THE EFFECTIVENESS OF ENGLISH COMIC AS MEDIA TO IMPROVE

READING COMPREHENSION OF NARRATIVE TEXT AT THE SECOND

YEARS STUDENTS OF SMP NEGERI 1 BARRU

A THESIS

Submitted to the Faculty of Teacher Training and Education

Makassar Muhammadiyah University in Part Fulfillment

of the Requirement for the Degree of Education in English Department

DG TALLASA

10535 5610 13

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHERS TRAINING AND EDUCATION

MAKASSAR MUHAMMADIYAH UNIVERSITY

2021

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UNIVERSITAS MUHAMMADIYAH MAKASSAR

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

PRODI PENDIDIKAN BAHASA INGGRIS

بســــــم اللـه الرحـمن الرحيـــ

SURAT PERNYATAAN

Saya yang bertanda tangan dibawah ini:

Nama : DG TALLASA

NIM : 10535 5610 13

Jurusan : Pendidikan Bahasa Inggris

Judul Skripsi : The Effectiveness of English Comic as Media to Improve

Reading Comprehension of Narrative Text at the Second Grade

Students of SMP NEGERI 1 BARRU

Dengan ini menyatakan:

Skripsi yang saya ajukan didepan tim penguji adalah hasil karya saya sendiri

bukan hasil ciplakan dan tidak dibuatkan oleh siapapun.

Demikian pernyataan ini saya buat dengan sebenar benarnya dan bersediamen

erima sanksi apabila pernyataan saya tidak benar.

Makassar, Januari 2021

Yang Membuat Pernyataan

DG TALLASA

Jalan Sultan Alauddin No. 259Makassar Telp : 0411-860837/860132 (Fax) Email : fkip@unismuh.ac.id Web : www.fkip.unismuh.ac.id

v

UNIVERSITAS MUHAMMADIYAH MAKASSAR

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

PRODI PENDIDIKAN BAHASA INGGRIS

بســــــم اللـه الرحـمن الر

SURAT PERJANJIAN Saya yang bertanda tangan dibawah ini:

Nama : DG TALLASA

NIM : 10535 5610 13

Jurusan : Pendidikan Bahasa Inggris

Judul Skripsi: The Effectiveness of English Comic as Media to Improve Reading

Comprehension of Narrative Text at the Second Grade

Students of SMP NEGERI 1 BARRU

Dengan ini menyatakan perjanjian sebagai berikut:

1. Mulai dari penyusunan proposal sampai dengan selesainya skripsi ini, saya

menyusun sendiri (tidak dibuatkan oleh siapapun).

2. Dalam penyusunan skripsi, saya akan selalu melakukan konsultasi dengan

pembimbing

3. Saya tidak akan melakukan penjiplakan (plagiat) dalam menyusun skripsi.

4. Apabila saya melanggar perjanjian saya seperti yang tertera pada butir 1, 2, 3

maka saya bersedia menerima sanksi sesuai aturan yang berlaku.

Demikian perjanjian ini saya buat dengan penuh kesadaran.

Makassar, Januari 2021

Yang Membuat Perjanjian

DG TALLASA

Jalan Sultan Alauddin No. 259Makassar Telp : 0411-860837/860132 (Fax) Email : fkip@unismuh.ac.id Web : www.fkip.unismuh.ac.id

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MOTTOS

“Life is a Competition, if You Win Then be Grateful and if You Lose Then Do Not

Ever Despair”

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DEDICATION

In the name of Allah, I dedicated my thesis to

My Beloved Parents, Baso Gani and Deng Jialang

My BelovedBrother and My Beloved Sisters

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ABSTRACT

DG TALLASA, 2021. The Effectiveness of English Comic as Media to Improve

Reading Comprehension of Narrative Text at the Second Grade Students of SMP

NEGERI 1 BARRU Under the thesis of English Education Department at Faculty of

Teachers Training and Education of Makassar Muhammadiyah of University. Guided

by Ummi Khaerati Syam and Muh. Arief Muhsin.

This research aimed to find out the influence of English Comic as Media on

students reading comprehension that focus on level of literal and interpretative of

comprehension. The researcher applied pre-experimental method with one group pre-

test and post-test. The sample of this research was class VII A of SMP NEGERI 1

BARRU which consisted of 30 students. The sample was taken by using purposive

sampling method. The research findings showed that the second grade of SMP

NEGERI 1 BARRU had Fair score in pre-test. After given treatment their reading

comprehension was significantly improved.

The result of the research were the mean score of pre - test in Literal (main

Idea) score of pretest was 58.6 and post-test was 86.56. In sequence of detail the

score of pretest was 56.4 and post-test was 92.6 with t-test value Literal is greater

than t-table (13.26 > 2.45). Mean score of interpretative in pre - test was 63.63 and

post-test was 82 with the t-test value is greater that t-table (8.34 >2.45). The result of

calculating t-test of the indicators in the student‟s t-test (Literal and Interpretative)

was greater than t-table 21.60 > 2.45. It means that there was significance different

between before and after giving the treatment. It indicated that the alternative

hypothesis (H1) was accepted and the null hypothesis (H0) was rejected. It was

concluded that the use of OKRE Influence the students‟ reading comprehension.

Based the explanation above it can be concluded that using English Comic as

Media is influence and improve students‟ reading comprehension especially in literals

and interpretative levels. Therefore, teaching reading comprehension of narrative text

by using English Comic as Media is effective.

Keywords: English Comic as Media, Narrative text, Reading

Comprehension, literal and Interpretative reading.

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ABSTRACT

DG TALLASA, 2021. Efektivitas Komik dalam bahasa Inggris Sebagai Media untuk

Meningkatkan Pemahaman Membaca Teks Naratif pada Siswa Kelas II SMP

NEGERI 1 BARRU. Skripsi Jurusan Pendidikan Bahasa Inggris Fakultas Keguruan

dan Ilmu Pendidikan Universitas Muhammadiyah Makassar. Dibimbing oleh Ummi

Khaerati Syam dan Muh. Arief Muhsin.

Penelitian ini bertujuan untuk mengetahui pengaruh media komik bahasa

Inggris terhadap pemahaman bacaan siswa yang difokuskan pada tingkat pemahaman

literal dan interpretatif. Peneliti menerapkan metode pra-eksperimental dengan one

group pre-test dan post-test. Sampel penelitian ini adalah siswa kelas VII A SMP

NEGERI 1 BARRU yang berjumlah 30 siswa. Pengambilan sampel dilakukan

dengan menggunakan metode purposive sampling. Hasil penelitian menunjukkan

bahwa siswa pada kelas VII SMP NEGERI 1 BARRU memiliki nilai Prates cukup

baik. Setelah diberikan perlakuan, pemahaman bacaan siswa meningkat secara

signifikan.

Hasil dari penelitian ini adalah rata-rata nilai pre-test literal (ide utama) pretest

adalah 58,6 dan post-test 86,56. Secara berurutan nilai pretest 56,4 dan posttest 92,6

dengan nilai t-test Literal lebih besar dari t-tabel (13,26> 2,45). Rata-rata skor

interpretatif pada pre-test 63,63 dan post-test 82 dengan nilai t-test lebih besar dari t-

tabel (8,34> 2,45). Hasil penghitungan uji T indikator pada uji T siswa (Literal dan

Interpretatif) lebih besar dari T-tabel 21,60> 2,45. Artinya ada perbedaan yang

signifikan antara sebelum dan setelah pemberian perlakuan. Hal tersebut

menunjukkan bahwa hipotesis alternatif (H1) diterima dan hipotesis nol (H0) ditolak.

Disimpulkan bahwa penggunaan OKRE mempengaruhi pemahaman bacaan siswa.

Berdasarkan uraian di atas dapat disimpulkan bahwa penggunaan Komik

Bahasa Inggris berpengaruh sebagai Media dan meningkatkan pemahaman bacaan

siswa terutama pada tataran literal dan interpretatif. Oleh karena itu, pengajaran

pemahaman membaca teks naratif dengan menggunakan Media Komik Bahasa

Inggris efektif.

Kata Kunci: Komik Bahasa Inggris sebagai Media, Teks Naratif, Pemahaman

Bacaan, Bacaan Literal dan Interpretatif.

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ACKNOWLEDGMENT

In the name of ALLAH, the Beneficent, the Merciful

Alhamdulillahi Rabbil Alamin, the researcher expresses her sincere gratitude

to the almighly God, Allah SWT, who has given guidance, mercy, and good health,

so that she could finish writing this thesis. Shalawat and salam are addressed to the

final chosen religious messenger, the Prophet Muhammad SAW who has changed the

human life.

The researcher realizes that many hands had given their helps and useful

suggestion for the completion of this thesis. Without the assistance of these people,

this thesis would never have existed. Therefore, the writer would like to express her

appreciation and sincere thanks to all of them particularly:

1. My highest appreciation and deepest thankfulness to my beloved parents Baso

Ghani and Deng Jialang for helped, financial, motivation and sacrifice for

researcher and their who always pray to Allah SWT for his successed in his

study.

2. Prof. Dr. H. Ambo Asse, M.Ag., the Rector of the Makassar Muhammadiyah

University for his advices during the Researcher studies at the University.

3. Erwin Akib, M.Pd., Ph.D, the Dean of FKIP UNISMUH Makassar for all

advices and motivation.

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4. Ummi Khaerati Syam, S. Pd., M.Pd. the Head of English Education

Department of FKIP UNISMUH Makassar, who gave her valuable authorities

and suggestion in doing this thesis.

5. My high appreciation and great thankfulness to Ummi Khaerati Syam,

S.Pd.,M.Pd. as my first consultant and Muh. Arief Mukhsin., S.Pd., M.Pd the

second consultant who have given their valuable time and guidance to finish

this thesis.

6. My heartful thank to all lecturers of the FKIP UNISMUH especially to the

lecturers of English Department and all staff of Muhammadiyah University of

Makassar for their guidance during the years of the Researcher‟s study.

7. The deep appreciation for all the teacher of SMP NEGERI 1 BARRU and the

students especially for the students of class VII A who have spared their time

and activities for being subject of this research.

8. Many thanks are also addressed to her friends in English Education

Department 2013, especially her classmates in class bee, Widia Astuti, Riska,

Musdalifah and Muhammad Hamdi for the wonderful friendships and the

beautiful moments that have been through together.

9. For all everybody that could not be mentioned one by one, thanks for their

invaluable help, support, and suggestion.

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May Allah S.W.T. the almighty God bless them all for their help and their

contribution. Finally, the researcher realizes that this thesis is still far from being

perfect, so she hopes then critics and suggestions to improve it to be better.

Makassar, 1 Januari 2021

The researcher

DG TALLASA

xiii

TABLE OF CONTENTS

TITLE PAGE ....................................................................................................i

APPROVAL SHEET ........................................................................................ii

COUNSELING SHEET ...................................................................................iii

SURAT PERNYATAAN ..................................................................................iv

SURAT PERJANJIAN .....................................................................................v

MOTTO .............................................................................................................vi

DEDICATION ...................................................................................................vii

ABSTRACT .......................................................................................................vii

ACKNOWLEDGEMENTS ..............................................................................ix

TABLE OF CONTENTS ..................................................................................x

LIST OF TABLE...............................................................................................xi

LIST OF FIGURE.............................................................................................xii

LIST OF APPENDICES...................................................................................xiii

CHAPTER 1 INTRODUCTION

A. Background of the Research…………………………………………... 1

B. Problem Statement……………………………………………………. 4

C. Objectives of the Research……………………………………………. 5

D. Significance of the Research…………………………………………... 5

E. Scope of the Research………………………………………………… 5

CHAPTER II REVIEW OF THE RELATED LITARATURE

A. Previous Research Findings…………………………………………. 6

B. What is Reading……………………………………………………… 7

C. The Reading Principle……………………………………………..... 10

D. Process of Reading………………………………………………....... 11

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E. Reading Technique…………………………………………………… 12

F. Types of Reading…………………………………………………….. 16

G. The Concept of OKRE Method……………………………………… 19

H. The Application of OKRE (Overview, Key ideas, Reviewing and Evaluation)

Method………………………………………………………………. 24

I. Advantages and Disadvantages OKRE Method…………………….. 28

J. Theoretical Framework……………………………………………… 29

K. Hypothesis…………………………………………………………… 30

CHAPTER III METHOD OF THE RESEARCH

A. Research Design……………………………………………………... 32

1. Pre – Test……………………………………………………….. 32

2. Treatment……………………………………………………….. 33

3. Post – Test………………………………………………………. 34

B. Research Variable and indicators…………………………………… 34

1. Variables……………………………………………………….. 34

2. Indicators………………………………………………………. 34

C. Population and Sample……………………………………………… 35

1. Population……………………………………………………… 35

2. Sample…………………………………………………………. 35

D. Instrument of The Research………………………………………... 35

1. Interview………………………………………………………. 35

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2. Reading Test…………………………………………………… 36

3. Students‟ Daily Assessment……………………………………. 36

E. The Procedures of Collecting Data………………………………….. 36

1. Pre – Test………………………………………………………. 36

2. Post – Test……………………………………………………… 37

F. Technique of Data Analysis…………………………………………. 37

CHAPTER IV. FINDING AND DISCUSSION

A. Findings……………………………………………………………… 41

1. The Improvement of the Students‟ Literal Reading Comprehension

Using OKRE(Overview, Key Ideas, Reviewing and Evaluation) In Term

of Main Idea and Sequence of Details…………………………. 42

2. The Improvement of the Students‟ Interpretive Reading Comprehension

OKRE (Overview, Key Ideas, Reviewing and Evaluation) In Terms of

Conclusion……………………………………………………… 45

3. The Improvement of the Students‟ Reading Comprehension Using

OKRE method In Literal and Interpretive……………………... 48

4. The Percentage of the Students‟ Achievement in Literal and Interpretive

Reading Comprehension Using OKRE(Overview, Key Ideas,

Reviewing and Evaluation) method…………………………… 50

5. Hypothesis Testing……………………………………………... 54

B. Discussion………………………………………………………….... 56

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a. The students‟ reading comprehension before OKRE (Overview, Key

Ideas, Reviewing and Evaluation) method in teaching reading 56

b. The students‟ reading comprehension after using OKRE (Overview,

Key Ideas, Reviewing and Evaluation) in teaching reading….. 57

c. The Difference of the students‟ reading comprehension before and after

OKRE (Overview, Key Ideas, Reviewing and Evaluation) method 57

d. Research Contribution…………………………………………. 58

CHAPTER V. CONCLUSION AND SUGGESTION

A. Conclusion……………………………………………………… 60

B. Suggestion……………………………………………………… 61

BIBLIOGRAPHY

APPENDICES

CURRICULUM VITAE

xvii

LIST OF TABLE

Table.3.1 Rubric for the main idea

Table.3.2 Rubric for the Sequence of Details

Table.3.3 Rubric for the Rubric for Conclusion

Table.3.4 Classification the Score of Students

Table.4.1The Mean Score of Students’ Reading Comprehension in Term of

Literal

Table.4.2 classification score in pre - test and post - test (Main Idea and

Sequence of Detail)

Table.4.3 The Mean Score of Students’ Reading Comprehension in Term of

Interpretive

Table.4.4 The classification score in pre - test and post - test (making conclusion)

Table.4.5The Mean Score of Students’ Reading Comprehension

Table.4.6The Percentage of Students’ Reading Achievement in Literal

Table.4.7The Percentage of Students’ Reading Achievement in Interpretive

Table 4.8The Percentage of Students Achievement in Reading Comprehension

Table.4.9The Comperison of T-test and T-table Score of the Students Reading

Comprehension

xviii

LIST OF FIGURE

Figure 2.1: Theoretical Framework

Figure 4.1: The Improvement of Students’ Score in Literal Reading

Comprehension

Figure 4.2: The Improvement of Students’ Score in interpretive Reading

Figure 4.3: The Improvement of Students’ Score in Reading Comprehension

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CHAPTER I

INTRODUCTION

A. Background

Reading is one of the basic English skills that enable to understand the

information clearly. However, some people are not interested in reading

because they do not have a good topic for reading. Stone (2009:39) states that

reading is a fundamental goal that children must master in order to be

successful in school and in life. The purpose of teaching language is the

students are expected to master all language skills which mu st be applied in

teaching English.

Reading is one of the receptive skills that must be mastered by the

students besides the other language skills such as listening, speaking and

writing. Reading is a complex process, complex to learn and complex to teach

(Carmine, Silbert, and Kameenui: 1990:3), so there must be a technique which

can help them to read effectively and interestingly. However, in reality,

reading is difficult skill in language especially the students who are still

difficult to understand the content of the reading text. Generally, the

researchers only provide text for students and researchers ask students to read

and look for the answers of the existing text with aids namely English

dictionary and the students do it in dividedly or work with their partner. The

students are still difficult to comprehend the reading text and they are

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confused to identify general information, find specific information, recognize

textual meaning and recognize textual references in reading text.

Based on the information from the English teacher of the second grade

students SMP NEGERI 1 BARRU, the student reading comprehension is still

low, it is prove by the mean score of the students‟ achievement in reading

English. It is only about 60 while standart score of curriculum is 70 and the

target score is minimally like the standart of curriculum must be achieved.

Most of the students in SMP NEGERI 1 BARRU also assumed that English

is difficult to learn especially learning reading skill. The students seem

uninterested in reading an English text. The students are bore when the

teacher gives them a text to read. They only read the text quickly but they do

not know to analyze or comprehend the text. It is happen because they are

lack of vocabulary and they had no idea about the content of the material,

what the text is about and they are hard to find out the main idea and details

from the text.

There are some ways that can be used to improve the students‟ reading

comprehension. In this case, the researcher tries to find effective way to be

used in improving reading comprehension of the students. The method used is

the use of English comic as media to improve reading comprehension of

narrative text. According to Will Eisner in 1986 (Comics Creative World

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without Boundaries, Maharsi 2010: 3) defines comics as sequential art, the

arrangement of images and words to tell something or dramatize an idea.

Comic as a visual media is a media for effective learning to develop

creativity readers, because there is an image illustration of a story that was

delivered. The language used in a comic is not too heavy, so it does not give

the impression of a saturated audience. By using comics as a media to

improve students' reading comprehension, Comic also has pictures and related

contents so that they can also be read through the image. This will greatly

help students to love the world of reading. Another benefit of the use of

comics is able to accelerate the process of receiving a message that will be

delivered and allows messages to be obtained by the student will be stored for

longer in their memories.

The researcher expects with the use of English comic can improve

students‟ reading comprehension. Considering the statement above, the

researcher would like to conduct a research under the title: “The Effectiveness

of English comic as media to improve reading comprehension of narrative text

at the Second Grade Students of SMP NEGERI 1 BARRU”.

B. Problem Statement

Based on the background above, the formulationof the problem in this

research as follow:

How is the improvement students‟ reading skill by using English

comic?

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C. The Objective of Study

Based on the background above, the purpose of this research is to

improve students‟ reading comprehension through English comic as media.

D. Significance of the Study

The results of this study are expected to be useful theoretically and

practically. Practically, this research is expected to increase students' interest

and achievement of subjects in English, especially in reading skills using the

media of comics as a media of learning. Theoretically, for scientific work is

expected to be taken into consideration for the English researchers to use the

comic as an alternative media of learning English. For other researcher this

study can enrich their references if they want to conduct a research for the

same and related topic.

E. Scope of the Study

This research will focus on reading comprehension trough English

comic as media to improve reading comprehension of narrative text at the

Second Grade Students of SMP NEGERI 1 BARRU. The reading assessment

will be focused on literal comprehension which consist of main idea and

interpretive of comprehension in conclution of reading text.

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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents previous related research finding, some pertinent

ideas, and conceptual framework.

A. Previous related research findings :

Many studies have been performed by the researcher related to the use of

strategies, approaches, methods, techniques, or media,in improving the learner to

learn english teaching. Some of them are mentioned as follows:

The first journal was conducted by Risya fatimah zahra (2016) in their

journal entitled “The Effect of english comics on the students’ vocabulary

achievement at second year students of SMP negeri 10 kendari”. In their journal it

was The result of study shows that the mean scores of students‟ vocabulary

achievement before taught by using English comics is lower than the mean score

of students‟ vocabulary achievement after being tough through reading English

comics.

The second journal was conducted by sari and kusumarasdyati (2014) in

their journal entitled “The implementation of tea party strategy in teaching

reading of analytical exposition to the eleventh graders”. In their journal,it was

descriptive qualitative at the eleventh-grade students of SMAN 1 karangbinangun.

The subjects of their journal where the students of XI IA 3. In their journal, they

found that tea party strategy can be implemented in teaching analytical

exposition.

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The third journal was conducted by Ariani (2012) in their journal entitled

“Improving students’ Reading comprehension using mood,

understand,recall,detect,elaborateand Review (MURDER) Tecnique” concludes

that using MURDER technique in the experimental group can improve the

students‟ reading comprehension and the statistical analysis reveal that there is

significant difference between experimental group and control group in post-test.

The similarities between those previous research finding above and this research

is the using cooperative learning to improve reading comprehension and using

experimental research. Moreover, there are some differences between this

research and previous research like sample of research, instrument of the research

and reading material.

B. Some Partienent Ideas

1. The concept of English comic

a. Definition of English comic

According to Will Eisner in 1986 (Comics Creative World without

Boundaries, Maharsi 2010: 3) defines comics as sequential art, the

arrangement of images and words to tell something or dramatize an idea.

Comics are seen as “a narrative form consisting of pictures arranged in

sequence” (Varnum & Gibbons 2001: xvi). “Comics (or, less commonly,

sequential art) is a form of visual art consisting of images which are

commonly combined with text, often in the form of speech balloons or

image captions” (Comics 2007: 1).

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A comic as a media of visual media is believed to be an effective

learning to develop students' creativity. Comics is an excellent media for

delivering information to students. Comics are also combine text and images

in a creative form. Various opinions can be concluded that the comic is one

of learning media that can be used by all people at different levels, due to the

attractive appearance and simplicity of the storyline is easier for the reader to

understand the contents of a text.

b. The Implementation of Comic in learning Reading Comprehension

The educational value of comic media in learning no doubt. According

Sudjana and Rival (2002: 68) states that the use of comics in the learning

process media can create interest in reading the learners, effective learning,

to improve learning and increase appreciation. The use of comics as a media

of learning is the right thing to help students understand the content of

reading through the text and images. Comic believed to assist students in

their imagination with illustrations that describe situations and characters.

By using comic folklore student should be able to easily understand the story

of folklore and get to know the characters through an existing

image. Comics as a powerful communication media can be used to convey

information. Comics have certain criteria that must be met in order for the

message can be clearly understood. For example comics for educational

information, both the story and design should be designed specifically to

deliver educational messages. The core message should be received clearly,

8

and then the contents of a comic should have an interesting storyline to the

reader so as not to bore.

Comics can enhance second language learning. Comics presents

language in action. They help improve reading development for learners

struggling with language acquisition, as the illustrations provide contextual

clues to the meaning of the written narrative (Edmunds 2006). Adaptations

of literary works in comic format can be useful in English classes.

Based on the above opinion, the comic is a masterpiece that has

pictures arranged in such a way to form a story. Comics are very well used

in teaching English because it can be easily understood by its language

through the picture which occur in the story narrative.

2. Teaching media

a. Definition of teaching media

Teaching aids are valuable instructional tools that can help make

learning more effective and interesting. Harmer says that a range of objects,

pictures and other things that can be used as instructional media to present

and manipulate language and to involve students in the activities.

Popular

print media offer good opportunities for improving learners‟ reading and

writing skills in particular. Popular electronic media provide teachers with

excellent resource for improving language skills, such as listening and

speaking.

It means that there are so many medias that can be used in

teaching listening.

9

Reiser and Dick designate instructional media as one of the instructional

planning that should be prepared by teachers before coming in classroom.

Instructional media can be defined as the physical means including

traditional means such as chalk, blackboard, textbooks and modern

means such as videos, tape, recorders, computers, overhead projectors, and

others presenting instructional activities delivered to the students. In line

with them, Harmer says that a range of objects, pictures, and other

things can be used as instructional media to present and manipulate

language and to involve students in the activities.

Computers, DVDs,

interactive whiteboards, and all sorts of other technology are present to one

degree or another in every school, and most middle-class children, at least, as

DeBell and Chapman, go home to an array of technology as well.

Instead

of Borgman, yet only gradually is technology truly changing the core of

teaching and learning in schools.

More specifically, Sands stated that

instructional process in which media, as teacher language, deliver message to

the students.

Thus it can be concluded that instructional media are

everything connecting and delivering messages purposively from teachers to

students in order to bring in controlled instructional environment.

b. Criteria in choosing teaching media

The selection of teaching media/ material is an integral part of

curriculum planning and delivery in schools. In teaching media, there are

10

some aspects that teacher or listener should know. The media should directly

relate to a curriculum policy and program on the departments‟ framework

standard and relevant for students. The media also support an inclusive

curriculum thus helping students to gain awareness and the importance of

respectful relations with the other. The media also can motivate students to

examine their attitudes and behavior. The media are relevant for the age

of students for whom they are selected. The media provide opportunities

to develop the critical capacities. The media should represent a range of

views on all issues. Reiser and Dick suggest principles in applying

instructional media. First, the instructional media should be practical. It

means that teachers should consider the availability of the media and the

practically of the media, whether they are easily used in the instructional

environment, and what will be the time and the cost involved containing in

obtaining them. Second, the instructional media should be appropriate to the

students‟ characteristics because they perceptions about the media will

affect their learning. The last, the instructional media should be a good

means of presenting a particular instructional activity. It means that the

media should support the activity that will be presented in the classroom.

The international society for Technology in Education (IESTE) has

developed standards for technology use in Education. It provides guidance

for teachers in the following areas; Facilitating and inspiring student learning

11

and creativity, Designing and developing digital age learning experiences

and assessments, Modeling digital age work and learning, Promoting and

modeling digital citizenship and responsibility, Engaging in

professional growth and leadership. However, instructional media must be

accessible and easy to use.

3. The Function of Teaching Media

Reiser and Dick explain some advantages or importance of the media.

One of the advantages of using media is that media can motivate students in

learning activity. Some media can be used to invite students‟ attention and to

arouse their curiosity by presenting various images and sounds. Media can be

used to present information that is needed to deliver the message to the

students. Heinich and friends assumed, instructional media gives students‟

required experiences to build their prior knowledge.

Educational researchers and practitioners alike assert that the potential

of new technologies for learning is likely to be found technologies are used as

tools for learning. Sign and means stated that in literacy instruction,

technology has both traditional and authentic uses. An authentic use of

technology is using it as a tool to accomplish a complex task; for example,

students who are creating a written report might use the Internet for research,

word-processing software to write and format the text, and hypermedia

software to add images.

12

Medias are useful in the process of language teaching. Heinich and

friend claim instructional media as medium that is used in instruction to

deliver material to the learner. The media include film, television, radio,

audio recording, and photograph. According to Young and Smith therefore, it

makes sense to consider the variety of uses as they illustrate best

practices. Sane stated that video is the technology to capture, record, and

process, transmit and rearrange the moving picture also video can use for

tutorials, videos for learning, and even videos for entertainment or for

documentation of activities. It means in teaching English language we can

use video to make students not bored and like to study English language.

Katchen stated that more and more video are being produce for language

teaching, in other hand, teacher can use video to help students become

better speaker in English. It means they can see what it looks like and sound

like.

4. Comic as Instructional Media

A lot of means can be made for instructional media, involving comic.

Using comic in the classroom allows the students access more information

when reading. That is, the students can now see what is happening as well as

read to the text. Many students are interested in reading comic and spend

hours at looking at the comics. They adopt the language from viewing

picture story in comics because vision support can highly motivate viewers.

However, comic can be still used as instructional media even more effective

13

for language learning. Sands say that human being can learn faster and easily

by audio visual processes than by verbal explanation only. In line with this,

Munadi states that it might be easily while seeing and hearing simultaneously,

than seeing only or hearing only. Therefore, comic which combines visual

can be effective media for teaching as long as the program is selected

carefully in order to applicable in the classroom.

Visualizing is creating pictures in our minds. When we read we create an

image in our mind. We read and create this image with what we know or have

experienced. Things come alive when we use sensory images. When students

visualize, they create their 'own movie' in their minds. Teachers can use comic

strip to help the students make their mental movies. Basically, interest on

reading is one of the internal factors that has influenced in reading

comprehension. By the interesting material, interest in reading could be

increased. It can be assumed that the role of text including their elements in

reading comprehension is very important. One of interesting material is by

using comic strips that students have already known. Many reading

comprehension studies consider the extent to which visuals, that is any

graphic display that portrays all or some accompanying text‟s content, help

reader to comprehend information from text. Reading comics is more than the

material in hand, that it involves a certain immersion into the visuals to

facilitate students.

14

3. The Concept of reading

a. Definition of Reading

There are many definition of reading given by some experts as follow:

1) Law and Brothers (1982:89) states that reading is ability to recognize word,

phrases, sentences, and paragraphs.

2) Harris (1980:28) define reading is the meaningful printed or written verbal

symbol that represent language and the reader language skill and knowledge

of the world. In this process, the reader tries to create the meaning intended by

the writer.

3) Nuttal (1988: 21) defines reading as the meaningful interpretation of printed

or written verbal symbol.

4) Anderson et al. (1985) states that reading is the process of constructing

meaning from written texts. It is a complex skill requiring the coordination of

a number of interrelated sources of information.

5) Weber and Roeber (1987) state that reading is the process of constructing

meaning through the dynamic interaction among:

(1) The reader‟s existing knowledge;

(2) The information suggested by the text being read; and

(3) The context of the reading situation.

15

Based on the definition above, the researcher concludes that the

definition of reading is the process of getting information and ideas from the

writer through the writing text.

b. Kinds of Reading

Nars (1984:78-79) classifies reading into two kinds namely, silent reading

and oral reading.

1) Silent Reading

Silent reading tens to reinforce the readers to find out the meaning of

words. This kind of reading leads the readers to better comprehension. Silent

reading is a skill to criticize what is written to discusses something written

means to draw inferences and conclusion as well as to express new ideas on the

basic of what is read.

The main aim in silent reading understands. We can do oral reading

faster than silent reading because in silent these are not oral expression. To

develop the students understanding in silent reading we may give them short

reading passage in the beginning and ask questions after words.

2) Reading Aloud

Reading aloud is important and the students should be taught to read

aloud. Reading aloud is a kind of reading where a reader expressed orally every

word in the text. The purpose of reading aloud is to improve the students‟ ability

16

in pronouncing the words, stressing the words, and having a good intonation

about every sentence in the passage.

A further classification of reading aloud is the devotion onto unison

reading and individual reading. Reading in unison is done with whole group

reading aloud together. The purpose of reading individually is to checking

pronunciation reading individually stimulates the students‟ ability to read,

moreover, reading individually help the teacher to find out whom among her

students has difficulty in reading. By reading aloud the students can improve

their mistake in pronunciation, intonation, and through reading they can increase

their vocabulary.

a. Reading Principles

Harmer (2007: 101) divides six reading principles. They are:

1) Encourage students to read as often and as much as possible.

The more students read the better. Everything we do should encourage them to

read extensively as well as if not more than intensively. It is a good idea to

discuss this principle with students.

2) Students need to be engaged with what they are reading.

Outside normal lesson time, when students are reading extensively, they should

be involved in joyful reading. We should try to help them get as much pleasure

form it as possible. But during lesson, too, we will do our best to ensure that they

17

are engaged with the topic of a reading text and the activities they are asked to do

while dealing with it.

3) Encourage students to respond to the content of a text.

It is important for students to study reading texts in class in order to find out such

things as the way they use language, the number of paragraphs they contain and

how many times they use relative clause. But the meaning, the message of the

text, is just as important as this. As a result, we must give students a chance to

respond to that message in some way.

4) Prediction is major factor in reading.

When we read texts in our own language, we frequently have a good idea of the

content before we actually star reading. Book covers give us a clue what is in the

book; photographs and headlines hint at articles are about; we can identify

reports as reports from their appearance before we read a single world.

5) Match the task to the topic when using intensive reading text.

Once a decision has been taken about what reading text the students are going to

read (based on the topic of the text), we need to choose good reading tasks the

right kind of questions, appropriate, activities before during and after reading,

and useful study exploitation. The most useful and interesting text can be

undermined by boring and inappropriate tasks.

6) Good teachers exploit reading text to the full.

18

Any reading text is full of sentences, words ideas, description, etc. Good teachers

integrate the reading text into interesting lesson sequences, using the topic for

discussion and further tasks, using the language for the study and then activation,

and using a range of activities to bring the text to life.

b. Reading Rules

Law and Brothers (1962: 84) divides three reading rules that can improve the

reading skill:

1) Cultivate the habit of reading.

Someone never learn to become an efficient reader or to evaluate what you have

read unless you have first become a steady reader.

2) Learning to read actively.

This means, thinking while you read, you learned that mistake in reasoning are

easy to make bit often hard to spot. Thus, when you read especially when you

read anything of controversial nature, you must be on alert for pitfalls in

reasoning. If you try to absorb material without thinking about it, the scope of

your reading ability will remain very narrow.

3) Learning to apply a principle of subordination to what you read.

It means that you must learn to recognize important ideas and to separate them

from less important ideas and details.

19

c. Reading Process

According to Woridijoyo (1989:10-11) put forward some stages on reading

process as follow:

1. Perception.

The perception here indicators the ability to read word a significant word.

2. Comprehension.

The comprehension refers to the ability to make the authors or writers‟ word

conductive to useful through as read in context.

3. Reaction.

The reaction is the action that requires consideration in connection with what has

been by the reader.

4. Integration.

The integration refers to the ability comprehend or understand through concept

towards he experienced background of the writer that can be useful as a part of the

readers‟ experiences.

3. The Concept of Reading Comprehension

a. Definition of Reading Comprehension

According to Grellet (1981: 3) defines reading comprehension as

understanding a written text means extracting the required information from it as

efficiently as possible. Comprehension is a “construction process” because it

20

involves all of the elements of the reading process working together as a text is

read to create representation of the text in the reader‟s mind.

Holt (1996: 175) states that reading comprehension is the minds act or

power of understanding. Besides, Collough (1975: 50) states that reading

comprehension is not just reading with aloud voice but reading also establish and

understanding the meaning of words, sentence and paragraph sentence and

relation between ideas.

Based on definition above, the researcher may conclude that reading

comprehension is the way of the readers to understanding a written text.

b. Levels of Reading Comprehension

Burns et al (1984: 177) divide reading comprehension into literal

comprehension, interpretive comprehension, critical reading, and creative

reading.

1. Literal Comprehension

Reading for literal comprehension, which involves acquiring

information that is directly stated in a selection is a prerequisite for

higherlevel understanding. Recognizing stated main ideas, details, causes

and effects, and sequence is the basis of literal comprehension, and thorough

understanding of vocabulary, sentence meaning, and paragraph meaning is

21

important. Smith (1977: 107) state that literal comprehension refers to the idea

and facts that are directly stated on the printed pages in facts.

2. Interpretive Comprehension

Interpretive comprehension involves reading between the lines or

making inferences. It is the process of deriving ideas that are implied rather

than directly stated. Reader makes inferences based on their schemata.

Smith (1977: 107) state that Interpretative or reading between the line

demands a higher level of thinking ability because the question in this

category of interpretative are concern with that are not directly stated in the

text but are suggested or implied. Interpretative maybe defines as something

derived by reasoning, something that is not directly stated but suggested in the

statement, a logical conclusion that drawn from statement.

a. Critical Reading

Critical reading is evaluating written materials, comparing the ideas

discovered in the material with standards and drawing conclusions about their

accuracy, appropriateness, and timeliness. It requires the reader to have

critical thinking of what they read. Critical reading depends upon literal

comprehension and interpretive comprehension, and grasping implied ideas is

especially important.

22

b. Creative Reading

Creative reading involves going beyond the material presentsed by the

author. It requires reader to think as they read, just critical reading, and it also

require them to use their imaginations.

4. The Concept of Narrative

a. Definition of Narrative

The students are learning many texts. One of texts is narrative text. It is

related to the experience or story of past time. Oshima and Hogue (1997: 27)

explain that narrative is story writing. Keraf (1991: 136) stated that narrative as

a story that tells or describes an action in the past time. Narrative as a story, so

it is should have the element that can make the story more interesting to the

reader such as a conflict and conclusion of the story. According to Mayers

(2005: 52) states that narrative is one of the most powerful ways of

communicating with others. A good written story lets your reader response to

some event in your life as if it were own. They do not only understand the

event, but they can almost feel it. Narrative also is an account of a sequence of

events, usually in chronological order.

Based on the explanation above, we can define that narrative is a story

that tells us about event that happened in the past time.

Anderson (1997:14) states that a good narrative uses word to paint a picture in

our mind of:

23

a. What characters look like (their experience)

b. Where the action is taking place ( the setting)

c. How things are happening (the action)

b. The Generic Structures of Narrative

According to Thalib in Wikipedia state that there are three generic

structure of narrative, they are:

1. Orientation

Orientation is the introduction of what is inside the text, who involves

in the text, when and where it happens. The other hand, orientation is

the introduction of the participant in the story.

2. Complication

Complication is what happens with the participants. It explores the

conflict among the participants. Complication is the main element of

narrative. Without complication, the text is not narrative. The conflict

can be shown as natural, social or psychological conflict.

3. Resolution

This is the phase where the participants solve the problem aroused by

the conflict. It is not matter whether the participants succeed or fail.

The point is the conflict becomes ended.

24

5. Conceptual Framework

The three variables on the table above described as follows:

1. Input: There are two factors should be focuses to improve the

students reading comprehension, they are Literal Comprehension and

Interpretative Comprehension.

2. Process: To improve all of them, there is a method of teaching reading

Literal Comprehension and Interpretative Comprehension will apply

in this research. The students will be teaching by using English comic

as media to improve reading Comprehension of narrative text

Teaching Reading

Comprehension Input

Pre-test

Teaching and learning process by using

English comic as media to improve reading

comprehension of narrative text

Process

Post-test

Literal

Comprehension

Interpretative

Comprehension

Students‟ Reading

Comprehension

Output

25

3. Output: Refers to the improving of the students Literal

Comprehension and Interpretative Comprehension, so students can

read English well

6. Hypothesis

H0 : The use of English comic as media does not improve the students‟

reading comprehension.

H1 :The use of English comic as media canimprove the students‟ reading

comprehension.

26

CHAPTER III

RESEARCH METHOD

This chapter describes the research method, population and samples,

instrument of the research, procedure of collecting data and technique of data

analysis.

A. Research Design

In this research, the researcher uses pre-experimental research design.

There is one class as the sample. Pre-test and post-test are given to the sample.

The design on this research as proposed by Arikunto (2006:86) is followed:

Pretest Treatment Posttest

O1 X O2

Where:

O1: Pre-test

X: Treatment

O2: Post-test

B. Population and Sample

1. Population

The population of this research is the second grade Students of SMP

NEGERI 1 BARRU academic year 2019/2020. Which consists of two classes

27

(VIII A, VIIIB), each class consists of 30 students. Thus, the total number of

population 50 students.

2. Sample

Based on the population above, the researcher use purposive sampling to

select the sample because the population too big and suggested from teacher.

In this case, the researcher takes only one class that consists of 30 students at

eight grade especially VIII A and the researcher be easy to manage the class.

C. Variable of the research

There are two variables in this research, namely independent and

dependent variables. The independent variable of this research is English

comic and the dependent variable was students‟ reading comprehension.

D. Research Hypothesis

There are two hypotheses in this research. They are H0 (Null

hypothesis) and H1 (Alternative hypothesis)

a. Null Hypothesis

There are no significant differences between the students‟ reading

comprehension before and after using English comic technique in improving

students‟ reading comprehension at the second grade of SMP NEGERI 1

BARRU.

28

b. Alternative Hypothesis

There are significant differences between the students‟ reading

comprehension before and after using English comic in improving their

reading comprehension at the second grade SMP NEGERI 1 BARRU.

E. Research Instruments

In this research, the researcher used one kind of instrument, namely a

reading test to make the students memorize the keyword of the text easily.

The research instrument concisted 8 items. The reading test was focused on

interpretative and literal comprehension refers to conclusion and main idea of

the text. The test would be given twice namely pretest and post test. Pre test

was intended to find out the students‟ prior knowledge of reading

comprehension. Post test was intended find out the students‟ improvement

after joining treatment.

F. Technique Of Data Collection

In collecting data the researcher will use some procedures as follows:

a. Pre-test

Before applying English comic or before doing the treatment, the

students are given pre-test to measure their achievement in reading

comprehension.

29

b. Treatment

After the students are given the pre-test, the studentsaretreated by using

English comic. The treatment isapplied for four meetings and it takes 90

minutes for each.

a) In the first meeting, the researcherpresentss material about (The

story of lake toba)

b) In the second meeting, the researcherpresentss material about (The

story of lake toba)

c) In the third meeting the researcherpresents material about (The lion

and the mouse).

d) In the fourth meeting the researcherpresents material about (The

lion and the mouse).

c. Post test

In the post test, the researcher will givethe students a reading

materialabout Roro jongrang and Prambanan Temple, then evaluate

them by using reading task to know whether the students‟ reading

comprehension are improved by using English comic as media or not.

G. Technique of Data Analysis

In analysing data, the researcher collects the data through pre-test and post-

testused the procedure as follow :

1. Scoring the student answer by using formula

30

Where :

X : The student final score (Pusat Kurikulum 2006: 40)

2. Finding out the mean score of the students answer by using the formula :

Where: χ = Mean Score

∑x = the total student score

N = The Number of students(Gay, 2006:320)

3. After collecting the data of the student the researcher classified the score of

the students into the following criteria

Table 3.4: (Scoring Classification

Score Classification

96-100 Excellent

86-95 Very Good

76-85 Good

66-75 Fairly Good

56-65 Fair

36-55 Poor

00-35 Very Poor

(Arikunto,2015:281)

31

4. The percentage of increasing achievement used the following formula

Where:

P = The percentage

= Average Score of Post-test

= Average Score of Pre-test(Arikunto,2006:23)

5. To find out the significance difference between the student pre-test and post-

test, the researcher applied the formula as follow :

√ ( )

( )

Where:

T = Test of significance

D = Mean deviation

=The square of the sum score of difference

= The sum of total score of difference

N = The total number of students(Gay, 2006:356)

6. The criteria of hypothesis testing as follow :

32

Table 3.5: (Hypothesis Testing)

Comparison Hypothesis

H0 H1

t-test < t-table Accepted Rejected

t-test > t-table Rejected Accepted

(Sugiyono,2014:317)

The table above meant (1) the t-test value was smaller than t-table

value, the null hypothesis is accept, while the alternative hypothesis is reject

and (2) the t-test value is equal to greater than t-table value, the null

hypothesis is reject while the alternative is accept.

33

CHAPTER IV

FINDINGS AND DISCUSSION

A. Findings

The findings of the research present the result description through the

distribution score of pre- test and post- test on literal and interpretative level in

teaching reading comprehension by using of English Comic as Media. It also

described the students‟ reading comprehension achievement in general

through the distribution score of pre- test and post- test. The effectiveness of

this strategy was known from the result of the data were collected by

administrating the test, the tests were done twice namely pre-test and post-test,

the pre-test was given before the treatment and the post-test was given after

treatment. The researcher compared the result of pre-test and post-test. If the

result of the post-test was higher than pre-test, it means that this strategy was

effective.

The result of data analysis found that teaching reading comprehension

through of English Comic as Media could influence and improve the students‟

reading comprehension in term of literal and interpretive at the class of VIII

SMP NEGERI 1 BARRU. The result has proved that the strategy is successful

to improve the students‟ reading comprehension.

34

1. The Improvement of the Students’ Literal Reading Comprehension

Using of English Comic as Media In Term of Main Idea and

Sequence of Details

Students‟ literal reading comprehension using of English Comic as Media

get improved in term of main idea and sequence of details. The students

understand more about main idea and sequence of details. It can be seen

clearly in the following table:

Table 4.1The Mean Score of Students’ Reading Comprehension In

Term of Literal

No

Literal Reading

Comprehension

The Student’s Score Improvement

(%) Pre-Test Post-Test

1. Main Idea 58.6 86.56 47%

2. Sequence of Details 56.4 92.6 64%

X 57.5 89.58 55%

Based on the table, it indicates that the improvement of the students‟

reading comprehension through of English Comic as Media in term of main

and sequence of details was significantly improved. The students‟ mean

score in pre-test was 57.5 and the students‟ mean score in post-test was

89.58. So, the improvement of the students‟ literal reading comprehension

between pre-test to post-test was 55%.

35

Table.4.2 classification score in pre - test and post - test (Main Idea and

Sequence of Detail)

a. Classification in Pre-Test and Post - Test

Main Idea

Classification Score Pre – Test Post – Test

Frequency % Frequency %

Excellent 96-100

0 0 8 26,66%

Very Good 86-95

0 0 3 10%

Good 76-85

2 6,66% 18 60%

Fairly Good 66-75

8 26,66% 1 3,33%

Fair 56-65

8 26,66% 0 0

Poor 36-55

5 16,66% 0 0

Very Poor 00-35

7 23,33% 0 0

Total 30 100% 30 100%

b. Classification of pre - test and post – test

Sequence of Detail

36

Classification Score Pre - Test Post – Test

Frequency % Frequency %

Excellent 96-100

0 0 1 3,33%

Very Good 86-95

0 0 16 53,33%

Good 76-85

1 3,33% 13 43,33%

Fairly Good 66-75

7 23,33% 0 0

Fair 56-65

7 23,33% 0 0

Poor 36-55

6 20% 0 0

Very Poor 00-35

9 30% 0 0

Total 30 100% 30 100%

Based on the result of analysis above, it can be conclude that in of

English Comic as Media in the class, the data is collected through test and

shows that the students‟ literal reading comprehension in term of main and

sequence of details was significantly improved. It is more clearly showed in

the chart below

37

Figure 4.1: The Improvement of Students’ Score in Literal Reading

Comprehension

The graphic above shows that there was improvement of the students in

reading comprehension in terms of literal comprehension from pre-test with

the mean score was 57.5 (Fair) to post-test with the mean score was 89.58

(Very Good) and the improvement of pre-test to post-test was 55%.

2. The Improvement of the Students’ Interpretive Reading Comprehension

of English Comic as Media In Terms of Conclusion

Students‟ interpretive reading comprehension using of English Comic

as Media get also improved. The students have still less-understand about

conclusion before using English Comic as media. But the students

understand more about conclusion when the English Comic as Media

method is applied. It is shown in the following table:

0

20

40

60

80

100

VeryPoor

Poor Fair FairlyGood

Good VeryGood

Excellent

57,5

89,58

Pre-test Post-test

38

Table 4.3 Mean Score of Reading Comprehension of the Students’ In

Term of Interpretive

No

Interpretive Reading

Comprehension

The Student’s Score Improvement

(%) Pre-Test Post-Test

Conclusion 63.63 82 28%

X 63.63 82 28%

The table indicated that the reading comprehension of the students in term

of interpretive after using English Comic as Media method got improvement.

As the table shows that the students‟ mean score in pre-test was 63.63 and

the students‟ mean score in post - test was 82. Therefore, the improvement of

the students‟ reading comprehension in term of interpretive between pre-test

to post-test was 28%.

Table 4.4The classification score in pre - test and post - test (making

conclusion)

a. Classification of Pre - Test and Post - Test

Main Idea

Classification Items Scores Pre - Test Post – Test

Frequency % Frequency %

Excellent 96 - 100

0 0 0 0

39

Very Good 86 - 95

0 0 3 0

Good 76 - 85

2 6,66% 23 10%

Fairly Good 66 - 75

15 50% 4 76,66

Fair 56 - 65

4 13,33% 0 13,33

Poor 36 - 55

6 20% 0 0

Very Poor 00 - 35

3 10% 0 0

Total 30 100% 30 100%

The analysis results above can be concluded that the students‟ score of

post-test was higher than pre-test. It means that, there was improvement of

the student‟s achievement in reading comprehension in term of interpretive.

It is more clearly showed in the chart below:

Figure 4.2: The Improvement of Students’ Score in interpretive Reading

0

10

20

30

40

50

60

70

80

90

Very Poor Poor Fair FairlyGood

Good VeryGood

Excellent

63,63

82

Pre-test Post-test

40

The graphic above shows that there was improvement of the students in

reading comprehension in terms of interpretive comprehension from pre-test

with the mean score was 63.63 (Fair) to post-test with the mean score was 82

(Good) and the improvement of pre-test to post-test was 28%.

3. The Improvement of the Students’ Reading Comprehension Using

of English Comic as Media method In Literal and Interpretive

Students‟ reading comprehension using of English Comic as Media get

more improvement in line with the literal and interpretive terms.

The data collected in pre-test and post-test, it shows how the difference as

following table:

Table 4.5 The Mean Score of Reading Comprehension of the Students’

The table shows the mean score of students‟ achievement in reading

comprehension in literal and interpretive terms. The data indicated that the

students‟ reading comprehension was improved after using English Comic as

Media method. The mean score in pre-test was 60.56 scores and the mean

No

Indicators

Mean scores Improvement (%)

Pre-Test Post-Test Pre-test to Post-test

1 Literal term 57.5 89.58 55 %

2 Interpretive term 63.63 82 28

∑X 121.13 171.58 41%

X 60.56 85.79 41%

41

score in post-test was 85.79 scores. Therefore, there is significantly

improvement about 41% pre-test to post-test of the students‟ reading

comprehension by using of English Comic as Media method.

It is more clearly showed in the chart below:

Figure 4.3: The Improvement of Students’ Score in Reading

Comprehension

The graphic above shows that there was improvement of the students

in reading comprehension in terms of literal and interpretive comprehension

from pre-test with the mean score was test 60.56 (Fair) to post-test with the

mean score was 85.79 (Good) and the improvement of pre-test to post-test

was 41%.

0

20

40

60

80

100

60,56

85,79

Pre-test Post-test

42

4. The Percentage of the Students’ Achievement in Literal and

Interpretive Reading Comprehension Using of English Comic as Media

method

a. Literal Reading Comprehension

The following table shows the percentage of students‟ achievement in

reading comprehension in term of literal before and after the English Comic

as Media method was applied.

Table 4.6 The Percentages of Students’ Achievement in Literal

No. The Classification Scores

Students’ Achievement in Literal

Pre-test Post-test

Freque

ncy %

Frequ

ency

%

1 Excellent 96-100 0 0 8 26.66%

2 Very Good 86-95 0 0 3 10%

3 Good 76-85 2 6.66% 18 60%

4 Fairly Good 66-75 8 26.66% 1 3.33%

5 Fair 56-65 8 26.66% 0 0

6 Poor 36-55 5 16.66% 0 0

7 Very Poor 00-35 17 23.33% 0 0

Total 30 100% 30 100%

43

The table above shows the result of students‟ achievement in term of

literal in pre-test were 2 students were classified Good (6.66%), 8 students

were classified into Fairly Good (26.66%), 8 students got Fair (26.66%), 5

students were classified into Poor (16.66%), and not body got Excellent and

Very Good. Meanwhile in post-test shows that there were 8 students

classified into Excellent score (26.66%), 3 students were classified into

Good score (10%), 18 students got Good score (60%) 1 student was

classified into Fairly Good (3.33%) score and nobody was classified into

Fair, Poor and Very Poor scores.

b. Interpretive Reading Comprehension

The table below shows the percentage of students‟ achievement in

interpretive in applying of English Comic as Media method.

Table 4.7 The Percentage of Students’ Achievement in Interpretive

No. The Classification Scores

Interpretive

Pre test Post test

Frequen

cy %

Frequen

cy

%

1 Excellent 96-100 0 0 0 0

2 Very Good 86-95 0 0 3 10%

3 Good 76-85 2 6.66% 23 76.66%

4 Fairly Good 66-75 15 50% 4 13.33%

44

5 Fair 56-65 4 13.33% 0 0

6 Poor 36-55 6 20% 0 0

7 Very Poor 00-35 3 10% 0 0

Total 30 100% 30 100%

The table above shows the result of students‟ achievement in term of

Interpretive. In pre-test, 6 students got Poor (20%), 3 students were

classified into Very Poor (10%), 4 students got Fair score (13.33%), 15

students got Fairly Good score (50%) and not body got Excellent, Very

Good, and Good scores. While in post-test, there were 4 students were

classified into Fairly Good (13.33%), 23 students were classified into Good

score (76.66%), 3 students got very good score (10%) and nobody was

classified into Excellent, Fair, Poor and Very Poor scores.

c. Reading Comprehension

The percentage of students‟ achievement in reading comprehension is

explained in the following table which is applying of English Comic as

Media method.

Table 4.8 The Percentage of Students Achievement in

Reading Comprehension

No. Classification Score

Reading Comprehension

Pre-test Post-test

45

Frequency % Frequency %

1 Excellent 96-100 0 0 2 6.66%

2 Very Good 86-95 0 0 10 30%

3 Good 76-85 1 3.33% 16 53.33%

4 Fairly Good 66-75 21 70% 2 6.66%

5 Fair 56-65 2 6.66% 0 0

6 Poor 36-55 6 20% 0 0

7 Very Poor 00-35 0 0 0 0

Total 30 100% 30 100%

The table above shows the result of students‟ achievement in reading

comprehension. In the pre-test there were 6 students got Poor (20%), 2

students got Fair score (6.66%), 21 students got Fairly Good (70%), 1

student was classified in good score (3.33%) and not body got Excellent and

Very Good score. In the post-test there were 2 students were classified into

Fairly Good (6.66%), 16 students were classified into Good score (53.33%),

10 students got very good score (30%), and 2 students were classified as

excellent (6.66%) and nobody was classified into Fair, Poor and Very Poor

scores.

46

5. Hypothesis Testing

The hypothesis is tested by using inferential analysis. In this case, the

researcher used t-test (test of significance) for independent sample test, that

is, a test to know the significant difference between the result of students‟

mean scores in pretest and posttest the researcher used t-test analysis on the

level of significant (α) = 0.05 with the degree of freedom (df) = N – 1, where

N = Number of subject (30 students) then the value of t-table is 2.06866 the

t-test statistical, analysis for independent sample was applied. The result of

the data analysis t-test of the students reading comprehension by using

OKRE (Overview, Key Ideas, Reviewing and Evaluation) in Table 4.8.

Table 4.9 The T-test score and T-table Scores of the Students’ Reading

Comprehension

Variables t-test t-table Description

Literal reading 13.26 2.45 Significant

Interpretive reading 8.34 2.45 Significant

X 21.60 2.45

Table 4.9 implies that the t-test score of literal reading was greater than t-

table (13.26>2.45) and t-test score of interpretive reading was greater than t-

table (8.34>2.45). The result of calculating t-test in literal and interpretive

47

was greater than t-table (21.60>2.45). It is hypothesized that the null

hypothesis (Ho) was rejected and the alternative hypothesis (H1) was

accepted. It indicates that there is a significant difference between the

students‟ literal and interpretive reading comprehension in reading through

English Comic as Media.

B. Discussion

The collecting data of the students‟ literal and interpretative

comprehension shows a significant different. It is based on the result of the

percentage rates and freequency scores of the students‟ in applying English

Comic as Media method as following explanation:

a. The students’ reading comprehension after using of English Comic as

Media.

Based on the result of post-test data, the percentage rates of the students‟

in using English Comic as Media method show the particular improvement.

The scores were categorized in excellent, very good, good, and fairly good

classification. Precisely, one of the students got excellent. None of the

students got score fair, poor, and very poor. The data shows that there was 1

got excellent score (3.33%), 11 students got very good score (36.67%), 16

students got good score (53.33%) and 2 the students got fairly good score

(6.67%). Thus, the researcher can conclude that the use of English Comic as

48

Media method influences and improves the students‟ reading comprehension

in literal and interpretative terms.

b. The Achievement of the students’ reading comprehension before and

after of English Comic as Media method.

In the previous consideration, there was a significant difference between

the students‟ reading comprehension when the English Comic as Media

method is used. The mean score was 67.83 before using English Comic as

Media method and the mean score was 87.36 after using English Comic as

Media method. It implies that the use English Comic as Media method can

improve the students‟ achievement in reading comprehension.

. Based on the t-test calculating result, t-test score was higher than t-table

score (9.38 - 2.45). It implies that English Comic as Media method is very

useful to improve the students‟ reading comprehension.

d. Research Contribution

Based on the discussion above, the researcher takes some research

contributions:

1. This research shows that there is influence between of English Comic

as Media method on students reading comprehension especially in literal

and interpretative level of comprehension.

49

2. This research deals with application of English Comic as Media

method in students‟ reading comprehension especially in narrative text to

find the Main idea, sequence of detail, and making conclusion.

3. This research creates new knowledge in literal and interpretive

especially in narrative text easily and effectively by using English Comic

as Media method in learning reading comprehension.

50

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the research finding and discussion in the previous, the researcher

draws conclusion in the following statement. The method of of English Comic as

Media influence and improved the students reading comprehension more

significantly at the second grade of SMP NEGERI 1 BARRU.

1. In literal reading of finding main ideas indicates that the students‟

comprehension get the improvement about 47%. Where the mean score of pretest is

58.6 and it is classified as fair while in the post -test is 86.56 and it is classified as

very good.

2. In literal reading of Sequence Detail indicates that the students‟

comprehension get more improvement about 64 % . The data shows that mean score

of pre-test is 56.4 and it is classified as fair while in the post- test is 92.6 and it is

classified as very good.

3. In interpretative reading of Making conclusion of the story indicates that the

students‟ comprehension get more improvement about 28%. The data shows that

mean score of pre-test is 63.63 and it is classified as fair while in the post - test is 82

and it is classified as good.

51

B. Suggestion

After conducting the research related to the reading comprehension, the

researcher would like to give some suggestion as follow:

1. The used of of English Comic as Media in teaching English is highly

recommended to the teacher of SMP NEGERI 1 BARRU.

2. The result of this research can be used as an additional reference for further

research who want to conduct a research related to reading comprehension.

52

BIBLIOGRAPHY

Anderson et al. 1985. Definitions of Reading and Word Identification. Retrieved from:

http://www.eduplace.com/rdg/res/teach/def.html

Ariani Geta. 2012. Reading Comprehension Using Mood, Understand, Recall, Detect,

Elaborate And Review (MURDER) Technique, Surakarta: Sebelas Maret

University.

Arroyani, F. (2010). The Effectiveness Of Teaching Using Comic Strips To Facilitate

Students’ Reading Comprehension Skill. Semarang : English Department Of

Tarbiyah Faculty.

Burns et al. 1984. .Levels of Reading Comprehension. Retrieved from: http://

sibungsuinred.com/2012/03/levels-of-reading-Comprehension. html.

Collough, M. 1975. Teaching reading A handbook. New York: Logman, inc.

Dalle, M.B. 2010. Fundamental of Research Methodology. Makassar.

Fatimah Zahra, R. 2016. The Effect Of English Comics On The Students’ Vocabulary

Achievement At Second Year Students Of Smp Negeri 10 Kendari. Journal Of

Teaching 0f English V 1 (No.2)

Nuttal, N. 1988. Teaching Reading Skill in Foreign Language. Oxford:: Heinemann

International Publishing Company.

Mayers. 2005. Human cognition learning, understanding and remembering.

California:wadsworth, inc.

Mayor, P. 2005. Teaching Reading (3rd

ed.). London, USA.

Romli, m. (2014). Improving the Students’ Reading Comprehension of Narrative Text

Through Story Mapping. Jakarta: The Department of English Education the Faculty

of Tarbiya and Teachers Training the State Islamic University of „Syarif

Hidayatullah.

Royanti. (2007). The Use of English Comics to Improve Students’ Ability in Story Retelling

(the Case of 8th Year Students of SMPN 1 Bojong Pekalongan in The Academic Year

2006/2007). Semarang: English Department the Faculty of Languages and Arts State

University of Semarang.

Sari, Rita Prima and kusumarasdyati. 2014. The Implementation Of Tea Party Strategy In

Teaching Reading Of Analytical Expotion For The Eleventh Grades. Retain. V 2

(No.2)

53

Suryani, L. (2015). Improving Students’ Reading Skills By Using The Mind Map Technique

At Sma N 1 Kretek In The Academic Year Of 2013/2014. Yogyakarta: English

Education Department Faculty Of Languages And Arts State University Of

Yogyakarta.

Tiemensma, L. (2009). Visual Literacy: To Comics Or Not To Comics? Promoting Literacy

Using Comics. World Library And Information Congress , 06.

Weber & Roeber. 1987. Definition of Reading and Word Identification, Retrieved from:

http://www.eduplace.com/rdg/res/teach/def.html

Woriyodijoyo. 1989. Membaca: Strategy Pengantar dan Tehniknya. Jakarta: Depdikbud.

54

APPENDIX A

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Nama Satuan Pendidikan : SMP NEGERI 1 BARRU

Mata Pelajaran : Bahasa Inggris

Kelas/ Semester : VII/ 1

Mate Materi Pokok : TEKS TULIS BERBENTUK NARRATIVE

Alokasi Waktu : 8 JP (8 x 45 menit)

A. KOMPETENSI INTI (KI)

1. Menghargai dan menghayati ajaran agama yang dianutnya.

2. Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli (toleransi,

gotong royong), santun, percaya diri, dalam berinteraksi secara efektif dengan

lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya

3. Memahami dan menerapkan pengetahuan (faktual, konseptual, dan prosedural)

berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya

terkait fenomena dan kejadian tampak mata.

4. Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan, mengurai,

merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca,

menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah

dan sumber lain yang sama dalam sudut pandang/teori.

B. Kompetensi Dasar dan Indikator:

No. Kompetensi Dasar Indikator

1.1. Mensyukuri kesempatan dapat

mempelajari bahasa Inggris sebagai

bahasa pengantar komunikasi

internasional yang diwujudkan

dalam semangat belajar.

2.1. Menunjukan perilaku santun dan

peduli dalam melaksanakan

55

komunikasi interpersonal dengan

guru dan teman.

2.2. Menunjukkan perilaku jujur,

disiplin, percaya diri, dan

bertanggung jawab dalam

melaksanakan komunikasi

transaksional dengan guru dan

teman.

2.3. Menunjukkkan perilaku tanggung

jawab, peduli, kerjasama, dan cinta

damai, dalam melaksanakan

Komunikasi fungsional.

3.9. Menganalisis fungsi sosial, struktur

teks, dan unsur kebahasaan pada

teks naratif sederhana berbentuk

legenda rakyat sesuai dengan

konteks penggunaannya.

· Menganalisis struktur teks naratif

sederhana berbentuk legenda sederhana.

· Menganalisis unsur kebahasaanteks

naratif sederhana berbentuk legenda

sederhana.

4.15. Menangkap makna teks naratif lisan

dan tulis berbentuk legenda

sederhana.

· Menangkap gagasan utama, makna

kata, dan menggali informasi tentang teks

naratif tulis legenda sederhana.

· Menyajikan gagasan utama dan makna

kata dalam teks naratif tulis berbentuk

legenda sederhana.

· Menyimpulkan pesan moral (moral

value) dalam teks naratif tulis berbentuk

legenda sederhana.

C. Tujuan Pembelajaran

Sikap:

1. Selama dan setelah proses pembelajaran,peserta didik dapat mensyukuri kesempatan

dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional yang

diwujudkan dalam semangat belajar.

56

2. Selama dan setelah proses pembelajaran, peserta didik mampu meneladani sikap dan

tindakan peduli, percaya diri, disiplin, dan cinta damai yang ditunjukkan oleh tokoh dalam

teks naratif berbentuk legenda sederhana.

3. Selama dan setelah proses pembelajaran, peserta didik mampu menunjukkan perilaku

jujur dan bertanggungjawab dalam mengerjakan tugas-tugas dalam pembelajaran teks naratif

berbentuk legenda sederhana.

Pengetahuan:

4. Peserta didik dengan membaca teks naratif dan diskusi mampu menjelaskan struktur teks

naratif sederhana berbentuk legenda rakyat (orientation, complication, resolution dan coda).

5. Peserta didik dengan membaca teks naratif dan diskusi mampu menjelaskan unsur

kebahasaanteks naratif sederhana berbentuk legenda rakyat.

Keterampilan:

6. Peserta didik melalui diskusi mampu menganalisis gagasan utama, makna kata, dan

menggali informasi tentang teks naratif lisan dan tulis berbentuk legenda sederhana.

7. Peserta didik melalui diskusi mampu menafsirkan gagasan utama dan makna kata dalam

teks naratif lisan dan tulis berbentuk legenda sederhana.

8. Peserta didik melalui diskusi mampu menyimpulkan dan menyajikan pesan moral (moral

value) dalam teks naratif lisan dan tulis berbentuk legenda sederhana.

D. Materi Pembelajaran

Konsep :

- Teks Naratif : The Lion And The Mouse & Snow White

The Lion And The Mouse

Once when a lion was a sleep, a little mouse began running up and down upon him:

This soon awoke the lion, who placed his huge paw upon the mouse, and opened his big jaws

to swallow him.

“Pardon, oh king,” cried the little mouse “forgive me this time. I shall never forget it:

who knows I may be able to do you a good turn some of these days?” The lion was so tickled

at the idea of the mouse being able to help him. Then he lifted up his paw and let him go.

One day the lion was caught in a trap. Some hunters who wanted to carry him alive to

the king, tied him to a tree while they went in search of a wagon to carry him in. Just then the

little mouse happened to pass by and see the sad plight in which the lion was.

57

The little mouse went up to him and soon gnawed away the ropes that bound the king

of the beasts. Soon after the little mouse had finished gnawing away the ropes, he asked the

lion to run way.

(http://englishstory12.blogspot.co.id)

- Tujuan teks naratif : To amuse, entertain and to deal with actual or various experience

in different ways; Narratives deal with problematic events which lead to a crisis or turning

point of some kind, which in turn finds 2 resolution.

-Struktur teks naratif :

1. Orientation: biasanya bagian ini berisi tentang pengenalan tokoh setting tempat/ latar,

waktu.

2. Complication: berisi tentang awal mula terjadinya masalah dan konflik-konflik yang

dialami tokoh utama.

3. Resolution: berisi tentang penurunan/ penyelesaian masalah dari konflik yang terjadi.

4. Metode Pembelajaran

Ceramah, diskusi kelompok, penugasan dan presentasi

5. Media, Alat, dan Sumber Pembelajaran

1. Media : Power Point tentang teks naratif

2. Alat : LCD Proyektor, Laptop,hand out, dan lembar kerja siswa tentang teks naratif

3. Sumber Pembelajaran:

· http://englishstory83.blogspot.com/2008/09/social-function-narrative.html

· http://en.wikipedia.org/wiki/Text_types#Narrative_text_type

· http://shared777.blogspot.com/2014/02/narrative-text-

Langah-Langkah Kegiatan Pembelajaran

Pertemuan 1

No Tahap Kegiatan Belajar Alokasi

waktu

1. Pendahuluan 1. Siswa membalas salam dari guru.

2. Siswa menjawab presensi dari guru

3. Siswa berdo‟a sebelum melakukan kegiatan belajar

mengajar

4. Siswa merespon pertanyaan dari guru berkenaan

dengan kebiasaan mendengarkan dongeng di masa kecil

5. Siswa merespon contoh gambar berupa kancil untuk

5 menit

58

No Tahap Kegiatan Belajar Alokasi

waktu

mengingat kembali

6. Guru menjelaskan pengetahuan umum tentang teks

narrative kepada kepada siswa guna memberikan

background knowledge agar siswa lebih mudah mecerna

teks yang diberikan.

2. Kegiatan Inti Mengamati

· Siswa membaca teks narrative tentang legenda “The

Lion and The Mouse” yang di berikan oleh guru.

Si Siswa membuat prediksi mengenai isi dari cerita “The

Lion and The Mouse”.

· Siswa mencermati fungsistruktur teks dan structure

yang digunakan dalam teks legenda “The Lion and The

Mouse”.

· Siswa mencari pesan yang terkandung dalam teks

legenda“The Lion and The Mouse”.

· Siswa dapat mencari ide pokok paragraph yang

terkandung dalam teks bacaan, serta dapat menemukan

informasi tersurat, maupun tersirat dalam teks

legenda“The Lion and The Mouse”.

Menanya

Siswa menjawab pertanyaan yang diberikan oleh guru

yang berhubungan dengan isi bacaan cerita yang sudah

dibaca.

· Siswa mempertanyakan ide pokok setiap paragraf,

makna dari kata-kata baru dan informasi rinci dalam

teks “The Lion and The Mouse”.

Mengeksplorasi

· Siswa dapat menemukan ide pokok pada setip paragraf,

informasi tersirat maupun tersurat dalam teks “The Lion

30 menit

59

No Tahap Kegiatan Belajar Alokasi

waktu

and The Mouse”.

· Siswa menafsirkan ide pokok paragraf, informasi

tersirat maupun tersurat dalam teks “The Lion and The

Mouse”.

Mengasosiasikan

· Secara berkelompok siswa menganalisis teks legenda

“The Lion and The Mouse” dengan fokus pada fungsi

sosial, struktur, dan unsur kebahasaannya.

Mengkomunikasikan

· Siswa menjelaskan fungsi sosial, struktur, dan unsur

kebahasan yang ditemukan setelah membaca teks

legenda “The Lion and The Mouse”

· Peserta didik menyimpulkan nilai moral yang

ditemukan pada teks legenda “The Lion and The

Mouse”.

3. Penutup · Siswa memperoleh umpan balik (feedback) dan

penguatan dari guru dan teman tentang hasil analisis

yang disampaikan dalam kerja kelompok.

· Peserta didik menyempurnakan kembali struktur teks

naratif “The Lion and The Mouse” berdasarkan umpan

balik (feedback) dari guru dan teman.

· Peserta didik menerima informasi tentang rencana

pelaksanaan pembelajaran pertemuan mendatang

10 menit

Pertemuan 2

No Tahap Kegiatan Belajar Alokasi

waktu

1. Pendahuluan 1. Siswa membalas salam dari guru.

2. Siswa menjawab presensi dari guru

5 menit

60

No Tahap Kegiatan Belajar Alokasi

waktu

3. Siswa berdo‟a sebelum melakukan kegiatan belajar

mengajar

4. Siswa merespon pertanyaan dari guru berkenaan

dengan kebiasaan mendengarkan dongeng di masa kecil

5. Siswa merespon contoh gambar berupa kancil untuk

mengingat kembali

6. Guru menjelaskan pengetahuan umum tentang teks

narrative kepada kepada siswa guna memberikan

background knowledge agar siswa lebih mudah mecerna

teks yang diberikan.

2. Kegiatan Inti Mengamati

· Siswa membaca teks narrative tentang “Snow

White” yang di berikan oleh guru.

· Siswa mencermati fungsistruktur teks dan structure

yang digunakan dalam teks“Snow White”.

· Siswa mencari pesan yang terkandung dalam teks

“Snow White”.

· siswa dapat mencari ide pokok paragraph yang

terkandung dalam teks bacaan, serta dapat menemukan

informasi tersurat, maupun tersirat dalam teks“Snow

White”.

Menanya

· siswa mempertanyakan ide pokok setiap paragraf,

makna dari kata-kata baru dan informasi rinci dalam

teks “Snow White”.

Mengeksplorasi

· siswa dapat menemukan ide pokok pada setip paragraf,

informasi tersirat maupun tersurat dalam teks “Snow

White”.

30 menit

61

No Tahap Kegiatan Belajar Alokasi

waktu

· Siswa menafsirkan ide pokok paragraf, informasi

tersirat maupun tersurat dalam teks “Snow White”.

Mengasosiasikan

· Secara berkelompok siswa menganalisis teks“Snow

White” dengan fokus pada fungsi sosial, struktur, dan

unsur kebahasaannya.

Mengkomunikasikan

· Siswa menjelaskan fungsi sosial, struktur, dan unsur

kebahasan yang ditemukan setelah membaca teks

“Snow White”.

· Peserta didik menyimpulkan nilai moral yang

ditemukan pada teks “Snow White”.

3. Penutup · Siswa memperoleh umpan balik (feedback) dan

penguatan dari guru dan teman tentang hasil analisis

yang disampaikan dalam kerja kelompok.

· Peserta didik menyempurnakan kembali struktur teks

naratif“Snow White” berdasarkan umpan balik

(feedback) dari guru dan teman.

· Peserta didik menerima informasi tentang rencana

pelaksanaan pembelajaran pertemuan mendatang

10 menit

Pertemuan 3

No Tahap Kegiatan Belajar Alokasi

waktu

1. Pendahuluan 1. Siswa membalas salam dari guru.

2. Siswa menjawab presensi dari guru

3. Siswa berdo‟a sebelum melakukan kegiatan belajar

mengajar

4. Siswa merespon pertanyaan dari guru berkenaan

dengan kebiasaan mendengarkan dongeng di masa kecil

5. Siswa merespon contoh gambar berupa kancil untuk

5 menit

62

No Tahap Kegiatan Belajar Alokasi

waktu

mengingat kembali

6. Guru menjelaskan pengetahuan umum tentang teks

narrative kepada kepada siswa guna memberikan

background knowledge agar siswa lebih mudah mecerna

teks yang diberikan.

2. Kegiatan Inti Mengamati

· Siswa membaca teks narrative tentang“The Golden

Cucumbar” yang di berikan oleh guru.

Si Siswa membuat prediksi mengenai isi dari cerita “The

Golden Cucumbar”

· Siswa mencermati fungsistruktur teks dan structure

yang digunakan dalam teks “The Golden Cucumbar”

· Siswa mencari pesan yang terkandung dalam teks

“The Golden Cucumbar”

· Siswa dapat mencari ide pokok paragraph yang

terkandung dalam teks bacaan, serta dapat menemukan

informasi tersurat, maupun tersirat dalam teks “The

Golden Cucumbar”.

Menanya

Siswa menjawab pertanyaan yang diberikan oleh guru

yang berhubungan dengan isi bacaan cerita yang sudah

dibaca.

· Siswa mempertanyakan ide pokok setiap paragraf,

makna dari kata-kata baru dan informasi rinci dalam

teks“The Golden Cucumbar”.

Mengeksplorasi

· Siswa dapat menemukan ide pokok pada setip paragraf,

informasi tersirat maupun tersurat dalam teks“The

Golden Cucumbar”.

30 menit

63

No Tahap Kegiatan Belajar Alokasi

waktu

· Siswa menafsirkan ide pokok paragraf, informasi

tersirat maupun tersurat dalam teks“The Golden

Cucumbar”

.Mengasosiasikan

· Secara berkelompok siswa menganalisis teks “The

Golden Cucumbar” dengan fokus pada fungsi sosial,

struktur, dan unsur kebahasaannya.

Mengkomunikasikan

· Siswa menjelaskan fungsi sosial, struktur, dan unsur

kebahasan yang ditemukan setelah membaca teks“The

Golden Cucumbar”.

· Peserta didik menyimpulkan nilai moral yang

ditemukan pada teks “The Golden Cucumbar”.

3. Penutup · Siswa memperoleh umpan balik (feedback) dan

penguatan dari guru dan teman tentang hasil analisis

yang disampaikan dalam kerja kelompok.

· Peserta didik menyempurnakan kembali struktur teks

naratif “The Golden Cucumbar” berdasarkan umpan

balik (feedback) dari guru dan teman.

· Peserta didik menerima informasi tentang rencana

pelaksanaan pembelajaran pertemuan mendatang

10 menit

Pertemuan 4

No Tahap Kegiatan Belajar Alokasi

waktu

1. Pendahuluan 1. Siswa membalas salam dari guru.

2. Siswa menjawab presensi dari guru

3. Siswa berdo‟a sebelum melakukan kegiatan belajar

5 menit

64

No Tahap Kegiatan Belajar Alokasi

waktu

mengajar

4. Siswa merespon pertanyaan dari guru berkenaan

dengan kebiasaan mendengarkan dongeng di masa kecil

5. Siswa merespon contoh gambar berupa kancil untuk

mengingat kembali

6. Guru menjelaskan pengetahuan umum tentang teks

narrative kepada kepada siswa guna memberikan

background knowledge agar siswa lebih mudah mecerna

teks yang diberikan.

2. Kegiatan Inti Mengamati

· Siswa membaca teks narrative tentang ”Beauty and

The Beast” yang di berikan oleh guru.

Si Siswa membuat prediksi mengenai isi dari cerita

”Beauty and The Beast”

· Siswa mencermati fungsistruktur teks dan structure

yang digunakan dalam teks”Beauty and The Beast”

· Siswa mencari pesan yang terkandung dalam teks

”Beauty and The Beast”

· Siswa dapat mencari ide pokok paragraph yang

terkandung dalam teks bacaan, serta dapat menemukan

informasi tersurat, maupun tersirat dalam teks ”Beauty

and The Beast”

Menanya

Siswa menjawab pertanyaan yang diberikan oleh guru

yang berhubungan dengan isi bacaan cerita yang sudah

dibaca.

· Siswa mempertanyakan ide pokok setiap paragraf,

makna dari kata-kata baru dan informasi rinci dalam

teks ”Beauty and The Beast”.

30 menit

65

No Tahap Kegiatan Belajar Alokasi

waktu

Mengeksplorasi

· Siswa dapat menemukan ide pokok pada setip paragraf,

informasi tersirat maupun tersurat dalam teks ”Beauty

and The Beast”

Siswa menafsirkanide pokok paragraf, informasi tersirat

maupun tersurat dalam teks ”Beauty and The Beast”.

Mengasosiasikan

· Secara berkelompok siswa menganalisis teks ”Beauty

and The Beast” dengan fokus pada fungsi sosial,

struktur, dan unsur kebahasaannya.

Mengkomunikasikan

· Siswa menjelaskan fungsi sosial, struktur, dan unsur

kebahasan yang ditemukan setelah membaca teks

”Beauty and The Beast”.

· Peserta didik menyimpulkan nilai moral yang

ditemukan pada teks ”Beauty and The Beast”.

3. Penutup · Siswa memperoleh umpan balik (feedback) dan

penguatan dari guru dan teman tentang hasil analisis

yang disampaikan dalam kerja kelompok.

· Peserta didik menyempurnakan kembali struktur teks

naratif ”Beauty and The Beast” berdasarkan umpan

balik (feedback) dari guru dan teman.

· Peserta didik menerima informasi tentang rencana

pelaksanaan pembelajaran pertemuan mendatang

10 menit

Pertemuan 5

No Tahap Kegiatan Belajar Alokasi

waktu

1. Pendahuluan 1. Siswa membalas salam dari guru.

2. Siswa menjawab presensi dari guru

5 menit

66

No Tahap Kegiatan Belajar Alokasi

waktu

3. Siswa berdo‟a sebelum melakukan kegiatan belajar

mengajar

4. Siswa merespon pertanyaan dari guru berkenaan

dengan kebiasaan mendengarkan dongeng di masa kecil

5. Siswa merespon contoh gambar berupa kancil untuk

mengingat kembali

6. Guru menjelaskan pengetahuan umum tentang teks

narrative kepada kepada siswa guna memberikan

background knowledge agar siswa lebih mudah mecerna

teks yang diberikan.

2. Kegiatan Inti Mengamati

· Siswa membaca teks narrative tentang “Alladin and

The Magic Lamp” yang di berikan oleh guru.

Si Siswa membuat prediksi mengenai isi dari cerita

“Alladin and The Magic Lamp”

Siswa mencermati fungsistruktur teks dan structure

yang digunakan dalam teks “Alladin and The Magic

Lamp”.

· Siswa mencari pesan yang terkandung dalam teks

“Alladin and The Magic Lamp”.

· Siswa dapat mencari ide pokok paragraph yang

terkandung dalam teks bacaan, serta dapat menemukan

informasi tersurat, maupun tersirat dalam teks “Alladin

and The Magic Lamp”.

Menanya

Siswa menjawab pertanyaan yang diberikan oleh guru

yang berhubungan dengan isi bacaan cerita yang sudah

dibaca.

· Siswa mempertanyakan ide pokok setiap paragraf,

makna dari kata-kata baru dan informasi rinci dalam

30 menit

67

No Tahap Kegiatan Belajar Alokasi

waktu

teks “Alladin and The Magic Lamp”.

Mengeksplorasi

· Siswa dapat menemukan ide pokok pada setip paragraf,

informasi tersirat maupun tersurat dalam teks “Alladin

and The Magic Lamp”.

· Siswa menafsirkan ide pokok paragraf, informasi

tersirat maupun tersurat dalam teks “Alladin and The

Magic Lamp”.

Mengasosiasikan

· Secara berkelompok siswa menganalisis teks “Alladin

and The Magic Lamp” dengan fokus pada fungsi sosial,

struktur, dan unsur kebahasaannya.

Mengkomunikasikan

· Siswa menjelaskan fungsi sosial, struktur, dan unsur

kebahasan yang ditemukan setelah membaca teks

“Alladin and The Magic Lamp”.

· Peserta didik menyimpulkan nilai moral yang

ditemukan pada teks “Alladin and The Magic Lamp”.

3. Penutup · Siswa memperoleh umpan balik (feedback) dan

penguatan dari guru dan teman tentang hasil analisis

yang disampaikan dalam kerja kelompok.

· Peserta didik menyempurnakan kembali struktur teks

naratif “Alladin and The Magic Lamp” berdasarkan

umpan balik (feedback) dari guru dan teman.

· Peserta didik menerima informasi tentang rencana

pelaksanaan pembelajaran pertemuan mendatang

10 menit

Pertemuan 6

68

No Tahap Kegiatan Belajar Alokasi

waktu

1. Pendahuluan 1. Siswa membalas salam dari guru.

2. Siswa menjawab presensi dari guru

3. Siswa berdo‟a sebelum melakukan kegiatan belajar

mengajar

4. Siswa merespon pertanyaan dari guru berkenaan

dengan kebiasaan mendengarkan dongeng di masa kecil

5. Siswa merespon contoh gambar berupa kancil untuk

mengingat kembali

6. Guru menjelaskan pengetahuan umum tentang teks

narrative kepada kepada siswa guna memberikan

background knowledge agar siswa lebih mudah mecerna

teks yang diberikan.

5 menit

2. Kegiatan Inti Mengamati

· Siswa membaca teks narrative tentang “Love Story of

Cinderella” yang di berikan oleh guru.

Si Siswa membuat prediksi mengenai isi dari cerita “Love

Story of Cinderella”

· Siswa mencermati fungsistruktur teks dan structure

yang digunakan dalam teks “Love Story of Cinderella”

· Siswa mencari pesan yang terkandung dalam teks

“Love Story of Cinderella”.

· Siswa dapat mencari ide pokok paragraph yang

terkandung dalam teks bacaan, serta dapat menemukan

informasi tersurat, maupun tersirat dalam teks “Love

Story of Cinderella”.

Menanya

Siswa menjawab pertanyaan yang diberikan oleh guru

yang berhubungan dengan isi bacaan cerita yang sudah

dibaca.

· Siswa mempertanyakan ide pokok setiap paragraf,

30 menit

69

No Tahap Kegiatan Belajar Alokasi

waktu

makna dari kata-kata baru dan informasi rinci dalam

teks “Love Story of Cinderella”.

Mengeksplorasi

· Siswa dapat menemukan ide pokok pada setip paragraf,

informasi tersirat maupun tersurat dalam teks “Love

Story of Cinderella”.

· Siswa menafsirkan ide pokok paragraf, informasi

tersirat maupun tersurat dalam teks “Love Story of

Cinderella”.

Mengasosiasikan

· Secara berkelompok siswa menganalisis teks “Love

Story of Cinderella” dengan fokus pada fungsi sosial,

struktur, dan unsur kebahasaannya.

Mengkomunikasikan

· Siswa menjelaskan fungsi sosial, struktur, dan unsur

kebahasan yang ditemukan setelah membaca teks “Love

Story of Cinderella”.

· Peserta didik menyimpulkan nilai moral yang

ditemukan pada teks “Love Story of Cinderella”.

3. Penutup · Siswa memperoleh umpan balik (feedback) dan

penguatan dari guru dan teman tentang hasil analisis

yang disampaikan dalam kerja kelompok.

· Peserta didik menyempurnakan kembali struktur teks

naratif “Love Story of Cinderella” berdasarkan umpan

balik (feedback) dari guru dan teman.

· Peserta didik menerima informasi tentang rencana

pelaksanaan pembelajaran pertemuan mendatang

10 menit

Pertemuan 7

70

No Tahap Kegiatan Belajar Alokasi

waktu

1. Pendahuluan 1. Siswa membalas salam dari guru.

2. Siswa menjawab presensi dari guru

3. Siswa berdo‟a sebelum melakukan kegiatan belajar

mengajar

4. Siswa merespon pertanyaan dari guru berkenaan

dengan kebiasaan mendengarkan dongeng di masa kecil

5. Siswa merespon contoh gambar berupa kancil untuk

mengingat kembali

6. Guru menjelaskan pengetahuan umum tentang teks

narrative kepada kepada siswa guna memberikan

background knowledge agar siswa lebih mudah mecerna

teks yang diberikan.

5 menit

2. Kegiatan Inti Mengamati

· Siswa membaca teks narrative tentang legenda “Roro

Jonggrang and Prambanan Temple” yang di berikan

oleh guru.

Si Siswa membuat prediksi mengenai isi dari cerita “Roro

Jonggrang and Prambanan Temple”·

Siswa mencermati fungsistruktur teks dan structure

yang digunakan dalam teks legenda “Roro Jonggrang

and Prambanan Temple”.

· Siswa mencari pesan yang terkandung dalam teks

legenda“Roro Jonggrang and Prambanan Temple”.

· Siswa dapat mencari ide pokok paragraph yang

terkandung dalam teks bacaan, serta dapat menemukan

informasi tersurat, maupun tersirat dalam teks

legena“Roro Jonggrang and Prambanan Temple”

Menanya

Siswa menjawab pertanyaan yang diberikan oleh guru

yang berhubungan dengan isi bacaan cerita yang sudah

30 menit

71

No Tahap Kegiatan Belajar Alokasi

waktu

dibaca.

· Siswa mempertanyakan ide pokok setiap paragraf,

makna dari kata-kata baru dan informasi rinci dalam

teks “Roro Jonggrang and Prambanan Temple”.

Mengeksplorasi

· Siswa dapat menemukan ide pokok pada setip paragraf,

informasi tersirat maupun tersurat dalam teks “Roro

Jonggrang and Prambanan Temple”.

· Siswa menafsirkan ide pokok paragraf, informasi

tersirat maupun tersurat dalam teks “Roro Jonggrang

and Prambanan Temple”.

Mengasosiasikan

· Secara berkelompok siswa menganalisis teks legenda

“Roro Jonggrang and Prambanan Temple” dengan

fokus pada fungsi sosial, struktur, dan unsur

kebahasaannya.

Mengkomunikasikan

· Siswa menjelaskan fungsi sosial, struktur, dan unsur

kebahasan yang ditemukan setelah membaca teks

legenda “Roro Jonggrang and Prambanan Temple”.

· Peserta didik menyimpulkan nilai moral yang

ditemukan pada teks legenda “Roro Jonggrang and

Prambanan Temple”.

3. Penutup · Siswa memperoleh umpan balik (feedback) dan

penguatan dari guru dan teman tentang hasil analisis

yang disampaikan dalam kerja kelompok.

· Peserta didik menyempurnakan kembali struktur teks

naratif “Roro Jonggrang and Prambanan Temple”

berdasarkan umpan balik (feedback) dari guru dan

10 menit

72

No Tahap Kegiatan Belajar Alokasi

waktu

teman.

· Peserta didik menerima informasi tentang rencana

pelaksanaan pembelajaran pertemuan mendatang

Pertemuan 8

No Tahap Kegiatan Belajar Alokasi

waktu

1. Pendahuluan 1. Siswa membalas salam dari guru.

2. Siswa menjawab presensi dari guru

3. Siswa berdo‟a sebelum melakukan kegiatan belajar

mengajar

4. Siswa merespon pertanyaan dari guru berkenaan

dengan kebiasaan mendengarkan dongeng di masa kecil

5. Siswa merespon contoh gambar berupa kancil untuk

mengingat kembali

6. Guru menjelaskan pengetahuan umum tentang teks

narrative kepada kepada siswa guna memberikan

background knowledge agar siswa lebih mudah mecerna

teks yang diberikan.

5 menit

2. Kegiatan Inti Mengamati

· Siswa membaca teks narrative tentang“The Story of

Lake Toba” yang di berikan oleh guru.

Si Siswa membuat prediksi mengenai isi dari cerita “The

Story of Lake Toba”

· Siswa mencermati fungsistruktur teks dan structure

yang digunakan dalam teks “The Story of Lake Toba”

.

· Siswa mencari pesan yang terkandung dalam teks

“The Story of Lake Toba”.

30 menit

73

No Tahap Kegiatan Belajar Alokasi

waktu

· Siswa dapat mencari ide pokok paragraph yang

terkandung dalam teks bacaan, serta dapat menemukan

informasi tersurat, maupun tersirat dalam teks “The

Story of Lake Toba”.

Menanya

Siswa menjawab pertanyaan yang diberikan oleh guru

yang berhubungan dengan isi bacaan cerita yang sudah

dibaca.

· Siswa mempertanyakan ide pokok setiap paragraf,

makna dari kata-kata baru dan informasi rinci dalam

teks “The Story of Lake Toba”.

Mengeksplorasi

· Siswa dapat menemukan ide pokok pada setip paragraf,

informasi tersirat maupun tersurat dalam teks “The

Story of Lake Toba”.

· Siswa menafsirkan ide pokok paragraf, informasi

tersirat maupun tersurat dalam teks “The Story of Lake

Toba”.

Mengasosiasikan

· Secara berkelompok siswa menganalisis teks “The

Story of Lake Toba” dengan fokus pada fungsi sosial,

struktur, dan unsur kebahasaannya.

Mengkomunikasikan

· Siswa menjelaskan fungsi sosial, struktur, dan unsur

kebahasan yang ditemukan setelah membaca teks “The

Story of Lake Toba”.

· Peserta didik menyimpulkan nilai moral yang

ditemukan pada teks“The Story of Lake Toba”.

3. Penutup · Siswa memperoleh umpan balik (feedback) dan 10 menit

74

No Tahap Kegiatan Belajar Alokasi

waktu

penguatan dari guru dan teman tentang hasil analisis

yang disampaikan dalam kerja kelompok.

· Peserta didik menyempurnakan kembali struktur teks

naratif “The Story of Lake Toba” berdasarkan umpan

balik (feedback) dari guru dan teman.

· Peserta didik menerima informasi tentang rencana

pelaksanaan pembelajaran pertemuan mendatang

E. Penilaian

1. Sikap Sosial

1. Jenis/Teknik Penilaian : penilaian diri

2. Bentuk Instrumen Penilaian Diri : lembar penilaian diri

Penilaian Sikap Sosial

No Pernyataan Ya Tidak

1 Mengerjakan dengan mandiri atau sesuai perintah guru

2 Mengerjakan tugas tidak mencontek

3 Datang tepat waktu di kelas

4 Berpakaian rapi sesuai ketentuan

5 Mentaati aturan guru saat pembelajaran berlangsung

6 Berbicara, berbahasa lisan dan tulis dengan baik

7 Mengumpulkan tugas tepat waktu

8 Mengejakan tugas yang diberikan guru dengan baik

9 Tidak menyalahkan teman lain dalam bekerja

10 Meminta maaf atas kesalahan yang dilakukan

3. Pedoman Penskoran

Keterangan: Skor = 1 (Ya) Skor = 0 (Tidak)

75

SB = jika skor 11 - 12

B = jika skor 9 - 10

C = jika skor 6 – 8

4. pedoman penilaian

0%

2. Pengetahuan

1. Jenis/Teknik Penilaian : tes tertulis

2. Bentuk instrument : uraian

Makassar, Januari 2020

The Researcher,

DG TALLASA

10535 5610 13

TEACHING MATERIALS

The Lion and the Mouse

Once when a lion was a sleep, a little mouse began running up and down upon

him: This soon awoke the lion, who placed his huge paw upon the mouse, and opened

his big jaws to swallow him.

“Pardon, oh king,” cried the little mouse “forgive me this time. I shall never

forget it: who knows I may be able to do you a good turn some of these days?” The lion

was so tickled at the idea of the mouse being able to help him. Then he lifted up his

paw and let him go.

One day the lion was caught in a trap. Some hunters who wanted to carry him

alive to the king, tied him to a tree while they went in search of a wagon to carry him

in. Just then the little mouse happened to pass by and see the sad plight in which the

lion was.

76

The little mouse went up to him and soon gnawed away the ropes that bound the

king of the beasts. Soon after the little mouse had finished gnawing away the ropes, he

asked the lion to run way.

(http://englishstory12.blogspot.co.id)

Snow White

Once upon a time, there lived a little girl named “Putri Salju”. She lived with her

aunt and uncle because her parents were dead.

One day, she heard her uncle and aunt talking about leaving Snow White in the

castle because they both wanted to go to America and they didn‟t have enough money

to take Snow White. Snow White did not want her uncle and aunt to do this so she

decided it would be best if she ran away. The next morning she ran away from home

when her aunt and uncle were having breakfast. She ran away into the woods. She was

very tired and hungry.

Then, she saw this little cottage. She knocked but no one answered so she went

inside and fell asleep. Meanwhile, the seven dwarfs were coming home from work.

They went inside. There they found Snow White sleeping. Then, Snow White woke up.

She saw the dwarfs. The dwarfs said, ”What is your name?” Snow White said, “My

name is Snow White”.

The dwarfs said, “If you wish , you may live here with us”. Snow White said,

“Oh, could I? Thank you”. Then, Snow White told the dwarfs the whole story and

Snow White and the seven dwarfs lived happily ever after.

(http : / www. geocities. Com)

77

The Golden Cucumber

Once upon a time, near a jungle, lived a farmer couple, a husband and a wife.

Every day they prayed for a child. One night, while they were praying, a giant passed

by their home. The giant heard them pray and said: “Don‟t worry. I can help you. But

you must give me the child to me on her 17th birthday.”

They were so happy and agreed to the condition set by the giant. The giant gave

them a few of cucumber seeds. The farmers took the seeds and planted them. Soon

enough, the cucumber plants grew and a big golden cucumber grew in the plants. The

farmers plucked the ripened cucumber and cut it open. They were astonished to see a

beautiful child inside the cucumber. They named her Timun Mas (Golden Cucumber).

The couple were so happy. They rise Timun Mas into a beautiful girl with loving care.

Time passed and Timun was almost 17 years old. They knew they had to keep

their promise to the giant but they also did not want to lose their beloved daughter.

They called Timun Mas and said: “My daughter, take this bag. It can save you from the

giant,” said the father. “What giant? What do you mean, Father? I don‟t understand,”

said Timun Mas. The farmers narrated the story of her birth to Timun Mas.

Right then, the giant entered their house. “Run Timun Mas. Save your life!” said

the mother. The giant grew angry when he heard this. Timun Mas had started running.

He ran after her. Timun Mas looked behind and saw that the giant was getting closer

and closer.

She opened the bag and threw a handful of salt at him. It became a sea. The giant

had to swim to cross the sea. When she saw that the giant was nearing her again, she

78

opened the bag and threw some chilies in his path. The chilies grew and formed a

jungle blocking his way. The sharp thorns on the trees hurt the giant.

However he cut away the trees and continued chasing Timun Mas. Timun Mas

took her third magic stuff. It was cucumber seeds. She threw them and they turned into

a cucumber field. The giant‟s legs were tangled in the cucumber creepers and he kept

falling down.

Still the giant managed to escape and continued running after Timun Mas. Timun

searched her bag again. She had one last magic stuff in the bag. It was a terasi (shrimp

paste). She threw it at him and the terasi turned into a big swamp.

The giant tried to swim across the swamp. But he was too tired by now and

drowned in the. Seeing that the giant had died, Timun Mas went back home. Timun‟s

parents were happy to see their daughter return and the family was finally together

again.

Beauty and The Beast

Once upon a time there was a merchant who had three beautiful daughter, Prettiest,

Sweetest, and Beauty. One day when a merchant set off for market, the three of his daughter

asked him something. Prettiest wanted a brocade dress,

Sweetest asked a pearl necklace but Beauty just wanted a rose.

When the merchant had finished his business, he set off for home. However, a sudden

storm blew up and he should found a shelter to take a rest. Then he saw a big castle but there

was none there and he decided to take a rest there.

79

In the morning, when he left the castle, he saw a beautiful rose in castle garden.

Remembering his promise to Beauty, he bent down to pick a rose. But suddenly a horrible

beast come out. The beast was angry because he found there was someone who stole his rose.

The beast wanted to kill the merchant. But the merchant was begging to apologize him. Then

he told that his youngest daughter wanted a rose when he come back to home.

"I shall spare your life, but on one condition, that you bring me your daughter!"

said the beast. The merchant came back to his home with sad looking face. He

told the story to his family include to Beauty.

"Dear father, I would do anything for you! Don't worry, I will live with the beast

and save your life!" Said Beauty. Then Beauty began to live with the beast in the castle. In

the beginning, Beauty was frightened of the Best but later she figured out that actually the

beast was good and kind. In a short time, Beauty and the Beast became good friends. Then

one day, the Beast asked Beauty to be his wife. Taken by surprise, Beauty said no to the

Beast proposal. But the Beast was not getting mad of it. In the next day, the Beast brought

Beauty the magic mirror which could see her family, far away. And one day, Beauty saw that

her father was in serious sick. She asked the Beast to let her looked after her father. The beast

could not deny but there was a condition that Beauty should come back in 7 days. Beauty

thanked the Beast so much. so she was back to her family and looked after her father.

The merchant fallen ill from broken heart at knowing his daughter was being kept

prisoner. When Beauty stayed with him, the merchant's condition was getting well. However,

Beauty forgot her promise to come back in 7 days. In the night, Beauty had

a nightmare. She had a dream that the Beast was dying.

Beauty was afraid, then she decided to come back to castle immediately In the castle,

she found the Beast lied down on the ground with its eyes shut. Beauty was sad, then she

80

hugged the Beast and said that she would marry the Beast. Suddenly a miracle took place.

The beast magically turn into a handsome man.

"Actually, I am a prince of this castle. A bad witch turn me into beast and only real

love of a maiden willing to accept me as I was, can transform me back to normal. Then

Beauty and the prince was married and live happily in the castle.

Pre – Test

Pinocchio

Once upon a time, Gepetto, an old woodsman, living in the great Italian pine forest,

was lonely. He always dreamed about having a son. Each day, he went cutting woods for the

town‟s people. One day, an idea illuminated his mind, the idea of crafting a puppet, which he

will call it Pinocchio. He crafted that puppet and during the night, the puppet becomes alive!

One year of happiness and thriller passed, on a Sunday morning, Gepetto told Pinocchio:„‟It‟s

my birthday soon, my little son! I hope you didn‟t forget it!‟‟

„‟Euh, sure, I didn‟t!‟‟.

Pinocchio felt awkward. He didn‟t thought about that. Gepetto‟s birthday was coming

in only three days, and he hadn‟t even a present. After a long night of reflecting, Pinocchio

finally decided to offer a homemade chocolate cake to him as a present. When the sun rose,

Pinocchio was already ready to go outside find the ingredients. The main problem was he

didn‟t even known the in and the recipe.

So after school, he decided to go ask someone for the ingredients to bake a cake. During his

walk, Pinocchio, the wooden puppet, met the town‟s sorcerer.

„‟Hey, little boy, do you need some help for your chocolate cake?‟‟ „‟Hum…You can help

me?‟‟, asked Pinocchio. „‟Sure, I can. Follow me!‟‟

81

After walking few minutes so, Pinocchio saw a big, big, big candy house. They

entered together and Pinocchio got caught by a big cage. „‟Mouahahaha!!! I finally caught

you! You‟ll be mine, you‟re gonna work for me!‟‟, said the evil sorcerer. Pinocchio was so

scared. When the guards came and took him out of the cage, he immediately ran away very

fast and he succeeded to escape.

At the same time, the evil sorcerer, calling all his troops with him, ran after him and

he took out his magic wand. The evil devil changed the little wooden puppet into a chocolate

cake! When he came back home, he told the entire story to his father and they went to find

the god fairy. After a long trip, they finally find the god fairy and they got the magical potion

for Pinocchio.

(www.belajaringgris.net)

Answer the question below!

1. What is the main idea of each paragraph?

2. Who is Pinocchio ?

3. Why Pinocchio felt awkward ?

4. What happened after met the town‟s sorcerer ?

5. Make the conclusion base on your words!

82

Post – Test

The Little Mermaid

Once upon a time there was a young mermaid. She had seven others sister. She was

told: “When you sixteen you can go over the waves and see the human land”. One by one the

sister went to the surface. Then it was the little mermaids turn. She went to the surface. It was

a horrible day for sailing but the prince went sailing anyway. Suddenly the boat hit some

rocks that not visible. The prince was threw into the water. The little mermaid swam and

pulled him on land and started singing to him. The next moment they were in love.

The little mermaid heard someone coming and swam away. She was still in love and

wanted to marry the man with the split tail so she went to the sea witch. “I will grant your

wish but you, must give me your voice and if the prince does not love you will turn into sea

troth and you soul will be mine”. The little mermaid agreed. From his castle the prince could

see the beach. He saw someone and ran down to see who it was. “Hello are you alright?” the

mermaid went to speak but nothing come out. “You can speak?” the mermaid nodded her

head. “Come with me”. A servant brought the mermaid some clothes. She slept all night. The

prince was up early and went to the balcony. He heard singing. It sounded like the singing he

heard when he almost drowned. He ran down to the beach “You save my life!” “Yes I did”. It

was the sea witch. She had transformed into a beautiful lady using the little mermaid.

When the mermaid woke up she got a shock “We‟re going to marry tomorrow” said

the prince to a wedding planner. The little mermaid was invited to. It was the third day. “I

do” said the prince. It was sunset the little mermaid was standing on a rock by the sea. She

was then swept off the rock and now and now belong to the sea witch.

83

Answer the question below!

1. Whythe Prince was threw into the water?

2. What is the little mermaid hope for the prince?

3. What is the Sea Witch do to the little mermaid?

4. What is the end of the story?

5. Make conclusion about the story of the little mermaid? Using your own words.

84

Documentation

85

The Example of Students Daily Activity

86

87

88

89

APPENDIX B

B.1. The List Name of Students

THE LIST NAME OF THE STUDENTS OF CLASS VII A SMP NEGERI 1 BARRU

No Sample Code

1 Ahimza Mashar Kahil S-1

2 Al husna Akbar S-2

3 Aflaha Mu‟minun S-3

4 Amalia Tiara Amnise S-4

5 Fajri S-5

6 Faldiansyah Ali S-6

7 Kiki Herdiyanti Hakim S-7

8 Mei Hardiyanti S-8

9 Muh Fajri Al-gifari S-9

10 Muh Alfian Amri S-10

11 Muh Haris z. S-11

12 Muh Khalid Lutfi S-12

13 Novita Sari S-13

14 Nur Annisa S-14

15 Nur Indasari S-15

16 Nur Putri Amanda S-16

17 Nur Sifa Oktaviani S-17

18 Nurlina s. S-18

19 Reiner Imran S-19

20 Rifahi Amanda Dwi Syaputri S-20

21 Rini Sri Rahayu S-21

22 Riyanti Amir S-22

23 Salsabila Dea Saraswati S-23

24 Silvia Indah s. S-24

25 Sri Wahyuni S-25

26 St. Alya Adilah Ramadhani S-26

27 Suhardi Sigit S-27

28 Susanti Handayani S-28

29 Vresia Suartika S-29

30 Zulkifli S-30

B.2. The Raw Score of Students’ Reading Comprehension

No. Code Name Pre-test Post-test D D2

1 S-1 60 85 25 625

2 S-2 72 85 13 169

3 S-3 50 95 45 2025

4 S-4 60 80 20 400

5 S-5 75 85 10 100

6 S-6 55 85 30 900

7 S-7 74 80 6 36

8 S-8 72 80 8 64

90

9 S-9 70 95 25 625

10 S-10 70 85 5 25

11 S-11 50 70 20 400

12 S-12 70 75 5 25

13 S-13 75 95 20 400

14 S-14 68 95 27 729

15 S-15 58 96 38 1444

16 S-16 70 85 15 225

17 S-17 75 85 10 100

18 S-18 70 80 10 100

19 S-19 75 85 10 100

20 S-20 75 95 20 400

21 S-21 73 85 12 144

22 S-22 75 95 20 400

23 S-23 47 95 48 2304

23 S-24 78 95 17 289

25 S-25 72 85 13 169

26 S-26 55 100 45 2025

27 S-27 73 95 22 484

28 S-28 73 90 17 289

29 S-29 72 85 13 169

30 S-30 73 80 7 49

Total 2035 2621 586 15214

Mean Score ∑X1 =

67.83

∑X2=87.36 ∑D=19.53 ∑D2=507.13

91

B.3. The Classification score of reading comprehension

No. Code Name Pre-test Classification Post-Test Classification

1 S-1 60 Fair 85 Good

2 S-2 72 Fairly Good 85 Good

3 S-3 50 Poor 95 Very Good

4 S-4 60 Fair 80 Good

5 S-5 75 Fairly Good 85 Good

6 S-6 55 Poor 85 Good

7 S-7 74 Fairly Good 80 Good

8 S-8 72 Fairly Good 80 Good

9 S-9 70 Fairly Good 95 Very Good

10 S-10 70 Fairly Good 85 Good

11 S-11 50 Poor 70 Fairly Good

12 S-12 70 Fairly Good 75 Fairly Good

13 S-13 75 Fairly Good 95 Very Good

14 S-14 68 Fairly Good 95 Very Good

15 S-15 58 Fair 96 Very Good

16 S-16 70 Fairly Good 85 Good

17 S-17 75 Fairly Good 85 Good

18 S-18 70 Fairly Good 80 Good

19 S-19 75 Fairly Good 85 Good

20 S-20 75 Fairly Good 95 Very Good

21 S-21 73 Fairly Good 85 Good

22 S-22 75 Fairly Good 95 Very Good

23 S-23 47 Poor 95 Very Good

23 S-24 78 Good 95 Very Good

25 S-25 72 Fairly Good 85 Good

26 S-26 55 Poor 100 Excellent

27 S-27 73 Fairly Good 95 Very Good

28 S-28 73 Fairly Good 90 Very Good

29 S-29 72 Fairly Good 85 Good

30 S-30 73 Fairly Good 80 Good

92

B.4. The Raw Score of Students’ Reading Comprehension in Literal

Students Indicator (Main Idea)

Pre-Test (X-1) Post-Test (X-2) D D2

S-1 55 98 43 1849

S-2 43 80 37 1369

S-3 67 80 13 169

S-4 40 79 39 1521

S-5 65 98 33 1089

S-6 55 90 35 1225

S-7 65 85 20 400

S-8 57 88 31 961

S-9 63 80 17 289

S-10 75 80 5 25

S-11 55 75 20 400

S-12 34 80 46 2116

S-13 56 85 29 841

S-14 67 85 18 324

S-15 70 85 15 225

S-16 56 98 42 1764

S-17 45 98 53 2809

S-18 50 80 30 900

S-19 55 80 25 625

S-20 43 98 55 3025

S-21 63 85 22 484

S-22 75 98 23 529

S-23 78 98 20 400

S-24 67 95 28 784

S-25 43 80 37 1369

S-26 78 80 2 4

S-27 70 85 15 225

S-28 67 85 18 324

S-29 56 89 33 1089

S-30 45 80 35 1225

Total 1758 2597 839 28359

Means (X) ∑X1 = 58.6 ∑X2 = 86.56 ∑D = 27.96 ∑D2 = 945.3

B.5.The Raw Score of Students’ Reading Comprehension in Literal

Students Indicator (Sequence Detail)

Pre-Test (X-1) Post-Test (X-2) D D2

S-1 56 80 24 576

S-2 60 80 20 400

S-3 45 95 50 2500

S-4 35 95 60 3600

93

S-5 67 80 13 169

S-6 73 80 7 49

S-7 58 95 37 1369

S-8 40 95 55 3025

S-9 73 85 12 144

S-10 45 85 40 1600

S-11 55 80 25 625

S-12 50 85 35 1225

S-13 40 95 55 3025

S-14 60 95 35 1225

S-15 67 95 28 784

S-16 55 95 40 160

S-17 67 95 28 784

S-18 75 85 10 100

S-19 79 80 1 1

S-20 43 95 52 2704

S-21 53 95 42 1764

S-22 40 95 55 3025

S-23 64 98 34 1156

S-24 55 85 30 900

S-25 73 95 22 484

S-26 75 95 20 400

S-27 40 95 55 3025

S-28 34 80 46 2116

S-29 55 95 49 2401

S-30 60 80 20 400

Total 1692 2778 1000 39111

Means (X) ∑X1 = 56.4 ∑X2 = 92.6 ∑D = 33.33 ∑D2 =

1303.7

B.6.The Raw Score of Students’ Reading Comprehension in Interpretative

Students Indicator ( Making Conclusion)

Pre-Test (X-1) Post-Test (X-2) D D2

S-1 70 82 12 144

S-2 65 80 15 225

S-3 55 85 30 900

S-4 70 75 5 25

S-5 75 80 5 25

S-6 57 75 18 324

S-7 63 80 17 289

S-8 70 80 10 100

S-9 70 85 15 225

S-10 70 75 5 25

S-11 55 70 15 225

S-12 50 80 30 900

S-13 45 82 37 1369

94

S-14 70 85 15 225

S-15 67 85 18 324

S-16 45 80 35 1225

S-17 50 90 40 1600

S-18 35 84 49 2410

S-19 50 85 35 1225

S-20 55 85 30 900

S-21 75 80 5 25

S-22 70 85 15 225

S-23 78 87 9 81

S-24 67 90 23 529

S-25 75 85 10 100

S-26 67 85 18 324

S-27 65 80 15 225

S-28 80 85 5 25

S-29 75 80 5 25

S-30 70 80 10 100

Total 1909 2460 551 14344

Means (X) ∑X1 = 63.63 ∑X2 = 82 ∑D = 18.36 ∑D2 =

478.13

B.7.The Classification Score of Literal

No. Code Name Pre-test Classification Post-Test Classification

1 S-1 55 Poor 98 Excellent

2 S-2 43 Very Poor 80 Good

3 S-3 67 Fairly Good 80 Good

4 S-4 40 Very Poor 79 Good

5 S-5 65 Fair 98 Excellent

6 S-6 55 Poor 90 Very Good

7 S-7 65 Fair 85 Good

8 S-8 57 Fair 88 Very Good

9 S-9 63 Fair 80 Good

10 S-10 75 Fairly Good 80 Good

11 S-11 55 Poor 75 Fairly Good

12 S-12 34 Very Poor 80 Good

13 S-13 56 Fair 85 Good

14 S-14 67 Fairly Good 85 Good

15 S-15 70 Fairly Good 85 Good

16 S-16 56 Fair 98 Excellent

17 S-17 45 Very Poor 98 Excellent

18 S-18 50 Poor 80 Good

19 S-19 55 Poor 80 Good

20 S-20 43 Very Poor 98 Excellent

21 S-21 63 Fair 85 Good

95

22 S-22 75 Fairly Good 98 Excellent

23 S-23 78 Good 98 Excellent

23 S-24 67 Fairly Good 95 Excellent

25 S-25 43 Very Poor 80 Good

26 S-26 78 Good 80 Good

27 S-27 70 Fairly Good 85 Good

28 S-28 67 Fairly Good 85 Good

29 S-29 56 Fair 89 Very Good

30 S-30 45 Very Poor 80 Good

B.8.The Classification Score of Interpretative

No. Code Name Pre-test Classification Post-Test Classification

1 S-1 70 Fairly Good 82 Good

2 S-2 65 Fair 80 Good

3 S-3 55 Poor 85 Good

4 S-4 70 Fairly Good 75 Fairly Good

5 S-5 75 Fairly Good 80 Good

6 S-6 57 Fair 75 Fairly Good

7 S-7 63 Fair 80 Good

8 S-8 70 Fairly Good 80 Good

9 S-9 70 Fairly Good 85 Good

10 S-10 70 Fairly Good 75 Fairly Good

11 S-11 55 Poor 70 Fairly Good

12 S-12 50 Poor 80 Good

13 S-13 45 Very Poor 82 Good

14 S-14 70 Fairly Good 85 Good

15 S-15 67 Fairly Good 85 Good

16 S-16 45 Very Poor 80 Good

17 S-17 50 Poor 90 Very Good

18 S-18 35 Very Poor 84 Good

19 S-19 50 Poor 85 Good

20 S-20 55 Poor 85 Good

21 S-21 75 Fairly Good 80 Good

22 S-22 70 Fairly Good 85 Good

23 S-23 78 Good 87 Very Good

23 S-24 67 Fairly Good 90 Very Good

25 S-25 75 Fairly Good 85 Good

26 S-26 67 Fairly Good 85 Good

27 S-27 65 Fair 80 Good

28 S-28 80 Good 85 Good

29 S-29 75 Fairly Good 80 Good

30 S-30 70 Fairly Good 80 Good

96

B.9. Calculating the mean score of the students’ achievement

=

N

Where: = Mean Score

= The total row score

N = Total Sample/number

Mean of Pre-Test in Reading comprehension

= 2035

30

= 67.83

Mean of Post-Test in Reading comprehension

= 2621

30

= 87.36

Mean of Pre-Test in Literal comprehension (Main Idea)

= 1758

30

= 58.6

Mean of Post-Test in Literal comprehension (Main idea)

= 2597

30

= 86.56

Mean of Pre-Test Literal comprehension (Sequence Detail)

= 1692

30

= 56.4

Mean of Post-Test Literal comprehension (Sequence Detail)

= 2778

30

= 92.6

Mean of Pre-Test Interpretative comprehension (Making Conclusion)

97

= 1909

30

= 63.63

Mean of Post-Test Interpretative comprehension (Making Conclusion)

= 2460

30

= 82

B.10.The Percentage of student improvement

a. Improvement students in literal comprehension (Main Idea)

Students improvement in literal comprehension (Main Idea) = 47%

b. Improvement students in literal comprehension (Sequence Detail)

Students improvement in literal comprehension (Sequence Detail) = 64%

c. Improvement students in interpretative comprehension (Making Conclusion)

98

Students improvement in literal comprehension (Main Idea) = 28%

B.11. Test Significant different between the pretest and posttest reading comprehension

( )

= 1.53

t=

√ ( )

( )

t=

√ ( )

( )

t=

√ ( )

( )

t=

√

t = 3767.53 = √ = 2.08

870

t= 19.53 = 9.38

2.08

B.12. Test Significant different between the pretest and posttest literal (Main Idea)

comprehension

( )

= 27.96

t=

√ ( )

( )

t=

√ ( )

( )

t=

√ ( )

( )

99

t=

√

t = 3714.97 = √ = 2.06

870

t= 27.96 = 13.57

2.06

B.13. Test Significant different between the pretest and posttest Literal (Sequence

Detail) comprehension

( )

= 33.33

t=

√ ( )

( )

t=

√ ( )

( )

t=

√ ( )

( )

t=

√

t = 5777.67 = √ = 2.57

870

t= 33.33 = 12.96

2.57

B.14. Test Significant different between the pretest and posttest Interpretative (making

conclusion) comprehension.

( )

= 18.36

t=

√ ( )

( )

100

t=

√ ( )

( )

t=

√ ( )

( )

t=

√

t = 4223.97 = √ = 2.20

870

t= 18.36 = 8.34

2.20

101

B.15. TABLE DISTRIBUTION OF T-VALUE

Degree of freedom (df) = N – 1=30 – 1= 29, T- table= 2.04523

Pr 0.25 0.10 0.05 0.025 0.01 0.005 0.001

Df 0.50 0.20 0.10 0.050 0.02 0.010 0.002

1 1.0000

0

3.07768 6.31375 12.70620 31.82052 63.65674 318.30

884 2 0.8165

0

1.88562 2.91999 4.30265 6.96456 9.92484 22.327

12 3 0.7648

9

1.63774 2.35336 3.18245 4.54070 5.84091 10.214

53 4 0.7407

0

1.53321 2.13185 2.77645 3.74695 4.60409 7.1731

8 5 0.7266

9

1.47588 2.01505 2.57058 3.36493 4.03214 5.8934

3 6 0.7175

6

1.43976 1.94318 2.44691 3.14267 3.70743 5.2076

3 7 0.7111

4

1.41492 1.89458 2.36462 2.99795 3.49948 4.7852

9 8 0.7063

9

1.39682 1.85955 2.30600 2.89646 3.35539 4.5007

9 9 0.7027

2

1.38303 1.83311 2.26216 2.82144 3.24984 4.2968

1 10 0.6998

1

1.37218 1.81246 2.22814 2.76377 3.16927 4.1437

0 11 0.6974

5

1.36343 1.79588 2.20099 2.71808 3.10581 4.0247

0 12 0.69548

1.35622 1.78229 2.17881 2.68100 3.05454 3.92963 13 0.6938

3

1.35017 1.77093 2.16037 2.65031 3.01228 3.8519

8 14 0.6924

2

1.34503 1.76131 2.14479 2.62449 2.97684 3.7873

9 15 0.6912

0

1.34061 1.75305 2.13145 2.60248 2.94671 3.7328

3 16 0.69013

1.33676 1.74588 2.11991 2.58349 2.92078 3.68615 17 0.6892

0

1.33338 1.73961 2.10982 2.56693 2.89823 3.6457

7 18 0.6883

6

1.33039 1.73406 2.10092 2.55238 2.87844 3.6104

8 19 0.6876

2

1.32773 1.72913 2.09302 2.53948 2.86093 3.5794

0 20 0.68695

1.32534 1.72472 2.08596 2.52798 2.84534 3.55181 21 0.6863

5

1.32319 1.72074 2.07961 2.51765 2.83136 3.5271

5 22 0.6858

1

1.32124 1.71714 2.07387 2.50832 2.81876 3.5049

9 23 0.6853

1

1.31946 1.71387 2.06866 2.49987 2.80734 3.4849

6 24 0.68485

1.31784 1.71088 2.06390 2.49216 2.79694 3.46678 25 0.6844

3

1.31635 1.70814 2.05954 2.48511 2.78744 3.4501

9 26 0.6840

4

1.31497 1.70562 2.05553 2.47863 2.77871 3.4350

0 27 0.6836

8

1.31370 1.70329 2.05183 2.47266 2.77068 3.4210

3 28 0.68335

1.31253 1.70113 2.04841 2.46714 2.76326 3.40816 29 0.6830

4

1.31143 1.69913 2.04523 2.46202 2.75639 3.3962

4 30 0.6827

6

1.31042 1.69726 2.04227 2.45726 2.75000 3.3851

8 31 0.6824

9

1.30946 1.69552 2.03951 2.45282 2.74404 3.3749

0 32 0.6822

3

1.30857 1.69389 2.03693 2.44868 2.73848 3.3653

1 33 0.6820

0

1.30774 1.69236 2.03452 2.44479 2.73328 3.3563

4 34 0.6817

7

1.30695 1.69092 2.03224 2.44115 2.72839 3.3479

3 35 0.6815

6

1.30621 1.68957 2.03011 2.43772 2.72381 3.3400

5

102

103

104

105

106

107

CURRICULUM VITAE

Dg. Tallasa was born on August 20th

, 1994 in Balla

Bulo, Selayar, South Sulawesi. She is the forth child

from five children. She has two brothers and two sisters

from the marriage of his parents Baso Gani and Denji

Alang. In 2001 she was registered as student elementary

school SD Inpres Ujung 1 and she graduated in 2007.

The next in the same year the writer registered as a

student in SMPN 2 Pasimasunggu Timur, and graduated in 2010. Then she was registered in

senior high school, SMA Negeri 1 Pasimasunggu Timur and graduated in 2013. In 2013,

she was registered to study of English department in Makassar Muhammadiyah University.