THE USE OF COMIC STRIPS TO IMPROVE STUDENTS SKILLS IN WRITING RECOUNT TEXT

THE USE OF COMIC STRIPS TO IMPROVE STUDENTS’ SKILLS IN WRITING RECOUNT TEXT (A Classroom Action Research of the Second Grade Students of SMP IT Nurul Islam Tengaran in the Academic Year of 2015/2016) A GRADUATING PAPER Submitted to the Board Examiners as a Partial Fulfillment of the Requirements for the Degre of Sarjana Pendidikan Islam (S.Pd.I) in English Education Department of Teacher Training and Educational Faculty State Institute for Islamic Studies (IAIN) Salatiga

By ERSA DEWANA 113 11 074 ENGLISH EDUCATION DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) OF SALATIGA 2016

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MOTTO “WHY JOIN THE NAVY, IF YOU CAN BE A PIRATE” (STEVE JOB)

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DEDICATION This graduating paper is especially dedicated to: My beloved Mother (Rusmiyati) and Father (Budiyono)

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ACKNOWLEDGEMENT

All praises be to Allah, the most gracious, the most merciful, the lord of universe, because of HIM, the writer could finish this graduating paper as one of requirement for Sarjana Pendidikan Islam in English Department of Educational faculty of State Islamic for Islamic Studies (IAIN) Salatiga in 2015. Secondly, peace and salutation always be given to our Prophet Muhammad SAW who has guide us from the darkness to the lightness. However, this success would not be achieved without those support, guidance, advice, help and encouragement from individual and institution, and I somehow realize that an appropriate moment for me to deepest gratitude for: 1.

Dr. Rahmat Hariyadi, M.Pd, the Rector of State Institute for Islamic Studies (IAIN) of Salatiga.

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Suwardi, M.Pd, as a Chief of Education Faculty.

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Noor Malihah, Ph.D as the Head of English Education Department State Institude for Islamic Studies (IAIN).

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Ruwandi, M.A, as my counselor who has educated, supported, directed and given the writer advice, suggestion and recommendation from this graduating paper from beginning educating until the end.

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All lecturers in English Department who given knowledge during the researcher study in English Education Department State Institude for Islamic Studies (IAIN) salatiga.

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All of the staffs who have helped the writer in processing of thesis administration.

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My beloved mother, Rusmiyati and father, Budiyono, thanks for your love, support, trust, finance, encouragement and everlasting prayer to me.

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My beloved sister Nastiti Arif Fadhilah Aina Mardhiyah.

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My Grandmother Rumini, thanks for caring me when I was child until now.

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My friends in TBI ’11, especially TBI C

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My friends in CEC IAIN Salatiga that I cannot mention one by one

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My friends in Matravi: Novita, Imam Arifin, Maylia, Doni, Ucil Dwi, Bima, Acil, Agung, Kuni, mbak Mara, Sri, Cak Nur, Ucup, Mamat. Thanks for being my friends, I’m sure, there are no one outside there as good as you all.

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The big family of SMP IT Nurul Islam Tengaran, especially the Head Master (Sunarto,S.Ag.) thanks for permitting me to do the research, and Mrs Widdatul Fidqiyyah, A. Md as my collaborator, thanks for your kindness and helping me doing this research.

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Akira Toriyama, the Author of Dragon Ball. Thanks for making such as badass character like Son Gohan. So I could be inspired by him and make myself full of enthusiasm.

Salatiga, March 9th, 2016

Ersa Dewana

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TABLES OF CONTENTS

TITLE............................................................................................................i DECLARATION.........................................................................................ii ATTENTIVE COUNSELOR NOTES.....................................................iii STATEMENTOF CERTIFICATION.....................................................iv MOTTO.......................................................................................................v DEDICATION............................................................................................vi ACKNOWLEDGMENT..........................................................................vii TABLES OF CONTENTS......................................................................viii LIST OF TABLES AND FIGURES..………………........................... xiii ABSTRACT….......................................................................................... CHAPTER I: INTRODUCTION…….………………………………… 1 A. Background of the Research……...………...……………………… 1 B. Research Problem ……….…………………….…………………....3 C. Objective of the Research ….…………………………….……….. 4 D. Previous Research ……….…….……………………………….…. 4 E. Benefit of the Research ...……….…………………...……………. 5

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F. Limitation of the Research……...…………….…………...………..6 G. Definition of the Key Term……………………………………...… 6 H. Hypothesis…………………………………………………..………8 I. Paper Organization…….……………………………………………8 CHAPTER II: THEORITICAL REVIEW …………..………………...10 A. Nature of Learning and Language Learning ……....….……….10 1. Nature of Learning…………………………………………….10 2. Nature of Language Learning………...….……………...…… 12 3. Nature of Language Learning and Teaching.. ……………......13 4. Elements of Teaching and Learning Process…...…………......14 5. Elements of Good Teaching...………………..………….….. 15 B. Nature of Writing Skills…...….………………………...………16 1. Meaning of Writing..……...…………………………………..16 2. Criteria of Good Writing….…………..………………………17 3. Writing Skills………………….……………………….......…23 4. Definition of recount text……………………………………..25 5. Generic Structure of recount text……………………………..25

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6. Language feature of recount text……………………………..26 C. COMIC STRIPS ……………………………………………..…. 26 1. Comic and Comic Strips………....………………….…………26 2. Role of Comic Strips………………. …………………………28 3. The Strength of Comic Strips in Education…………….……. .28 CHAPTER III: RESEARCH REPORT...……………………………...30 A. Research Setting ………………………………………………… 30 1. General Description of SMP IT Nurul Islam Tengaran….........30 2. Setting of Time …………………………………..……….…. 31 B. Research Methodology …..…………...………………………… 31 C. Research Subject……………...…………………..…………….. 32 D. Procedure of the Research…… ………………………...……… 33 E. Method of Collecting Data………………………..………..…… 35 F. Research Instrument……..………………………...…………… 36 G. Method of Analyzing Data………………………..………..…….40 H. Statistical Hypothesis……..………………………..………..……42 CHAPTER IV: DATA ANALYSIS AND DISCUSION ………..…..... 44

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A. Description of Research Setting ……………………….……….. 44 B. Description of Research Conduct………………..……..………. 44 C. Data Analysis……………………………………………………...45 1. Data Analysis in Cycle 1…………………………………....... 45 2. Data Analysis in Cycle 2…………………………………….. .55 D. Cycle 1…………………………………………………….……… 64 E. Cycle 2…………………………………………….……………… 71 F. Discussion………………………………………....……………… 79 CHAPTER V: CONCLUSION AND SUGGESTION ……......……… 81 A. CONCLUSION ………………………..……………..…………..81 B. SUGGESTION ………………..…………………...…………….82 REFERENCES…. …………………………………………………….. APENDIXES ……………………...……………………………………

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LIST OF TABLES

Table 2.1: List of Component Evaluation of Writing………………………18 Table 2.2: Criteria of Scoring………………………………………………..23 Table 3.1: List of teacher of SMPIT Nurul Islam………………APPENDICES Table 3.2: List of Facilities of SMP IT Nurul Islam……………APPENDICES Table 3.3: Organization Structure of SMPIT Nurul Islam…... APPENDICES Table 3.4: List of Students……………………………………… APPENDICES Figure 1: Classroom Action Research Concept by Kemmis in Hopkins (1993)…………………………………………………..33 Table 3.5: Student’s Score Sheet……………………………………………37 Table 3.6: Score Criteria…………………………………………………….37 Table 3.7: Score Criteria of Observation Sheet…………………………….38 Table 3.8: Observation Sheet of Comic Strips Strength…………………...42 Table 4.1 Time Setting of the Research……………………………………..44 Table 4.2: Score of the Students’ Pre- Test I……………………………….46 Table 4.3: Criteria of Students’ Achievement of Pre- Test1………...........47 Table 4.4: Score of the Students’ Post- Test I……………………………....48 Table 4.5: Criteria of Students’ Achievement of Post- Test1……………...49 Table 4.6: Result of Pre-Test and Post-Test I……………………………....51 Table 4.7: Score of Comic Observation Sheet Cycle 1……………………..54 Table 4.8: Score of the Students’ Pre- Test II………………………………55 Table 4.9: Criteria of Students’ Achievement of Pre- Test2………………56

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Table 4.9: Score of the Students’ Post- Test II……………………………..57 Table 4.10: Criteria of Students’ Achievement of Post- Test2…………59 Table 4.11: Result of Pre-Test and Post-Test II…………………………60 Table 4.12: Score of Comic Observation Sheet Cycle 2………………...63 Picture 1: Comic Strips “ An Amazing Day in the Beach………………66 Picture 2: Comic Strips Entitled Harry’s Birthday Party……………...74

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Abstract Dewana, Ersa. 2016. The Use of Comic Strips to Improve Student Skills in Writing Recount Text (A Classroom Action Research of the Second Grade Students of SMP IT Nurul Islam Tengaran in Academic Year 2015/2016). Graduating Paper. English Department Teacher Training and Education Faculty State Institute for Islamic Studies (IAIN) Key Words: Writing, Recount Text, Comic strips This study is aimed to find out the improvement of the students skills in writing recount text of the second grade students of SMP IT Nurul Islam Tengaran in the Academic Year of 2015/2016 through comic strips. Besides that, it is also to describe the implementation of comic strips in teaching writing of recount text at the second grade students of SMP IT Nurul Islam Tengaran in the Academic Year of 2015/2016. The number of the students in this research was 25 students. In completing this research the researcher used the observation, documentation, and written test as the instrument of collecting the data. By conducting classroom action research, it was found out that the implementation of comic strips improved students’ ability in writing recount text. 1) From the result mean score of post-tests are higher than the pre-test. In the cycle 1 shows that the pre-test score is 54.8 and the post test is 59.6 and in the cycle 2 shows that the pretest score is 59 and the post test is 78.4, it means, there’s significant score after applying comic strips as a media in teaching writing recount text. 2) The result of statistic calculation indicates that the result of t-test of cycle 1 (to) calculation (2,49) and t-table (tt) value is 2,0693 and the result of t-test of cycle 1 (to) calculation (10,57) and t-table (tt) value is 2,0693 Because the result of t-test cycle 1 ≥ t-table = 2,49 ≥ 2,0693 and the result of t-test cycle 2 ≥ t-table = 10,57 ≥ 2,0693 , the alternative hypothesis (Ha) is accepted and the null hypothesis is rejected. 3) It is also proved that the use of comic strips is powerful because is from the score of observation sheet, it shows mostly good in cycle 1 and mostly excellent in the last cycle. It means that there is significant improvement of students’ writing skills of recount text after being tought by using comic strips. Based on the result of this study it could be concluded that the implementation of comic strips could improve students’ ability in writing recount text of the second grade students of SMP IT Nurul Islam Tengaran in academic years 2015/2016.

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CHAPTER 1 INTRODUCTION

A.

Background of the Research Today students are expected to be able to communicate through English as the demand of the improved curriculum and the competence. Therefore, the students must be able to share their ideas, opinions, experience in the spoken language as well as in the written language in every situation and place. Based on curriculum 2013 for Junior High Schools in Indonesia, it is mentioned that learning English is not only in the class but also at home and society. The teacher is not only learning resources. The students must be active to explore many sources to improve their knowledge. They can get it from many sources such as books in the library, other friends or from interactive media such as comics, macromedia flash and even games. In term of writing English, the writing ability is very low due to many aspects such as grammar, punctuation and the spelling. And it is related to another fundamental problem in terms of interest in learning writing as they do not have enough basic knowledge and interest in learning writing. If the learners do not involve their skill of writing in the communication, they cut themselves out from a community. Writing can be a great tool to help them know more about what they think. It can solidify ideas and thought and allow them to reflect on them better than if the ideas remained evolved in

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their brain. Therefore teachers have to determine the effective strategies to improve their interest and ability in writing. Based on the observation of the writer on Friday, 12 February 20116 at from 10.15 a.m. – 11.30 a.m. the fact in the class showed that the students had problem with their writing skills and difficulties to generate and organize their ideas in the written form. It can be identified by several indicators in the class related to their writing skill such as: student face difficulties in starting make composition, they cannot expressing their ideas, and the main problem that leads to the low interest in writing is the lack of media that can give them a big image of the story they want to write. The use of interesting media really contributes to the better learning process, both improving student’s participation and their interest in classroom activity which might lead them to have better ability in writing. To select the appropriate media, teacher must consider the characteristics of the students, which directly related to the learning process such as verbal abilities, visual and audio perception skills. Other factors which also ought to be considered in media selection come from our instructional system model, that is the organization of the groups, the time available, and the space in which the media is used. It will help them to learn every activities in the classroom especially learning writing the recount text. Based on the fact above, the writer conducted a classroom action research to improve the students’ writing skill through comic strips as teaching media. The writer hopes that by comic strips students will be active

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as participants and they have more chance to express their minds, ideas, and imagination. They will feel something new way of study in their class than what they usually get. This media is expected to help them in generating ideas before writing so that they can write smoothly based on comic strip they got. Comic is such as such supplementary cues that provide a conceptual basis for organizing the input, the second language comprehension process will be facilitated well since learners would be better to make prediction when encountering words and expression in passage with which they are unfamiliar (Derrick:2008). Among visual genre, comic strips is more communicative, popular, accessible and readable. In short, comic as media in teaching and learning process will be more fun and more effective. To contribute new findings at different level and grade of education, the researcher conduct a study in the form Classroom Action Research (CAR) about the use of concept comic strips to help the eighth grade of SMP IT Nurul Islam Tengaran students to generate ideas to write recount texts.

B.

Research Problems Based on the background and research problem identification, this study particularly aimed at finding the answer of the following questions: 1. Can comic strips improve students’ recount writing skills of the eighth grade students of SMP IT Nurul Islam? 2. How far is the effectiveness of using comic strips to improve students’ writing skill in eighth grade of SMP IT Nurul Islam?

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3. What are the strength of using comic strips as a teaching media in improving students’ skills in writing recount text in the eighth grade of SMP IT Nurul Islam?

C.

Objective of the Research From the research the writer wants to achieve some objectives: 1. To identify the improvement of the students’ writing skill through comic strips for the eighth grade students of SMP IT Nurul Islam in the academic year of 2015/2016. 2. To find out the use of comic strips to improve the students’ writing skill of the eighth grade students of SMP IT Nurul Islam in the academic year of 2015/2016. 3. To find out the strengths of using comic strips as a teching media in improving students’ skills in writing recount text in the eighth grade students of SMP IT Nurul Islam in the academic year of 2015/2016.

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Previous Research A previous research has been conducted previously by Fauzy Fajar Kurnia entitled USING COMIC STRIPS TO IMPROVE THE WRITING LEARNING PROCESS OF THE EIGHTH GRADE STUDENTS OF SMPN 2 PADANGAN, BOJONEGORO IN THE ACADEMIC YEAR OF 2014/2015. In his research, he focused on the implementation and students’ composition after implementing the comic strips as a media to improve students’ learning process.

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Other previous research has been conducted by Farida Arroyani entitled THE EFFECTIVENESS OF TEACHING USING COMIC STRIPS

TO

FACILITATE

STUDENTS’

READING

COMPREHENSION SKILL ON RECOUNT TEXT (An Experimental Research in wuth the Grade of SMP N 2 Tanggungharjo Grobogan in the Academic Year of 2010/2011) This experimental research focused on the implementation of comic strips in teaching reading comprehension . First researcher concerned on the writing learning process by using comic strips and the second writer focused on the effectiveness of using comic strips to reading comprehension, while in this research the researcher focus on developing student writing skill. And the goals are, students score improvement, the effectiveness, and prove the strengths of comic strips for improving students’ writing skill.

E. Benefits of the Research By the thesis the author expects that this research would give several benefits, both theoretically and practically. 1. Theoretical Benefits a. To produce a new knowledge in teaching foreign language, like English, especially on writing recount text by using comic strips as a teaching media. b. Becomes a reference for next researchers whether with the similar or different approach

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2. Practical Benefits 1. To the students, the result of the study will be helpful particularly students of the eighth grade in SMP IT Nurul Islam Tengaran will become freshmen. Get an easy way in organizing their idea(s) or information(s) integrated in writing recount text. 2. To the English teachers, the output of the study will help them to seek more effective strategies on how to improve their teaching competencies and teaching styles (especially in teaching recount text). Identifies students’ necessaries and problems and gives solution(s). 3. To the school, the output of the study will help achieve higher quality of education, because of the well-trained teachers and good performance of the students.

F.

Limitation of the Research The writer limits this research because there are many factors that improve students’ writing skill. Therefore, the writer only focuses on writing skill in recount text. In compiling paragraph, the writer uses comic strips as a media to support students to produce a recount text.

G.

Definition of the Key Terms 1) Use of Comic Strips Use means take, hold, or deploy something as a means of accomplishing or achieving something. (Oxford University Press, 2003: 401)

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A comic strip is a sequence of drawings arranged in interrelated panels to display brief humor or form a recount, often serialized. (Mccloud, 2006:169) From the meaning above we can conclude that the use of comic strips mean take a sequence of drawing arranged as a means of achieving something. 2) Improve Students’ Recount Writing skill Improve means becoming or making to be better (Oxford university press, 2003: 216). In other dictionary we can find the word “improve” which means to make better in quality or to make more productive to become better (Webster, 1994: 487) A recount text is a text which tells about something that happened in the past. The details in a recount can include what happened, who was involved, where it took place, when it happened and why it occurred (Nurdiono, 2015) Writing skill is specified into the skill in organizing ideas (Rohman, 2009:5). Writing is representing the information to the reader in written form. From the theories above, improve recount writing skill can be described as the process of becoming better in the quality of tells about something that happened in the past in the written form.

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H.

Hypothesis The writer tries to determine the hypothesis of the research. The hypothesis of the research is “comic strips will improve students’ skills in writing recount text ”

I.

Paper Organization In writing this research, the author divided into five chapters. The systematic organized as follows: Chapter 1 is Introduction that consists of background or the research, research review, research problems, objective of the research, benefit of the research, limitation of the research and also research paper organization. Chapter 1 is Introduction that consists of background or the research, research review, research problems, objective of the research, benefit of the research, limitation of the research and also research paper organization. Chapter II is the theoretical review. It consists of the underlying theories that include the nature English language teaching and learning, nature of writing skill and comic strips. Chapter III is research report. It elaborated research setting, research methodology, research subject, procedure of the research, method of collecting data, research instrument, method of analyzing data, and statistical hypothesis.

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Chapter IV is data analysis and discussion. It consists of description of research setting, description of research conduct, data analysis, cycle 1, cycle 2, and discussion. Chapter V is closure that consists of conclusion and suggestions. For the attachment there are bibliography and appendix.

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CHAPTER II THEORETICAL REVIEW

This chapter presents some points to be discussed. It is very important because theoretical view is as the basic concept to the research. The theoretical view below present some supporting theoretical description related to the research. The first discussion is the nature of English language teaching and learning, the second is the nature of writing skill and the last discussion is comic strips. A.

Nature of Learning and Language Learning 1. Nature of Learning Learning is the activity or process of gaining knowledge or skill by studying, practicing, being taught, or experiencing something (MariamWebster). Language learning is broadly defined as developing the ability to communicate in the second / foreign language. Therefore, language learning is learning to communicate in communicative language teaching. Language acquisition is the process by which humans acquire the capacity to perceive and comprehend language, as well as to produce and use words and sentences to communicate. Language acquisition is one of the quintessential human traits because non-humans do not communicate by using language. Language acquisition usually refers to first-language acquisition, which studies infants' acquisition of their native language. This is distinguished from second-language acquisition, which deals 10

with the acquisition (in both children and adults) of additional languages. The students’ language acquisition is beyond their consciousness, means that their language acquisition is not always under consciousness. It reflected through language users. Moreover, the language acquisition has accidentally begun, secondly, the language acquisition has gradually beginning which rise from social motorist and paralinguistic cognitive (Freeman, et.all, 1991: 40-41). The other definitions of learning are stated by some expert. They define learning as: 1) Learning is a form of growth or change in a person who otherwise behave in ways that are new thanks to the experience and training (Oemar H). 2) Learning is an activity of mental / psychic that takes place in an active interaction with the environment, which is yielding a change a change in knowledge, understanding, skills, and attitudes (Winkel). 3) Learning is limited to two types of formula. Learning is the acquisition of the first formulation changes are relatively sedentary behavior as a result of training and experience. The second formulation Learning is the process of obtaining responses as a result of special training (James Patrick Chaplin: 1985 ). 4) Learning is adding and gather some knowledge (NASUTION). 5) Learning is acquiring facts, skills, and methods that can be retained and used as necessary (Trianto, 2009:15-21).

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6) Learning is making sense or abstracting meaning. Learning involves relating parts of the subject matter to each other to the real world (Trianto, 2009:15-21). From the explanation above, it can be concluded that language learning is a process of discovery. Learners develop ability to use the language for specific communication purposes. There is a concern with what happens when the learning takes place. In this way, learning could be thought as a process by which behavior changes as a result of experience. 2. Nature of Language Learning Language is a system of arbitrary, vocal symbols which permit all people in a given culture, or other people who have learned the system of that culture, to communicate or interact (Finocchario 1964:8). According to Webster language is a systematic means of communicating ideas or feelings by the use of conventionalized signs, sounds, gestures, or marks having understood meanings (Webster's Third New International Dictionary of the English Language 1961:1270). Brown (2001:209) stated that learning a language can be effective when; a). Teachers and students enjoy positive relationship with one another. b). The teacher has a high level of competency in knowledge of language. c). The teacher is enthusiastic about the language and sees his/her own learning as ongoing. d). Language learning involves learning about the culture and leads to intercultural competence. c). The teacher

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demonstrate good classroom management skills. f). The teacher has the ability and willingness to adapt to the teaching context in which he/she finds him/herself. Wardaugh said that language is a system of arbitrary vocal symbols used for human communication. So people really need to learn language to communicate with others. In term of study, students are above all communicators. They want to be understood and also be able to understand others. They are actively engaged in negotiating meaning, in trying to make them understood and understanding others, even if their knowledge is incomplete. From the perspective and explanation above, it can be concluded that language learning is a process of discovery. Learner develops ability to use the language for specific communication purposes. Teacher models language use and facilitate students development of language skills. In this learner-centered model, both students and teacher are active participants who share responsibility for the student’s learning. 3. Nature of Language Learning and Teaching Teaching is a complex process which can conceptualize in a number of different ways. Teaching cannot be defined apart from learning. Learning foreign language cannot be separated from teaching since the learner can only acquire the language through the certain environment such as school or course. Nathan Gage noted that "to satisfy the practical demands of education, theories of learning must be 'stood on their head' so

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as to yield theories of teaching." Teaching is guiding and facilitating learning, enabling the learner to learn, setting the conditions for learning. If, like B.F. Skinner, you look at learning as a process of operant conditioning through a carefully paced program of reinforcement, you will teach accordingly. From the perspective above, it can be concluded that language teaching is a complex process which cannot be separated from learning. Teaching is guiding and facilitating learning, enabling the learner to learn, setting the condition for learning. Teaching is showing or helping someone how to do something, giving instruction, guiding in the study of something providing with knowledge, causing to know or to understand. 4. Elements of Teaching and Learning Process According to Yudhi Anggara on his article, there are seven elements/ components of teaching and learning process, they are: 1)

Curriculum Curriculum is a number of lessons that should be taken or accomplished to gain a level or diploma. Curriculum in widely explanation is not only about a number of lessons or other learning activity, but also everything that can influence the student’s personality so the student can be in the same direction with the aim of education. Such as school’s facility, a safe and comfortable area of study, and the sufficient media or source of study.

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2)

Teacher Teacher is a facilitator in students’ learning process.

3)

Student Student is learner or someone who attends an educational institution.

4)

Material Material is what to learnt in learning process

5)

Medium Medium is any person, materials, equipment or events that establish the condition of the students acquire knowledge, skill and attitudes. Teaching medium is a tool used by teacher when teaching to help clarify the subject matter presented to students.

6)

Method Method is the way in which a teacher chooses to explain or teach material to students so they can learn the material.

7)

Evaluation Evaluation is a structured process of assessing the success of a project in meeting its goals and reflects on the lessons learned.

5. Elements of Good Teaching According to Richard Lee Colvin on his article, there are six elements of good teaching: a)

Physical Environment Good teaching is when teachers can use the physical environment as teaching tools.

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b)

Social Environment Teachers can build good relationship with the students and provide support for learning.

c)

Instruction The teachers’ instruction must be easy to be captured by students.

d)

Content What is being taught is as important as how it is being taught. Whether it is challenging and meet state standard or not.

e)

Assessment Teachers assess students’ progress based on the national standard. Teachers also adjust their teaching based on the result.

f)

Effect on Students What students have learned is the ultimate test of good teaching.

B.

Nature of Writing Skill 1. Meaning of Writing Meyers (2005) states that writing is a way to produce language you do naturally when you speak. Writing is speaking to other on paper – or on a computer screen. Writing is also an action – a process of discovering and organizing your ideas, putting them on a paper and reshaping and revising them. In other words, Palmer (1994) states that writing is recursive. It goes back and forth we plan a little, put words on paper, stop to plan

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when we want to say next, go back and change a sentence, or change our minds altogether Boardman (2002) states that writing is a continuous process of thinking and organizing, rethinking, and reorganizing. Writing is a powerful tool to organize overwhelming events and make them manageable. Writing is really a form of thinking using the written word. From the definitions above it can conclude that writing is a way to produce language that comes from our ideas, feelings, thoughts, and desires to other person. It is written on a paper or a computer screen. 2. Criteria of Good Writing According to Haris (1969) there are five components in good writing: a. Content The substance of writing, the ideas expressed. Writing must convey the main idea or an attentive reader should be able to grasp the writer purpose (Haris, 1969:68 ). b. Form The organization of the content. Writing should content logical or associative connection and transition which clearly express the relationship of the idea described (Haris,1969:68).

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c. Grammar The employment of grammatical form and syntactic pattern. Writing should adhere to the rules of grammar related to the tenses with sequence of time (Haris, 1969:38). d. Style The choice of structure of lexical items to give a particular tone or flavor to the writing. Writing should engage its reader through original insight and precise (Haris, 1969:69). e. Mechanic The use of graphic convention of the language. Writing must use a good spelling, punctuation, and tidy and clean writing. According to Reid (1993:235) the evaluation which using analytic method elaborate writing product into five components. They are content, form or organization, vocabulary or style, language use or grammar and mechanic. Table 2.1: List of Component Evaluation of Writing Component

Score

Criteria

30-27

Knowledgeable, substantive,

excellent to

development of thesis, relevant

very good

to assign topic

26-22

Sure knowledge of subject,

Good to

adequate range, limited

average

development of thesis, mostly

18

Component

Score

Criteria relevant to topic but lacks

Content

detail. 21-17

Limited knowledge of subject,

Fair to poor

little substance, inadequate development of topic

16-13

Does enough to evaluate not

Very poor

show knowledge of subject, non-substantive, partinent, or not enough to evaluate

Form/organization

20-18

Fluent expression, ideas,

Excellent to

clearly stated/supported,

very good

succinct, well-organized, logical sequencing, cohesive

17-14

Somewhat choppy, loosely

Good to

organized but main ideas stand

average

out, limited support, logical but incomplete sequence

16-13

Non-fluent, ideas confused or

Fair to poor

disconnected, lack logical sequencing and development

12-10

Does not communicate, no

Very poor

organization or not enough to

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Component

Score

Criteria evaluate

20-18

Sophisticated rang, effective

Excellent to

word/idiom choice and usage,

very good

word from mastery, appropriate register

Vocabulary/style

17-14

Adequate range, occasional

Good to

errors of word/idiom form

average

choice, usage but meaning not obscured.

13-10

Limited range, frequent error

Fair to poor

of word/idiom form, choice, usage, meaning confused or obscured

9-7

Essentially translation, little

Very poor

knowledge of English, vocabulary, idiom, word form, or not enough to evaluate

25-22

Effective, complex

Excellent to

construction, few error of

very good

agreement, tense, number, word, order/function, articles, pronouns, preposition

20

Component

Score

Criteria

17-11

Effective but simple

Fair to poor

construction, minor problem complex construction, several errors agreement, tense, number, word, order/function, articles, pronoun, preposition,

Grammar

but meaning seldom abscured 10-5

Major problem in

Very poor

simple/complex construction, frequent error of negation, agreement, tense, number, word, order/function, articles, pronouns, preposition and or fragment, run-ons, deletions, meaning confused or abscured Virtually o mastery no mastery of sentence construction rule, dominated by errors, does no communicate, or not enough to evaluate

5

Demonstrate mastery of

Excellent to

conventions, few errors of

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Component

Score

Criteria

very good

spelling, puntuation, capitalization, paragraphing

Mechanic

4

Occasional errors of spelling,

Good to

punctuation, capitalization,

average

paragraphing, but meaning not abscured

3

Frequent errors of spelling,

Fair to poor

punctuation, capitalization, paragraphing, poor handwriting, meaning confused or abscured

2

No mastery of conventions,

Very poor

dominated by errors of spelling, punctuation, capitalization, paragraphing, handwriting ilegible, or not enough to evaluate

From the explanation above the researcher conclude that the criteria of scoring are

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Table 2.2: Criteria of Scoring Criteria of Mastery (Total Score)

Grade

91 –100

Excellent

81 –90

Very Good

71 –80

Good

61 –70

Fair

51 –60

Poor

41 –50

Very Poor

3. Writing Skill In learning language, include English and other ones, the students have to require four language skills, such as reading, speaking, listening and writing which each skill connect one another. From all those skills, writing is the most difficult one. The reason is cultural differences. The writers have to understand about cultural and social context of using the language according to its background. In this case, English cultural context create several text, called as genre, which has their own characteristics and purposes. According to Ministry of National Education (2003:44), it is mentioned that standard of competence for writing skill is expressing the meaning by developing the right rhetorical in writing text as narration, explanation, discussion, commentary, and review with variation structures of modification. In writing a readable and logical text, students have to apply several strategies bellow:

23

a. Reading for many kinds of text. b. Brainstorming to collect ideas. c. Using semantic mapping to find out specific ideas in writing. d. Viewing the ideas in writing from any directions. e. Making the lists. f.

Correcting the result

g. Using vocabulary which found from any sources (Ministry of National Education, 2003: 53) Brown (2001: 335-336) stated the process approach to writing instructions. The instructions are mentioned below: a) Focus on the process of writing that leads to the final written product. b) Help students write to understand their own composing process. c) Help them to build repertoires of strategies for prewriting, drafting, and rewriting. d) Give students time to write and rewrite. e) Place central importance on the process of revision. f) Let students discover what they want to say as they write. g) Give students feedback through the composing process (not just on the product) as they attempt to bring their expression closer and closer to intention. h) Encourage feedback from both instructor and peers.

24

i) Include individual conferences between teacher and students during the process of composition. In short, writing competences is the target of learning process of writing in making effective written text. The competence includes the ability to make grammatically and rhetorically structured text the appropriate communicative context. 4. Definition of Recount Text According to Hyland (2009:iii) recount is a text that tells about past experiences of event. Recount has the same key ingredient as the recount and is thus comfortingly familiar, the difference is that whereas recount is imaginative, recount text should be a retelling of events that have actually happened. 5. Generic Structure of Recount Text According to Cliffwatt (1998:4-5) recount focuses on a sequence of event relating to a particular activity. The recount follows three steps: a. Orientation The orientation form is the first paragraph of the written recount. This paragraph give the information background about time setting, who or what the participating. Its consist of who was involved, when the events occurred, what happened and where the activity or event took place. b. Series of event

25

At this paragraph the students need to focus on supplying details of the who, what when and where. Generally recount is sequenced in time order. A record of events usually recounted in chronological events. c. Reorientation and personal or evaluative comment (optional) This is an optional step and it’s often used to finish writing by rounding the series of events. It refers back some information in the paragraph orientation. 6. Language Feature of Recount Text The language feature of recount text are as follows: a. Noun and pronoun are use to identify the people, animal or thing. e.g. Mr. dewi, the milkman, our cat, he. b. Action verb are use when discussing events. e.g. he jumped, he walked, they slept. c. Written in past tense to locate events in the writer’s time. d. Connection words are used to sequence events. e.g. first, then , finally. e. Combine clause by using conjunction. e.g. when, then, and but. f. Used adverbs and adverbial phrases to to indicate place and time. e.g. yesterday, after lunch, to the beach, at my house. Evaluative language is used in factual and personal recounts. e.g. this trip was a wonderful experience. (Hyland, 2009:iii)

C.

Comic Strips

26

1. Comic and Comic strips A comic is a book (often shortened to simply comics and sometimes called comic paper or comic magazine) is a magazine or book of recount artwork and (virtually always) dialog and descriptive prose. The style was introduced in 1934. Despite the term, comic book do not necessarily feature humorous subject-matter, in fact, it is serious and action-oriented. Since the introduction of the comic format in 1934 with the publication of Famous Funnies, the United State has been the leading producer, with only British comic and Japanese manga as close competitor in term of quantity of title. The majority of all comic books in both U.S and Japan are marketed to young adult readers, though they also produce titles for young children as well as adult audience. According to Factmonster comic strip is combination of cartoon with a story line, laid out in a series of pictorial panels across a page and concerning a continuous character or set of characters, whose thoughts and dialogues are indicated by means of "balloons" containing written speech. The comic strip form can be employed to convey a variety of messages. Comic strips are authentic, and using authentic material is very important in language teaching and learning. It has several advantages, among which is the fact that if students comprehend a genuine text successfully, that can motivate them and build their confidence.

27

However, it should be noted that the difficulty of the language presented to the class should be matched with the level of the students; otherwise the use of authentic materials will only frustrate them (Csabay, 2006: 25) 2. Role of Comic Strips Based on Derrick (2008), there are some ways in using comics in writing. Those are: a. Understanding visual symbols. b.

Reading order in Comics.

c. Comic jigsaw. d. Fill in the text. e. Putting panels in order. Therefore, comic strips can be regarded as a potential material in teaching and learning process to gain students’ interest. Among visuals genre, comic strips is more communicative, popular, accessible and readable. In short, comic as media in teaching and learning process will be more effective. It can solve the problem faced by the students in the process of writing especially in writing recount text and caused them concentrate more on the orderly arrangement of story by paying attention to the comic strips and the language they use. 3. Strength of Comic Strips in Education The strengths of comics in education according to Yang Gene (2003) are many such as:

28

a. Comics are motivating : Students want to read and use this material, meaning that they will apply themselves to study with more enthusiasm and are less likely to give up. b. Comics are visual media: content is more easily processed and memorized when illustrated. c. Comics are permanent: students control the pace of the learning process, which is not true when content is presented in lecture form or in film. d. Comics can scaffold to difficult disciplines and concepts, can give reluctant readers the non-threatening practice and to experienced ones inspiration and confidence for more challenging texts e. Development of thinking skills: Analytical and critical thinking skills can be developed through comics according to Versaci (2001).

29

CHAPTER III RESEARCH REPORT In this chapter, the writer would like to collect data from the object of research that called informants. This research was conducted at SMP IT Nurul Islam Tengaran, Kabupaten Semarang. A.

Research Setting 1. General Description of SMP IT Nurul Islam Tengaran SMP IT Nurul Islam is an educational organization under Yayasan Islam Sabilul Khoirot. It is located in Jln Raya Salatiga KM. 8, Butuh, RT 20/RW 11 Kec. Tengaran, Kab. Semarang Jawa Tengah.The school was built in 2008. The name of this school is Sekolah Menengah Pertama Islam Terpadu (SMP IT) Nurul Islam. The location of this school becomes one with Nurul Islam Islamic Boarding school. Mean while the word of Nurul Islam is taken from the name of Islamic boarding there (Nurul Islam Islamic Boarding School). The headmaster of this school is Sunarto S,pd. He is the new headmaster there start from academic year 2014/ 2015. This school has two programs formal and informal. Time schedule of formal program at 07.30-14.00 PM it is mean SMP IT Nurul Islam. Time schedule of informal at 14.00-14.45 PM it is called Language Tutoring Program of Nurul Islam Islamic Boarding School. Except teaching and learning activities, there are some extracurricular which are done by students outside the school hours, they are:

30

a. Scouting. b.

Journalistic.

c. English & Arab Club. d. Martial Art Scientific. e. Youth Club. f. Qira’ah. g. Sport Club (Footsal). h. Tata Boga 2. Setting of Time The research was carried out at SMP IT Nurul Islam Tengaran in second semester in the academic year 2015/2016. This research has been done at March 2016. The research acted as observer and Mrs. Widdadul Fidqiyah, A.Md. as teacher. The writer arranged in two cycles, each cycle consist of planning, observation, and reflecting. The classroom action research was applied in VIII C class of SMP IT Nurul Islam Tengaran. B.

Research Methodology In this study the writer used Classroom Action Research (CAR). Classroom Action Research is a type of classroom research carried out by the teacher on order to solve problems or to find answer toward context-specific issues. It means that before implementing the Classroom Action Research (CAR), the researcher needs to identify a problem found in the classroom before implementing the CAR.

31

The purpose of this research is to gain understanding of teaching and learning within one’s classroom and to use that knowledge to increase students learning. The writer was a researcher who examine the use of comic strips as a media in the class. C.

Research Subject The subject of this research is the students of the C class of eighth grade of SMPIT Nurul Islam Tengaran. There are 25 students and the students in that class is all boys. The researcher chooses the eighth grade students, because the age level of these students supposed to be able to write out the English language as a means of communication. The students of this class are very special, they have big curiosities and the ultimate reason is the students hobbies are reading comic. It’s appropriate to the media which was brought by the researcher. All of SMPIT Nurul Islam students of the eighth grade are used to share their knowledge or everything they have learnt to their friends. It because all of them stay in boarding house and there they have program called “Language Tutoring Program” as a moment to share their language ability especially in speaking skill of both language English and Arabic. Dealing with the English language subject, they are very interested in learning English language. They like to reading, they are used to read comic in English text even English essay. They are active to “get”, input as much as new information and knowledge to their mind,

32

but they are lack of produce it in written form. They can speak it up, but when they are asked to write it down systematically, they found difficulties. They feel hard of arrange and convoy their ideas in writing. Even they got some difficulties in writing, but with their big enthusiasm of learning, it will be easy to them to face their difficulties. So, the researcher wants to implement comic strips as a teaching media to improve students’ writing ability, especially in writing recount text. D. Procedure of The Research. This research applied Kemmis and Mc Taggart’s model of classroom action research’s method. Figure 1: Classroom Action Research Concept by Kemmis in Hopkins (1993)

The writer carried out an action research with the following steps in every cycle:

33

1. Planning In this step, the writer offered new technique in improving students writing skill. It was the use of comic strips as a learning media. The action was based on the lesson plan applied in the class. Beside that the writer also prepared materials that was going to be taught in the class, make lesson plans, the form of observation in order that the class can be observed well, teaching aids, test instrument, etc. 2. Acting This step was the implementation of the use of comic strips as teaching and learning material. The teacher carried out the lesson plan in the classroom step by step. It described how the use of comic strips in the class can promote students writing skill. To obtain the purpose, the teacher had to create the classroom atmosphere as well as possible. In this case, the teachers took roles as a controller of the students’ activities and also provide helps when they got difficulties in doing the tasks. 3. Observing The teacher was actively involved in this step. The teacher was not only the participant in the class but also as the observer. The writer observed the student participation in the class. The students writing skill improvement was observed directly by the writer through observing their active participation in discussion, doing exercise, and test result.

34

4. Reflecting After carrying out the teaching and learning activities that was teaching writing using comic strips, the writer recited the occurrences in the classroom as the effect of the action. She evaluated the process and the result of the implementation of comic strips in the class. The evaluation benefits to decide what the writer should do in the next cycle. It was carried out to know the effect of using comic strips in writing class. By analyzing the strength and the weakness of using comic strips, the writer can decide what the next action will be for the continuing improvement.

E.

Method of Collecting Data a. Test According to Madsen (1983: 9), test of language sub skill measure the separate components of English, such as vocabulary, grammar, and pronunciation. However communications skill test show how well students can use the language in actually exchanging ideas and information. Test is used by the writer to examine the result of the subjects by using questions or other instruments which measure the students’ result of the lesson that is researched. In this research, the writer use two times. It contains of pre-test and post-test in every cycle.

35

b. Observation Observation is the process of observe toward the subject of observation by using all of sense (Suharsimi: 2002). Observation is a way of gathering information about teaching, rather than a way of evaluating teaching. It involves visiting class to observe different aspects of teaching (Richard and Lockhart: 1994). c. Documentation According to Arikunto (2010: 274), documentation is an activity to look for variable like notes, transcribes, books, newspapers, magazines, etc. In this method, researcher holds a checklist to look for the variable that had been decided. F.

Research Instrument Research instruments use to collect data and all the instruments used in this research has been validated by validator to show that all the instruments are valid and can be use in the research. In this study, there are four kinds of research instrument. They are: 1. Written Test Written test uses to know how far the students’ competence in writing before and after applying Outdoor Activity strategy. The forms of the test were essay test in this test the teacher gives some grade based on some aspect. Those aspects are grammar, content, organization or form and vocabulary. This table shows the example of scoring sheet as follows:

36

Table 3.5: Student’s Score Sheet N o

Name

Grammar

Aspects Content Form Vocab

Mechanics

Summary of score

1. 2. 3. 4. 5.

From the score above, the writer conclude a score criteria as a table bellow: Table 3.6: Score Criteria Criteria of Mastery (Total Score)

Grade

91 –100

Excellent

81 –90

Very Good

71 –80

Good

61 –70

Fair

51 –60

Poor

41 –50

Very Poor

2. Observation Sheet Observation sheet uses to know how far the students’ motivation before and after applying the strategy. This instrument gives monitor and records the students’ improvement during the lesson. In the observation sheet, they are many aspect that are consider focuses, those are: paying attention, activeness

37

in asking question, activeness in responding question and enthusiasm in doing test. In this instrument, the teacher gives point in each aspect based on the situation of students in every cycle. Table 3.7 Score Criteria of Observation Sheet Banyak

No

Siswa

Kualitas

Yang

Keaktifan

Aktivitas Belajar Siswa

Aktif Pengetahuan

dialami,

dipelajari,

dan

A ditemukan oleh siswa 1

Melakukan pengamatan atau penyelidikan Membaca dengan aktif (missal dengan pen di tangan

untuk

menggaris

bawahi

atau

2 membuat catatan kecil atau tanda-tanda tertentu pada teks) Mendengarkan dengan aktif (menunjukkan respon, missal tersenyum atau tertawa saat 3

mendengar hal-hal lucu yang disampaikan, terkagum-kagum bila mendengarkan sesuatu yang menakjubkan,dsb)

B

Siswa

melakukan

sesuatu

38

untuk

Banyak

No

Siswa

Kualitas

Yang

Keaktifan


Aktif memahami materi pelajaran (membangun pemahaman) Berlatih 1

(misalnya

mencobakan

sendiri

konsep-konsep missal berlatih dengan soalsoal) Berpikir

kreatif

(misalnya

mencoba

memecahkan masalah-masalah pada latihan 2 soal yang mempunyai variasi berbeda dengan contoh yang diberikan) Berfikir kritis (misalnya mampu menemukan kejanggalan, kelemahan atau kesalahan yang 3 dilakukan orang lain dalam menyelesaikan soal atau tugas. Siswa mengkomunikasikan sendiri hasil C pemikirannya 1

Mengemukakan pendapat

2

Menjelaskan

3

Berdiskusi

39

Banyak

No

Siswa

Kualitas

Yang

Keaktifan


Aktif 4

Mempresentasikan laporan

D

Siswa berfikir reflektif Mengomentari dan menyimpulkan proses

1 pembelajaran Memperbaiki kesalahan atau kekurangan 2 dalam prose pembelajaran Menyimpulkan materi pembelajaran dengan 3 kata-kata sendiri

3. Documentation In this research, the writer use cell phone camera to take photos of students’ activities during the research is running. This is used to record student’s activities, classroom situation, etc. G. Method of Analyzing Data The researcher used statistical technique to know the influence of the students’ vocabulary from the pre-test and post-test. The steps of this technique are: 1) Mean Calculation

40

The result of the test was analyzed by finding the average score of the students’ writing test. It means that the students’ scores were calculated in order to find out the mean score. The formula to find the mean score is as follows: x

M= N

Explanation:



M

= Mean

x

= The total score test of the learners’ writing test.

N

= Total number of the learners (Subject).

2) Standard Deviation The Formula is:

SD =

D2 − N

D N

2

SD

: Deviation Standard

D

: Difference between pre-test post-test

N

: Number of observation in T-test

3) Test To be able to know whether there is a significant improvement or not between pre-test and post-test, researcher using t-test after calculate the SD. The formula is:

41

D   N   to   SD     N 1  t 0 : T-test for the differences of pre-test and post-test SD : Deviation Standard for one sample t-test D : Different between pre-test and post-test N : Number of observation in sample 4) Observation Sheet Besides the improvement, the researcher also observed the strength of using comic strips as a media to improve students’ with writing the observation skill sheet. It was according to the theory of Yang Gene Table 3.8: Observation Sheet of Comic Strips Strength Score No

Strength Excellent

1

2

3

4

Comics are motivating to study with more enthusiasm and are less likely to give up Comics are easily processed and memorized when illustrated Comics can control the student pace of the learning process Comics give readers inspiration and

42

Good

Fair

Score No

Strength Excellent

5

H.

Good

Fair

confidence for more challenging texts. Comics can develop students’ analytical and critical thinking skills

Statistical Hypothesis (Hₒ) To get the answer of question, the researcher should propose

alternative hypothesis (Ha) and null hypothesis (Ho) as below: Ha =“There is a significant improvement on students’ achievement on writing recount text after using comic strips.” Ho = “There is no improvement on students’ achievement on writing recount text after using comic strips.” The criteria of hypothesis presentation states that if to > tt, Ha is accepted and Ho rejected; and if to < tt , it mean that Ha is rejected and Ho is accepted.

43

CHAPTER IV DATA ANALYSIS AND DISCUSSION In this chapter, the writer analyzed the data gathered from the action research activities. The data was obtained from the teaching learning process and evaluation. The aim of the analysis is to measure the improvement of twenty five students’ writing skill by used comic strips in recount text. In the research the data consist of 2 comic strips in recount text. A. Description of Research Setting The research was carried out at SMP IT Nurul Islam in academic year 2015/2016. The subject of the research is the second grade students of SMP IT Nurul Islam. The teacher recommended the researcher to conduct the research in VIII C class because this class has a problem in writing. This class consists of 25 students and all of them are male. B. Description of Research Conduct This research has been done from 22nd February 2016 to 4th March 2016. The time setting of research conducted as follow: Table 4.1 Time Setting of the Research Date

Activity

February 22nd 2016

Interview the teacher Cycle 1 (first meeting)

February 29th 2016 + Pre Test 1 and Post Test 1 Cycle 2 (second meeting) March 4th 2016 + Pre Test 2 and Post Test 2

44

The process of teaching and learning recount text writing using comic strips is going smoothly and most of the students are so enthusiastic. Although, there is no one of the students interested to make a question about the material but the students very enthusiastic answer the teacher’s question. C. Data Analysis 1) Data Analysis in Cycle 1 a. Pre test and Mean Score of Pre Test 1 The researcher began the research with dug some information such as the class, the technique, the problem and students’ name and score. The researcher did not conduct the class or observation. The researcher just collected the data from the teacher. The researcher do simple interview on October 7th 2015 with Mrs. Widdatul Fidqiyyah, A.md. as English teacher in SMP IT Nurul Islam Tengaran. The teacher recommended the researcher to conduct the research in class VIII C, because the class has a problem. Based on the teacher’s information, even the students’ speaking ability is good but students got difficulties in writing text and because recount text is the easiest one to write so the teacher asked researcher to use recount text. The students usually get difficulties in starting their writing, they also can’t recognize or improve a sentence or paragraph correctly or they don’t have an idea about what they want to write.

45

And the main problem is the student grammatical is so bad when they write something. Before giving treatment, the researcher wanted to know the students mastery of recount text first by using pre-test on February 29th 2016. In pre-test, the researcher did not give any treatment to them. It’s purely their own ability they got from their own teacher. The researcher wanted to know whether yes or not the students could produce a recount text by paying attention to the generic structure of the text well. This stage was intended to know the students’ weakness before having some treatment. In this test, the students were asked to write a recount text about their experience based on their own ability without any treatment from the teacher but only from the review explaining the recount text briefly. The pre-test followed by 25 students from VIII C class. Based on the result of the pre-test, the student’s ability in writing recount text was very low. TABLE 4.2: Score of the Students’ Pre- Test I No.

Name of Students’

Aspects C

F

V

G

M

Total

1

Abdullah Azzam A.F.

10

10

7

8

5

40

2

Achmad Reza Baskara

9

11

7

7

6

40

3

Afif Haniffiza

13

10

7

8

7

45

4

Ainun Nif’an

11

10

9

7

8

45

5

Alif Umar Ali

15

10

13

12

10

60

6

Arif Budiman

10

15

10

11

9

55

46

No.

Aspects

Name of Students’

C

F

V

G

M

Total

7

Bagas Mursidiyansyah

12

13

12

10

8

55

8

Bima Gigih “El Tsabat”

10

10

13

5

7

45

9

Danis Yuliananta

15

10

15

10

10

60

10

Fadhlan Dinan Oktavian

12

13

8

10

12

55

11

Hakam Arkam Tegar P.

12

15

13

8

7

55

12

Hasib Munawar Huda

15

13

14

12

11

65

13

Imam Fatoni Nur Hakim

15

10

13

12

10

60

14

Jahbadzur Ridha M.

13

12

10

12

8

55

15

Luthfi Bayhaqi M.

10

15

15

10

10

60

16

Moh. Afif Wafiqhul Haq

15

13

11

7

9

55

17

Muh. Ayyash Muharram

15

14

15

10

11

65

18

Muhammad Faishal Ali

13

15

14

11

12

65

19

Muhammad Habib

14

12

10

13

11

60

20

Muh. Nur Hidayah W.B

15

11

14

8

7

55

21

Muh. Rizqi Azmi Attaqi

10

12

13

11

9

55

22

Muh. Syafiq Harianto

11

14

10

18

12

55

23

Muh. Yuukha Ilayya

15

10

15

9

11

60

24

Navis Ayyasy

10

14

11

11

9

55

25

Ridwan Pramuditya

10

12

13

7

8

50

∑

1370

Table 4.3: Criteria of Students’ Achievement of Pre- Test1 No 1 2 3 4 5 6

Total Score 90 – 100 80 – 89 70 – 79 60 – 69 50 – 59 40 – 49 Total

Grade Excellent Very Good Good Fair Poor Very Poor

47

Number of Student 9 11 5 25

The mean of pre-test I M= M=

𝑋 𝑁 1370 25

M = 54,8 54,8 is the result of pre-test mean. 1370 is total of pre-test and 25 is total students. From the table of pre-test score above, it can be seen there are no student that passed the minimum required standard 70. All students failed. There are only 9 students got fair level, 11 students got poor level and there are 5 students got very poor level. From the result above, it shows that the mean of pre-test was 54,8. It was not passed the minimum passing score, there are many students was still got low score in writing recount text. b. Post-Test and Mean Score of Post Test 1 TABLE 4.4: Score of the Students’ Post- Test I No.

Name of Students’

Aspects C

F

V

G

M

Total

1

Abdullah Azzam A.F.

10

12

13

11

9

55

2

Achmad Reza Baskara

15

11

13

11

10

60

3

Afif Haniffiza

10

14

11

10

10

55

4

Ainun Nif’an

10

11

13

9

12

55

5

Alif Umar Ali

16

10

14

17

13

70

6

Arif Budiman

10

12

11

7

5

45

7


11

13

12

10

9

50

8


12

10

15

13

10

60

48

No.

Aspects

Name of Students’

C

F

V

G

M

Total

9

Danis Yuliananta

10

15

15

10

10

60

10


15

17

16

15

12

75

11


10

11

9

8

7

45

12

Hasib Munawar Huda

10

12

11

9

8

50

13


15

17

13

15

10

70

14

Jahbadzur Ridha M.

16

17

13

11

13

70

15

Luthfi Bayhaqi M.

10

15

15

13

12

65

16


13

11

12

14

10

60

17


13

11

11

10

10

55

18


12

11

12

11

9

55

19

Muhammad Habib

10

9

11

8

7

45

20


12

13

11

14

10

60

21


11

10

13

9

7

50

22


13

15

14

12

11

65

23

Muh. Yuukha Ilayya

17

15

18

16

14

75

24

Navis Ayyasy

15

14

16

13

12

70

25

Ridwan Pramuditya

17

18

10

15

10

70

∑

1490

Table 4.5: Criteria of Students’ Achievement of Post- Test1 No 1 2 3 4 5 6



49

Number of Student 7 7 8 3 25

The mean of post-test I M= M=

𝑋 𝑁 1490 25

M = 59,6 59,6 is the result of post-test mean. 1490 is total of post-test and 25 is total students. 

Mean of pre-test = 54,8



Mean of post-test = 59,6



Mean of pre-test ≤ than post-test

There is improvement of students’ writing skill trough comic strips between pre-test 1(before the action) and the post-test I (after the action). From the result above, it shows that the mean of pre-test was 59,6 there is improvement but it was not passed the minimum passing score. So the writer try to apply comic strips once again. c. Standard Deviation of Cycle 1 After the technique was implemented to the student, to know the whole result of this study, the researcher continued research by hypothesis test. Hypothesis test in this studies calculated using t-test technique

50

Table 4.6: Result of Pre-Test and Post-Test I

1

Abdullah Azzam A.F.

Pre-test I (X) 40

2

Achmad Reza Baskara

40

60

20

400

3

Afif Haniffiza

45

55

10

100

Ainun Nif’an

45

55

10

100

5

Alif Umar Ali

60

70

10

100

6

Arif Budiman

55

45

-10

100

7


55

50

-5

25

8


45

60

15

225

9

Danis Yuliananta

60

60

0

0

10


55

75

20

400

11


55

45

10

100

12

Hasib Munawar Huda

65

50

-15

225

13


60

70

10

100

14

Jahbadzur Ridha M.

55

70

15

225

15

Luthfi Bayhaqi M.

60

65

5

25

16


55

60

5

25

17


65

55

-10

100

18


65

55

-10

100

19

Muhammad Habib

60

45

-15

225

20


55

60

5

25

No.

4

Name of Students’

51

Post-test I D (Y) 55 15

225

D2


Pre-test I (X) 55

Post-test I D (Y) 50 -5

25

22


55

65

10

100

23

Muh. Yuukha Ilayya

60

75

15

225

24

Navis Ayyasy

55

70

15

225

25

Ridwan Pramuditya

50

70

20

400

1370

1490

140

3825

No.

Name of Students’

21

∑

D2

From the data above, the teacher calculate SD pre test and post test of cycle 1 below: SD =

SD =

D2 N

3825 25

−

−

D 2 N 140 2 25

SD =

153 − 5,6

SD =

153 − 31,6

2

SD = 121,4 SD = 11,03 d. Calculated of T-test Value After calculating deviations standard, then the researcher counted t-test (t0 ) calculation using the formula below :

52

to

D   N     SD     N 1 

to

 140    25     11,03     24 

to

 140    25     11,03     4,90 

to



to

 2,49

5,6 2,25

(a) Calculate of df df = n – 1 df = 25 – 1 df = 24 (b) Consult with t-table With df=24, the value of t-table with level of significant 0,5% is 2,0639.

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(c) Comparing t-test with t-table From the result data above, ascertainable that the cycle 1 ttest value is 2,49 and t-table value is 2,0639. Because the result of t-test ≥ t-table = 2,49 ≥ 2,0639. So, the alternative hypothesis (Ha) was accepted and the null hypothesis (Ho) was rejected. It means that there is a significant difference between pre-test and post-test. e. Comic Observation Sheet Table 4.7: Score of Comic Observation Sheet Cycle 1 Score No

Strength Excellent

1

2

3

4

5

Comics are motivating to study with more enthusiasm and are less likely to give up Comics are easily processed and memorized when illustrated Comics can control the student pace of the learning process Comics give readers inspiration and confidence for more challenging texts. Comics can develop students’ analytical and critical thinking skills

54

Good

Fair

√

√

√ √

√

2) Data Analysis in Cycle 2 a. Pre-test and Mean Score of Pre-test 2 The teacher asks students to write recount text about their unforgettable moment as a pre test in Cycle 2 TABLE 4.8: Score of the Students’ Pre- Test II Aspects No.

Name of Students’ C

F

V

G

M

Total

1

Abdullah Azzam A.F.

11

12

10

8

9

50

2

Achmad Reza Baskara

14

10

15

11

10

60

3

Afif Haniffiza

13

12

10

11

9

55

4

Ainun Nif’an

13

10

14

12

11

60

5

Alif Umar Ali

10

10

11

9

10

50

6

Arif Budiman

9

11

10

8

7

45

7


10

9

10

8

8

45

8


13

14

13

13

12

65

9

Danis Yuliananta

10

9

11

12

8

50

10


10

11

14

10

10

55

11


10

12

11

9

8

50

12

Hasib Munawar Huda

14

13

15

12

11

65

13


15

15

14

16

10

70

14

Jahbadzur Ridha M.

10

10

9

8

8

45

15

Luthfi Bayhaqi M.

14

10

12

13

11

60

55

Aspects No.


F

V

G

M

Total

16


13

10

12

11

9

55

17


10

11

12

9

8

50

18


13

10

14

12

11

60

19

Muhammad Habib

16

14

15

13

12

70

20


14

13

15

12

11

65

21


15

14

12

14

10

65

22


15

16

13

14

12

70

23

Muh. Yuukha Ilayya

14

16

15

15

10

70

24

Navis Ayyasy

13

14

11

15

12

65

25

Ridwan Pramuditya

16

16

15

15

13

75

∑

1475

Table 4.9: Criteria of Students’ Achievement of Pre- Test2 No 1 2 3 4 5 6



56

Number of Student 5 9 8 3 25

The mean of pre-test II M= M=

𝑋 𝑁 1475 25

M = 59 59 is the result of pre-test mean. 1475 is total of pre-test and 25 is total students. The result of the students score in this cycle 2 pre test is still bad. Only 5 of them who passed good category, 9 students in fair, 8 students in poor, and 3 students in very poor. From the result above, it shows that the mean of pre-test was 59. It was not passed the minimum passing score, there are many students was still got low score in writing recount text b. Post-test and Mean Score of Post Test 2 TABLE 4.9: Score of the Students’ Post- Test II Aspects No.


F

V

G

M

Total

1

Abdullah Azzam A.F.

16

16

15

15

13

75

2

Achmad Reza Baskara

17

15

16

17

15

80

3

Afif Haniffiza

14

16

15

15

10

70

4

Ainun Nif’an

20

15

19

16

15

85

5

Alif Umar Ali

16

15

17

17

15

80

6

Arif Budiman

18

16

15

16

15

80

57

Aspects No.


F

V

G

M

Total

7


19

16

19

17

14

85

8


13

10

12

10

10

55

9

Danis Yuliananta

16

15

15

16

13

75

10


14

13

12

15

11

65

11


18

20

19

16

17

90

12

Hasib Munawar Huda

15

17

14

16

13

75

13


16

19

18

17

15

85

14

Jahbadzur Ridha M.

17

19

16

19

14

85

15

Luthfi Bayhaqi M.

16

18

16

15

15

80

16


17

15

16

15

17

80

17


16

15

17

14

13

75

18


15

16

13

14

12

70

19

Muhammad Habib

19

16

18

15

17

85

20


15

16

14

16

14

75

21


16

17

15

15

17

80

22


16

15

18

15

16

80

23

Muh. Yuukha Ilayya

17

19

16

18

15

85

24

Navis Ayyasy

17

14

15

16

13

75

25

Ridwan Pramuditya

20

17

19

18

16

90

∑

58

1960

Table 4.10: Criteria of Students’ Achievement of Post- Test2 No 1 2 3 4 5 6



Number of Student 2 13 8 1 1 25

The mean of post-test II M= M=

𝑋 𝑁 1960 25

M = 78,4 78,4 is the result of post-test mean. 1960 is total of post-test and 25 is total students. 

Mean of pre-test = 59



Mean of post-test = 78,4



Mean of pre-test ≤ than post-test

There is improvement of students’ writing skill trough comic strips between pre-test II (before the action) and the post-test II (after the action). The average was 78.4. It can be concluded that the post test was successful. From the table above there are 18 students who got very good score level. 2 students got excellent level and only one student who get fair and poor level . We can see from their score, from pre-test II, they only got 69. It proved that the students’ skill in writing recount text was low. But, it

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changed after the teacher gave treatment and they could reach 78.4 in the post test II. It proved that their mark increase significantly compared with their pre-test. c. Standard Deviation of Cycle 2 Table 4.11: The Result of Pre-Test and Post-Test II

1

Abdullah Azzam A.F.

Pre-test I (X) 50

2

Achmad Reza Baskara

60

80

20

400

3

Afif Haniffiza

55

70

15

225

4

Ainun Nif’an

60

85

25

625

5

Alif Umar Ali

50

80

30

900

6

Arif Budiman

45

80

35

1225

7


45

85

40

1600

8


65

55

10

100

9

Danis Yuliananta

60

75

15

225

10


55

65

10

100

11


50

90

40

1600

12

Hasib Munawar Huda

65

75

10

100

13


70

85

15

225

14

Jahbadzur Ridha M.

45

85

40

1600

15

Luthfi Bayhaqi M.

60

80

20

400

16


55

80

35

1225

No.

Name of Students’

60


625

D2


Pre-test I (X) 50


625

18


60

70

10

100

19

Muhammad Habib

70

85

15

225

20


65

75

20

400

21


65

80

15

225

22


70

80

10

100

23

Muh. Yuukha Ilayya

70

85

15

225

24

Navis Ayyasy

65

75

10

100

25

Ridwan Pramuditya

75

90

15

225

1475

1960

515

13400

No.

Name of Students’

17

∑

D2

From the data above, the teacher calculate SD pre test and post test of cycle 1 below: SD =

SD =

D2 N

−

13400 25

−

D 2 N 515 2 25

SD =

536 − 20,6

SD =

536 − 424,6

2

SD = 111,64 SD = 10,57

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d. Calculated of T-test Value

to

to

to

D   N     SD     N 1 

 515    25     10,57    24    525    25     10,57     4,90 

20,6 2,16

to



to

 9,54

(a) Calculate of df df = n – 1 df = 25 – 1 df = 24 (b) Consult with t-table With df=24, the value of t-table with level of significant 0,5% is 2,0639.

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(c) Comparing t-test with t-table From the result data above, ascertainable that the cycle 2 ttest value is 9,54 and t-table value is 2,0639. Because the result of t-test ≥ t-table = 9,54 ≥ 2,0639. So, the alternative hypothesis (Ha) was accepted and the null hypothesis (Ho) was rejected. It means that there is a significant difference between pre-test and post-test. e. Comic Observation Sheet Table 4.12 : Score of Comic Observation Sheet Cycle 2 Score No

Strength Excellent

1

2

3

4

5

Comics are motivating to study with more enthusiasm and are less likely to give up Comics are easily processed and memorized when illustrated Comics can control the student pace of the learning process Comics give readers inspiration and confidence for more challenging texts. Comics can develop students’ analytical and critical thinking skills

63

Good

√

√

√ √

√

Fair

D.

Cycle 1 Cycle 1 was conducted on Monday, February 29th 2016. It was followed by 25 students as the participant of the study but on the first meeting it followed by all students. Teaching learning process during the treatment was presented in many steps. In this activity, the teaching learning process was conducted by the teacher and the researcher as the observer during the teaching learning process. a. Planning In the planning procedure, the researcher shared with the teacher in every activity. The activities for planning before giving a treatment such as the researcher identified the teaching-learning design such as arranging lesson plan to guide the teaching-learning process which was using clustering technique, developed learning activities, prepared learning source and instrument, research instrument and documentation. b. Acting The action of cycle 1 was done on Monday, February 9th 2016. The teacher implemented the teaching learning process based on the lesson plan which has been made. Teacher began the lesson with greeted the students and then checked the students’ attendance. After that the teacher aimed the students to the material that will be learned (recount text). The conversation between the researcher and the students are the following:

64

Teacher : “Good morning everybody?” Students : “Good morning, Miss.” Teacher : “before beginning our class today, let us open by say „basmallah‟ together. Students : “bismillahir rahmanir rahiim” Teacher : “Ok, guys… How is your life today?” Students : “I‟m fine, Miss, and you?” Teacher : “I‟m great, thank you. Are you all today?” Students : “Yes” After giving the explanation of the goals and the activity that day, the teacher gave the pre-test to the class. Teacher :“OK guys, before the lesson, I will give you pre-test”. Are you ready class?” Students :“Ready Mom”. Teacher : “The test is, please write the recount text based on your experience. When the students were doing the test, she walked around the class to check the students’ task. After the students finished the pre-test, she collected the students’ result and began to teach. The next activity, the teacher asked the students some questions dealing what they did this morning. It was to stimulate them about simple past tense, one of the important features on recount text. Teacher : “What did you do this morning?”

65

Student : “I take a bath, Miss” Student : “I eat breakfast” From the students’ answer, it indicated they forgot about the simple past tense material. Then the teacher gave the explanation that example of the question and answers were form of simple past tense sentence. In that part, the teacher distributed the students a comic entitled an amazing day in the beach Picture 1: Comic Strips “ An Amazing Day in the Beach

All of the students paid attention on them. Then the teacher asked the students to understand the comic. After a few minutes, the teacher

66

asked the students to answer the question based on the comic given orally. Teacher : “What did the man do?” Student : “He spend his holiday, Miss” Teacher : “Where he spent his holiday?” Student : “He spent his holiday in the beach, Miss” Teacher : “What he have done in the beach?” Student : “Build some creatures miss?” Teacher : “What is the meaning of creature in bahasa?” This student didn’t know what the meaning of “creature” in Bahasa, then the teacher asked the students. Teacher : “Anybody knows what is „creature‟ in Bahasa?” The class was silent. It seemed nobody knows the answer. Teacher : “now, open up your dictionary, look what the meaning of creature is, c r e a t u r e (the teacher spell it). Student : “I find,Miss… creature is „karya‟. Teacher : “Yup, Great. You‟re right”. After giving some questions to the students, the teacher wrote down the list of sentences. Here the sentences were the answers of the previous question given. They were: 1. The man spent his holiday. 2. The man spent his holiday in the beach 3. The man built some sand creatures

67

From these sentences, the teacher continued the lesson by explaining Simple Past Tense. The teacher explained the function and the pattern of Simple Past Tense. Besides, the teacher also explained the form of Verb2 which consist of regular and irregular verb. After that the teacher gave explanation about adverb of time which is always used in past time, such as: once upon a time, in the age of…, over years ago. Furthermore, the teacher asked the students to underline the verb in the form of past tense on each sentences given. She also asked students to underline the adverb of time indicating past activity. The students looked seriously to follow the teaching and learning process. It seemed they were curious more. Than the teacher explained the students how to make negative and interrogative sentences, and all things related to simple past tenses with recount text. The next step was the students activities in writing recount text based on the comic strips given entitled “An Amazing Day in the Beach” and it is also a post test of cycle 1. Student : “ What should I do with these comic Miss?” Teacher : “. I want to explore your imagination and ideas. You can write your own recount text according to this comic strips but you may interpret the comic as you like” Before they composed the text, the teacher explained how to arrange sentences to form a good paragraph based on the comic strips given. She also remained that in writing recount text, they should use

68

verb in the form of past tense. While the students were working, the teacher checked the student one by one in the class. Teacher : “Any question so far?” Student : “Miss, what is the verb2 of „bring‟?” Teacher : “Open up your dictionary. When you look it up by yourself, it will stay longer in your brain.” Student : “oooh.. oke, Miss! Next, the students wrote recount text based on the comic strips given individually. Furthermore, the teacher remained them to be careful in writing recount text, especially in using grammar they had to use the past verb. After the students finished their work, one of the student read their work in front of the class. In closing, the teacher discussed the example of the students writing by correcting its content, vocabulary, word order, grammar, and its punctuation. Then the teacher gave opportunity to the students to share their opinion related to the lesson that day. Teacher : “what do you think about our class today? Was it interesting?” Student : “Yes, Miss. I like reading comic. Now, we can make our own story of the comic. It was great”. Teacher : “Good. Do you want to write your own story again?” Students : “Yess, Miss”

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After finishing the individual task, each student had to submit their result of writing recount text c. Observing The observation was done by the researcher during teaching learning process. In the first meeting it was followed by 25 students. The researcher observed by using observation checklist. In the first cycle, there were some interactions between the students and the teacher that ran well. The teacher tried to make an effective atmosphere in the class for them so they can feel enjoy during teaching learning process. d. Reflecting The reflecting that was done by the researcher and the teacher about the activity during the teaching leaning process. In this cycle there were many students faced the problems such as the students still had some difficulties in arranged the picture of the comic. Even most of student loved comic strips very much some of them still did not understand mechanic dealing with punctuation, and capitalization. Another problem is there were students who still unfocused on the lesson and there were hardly students to asking question. KKM score is 70 and from the post test, it is only 28% students passed the score. Because the target is 80% students passed the KKM, so the researcher and teacher decide to continue the next treatment to fix the problems.

70

The teacher and researcher decided to use comic strips again to make students more interesting. E.

Cycle 2 Cycle 2 was conducted on Friday, March 4th 2016. This cycle was followed by 25 students. Teaching learning process during treatment was presented in many steps. As in previous cycle that the researcher as the observer and the teacher who conducted teaching and learning process. a. Planning The researcher with the teacher begun by identified the problem and the alternative to solve the problem, the researcher arranged and improved the lesson plan based on the teaching material, the researcher improved the teaching strategy, the researcher, the researcher prepared the teaching aids, and the researcher prepared the research instrument. b. Acting In this cycle, the action was done at Friday, March 4th 2016. The steps of this phase were same as before. There were pre activities, main activities, and post activities. In the pre activities the teacher greeted the students, pray, checked the attendance list, prayed, reviewed the previous lesson, explained the goal and benefit of the lesson, and told the activities which were going to do by the students. Teacher :“Assalamu‟alaikum warahmatullahi wabarakaatuh” Students :“Wa‟alaikumsalam warahmatullahi wabarakatuh” Teacher : “Hallo guys, how are you doing?”

71

Students : “I‟m fine, thank you, and you?” Teacher : “ I‟m very well thank you. Now, do you want to have fun learning today?” Students : “Yes, Miss” Other student : “Is it comic again, Miss?” Teacher : “Yup.. will you like it?” Students : “sure, Miss” Teacher : “wow, I‟m happy to hear that. We‟ll have comic strips again today, but before it, I want to ask you several questions. Do you have an unforgettable moment?” Student 1 : “Yess, Miss i do” Teacher : “Oke, Now, would you tell us about that moment?” Student 1 : “But, I‟m shy miss” Teacher: “It‟s okay, just tell the story and skip the part that you think it‟s embarrassed to be shared Student 1 : “In Bahasa, Miss?” Teacher : “In English of course” Student 1 : “but if I have mistaken, help me ya, Miss? Teacher : “Sure” Then, that student told to the class about his unforgettable moment. Sometime, he didn’t know some vocabularies in English and his friends help him finding the words. From his action, the researcher concludes that the students had better progress in using the grammar better than

72

before, he also could manage the plot of the story well. But he still lack in vocabularies. Teacher : “Very good… give applause to Reza, class!” After one student tell his story to the class, the teacher asks them to write down their unforgettable moment as a pre test in cycle 2 Teacher : “Ok class, now write down your unforgettable moment in a paper!” Student : “ Just like previous day miss?” Teacher: “ Yes!” Student: “ Okay miss.” After the finish their writing, the teacher explained to the students more about what they had done. The students received the instruction very well. The goal of the activity, the students should have competence, especially to manage something correctly and find the topic of the lesson quickly and happily. Next, Teacher showed them one page of comic entitle “Harry’s Birthday Party”. Here it is the part of the comic:

73

Picture 2: Comic Strips Entitled Harry’s Birthday Party

The students were interested when teacher showed them this part of comic. It could be seen from their curious face. Student :”It‟s Birthday, Yaaayyyyy” Student :”I like Party, especially birthday party” Teacher : “why do you like birthday party?” Student 1 :“Because there was a lot of my friend gather in one ” Student 2 :“Because there was a huge birthday cake”

74

Student 3 :“Is it okay for me to change the name of Harry to the other name miss? ” Teacher :”good, it‟s Ok to make your own plot and story from the comic strips I gave you. but you have to remember to make it in good sentence and correct grammar.” In this stage, the teacher asked the students to open their dictionary to find the meaning of the words and the sentences in the text. It would make them felt relaxes to do their tasks. Some students read the texts to enhance their knowledge, and information related to the text. The others opened their dictionary to help to know the meaning about the words. The next activity, the teacher asked the students to read and understand the recount text given. After that, the teacher asked the students dealing with the new vocabularies or the words that they did not know the meaning. The teacher wrote down the words which the students asked on the whiteboard. The teacher gave the students a chance to answer their friends’ question. From the recount text given, the teacher began to explain about the generic structure and the language feature of recount text and its social function. The students looked serious to follow the teaching and learning process. It seemed that they wanted to understand what the teacher explained. Then the teacher asked the students to analyze the text given. The students should find orientation, events, and re-orientation. Besides

75

analyzing the generic structure of recount sentence, the teacher also asked the students to analyze the language features of recount text. In this case, students did their task seriously. The last activity on this step, the teacher asked the students trying to interpret the comic strips entitle “Harry’s Birthday Party”. After a few minutes, the teacher asked the students to construct a recount text based on the comic strips given. The students did their task seriously and enthusiastically. They tried to do better than before. Here, the students did the task in group. Some students still consulted to their dictionary when they found difficulty in vocabulary. The other students asked their friend when they found out difficulty in vocabulary and grammar. Meanwhile the students did their task, the teacher went around to class to know whether the students need a help or not. Some of them could correct the mistakes. Then the teacher corrected the students’ work together with the students, so they know their mistakes. In closing the teacher gave opportunity for the students to share their opinion, which related to the lesson. She also asked the students to try to arrange some simple sentence based on the comic at home. By practicing wrote sentences they would be able to write a good paragraph. The teacher reminded the students to be carefully in using correct grammar, punctuation, and spelling in writing sentences or paragraphs. The students did the task seriously and enthusiastically. The teacher went around the class to check the students’ work. Sometime she

76

stopped when students asked her question dealing with the theme. The students tried to do better than before. It seemed that they could express and explore their ideas although just the simple sentence. Teacher allowed the students to open their dictionary to help them find the difficult words. Sometime the students asked their friend the meaning when they did not find the words in their dictionary. The result of the students’ task would be taken as the latest post-test which also the last meeting in this observation. Before the teacher close the lesson, she gave opportunity to the students to share their opinion related to the lesson. Teacher : “what do you think about our lesson today and the last day, guys?” Student 1 : “it was awesome, Miss. I can make my own story. I‟m a creator. hehehe” Student 2 : “it was interesting, Miss. I can explore my imagination” Student 3 : “yes, it was good. We can share our ideas and help each other” Student 4 : “my vocabularies are also improve, Miss” Student 5 : “I know the structure to write recount text, Miss.” Student 6 : “I realized that the mechanic and word order are important to write.

77

Teacher : “ Good. Thank you, guys… That‟s what the aims of this lesson applied. I‟m touched hearing your opinion. Hehe. After this, I hope you keep learning, especially in learning English. I‟m sure you can be a great writer. Finally, I have to close our class today. See you around, guys. Wassalamualaikum warrahmatullahi wabarakatuh ” Students :“wassalamualaikum warahmatullahi wabarakatuh” Teacher : “If you need help, you can ask me anytime” Students : “Yess, Miss. c. Observing As follow up of previous cycle, here students were explained about the problems that they faced in previous cycle. Students were enthusiastic in listening to the teacher’s explanation. They were very active in answering the teacher’s question. There were no students who asked question, although teacher guide and gave a chance for the students to ask about the material if they have not understood yet. d. Reflecting The reflecting that was done by the researcher and the teacher about the activity during the teaching leaning process in cycle II. In this cycle the teaching was done by teacher maximum. The students were enthusiastic and focused on listening to the teacher’s explanation without making any noise. After having got the teachers’ explanation, students have known about their problems and reduced their mistakes in writing. Although the students have low interesting in asking question, but the

78

students quite good in answer the teacher’s question. And the result of this cycle 2 is so good 92% students passed the KKM from the total target 80%. It is only 2 students who didn’t passed the KKM. F.

Discussion This research is to answer the question about whether yes or not the using comic strips give significant improvement to the students’ achievement on writing recount text. From the result of statistic calculation indicates that the result of t-test of cycle 1(to) calculating (2,49) and t-table (tt)value is 2,0693 and the result of t-test of cycle 2(to) calculating (10,57) and t-table (tt)value is 2,0693. Because the result of cycle 1 t-test ≥ t-table = 2,49 ≥ 2,0693 and the result of cycle 2 t-test ≥ t-table = 10,57 ≥ 2,0693 . So, the alternative hypothesis (Ha) of both cycles are accepted and the null hypothesis is rejected. It means that there is significant improvement on students’ achievement on writing recount text after taught using comic strips. From the result above, the researcher felt that comic strips can improve students’ ability in writing recount text at VIII C grades of SMP IT Nurul Islam Tengaran. The classroom action research of the implementation of comic strips was successful. The use of comic strips is one of the factors that influence the result of the study. By using comic strips students were easier in getting the ideas in writing recount text and majority of the students were enthusiastic in joining the lesson. And Students were also enthusiastic in doing the test.

79

The strengths of comic strips by Yang Gene is proved when the result of the observation sheets is mostly good when it applied in cycle 1 and mostly excellent when it applied in cycle 2 Based on the increasing of the students’ achievement after learning writing recount text using comic strips, it proved that the used of comic strips in teaching writing recount text was important to encourage students’ writing achievement.

80

CHAPTER V CLOSURE A. Conclusions In this last chapter, the writer presents some conclusion on several points of views of implementing using comic strips as a media to improve students’ ability in writing recount text of eighth grade of SMP IT Nurul Islam Tengaran in the academic year of 2015/2016. From the result of observation, evaluation and reflection of the implementation of the actions, the writer concluded that: 1. The use of comic strips as teaching media can improve writing skill of the eighth grade students at SMP IT Nurul Islam Tengaran academic year of 2013/2014. It is relevant with the data of mean score in pre-test and post-test in each cycle. Mean score of posttests are higher than the pre-test. In the cycle 1 shows that the pretest score is 54.8 and the post test is 59.6 and in the cycle 2 shows that the pre-test score is 59 and the post test is 78.4. It means, there’s significant score after applying comic strips as a media in teaching writing recount text. 2. The use of comic strips as a media is can improve the students writing skill. It can be proved with the t-test calculation which is higher than t-table in each cycle. In cycle 1 the t-test score is 2,49 higher than t-table, 2,0693 and in cycle 2 the t-test score is 10,57 higher than t-table 2,0693.

81

3. The strength of using comic strips as a media in teaching English stated by Yang Gene (2003) is proved from the score of observation sheet that shows mostly good in cycle 1 and mostly excellent in the last cycle. B. Recommendation and Suggestions Based on finding in this observation, the researcher would like to give recommendation and suggestion as follows: 1. For the English Teacher The result of this research can support the English teachers to apply this media in teaching writing. Teachers should prepare materials well and make fun atmosphere in the class in order to students enjoy and interested 2. For the Students’ Studying English is not difficult if the students have willingness to study and have motivation to learn. The students can study English not only from their school but also from everywhere such as English magazines, English song, English movies, English comic, etc. As students, they should always be active in learning English.

82

3. For the Other Researcher The writer is aware that the research is not the end of the problems being studied. The writer does hope that the findings of the research will be used as starting point of the next research on similar problems. There are many other instructional media that can be used in teaching English to make the lesson more interesting and enjoyable

83

REFERENCES Brown H. Douglas. 1994. Principles of Language Learning and Teaching. Third Edition. United States of America: San Francisco University. Brown, H. Douglas. 2001. Teaching by Principles An Interactive Approach to Language Pedagogy. Second Edition. San Francisco State University: Longman. Brown. 2000. Teaching by Principles: An Interactive Approach to Language Pedagogy. New Jersey: Prentice Hall. Depdiknas. 2004. Permendiknas Nomor 22 Tahun 2006 tentang Standard Isi Kurikulum Tingkat Satuan Pendidikan untuk SMP/MTs. Jakarta: Pusat Kurikulum Badan Penelitian dan Pengembangan. Harmer, Jeremy. 2004. How to Teach Writing. England : Pearson Education Limited. Lee Colvin, Richard. The Six Essential Elements of Good Teaching. http://cotsen.org/cotsenhechinger/reportingarticles/COACHES_article.pdf Accessed on Monday, February 12, 2016, 4.39 PM Marianthi, Vassilikopoulou.2001. FROM DIGITISED COMIC BOOKS TO DIGITAL HYPERMEDIA COMIC BOOKS: THEIR USE IN EDUCATION. Greece: University of Piraeus. P. Haris, David, 1969. Testing English as a Second Language. New York. Mc Graw-Hill Book Company. Cliffwatt. 1998. Targeting Text: Recount, Procedure, Exposition Middle Primary. Singapore: Green Giant Press. R.I.C Publication, 2008. Writing Text Type: A Practical Journal. Greenwood: RIC Publication. Arikunto, S. (2002). Prosedur Penelitian (5th rev.edn). Jakarta: PT Rineka Cipta. Reid, Joy M. 1993. Teaching ESL Writing. United State of America: Prentice Hall Regents (http://www.factmonster.com/encyclopedia/entertainment/comic-strip.html). (http://www.merriam-webster.com/dictionary/learning). (http://widhiieaprilia.blogspot.co.id/p/blog-page_6236.html 84

http://www.literature.freeservers.com/image_polat/llat.html). (https://yudhaanggara147.wordpress.com/aretikel/komponen-pembelajaran/). (http://soaldankuncijawabanbloggerpekolingan.blogspot.co.id/2012/11/definitionof-writing-general-concept.html). ( http://www.ttms.org/writing_quality/writing_quality.htm).

85

APPENDIX

86

87

1. The Condition of Teacher and Staff Teacher is someone who transfers knowledge for the students. They transfer some materials and skills during teaching and learning process. They facilitate the students to get their talent therefore the teacher is important in teaching-learning process. And staff/officer is the person who helps the teacher to create teaching and learning process. Both teacher and staff will make teaching and learning process better. The Teacher and Staff in SMP IT Nurul Islam Tengaran as follow: Table 3.1: List of teacher of SMPIT Nurul Islam No 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17.

Name of Teacher Abdul Rohman Atia Fitriawati Devi Sulistyaningsih Dewi Uswati Djoko Setyawan Eni Kusrini Fajriyah Liny Budiningsih Fitriya Habibi Galih Wahyuningsih Galuh Widiarini Ida Pramuwasti Iklimatus Suryani Indah Safitri Iriyanti Dwi Hapsari Juli Alim Istamah Khoirul Umar Muhammad Sundomo Mariyo

Subject Seni Budaya Pendidikan Agama Islam Penjasorkes IPA Matematika PKN IPA IPS Pegawai Bahasa Inggris Bahasa Indonesia Bahasa Arab Bahasa Inggris IPS IPA Bahasa Arab Seni Budaya

18. Novia Yudhasari 19. Nur Rochmah

Pegawai Sejarah Kebudayaan Islam

20. Nur Syarifah 21. Purwoko

Pendidikan Agama Islam IPS

88

22. 23. 24. 25. 26. 27. 25 29.

Rani Iryana Nurfadzila Rendy Pamungkas Santoso Siti Yulaikah Sulistiyorini Sunarto Widdatul Fidqiyah Widiyarti

TIK IPA Aqidah Bahasa Indonesia Matematika Qur’an Hadits Bahasa Inggris IPS

2. Facilities of SMP IT Nurul Islam Tengaran The facilities are medium which can support the students’ achievement in the school. There are some facilities which needed by teachers and students to support teaching learning process. It could be seen in the table bellow: Table 3.2: List of Facilities of SMP IT Nurul Islam Condition Good

Little Huge Damage Damage Qty Wide Qty Wide Qty Wide (m2) (m2) (m2) 13 258 -

No.

Name of Room

1

Classroom

2.

Science Laboratory

1

48

-

-

-

-

3.

Computer Laboratory

1

24

-

-

-

-

4.

Library

1

24

-

-

-

-

5.

Unit of School Healthy Room

1

12

-

-

-

-

6.

Counseling Room

1

9

-

-

-

-

7.

Teacher Room

1

24

-

-

-

-

8.

Administration Room

1

16

-

-

-

-

89

Condition Good

Little Huge Damage Damage Qty Wide Qty Wide Qty Wide (m2) (m2) (m2)

No.

Name of Room

9.

OSIS Room

1

12

-

-

-

-

10.

Teacher’s Bathroom

2

8

-

-

-

-

11.

Student’s Bathroom

4

16

-

-

-

-

12.

Washing Room

3

-

-

-

-

-

13.

Ironing Room

1

9

-

-

-

-

14.

Warehouse

1

4

-

-

-

-

15.

Mosque

1

100

-

-

-

-

16.

Headmaster Official Room

1

48

-

-

-

-

17.

Teacher Official Room

5

72

-

-

-

-

18.

Student Boarding House

7

24

-

-

-

-

19.

Cafetaria

1

50

-

-

-

-

20.

Kitchen

1

32

-

-

-

-

21.

Gateway and logo

1

-

-

-

-

-

22.

Field

2

-

-

-

-

-

23.

Badminton/Volleyball Field

4

-

-

-

-

-

90

3. Organization Structure Table 3.3: Organization Structure of SMPIT Nurul Islam HEADMASTER WAKIL KEPALA SEKOLAH - Curriculum Division - Student division ADMINISTRATION STAFF - Leader

Sunarto, S.Ag Purwoko, S.Pd Iriyanti Dwi Hapsari, S.Pd Galuh Widiarini, S.Pd

Priyono Agiyem - Secretary of Treasure Galih Wahyuningsih HEAD OF SCIENCE LAB. Dewi Uswati, S.Pd HEAD OF LANGUAGE Yahya,S.Pd LAB. HEAD OF LIBRARY Siti Shofiyah COUNSELING Galih.S.Pd Widdatul Fidqiyah, A.Md OSIS GUIDANCE - male Muhammad S. Mariyo, S.S - female Fitriya Habibi, S.Pd EXTRA CO-ORDINATOR Indah Safitri, S.Pd CONTEST CORani Iryana Nurfadzila, S.Pd ORDINATOR HEAD OF NATIONAL Rendy Pamungkas, S.Pd EXAMINATION

4. List of Student in The Writing Class Using Comic Strips The researcher conducted this research in SMP IT Nurul Islam Tengaran and especially concern in the second grade especially VIII C. This class consist of 25 students, and all of them are male. The data could be seen in the table bellow:

91

Table 3.4 List of Students 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

Name Abdullah Azzam Al-Fatih Achmad Reza Baskara Afif Haniffiza Ainun Nif’an Alif Umar Ali Arif Budiman Bagas Mursidiyansyah Bima Gigih “El Tsabat” Danis Yuliananta Fadhlan Dinan Oktavian Hakam Arkam Tegar Prakoso Hasib Munawar Huda Imam Fatoni Nur Hakim Jahbadzur Ridha Mursyidin Luthfi Bayhaqi Muhammad Moh. Afif Wafiqhul Haq Muhammad Ayyash Muharram Muhammad Faishal Ali Muhammad Habib Muhammad Nur Hidayah Wahyu Budiyono Muhammad Rizqi Azmi Attaqi Muhammad Syafiq Harianto Muhammad Yuukha Ilayya Navis Ayyasy Ridwan Pramuditya

92

LEMBAR OBSERVASI AKTIVITAS SISWA DALAM BELAJAR

Nama Sekolah

: SMP Islam Terpadu Nurul Islam

Cycle

: 1

Nama Guru

: Widdatul Fidqiyah, A.Md.

Nama Observer

: Ersa Dewana

Tujuan : 1. Merekam data berapa banyak siswa di suatu kelas aktif belajar 2. Merekam data kualitas aktivitas belajar siswa Petunjuk : 1. Observer harus berada pada posisi yang tidak mengganggu pembelajaran tetapi tetap dapat memantau setiap kegiatan yang dilakukan siswa. 2. Observer memberikan skor sesuai dengan petunjuk berikut a. Banyak siswa : skor 0 bila > 20% ; skor 2 bila 20% sampai >40%; skor 3 bila 40% sampai > 60%; skor 4 bila 60% sampai 80%; skor 5 bila 80% sampai 100% aktif. b. Kualitas : 1 = sangat kurang ; 2 = kurang ; 3 = cukup; 4 = baik; 5 = baik sekali.

No

A 1 2

3

Aktivitas Belajar Siswa Pengetahuan dialami, dipelajari, dan ditemukan oleh siswa Melakukan pengamatan atau penyelidikan Membaca dengan aktif (missal dengan pen di tangan untuk menggaris bawahi atau membuat catatan kecil atau tanda-tanda tertentu pada teks) Mendengarkan dengan aktif (menunjukkan respon, missal tersenyum atau tertawa saat mendengar hal-hal lucu yang disampaikan, terkagum-kagum bila mendengarkan sesuatu yang menakjubkan,dsb)

93

Banyak Siswa Yang Aktif

Kualitas Keaktifan

√ √

2 4

√

3

No

B 1

2

3

C 1 2 3 4 D 1 2 3

Aktivitas Belajar Siswa Siswa melakukan sesuatu untuk memahami materi pelajaran (membangun pemahaman) Berlatih (misalnya mencobakan sendiri konsepkonsep missal berlatih dengan soal-soal) Berpikir kreatif (misalnya mencoba memecahkan masalah-masalah pada latihan soal yang mempunyai variasi berbeda dengan contoh yang diberikan) Berfikir kritis (misalnya mampu menemukan kejanggalan, kelemahan atau kesalahan yang dilakukan orang lain dalam menyelesaikan soal atau tugas. Siswa mengkomunikasikan sendiri hasil pemikirannya Mengemukakan pendapat Menjelaskan Berdiskusi Mempresentasikan laporan Siswa berfikir reflektif Mengomentari dan menyimpulkan proses pembelajaran Memperbaiki kesalahan atau kekurangan dalam prose pembelajaran Menyimpulkan materi pembelajaran dengan kata-kata sendiri

Banyak Siswa Yang Aktif √

Kualitas Keaktifan

√

4

√

3

√

2

√ √ √ √ √ √ √

2 4 3 3

√

3

√

4

Salatiga,

Maret

3

2016 Observer

Ersa Dewana 113-11-074

LEMBAR OBSERVASI 94

AKTIVITAS DALAM PEMBERLAJARAN Nama Sekolah


Cycle

: 1

Nama Guru


Nama Observer

: Ersa Dewana

NO

Aktivitas Guru Dalam Mengajar

1 2 3 4 5 6 7

Guru mempersiapkan materi dengan baik Guru bertanya tentang recount tex Guru menjelaskan tentang tehnik clustering Guru dapat mengkondisikan kelas dengan baik Guru menggunakan waktu secara efektif Guru dapat menggunakan media dengan baik Guru memberikan evaluasi setelah pelajaran Guru bertanya tentang kestulitan siswa dalam memahami materi pelajaran Siswa memperhatikan tehnik yang disampaikan guru Siswa memperhatikan penjelasan guru Siswa dapat memahami penjelasan guru Siswa menjadi lebih aktif selama pelajaran Siswa berani untuk bertanya dan menjawab Siswa menjawab pertanyaan dengan benar Siswa merasa gembira selama pelajaran Siswa berisik selama pelajaran Siswa merasa bosan selama pelajaran

8 9 10 11 12 13 14 15 16 17

Keterlaksanaan Yes No √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

Salatiga, Maret 2016 Observer


95

LEMBAR OBSERVASI AKTIVITAS DALAM PEMBERLAJARAN Nama Sekolah


Cycle

: 2

Nama Guru


Nama Observer

: Ersa Dewana

NO 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17

Keterlaksanaan Yes No Guru mempersiapkan materi dengan baik √ Guru bertanya tentang recount tex √ Guru menjelaskan tentang tehnik clustering √ Guru dapat mengkondisikan kelas dengan baik √ Guru menggunakan waktu secara efektif √ Guru dapat menggunakan media dengan baik √ Guru memberikan evaluasi setelah pelajaran √ Guru bertanya tentang kestulitan siswa dalam memahami √ materi pelajaran Siswa memperhatikan tehnik yang disampaikan guru √ Siswa memperhatikan penjelasan guru √ Siswa dapat memahami penjelasan guru √ Siswa menjadi lebih aktif selama pelajaran √ Siswa berani untuk bertanya dan menjawab √ Siswa menjawab pertanyaan dengan benar √ Siswa merasa gembira selama pelajaran √ Siswa berisik selama pelajaran √ Siswa merasa bosan selama pelajaran √ Aktivitas Guru Dalam Mengajar

Salatiga, Maret 2016 Observer


96

LEMBAR OBSERVASI KETERLAKSANAAN CYCLE 1 PEMBELAJARAN BAHASA INGGRIS DENGAN “comic strips”

Petunjuk : Beri tanda centang ( ) sesuai dengan hasil pengamatan, pada kolom yang tersedia. No

1

2 3 4

6

7

Kegiatan guru

Keterlaksanaan Ya Tidak

Faktor penghambat

Kegiatan siswa


Memulai pelajaran dengan mengucapkan salam, menanyakan kabar dan doa Mengecek kehadiran siswa Apersepsi

√

Menjawab salam, berdo’a bersama

√

√ √

√ √

Menginformasikan tujuan pembelajaran dan memotivasi siswa Memberi informasi mengenai suatu konsep yang akan dipelajari, penjelasan tentang recount text. Guru menjelaskan tentang generic structure dan language feature dari

√

Menjawab absensi Mengikuti kegiatan dengan baik Mendengarkan penjelasan dan mengemukakan gagasan

√

Mendengarkan penjelasan atau bertanya

√

√


√

97

√

Faktor penghambat

Ide penyelesaia n

No

8

9

10

11

12

Kegiatan guru

recount text Guru menuliskan suatu tema tentang recount text di tengah papan tulis kemudian melingkarinya dan meminta siswa memberikan kata yang berkaitan dengann tema (clustering technique) Guru menyusun ide- ide tersebut menjadi sebuah karangan Guru memberikan latihan menulis teks recount dengan tema yang diterntukan oleh guru dan menggunakan clustering technique Guru mengrahkan siswa dalam mengerjakan latihan, memberikan bimbingan dan bantuan bila diperlukan Guru memeriksa dan


Faktor penghambat

Kegiatan siswa


√

Siswa memberikan ide-ide dan gagasan tentang tema yang diberikan guru

√

√

Mendengarkan dengan seksama dan memberikan tanggapan atas penjelasan guru Mengerjakan latihan dengan baik dan bertanya bila ada kesulitan

√

√

Mengerjakan tukan dengan baik dan bertanya bila ada kesulitan

√

√

Memeriksa dan memberikan

√

√

98

√

Faktor penghambat

Ide penyelesaia n

No

13

14 15

16

Kegiatan guru

membahas latihan bersaama sama Guru menanyakan kesulitan siswa selama proses kegiatan belajar mengajar Refleksi Guru menyampaikan rencan pembelajaran pada pertemuan berikutnya Doa penutup


√

√ √ √

Faktor penghambat

Kegiatan siswa

tanggapan atas penjelasan guru Memberikan pendapat tentang kesulitan kesulitan yang dihadapi selama pelajaran berlangsung Mengikuti kegiatan refleksi Siswa mendengarkan dengan seksama Berdoa bersama


Faktor penghambat

√

√ √ √

Salatiga,

Maret 2016

Obsever,


99

Ide penyelesaia n

LEMBAR OBSERVASI KETERLAKSANAAN CYCLE 2 PEMBELAJARAN BAHASA INGGRIS DENGAN “comic strips”

Petunjuk : Beri tanda centang ( ) sesuai dengan hasil pengamatan, pada kolom yang tersedia. No 1

2 3 4

6

7

Kegiatan guru Memulai pelajaran dengan mengucapkan salam, menanyakan kabar dan doa Mengecek kehadiran siswa Apersepsi Menginformasikan tujuan pembelajaran dan memotivasi siswa Memberi informasi mengenai suatu konsep yang akan dipelajari, penjelasan tentang recount text. Guru menjelaskan tentang generic structure dan language feature dari recount text

Keterlaksanaan Ya Tidak √ √ √

Faktor penghambat

Kegiatan siswa Menjawab salam, berdo’a bersama

Keterlaksanaan Ya Tidak √


√ √

√


√

√


√

√

100

√

Faktor penghambat

Ide penyelesaian

No 8

9

10

11

12

Kegiatan guru Guru menuliskan suatu tema tentang recount text di tengah papan tulis kemudian melingkarinya dan meminta siswa memberikan kata yang berkaitan dengann tema (clustering technique) Guru menyusun ide- ide tersebut menjadi sebuah karangan Guru memberikan latihan menulis teks recount dengan tema yang diterntukan oleh guru dan menggunakan clustering technique Guru mengrahkan siswa dalam mengerjakan latihan, memberikan bimbingan dan bantuan bila diperlukan Guru memeriksa dan membahas latihan bersaama sama


√

Faktor penghambat

Kegiatan siswa Siswa memberikan ide-ide dan gagasan tentang tema yang diberikan guru



√

√


√

√

Memeriksa dan memberikan tanggapan atas penjelasan guru

√

√

101

√

Faktor penghambat

Ide penyelesaian

No

Kegiatan guru

13

Guru menanyakan kesulitan siswa selama proses kegiatan belajar mengajar Refleksi Guru menyampaikan rencan pembelajaran pada pertemuan berikutnya Doa penutup

14 15

16


√ √

V

Faktor penghambat

Kegiatan siswa Memberikan pendapat tentang kesulitan kesulitan yang dihadapi selama pelajaran berlangsung Mengikuti kegiatan refleksi Siswa mendengarkan dengan seksama Berdoa bersama


Faktor penghambat

√ √

V

Salatiga,

Maret 2016

Obsever,


102

Ide penyelesaian

LEMBAR OBSERVASI AKTIVITAS SISWA DALAM BELAJAR

Nama Sekolah


Cycle

: 1

Nama Guru


Nama Observer

: Ersa Dewana

Tujuan : 3. Merekam data berapa banyak siswa di suatu kelas aktif belajar 4. Merekam data kualitas aktivitas belajar siswa Petunjuk : 3. Observer harus berada pada posisi yang tidak mengganggu pembelajaran tetapi tetap dapat memantau setiap kegiatan yang dilakukan siswa. 4. Observer memberikan skor sesuai dengan petunjuk berikut c. Banyak siswa : skor 0 bila > 20% ; skor 2 bila 20% sampai >40%; skor 3 bila 40% sampai > 60%; skor 4 bila 60% sampai 80%; skor 5 bila 80% sampai 100% aktif. d. Kualitas : 1 = sangat kurang ; 2 = kurang ; 3 = cukup; 4 = baik; 5 = baik sekali.

No A 1 2

3

B 1 2

Aktivitas Belajar Siswa Pengetahuan dialami, dipelajari, dan ditemukan oleh siswa Melakukan pengamatan atau penyelidikan Membaca dengan aktif (missal dengan pen di tangan untuk menggaris bawahi atau membuat catatan kecil atau tanda-tanda tertentu pada teks) Mendengarkan dengan aktif (menunjukkan respon, missal tersenyum atau tertawa saat mendengar hal-hal lucu yang disampaikan, terkagum-kagum bila mendengarkan sesuatu yang menakjubkan,dsb) Siswa melakukan sesuatu untuk memahami materi pelajaran (membangun pemahaman) Berlatih (misalnya mencobakan sendiri konsep-konsep missal berlatih dengan soal-soal) Berpikir kreatif (misalnya mencoba memecahkan masalah-masalah pada latihan soal yang mempunyai variasi berbeda dengan contoh yang diberikan) 103

Banyak Kualitas Siswa Yang Keaktifan Aktif

√ √

2 4

√

3

√ √

4

√

3

No

3 C 1 2 3 4 D 1 2 3

Banyak Kualitas Siswa Yang Keaktifan Aktif Berfikir kritis (misalnya mampu menemukan √ 2 kejanggalan, kelemahan atau kesalahan yang dilakukan orang lain dalam menyelesaikan soal atau tugas. Siswa mengkomunikasikan sendiri hasil √ pemikirannya Mengemukakan pendapat 2 √ Menjelaskan 4 √ Berdiskusi 3 √ Mempresentasikan laporan 3 √ Siswa berfikir reflektif √ Mengomentari dan menyimpulkan proses pembelajaran 3 √ Memperbaiki kesalahan atau kekurangan dalam prose 3 √ pembelajaran Menyimpulkan materi pembelajaran dengan kata-kata 4 √ sendiri Aktivitas Belajar Siswa

Salatiga,

Maret 2016

Observer


104

LEMBAR OBSERVASI KETERLAKSANAAN CYCLE II PEMBELAJARAN BAHASA INGGRIS DENGAN “comic strips” Petunjuk : Beri tanda centang ( ) sesuai dengan hasil pengamatan, pada kolom yang tersedia. No 1

2 3 4

6

7

8

9

Kegiatan guru Memulai pelajaran dengan mengucapkan salam, menanyakan kabar dan doa Mengecek kehadiran siswa Apersepsi Menginformasikan tujuan pembelajaran dan memotivasi siswa Memberi informasi mengenai suatu konsep yang akan dipelajari, penjelasan tentang recount text. Guru menjelaskan tentang generic structure dan language feature dari recount text Guru menuliskan suatu tema tentang recount text di tengah papan tulis kemudian melingkarinya dan meminta siswa memberikan kata yang berkaitan dengann tema (clustering technique) Guru menyusun ide- ide tersebut menjadi sebuah karangan


Faktor penghambat

Kegiatan siswa Menjawab salam, berdo’a bersama



√ √ √


√


√


√

Mendengarkan dengan seksama dan memberikan tanggapan atas

√

105

Faktor penghambat

Ide penyelesaian

No

10

11

12 13

14 15

16

Kegiatan guru

Guru memberikan latihan menulis teks recount dengan tema yang diterntukan oleh guru dan menggunakan comic strips Guru mengrahkan siswa dalam mengerjakan latihan, memberikan bimbingan dan bantuan bila diperlukan Guru memeriksa dan membahas latihan bersaama sama Guru menanyakan kesulitan siswa selama proses kegiatan belajar mengajar Refleksi Guru menyampaikan rencan pembelajaran pada pertemuan berikutnya Doa penutup


Faktor penghambat

Kegiatan siswa


penjelasan guru Mengerjakan latihan dengan baik dan bertanya bila ada kesulitan

√


√

Memeriksa dan memberikan tanggapan atas penjelasan guru Memberikan pendapat tentang kesulitan kesulitan yang dihadapi selama pelajaran berlangsung Mengikuti kegiatan refleksi Siswa mendengarkan dengan seksama

√

Berdoa bersama

√

√ √ √

Salatiga,

Maret 2016

Obsever,


106

Faktor penghambat

Ide penyelesaian

LEMBAR OBSERVASI KETERLAKSANAAN CYCLE II PEMBELAJARAN BAHASA INGGRIS DENGAN “comic strips” Petunjuk : Beri tanda centang ( ) sesuai dengan hasil pengamatan, pada kolom yang tersedia. No

1

2 3 4 6

7

8

Kegiatan guru

Memulai pelajaran dengan mengucapkan salam, menanyakan kabar dan doa Mengecek kehadiran siswa Apersepsi Menginformasikan tujuan pembelajaran dan memotivasi siswa Memberi informasi mengenai suatu konsep yang akan dipelajari, penjelasan tentang recount text. Guru menjelaskan tentang generic structure dan language feature dari recount text Guru menuliskan suatu tema tentang recount text di tengah papan tulis kemudian melingkarinya dan meminta siswa memberikan kata yang berkaitan dengann tema (clustering technique)

keterlaksanaan Ya Ttidak

Faktor penghambat

Kegiatan siswa

Keterlaksanaan Ya tidak

Menjawab salam, berdo’a bersama

√

Menjawab absensi Mengikuti kegiatan dengan baik Mendengarkan penjelasan dan mengemukakan gagasan Mendengarkan penjelasan atau bertanya

√ √


√


√

107

√ √

Faktor penghambat

Ide penyelesai an

No

Kegiatan guru

9

Guru menyusun ide- ide tersebut menjadi sebuah karangan

10

Guru memberikan latihan menulis teks recount dengan tema yang diterntukan oleh guru dan menggunakan comic strips Guru mengrahkan siswa dalam mengerjakan latihan, memberikan bimbingan dan bantuan bila diperlukan Guru memeriksa dan membahas latihan bersaama sama Guru menanyakan kesulitan siswa selama proses kegiatan belajar mengajar

11

12 13

14 15

16

Refleksi Guru menyampaikan rencan pembelajaran pada pertemuan berikutnya Doa penutup

keterlaksanaan Ya Ttidak

Faktor penghambat

Kegiatan siswa

Keterlaksanaan Ya tidak


√


√

Memeriksa dan memberikan tanggapan atas penjelasan guru Memberikan pendapat tentang kesulitan kesulitan yang dihadapi selama pelajaran berlangsung Mengikuti kegiatan refleksi Siswa mendengarkan dengan seksama

√

Berdoa bersama

√ Salatiga, Obsever,

√

√

√ √

Maret 2016

Ersa Dewana 113-11-074 108

Faktor penghambat

Ide penyelesai an

109

RENCANA PELAKSANAAN PEMBELAJARAN ( RPP )

Nama Sekolah


Mata pelajaran

: Bahasa Inggris

Kelas/Semester

: VIII/ 2

Waktu

: 4 x 40 menit (2 kali pertemuan)

Skill

: Menulis

Jenis text

: Recount

A. Standar kompetensi : 12. Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk recount dan narrative untuk berinteraksi dengan lingkungan sekitar. B. Kompetensi dasar: 12.2. Mengungkapkan makna dan langkah retorika dalam esei pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar berbentuk recount dan narrative C. Indikator : 1. Membuat teks recount dimulai dengan cara brainstorming dari comic strips 2. Membuat teks recount dengan menggunakan generic structure dan language feature D. Tujuan Pembelajaran : Pada akhir pembelajaran siswa mampu: 1. Membuat teks recount dimulai dengan cara brainstorming dengan baik dan benar 2. Membuat teks recount dengan menggunakan generic structure dan language feature dengan baik dan benar. E. Metode/tehnik pembelajaran : - Three-phase tehcnique, diskusi, ceramah. F. Materi Pembelajaran : Teks Recount. (terlampir)

110

Its goal is to entertaining or informing about the past activity to the reader. Generic Structure of Recount Text : 

Orientation : tells who was involved, what happened, where the events took place, and when it happened.



Events : tell what happened and in what sequence.



Reorientation

: consists of optional-closure of events/ending.

G. Langkah Pembelajaran Pertemuan 1 (2 x 40 menit) : Kegiatan Awal  Mengucapkan salam dan menyapa dengan ramah kepada siswa ketika memasuki ruang kelas (nilai yang ditanamkan: santun, peduli)  Mengecek kehadiran siswa (nilai yang ditanamkan: disiplin, rajin)  Guru memberikan sebuah warmer up untuk menstimulus semangat siswa sebelum memulai pelajaran.  Guru memberi gambaran tentang pelajaran yang akan berlangsung.  Guru mengingatkan kembali pelajaran minggu lalu tentang materi recount; function, generic structure and its language features. Kegiatan Inti  Guru memperlihatkan sebuah comic strips kepada siswa, kemudian membuat pertanyaan pancingan tentang apa yang mereka pikirkan tentang situasi dalam comic strips.  Dari pertanyaan tadi, guru meminta siswa membuat kalimat dalam bahsa inggris dengan menggunakan comic strips sebagai outlline  Dengan teman sebangku, guru membimbing siswa membuat teks recount dari kalimat yang telah siswa buat dengan generic structure dan language feature yang baik dan benar dengan menggunakan comic strips sebagai outlline  Guru membimbing siswa cara mengedit hasil kerja mereka  Guru membimbing siswa cara mengedit hasil kerja mereka  Hasil kerja siswa dikumpulkan kepada guru. Kegiatan Akhir  Semua siswa mencatat hasil diskusi dengan penuh rasa tanggungjawab sebagai refleksi yang telah dipelajari.

111

 Guru memberikan umpan balik secara klasikal berupa tanggapan hasil presentasi siswa.  Siswa diberi tugas rumah sebagai salah satu tindak lanjut pembelajaran yang telah berlangsung dengan membuat teks recount dengan menggunakan generic structure dan language feature yang baik dan benar dengan bantuan comic strips.  Memberikan motivasi kepada siswa yang kurang dan belum bisa mengikuti dalam materi yang telah dipelajari.

112

Pertemuan 2 (2 x 40 menit) Kegiatan Awal  Mengucapkan salam dan menyapa dengan ramah kepada siswa ketika memasuki ruang kelas (nilai yang ditanamkan: santun, peduli)  Mengecek kehadiran siswa (nilai yang ditanamkan: disiplin, rajin).  Guru memberi gambaran tentang pelajaran yang akan berlangsung.  Guru mengingatkan kembali pelajaran minggu lalu Kegiatan Inti  guru mengembalikan tugas yang telah dikoreksi pada pertemuan sebelumnya  mengulas tentang materi recount  guru membagikan comic strips kepada setiap siswa.  Secara individu siswa membuat recount teks mereka sendiri sesuai dengan informasi yang ada di comic strips sebagai outline  Siswa mengumpulkan hasil kerja kepada guru Kegiatan Akhir  Guru memberikan umpan balik secara klasikal berupa tanggapan hasil presentasi siswa.  Siswa mengumpulkan reflektif writing yang telah mereka buat pada pertemuan-pertemuan sebelumnya.  Memberikan motivasi kepada siswa yang kurang dan belum bisa mengikuti dalam materi yang telah dipelajari. H. Media/Alat/Sumber Belajar  Comic Strips  LKS I. Nilai Karakter Jujur,

- Cermat - Kreatif

- Tanggung jawab

- Disiplin J. Penilaian a. Jenis penilaian: Tes tulis, Non tulis b. Bentuk penilaian: Essay, performance c. Contoh instrument penilaian Make a recount text from your word! d. Rubrik penilaian

113

Kriteria

Skor

Isi substantif, ide jelas, tata bahasa tepat, pemilihan kata yang tepat, tidak ad error spelling

75

Isi cukup substantif, penjelasan kurang, tata bahasa kurang tepat, pemilihan kata yang kurang tepat, ada beberapa error spelling namun masih bisa dipahami

50

Isi membingungkan, ide tidak jelas, tata bahasa tidak tepat, pemilihan kata yang tidak tepat, terdapat beberapa error spelling

25

Pedoman penskoran : Skor maksimum 75 Nilai Perolehan Akhir : Skor perolehan x 100 Skor Maksimum

Mengetahui,

Tengaran, 1 Maret 2016

Guru B. Inggris

Observer

Widdatul Fidqiyyah, A.Md.

Ersa Dewana Kepala sekolah

Sunarto, S.Ag.

114

PRE- TEST

Make recount text about your experience! Name : ................................

........................................... ...................................................................................................... .................................... ............................................................................................................... ............................................... ................................................................................... ...................................................................................

115

POST – TEST

Make one of recount text about this comic strips entitled “An Amazing Day In The Beach”!

116

Last week I went to the beach to spend my holiday.

I planned to make the sand castle. I was using the bucket, but I couldn’t find the shovel.

I didn’t finish playing with sand after my friend Jimmy asked me

I found the shovel. Then I started to build some sand

creatures.

It was night and I had to go back home. It was wonderful holiday ever

to play volleyball

I saw the sunset. Subhanallahh, It was a beautiful scene!!!

I came back from the beach to my hometown to start my daily activity

Finally I could lay on the bed to sleep along this day

117

Name : ........................................

................................................ ................................................. ...................................................................................... ............................................. ............................................................................................... .......................................................................................................... .................................. ................................................................................

118

I met my friends there. Then I talked to Elisa, she was my best friend

I have an enjoyable moment when I came to Harry’s birthday party

Then I came inside where Harry was celebrating his birthday by cutting the tart cake and ate it together

After that. We played around together. We enjoyed the moment by watching the magic exhibition

Next, I moved to the backyard for making some barbeque. There was luisa, and I talked to her again

After that I moved to front yard to watch my friend playing volleyball

All of my friends were very happy. So does Harry

Finally the party was over and the guests were back to their house. That was the enjoyable moment. I hope I could get this moment again

119

Pre test 2 Make your recount text about your unforgettable momen!

Name : ........................................

................................................ ................................................. ...................................................................................... ............................................. ............................................................................................... .......................................................................................................... .................................. ................................................................................

120

DOCUMENTATION 1. The students pay attention to the teacher explanation

2. The Students find the difficult words of the comic

121

3. The Students do the test

122

4. The Teacher checks the students’ writing

5. Some students present their writing to the class

123

124

DAFTAR NILAI SKK Nama : Ersa Dewana

Progdi

: TBI

Nim

Fakultas

: Tarbiyah dan Ilmu Keguruan

No 1

2

3

4

5

6

7

8

: 11311074

Jenis Kegiatan Orientasi Pengenalan Akademik Dan Kemahasiswaan (OPAK) dengan tema “Revitalisasi Gerakan Mahasiswa di Era Modern Untuk Kejayaan Indonesia” DEMA STAIN Salatiga Achievement Motivation Training (AMT) dengan tema “Membangun Mahasiswa Cerdas Emosi, Spiritual, dan Intelektual melalui Achievement Motivation Training” STAIN Salatiga Orientasi Dasar Keislaman (ODK) dengan tema “Menemukan Muara Sebagai Mahasiswa Rahmatan Lil „Alamin” STAIN Salatiga “User Education (Pendidikan Pemakai” UPT Perpustakaan STAIN Salatiga Seminar Entrepreneurship dan Koperasi KOPMA dan KSEI STAIN Salatiga

Pelaksanaan 20 - 22 Agustus 2011

Keterangan Peserta

Nilai 3

23 Agustus 2011

Peserta

2

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Peserta

2

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Peserta

2

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Peserta

2

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27 Maret 2012

Peserta

2

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Panitia

3

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Ketua Panitia

3

125

9

10

11

12

13

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17 Maret 2012

Panitia

3

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Peserta

2

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Panitia

3

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21-22 Juni 2013

Panitia

3

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Panitia

3

14

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19-20 Desember 2014

Panitia

3

15

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11 Oktober 2011

Peserta

8

16

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15 Juli 2012

Peserta

8

01 Juni 2013

Peserta

8

24 September 2012

Peserta

2

17

18

Practicum Program “Magazine Writing and Public Speaking” English Education Study Program STAIN Salatiga

126

19

“English Friendship Tour (EFT) held in Prambanan Temple 2011” CEC STAIN Salatiga

20

Seminar Nasional dengan tema “Mengawal Pengendalian BBM Bersubsidi, Kebijakan BLSM Yang Tepat Sasaran, serta Pengendalian Inflasi Dalam Negeri Sebagai Dampak Kenaikan Harga BBM Bersubsidi” DEMA STAIN Salatiga Kegiatan Training SIBA-SIBI UTS Semester Genap 2013-2014 oleh CEC dan ITTAQO STAIN Salatiga Seminar Nasional Entrepreneurship dengan tema “Menumbuhkan Jiwa Entrepreneur Generasi Muda” KOPMA Fatawa STAIN Salatiga Seminar Nasional “How to Develop the Best Generation” by Communicative English Club (CEC) STAIN Salatiga English Friendship Camp dengan tema “CEC is The Best Way For Great Generation” CEC STAIN Salatiga Kegiatan “Scholarship Forum” by Communicative English Club (CEC) STAIN Salatiga Kegiatan Training Kepribadian di IAIN Salatiga

21

22

23

24

25

26 27

28

29

CEC FESTIVAL 2013 dengan tema “Youngster Today is The Leader of Tomorrow ” CEC STAIN Salatiga CEC FESTIVAL 2014 as “Drama Player” CEC STAIN Salatiga SK Pengangkatan Pngurus Communicative English Club (CEC) STAIN Salatiga Masa Bakti 2014 sebagai EVENT ORGANIZER

127

22-23 Oktober 2011

Peserta

2

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Peserta

8

2-3 Mei 2014

Panitia

3

27 Mei 2013

Peserta

8

01 Juni 2013

Panitia

8

27-28 September 2014

Panitia

3

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Panitia

3

19 Mei 2015

Peserta

2

18-20 November 2013

Panitia

3

20-22 November 2014 Selama Tahun 2014

Panitia

3

Pengurus CEC

4

30

31

32

33

34

35

36

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Pengurus CEC

4

Panitia

3

Panitia

3

Panitia

3

Peserta

2

Peserta

2

Panitia

3

Salatiga, 23 Februari 2016

128

129

DAFTAR RIWAYAT HIDUP

Nama Lengkap

: Ersa Dewana

Tempat / Tanggal lahir

: Kab. Semarang, 23 Juli 1993

Jenis Kelamin

: Laki-Laki

Kebangsaan

: Indonesia

Agama

: Islam

Status Perkawinan

: Belum Menikah

Alamat Rumah

: Ngampin, Ambarawa, Kabupaten Semarang

Riwayat Pendidikan: 1.

SDN Ngampin 1 Ambarawa, lulus tahun 2005

2.

MTs Yajri Payaman, lulus tahun 2008

3.

MA Ma’arif Darul Aman Pringsurat, lulus tahun 2011

4.

Jurusan Tarbiyah, Program Studi Tadris Bahasa Inggris IAIN Salaiga, Angkatan tahun 2011.

Salatiga, March 9th, 2016 Penulis,

Ersa Dewana

129

130

THE USE OF COMIC STRIPS TO IMPROVE STUDENTS SKILLS IN WRITING RECOUNT TEXT

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