THE USE OF COMIC STRIPS TO IMPROVE STUDENTS’ SKILLS IN...

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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

vi

MOTTO

“WHY JOIN THE NAVY, IF YOU CAN BE A PIRATE”

(STEVE JOB)

vii

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.

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

3. Noor Malihah, Ph.D as the Head of English Education Department State

Institude for Islamic Studies (IAIN).

4. 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.

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

administration.

7. My beloved mother, Rusmiyati and father, Budiyono, thanks for your love,

support, trust, finance, encouragement and everlasting prayer to me.

8. My beloved sister Nastiti Arif Fadhilah Aina Mardhiyah.

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

10. My friends in TBI ’11, especially TBI C

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

12. 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.

13. 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.

14. 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 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 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.

D. 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 (Mariam-

Webster). 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

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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

excellent to

very good

Knowledgeable, substantive,

development of thesis, relevant

to assign topic

26-22

Good to

average

Sure knowledge of subject,

adequate range, limited

development of thesis, mostly

19


Content

relevant to topic but lacks

detail.

21-17

Fair to poor

Limited knowledge of subject,

little substance, inadequate

development of topic

16-13

Very poor

Does enough to evaluate not

show knowledge of subject,

non-substantive, partinent, or

not enough to evaluate

Form/organization 20-18

Excellent to

very good

Fluent expression, ideas,

clearly stated/supported,

succinct, well-organized,

logical sequencing, cohesive

17-14

Good to

average

Somewhat choppy, loosely

organized but main ideas stand

out, limited support, logical but

incomplete sequence

16-13

Fair to poor

Non-fluent, ideas confused or

disconnected, lack logical

sequencing and development

12-10

Very poor

Does not communicate, no

organization or not enough to

20


evaluate

Vocabulary/style

20-18

Excellent to

very good

Sophisticated rang, effective

word/idiom choice and usage,

word from mastery, appropriate

register

17-14

Good to

average

Adequate range, occasional

errors of word/idiom form

choice, usage but meaning not

obscured.

13-10

Fair to poor

Limited range, frequent error

of word/idiom form, choice,

usage, meaning confused or

obscured

9-7

Very poor

Essentially translation, little

knowledge of English,

vocabulary, idiom, word form,

or not enough to evaluate

25-22

Excellent to

very good

Effective, complex

construction, few error of

agreement, tense, number,

word, order/function, articles,

pronouns, preposition

21


Grammar

17-11

Fair to poor

Effective but simple

construction, minor problem

complex construction, several

errors agreement, tense,

number, word, order/function,

articles, pronoun, preposition,

but meaning seldom abscured

10-5

Very poor

Major problem in

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

Excellent to

Demonstrate mastery of

conventions, few errors of

22


Mechanic

very good spelling, puntuation,

capitalization, paragraphing

4

Good to

average

Occasional errors of spelling,

punctuation, capitalization,

paragraphing, but meaning not

abscured

3

Fair to poor

Frequent errors of spelling,

punctuation, capitalization,

paragraphing, poor

handwriting, meaning confused

or abscured

2

Very poor

No mastery of conventions,

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

23

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:

24

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.

25

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

26

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

27

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.

28

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:

29

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).

30

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 extra-

curricular which are done by students outside the school hours, they are:

31

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.

32

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,

33

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:

34

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.

35

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.

36

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:

37

Table 3.5: Student’s Score Sheet

N

o

Name

Aspects

Grammar 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

38

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

No Aktivitas Belajar Siswa

Banyak

Siswa

Yang

Aktif

Kualitas

Keaktifan

A

Pengetahuan dialami, dipelajari, dan

ditemukan oleh siswa

1 Melakukan pengamatan atau penyelidikan

2

Membaca dengan aktif (missal dengan pen di

tangan untuk menggaris bawahi atau

membuat catatan kecil atau tanda-tanda

tertentu pada teks)

3

Mendengarkan dengan aktif (menunjukkan

respon, missal tersenyum atau tertawa saat

mendengar hal-hal lucu yang disampaikan,

terkagum-kagum bila mendengarkan sesuatu

yang menakjubkan,dsb)

B Siswa melakukan sesuatu untuk

39


Banyak

Siswa

Yang

Aktif

Kualitas

Keaktifan

memahami materi pelajaran (membangun

pemahaman)

1

Berlatih (misalnya mencobakan sendiri

konsep-konsep missal berlatih dengan soal-

soal)

2

Berpikir kreatif (misalnya mencoba

memecahkan masalah-masalah pada latihan

soal yang mempunyai variasi berbeda dengan

contoh yang diberikan)

3

Berfikir kritis (misalnya mampu menemukan

kejanggalan, kelemahan atau kesalahan yang

dilakukan orang lain dalam menyelesaikan

soal atau tugas.

C

Siswa mengkomunikasikan sendiri hasil

pemikirannya

1 Mengemukakan pendapat

2 Menjelaskan

3 Berdiskusi

40


Banyak

Siswa

Yang

Aktif

Kualitas

Keaktifan

4 Mempresentasikan laporan

D Siswa berfikir reflektif

1

Mengomentari dan menyimpulkan proses

pembelajaran

2

Memperbaiki kesalahan atau kekurangan

dalam prose pembelajaran

3

Menyimpulkan materi pembelajaran dengan

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

41

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:

M = x

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:

42

ot

1N

SD

N

D

t0 : 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

No Strength

Score

Excellent Good Fair

1 Comics are motivating

to study with more

enthusiasm and are less

likely to give up

2 Comics are easily

processed and

memorized when

illustrated

3 Comics can control the

student pace of the

learning process

4 Comics give readers

inspiration and

43

No Strength

Score

Excellent Good Fair

confidence for more

challenging texts.

5 Comics can develop

students’ analytical and

critical thinking skills

H. 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.

44

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

February 29th

2016

Cycle 1 (first meeting)

+ Pre Test 1 and Post Test 1

March 4th

2016

Cycle 2 (second meeting)

+ Pre Test 2 and Post Test 2

45

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.

46

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

47


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 Total Score Grade Number of Student

1 90 – 100 Excellent -

2 80 – 89 Very Good -

3 70 – 79 Good -

4 60 – 69 Fair 9

5 50 – 59 Poor 11

6 40 – 49 Very Poor 5

Total 25

48

The mean of pre-test I

M = 𝑋

𝑁

M = 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


C F V G M Total



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



49


C F V G M Total







15 Luthfi Bayhaqi M. 10 15 15 13 12 65




19 Muhammad Habib 10 9 11 8 7 45





24 Navis Ayyasy 15 14 16 13 12 70


∑ 1490

Table 4.5: Criteria of Students’ Achievement of Post- Test1



2 80 – 89 Very Good -

3 70 – 79 Good 7

4 60 – 69 Fair 7

5 50 – 59 Poor 8

6 40 – 49 Very Poor 3

Total 25

50

The mean of post-test I

M = 𝑋

𝑁

M = 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

51

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

No. Name of Students’ Pre-test I

(X)

Post-test I

(Y) D D

2

1 Abdullah Azzam A.F. 40 55 15 225

2 Achmad Reza Baskara 40 60 20 400

3 Afif Haniffiza 45 55 10 100

4 Ainun Nif’an 45 55 10 100

5 Alif Umar Ali 60 70 10 100

6 Arif Budiman 55 45 -10 100

7 Bagas Mursidiyansyah 55 50 -5 25

8 Bima Gigih “El Tsabat” 45 60 15 225

9 Danis Yuliananta 60 60 0 0

10 Fadhlan Dinan Oktavian 55 75 20 400

11 Hakam Arkam Tegar P. 55 45 10 100

12 Hasib Munawar Huda 65 50 -15 225

13 Imam Fatoni Nur Hakim 60 70 10 100

14 Jahbadzur Ridha M. 55 70 15 225

15 Luthfi Bayhaqi M. 60 65 5 25

16 Moh. Afif Wafiqhul Haq 55 60 5 25

17 Muh. Ayyash Muharram 65 55 -10 100

18 Muhammad Faishal Ali 65 55 -10 100

19 Muhammad Habib 60 45 -15 225

20 Muh. Nur Hidayah W.B 55 60 5 25

52


(X)

Post-test I

(Y) D D

2

21 Muh. Rizqi Azmi Attaqi 55 50 -5 25

22 Muh. Syafiq Harianto 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

From the data above, the teacher calculate SD pre test and post test

of cycle 1 below:

SD = D2

N−

D

N

2

SD = 3825

25−

140

25

2

SD = 153 − 5,6 2

SD = 153 − 31,6

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 :

53

ot

1N

SD

N

D

ot

24

03,11

25

140

ot

90,4

03,11

25

140

ot 25,2

6,5

ot 49,2

(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.

54

(c) Comparing t-test with t-table

From the result data above, ascertainable that the cycle 1 t-

test 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

No Strength

Score

Excellent Good Fair

1 Comics are

motivating to study

with more

enthusiasm and are

less likely to give up

√

2 Comics are easily

processed and

memorized when

illustrated

√

3 Comics can control

the student pace of

the learning process

√

4 Comics give readers inspiration and

confidence for more

challenging texts.

√


students’ analytical

and critical thinking

skills

√

55

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

No. Name of Students’

Aspects

C F V G M Total



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









15 Luthfi Bayhaqi M. 14 10 12 13 11 60

56


Aspects

C F V G M Total




19 Muhammad Habib 16 14 15 13 12 70





24 Navis Ayyasy 13 14 11 15 12 65


∑ 1475

Table 4.9: Criteria of Students’ Achievement of Pre- Test2



2 80 – 89 Very Good -

3 70 – 79 Good 5

4 60 – 69 Fair 9

5 50 – 59 Poor 8

6 40 – 49 Very Poor 3

Total 25

57

The mean of pre-test II

M = 𝑋

𝑁

M = 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

C F V G M Total



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

58


Aspects

C F V G M Total









15 Luthfi Bayhaqi M. 16 18 16 15 15 80




19 Muhammad Habib 19 16 18 15 17 85





24 Navis Ayyasy 17 14 15 16 13 75


∑ 1960

59

Table 4.10: Criteria of Students’ Achievement of Post- Test2


1 90 – 100 Excellent 2

2 80 – 89 Very Good 13

3 70 – 79 Good 8

4 60 – 69 Fair 1

5 50 – 59 Poor 1

6 40 – 49 Very Poor -

Total 25

The mean of post-test II

M = 𝑋

𝑁

M = 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

60

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


(X)

Post-test I

(Y) D D

2

1 Abdullah Azzam A.F. 50 75 25 625

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 Bagas Mursidiyansyah 45 85 40 1600

8 Bima Gigih “El Tsabat” 65 55 10 100

9 Danis Yuliananta 60 75 15 225

10 Fadhlan Dinan Oktavian 55 65 10 100

11 Hakam Arkam Tegar P. 50 90 40 1600

12 Hasib Munawar Huda 65 75 10 100

13 Imam Fatoni Nur Hakim 70 85 15 225

14 Jahbadzur Ridha M. 45 85 40 1600

15 Luthfi Bayhaqi M. 60 80 20 400

16 Moh. Afif Wafiqhul Haq 55 80 35 1225

61


(X)

Post-test I

(Y) D D

2

17 Muh. Ayyash Muharram 50 75 25 625

18 Muhammad Faishal Ali 60 70 10 100

19 Muhammad Habib 70 85 15 225

20 Muh. Nur Hidayah W.B 65 75 20 400

21 Muh. Rizqi Azmi Attaqi 65 80 15 225

22 Muh. Syafiq Harianto 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

From the data above, the teacher calculate SD pre test and post test

of cycle 1 below:

SD = D2

N−

D

N

2

SD = 13400

25−

515

25

2

SD = 536 − 20,6 2

SD = 536 − 424,6

SD = 111,64

SD = 10,57

62

d. Calculated of T-test Value

ot

1N

SD

N

D

ot

24

57,10

25

515

ot

90,4

57,10

25

525

ot 16,2

6,20

ot 54,9

(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.

63

(c) Comparing t-test with t-table

From the result data above, ascertainable that the cycle 2 t-

test 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

No Strength

Score

Excellent Good Fair

1 Comics are

motivating to study

with more

enthusiasm and are

less likely to give up

√

2 Comics are easily

processed and

memorized when

illustrated

√

3 Comics can control

the student pace of

the learning process

√

4 Comics give readers inspiration and

confidence for more

challenging texts.

√


students’ analytical

and critical thinking

skills

√

64

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:

65

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?”

66

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

67

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

68

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

69

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”

70

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.

71

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?”

72

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

73

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:

74

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”

75

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

76

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

77

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.

78

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

79

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.

80

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.

81

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 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 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.

82

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.

83

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

84

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/cotsen-

hechinger/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

http://cotsen.org/cotsen-hechinger/reportingarticles/COACHES_article.pdf

http://cotsen.org/cotsen-hechinger/reportingarticles/COACHES_article.pdf

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

85

http://www.literature.freeservers.com/image_polat/llat.html).

(https://yudhaanggara147.wordpress.com/aretikel/komponen-pembelajaran/).

(http://soaldankuncijawabanbloggerpekolingan.blogspot.co.id/2012/11/definition-

of-writing-general-concept.html).

( http://www.ttms.org/writing_quality/writing_quality.htm).

http://www.literature.freeservers.com/image_polat/llat.html

https://yudhaanggara147.wordpress.com/aretikel/komponen-pembelajaran/

http://soaldankuncijawabanbloggerpekolingan.blogspot.co.id/2012/11/definition-of-writing-general-concept.html

http://soaldankuncijawabanbloggerpekolingan.blogspot.co.id/2012/11/definition-of-writing-general-concept.html

http://www.ttms.org/writing_quality/writing_quality.htm

86

APPENDIX

88

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 Name of Teacher Subject

1. Abdul Rohman Seni Budaya

2. Atia Fitriawati Pendidikan Agama Islam

3. Devi Sulistyaningsih Penjasorkes

4. Dewi Uswati IPA

5. Djoko Setyawan Matematika

6. Eni Kusrini PKN

7. Fajriyah Liny Budiningsih IPA

8. Fitriya Habibi IPS

9. Galih Wahyuningsih Pegawai

10. Galuh Widiarini Bahasa Inggris

11. Ida Pramuwasti Bahasa Indonesia

12. Iklimatus Suryani Bahasa Arab

13. Indah Safitri Bahasa Inggris

14. Iriyanti Dwi Hapsari IPS

15. Juli Alim Istamah IPA

16. Khoirul Umar Bahasa Arab

17. Muhammad Sundomo

Mariyo

Seni Budaya

18. Novia Yudhasari Pegawai

19. Nur Rochmah Sejarah Kebudayaan

Islam

20. Nur Syarifah Pendidikan Agama Islam

21. Purwoko IPS

89

22. Rani Iryana Nurfadzila TIK

23. Rendy Pamungkas IPA

24. Santoso Aqidah

25. Siti Yulaikah Bahasa Indonesia

26. Sulistiyorini Matematika

27. Sunarto Qur’an Hadits

25 Widdatul Fidqiyah Bahasa Inggris

29. Widiyarti 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

No. Name of Room Damage Damage

Qty Wide Qty Wide Qty Wide

(m2) (m

2) (m

2)

1 Classroom 13 258 - - - -

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 - - - -

90

Condition

Good Little Huge

No. Name of Room Damage Damage

Qty Wide Qty Wide Qty Wide

(m2) (m

2) (m

2)

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 - - - - -

91

3. Organization Structure

Table 3.3: Organization Structure of SMPIT Nurul Islam

HEADMASTER Sunarto, S.Ag

WAKIL KEPALA

SEKOLAH Purwoko, S.Pd

- Curriculum Division Iriyanti Dwi Hapsari, S.Pd

- Student division Galuh Widiarini, S.Pd

ADMINISTRATION

STAFF

- Leader Priyono

Agiyem

- Secretary of Treasure Galih Wahyuningsih

HEAD OF SCIENCE LAB. Dewi Uswati, S.Pd

HEAD OF LANGUAGE

LAB. Yahya,S.Pd

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 CO-

ORDINATOR Rani Iryana Nurfadzila, S.Pd

HEAD OF NATIONAL

EXAMINATION Rendy Pamungkas, S.Pd

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:

92

Table 3.4 List of Students

No Name

1 Abdullah Azzam Al-Fatih

2 Achmad Reza Baskara

3 Afif Haniffiza

4 Ainun Nif’an

5 Alif Umar Ali

6 Arif Budiman

7 Bagas Mursidiyansyah

8 Bima Gigih “El Tsabat”

9 Danis Yuliananta

10 Fadhlan Dinan Oktavian

11 Hakam Arkam Tegar Prakoso

12 Hasib Munawar Huda

13 Imam Fatoni Nur Hakim

14 Jahbadzur Ridha Mursyidin

15 Luthfi Bayhaqi Muhammad

16 Moh. Afif Wafiqhul Haq

17 Muhammad Ayyash Muharram

18 Muhammad Faishal Ali

19 Muhammad Habib

20 Muhammad Nur Hidayah Wahyu Budiyono

21 Muhammad Rizqi Azmi Attaqi

22 Muhammad Syafiq Harianto

23 Muhammad Yuukha Ilayya

24 Navis Ayyasy

25 Ridwan Pramuditya

93

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.


Banyak

Siswa

Yang

Aktif

Kualitas

Keaktifan

A Pengetahuan dialami, dipelajari, dan

ditemukan oleh siswa

1 Melakukan pengamatan atau penyelidikan √ 2

2

Membaca dengan aktif (missal dengan pen di

tangan untuk menggaris bawahi atau membuat

catatan kecil atau tanda-tanda tertentu pada teks)

√ 4

3

Mendengarkan dengan aktif (menunjukkan

respon, missal tersenyum atau tertawa saat

mendengar hal-hal lucu yang disampaikan,

terkagum-kagum bila mendengarkan sesuatu

yang menakjubkan,dsb)

√ 3

94


Banyak

Siswa

Yang

Aktif

Kualitas

Keaktifan

B Siswa melakukan sesuatu untuk memahami

materi pelajaran (membangun pemahaman)

√

1 Berlatih (misalnya mencobakan sendiri konsep-

konsep missal berlatih dengan soal-soal) √ 4

2

Berpikir kreatif (misalnya mencoba

memecahkan masalah-masalah pada latihan soal

yang mempunyai variasi berbeda dengan contoh

yang diberikan)

√ 3

3


kejanggalan, kelemahan atau kesalahan yang

dilakukan orang lain dalam menyelesaikan soal

atau tugas.

√ 2

C Siswa mengkomunikasikan sendiri hasil

pemikirannya

√

1 Mengemukakan pendapat √ 2

2 Menjelaskan √ 4

3 Berdiskusi √ 3

4 Mempresentasikan laporan √ 3

D Siswa berfikir reflektif √

1 Mengomentari dan menyimpulkan proses

pembelajaran √ 3

2 Memperbaiki kesalahan atau kekurangan dalam

prose pembelajaran √ 3

3 Menyimpulkan materi pembelajaran dengan

kata-kata sendiri √ 4

Salatiga, Maret

2016

Observer

Ersa Dewana

113-11-074

LEMBAR OBSERVASI

95

AKTIVITAS DALAM PEMBERLAJARAN


Cycle : 1



NO Aktivitas Guru Dalam Mengajar Keterlaksanaan

Yes No

1 Guru mempersiapkan materi dengan baik √

2 Guru bertanya tentang recount tex √

3 Guru menjelaskan tentang tehnik clustering √

4 Guru dapat mengkondisikan kelas dengan baik √

5 Guru menggunakan waktu secara efektif √

6 Guru dapat menggunakan media dengan baik √

7 Guru memberikan evaluasi setelah pelajaran √

8 Guru bertanya tentang kestulitan siswa dalam

memahami materi pelajaran

√

9 Siswa memperhatikan tehnik yang disampaikan guru √

10 Siswa memperhatikan penjelasan guru √

11 Siswa dapat memahami penjelasan guru √

12 Siswa menjadi lebih aktif selama pelajaran √

13 Siswa berani untuk bertanya dan menjawab √

14 Siswa menjawab pertanyaan dengan benar √

15 Siswa merasa gembira selama pelajaran √

16 Siswa berisik selama pelajaran √

17 Siswa merasa bosan selama pelajaran √

Salatiga, Maret 2016

Observer

Ersa Dewana

113-11-074

96

LEMBAR OBSERVASI

AKTIVITAS DALAM PEMBERLAJARAN


Cycle : 2



NO Aktivitas Guru Dalam Mengajar Keterlaksanaan

Yes No

1 Guru mempersiapkan materi dengan baik √

2 Guru bertanya tentang recount tex √

3 Guru menjelaskan tentang tehnik clustering √

4 Guru dapat mengkondisikan kelas dengan baik √

5 Guru menggunakan waktu secara efektif √

6 Guru dapat menggunakan media dengan baik √

7 Guru memberikan evaluasi setelah pelajaran √

8 Guru bertanya tentang kestulitan siswa dalam memahami

materi pelajaran

√

9 Siswa memperhatikan tehnik yang disampaikan guru √

10 Siswa memperhatikan penjelasan guru √

11 Siswa dapat memahami penjelasan guru √

12 Siswa menjadi lebih aktif selama pelajaran √

13 Siswa berani untuk bertanya dan menjawab √

14 Siswa menjawab pertanyaan dengan benar √

15 Siswa merasa gembira selama pelajaran √

16 Siswa berisik selama pelajaran √

17 Siswa merasa bosan selama pelajaran √


Observer

Ersa Dewana

113-11-074

97

LEMBAR OBSERVASI KETERLAKSANAAN CYCLE 1

PEMBELAJARAN BAHASA INGGRIS DENGAN “comic strips”

Petunjuk :

Beri tanda centang ( ) sesuai dengan hasil pengamatan, pada kolom yang tersedia.

No

Kegiatan guru Keterlaksanaan Faktor

penghambat

Kegiatan siswa Keterlaksanaan Faktor

penghambat

Ide

penyelesaia

n Ya Tidak Ya Tidak

1 Memulai pelajaran dengan

mengucapkan salam,

menanyakan kabar dan doa

√ Menjawab salam, berdo’a

bersama √

2 Mengecek kehadiran siswa √ Menjawab absensi √

3 Apersepsi √ Mengikuti kegiatan dengan

baik √

4 Menginformasikan tujuan

pembelajaran dan

memotivasi siswa

√ Mendengarkan penjelasan

dan mengemukakan gagasan √

6 Memberi informasi

mengenai suatu konsep

yang akan dipelajari,

penjelasan tentang recount

text.


atau bertanya √

7 Guru menjelaskan tentang

generic structure dan

language feature dari


atau bertanya √

98

No


penghambat


penghambat

Ide

penyelesaia

n Ya Tidak Ya Tidak

recount text

8 Guru menuliskan suatu

tema tentang recount text

di tengah papan tulis

kemudian melingkarinya

dan meminta siswa

memberikan kata yang

berkaitan dengann tema

(clustering technique)

√ Siswa memberikan ide-ide

dan gagasan tentang tema

yang diberikan guru

√

9 Guru menyusun ide- ide

tersebut menjadi sebuah

karangan

√ Mendengarkan dengan

seksama dan memberikan

tanggapan atas penjelasan

guru

√

10 Guru memberikan latihan

menulis teks recount

dengan tema yang

diterntukan oleh guru dan

menggunakan clustering

technique

√ Mengerjakan latihan dengan

baik dan bertanya bila ada

kesulitan

√

11 Guru mengrahkan siswa

dalam mengerjakan

latihan, memberikan

bimbingan dan bantuan

bila diperlukan

√ Mengerjakan tukan dengan


kesulitan

√

12 Guru memeriksa dan √ Memeriksa dan memberikan √

99

No


penghambat


penghambat

Ide

penyelesaia

n Ya Tidak Ya Tidak

membahas latihan

bersaama sama


guru

13 Guru menanyakan

kesulitan siswa selama

proses kegiatan belajar

mengajar

√ Memberikan pendapat

tentang kesulitan kesulitan

yang dihadapi selama

pelajaran berlangsung

√

14 Refleksi √ Mengikuti kegiatan refleksi √

15 Guru menyampaikan

rencan pembelajaran pada

pertemuan berikutnya

√ Siswa mendengarkan

dengan seksama √

16 Doa penutup √ Berdoa bersama √


Obsever,

Ersa Dewana

113-11-074

100

LEMBAR OBSERVASI KETERLAKSANAAN CYCLE 2


Petunjuk :


No


penghambat


penghambat

Ide penyelesaian

Ya Tidak Ya Tidak


mengucapkan salam,


√ Menjawab salam, berdo’a

bersama √

2 Mengecek kehadiran siswa √ Menjawab absensi √

3 Apersepsi √ Mengikuti kegiatan dengan

baik √


pembelajaran dan

memotivasi siswa


dan mengemukakan gagasan √

6 Memberi informasi

mengenai suatu konsep

yang akan dipelajari,

penjelasan tentang recount

text.


atau bertanya √


generic structure dan

language feature dari

recount text


atau bertanya √

101

No


penghambat


penghambat

Ide penyelesaian

Ya Tidak Ya Tidak

8 Guru menuliskan suatu

tema tentang recount text

di tengah papan tulis

kemudian melingkarinya

dan meminta siswa

memberikan kata yang



√ Siswa memberikan ide-ide

dan gagasan tentang tema

yang diberikan guru

√

9 Guru menyusun ide- ide

tersebut menjadi sebuah

karangan

√ Mendengarkan dengan



guru

√


menulis teks recount

dengan tema yang


menggunakan clustering

technique

√ Mengerjakan latihan dengan


kesulitan

√

11 Guru mengrahkan siswa

dalam mengerjakan

latihan, memberikan

bimbingan dan bantuan

bila diperlukan

√ Mengerjakan tukan dengan


kesulitan

√

12 Guru memeriksa dan

membahas latihan

bersaama sama

√ Memeriksa dan memberikan


guru

√

102

No


penghambat


penghambat

Ide penyelesaian

Ya Tidak Ya Tidak

13 Guru menanyakan

kesulitan siswa selama

proses kegiatan belajar

mengajar

√ Memberikan pendapat

tentang kesulitan kesulitan

yang dihadapi selama

pelajaran berlangsung

√

14 Refleksi √ Mengikuti kegiatan refleksi √

15 Guru menyampaikan

rencan pembelajaran pada

pertemuan berikutnya

√ Siswa mendengarkan

dengan seksama √

16 Doa penutup V Berdoa bersama V


Obsever,

Ersa Dewana

113-11-074

103

LEMBAR OBSERVASI

AKTIVITAS SISWA DALAM BELAJAR


Cycle : 1



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.


Banyak

Siswa Yang

Aktif

Kualitas

Keaktifan

A Pengetahuan dialami, dipelajari, dan ditemukan oleh

siswa

1 Melakukan pengamatan atau penyelidikan √ 2

2

Membaca dengan aktif (missal dengan pen di tangan

untuk menggaris bawahi atau membuat catatan kecil

atau tanda-tanda tertentu pada teks)

√ 4

3

Mendengarkan dengan aktif (menunjukkan respon,

missal tersenyum atau tertawa saat mendengar hal-hal

lucu yang disampaikan, terkagum-kagum bila

mendengarkan sesuatu yang menakjubkan,dsb)

√ 3

B Siswa melakukan sesuatu untuk memahami materi

pelajaran (membangun pemahaman)

√

1 Berlatih (misalnya mencobakan sendiri konsep-konsep

missal berlatih dengan soal-soal) √ 4

2

Berpikir kreatif (misalnya mencoba memecahkan

masalah-masalah pada latihan soal yang mempunyai

variasi berbeda dengan contoh yang diberikan)

√ 3

104


Banyak

Siswa Yang

Aktif

Kualitas

Keaktifan

3


kejanggalan, kelemahan atau kesalahan yang dilakukan

orang lain dalam menyelesaikan soal atau tugas.

√ 2

C Siswa mengkomunikasikan sendiri hasil

pemikirannya

√

1 Mengemukakan pendapat √ 2

2 Menjelaskan √ 4

3 Berdiskusi √ 3

4 Mempresentasikan laporan √ 3

D Siswa berfikir reflektif √

1 Mengomentari dan menyimpulkan proses pembelajaran √ 3

2 Memperbaiki kesalahan atau kekurangan dalam prose

pembelajaran √ 3

3 Menyimpulkan materi pembelajaran dengan kata-kata

sendiri √ 4


Observer

Ersa Dewana

113-11-074

105

LEMBAR OBSERVASI KETERLAKSANAAN CYCLE II


Petunjuk :


No


penghambat


penghambat

Ide penyelesaian

Ya Tidak Ya Tidak


mengucapkan salam,


Menjawab salam, berdo’a

bersama

√

2 Mengecek kehadiran siswa Menjawab absensi √

3 Apersepsi Mengikuti kegiatan dengan baik √


pembelajaran dan memotivasi

siswa

Mendengarkan penjelasan dan

mengemukakan gagasan

√

6 Memberi informasi mengenai

suatu konsep yang akan

dipelajari, penjelasan tentang

recount text.

Mendengarkan penjelasan atau

bertanya

√


generic structure dan language

feature dari recount text


bertanya

√

8 Guru menuliskan suatu tema

tentang recount text di tengah

papan tulis kemudian

melingkarinya dan meminta

siswa memberikan kata yang



Siswa memberikan ide-ide dan

gagasan tentang tema yang

diberikan guru

√

9 Guru menyusun ide- ide tersebut

menjadi sebuah karangan

Mendengarkan dengan seksama

dan memberikan tanggapan atas

√

106

No


penghambat


penghambat

Ide penyelesaian

Ya Tidak Ya Tidak

penjelasan guru


menulis teks recount dengan

tema yang diterntukan oleh guru

dan menggunakan comic strips

Mengerjakan latihan dengan baik

dan bertanya bila ada kesulitan

√

11 Guru mengrahkan siswa dalam

mengerjakan latihan,

memberikan bimbingan dan

bantuan bila diperlukan

Mengerjakan tukan dengan baik

dan bertanya bila ada kesulitan

√

12 Guru memeriksa dan membahas

latihan bersaama sama

Memeriksa dan memberikan

tanggapan atas penjelasan guru

√

13 Guru menanyakan kesulitan

siswa selama proses kegiatan

belajar mengajar

Memberikan pendapat tentang

kesulitan kesulitan yang dihadapi

selama pelajaran berlangsung

√

14 Refleksi Mengikuti kegiatan refleksi √

15 Guru menyampaikan rencan

pembelajaran pada pertemuan

berikutnya

Siswa mendengarkan dengan

seksama

√

16 Doa penutup Berdoa bersama √


Obsever,

Ersa Dewana

113-11-074

107

LEMBAR OBSERVASI KETERLAKSANAAN CYCLE II


Petunjuk :


No

Kegiatan guru keterlaksanaan Faktor

penghambat


penghambat

Ide

penyelesai

an Ya Ttidak Ya tidak


mengucapkan salam, menanyakan

kabar dan doa

Menjawab salam, berdo’a

bersama

√

2 Mengecek kehadiran siswa Menjawab absensi √

3 Apersepsi Mengikuti kegiatan dengan

baik

√


pembelajaran dan memotivasi siswa

Mendengarkan penjelasan dan

mengemukakan gagasan

√

6 Memberi informasi mengenai suatu

konsep yang akan dipelajari,

penjelasan tentang recount text.


bertanya

√

7 Guru menjelaskan tentang generic

structure dan language feature dari

recount text


bertanya

√

8 Guru menuliskan suatu tema

tentang recount text di tengah

papan tulis kemudian

melingkarinya dan meminta siswa

memberikan kata yang berkaitan

dengann tema (clustering

technique)

Siswa memberikan ide-ide dan

gagasan tentang tema yang

diberikan guru

√

108

No

Kegiatan guru keterlaksanaan Faktor

penghambat


penghambat

Ide

penyelesai

an Ya Ttidak Ya tidak

9 Guru menyusun ide- ide tersebut

menjadi sebuah karangan

Mendengarkan dengan



√

10 Guru memberikan latihan menulis

teks recount dengan tema yang


menggunakan comic strips

Mengerjakan latihan dengan


kesulitan

√

11 Guru mengrahkan siswa dalam

mengerjakan latihan, memberikan

bimbingan dan bantuan bila

diperlukan

Mengerjakan tukan dengan


kesulitan

√

12 Guru memeriksa dan membahas

latihan bersaama sama

Memeriksa dan memberikan


√

13 Guru menanyakan kesulitan siswa

selama proses kegiatan belajar

mengajar

Memberikan pendapat tentang

kesulitan kesulitan yang

dihadapi selama pelajaran

berlangsung

√

14 Refleksi Mengikuti kegiatan refleksi √

15 Guru menyampaikan rencan

pembelajaran pada pertemuan

berikutnya

Siswa mendengarkan dengan

seksama

√

16 Doa penutup Berdoa bersama √


Obsever,

Ersa Dewana

113-11-074

110

RENCANA PELAKSANAAN PEMBELAJARAN

( RPP )


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)

111

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.

112

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.

113

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,

- Disiplin

- Cermat

- Kreatif

- Tanggung jawab

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

114

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.

115

PRE- TEST

Make recount text about your experience!

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

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

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

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

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

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

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

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

116

POST – TEST

Make one of recount text about this comic strips entitled “An Amazing Day In

The Beach”!

117

Finally I could lay on the

bed to sleep along this day

I came back from the beach

to my hometown to start

my daily activity

It was night and I had to go

back home. It was wonderful

holiday ever

I found the shovel.

Then I started to

build some sand

creatures.

I saw the sunset.

Subhanallahh, It

was a beautiful

scene!!!

I didn’t finish playing

with sand after my

friend Jimmy asked me

to play volleyball

I planned to make the

sand castle. I was using

the bucket, but I

couldn’t find the

shovel.

Last week I went

to the beach to

spend my holiday.

118

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

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

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

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

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

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

119

I have an enjoyable moment

when I came to Harry’s

birthday party

I met my friends

there. Then I

talked to Elisa,

she was my best

friend

After that I moved

to front yard to

watch my friend

playing volleyball

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

All of my

friends were

very happy.

So does Harry

Next, I moved to the backyard for

making some barbeque. There was

luisa, and I talked to her again

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

120

Pre test 2

Make your recount text about your unforgettable momen!

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

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

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

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

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

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

121

DOCUMENTATION

1. The students pay attention to the teacher explanation

2. The Students find the difficult words of the comic

122

3. The Students do the test

123

4. The Teacher checks the students’ writing

5. Some students present their writing to the class

125

DAFTAR NILAI SKK

Nama : Ersa Dewana Progdi : TBI

Nim : 11311074 Fakultas : Tarbiyah dan Ilmu Keguruan

No Jenis Kegiatan Pelaksanaan Keterangan Nilai

1 Orientasi Pengenalan Akademik

Dan Kemahasiswaan (OPAK)

dengan tema “Revitalisasi Gerakan

Mahasiswa di Era Modern Untuk

Kejayaan Indonesia”

DEMA STAIN Salatiga

20 - 22

Agustus 2011

Peserta 3

2 Achievement Motivation Training

(AMT) dengan tema “Membangun

Mahasiswa Cerdas Emosi,

Spiritual, dan Intelektual melalui

Achievement Motivation Training”

STAIN Salatiga

23 Agustus

2011

Peserta 2

3 Orientasi Dasar Keislaman (ODK)

dengan tema “Menemukan Muara

Sebagai Mahasiswa Rahmatan Lil

„Alamin” STAIN Salatiga

24 Agustus

2011

Peserta 2

4 “User Education (Pendidikan

Pemakai” UPT Perpustakaan

STAIN Salatiga

19 September

2011

Peserta 2

5 Seminar Entrepreneurship dan

Koperasi

KOPMA dan KSEI STAIN Salatiga

25 Agustus

2011

Peserta 2

6 Public Hearing dengan tema

“Meningkatkan Kepekaan dan

Transparansi Kinerja Lembaga

Menuju Kampus yang Amanah”

SEMA STAIN Salatiga

27 Maret 2012 Peserta 2

7 PERBASIS (Perbandingan Bahasa

Arab Bahasa Inggris)/CEA

(Comparison English Arabic)

CEC dan ITTAQO STAIN Salatiga

27 November

2014

Panitia 3

8 Workshop ESQ dengan tema

“Membangun Generasi Terbaik”

CEC STAIN Salatiga

15-16

November

2013

Ketua Panitia 3

126

9 English Public Speaking Training

(EPST) CEC dengan tema “Build

Your Character and

Communication Skill with English

Public Speaking Training”

CEC STAIN Salatiga

17 Maret 2012 Panitia 3

10 Practicum Program

“Pronounciation and Intensive

Course”

English Education Study Program

STAIN Salatiga

28 April 2012 Peserta 2

11 English Public Speaking Training

(EPST) CEC dengan tema “It‟s

Your Chance to Express and Show

Up Your Skill”

03 Mei 2012 Panitia 3

12 Kegiatan Training SIBA-SIBI UAS

Semester Genap 2012-2013 oleh


21-22 Juni

2013

Panitia 3




10-11 Januari

2014

Panitia 3


Semester Ganjil 2014-2015 oleh


19-20

Desember

2014

Panitia 3

15 Seminar Nasional dengan tema

Rahasia Kaya Ilmu, Kaya Hati,

Sehat, dan Kaya Raya oleh K-

RIMA Institute

11 Oktober

2011

Peserta 8

16 Seminar Nasional dan Bedah

Buku dengan tema “Terpesona di

Sidratul Muntaha”

DEMA STAIN Salatiga

15 Juli 2012 Peserta 8

17 Seminar Nasional Politik dengan

tema”Peran Mahasiswa dalam

Menyikapi Perpolitikan Indonesia”

SEMA STAIN Salatiga

01 Juni 2013 Peserta 8

18 Practicum Program “Magazine

Writing and Public Speaking”

English Education Study Program

STAIN Salatiga

24 September

2012

Peserta 2

127

19 “English Friendship Tour (EFT)

held in Prambanan Temple 2011”

CEC STAIN Salatiga

22-23 Oktober

2011

Peserta 2

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

8 Juli 2013 Peserta 8

21 Kegiatan Training SIBA-SIBI UTS



2-3 Mei 2014 Panitia 3

22 Seminar Nasional Entrepreneurship dengan tema

“Menumbuhkan Jiwa Entrepreneur

Generasi Muda”

KOPMA Fatawa STAIN Salatiga

27 Mei 2013 Peserta 8

23 Seminar Nasional “How to

Develop the Best Generation” by

Communicative English Club

(CEC) STAIN Salatiga

01 Juni 2013 Panitia 8

24 English Friendship Camp dengan

tema “CEC is The Best Way For

Great Generation”

CEC STAIN Salatiga

27-28

September

2014

Panitia 3

25 Kegiatan “Scholarship Forum” by


(CEC) STAIN Salatiga

15 Maret 2014 Panitia 3

26 Kegiatan Training Kepribadian di

IAIN Salatiga

19 Mei 2015 Peserta 2

27 CEC FESTIVAL 2013 dengan

tema “Youngster Today is The

Leader of Tomorrow ” CEC

STAIN Salatiga

18-20

November

2013

Panitia 3

28 CEC FESTIVAL 2014 as “Drama

Player” CEC STAIN Salatiga

20-22

November

2014

Panitia 3

29 SK Pengangkatan Pngurus


(CEC) STAIN Salatiga Masa Bakti

2014 sebagai EVENT

ORGANIZER

Selama Tahun

2014

Pengurus

CEC

4

128

30 SK Pengangkatan Pngurus


(CEC) STAIN Salatiga Masa Bakti

2013 sebagai Expertise Divison

Selama Tahun

2013

Pengurus

CEC

4

31 SK Penyelenggaraan English Public

Speaking Training (EPST) CEC

STAIN Salatiga Tahun 2014

20 Mei 2014 Panitia 3

32 SK Penyelenggaraan


(CEC) Festival

14 November

2014

Panitia 3

33 Fun English Talk dengan tema

“Fun English Talks and Social

Work Indigenous Blood Youths vs

French Youths”

CEC STAIN Salatiga

10 Juli 2012 Panitia 3

34 Dialog Energi dengan tema

“Dampak Kenaikan Listrik

Terhadap Perekonomian

Indonesia”

DEMA STAIN Salatiga

12 Desember

2013

Peserta 2

35 Pre-Working Training dengan tema

“Change Make Your Life

Significanly”

HOUSE of CHANGE

30 Januari

2015

Peserta 2

36 Communicative English Club

(CEC) Festival oleh CEC STAIN

SALATIGA

20-22 Mei

2014

Panitia 3

Jumlah 129

Salatiga, 23 Februari 2016

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

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