Sie sind auf Seite 1von 11

THE EFFECT OF COMIC STRIPS TOWARDS

STUDENTS’ READING COMPREHENSION AND


WRITING SKILL

(The Eight Grade Students of SMP ISLAM AL-IKHWAN


Academic Year 2018/2019)

Nurul Fajar Rahayu

Magister of English Education Study Program

Postgraduate Sultan Ageng Tirtayasa University


BACKGROUND OF STUDY

Reading is essentially the process of getting information from written language,


Burt, Peyton, & Adams (2003: 33).

Students have difficult in writing text, students usually some error in their written
text. According to Peha (2002: 5) stated that ideas are what it is all about.

Comics can play a powerful, influential role in the English classroom, and can
have a positive impact on the learning habits of many students, Smith (2006:
6).

Based on the observation the researcher find out a problem such as;
• The students feel difficult also in mentioning the word and meaning of the text for
reading and writing.
• The students are not able to interpreting and understanding the context of English
text.
• Then, the students do not have motivation.
Formulation of Problem

• Is there any effect of comic strips toward students’ reading


comprehension in SMP Islam Al-Ikhwan?
• Is there any effect of comic strips toward students’ writing skill in
SMP Islam Al-Ikhwan
• Is there any effect of comic strips toward students’ reading
comprehension and writing skill in SMP Islam Al-Ikhwan?

Alternative Hypothesis (Ha)


Hypothesis
Null Hypothesis (Ho)
READING
Moreillon (2007: 10), said that, “Reading is making
meaning from print and from visual information. But
reading is not simple. Reading is an active process that
requires a great deal of practice and skill”.

WRITING
Writing can develop the writers’ imaginative and
DEFINITIONS critical thinking abilities in order to be able to write
effectively and creatively (Nunan, 2003:88).

COMIC STRIPS
Saraceni (2003: 5) stated that the characteristics of
comics are: employment of both words and pictures;
texts organized into sequential units, graphically
separated from each other, but the most important of
comic is the way in which linguistic and pictorial
elements interact with each other.
RESEARCH
METHODOLOGY

SITE AND SCHEDULE

Six meetings reading and six


RESEARCH METHOD
meetings writing;
Quantitative Approach by Using True - One meeting for pre-test
- Four meetings for treatment
Experimental
- One meeting for post-test

E Comic Strips

SMP Islam Al-Ikhwan


C Conventional teaching
STATISTICAL DESCRIPTION OF STUdENTS’
SCORE OF READING TEST
TABLE 4.1 STATISTICAL DESCRIPTION
Data Collection
of Reading   N Minimum Maximum Mean Std. Deviation

Reading Pretest Experiment 20 30 70 47.3 10,8

Reading Posttest Experiment 20 70 95 83,1 6,8

Pre-test Reading Pretest Control 20 30 65 51,1 9,9

Reading Posttest Control 20 54 79 65 7,3


Post-test

Score distribution of reading in Score distribution of reading in


experimental class control class
100 90
90 80
80 70
70 60
60
50
50
40
40
30
30
20 20

10 10
0 0
2 2 1 3 4 5 5 5 4 3 1 2 1 1 1 1 3 1 5 2 4 4 6 3 2 3 4 2

pre test post test pre test control post test control
STATISTICAL DESCRIPTION OF STUdENTS’
SCORE
Data Collection TABLE 4.2 STATISTICAL DESCRIPTION OF WRITING TEST
of Writing   N Minimum Maximum Mean Std. Deviation

Writing Pretest Experiment 20 29 35 31,75 2,75

Writing Posttest Experiment 20 65 85 74,4 6,50

Pre-test Writing Pretest Control 20 29 40 32,75 3,99

Post-test Writing Posttest Control 20 35 54 45,25 5,86

Score distribution of writing in Score distribution of writing in


experimental class control class
90 60
80
50
70
60 40
50
30
40
30 20

20 10
10
0
0 5 1 6 6 6 8 3 5
4 5 5 7 7 8 3 1
pre test control post test control
post test exp pre test exp
NORMALITY OF DISTRIBUTION
TEST
Pre-test and Post test Experimental and Control class

ANALYSIS TESTING
TABEL 4.7 RECAPITULATION OF NORMALITY TEST READING

No Lcount Ltable Criteria  

1 Reading pretest experiment 0,16 0,19 Normal  

2 Reading posttest experiment 0,13 0,19 Normal  

3 Reading pretest control 0,11 0,19 Normal  


Reliability
4 Reading posttest control 0,11 0,19 Normal  

TABLE 4.6 RELIABILITY TEST

No ralpha rtabel   TABEL 4.8 RECAPITULATION OF NORMALITY TEST WRITING


Variable Criteria
1 Reading 0,799 0,444 RELIABLE  
No Lcount Ltable Criteria  
2 Writing 0,447 0,444 RELIABLE   1 Writing pretest experiment 0,17 0,19 Normal  

2 Writing posttest experiment 0,16 0,19 Normal  

3 Writing pretest control 0,18 0,19 Normal  

4 Writing posttest control 0,18 0,19 Normal  


Hypothesis

ANALYSIS TESTING Testing the first hypotheses


GROUP FCOUNT FTABLE

READING 159,89 4,09

HoMOGENEITY Testing the second hypotheses


GROUP FCOUNT FTABLE
GROUP FCOUNT FCOUNT FTABLE

EXPERIMENT CONTROL WRITING 726,45 4,09

Reading 2,00 1,63 2,16 Testing the third hypotheses


GROUP FCOUNT FTABLE
Writing 1,97 0,70 2,16
READING AND WRITING 579,69 3,96

The
  alternative hypothesis was accaepted. It can be
concluded that there was an effect of comic strips toward
students reading comprehension and writing skill.
because the testing criteria was If < , Accepted
conclusion
Based on the result hypothesis and analysis data said
that comic strips very effective to teaching reading
comprehension and writing skill. It can concluded, a
comic strip is one of the creative teaching media. The
use of comic strips is like a guided writing and reading
process.
THANK
YOU