reading, there are some criteria that reading teacher should pay attention to. According to Nation (2009), there are four principles of teaching reading

(p.6).

Those

are

meaning-focused

input,

meaning-focused

output,

language-focused output, fluency development. Meaning-focused input involves getting input through reading where the learners‟ focus in on understanding the message (Nation, 2009, p.6). The main purpose of the students in reading a text is to get information they need. Therefore, the teacher should provide a reading passage which is easy to understand, so the students can get the information smoothly. The role of the teacher is guiding the students in finding the information included in the reading passage. Besides meaning-focused input, reading should cover meaning-focused output which involves the learners to produce language through speaking and writing where the learners‟ focus is on understanding the message (Nation, 2009, p.6). After getting information through reading passage, the students should be able to develop the information by using other language skills such as writing with their own style, writing paragraph related to the information, expressing their opinion to the information, or re-telling the information through story telling.


The other principle of teaching reading is language-focused input (Nation, 2009, p.6). It involves deliberate attention to language features of the text passage. The students should learn the language they are using to read, so their language acquisition is developed after reading the text. They can learn grammar, vocabulary, and text structure through reading. Another principle of teaching reading is fluency development which involves making the best use of what is already known (Nation, 2009, p.6). The teacher should help the students to acquire reading strategies such as speed reading, repeated reading, paired reading, scanning, and skimming. The aim in fluency development is to improve the way the students reading. Therefore, the students should enjoy reading and feel motivated to read. By reading interesting texts, the students are eased to acquire the reading strategies. It is common sense that if an activity is enjoyable, it will be memorable; the language involved will „stick‟, and the children will have a sense of achievement which will develop motivation for further learning. This cyclical process generates positive attitude things that primary teachers can transmit to children. Children learn a lot more than English in their English classes: the tasks and activities stimulate and continue their all-round development (Phillips, 1993, p.6). Teaching reading should be interesting to make the students motivated to read. Simanjuntak (1998) states, “It is true in reading that the students must have a purpose and a motivation to learn (p.2).” Shepherd (1978) affirms that a student does not get the practice he/she needs in reading skills if he/she does not read because of lack of motivation (as cited in Simanjuntak, 1998, p.2). Therefore, motivation has big role in teaching reading because it determines how interested the students to read are.


2. Motivation In motivating the students to read English texts, the researcher needs to understand the theories of motivation. The theories of motivation in this section are used as the guidance of the researcher to increase the students‟ motivation. However, the theories of motivation used by the researcher are focused to describe about motivation in education. Motivation in education is divided into four parts i.e. the roles of motivation in education, the characteristics of motivated students, motivational process, and motivated learning. a. The Roles of Motivation in Education In educational world, motivation has a big role in the succession teaching and learning activities. Sardiman (1986) declares that the learning output will be optimized if there is motivation (p.84). Sardiman further explains that motivation decides the intensity of students‟ efforts in learning. If a student has a goal such as good grades, he/she will have the efforts to study hard in order to get good grades in academic. The efforts of the student are influenced by motivation. In this case, motivation functions as the encouragement of the efforts and the achievement. Schunk (1995) states, “Motivation can influence what, when, and how we learn (as cited in Schunk et. al., 2008, p.5). How the duration, the willingness, and the behavior of the students are in doing an assignment are dependent on how the teacher motivate them to do it. Hence, there is a mutual relation between motivation, learning and performance. Motivation influences what students do and learn, and students‟ learning and performance influences their motivation (Schunk et. al, 2008, p.5).


b. The Characteristics of Motivated Students Motivation can affect a person‟s manners and interest in his/her activities. When a person is motivated, he/she would show positive attitudes on what he/she is doing. Sardiman (1998) classifies the characteristics of a motivated person as follows. 1) Keen in doing his/her task, 2) Tough in facing his/her problems, 3) Showing his/her interest on various problems, 4) Enjoying to be self-supporting, 5) Easy to be bored to routine tasks (mechanical, recurring, not creative), 6) Able to defend his/her arguments, 7) Hard to dismiss something that he/she convinces to, 8) Pleased in searching and solving problems. (p.83) Nevertheless, Schunk (1995) states, “Motivated students are essentially motivated to learn more after starting to learn” (as cited in Schunk et al., 2008, p.143). In line with Schunk‟s statement, Zimmerman (2000) argues: motivated students tend to be involved in activities they believe will help them in learning, such as following teacher‟s instructions carefully, organizing and rehearsing the material, taking notes while studying, checking their understanding, and asking for help when encountering problem in a learning process (as cited in Schunk et al., 2008, p.5). Otherwise, unmotivated students are likely not to be systematic in their learning effort as what motivated students do. Unmotivated students tend to follow the teachers instructions few times. They may not organize or rehearse what they will learn in the class. Note taking may be done randomly, even not at all. They may


not paying attention to their progress in learning or asking for help when encountering difficulties about what is being taught. Based on the theories above, the characteristics of motivated students can be classified as follows. 1) Students are enthusiast in reading the comics. 2) Students listen to teacher‟s explanation and other students‟ opinions carefully. 3) Students follow teacher‟s instruction well. 4) Students give appropriate and enthusiastic responses. 5) Students are keen to try and were not shy to perform their actions in class. 6) Students take initiative actions to participate in class. c. Motivational Processes Bandura (1982) defines motivation as “goal-directed behavior which is begun and sustained by outcome expectations about the expected consequences of actions and self-efficacy in performing actions” (as cited in Schunk et al., 2008, p.139). Students who think about the potential consequences of certain actions and act in ways they believe will achieve significant outcome (goal). For example, a student belief if he/she studies hard, he/she will get good grades. This condition shows a motivational process which occurs in academic field. Based on explanation above, there are three motivational processes (Schunk et al., 2008, p.139).


1) Self-Efficacy According to Bandura (1982), self-efficacy is defined as “people‟s judgments of their capabilities to organize and perform sequences of action required to attain designated types of performances.” (as cited in Schunk et al., 2008, p.139). Self-efficacy affects a person in determining his/her activities, effort, and persistence (for example students with difficulties will work harder and longer). Self-efficacy is usually related to the outcome expectations. Bandura (1982) suggested “The levels of self-efficacy and the outcome expectation deliver insight into the behavior and the effect” (as cited in Schunk et al., 2008, p.140) as shown in Figure 2.1.

Self-Efficacy

Outcome Expectation High-outcome Low-outcome expectation expectation

High self-efficacy

Social activism Protest Grievance Milieu change

Assured, opportune action High cognitive engagement

Low self-efficacy

Resignation Apathy Withdrawal

Self-devaluation Depression

Figure 2. Behavioral and affective reactions as a function of different levels of selfefficacy and outcome expectations (Bandura, 1982)

Figure 2.1 shows how self-efficacy affects a person‟s behavior and action to reach his/her goal. If a person‟s self-efficacy perceptions are high he/she will


involve in actions that develop his/her skills and capabilities, but if self-efficacy is low, he/she will involve in actions that do not develop or even decrease his/her skills. Self-efficacy can also influence someone when facing difficulties in doing some actions. Individuals with high self-efficacy perceptions tend to apply effort in the face of difficulty and persist at a task when they have the requisite skills. Pintrich and De Groot (1990) found “junior high students with high efficacy were keen to report using various cognitive and self-regulatory learning strategies” (as cited in Schunk et al., 2008, p.142). Their high self-efficacy leads them to employ their creativity and capability in studying using some learning activities. They do not only follow the teacher‟s instruction but also involving some other learning activities that might help them in learning. 2) Goals Other motivational process is goal setting which according to Bandura, 1988, 1997; Schunk, 1989a, is “an important motivational process” (as cited in Schunk et al., 2008, p.142). Locke and Latham (1990, 2002) defined goal setting as “establishing quantitative or qualitative standards of performance” (as cited in Schunk et al., 2008, p.142). Goal setting is related to self-efficacy in which the existence of selfefficacy is admitted if someone has goal setting. Elliott and Dweck (1988) describes, “Self-efficacy is proved as learners observe goal progress, which indicates their skills development (as cited in Schunk et al., 2008, p.143). Schunk, Pintrich, and Meece (2008) further explains that self-efficacy is increased if the person belief in making progress on a difficult goals (p.143). Thus, skill

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 20 development depends on someone‟s effort in reaching the goals. The more the goal difficult, the more the self-efficacy increases. The benefits of motivation in achieving goal do not constantly appear. Each learner has different way to achieve his/her goal and each goal has different motivational benefits to the person. The motivational benefits of goals depend on how a learner makes commitment to reach the goals and on the goal properties of proximity, specificity, and difficulty (Schunk et al., 2008, p.143). It means that the efforts in achieving the goals can cause various motivational benefits. 3) Motivated Learning Como and Mandinach (1983) explains, “Motivated learning is motivation to gain skills and strategies instead of doing tasks” (as cited in Schunk et al. 2008, p.147). In teaching and learning activities, students are influenced by personal influences (e.g. goal setting and information processing), as well as situational factors from other people (e.g. rewards, teacher feedback). Since students get these factors they develop cues, signify how well they are performing (Schunk et al., 2008, p.147). Schunk, Pintrich, and Meece (2008) further explained that motivation and self-efficacy are improved when people notice that they become more competent or perform skillfully in doing their activities. According to Schunk, Pintrich, and Meece (2008), students‟ initial sense of self-efficacy for learning can be influenced by personal qualities, prior experiences, and social support (p.147). Personal qualities are general abilities, task-specific skills, interests, attitudes, and personality characteristics. Also, students change in their prior experience (for example, schools attended, number


and types of teachers, time spent on various lessons) and social support (such as, parents, teachers, classmates). These factors are independent (Schunk et al., 2008, p.148). Students‟ ability and interest contribute to their classroom success while parents‟ and teachers‟ encouragement helps them in developing their positive attitudes and interest. Schunk, Pintrich, and Meece (2008) then describe that there are eight principles of motivated learning in the classroom. a) Making it clear that students are capable of learning the material being taught. b) Printing out how the learning will be useful in students‟ lives. c) Teaching students learning strategies and show them how their performances have improved as a result of strategy use. d) Presenting content in ways students understand and tailor instructional presentations to individual differences in learning. e) Having students work on learning goals f) Ensuring that attribution feedback is credible. g) Providing feedback on progress learning and link rewards with progress. h) Using model that build self-efficacy and enhance motivation. ( p.150) By understanding the theories of motivation, the researcher would be able to design teaching and learning activity which build students‟ efficacies and enhance their motivation. As the way the researcher is going to motivate the students by using comics, so they should be useful in education.


3. Comics in Education Based on the characteristic, comics consist of pictures and texts. Pictures can be classified as visual media which is useful for language teaching. Visual media is media which involve vision sense (Munadi, 2013, p.81). Munadi further explains that pictures help people to get ideas or information brought by the pictures clearly, clearer than information through words (p.89). Pictures can help the teacher to explain to the students clearer because it can be additional information of the students if they miss some information from him/her. It can avoid students misunderstanding in the teacher‟s explanation. Levie & Lentz (1982) proposes four functions of visual media (as cited in Arsyad, 2010, p.16). The functions of visual media are attentive function, affective function, cognitive function, and compensatory function. a) As an attentive function, visual media draw out and lead students‟ attention to concentrate on the material given by the teacher. b) As an affective function, visual media make students more comfortable in studying (or reading) pictorial texts. c) As a cognitive function, visual media can smooth goal achievement to understand and remember information in the pictures. d) As a compensatory function, visual media accommodate students to achieve and understand the lesson by using text or oral delivery. Based on the theories above, visual media is really helpful in reading class. However, in order to make sure the appropriateness in using comics as visual media in the classroom, the characteristics of the students should be understood.


4. Junior High School In order to motivate the students appropriately, the researcher has to know about junior high school especially the students and the curriculum of junior high school. The aim is to help the researcher to provide the right technique in motivating the students. By understanding the characteristics of junior high school students, it is easier to understand their manners in order to make them encouraged in reading activity. Also, understanding the curriculum used in junior high school is to develop the appropriate approach and method in motivating the students to read English texts. The following describes further about the characteristics of junior high school students and junior high schools curriculum. a. The Characteristics of Junior High School Students Junior high school students in Indonesia are generally 13-15 years old. According to Caskey and Anfara (2007), this range of age is included in Early Adolescence (10-15 years old) phase which is going on between childhood and adolescence phase (p.1). At this phase, youths experience quick and substantial development change. This development influence their cognitive and mindset in doing their activities. In teaching, teacher should pay attention to who he/she is teaching. Therefore the students‟ learning characteristics and intellectual development is important for the teacher to understand the students‟ character. According to California State Department of Education, 1987; Kellough & Kellough, 2008; Manning, 2002; Scales, 2003, there are six intellectual developments of early adolescence.


1) During early adolescence, youth exhibit a wide range of individual intellectual development, metacognition, and independent thought. 2) Early adolescence youths tend to be greatly curious and show a wide range of interests, yet few are sustained. 3) Early adolescents are keen to learn something interesting and useful, be active rather than be passive in learning activities, and prefer communications

with

classmates

during

teaching

and

learning

activities. 4) When they mature, early adolescents begin to understand the nuances of metaphor,

gain

meaning

from

traditional

wisdom,

experience

metacognition 5) As they mature, early adolescents start to understand the shades of metaphors, derive meaning from traditional wisdom, and experience metacognition awareness. 6) Early adolescents are interested in real-life experiences and authentic learning rather than conventional learning. 7) Early adolescents start thinking about the future, anticipate needs, and develop personal goals. (as cited in Caskey & Anfara, 2007, p.2) b. Junior High School Curriculum Junior high school curriculum guides how teaching English is conducted in junior high school. Starting from the academic year of 2014/2015, SMP Negeri 2 Yogyakarta uses Curriculum 2013 as the applied curriculum for seventh and eighth grader. The information about Curriculum 2013 will later help the

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 25 researcher in implementing English comics as the media to increase students‟ motivation in reading English texts. Based on Dokumen Kurikulum 2013 (Curriculum 2013 Document), Curriculum 2013 is the replacement of Kurikulum Tingkat Satuan Pendidikan (KTSP). The implementation of this curriculum was started from July 2013 with students‟ textbooks and guidance book for teachers. However, in its development, Curriculum 2013 has some improvements in teaching and learning style which is arranged based on the evaluation of KTSP. The improvements of Curriculum 2013 are shown by its characteristics. Based on Menteri Pendidikan dan Kebudayaan (2013), there are 7 characteristics of Curriculum 2013. 1) Developing a balance between the development of spiritual and social attitudes,

curiosity,

creativity,

cooperation

with

intellectual

and

psychomotor skills. 2) School is a part of the society that provides planned learning experiences in which learners apply what is learned in school to the society and make use of the society as learning resources. 3) Developing the attitudes, knowledge, and skills and apply them in various situations at school and society. 4) Giving enough time freely to develop a variety of attitudes, knowledge, and skills. 5) Competence is expressed in the form of Core Competencies of classes which further enumerated in Basic Competencies of subjects.


6) Core Competencies of classes becomes organizing elements of Basic Competencies, where all of the Basic Competencies and learning process are developed to achieve the stated competencies in Core Competencies. 7) Basic

Competencies

are developed

based

on the principle of

accumulative principal, reinforcing and enriching among the subjects and level of education (horizontal and vertical organization). In accordance with Curriculum 2013 characteristics, English teaching and learning in Curriculum 2013 is also different from Kurikulum Tingkat Satuan Pendidikan (KTSP). According to Kemendikbud (2014), the characteristics of English teaching and learning in Curriculum 2013 are as follows. 1) Studying Through Example and Model English learning is not started by delivering language rules by the teacher, but by using English to communicate with others in students‟ daily life. Not only the teacher but the parents also take role in giving example by communicating using English to them. 2) Observing by Doing Directly Students are lead to observe language elements of English while doing learning activities to learn English. 3) Asking and Questioning In observing the language elements, students will find new information. This condition will lead them to ask to the teacher what they have found


when observing. The teacher should answer them directly but not theoretically. 4) Trying to Do Directly Students‟ willingness to learn more about English will lead them to try to practice what they are learning. At this learning process, they need guidance from the teacher and other students. 5) Improving Cognitive Using Materials from Various Other Sources The students do not learn English by using one source only, but they should find other sources to learn. By comparing one to other sources, they can understand that every material in each source has different communication goal and context. 6) Doing Various Activities Using English After learning English, students should practice in using English in their social life. By doing it, they will find that what they get from school is useful for other people. Besides, this activity can be a medium for the students to practice and learn more in using English by the contexts. (p.2)

B. Theoretical Framework In order to increase the motivation of SMP Negeri 2 Yogyakarta students to read English texts, the researcher use the principles of teaching reading (Nation, 2009). There is a principle that students should enjoy learning and feel motivated to learn in reading class. It becomes the foundation of the researcher in providing


reading materials. The reading materials will be in the forms of English comics. The aim in using English comics is providing enjoyable and motivating learning activity in reading class. However, other principles of teaching reading mentioned by Nation will be useful to maintain students‟ motivation. Besides, the researcher also employs three roles of teacher in reading class (Clarke and Silberstein, 1987). It helps the researcher to behave appropriately in reading class. Motivation comes from students themselves and people around them. Therefore, the role of the researcher in providing English comics is motivating them to read. In observing students‟ motivation, the researcher uses the characteristics of motivated students stated by Sardiman (1986), Schunk (1995), and Zimmerman (2000). Besides, the researcher utilizes the theories related to the definition of motivation and motivational process arranged by Schunk, Pintrich, and Meece (2008). By being motivated by the researcher using comics, the students will increase their efficacy and feel motivated to read. It will be also related to junior high students‟ characteristics which are individual intellectual development, metacognition, and independent thought (Kellough & Kellough, 2008). Their curiosity and rapid learning strategy will also help the researcher in determining the appropriate English comics as their reading material. In developing the reading material, the researcher also pays attention to the curriculum of junior high school. The characteristics and the stipulation of English teaching in Curriculum 2013 are really appropriate with the researcher‟s plan in using English comics. By using Curriculum 2013 as the benchmark in providing reading materials, the result would be suitable with the curriculum development.


English comics can be appropriate materials of the students in observing activity. The story line of the comics can also be related to their daily life so that they can relate English texts‟ language elements to their daily life. Besides, it can motivate the students to practice outside the class by using some improvisations.


CHAPTER III METHODOLOGY

In this chapter, the researcher presents the methodology which was applied in doing this research.

This chapter contains research method, research

respondents, research settings, research instruments, data gathering technique, data analysis, and research procedure.

A. Research Method Research was conducted to obtain the data which are relevant to this study. The data from the research were then analyzed and used to answer the question stated in the problem formulation. This research was a classroom action research (CAR) which aimed to encourage students‟ motivation to read English texts in VIII G Class of SMP Negeri 2 Yogyakarta. This study used mixed method approach (qualitative and quantitative research) because this study used both social phenomena and numerical data in answering the research question. According to Creswell (2003), mixed methods researchers look to many approaches to collecting and analyzing data rather than subscribing to only one way (e.g., quantitative or qualitative) (p.12). Creswell (2003) further explains investigators (researchers) use both quantitative and qualitative data because they work to provide the best understanding of a research problem (p.12). Therefore,

30


the researcher used mixed method in order to find the best understanding of the research result. This section is divided into four categories (i.e. the definition, aims, characteristics, and procedure of classroom action research). 1. The Definition of Classroom Action Research Kemmis defines, “action research is an arrangement of self-reflective inquiry carried out by participants in a social situation in order to develop the rationality and integrity of their own social or educational practices, understanding of these practices, and the situations in which practices are carried out” (as cited by Hopkins, 1993, p.44). Based on Kemmis‟ definition, classroom action research means teachers‟ reflective study to improve the teaching and learning process in the class by solving problems occurred in the classroom. 2. The Aims of Classroom Action Research Based on the definition before, the aims of classroom action research are to improve teaching learning process and solve classroom problems. In this case, the improvement is on the media of teaching and learning process. Through this classroom action research, it is expected that the students‟ motivation to read English texts in the English teaching and learning process in SMP N 2Yogyakarta can be encouraged. 3. The Characteristics of Classroom Action Research Burns

(1999)

characterizes

classroom

action

research

into

four

characteristics (p.30). First, it identifies problems in specific situation since it is


conducted in a small scale. Second, it provides evaluation and reflection to change and improve the actions (teaching practice). Third, it forms collaborative cooperation between classmates, experts, and researchers. Fourth, it brings a stimulus for changes based on the collected data. 4. The Procedure of Classroom Action Research In achieving the aim of classroom action research, there is a procedure which the researcher should follow. The procedure of this research follows the steps of classroom action research. Actually, Kemmis and McTaggart (1982) describe that there are four steps in doing classroom action research (i.e. plan, action, observation, and reflection) (p.7). a. Plan Plan is the first step in doing classroom action research. The plan construct actions and must be perspective to action, it must be forward looking (Kemmis & McTaggart, 1982, p.7). In this step, the researcher finds the problem in his classroom and then offers the solution. In offering the solution, the researcher should also design the lesson plan so the researcher‟s behavior as the teacher can be effective and appropriate to improve the classroom. Plan helps and empowers practitioners to act more appropriately in the situation and more effectively as an educator (Kemmis & McTaggart, 1988, p.12). In this research, the problem was identified as lack motivation of VIII G students in SMP Negeri 2 Yogyakarta to read English text. After finding the problem, the researcher could design a plan which aimed to encourage their reading motivation. In order to encourage their motivation, the researcher planned


to implement comics as the reading passage because he believed that comics were enjoyable so it could encourage their motivation. After the plan was done, the researcher then act as the teacher as planned. b. Action This is the next step after plan was done. According to Kemmis and McTaggart (1988, p.12), action is guided by planning in the sense that it looks back to planning for its background. The implementation of action should be the same as what have already planned by the researcher. In this step, the researcher taught the students as planned in plan step. The teaching and learning activity was done by using lesson plan as the guidance. Therefore, the steps in using comics as the reading passage was also done as planned in the lesson plan. c. Observation This step is done while the researcher implementing action. However, observation is different from action even both are done in the same time. The aim of this step is collecting evidence about the action in order to be able to evaluate it thoroughly (Kemmis & McTaggart, 1988, p.12). The observation should be recorded in a form of written report. The recorded observation is the basis for reflection in the next step. According to Kemmis and McTaggart (1988), all the process in the action aspect must be observed whether the result would be positive or negative (p.13). The observation was needed to record the effects of English comics on students‟ reading motivation and the changes it made. The observation was limited to the data needed which based on the plan.


d. Reflection The last step of a cycle is reflection. Reflection is done after the researcher record what he observed in form of written report. Kemmis and McTaggart (1982) state, “Reflection recalls action as it has been recorded in observation (p.9).” In this step, the researcher should look for the strengths and weaknesses of the cycle. By evaluating the cycle, the researcher is able to evaluate what was happening in the cycle and then improve it in the next cycle. Therefore, by doing this step, the improvement of having reading motivation can be achieved to make better learning process for the students. Reflection was needed to review how successful English comics in motivating the students to read. When the actions were considered successful, it could become the solution of students‟ problem in reading. When the actions were considered failed, it needed to be recycled and rearranged. It needed a new CAR cycle until it got a satisfying result. According to Kemmis & McTaggart (1982), after doing the first reflection, the researcher should do another planning (p.7). In other words, these stages of classroom action research are always sustainable.


Figure 3. Classroom action research spiral (Kemmis & McTaggart, 1988)

B. Research Respondents The respondent involved in this research was VIII G Class, one of eight grader classes of SMP Negeri 2 Yogyakarta. This class consisted of 30 students whose age ranges from 12 to 14 years old. There are 12 male students and 18 female students in this class. This class was the researcher‟s participants when the he applied English comics as the media to increase their motivation. The students were also asked about their motivation in reading English texts and the effects of English comics on their motivation by using questionnaires.


C. Research Setting The research setting was classified based on the type of the research. There were two researches that the researcher used in this study (i.e. library research and implementation research). 1. Library Research The researcher did the library research in the library of Sanata Dharma University, Mrican, Tromol Pos 29, Yogyakarta. The researcher chose this library because it supported the researcher in looking for the books that contained the theories needed by the researcher. This library also provided internet connection which the researcher used to find internet resources. 2. Implementation Research The research setting of implementation research was divided into two categories based on the types of the building. The first setting was information about the school. The second setting was information about the class where the researcher implemented comics. a. The research setting of the school. The needs observation was conducted in SMP Negeri 2 Yogyakarta. This school is located in Jl. Panembahan Senopati No. 28-30, Yogyakarta. This school had in total of 22 classes; seven classes of seventh grader, seven classes of eighth grader, six classes of ninth grader, and two classes of Cerdas Istimewa (acceleration classes). Each class consisted of 28 to 32 students of average. The learning process started from 7.00 a.m. to 1.00 p.m. every Monday, Tuesday,


Wednesday, and Thursday, from 7.00 a.m. to 11.00 a.m. every Friday, and form 7.00 a.m. to 11.45 a.m. every Saturday. b. The research setting of the class. The class observation took place in VIII G Class of SMP Negeri 2 Yogyakarta. English lesson teaching and learning activities were based on Curriculum 2013. The English lesson was carried out twice a week with four class hours in total. English was taught every Tuesday and Wednesday in this class. Each meeting has two class hours whose the duration was forty minutes for each class hour.

D. Research Instruments The instruments of this study were questionnaire, students‟ work, and teaching notes. These research instruments gave feedback on the implementation. Therefore, the feedback would develop their motivation to read English text in English lesson. 1. Questionnaire In this research, there were two kinds of questionnaire. The first kind of questionnaire functioned to investigate the root of the students‟ problem in the class. It consisted of questions related to the reason why they did not like reading English texts and their favorite readings. The second kind of the questionnaire functioned to collect the data of students‟ perspective on the implementation of English comics. It was meant to avoid researcher bias in using teaching notes while implementing the actions. It consisted of questions related to their interest


on the implementation of the comics and the benefits found after the implementation. The questionnaires could gather the researchers‟ needs easily and in short time. The questionnaires were also highly valid as it was written by the students themselves. 2. Students‟ Works Students‟ works are used to measure the students‟ cognitive knowledge based on the material the students have got in the class. In this research, the assessment was conducted in the end of CAR last cycle in form of writing skill assignment in order to measure the students‟ learning achievement. By measuring the students‟ learning achievement, the researcher could conclude how comics affect students‟ understanding about the materials. 3. Teaching notes Through teaching notes, the researcher monitored the teaching and learning process when the actions are implemented. The researcher prepared some sheets in order to help in gathering data through teaching notes. Teaching notes indicated the kinds of information needed to answer the questions. It is used to measure the improvement of students‟ motivation in reading English texts in Class VIII G of SMP Negeri 2 Yogyakarta.


TEACHING NOTES Meeting : Material : Students’ Responses

Activities

Figure 3. Teaching notes

E. Data Gathering Technique The first step in gathering the needed data was through teaching notes. The researcher observed the teaching and learning process in VIII G Class of SMP Negeri 2 Yogyakarta. The researcher observed on students‟ participations during teaching and learning activity especially reading activities. By observing the class, the researcher could obtain data from teaching notes. The data gained through teaching notes were in a form of lists of students‟ behavior in regard to students‟ participation during teaching and learning process. The next step of collecting data was conducting questionnaires to support the teaching notes data. The form of the questionnaires results was written. By using the questionnaires, the researcher could gather the deeper data about students‟ motivation on reading English texts activity.


After getting the data needs, the researcher prepared English comics as the reading media for the students to increase their motivation to read English texts. The use of English comics was to cure the problems in the class. While teaching using comics as the reading material, the researcher observed the circumstances in the class. The observation was recorded in form of teaching notes. After experiencing using English comics as teaching media, the researcher distributed questionnaire again. The questionnaire was about asking their feeling and perception about English texts after experiencing reading using English comics. The last data gathering technique was concluding the research if English comics affected students‟ motivation in reading English texts.

F. Data Analysis Technique After gathering the data needs for the research, the researcher analyzed the data. In order to valid the data found from the instruments, it was analyzed by using data triangulation. Bogdan and Biklen (2003) state, “Triangulation is to convey the idea to establish a fact you need more than one source of information (p.107).” They further explain that many sources of data were better in a study because multiple sources lead to a fuller understanding of the phenomena (p.107). However, the analysis was done in some steps (i.e. analyzing questionnaires, and analyzing teaching notes).


Teaching Notes

Result

Students’ Work

Questionnaire

Figure 3. Data triangulation technique

1. Analyzing Questionnaires There

were

two

questionnaires

used

in

this research.

The first

questionnaire was given in the beginning of the research. It was analyzed to investigate the problem happened in reading activity of English lesson in VIII G Class of SMP Negeri 2 Yogyakarta. The result of the questionnaire was collected based on the questions. Then, it was measured by finding out the percentage. After getting the data from the first questionnaire, the researcher planned the teaching activity to cure the problem. The second questionnaire was given in the last of the research. It was analyzed to know whether the implementation of the comics

was successful of not.

The technique of analyzing the second

questionnaire is the same with the first questionnaire. The researcher read the responses carefully, and then continued to calculate the percentage of each response. Then the result of the calculation was listed in the form of table. For the students who agreed with the statements and questions in the questionnaires, it symbolized that the use of comics encouraged their motivation to read English texts.


2. Analyzing Teaching Notes There were two kinds of teaching notes used in this research. The first teaching notes were done at the beginning of the research. It was analyzed to investigate the problem happened in reading activity of English lesson in VIII G Class of SMP Negeri 2 Yogyakarta when the English teacher was teaching them. After getting the data from the first questionnaire, the researcher planned a teaching activity to solve the problem. The other teaching notes were done when the researcher taught the students using comics. The data from these teaching notes were used to improve researcher‟s teaching model in every cycles. The information collected in the teaching notes was analyzed by paying attention to the behavior changes of the students. These behavior changes were then collected based on the specification. The data analyzed from the teaching notes then presented in qualitative way in research findings and discussion. 3. Analyzing Students‟ Work After collecting the students‟ work from the implementation of comics, the researcher checked their writing in the students‟ work. The researcher then gave scores to their work. The scores were analyzed based on the quantity of the students who pass the minimum requirement criteria or Kriteria Ketuntasan Minimal (KKM). The scores then were compared to Sardiman‟s theory which is about the relation of motivation and students‟ scores and understanding.


G. Research Procedure There were ten procedures done in conducting this study. First, the researcher identified students‟ problem found in English lesson in VIII G Class of SMP Negeri 2 Yogyakarta. Second, the researcher investigated the cause of the found problem which was reading motivation deprivation. Third, the researcher looked for possible solutions to be applied in order to cure the problem identified before. Fourth, by using questionnaire data analysis about students‟ reading habit, the researcher found the most suitable solution which was by using comics as reading passages, however the researcher designed the comics by referenced Curriculum 2013. Fifth, the comics were consulted to the lecturer and VIII G English teacher. Sixth, after getting permission from the principal of SMP Negeri 2 Yogyakarta, the researcher conducted classroom action research in VIII G classroom by using comics as reading passages. Seventh, the results of the implementation were recorded by using teaching notes and questionnaire. Eighth, after the teaching and learning activity was done, the results of the teaching notes and questionnaire were analyzed. Ninth, the analyzed data was reported into this study to answer the research problem. Tenth, based on the report, the researcher could conclude whether or not comics encouraged VIII G students in reading English texts in SMP Negeri 2 Yogyakarta.


CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS

The researcher observed the real condition that happened on VIII G students of SMP Negeri 2 Yogyakarta. The condition was that the students were lacking of reading motivation in reading English texts. The researcher distributed questionnaire about their reading habit in order to find out the cause of the problem. Based on the problem and students‟ reading habit, the researcher found the most suitable solution to cure the problem which was by using comics as the reading passages. The researcher then implemented the solution in the teaching and learning activity. The implementation was conducted in November 5th , 11th , 12th , 18th , and 19th of 2014. There were two meetings each week, on Tuesday and Wednesday. The researcher conducted the teaching in about 50 minutes each meeting. The first research day were used to collect information by using questionnaire in order to ensure students‟ problem in teaching and learning process. The rest of the research days were used to conduct the actions by being the teacher. The findings of the implementation were related

to the encouraging of the students‟ reading

motivation. The researcher used the results of questionnaire analysis, teaching notes analysis, and students‟ work scores analysis in generating the research findings. In this chapter, the research findings and discussions of using comics in teaching English in VIII G Class of SMP Negeri 2 Yogyakarta are discussed. The

44


research findings describe the outcome of implementing comics in encouraging students‟ reading motivation. Generally, it will be presented based on the cycles of classroom action research. Each cycle consists of planning, action, observation, and reflection. In this research, there were two cycles conducted because the implementation of the comics in cycle 1 still needed improvement. It will be presented as data presentation and discussion on cycle 1 and data presentation and discussion on cycle 2.

A. Data Presentation and Discussion on Cycle 1 1. Plan After the problem faced by VIII G students of SMP Negeri 2 Yogyakarta was identified, the researcher made some plans. The actions were planned based on their reading habit in order to overcome the problem. In this research, the problem identified was that the students were unmotivated to read English texts in English class. Thus, the researcher made some plans to encourage students‟ motivation to read English texts in the English teaching and learning process. The researcher planned to use comics which contained light and easy-toread storyline for the students. The comics would also be designed in a way to make the students enjoyable and motivated in reading. According to Nation (2009), “the reading class should make the learners enjoy reading and feel motivated to read, so teachers should provide interesting texts and reading activities (p.6).” Furthermore, the storyline would be contextual to relate it to Curriculum 2013. The comics were designed by the researcher based on the


learning materials. Before implementing this action, the researcher consulted the comics to the English teacher. Besides, the researcher also explained the procedure and the teaching and learning process which use the comics. There were four meetings in total in this research. The materials of the meetings were based on KD (Kompetensi Dasar/ Basic Competence) 3.5 and 4.6 which were about description of people, animals, and things in certain numbers. This Basic Competence then was divided into four topics (i.e. describing animals, describing things and places, describing people/person, and final assessment). However, in the first cycle the researcher would use two meetings which would discuss about describing animals and describing things and places. Then teaching and learning process was described as follows. a. In the first meeting, the researcher explained to the students that there would be four meetings which used comics as the main resource of the material. b. In the first meeting, the researcher explained to the students that they had to write a reflection in each meeting. c. In every meeting, the researcher used comics at the beginning of the lesson. d. In every meeting, the students read the comics. e. In every meeting, the students learned something from the comics based on the basic competence that was used. f. In every meeting, the students wrote reflection related to the teaching and learning process in their personal review given by the researcher.


The first meeting was about describing animals. The comic designed for this meeting was related to the topic. The story of the comic was about two students who met on the street. They were Genter and Cebol. Cebol was going to the pet shop to buy a puppy but he met Genter on the street. Genter asked Cebol not to go the pet shop because he had a puppy and wanted to give it to Cebol. Cebol was curious about the puppy, so he asked Genter to describe it. Genter then described it based on its physical appearance and its color. After Genter described it, Cebol was interested to have it. The materials included quantity, „Wh‟questions,

Yes-No

questions,

have/has,

transitive

verbs,

adjectives,

and

description structure (See Appendix 5). In this meeting, the researcher would tell a story about his pet as the preteaching activity. Then, the researcher distributed the comic about describing animals. After the distribution was finished, the researcher asked the students to read the comic‟s story loudly. The researcher then explained the topic by adding some explanations and examples which were not included in the comic. The researcher was also open for any questions from the students. Next, the researcher asked the students to write a paragraph which describe their pets or their favorite animals in their books. The last activity was summarizing the learning material. The second meeting was about describing things and places. The comic designed for this meeting was related to the topic. The story of the comic was about two students who went to the zoo together. They were Genter and Cebol. Cebol was not able to see inside the zoo because he was blocked by a wall. Having a tall body, Genter wanted to help him to explain the zoo. Cebol then

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 48 asked Genter for help. Genter described the zoo in detail related to Cebol‟s questions. The description was about how inside the zoo looked like and the things inside. The materials included quantity, „Wh‟-questions, Yes-No questions, have/has, transitive verbs, adjectives, and description structure (See Appendix 5). In this meeting, the researcher would ask the students about their favorite places. Then, the researcher distributed the comic about describing things and places. After the distribution was finished, the researcher asked the students to read it loudly. The researcher then explained the topic by adding some explanations and examples which were not included in the comic. The researcher was also open for any questions from the students. Next, the researcher asked the students to write a paragraph which described the class included the things inside it in their books. The last activity was summarizing the learning material. 2. Action In the first two meetings, the plans were successfully implemented to the actions. The teaching technique of using comics as the main resource was successful so that the teaching and learning process showed good progress and good result. The plans that worked were described as follows. a. In the first meeting, the researcher explained to the students that there would be four meetings which used comics as the main resource of the material. b. In the first meeting, the researcher explained to the students that they had to write a reflection in each meeting.


c. In every meeting, the researcher used comics at the beginning of the lesson. The students were happy to see the comics because they thought that the stories were funny. d. In every meeting, the students read the comics enthusiastically. Even, there were some students who volunteered their selves to read the comics for the class. e. In every meeting, the students learned the materials from the comics well based on the basic competence that was used. f. In every meeting, the students wrote reflection related to the teaching and learning process in their personal review given by the researcher. 3. Observation This observation result was based on the teaching notes recorded by the researcher while teaching the students using comics. The findings on the teaching notes were then analyzed based on the theories of motivation reviewed in chapter two. This cycle consisted of meeting one and meeting two. The discussion of the findings based on teaching notes in each meeting of cycle 1 is reported below. Based on the teaching notes, meeting one was begun with teacher‟s question related to reading at the meeting one. The teacher asked them whether they like reading English or not. Most of the students answered, “No, Mr. Dony.” Then the teacher asked again, “Do you like comics?” and most of the students answered “Yes, Mr. Dony.” When the teacher told them that the meeting will use comics as the reading material, the students were happy and yell, “Hurray!” There was a positive reaction from the students. Meanwhile, there was a student asking

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 50 the teacher. He asked, “Mr. Dony, komiknya seperti apa? Ada materi bahasa Inggrisnya tidak?” (“Mr. Dony, how does the comic look like? Is there any English material inside it?”) His question showed his curiosity to the comic. According to Kellough & Kellough (2008), “Early adolescence youths tend to be greatly curious and show a wide range of interests, yet few are sustained” (as cited in Caskey & Anfara, 2007, p.2). It really expected that since the beginning of the lesson, he had motivation to get involved in the teaching and learning activity. The comic was distributed to the students but the students were quiet. For the first meeting, the teacher asked the students to pay attention to him and read the comic aloud for them. After reading the comic, the teacher asked, “What is the story about?” and the students were quiet for a while and answered, “nggak tahu, Mr. Dony” (“I don‟t know, Mr. Dony”). Then the teacher took this chance to see their reading ability by asking them to read the comic. All students read the comic for several time. While reading the comic, some students were laughing and quarter of the students were not reading but talking each other. After hearing some laughing voice, the teacher asked, “Why do you laugh?” The laughing students answered, “ceritanya lucu banget, Mr. Dony.” (“the story is funny, Mr. Dony.”). The picture of the comic helped the students to describe the story. According to Munadi (2013, p.89), pictures help people to get ideas or information brought by the pictures clearly, clearer than information through words. In order to make sure that they understand the text, the teacher asked them what the story was about. There were only two students who answered. They answered, “(it is) about describing a dog, Mr. Dony.” The teacher asked them to


repeat the answer and some other students answered too. In order to know their understanding deeper, the teacher chose the students one by one and asked them to describe. They can describe the dog clearly based on the text. Question and answer was not enough to see their understanding about the material. Hence, the teacher used writing skill to assess them. The students were asked to write some sentences about their favorite animal. They wrote the sentences enthusiastically. After they had done, the teacher asked them to present their writing one by one. Based on the presentation, most of the students only wrote 3-7 sentences even the teacher asked them to write 5-10 sentences before. It indicates that the students did not really understand the steps in writing description text. In order to make them understand the steps, the teacher briefly reviewed the material before continuing to the post-teaching activity. In the meeting two, there were some changes in the teaching and learning activities. At the beginning, there was a student who said, “halah, Cebol karo Genter meneh karakter e” (“ah, the characters are still Cebol and Genter”) after the teacher finished distributing the comic. This comment was not really problematic to the plan, so the teacher continued the teaching and learning activity. In this meeting, the teacher did not read the comic for the students but the inverse. The teacher asked two students to read for the whole students. These students read the text enthusiastically and loudly. Their loud voice made all of the students attracted to the comic. The next activity was the students read the comic by themself. In this activity, all students were quiet while reading. They were really focused to read the comic. All of students‟ faces were looking at the comic.


According to Levie and Lentz (1982), the comic functioned as an attentive function; visual media draw out and lead students‟ attention to concentrate on the material given by the teacher (as cited in Arsyad, 2010, p.16). Based on the observation, meeting two was better than meeting one. There was an improvement of students‟ manners on the comic. The students read the comic enthusiastically. Besides, their understanding to the material was better. The students knew what to do when the teacher asked them. Their writing was also improved. The students were able to write at least seven sentences in describing their classroom. Even, some students volunteered to read their writing in front of the class. 4. Reflection The implementation of comics in cycle 1 was rather successful. At the first meeting, the students need an adaptation to read English comics because they had not experienced yet reading English comics. They still had difficulties in understanding the idea of the material from the comics. However, in the second meeting, the students were motivated to read the comics. The students were improved in the manner and understanding. The students understood what to do if the teacher gave instruction related to the material. The implementation of comics was successful but not the comics themselves. The comic was not really attracting at the second meeting. There were some students who were bored with the character of the comic. At this case, the characters in the comics took important role in motivating the students. Based on


this problem, the researcher tried to make improvement in writing and drawing the comics for cycle 2. The improvement would be explained in cycle 2.

B. Data Presentation and Discussion on Cycle 2 1. Plan After reflecting the teaching notes of cycle 1, the researcher would improve the comics. The improvement would reincrease students‟ motivation in reading English texts by using the improved comics. The researcher tried to improve the reading level and the storyline of the comics. The researcher also changed the character in order to regain their motivation. The teaching and learning activities of cycle 2 were described as follows. a. In the third meeting, the researcher used comics as the material resource at the beginning of the lesson. b. In the third meeting, the students learned the materials from the comics well based on the basic competence that was used. c. In the third meeting, the researcher asked the students to bring a picture of an animal, a person, and a thing for next meeting. d. In the fourth meeting, the researcher used blank comic as the assessment tool to check students‟ understanding. e. In the fourth meeting, the students created their own comics based on the blank comic given by the researcher. f. In every meeting, the students read the comics.


g. In every meeting, the students wrote reflection related to the teaching and learning process in their personal review given by the researcher. The third meeting was about describing a person. The comic designed for this meeting was related to the topic. The researcher changed the characters and improved the drawing style to motivate the students more. The story of the comic was about two students who met on the street, Jabrik and Klimis. On his way home, Jabrik met Klimis and then asked Klimis whether he had an idol or not. Klimis answered that he had an idol and then described his idol. The description was about the biography, physical appearance, and the physic of the idol. The materials

included

quantity,

„Wh‟-questions,

Yes-No

questions,

have/has,

transitive verbs, adjectives, and description structure (See Appendix 5). In this meeting, the researcher would tell that he had an idol then described the

idol.

Then,

the

researcher

distributed

the

comics

about describing

people/person. After the distribution was finished, the researcher asked the students to read it loudly. The researcher then explained the topic by adding some explanations and examples which were not included in the comic. The researcher was also open for any questions from the students. Next, the researcher asked the students to write a paragraph which describe their idols in their books. The last activity was summarizing the learning material. The fourth meeting was for assessment. The comic designed for this meeting was made blank. The goal of this blank comic was to assess the students‟ understanding about the materials given on the previous meetings. It was also meant to see their creativity in writing a descriptive text in comic style. The


researcher only provided the columns and the pictures of the characters of the comic. Thus, the students would be able to make the story as creative as they wanted. In this meeting, the researcher would ask the students about the materials given in previous meetings. Then, the researcher distributed the blank comic. After the distribution was finished, the researcher asked the students to write a comic that describe an animal, a person, or a thing then glue the picture they bring to one of the columns in the comic. The researcher then asked the students to present their comics. Next, the researcher discussed the presented comics to the students. The last activity was that the teacher asked the students to fill a questionnaire form the closed the meeting 2. Action The action was conducted in two meetings. The plans worked well and there was an improvement in the teaching and learning process. The teaching technique of using comics as the main resource was successful so that the teaching and learning process was more interesting and motivating. The plans that worked were described as follows. a. In the third meeting, the researcher used comic as the material resource at the beginning of the lesson. b. In the third meeting, the students learned the materials from the comic well based on the basic competence that was used. c. In the third meeting, the researcher asked the students to bring a picture of an animal, a person, and a thing for next meeting.


d. In the fourth meeting, the researcher used blank comic as the assessment tool to check students‟ understanding. e. In the fourth meeting, the students created their own comics based on the blank comic given by the researcher. The students glue the picture that they brought to the comic. The students were creative by creating their own storyline. f. In every meeting, the students read the comics. The students read the comics initiatively without being asked by the researcher. The students were happy to read their own comics on the fourth meeting. g. In every meeting, the students wrote reflection related to the teaching and learning process in their personal review given by the researcher. 3. Observation This observation result was based on the teaching notes recorded by the researcher while teaching the students using comics and the questionnaire which distributed in the last meeting. The findings on the teaching notes and questionnaire were then analyzed based on the theories of motivation reviewed in chapter two. This cycle consisted of meeting three and meeting four. The discussion of the findings based on teaching notes in each meeting of cycle 2 is reported below and the questionnaire will be presented after the report of the teaching notes is finished. Based on the teaching note, there were some improvements of the students‟ manners even the teaching and learning process was still the same with the cycle 2. The improvement of the comics also worked to maintain the students‟


motivation. They looked more enthusiastic after looking at the comics because the characters and drawing technique were changed and improved. In meeting two, all students read the comic without teacher‟s instruction. They initiatively read the comic after the teacher finished distributing it. It showed that the students were interested to the comic. It also indicated that they were curious about the content of the comic. Besides, a student volunteered himself after the teacher finished distributing the comic. This student said, “Mr. Dony, bolehkah saya yang baca untuk teman sekelas?” (“Mr. Dony, may I read for the whole students?”). There was another student who wanted to read the comic. The teacher pleased them to read in front of class because they showed their initiative action. The students read enthusiastically and other students were attracted to the story they read. This case indicated that the students were motivated in the teaching and learning activity. All of the students answered when the teacher asked them the idea of the story in the comic. The students said, “It is about describing person, Sir.” It revealed that the students understood the storyline of the comic. There was also improvement when the teacher asked them to describe the person in the comic. Most of the students described the person in the comic based on the story. The number of the students who answered was more than in cycle 1. It showed that more students who were motivated to get involved in the teaching and learning activity. The students also improved their manners in doing the assignment in this meeting. All students followed the teacher‟s instruction well. According to Zimmerman (2000):


Motivated students tend to be involved in activities they believe will help them in learning, such as following teacher‟s instructions carefully, organizing and rehearsing the material, taking notes while studying, checking their understanding, and asking for help when encountering problem in a learning process (as cited in Schunk et al., 2008, p.5). In meeting four, the meeting was started by a conversation between the teacher and a student. This conversation made all students got involved too. What follows is the conversation between teacher (T), student 1 (S1) and all students (AS). S1 : “Mr. Dony, nanti baca komik lagi tidak?”(“Mr. Dony, will we read comics again?”) T

: “No, you are the ones who will make the comic.”

AS : “Yaaah, kok ngga baca lagi, Sir?” (“Ah, why don‟t we read again?”) T

: “So, do you like reading comic?”

AS : “Yes, Sir.” T

: “Okay, you will read comic, then. But, the comic you are going to read is your own friends‟ comic. Do you agree?”

AS : “Yes! Agree, Sir.” Based on the conversation above, it could be decided that the students were waiting to read comics provided by the teacher. It showed their willingness to read the comics. Their behaviors in the conversation really meant that they were motivated to learn by reading comics. According to Pintrich (2003), “Motivated students are essentially motivated to learn more after starting to learn” (as cited in Schunk et. al., 2008, p.143). After learning English using comics for three meetings, the students were addicted to read comics in English lesson. It


seemed that the learning activity was enjoyable for them, so they were motivated to learn more. After finishing the pre-teaching activity, the teacher distributed the blank comic then asked the students to write their own comics and put a picture of their idol, pet, or favorite thing. The students were enthusiastic to create their own comics. The students could follow the teacher‟s instruction well. When writing the comic, a student asked, “Mr. Dony, kalau alur ceritanya saya buat sendiri tidak seperti komik yang kemarin gimana?” (“Mr. Dony, could I make my own storyline differently with the last comics?”). This condition is related to the research of Pintrich and De Groot (1990). Pintrich and De Groot (1990) found “junior high students with high efficacy were keen to report using various cognitive and self-regulatory learning strategies” (as cited in Schunk et. al., 2008, p.142). The student‟s efficacies leaded him to involve creativity and capability in creating the comic. This student had his own idea in developing his own storyline. After the students finished writing their comics, there were some students asking to read their comics in front of the class. These students really wanted to read their comics first. The students were asked to make a line and they did it neat. The students followed the teacher‟s instruction carefully. Their actions showed that their motivation increased. Based on the students‟ presentation, all of the comics passed the minimum requirements. The students could arrange the description completely based on the generic structure. It showed that the students were able to absorb the knowledge of the material by reading.


After the presentation was done, the teacher asked the students to exchange their comics to the comic of the students who sit next to them. The students were asked to read their friends‟ comics. This activity was really interesting for them.

According to Kellough and Kellough (2008), early

adolescents are keen to learn something interesting and useful. The students were really active to do this activity (as cited in Caskey & Anfara, 2007, p.2). They read enthusiastically and then share their comics each other. It was above the teacher‟s expectation. The students wanted to read their as many comics as possible. The comics were submitted to the teacher to assess the students‟ understanding. The teacher checked the students‟ comics and the result was satisfying. Figure 4.1 is the result of students‟ works.

20% 36.67%

70-80 80-90 90-100 43.33%

Figure 4. The result of students’ works


Based on the scores of the students (Figure 4.1), it indicated that the students understood what they learnt. In reading the texts in the comics, they were helped by the appearance of the pictures in the comics. Munadi (2013) explains that pictures help people to get ideas or information brought by the pictures clearly, clearer than information through words (p.89). Since they understood the learning material, they were motivated to learn. Sardiman (1986) declares, “The learning output will be optimized if there is motivation (p.84).” The students‟ scores were optimized because they have motivation to learn. Besides using teaching notes in gathering data in cycle 2, the researcher also distributed a questionnaire. The aim in distributing the questionnaire was to know whether or not the comics help the students encourage their motivation. It aimed at the students‟ perspective whether or not the comics motivate them to read English texts. Figure 4.2 is the presentation of the questionnaire result about students‟ perception on using comics in English learning.

100 %

100 %

100 80 60

Yes

40 20

No

0%

0%

0

Students' interest in using comics in English learning (%)

By reading comics, students are attracted to read the text (%)

Figure 4. Students’ perception on the use of comics

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 62 The first point of the questionnaire was about the students‟ interest on the use of comics in English learning (see Figure 4.2). Interest can indicate whether the students are motivated or not. Schunk et al. (2008) state that students‟ initial sense of self-efficacy for learning can be influenced by personal qualities (taskspecific

skills,

interests,

attitudes,

and

personality

characteristics),

prior

experiences, and social support (p.147). In total of 29 students who were given the questionnaire, all of them answered yes. It meant that they were interested to the implementation of comics in language learning. It showed significant progress in increasing their interest to reading passage. Furthermore, 100% of the research participants were attracted to read the text in the comics. It gave evidence that comics could motivate them to read the text inside it. According to Levie and Lentz (1982), it could be classified into picture as a compensatory function (as cited in Arsyad, 2010, p.16). It functioned to accommodate students to achieve and understand the lesson by using text or oral delivery. The reason why they were interested to read the comics given in the class was various. There were three different reasons they chose which gave evidence that they are interested to the comics. They were (1) pictures in the comics were interesting, thus reading was not boring, (2) the pictures helped in understanding difficult words, (3) comics gave clear examples. Figure 4.3 is the presentation of the reasons why students are interested to the comics.


80.00 70.00 60.00 50.00 40.00 30.00 20.00 10.00 0.00

75.86

pictures in the comics are interesting, thus reading is not boring

10.34

the pictures helps in understanding difficult words

13.79

comics give clear examples

pictures in the comics are helpful to understand the text

pictures in the comics are interesting, thus reading is not boring

Figure 4. The reasons why students are interested in the comics

Based on the questionnaire result in Figure 4.3, there are 75.86% of the students who thought that pictures in the comics made reading activity not boring because the pictures were interesting. It really meant that the pictures could attract students‟ attention to read the story in the comics. By being interested, students were motivated to read. Actually, the rest of the students (24.14% of them) argued that the essence of the pictures in the comics supported them to understand the text. By being helped by the pictures, students‟ reading comprehension was increasing. The role of the pictures in this case was maintaining their motivation in reading a text. Therefore, when students faced difficulty in understanding sentence in the middle of the story, they were not frustrated because the pictures supported them to interpret the meaning. After implementing the comics in the class, there were some benefits of the comics on the language learning. Based on the questionnaire, the students


thought that comics were beneficial on their reading and language learning. Figure 4.4 is the presentation of the benefits based on the questionnaire.

100.00

96.55 100.00 90.00 80.00 70.00 60.00 50.00 40.00 30.00 20.00 10.00 0.00

100.00 86.21

13.79

3.45 Students' concentration toward the learning material increases

0.00 Students' comfort in reading increases

Yes

0.00 Students' understanding about English language increases

Students' interest in learning English increases

No

Figure 4. The strengths in using comics in reading activity

Based on the questionnaire data in Figure 4.4, the implementation of comics in reading activity was not only encourages students‟ motivation to read English text, but also improved the language learning itself. They were (1) increasing students‟ concentration on the learning material,

(2) increasing

students‟ comfort in reading English text, (3) increasing students‟ understanding about English language, and (4) increasing students‟ interest in learning English language. These benefits were related to the functions of visual media stated by Levie and Lentz (1982) (i.e as a compensatory function, as an attentive function,


as an affective function, and as a cognitive function) (as cited in Arsyad, 2010, p.16). As a compensatory function, the picture in the comics functioned to attract the students to read the text. There were 100% of the respondents agreed that the pictures in the comics attracted them to read the text (as shown in Figure 4.2). Moreover, based on Figure 4.4, comics also functioned as an attentive function, which was useful to increase students‟ concentration on the learning material. 96.55% of respondents agreed that pictures in the comics given by the researcher increased their concentration in studying the material. Also, 100% of respondents agreed that comics make them comfortable in reading activity. It signified that comics had affective function, which increased students‟ comfort in reading. Furthermore, comics also have cognitive function which increased students‟ understanding about what they were learning. There are 100% of respondents agreed about this statement. Another benefit of comics‟ implementation in reading activity was the most important benefit among others. Comics increased students‟ interest to learn English language. Figure 4.4 shows that 86.21% of respondents agreed with this statement. It indicated that comics were not only beneficial in increasing students‟ reading motivation, but it also affected students‟ motivation to learn the subject. Zimmerman (2000) says, “Motivated students tend to be involved in activities they believe will help them in learning…” (as cited in Schunk et al., 2008, p.5). Pintrich (2003) also adds that motivated students are essentially motivated to learn more after starting to learn (as cited in Schunk et al., 2008, p.143). At the first time, the students were motivated to read the comics.


After several times learning English by using comic, their motivation affected to their interest on English learning. In brief, after being motivated by the implementation of comics in reading activity, they were motivated more and more to learn English. 4. Reflection Based on the teaching notes conducted in Cycle 2, the result of using comics in increasing students‟ motivation was successful. The implementation had good progress cycle by cycle. Students‟ motivation to read English texts was improved in every cycle. In conducting Cycle 2, there was a change of plan because of the students‟ request. The students‟ were really interested in reading English comics. At this circumstance, changing the plan was also good in teaching using comics to maintain their motivation in reading. Improvement in the comics was also important to maintain the students‟ motivation in reading the comics. It indicated that the teaching material given to the students should be suit with the condition of the students. The real example was the changing of the comics characters in order to regain student‟s motivation because they would like to see something fresh. Yet, the comics were useful to increase the motivation of VIII G Class in SMP Negeri 2 Yogyakarta. The questionnaire proved that all of the students were motivated to read English text after the implementation of comics was done. Comics also had good effect to English subject. Students thought that reading comics was enjoyable learning activity. It made the students enjoy learning English subject too.


CHAPTER V CONCLUSIONS AND SUGGESTIONS

In this chapter, there are two parts presented. They are the conclusion of the research and the suggestions related to the research. The conclusion presents the answer of the problem formulation based on the research findings and discussions. The suggestions present the suggestion for further studies on using comics to increase junior high school students‟ motivation in reading English texts.

A. Conclusions In this chapter, the researcher would like to restate a question which this thesis addresses to. To what extent does the implementation of English comics motivate the students to read English text? Based on the results of the data analysis and discussions, it was concluded that using comics encouraged VIII G students‟ motivation in reading English texts in SMP Negeri 2 Yogyakarta. By providing comics as the reading passages, they were motivated to read. The students showed that they were more comfortable and enjoy reading English text in the comics. After the comics were implemented as the reading material, the indicators of motivated students were achieved. It was shown

by

students‟

behavior

changes

or

improvements

found

in

the

implementation of the comics. First, the students were enthusiastic to read the

67

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 68 comics. Second, they listened to teacher‟s explanations and other students‟ opinions carefully. Third, they followed the teacher‟s instructions well. Fourth, they gave appropriate and enthusiastic responses. Fifth, they were keen to try and not shy to perform their task in class. Sixth, they took initiative actions to participate in class. Those behavior improvements of the students are relevant to the theories used in this research.

B. Suggestions There are several suggestions presented

in this thesis. They are

suggestions for students, teachers, and further researchers. 1. For students Since comics could encourage students‟ motivation in language learning, it is suggested for VIII G class students of SMP Negeri 2 Yogyakarta to read English comics in taking advantage of spare time. Therefore, it can help them to learn English in an enjoying way. 2. For teachers Language

teachers

play

an important role

in improving students‟

motivation to learn in the class, especially in reading English texts. Teachers should have an interesting way to attract students‟ interest in learning language. Therefore, it is recommended for English teacher to use comics as the reading passages in order to make them interested to read English texts. However, the comics should be relevant to the learning material to develop the students‟ understanding.


3. For the further researchers Due to the fact that this research could help his students to encourage their motivation in language learning, the researcher recommends for the further researchers to motivation.

implement this teaching technique in encouraging students‟


REFERENCES

Anderson, N. J. (2003). Scrolling, clicking, and reading English: Online reading strategies in a second/foreign language., 3(3), 1-33. Retrieved June 10, 2015, from http://www.readingmatrix.com/articles/anderson/article.pdf Arsyad, A. (2010). Media pembelajaran (13rded.). Jakarta: Rajagrafindo Persada. Bogdan, R.C.& Biklen S.K. (2003). Qualitative research for education: An introduction to theories and methods (4th ed.). Boston: Allyn & Baccon. Burns, A. (1999). Collaborative action research for English language teachers. New York: Cambridge University Press. Bushman, J. H. (1986). Teaching English creatively. Springfield, IL: Charles C. Thomas. Caskey, M. M. & Anfara, V. A. (2007). Research summary: Young adolescents’ developmental characteristics. Retrieved June 14, 2013, from http://www.nmsa.org/Research/ResearchSummaries/DevelopmentalCharact eristics/tabid/1414/Default.aspx Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches (2nd ed.). London: Sage. Gerogiou, S. L. & Pavlou, P. (2003). Assessing young learners. New York: Oxford University Press. Kementerian Pendidikan dan Kebudayaan. (2014). Buku pegangan guru bahasa Inggris when English rings the bell SMP/MTs kelas VIII. Jakarta: Kemdikbud. Kementerian Pendidikan dan Kebudayaan. (2012). Dokumen kurikulum 2013. Retrieved October 15, 2015 from http://tania.fkip.uns.ac.id/wpcontent/uploads/dokumen-kurikulum-2013.pdf Kemmis, S. & McTaggart, R. (1982). The action research planner (2nd ed.). Melbourne: Deakin University Press. Kemmis, S. & McTaggart, R. (1988). The action research planner (3rd ed.). Melbourne: Deakin University Press. McCloud, S. (1993). Understanding comics: The invisible art. New York: Harper Collins.

70


McCloud, S. (2006). Making comics: Storytelling secrets of comics, manga, and graphic novels. New York: Harper Perennial. Mayer, R. (2001). Multimedia learning. Cambridge: Cambridge University Press. Menteri Pendidikan dan Kebudayaan. (2013). Peraturan Menteri Pendidikan dan Kebudayaan no. 68 tahun 2013. Retrieved December 3, 2014 from http://direktori.madrasah.kemenag.go.id/media/files/Permendikbud68TH20 13.pdf Munadi, Y. (2013). Media pembelajaran: Sebuah pendekatan baru. Jakarta Selatan: Referensi. Nation, I. S. P. (2009). Teaching ESL/EFL reading and writing. New York: Routledge. Phillips, S. (1993). Young learners. New York: Oxford University Press. Sardiman. (1986). Interaksi & motivasi belajar mengajar. Jakarta: P.T. Raja Grafindo Persada. Schunk, D. H., Pintrich, P. R., & Meece, J. L. (2008). Motivation in education: Theory, research, and applications (3rd ed.). Upper Sadder River, NJ: Merrill Prentice Hall. Setiyadi, A. B. (2006). Teaching English as a foreign language. Yogyakarta: Penerbit Graha Ilmu. Simanjuntak, E. G. (1998). Developing reading skills for EFL students. Jakarta: Depdikbud.


APPENDICES

72


APPENDIX PERMISSION LETTER



APPENDIX TEACHING NOTES


Teaching Notes on Using Comics to Motivate Students to Read Meeting: No

Teaching and Learning Activities

Students‟ Behavior


APPENDIX QUESTIONNAIRE


KUISIONER #1 PENGGUNAAN KOMIK DALAM KEMAMPUAN MEMBACA TEKS BAHASA INGGRIS Nama : Kelas : Jenis Kelamin : L / P (lingkarilah yang benar) Jawablah pertanyaan-pertanyaan berikut ini dengan melingkari salah satu jawaban yang kamu pilih! 1. Apakah kamu suka membaca? a. Ya

b. Tidak

2. Apa yang biasanya kamu baca? a. Komik

e. Novel

b. Koran

f. Buku Pelajaran

c. Majalah

g. Berita di Internet

d. Buku Cerita

h. Lain-lain:

3. Apakah kamu suka membaca teks berbahasa Inggris? a. Ya

b. Tidak

4. Jika jawaban nomor 3 adalah Ya, mengapa kamu suka membaca teks berbahasa Inggris? a. Karena saya tidak mempunyai kesulitan dalam membaca teks berbahasa Inggris b. Karena membaca teks bahasa Inggris dapat menambah pengetahuan tentang Bahasa Inggris c. Karena isi dalam teks berbahasa Inggris menarik 5. Jika jawaban nomor 3 adalah Tidak, mengapa kamu tidak suka membaca teks berbahasa Inggris? a. Karena memang tidak suka membaca b. Karena teks Bahasa Inggris tidak menarik

78


c. Karena teks Bahasa Inggris membosankan d. Karena banyak kata-kata sulit e. Karena susunan kalimat bahasa Inggris rumit f.

Karena tidak menggunakan cerita sehari-hari

6. Seberapa sulitkah membaca teks berbahasa Inggris? a. Sangat Sulit

d. Tidak Terlalu Sulit

b. Sulit

e. Mudah

c. Cukup Sulit


QUESTIONNAIRE #1 RESULT No Questions Answers 1 Apakah kamu suka membaca? Ya Tidak 2 Apa yang biasanya kamu Komik baca? Koran Majalah Buku Cerita Novel Buku Pelajaran Berita di Internet 3 Apakah kamu suka membaca Ya teks berbahasa Inggris? Tidak 4 Jika jawaban nomor 3 adalah Karena saya tidak Ya, mengapa kamu suka mempunyai kesulitan dalam membaca teks berbahasa membaca teks berbahasa Inggris? Inggris Karena membaca teks bahasa Inggris dapat menambah pengetahuan tentang Bahasa Inggris Karena isi dalam teks berbahasa Inggris menarik 5 Jika jawaban nomor 3 adalah Karena memang tidak suka Tidak, mengapa kamu tidak membaca suka membaca teks Karena teks Bahasa Inggris berbahasa Inggris? tidak menarik Karena teks Bahasa Inggris membosankan Karena banyak kata-kata sulit Karena susunan kalimat bahasa Inggris rumit

Querry

% 29

100.00

9 4 5 1 10

31.03 13.79 17.24 3.45 34.48

10 19

34.48 65.52

10

34.48

5

17.24

2

6.90

7

24.14

5

17.24

2 1 15 11

6.90 3.45 51.72 37.93

Karena tidak menggunakan cerita sehari-hari 6

Seberapa sulitkah membaca teks berbahasa Inggris?

Sangat Sulit Sulit Cukup Sulit Tidak Terlalu Sulit Mudah


KUISIONER #2 PENGGUNAAN KOMIK DALAM KEMAMPUAN MEMBACA TEKS BAHASA INGGRIS Nama : Kelas : Jenis Kelamin : L / P (lingkarilah yang benar)

Jawablah pertanyaan-pertanyaan berikut ini dengan melingkari salah satu jawaban yang kamu pilih! 1. Apakah kamu suka membaca komik? a. Ya

b. Tidak

2. Apakah kamu suka bila komik digunakan dalam pembelajaran Bahasa Inggris di kelas? a. Ya

b. Tidak

3. Jika jawaban nomor 2 adalah Ya, Mengapa kamu suka? a. Karena gambar dalam komik menarik, sehingga membaca menjadi tidak membosankan b. Karena gambar dalam komik dapat membantu memahami kata-kata sulit c. Karena komik dapat memberikan contoh dengan jelas d. Karena isi cerita dalam komik menggunakan kegiatan sehari-hari 4. Jika jawaban nomor 2 adalah Tidak, Mengapa kamu tidak suka? a. Karena gambar dalam komik malah membuat bingung b. Karena gambar dalam komik tidak sesuai dengan yang diajarkan c. Karena komik tidak membantu saya dalam memahami teks berbahasa Inggris d. Karena komik tidak cocok digunakan belajar 5. Apakah dengan belajar menggunakan komik, kamu lebih tertarik dalam membaca teks dalam komik?


a. Ya

b. Tidak

6. Apakah dengan belajar menggunakan komik, minat kamu dalam membaca meningkat? a. Ya

b. Tidak

7. Apakah dengan belajar menggunakan komik, kamu dapat lebih berkonsentrasi pada materi yang dibahas? a. Ya

b. Tidak

8. Apakah belajar menggunakan komik dapat membuatmu lebih nyaman dalam membaca teks? a. Ya

b. Tidak

9. Apakah setelah belajar menggunakan komik, pengetahuan kamu tentang bahasa Inggris bertambah?

a. Ya

b. Tidak


QUESTIONNAIRE #2 BLUEPRINT PENGGUNAAN KOMIK DALAM KEMAMPUAN MEMBACA TEKS BAHASA INGGRIS Nama : Kelas : Jenis Kelamin : L / P (lingkarilah yang benar) Jawablah pertanyaan-pertanyaan berikut ini dengan yang kamu pilih! 10. Apakah kamu suka membaca komik? b. Ya b. Tidak 11. Apakah kamu suka bila komik digunakan dalam pembelajaran Bahasa Inggris di kelas? b. Ya b. Tidak 12. Jika jawaban nomor 2 adalah Ya, Mengapa kamu suka? e. Karena gambar dalam komik menarik, sehingga membaca menjadi tidak membosankan f. Karena gambar dalam komik dapat membantu memahami kata-kata sulit g. Karena komik dapat memberikan contoh dengan jelas h. Karena isi cerita dalam komik menggunakan kegiatan sehari-hari i. Lain-lain: … 13. Jika jawaban nomor 2 adalah Tidak, Mengapa kamu tidak suka? e. Karena gambar dalam komik malah membuat bingung f. Karena gambar dalam komik tidak sesuai dengan yang diajarkan g. Karena komik tidak membantu saya dalam memahami teks berbahasa Inggris h. Karena komik tidak cocok digunakan belajar i. Lain-lain: … 14. Apakah dengan belajar menggunakan komik, kamu lebih tertarik dalam membaca teks dalam komik? b. Ya b. Tidak 15. Apakah dengan belajar menggunakan komik, minat kamu dalam belajar Bahasa Inggris meningkat? b. Ya b. Tidak

melingkari salah satu jawaban Schunk (2008); students‟ initial sense of self-efficacy for learning can be influenced by interests.

Munadi (2013, p.89); pictures help people to get ideas or information brought by the pictures clearly, clearer than information through words

Levie & Lentz (1982); visual media as compentasory function Zimmerman (2000); motivated students tend to be involved in activities they believe will help them in


learning. Pintrich (2003); Motivated students are essentially motivated to learn more after starting to learn. 16. Apakah dengan belajar menggunakan komik, kamu dapat lebih berkonsentrasi pada materi yang dibahas? b. Ya b. Tidak 17. Apakah belajar menggunakan komik dapat membuatmu lebih nyaman dalam membaca teks? b. Ya b. Tidak 18. Apakah setelah belajar menggunakan komik, pengetahuan kamu tentang bahasa Inggris bertambah? b. Ya b. Tidak

Levie & Lentz (1982); visual media as an attentive function. Levie & Lentz (1982); visual media as an affective function Levie & Lentz (1982); visual media as a cognitive function


QUESTIONNAIRE #2 RESULT No Questions 1 Apakah kamu suka membaca komik?

Answers Ya

Querry % 100.00 29

Tidak 2

3

Apakah kamu suka bila komik digunakan dalam pembelajaran Bahasa Inggris di kelas? Jika jawaban nomor 2 adalah Ya, Mengapa kamu suka?

4

Jika jawaban nomor 2 adalah Tidak, mengapa kamu tidak suka?

5

Apakah dengan belajar menggunakan komik, kamu lebih tertarik dalam membaca teks?

6

7

Apakah dengan belajar menggunakan komik, minat kamu dalam belajar bahasa Inggris meningkat? Apakah dengan belajar menggunakan komik, kamu dapat lebih berkonsentrasi pada materi yang dibahas?

100.00 Ya Tidak Karena gambar dalam komik menarik, sehingga membaca menjadi tidak membosankan Karena gambar dalam komik membantu memahami katakata sulit Karena komik dapat memberikan contoh dengan jelas Karena isi cerita dalam komik menggunakan kegiatan seharihari Karena gambar dalam komik malah membuat bingung Karena gambar dalam komik tidak sesuai dengan yang diajarkan Karena komik tidak membantu saya dalam memahami teks berbahasa Inggris Karena komik tidak cocok digunakan belajar Ya

29

75.86 22 10.34 3 13.79 4

100.00 29

Tidak Ya Tidak Ya Tidak

86.21 25 13.79 4 96.55 28 3.45 1


8

Apakah belajar menggunakan komik dapat membuatmu lebih nyaman dalam membaca teks?

100.00 Ya

29

Tidak 9

Apakah setelah belajar menggunakan komik, pengetahuan kamu tentang Bahasa Inggris bertambah?

Ya Tidak

100.00 29


APPENDIX LESSON PLAN


RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Sekolah Mata Pelajaran Kelas/ Semester Materi Pokok

Alokasi Waktu

: SMPNegeri 2 Yogyakarta : Bahasa Inggris : VIII/Satu :Teks lisan dan tulis untuk menyatakan dan menanyakan keberadaan orang, benda, binatang dalam jumlah yang tidak tertentu : 4 x 1 jam pertemuan

A. Kompetensi Inti KI 1 : Menghargaidanmenghayatiajaran agama yang dianutnya. KI 2 : Menghargaidanmenghayatiperilakujujur, disiplin, tanggungjawab, peduli (toleransi, gotong royong), santun, percaya diri, dalamberinteraksisecaraefektifdenganlingkungansosialdanalamdala mjangkauanpergaulandankeberadaannya. KI 3 : Memahamipengetahuan (faktual, konseptual, danprosedural) berdasarkan rasa ingintahunyatentangilmupengetahuan, teknologi, seni, budayaterkaitfenomenadankejadiantampakmata. KI 4 : Mencoba, mengolah, danmenyajidalamranahkonkret (menggunakan, mengurai, merangkai, memodifikasi, dan membuat) danranahabstrak (menulis, membaca, menghitung, menggambar, danmengarang) sesuaidengan yang dipelajari di sekolahdansumber lain yang samadalamsudutpandang/teori. B. Kompetensi Dasar dan Indikator No. 1. 1.1

Kompetensi Dasar Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar.

Indikator 1.1.1 Bersemangat dalam melaksanakan setiap kegiatan pada pembelajaran 1.1.2 Bahasa Inggris. Serius dalam melaksanakan setiap kegiatan pada pembelajaran Bahasa Inggris.


2.

2.2

2.3

3.

3.5

Menunjukkan perilaku jujur, disiplin, percaya didi, dan bertanggung jawab dalam melaksanakan komunikasi transaksional dengan guru dan teman Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai dalam melaksanakan komunikasi fungsional. Menerapkan struktur teks dan unsur kebahasaan untuk melaksanakan fungsi sosial menyatakan dan menanyakan keberadaan orang, benda, binatang dalam jumlah yang tidak tertentu, sesuai dengan konteks penggunaannya

4.

4.6

Menyusun teks lisan dan tulis untuk menyatakan

2.2.1 Berkomunikasi dengan jujur, disiplin, percaya diri, dan bertanggung jawab dalam mengemukakan pendapat. Bekerja sama dalam penyelesaian masalah di dalam kelompok saat 2.3.1 mempelajari materi.

Mengidentifikasi fungsi sosial dalam kalimat yang menyatakan 3.5.1 dan menanyakan keberadaan orang, benda, binatang dalam jumlah yang tidak tertentu Mengidentifikasi strukturteks kalimat yang menyatakan dan menanyakan keberadaan orang, benda, binatang dalam jumlah yang 3.5.2 tidak tertentu Mengidentifikasi unsurkebahasaanpadakalimat yang menyatakan dan menanyakan keberadaan orang, benda, binatang dalam jumlah yang tidak tertentu 3.5.3 Mendeskripsikan keberadaan binatang dalam jumlah yang tidak tertentu Mendeskripsikan keberadaan benda dalam jumlah yang tidak tertentu Menuliskan kalimat dalam 4.6.1 mendeskripsikan keberadaan orang dalam jumlah yang tidak tertentu 4.6.2 Mendeskripsikan keberadaan binatang dalam jumlah yang tidak tertentu 4.6.3


dan menanyakan tentang keberadaan orang, benda, binatang dalam jumlah yang tidak tertentu, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks

C. Tujuan Pembelajaran 1.1.1 1.1.2 2.2.1

2.3.1

3.5.1

3.5.2

3.5.3 3.5.4 3.5.5 3.5.6

3.5.7

4.6.1

BersemangatdalammelaksanakansetiapkegiatanpadapembelajaranBahasa Inggris; seriusdalammelaksanakansetiapkegiatanpadapembelajaranBahasaInggris; menunjukkan perilaku yang jujur, disiplin, dan tanggung jawab dalam menyatakan dan menanyakan keberadaan orang, benda, binatang dalam jumlah yang tidak tertentu menunjukkan perilaku peduli, kerjasama, dan cinta damai dalam menyatakan dan menanyakan keberadaan orang, benda, binatang dalam jumlah yang tidak tertentu mengidentifikasi fungsi sosial dalam kalimat yang menyatakan dan menyatakan dan menanyakan keberadaan orang, benda, binatang dalam jumlah yang tidak tertentu; mengidentifikasi fungsi sosial dalam kalimat yang menyatakan dan menanyakan keberadaan orang, benda, binatang dalam jumlah yang tidak tertentu; mengidentifikasi struktur kalimat yang menyatakan dan menanyakan keberadaan orang, benda, binatang dalam jumlah yang tidak tertentu; mengidentifikasi struktur kalimat yang menyatakan dan menanyakan keberadaan orang, benda, binatang dalam jumlah yang tidak tertentu; melafalkan pernyataan yang menyatakan dan menanyakan keberadaan orang, benda, binatang dalam jumlah yang tidak tertentu; menentukan makna kata/frasa/kalimat yang terdapat dalam pertanyaan tentang menyatakan dan menanyakan keberadaan orang, benda, binatang dalam jumlah yang tidak tertentu; menentukan makna kata/frasa/kalimat yang terdapat dalam menyatakan dan menanyakan keberadaan orang, benda, binatang dalam jumlah yang tidak tertentu; melengkapi teks interpersonal rumpang yang menyatakan dan menanyakan keberadaan orang, benda, binatang dalam jumlah yang tidak


4.6.2

4.6.3

4.6.3

tertentu berdasarkan teks yang diperdengarkan dengan tepat; melengkapi teks interpersonal rumpang yang menyatakan dan menanyakan keberadaan orang, benda, binatang dalam jumlah yang tidak tertentu berdasarkan teks yang diperdengarkan dengan tepat; menyusun pernyataan dan pertanyaan tentang menyatakan dan menanyakan keberadaan orang, benda, binatang dalam jumlah yang tidak tertentu; melakukan percakapan sederhana yang menyatakan dan menanyakan keberadaan orang, benda, binatang dalam jumlah yang tidak tertentu;

D. Materi Pembelajaran 1. Fungsi sosial Menyatakan jumlah yang tidak tertentu. 2. Struktur teks a. Keberadaan Orang • There are only a few students left in school. • Where are the others? • There are some over there. b. Keberadaan Benda • How many chairs are there in your class? • There are a lot of chairs. • How much money is there in your pocket? • Not much, just a little. c. Keberadaan Binatang • How many monkeys are there left in the zoo? • There are still some. Unsur kebahasaan Ucapan, tekanan kata, intonasi, kosakata (few, little, much, many ) dan tata bahasa ( there is/ there are) Topik Berbagai hal terkait dengan keberadaan orang, benda dan binatang , di dalam dan di luar kelas, dan lingkungan sekitar

E. Metode Pembelajaran 1. Pendekatan Saintifik 2. Pendekatan Komunikatif 3. Metode Diskusi F. Media, Alat, dan Sumber Pembelajaran8i 1. Media a. Komik b. Whiteboard


2. Alat/Bahan Board marker 3. Sumber Belajar KementerianPendidikandanKebudayaan.2014. BahasaInggrisWhen English Rings the BellSMP/MTs Kelas VIII. Jakarta: KementerianPendidikandanKebudayaan G. Langkah-langkah Kegiatan Pembelajaran 1. Pertemuan Kesatu a. Pendahuluan (5 menit) 1) Guru menyiapkan peserta didik secara psikis dan fisik untuk mengikuti proses pembelajaran dengan memberi salam, mengajak peserta didik untuk merapikan kelas dan penampilan mereka, dan memeriksa kehadiran peserta didik. 2) Guru mengajukan pertanyaan tentang materi Bahasa Inggris yang dipelajari atau telah dikenal sebelumnya 3) Guru menyampaikan tentang tujuan pembelajaran atau kompetensi dasar yang akan dicapai. 4) Guru menyampaikan cakupan materi dan uraian kegiatan sesuai RPP. b.

Inti (30 menit) 1) Mengamati a) Peserta didik membaca komik yang telah disiapkan oleh guru. b) Peserta didik mengamati deskripsi tentang binatang dalam komik. c) Peserta didik menuliskan hal-ikhwal yang belum diketahui berkaitan dengan pendeskripsian binatang. 2) Menanya a) Dengan bimbingan guru, peserta didik merumuskan pertanyaan terkait dengan isi, fungsi sosial, dan struktur teks, serta unsur kebahasaan dalam teks yang telah diamati. b) Dengan bimbingan guru, peserta didik merumuskan pertanyaan tentang hal-hal yang bisa dideskripsikan dari binatang. c) Dengan bimbingan guru, peserta didik merumuskan pertanyaan tentang pendeskripsian binatang. 3) Mencoba/Mengumpulkan Data atau Informasi a) Peserta didik menirukan guru dalam membaca komik. b) Secara berkelompok, peserta didik mencari hal-hal yang bisa mendeskripsikan binatang kesukaan mereka.


4) Mengasosiasi/Menganalisis Data atau Informasi a) Peserta didik membuat deskripsi binatang dengan data-data yang telah dikumpulkan. b) Peserta didik meminta bantuan guru bila memerlukannya. 5) Mengomunikasikan a) Peserta didik membacakan deskripsinya tentang binatang kesukaan mereka. b) Peserta didik menerima umpan balik dan/atau penguatan (isi, fungsi sosial, struktur, dan unsur kebahasaan teks) dari guru. c. Penutup (5 Menit) 1) Guru dan peserta didik secara bersama-sama membuat ringkasan bahan yang sudah dipelajari pada pertemuan ini. 2) Guru mengajukan pertanyaan kepada peserta didik untuk membantu mereka melakukan refleksi terhadap kegiatan belajar yang telah mereka lakukan. 3) Guru menjelaskan rencana kegiatan pembelajaran yang akan datang. 2.

Pertemuan Kedua a. Pendahuluan (5 menit) 1) Guru menyiapkan peserta didik secara psikis dan fisik untuk mengikuti proses pembelajaran dengan memberi salam, mengajak peserta didik untuk merapikan kelas dan penampilan mereka, dan memeriksa kehadiran peserta didik. 2) Guru mengajukan pertanyaan tentang materi Bahasa Inggris yang dipelajari atau telah dikenal sebelumnya 3) Guru menyampaikan tentang tujuan pembelajaran atau kompetensi dasar yang akan dicapai. 4) Guru menyampaikan cakupan materi dan uraian kegiatan sesuai RPP. b. Inti (30 menit) 1) Mengamati a) Peserta didik membaca komik yang telah disiapkan oleh guru. b) Peserta didik mengamati penggunaan how much / how many untuk mendeskripsikan objek dalam komik. c) Peserta didik menuliskan hal-ikhwal yang belum diketahui berkaitan dengan pendeskripsian objek dalam suatu tempat. 2) Menanya a) Dengan bimbingan guru, peserta didik merumuskan pertanyaan terkait dengan isi, fungsi sosial, dan struktur teks, serta unsur kebahasaan dalam teks yang telah diamati.


b) Dengan bimbingan guru, peserta didik merumuskan pertanyaan tentang perbedaan how much dengan how many. c) Dengan bimbingan guru, peserta didik merumuskan pertanyaan tentang pendeskripsian benda dan tempat. 3) Mencoba/Mengumpulkan Data atau Informasi a) Peserta didik menirukan guru dalam membaca komik. b) Peserta didik mencari kata benda yang menggunakan how much dan how many. c) Peserta didik mencari kata benda di dalam kelas untuk dideskripsikan. 4) Mengasosiasi/Menganalisis Data atau Informasi a) Peserta didik membuat kalimat yang menanyakan dan menyatakan jumlah dengan menggunakan kata-kata yang telah mereka cari untuk dideskripsikan. b) Peserta didik meminta bantuan guru bila memerlukannya. 5) Mengomunikasikan a) Peserta didik membacakan hasil deskripsinya b) Peserta didik menerima umpan balik dan/atau penguatan (isi, fungsi sosial, struktur, dan unsur kebahasaan teks) dari guru. c. Penutup (5 Menit) 1) Guru dan peserta didik secara bersama-sama membuat ringkasan bahan yang sudah dipelajari pada pertemuan ini. 2) Guru mengajukan pertanyaan kepada peserta didik untuk membantu mereka melakukan refleksi terhadap kegiatan belajar yang telah mereka lakukan. 3) Guru menjelaskan rencana kegiatan pembelajaran yang akan datang. 3.

Pertemuan Ketiga a. Pendahuluan (5 menit) 1) Guru menyiapkan peserta didik secara psikis dan fisik untuk mengikuti proses pembelajaran dengan memberi salam, mengajak peserta didik untuk merapikan kelas dan penampilan mereka, dan memeriksa kehadiran peserta didik. 2) Guru mengajukan pertanyaan tentang materi Bahasa Inggris yang dipelajari atau telah dikenal sebelumnya 3) Guru menyampaikan tentang tujuan pembelajaran atau kompetensi dasar yang akan dicapai. 4) Guru menyampaikan cakupan materi dan uraian kegiatan sesuai RPP.


b. Inti (30 menit) 1) Mengamati a) Peserta didik membaca komik yang telah disiapkan oleh guru. b) Peserta didik mengamati deskripsi orang dalam komik. c) Peserta didik menuliskan hal-ikhwal yang belum diketahui berkaitan dengan pendeskripsian orang. 2) Menanya a) Dengan bimbingan guru, peserta didik merumuskan pertanyaan terkait dengan isi, fungsi sosial, dan struktur teks, serta unsur kebahasaan dalam teks yang telah diamati. b) Dengan bimbingan guru, peserta didik merumuskan pertanyaan tentang hal-hal yang bisa digunakan untuk mendeskripsikan orang. c) Dengan bimbingan guru, peserta didik merumuskan pertanyaan tentang pendeskripsian benda dan tempat. 3) Mencoba/Mengumpulkan Data atau Informasi a) Peserta didik menirukan guru dalam membaca komik. b) Peserta didik mencari kata-kata yang dapat mendeskripsikan orang. c) Peserta didik menentukan teman sekelas yang ingin dideskripsikan beserta kata-kata yang sesuai untuk mendeskripsikannya. 4) Mengasosiasi/Menganalisis Data atau Informasi a) Peserta didik membuat kalimat untuk mendeskripsikan teman sekelas mereka. b) Peserta didik meminta bantuan guru bila memerlukannya. 5) Mengomunikasikan a) Peserta didik membacakan hasil deskripsinya. b) Peserta didik menerima umpan balik dan/atau penguatan (isi, fungsi sosial, struktur, dan unsur kebahasaan teks) dari guru. c. Penutup (5 Menit) 1) Guru dan peserta didik secara bersama-sama membuat ringkasan bahan yang sudah dipelajari pada pertemuan ini. 2) Guru mengajukan pertanyaan kepada peserta didik untuk membantu mereka melakukan refleksi terhadap kegiatan belajar yang telah mereka lakukan. 3) Guru menjelaskan rencana kegiatan pembelajaran yang akan datang. 4) Guru memberikan tugas kepada peserta didik untuk membawa foto binatang, orang, atau benda yang mereka sukai.


4.

Pertemuan Keempat a. Pendahuluan (5 menit) 1) Guru menyiapkan peserta didik secara psikis dan fisik untuk mengikuti proses pembelajaran dengan memberi salam, mengajak peserta didik untuk merapikan kelas dan penampilan mereka, dan memeriksa kehadiran peserta didik. 2) Guru mengajukan pertanyaan tentang materi Bahasa Inggris yang dipelajari atau telah dikenal sebelumnya 3) Guru menyampaikan tentang tujuan pembelajaran atau kompetensi dasar yang akan dicapai. 4) Guru menyampaikan cakupan materi dan uraian kegiatan sesuai RPP. b. Inti (30 menit) 1) Mencipta a) Peserta didik melengkapi komik yang disediakan oleh guru untuk mendeskripsikan foto yang telah mereka bawa. b) Peserta didik menempelkan foto yang telah mereka bawa ke dalam komik untuk dideskripsikan. c) Peserta didik mendeskripsikan binatang, orang, atau benda sesuai foto yang mereka bawa. d) Peserta didik saling menanyakan dan mendeskripsikan dengan peserta didik sebangku tentang komik yang telah mereka buat. e) Peserta didik mempresentasikan komik hasil ciptaan mereka di depan kelas. c. Penutup (5 Menit) 1) Guru dan peserta didik secara bersama-sama membuat ringkasan bahan yang sudah dipelajari pada pertemuan ini. 2) Guru mengajukan pertanyaan kepada peserta didik untuk membantu mereka melakukan refleksi terhadap kegiatan belajar yang telah mereka lakukan.


APPENDIX COMICS


COMIC FOR MEETING 1 (DESCRIBING ANIMAL)

Verbal Text: MY PUPPY I have a puppy. It has two small eyes. It has two big ears. Its nose is small. It has four small legs. It has small tail. Its color is brown. Its name is Brownies because of its color.


COMIC FOR MEETING 2 (DESCRIBING PLACE & THINGS)

Verbal Text: Gembiraloka Zoo Gembiraloka zoo is always crowded. There are many visitors in the zoo. There are few elephants there. They are drinking water. They drink a lot of water.


COMIC FOR MEETING 3 (DESCRIBING PERSON)

Verbal Text: Jason Mraz I have an idol. His name is Jason Mraz. He is an American singer. He is 37 years old. He is very handsome. He has small Bright eyes. He has pointed nose. He loves wearing brown hat. His hair is wavy. His body is slim. He is 175 centimeters tall and 72 kilograms in weight. I love his songs.


COMIC FOR MEETING 4 (ASSESSMENT)


APPENDIX STUDENTS’ WORKS RESULT

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 103 STUDENTS’ WORKS SCORES No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 Average Maximum Minimum 60-70 70-80 80-90 90-100

Students A B C D E F G H I J K L M N C O P Q R S T U V W X Y Z AA AB AC

Scores 74 96 80 92 88 76 86 92 78 94 82 88 80 90 92 74 82 90 88 72 94 72 94 84 96 88 86 90 86 88 85.73333 96 72 0 6 13 11

Note Based on KKM successful successful successful successful successful successful successful successful successful successful successful successful successful successful successful successful successful successful successful successful successful successful successful successful successful successful successful successful successful successful

0% 20.00% 43.33% 36.67%

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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