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THE USE OF TEXTLESS COMIC ON STUDENTS’ ABILITY TO WRITE

NARRATIVE TEXT

A PAPER

Submitted to the English Education Study Program, Faculty of Teacher Training


and Educational Sciences of Pakuan University as a Partial Fulfillment of the
Requirements for the Sarjana Pendidikan Examination

By

Pitriyani

031113077

ENGLISH EDUCATION STUDY PROGRAM


FACULTY OF TEACHER TRAINING AND EDUCATIONAL SCIENCES
PAKUAN UNIVERSITY
2017
DECLARATION

I hereby declare that the paper entitled “The Use of Textless Comic on Students’

Ability to Write Narrative Text” is completely my own work. I am fully aware

that I have quoted some statements and ideas from many resources. All quotations

are properly acknowledged in the texts. Should there be any claim on the

originality or ownership of this paper, I would be prepared to take any legal

responsibility.

Bogor, December 2017

Pitriyani

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PREFACE

Alhamdulillahirabbil’alamiin, all the greatest praises are dedicated to

Allah SWT who has given mercies and blessing to the writer. Therefore, the paper

entitled “The Use of Textless Comic on Students’ Ability to Write Narrative

Text” is completed.

This paper is written as a partial fulfillment of the requirements for the

Sarjana Pendidikan Examination in English Education Study Program, Faculty of

Teacher Training and Educational Sciences, Pakuan University.

The writer realizes that the paper is still far for being perfect. Thus, she

appreciates all constructive criticisms and suggestions to make better paper in the

future. Hopefully, the paper will be useful for her and the readers.

Bogor, December 2017

The Writer

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ACKNOWLEDGEMENT

Praise be to Allah, The Lord of the world. The writer would like to express

her highest gratitude to Allah SWT who has given her guidance, mercies and

strength in completing this paper. She also would like to express her gratitude to

people who have helped and supported her from the first until the last process of

completing the paper. Her deepest gratitude and appreciation are given to Dra.

Atti Herawati, M.Pd. as the first supervisor and as the Head of English Education

Study Program. She also would like to express her deepest gratitude to Dr. Yanti

Suryanti, M.Pd. as the second supervisor who had given her advices, guidance,

suggestions, and motivation in accomplishing this paper.

Her sincere gratitude is also extended to Drs. Deddy Sofyan S., M.Pd. as

the Dean of Faculty Teacher Training and Educational Sciences, Pakuan

University, Asih Wahyuni, M.Pd as the Secretary of English Education Study

Program, Tina Priyantin, M.Pd. as her academic counselor and all the lecturers of

English Education Study Program for sharing valuable knowledge and giving

kindness.

The deepest appreciation and thankfulness are expressed to Ahmad

Tetuko Taqiyuddin, SEI. as the headmaster, and Anis Nurwendari, S.Pd. as an

English teacher of SMK Karya Pembaharuan for giving permission to her to

conduct the research in the school. In addition, her sincere thanks and appreciation

are given to the students in tenth D class for their cooperation and participation in

the process of collecting the research data.

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Her deepest gratitude, appreciation, and love are dedicated to her beloved

parents: Abdul Karim and Sulkha, for giving her endless love, care, support and

special thanks for always praying for her in the whole of their life. Besides, her

deepest gratitude is given to her lovely brother and sisters: Sukron, Yuli and Aulia

for always caring and supporting her. Furthermore, she would like to show her

gratefulness to her beloved friends: Ida, Elva, Khaviza, Rindri, Selvi, Ode,

Nadika, Riska, Ulfa, Sri, Tiara, Dewi and Pangestu for always supporting and

helping her in finishing this paper. She also thanks all her classmates in Class

C/2013.

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ABSTRACT

In writing narrative text the students are expected to be able to create the story
into some paragraphs with the chronological sequences. Unfortunately, some
students get confused and stuck for writing the story because of lack of idea. For
that reason, they need an appropriate media which offers fun activities and attracts
their interest. One of the media is textless comic. The aim of the research is to find
out the use of textless comic on students’ ability to write narrative text. The
research is conducted to the tenth grade students of one of Senior High Schools.
There are 20 students from class D taken as the sample by using purposive
sampling as technique sampling of this research. In conducting this research, the
writer applies pre-experimental method and chooses one group pre-test post-test
design. She gives pre-test, four treatments and post-test to the students. Written
test is given to measure students’ ability to write narrative text. The data are
analyzed by using t-test formula. From the calculation, she finds the result of t-test
value is 10.34 meanwhile the t-table value is 2.05 at significant level 0.05 with the
degree of freedom (df) is 19. It is found that the t-calculated is higher than that of
t-table (10.34>2.09). It means that the null hypothesis (Ho) is rejected. Therefore,
the use of textless comic affects students’ ability to write narrative text.

Keywords: media, textless comic, narrative text.

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TABLE OF CONTENTS

APPROVAL SHEET

DECLARATION i

PREFACE ii

ACKNOWLEDGMENT iii

ABSTRACT v

TABLE OF CONTENTS vi

LIST OF TABLE ix

CHAPTER I INTRODUCTION

A. Background of the Study.................................................................................1

B. Reason for Choosing the Topic.......................................................................2

C. Statement of the Problem.................................................................................3

D. Aim of the Research........................................................................................4

E. Limitation of the Research...............................................................................4

F. Problem to Investigate.....................................................................................4

G. Hypothesis.......................................................................................................4

H. Operational Definition.....................................................................................5

I. Research Significance......................................................................................5

CHAPTER II THEORETICAL FOUNDATION

A. Writing

1. Definition of Writing..................................................................................6

2. Writing Process...........................................................................................7

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B. Narrative

1. Definition of Narrative................................................................................9

2. Generic Structure of Narrative...................................................................10

3. Example of Narrative Text.........................................................................11

C. Media

1. Definition of Media....................................................................................12

2. The Use of Media in Teaching and Learning Process...............................13

D. Textless Comic

1. Definition of Textless Comic.....................................................................14

2. The Steps to Apply Textless Comic in the Classroom...............................16

E. Related Research............................................................................................16

CHAPTER III RESEARCH METHODOLOGY

A. Research Method and Design............................................................................20

B. Population and Sample......................................................................................21

C. Research Instrument..........................................................................................21

D. Data Collection Technique................................................................................24

E. Data Analysis....................................................................................................25

CHAPTER IV RESEARCH FINDINGS AND DISSCUSSION 27

A. Research Findings 27

1. The Result of Pre-test and Post-test Scores 27

2. Calculating the Mean of Difference 28

3. Calculating Deviation of Difference 29

4. Calculating the t-test 29

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5. Testing Hypothesis 30

B. Disscussion 30

CHAPTER V CONCLUSION AND SUGGESTION 33

A. Conclusion 33

B. Suggestion 34

BIBLIOGRAPHY 35

APPENDICES

Appendix 1 : Instrument Penelitian ....................................................................37

Appendix 2 : Data Penelitian..............................................................................39

Appendix 3 : Rubrik Penilaian............................................................................52

Appendix 5 : Hasil Uji Validitas Instrument.......................................................54

Appendix 6 : RPP................................................................................................56

Appendix 7 : SK Bimbingan

Appendix 8 : Berita Acara Bimbingan

Appendix 9 : Surat Izin Penelitian dari FKIP

Appendix 10: Surat Keterangan Penelitian dari Institusi

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LIST OF TABLE

Table 3.1 : Assessment of writing.................................................................22

Table 4.1 : The Pre Test and Post Test Scores..............................................28

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CHAPTER I

INTRODUCTION

A. Background of the Study

Writing is one of the ways to communicate through the paper. In

writing, communication will be successeful when the reader can

understand the meaning of the words and sentences. Therefore, writing is

also called as a written communication. However, writing is not easy for

many students. In writing narrative text, they should be able to choose

appropriate words, construct sentences, and arrange paragraph at the same

time. In addition, the students usually feel difficult to organize their ideas

and develop their imaginations. As Richard and Renandya (2002:303)

wrote, “Writing is the most difficult skill for second language learners to

master. The difficulty lies not only in generating and organizing ideas, but

also in translating these ideas into readable text”. It means that writing is

not easy to be mastered for second language students because they are not

only create ideas, but also interpret the ideas into comprehensible text.

In senior high school, students should be able to develop and

produce written simple functional text in descriptive text, recount text, and

narrative text. Narrative text is one of the texts which is difficult to learn

by the students, because in writing narrative text the students are expected

to be able to create the story into some paragraphs with the chronological

sequences. Usually after writing the first paragraph as the opening of

story, they always get confused and stuck for writing the next story

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because of lack of idea. Besides lack of idea, students are having difficulty

in constructing narrative text because of lack of vocabulary.

Narrative writing can be fun if the teacher can make a creative

writing assignment for the students by using appropriate media. One of the

media is textless comic. Textless comic provides some pictures without

words. Pictures in the comic can help the students to visualize and

construct ideas to write a story. In addition, the main aim of using textless

comic is to create fun atmosphere in teaching and learning process, so the

students are interested in learning English especially in writing narrative

text.

Based on the statement, the writer is interested in researching about

“The use of textless comic on student’s ability to write narrative text”. The

writer hopes that by using textless comic the students will be active as

participants and they have more chance to express their minds, ideas and

imagination. They will feel something new and different from what they

usually get in their class. This media is expected to help the students to

construct ideas before writing.

B. Reason for Choosing the Topic

One of the ways for communication is writing, in which the writer

expresses her or his idea, feeling and thought in order to give information

to the readers. Writing should be mastered by students, although it is

considered difficult to learn. In conducting this research, there are two

reasons for choosing the topic: writing skill has the highest level of

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difficulties and writing narrative is fun if the teacher can give creative

writing assignment for the students.

Writing skill has the highest level of difficulties because this skill

has several rules to follow. It causes some students do not like this

activity. They are usually nervous and panic when they are asked to write

some paragraphs in English. It is caused they should choose appropriate

word, construct sentences and arrange paragraph by paying attention to

grammatical rules. For that reason, the teacher should use interesting

media to motivate the students in writing class.

Writing narrative text is fun if the teacher can give creative writing

assignment for the students by using appropriate media. The media that

can be used is textless comic. This media provide some interesting

pictures. Pictures in the textless comic can help the students visualize and

construct ideas to be written, so narrative writing activity will be easy.

In conclusion, writing skill has the highest level of difficulties but

if the teacher can give creative writing assignment for the students by

using appropriate media, it can be fun and easy. For that reason, the writer

intends to investigate whether texless comic will give the significant effect

on students’ ability to write narrative text.

C. Statement of the Problem

Based on the background of the study, the writer plans to analyze

the use of textless comic in teaching writing of narrative text at the ten

grades of students of senior high school. The general question of this

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research is “Is there an effect of using textless comic on students’ ability to

write narrative text?”

D. Aim of the Research

The aims of this research is to identify the effectiveness of teaching

writing of narrative text by using textless comic for the tenth grades of

senior high school students.

E. Limitation of the Research

To limit the problem the writer only focuses on narrative text. The

topic of the story that should be written by the students is fable story. In

compiling text, textless comic is used as a media to support students to

produce a narrative text.

F. Problem to Investigate

There are two problems to investigate:

1. Students’ ability to write narrative text before the treatment.

2. Students’ ability to write narrative text after the treatment.

G. Hypothesis

The hypothesis of the research is null hypothesis (Ho), “There is no

effect of textless comic on students’ ability to write narrative text”.

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H. Operational Definition

1. Writing skill : Writing is one of the ways of

communication through a piece of paper.

2. Narrative Text : A text that retells story in amusing and

entertaining way.

3. Media : All forms and lines which are used

by people to convey information.

4. Textless Comic : Textless comic is visual media that consist

of pure pictures as illustration tool in

telling story.

I. Research Significance

The study gives benefits either for the students or the teacher. It is

expected that by using textless comic the students can be more creative

and can express their idea and feeling. Meanwhile, for the teachers this

media are expected to be able to encourage them to use media in teaching

in order to make the students enjoy and easy to learn writing.

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CHAPTER II

THEORETICAL FOUNDATION

A. Writing

1. Definition of Writing

People have many ways to communicate to each other. One of the ways

is through writing. According to Hyland (2003:9) “Writing is a way of sharing

personal learning and writing courses that emphasize the power of the

individual to construct his or her own views on a topic”. It means that by

writing people are expected to be able to share their feeling, or idea about

certain topic. Therefore, writing is an activity as a place mind set of the

people’s ideas through some planning on written or statement form.

Besides, Ur (2009:163) states “Writing is the expression of ideas,

conveying of a message to the reader”. It can be assumed that writing is a way

to communicate by collecting ideas to convey the information on a sheet of

paper. Hence, the product of writing should be truly acceptable by the readers.

In writing, when the reader can understand the meaning that consists of the

words and sentences, it means that communication has occurred and got

success. Therefore, writing is also called as a written communication. In

addition, Brown (2004:225) identifies “Writing as the process of produce

language to display their competence in grammar, vocabulary, or sentence

formation and not necessarily to convey meaning for an authentic purpose”. It

means that in writing, people are expected to be able to express their own ideas

into a piece of paper by using grammatical concept.

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According to Harmer (2007:327) “Writing is a way to produce

language and express idea, feeling and opinion”. It indicates that by writing

people can share their information and their own thinking in written form.

Writing is a productive skill, by writing the people can produce something

based on their ideas and they can put it all into a written. It can be written in a

sentence, text or paragraph form.

Luey (2010:10) states “Writing well is writing clearly and succinctly”,

it can be concluded that writing is a process to convey idea and information

clearly through a paper without changing the meaning. In addition, writing is a

way to tell ideas and knowledge to the readers by using people’s thought. It is

done through several procedures in order to make the information that will be

delivered to the readers is agree with the goals that will be reached.

Based on the definitions, it can be understood that writing is a process

of expressing and organizing ideas into a written form. In writing activity, it

involves people’s thought and feeling. They can write anything freely on the

paper, but keep paying attention to the rules and grammatical concepts of

writing.

2. Writing Process

Teaching writing should include taking students through a writing

process in a series of steps, such as brainstorming for ideas, organizing then

sequencing them, revising, editing the draft, and many more. Oshima and

Hogue (2007:15) mention,

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The process of writing has roughly four steps. In the first step,
you create ideas. ln the second step, you organize the ideas. In
the third step, you write a rough draft. In the final step, you
polish your rough draft by editing it and making revisions.

It means that writing process is not one-step action; there are some

steps that should be done to make good written communication. For more

details, according to Oshima and Hogue (2007:15) there are some steps in the

writing process as follows:

a. Prewriting

The first step is called prewriting. Prewriting is a way to get ideas. In this

step, the writer chooses a topic and collect ideas to explain the topic.

b. Organizing

The next step in the writing process is to recognize the ideas into a simple

outline and told the main idea.

c. Writing

The next step is to write a rough draft, by using the outline as a guide, to

write the rough draft quickly without stopping to think about grammar,

spelling, or punctuation, just getting the ideas down on paper.

d. Polishing: Revising and Editing

In this step, the writer polishes what he/she has written. This step is also

called revising and editing. Polishing is most successful if the writer can

do it in two steps. First, he/she attacks the big issues of content and

organization (revising). Then he/she works on the smaller issues of

grammar, punctuation, and mechanics (editing). After revising and editing

the draft, the last is publishing the final copy.

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B. Narrative

1. Definition of Narrative

There are many types of text that students learn at school. One of them

is narrative text. A narrative text is a story told by the narrator as states by

Kane (200:7) “Narrative is a series of related events of a story”. It means that

story in narrative text contains some events that relate to each other. Besides,

Gutierrez et al (2015:45) describe “Narrative is the primary means of

comprehension and expression of our experience over time, which can be

found in every setting of human interaction”. It indicates that narrative is a

story that happens in human life by expressing the situation in every daily

activity. Narrative can be presented or told in the first person if the narrator is

one of the characters in the story, and in the third person if the narrator is

outside the story.

In addition, Jordan (2003: 27) says “Narrative is an account or

description of events in the past which entails following a time sequence or

chronological order”. It means that a story that tells about situation which is

already happened in the past and consists of chronological order is called

narrative.

Furthermore, Abbott (2002: 1) states “Narrative is presents in myth,

legend, fable, tale, novella, epic, history, tragedy, drama, comedy, mime,

cinema, and comic. Moreover, narrative is present in every age, in every

places, and in every society”. It indicates that narrative text is type of written

text that tells a story of one character or more who face certain situation. There

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are many different types of narratives including: humor, romance, crime,

mystery, fantasy, science fiction, real-life fiction, adventure, diary-novel, and

many more. Those stories are to amuse and entertain the reader.

Based on the definitions, it can be concluded than narrative is a text that

tells about story that consists of related events which is happened in the past. In

addition, narrative text is a kind of text that tells the readers or audiences the

story about a person, group of people, or animal in daily life, in order to amuse

and entertain the reader. Besides, narrative text has the components of the story

such as orientation, complication and resolution. Those components indicate

that narrative text tells the events systematically based on the chronological

order.

2. The Generic Structure of Narrative

According to Anderson and Anderson (1997:8), there are some generic

structures of narrative text, such as:

a. Orientation

In this paragraph the narrator tells the audiences who are in the story, when

it is happening, where it is happening, and what is going on.

b. Complication

This is part of the story where the narrator tells about something that will

begin a chain of events. These events will affect one or more of the

characters. The complication is the trigger.

c. Sequence of events

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This is where the narrator tells how the characters react to the

complication. It includes their feelings and what they do. The even can be

told in chronological order or with flashback. The audience is given the

narrator’s point of view.

d. Resolution

In this part of the narrative where the complication is sorted out or the

problem is solved.

e. Coda

The narrator includes a coda if there is to be a moral message to be learned

from the story.

3. Example of Narrative Text

The following is the example of narrative text, (Grischotti at al.

2012:11).

The Hare and the Tortoise

A hare boasts to the other animals about how fast he can run. When
none of them responds initially to his challenge for a race, he taunts them that
they are too scared even to try. When the tortoise then speaks up, the hare
scoffs that he won’t even waste his time racing the slowest creature in the
world. The tortoise returns the taunt, claiming that the hare must be scared of
being beaten. When some of the animals laugh at this, the hare agrees to a race,
to take place a week later.
The tortoise spends the week in training, but continues to move very
slowly, and the other animals wonder if the race is a good idea. Nevertheless,
there is a large crowd of animals on the day of the race. As the race starts, the
hare roars off. When he stops to look back, the tortoise has barely crossed the
starting line. The hare taunts the tortoise that he will be able to stop for a rest
and still beat him.

However, when the hare goes to sleep in the sun, he sleeps for so long
that the tortoise is able to overtake him. As the tortoise nears the finishing line,

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the animals cheer. This wakes up the hare, which runs as fast as he can to catch
up again, but the tortoise just makes it to the finish in time.

C. Media

1. Definition of Media

Media dominate human life. Media is made in various types and

substances. Many people use it for many purposes. As stated by Daneci

(2009:192) “Media means of transmitting information; the various forms,

devices, and systems that make up mass communications considered as a

whole”. It means that the media has important role for people to get

information. Therefore, media is a vehicle of transferring information of

knowledge or message that makes communication become easily.

Besides, Ruis et al (2009:2) mention “Media are used by teachers to

impart and emphasize on information, stimulate interest, and facilitate the

learning process. They range from simple to sophisticated ones and they can

be aural, visual, or computerized”. It indicates that by using media teacher

can convey the information and get the students’ interests easily. There are

many kinds of media that can be applied in teaching-learning activity.

Media is divided into three types, namely audio, visual, and computerized.

Audio media refers to sound element, visual media refers to visual element,

and computerized media refers to audio and visual element.

From those definitions, it can be concluded that various forms of

media are all things that can be used to deliver the message from sender to

receiver so it can stimulate the mind, feeling, attention, and students’

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interest in order to attain the teaching and learning process. The media can

be used to engage the students on the topic discussed in the teaching

learning process.

2. The Use of Media in Teaching and Learning Process


Using media in teaching and learning activity is very useful for some

teachers and students. For the students, it can help them understand some

certain concepts that cannot be explained orally by the teacher. Meanwhile,

for the teachers, it can facilitate them in teaching and giving information to

the students. According to Preeti (2014:176) there are some benefits that can

be obtained by using media in teaching and learning process. They can be

seen as follows:

- Media in the classroom engage students in learning.

- Media is useful tools for illustrating a lesson.

- By using media in teaching, students’ improvement can be seen clearly.

- Media allow students to see examples of what they are learning.

- Students view media as exciting learning aids.

- Media can make learning process become entertaining and less

monotonous.

Based on the definition, it can be assumed that the media has

important role for people to get information. The use of media in teaching

and learning process is needed to attract students’ attention and to make

teaching and learning activities more interesting and effective. Therefore,

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many teachers use the media as a tool to teach the students in the classroom

to transfer knowledge.

D. Textless Comic

1. Definition of Textless Comic

Textless comic is one of the teaching medias. According to Hilman

(1995:7),

Textless comic is “pure” comic or picture series that contains


very minimal text. Textless comic connect visual literacy
(learning to interpret images), cultural literacy (learning the
characteristics and expectations of social groups) and literacy
with print (learning to read and write language).

It can be assumed that textless comic is a printed media that can help

students in learning by interpreting pictures in comic without many words.

Through textless comic students with limited English proficiency and with

various types of reading difficulties can draw on their interpretive skills.

Likewise, students with hearing impairments are able to comprehend the

story even without hearing an accompanying spoken narrative. As

mentioned by Marble (2012:3) “Textless comic is a book that consist of

many images that are arranged in a way that a story line is formed, but there

are no actual written words. It is within these textless comic that true

creativity and imagination is created”. It means that textless comic can

facilitate students to improve their creativity and imagination by figuring

out the pictures in textless comic.

According Arif and Hashim (2008:1), “Textless comic is an open-

ended process in which viewers read stories by bringing their background

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experiences and personal histories to bear on the visual images they

encounter within the text”. It can be concluded that pictures in textless

comic can be able to facilitate the students to illustrate the story by looking

at their experiences and histories that happen in their life. Besides, Arizpe

(2013:1) indicates “Textless (or nearly wordless) comic allows readers a

respite from the authority and weight of the words they must continually

deal”. It means that students can be able to express their idea and

imagination by illustrating the pictures on textless comic.

Textless comic is very useful in learning English language. Teacher

and learners are helped by using this media to achieve the learning goals. It

can solve the problem faced by the students in the process of writing,

especially in writing narrative text and make them concentrate more on the

orderly arrangement of story by paying attention to the textless comic and

the language they use. Based on Jalongo and Zhang’s statement (2002: 167),

“Textless comic is picture book that relies entirely on illustrations to tell a

story”. It can be assumed that textless comic is a book that consists of pure

pictures as illustration media in telling a story. By using textless comic the

students are expected to be able to understand and enjoy this comic by

relying on the illustrations.

Based on the definitions, it can be concluded that textless comic is

visual media that provides some pictures without word which can be able to

facilitate the students in expressing their idea and imagination by

interpreting the pictures in textless comic. Besides, Textless comic can be

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appreciated, shared, and enjoyed by students. This media can also facilitate

the students to develop their sense of story, demonstrate an understanding of

sequence, practice written skill and expand their cognitive abilities.

2. The Steps to apply textless comic in the classroom

According to Jalongo and Zhang (2002: 171), there are some steps to

apply textless comic as media in teaching writing, such as:

a. Teacher introduces textless comic as a special category of literature.

b. The teacher gives example of the process of first going through all of the

pictures in textless comic, and then the teacher demonstrates to the

students how they invent a narrative and/or dialogue, page by page.

c. The teacher goes back to the beginning of the textless comic and invites

the students to tell a story. The teacher writes down the comments while

the students watch.

d. Teacher and students read and view the entire story together. The teacher

asks whether the students want to make any changes.

e. The teacher provides an assortment of textless comic and invites each

student to choose one and develop an accompanying story in small

groups, with a partner, or individually. Stories may be told recorded on

audio or video, dictated to an adult, or written by the child.

E. Related Research

To support her research, the writer uses some related previous studies.

There are three previous studies that discuss the teaching writing of narrative

text by using textless comic. The first is “Textless Comic to Improve Narrative

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Text Writing Ability”, written by Widioko (2015). In this research, the writer

states that textless comic is appealing media for students in teaching of writing.

The objective of this research is to find out whether there is an improvement of

the students’ ability in writing narrative text after being taught by using textless

comic.

This research is quantitative research which used one group pretest

posttest design. The population of this research was the second year of science

class students of SMAN 1 Gadingrejo in academic year 2014/2015 which

consists of 4 classes with 30 to 32 students in each class. The writer

administered writing test in collecting the data. The result of the data analysis

shows that there is an improvement in students’ ability after they were taught

by using textless comic. It could be proven from the improvement of students’

mean score from pretest to posttest, which was 59.46 to 75.96, with t-value

11.376 and the t- table 2.042. In short, textless comic can improve students’

ability to write narrative text.

Second, previous research has been conducted previously by

Rahmawati (2014) entitled “Improving Students’ Writing Skill Through

Textless Comics (A CAR of the Eighth Grade Students of SMP Qaryah

Thayyibah Salatiga in the Academic Year of 2013/2014)”. It is a type of

classroom action research. The objective is to describe the implementation of

textless comic as a teaching media to improve students’ writing narrative text

skill in the eighth grade of SMP Qaryah Thayyibah in the academic year of

2013/2014.

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The result indicates textless comic as teaching media can improve

writing skill of the eighth grade students at SMP Qaryah Thayyibah academic

year of 2013/2014. It is relevant with the data of mean score in pre-test and

post-test in each cycle. Mean score of post-tests are higher than the pre-test. It

means, there is significant improvement of students mean score after applying

textless comic as a media in teaching writing.

Other previous research is “Using Digital Storytelling and Weblogs

Instruction to Enhance EFL Narrative Writing and Critical Thinking Skills

among EFL Majors at Faculty Of Education”, written by Hack and Helwa

(2014). This research is quantitative research. The aim of this research is to

investigate the effectiveness of using digital storytelling and Weblogs

instruction in enhancing EFL narrative writing and critical thinking skills

among EFL majors at Faculty of Education. The design of the research is one

group pre-posttest. The sample of the research consisted of forty third-year

EFL majors, at Faculty of Education, Benha University, Egypt. The research

sample was engaged in certain activities such as storytelling, journal writing,

personal diaries and reflection Weblogs.

The instruments of the research included an EFL narrative writing

questionnaire; an EFL narrative writing test; an EFL critical thinking

questionnaire; an EFL critical thinking scale and interview prepared by the

researcher. The instruments were applied to the sample of the research before

and after implementing the program. Results of the research revealed that there

is a statistically significant difference between the mean scores of the study

18
sample in the pre and post assessment of EFL narrative writing and critical

thinking skills in favor of the post assessment. Therefore, the EFL narrative

writing and critical thinking skills of the sample were developed as a result of

teaching through integrating digital storytelling instruction and Weblogs. This

confirmed that using digital storytelling and Weblogs instruction is effective in

enhancing the EFL narrative writing and critical thinking skills among EFL

majors at Faculty of Education.

19
CHAPTER III

RESEARCH METHODOLOGY

A. Research Method and Design

In conducting this research, the writer chooses quantitative

approach. Pre-Experimental method and One Group Pretest-Posttest

design are applied. There is only one group in this research: the

experimental group. The experimental group is taught by using textless

comic to write narrative text. First, the group will be given pre-test to

measure their ability to write narrative text. Then, the writer will give

treatment for four times by using textless comic, and the last is giving

post-test. The results of pre-test and post-test are counted by t-test formula

to find out the effect of textless comic on students’ ability to write

narrative text. The design of the research is taken from Pandey and Pandey

(2015: 95) as follows:

T ₁ xT ₂

T₁ : Pretest on writing test before giving treatment

X : Treatment (using textless comic)

T₂ : Posttest on writing test after giving treatment.

20
B. Population and Sample

The population of the research is the tenth grade students of one of

Senior High Schools in Bekasi. There are six classes which are class A, B,

C, D, E, F. There are 20 students from class D taken as the sample of this

research. The technique sampling that is used to take population as the

sample is purposive sampling.

C. Research Instrument

The instrument that is used to collect the data of this research is

writing test. The test will be given twice: before the treatments (pre-test)

and after the treatments (post-test). The first step is conducted to find out

the basic knowledge of the students in writing narrative text by giving pre-

test. The second is treatment that will be given by using textless comic as

media. The treatment will be conducted for four times. The last step is

post-test which is conducted after treatment which aimed to find out

whether there is any effect of using textless comic on students’ ability to

write narrative text.

In conducting this research, the writer uses assessment of writing

based on the Ministry of Education and Training’s World Wide (1999:29).

The description is shown in the following table:

21
Table 3.1
Writing assessment based on the Ministry of Education and Training of
Canada (1999:29)

Categories 1 Point 2 Point 3 Point 4 Point


Reasoning The Students
– complexity of – uses very – uses simple –uses – uses well-
ideas and few simple ideas that are developed developed,
connection to the ideas that are connected to ideas that are Interesting
story line not connected the story line usually ideas that
to the story connected advance the
line to the story story line
line
– number and – uses very – uses some –uses –uses
relevance of few supporting sufficient supporting
supporting supporting details, but supporting details that
facts and details details not enough to details to clarify and
clarify the clarify the enhance the
point of the point of the story
story story
Communicatio In the student’s work
n
– purpose: to –the –the –the –the
relate a adventure is adventure can adventure adventure
true adventure not clear be discerned unfolds develops in
(narrative) clearly an engaging
Way
–voice (feelings, – the writer’s –there is – there is – the writer’s
opinions, voice is some clear voice is clear
and attitudes) not evident evidence evidence and sustains
of the writer’s of the the reader’s
voice writer’s voice interest
– word use and – uses few – uses some – uses many – all or
vocabulary descriptive descriptive descriptive almost all the
words words words descriptive
effectively effectively effectively words are
used
effectively
–sentence – connecting –few –some – a variety of
structure words are connecting connecting connecting
not used words (with words are words are
little used to used to
variation) link simple link sentences
are used to sentences effectively
link simple
sentences

22
Categories 1 Point 2 Point 3 Point 4 Point
Organization The atudent’s writing
– overall – shows little – shows some – has a – has a clear
structure evidence evidence beginning, a beginning,
(beginning, of a of a middle, and middle, and
middle, beginning, a beginning, a an end end
end, links) middle, middle, – includes – includes
and an end and an end events or events or
– includes – includes ideas ideas
few events some events organized in organized
or ideas that or ideas that a logical logically
are are sequence and
organized organized effectively
sequentially sequentially
Conventions The students
– grammar –correctly –correctly –correctly –correctly
uses very uses some uses most uses all or
few of the of the of the almost all of
conventions conventions conventions the
studied studied studied conventions
studied
– spelling – shows some –uses –uses – spells most
evidence phonetic and phonetic words
of spelling conventional spelling only accurately,
strategies spelling for for more but may
familiar difficult make
words words occasional
errors with
more difficult
words
– punctuation –makes many – makes some – makes few –makes
errors errors errors almost no
Errors
–visual – produces a – produces a – produces a – produces a
presentation visual visual clear visual clear visual
presentation presentation presentation presentation
that is unclear that is that enhances
(e.g., spacing, basically the narrative
legibility) clear

Student’s score x 100 =

The highest score (28)

23
The writer only uses three categories from the writing assessment

above. They are reasoning, organization and convention. The

communication category is not used by the writer because this category is

not appropriate with the topic that given to the students. The reasoning

category consists of complexity of ideas and connection to the story line

and number and relevance of supporting facts and details. The total highest

score for this category is 8 point. The organization category consists of

overall structure (beginning, middle, end, links). The total highest score

for this category is 4 point. The convention category consists of grammar,

spelling, punctuation and visual presentation. The total highest score for

this category is 16 point. So, the total highest score of those categories is

28 point.

D. Data Collection Technique

In collecting the data, the writer applies some steps: First, pretest is

given to know the students’ basic knowledge in writing narrative text. In

this test, the students are asked to write narrative text. Second, after giving

the pre-test, the writer gives four treatments to the students by using

textless comic as media with different genres of narrative. In the first

treatment, the writer gives myth as a genre of narrative, legend in the

second treatment, fairy tale in the third treatment and fable as the last

genre that will be taught in the last treatment.

In those treatments, some stages are applied: first, the writer

introduced textless comic as media in teaching and learning, then the

24
students will be given example and demonstration about how to produce

narrative story by using textless comic, so the students are expected to

more understand before applying that media. After that, she and the

students produce a story based on that media. In this stage, the students

will be asked whether they want to make any changes before they read the

entire story together. The last, the students will be asked to organize their

ideas by writing a narrative text based on textless comic in the small

groups. After applying four treatments, post-test is given to the students to

measure their writing ability to write narrative text.

E. Data Analysis

After giving pre-test, four treatments and post-test to the students, t-

test formula is used to find out whether there is an effect of using textless

comic on students’ ability to write narrative text. To analyze the data of

pre-test and post-test, the writer uses this t-test. The following formulas

are taken from Supardi (2013: 325):

1. Calculating Gain (d)

d= [ y −x ]

Y = The posttest result of one students

X = The pretest result of one student

2. Calculating the Mean

Md =
∑d
n

Md = The mean difference

25
∑d = Total difference

n = Number of students

3. Calculating Deviation of Difference

Xd = d - Md

Xd = The deviation of the difference

d = The difference

Md = The mean difference

4. Calculating the t-test

The formula of t-test is taken from Supardi (2013: 325). The formula is

as follows.

Md
t=
∑ x 2d
√ n ( n−1 )

t = t-test

Md = The mean of the difference

Xd = Deviation of the difference

n = Number of students

5. Testing the Hypothesis

Testing the hypothesis is done by first of all finding out the value of

degree of freedom (df) as follows:

d.f = n-1

n = Numbers of students

26
CHAPTER IV

RESEARCH FINDING AND DISCUSSION

A. Research Finding

The research was started from 11th December until 14th December

2017. It was conducted to the tenth grade students of one of Senior High

School. There are 20 students from class D taken as the sample of this

research. The technique sampling that used to take population as the

sample is purposive sampling. The purposive sampling was used because

this technique is appropriate with aim of this reseach. Besides, it is used

because there is only one group in this research: the experimental group.

The instrument that is used to collect the data of this research is writing

test. The results of pre-test and post-test are counted by t-test formula to

find out the effect of textless comic on students’ ability to write narrative

text.

1. The Result of Pre-test and Post-test Scores

In this research, the students were given writing test. The test was

given twice: before the treatments (pre-test) and after the treatments

(post-test). The following table is the pre-test and post-test scores of

students’ ability to write narrative text. In the table, the pre-test and

post-test scores are presented as X and Y.

27
Table 4.1
The Pre-test and Post-test Scores
Gain
The Score of    
(d1)
No Name
Pre Test Post Test (Y-
Xd Xd2
(X) (Y) X)
1 FJ 37.49 62.49 25 9.29 86.21
17.8
2 ZA 42.85 60.71 2.15 4.60
6
30.3
3 E 44.64 75 14.65 214.48
6
4 SM 42.85 55.35 12.5 -3.22 10.34
5 SJSB 48.21 57.14 8.93 -6.79 46.04
16.0
6 KS 39.28 55.35 0.36 0.13
7
7 EK 46.42 51.78 5.36 -10.36 107.23
8 ANF 55.35 62.49 7.14 -8.58 73.53
9 NY 46.42 58.92 12.5 -3.22 10.34
21.4
10 CDK 41.06 62.49 5.72 32.66
3
14.2
11 NOA 41.06 55.35 -1.43 2.03
9
28.5
12 ES 33.92 62.49 12.86 165.25
7
17.8
13 A 39.28 57.14 2.15 4.60
6
14.2
14 IS 37.49 51.78 -1.43 2.03
9
14.2
15 SS 46.42 60.71 -1.43 2.03
9
19.6
16 SNT 42.85 62.49 3.93 15.41
4
10.7
17 MF 41.06 51.78 -5.00 24.95
2
16.0
18 AA 44.64 60.71 0.36 0.13
7
14.2
19 BK 51.78 66.06 -1.44 2.06
8
20 DPS 55.35 62.49 7.14 -8.58 73.53
Total (∑ 314.3 877.56

28
2. Calculating the Mean of Difference

To find out the mean, the total scores of difference are divided by the

total number of the students. The total scores of difference are presented

by d. Meanwhile, the total number of students is presented by n. The

calculation is as follows:

Md =
∑d
n

29
=
∑ 314.3
20

= 15.71

3. Calculating Deviation of Difference

The deviation of difference is calculated as follows:

Xd = d - Md

= 25-15.71

= 9.29

4. Calculating the t-test

After obtaining the mean and the deviation of difference, the t-test is

calculated to find out the t-test value. The calculation is as follows:

Md
t=
∑ x 2d
√ n ( n−1 )

15.71
¿
877.56
√ 20 ( 20−1 )

15.71
¿
877.56
√ 20 ( 19 )

15.71
¿
877.56
√ 380

15.71
¿
√2.31
15.71
¿
1.52

30
¿ 10.34

5. Testing Hypothesis

Testing the hypothesis is done by first of all finding out the value of

degree of freedom (df). The degree of freedom is calculated after the t-

test value is found out. It is intended to gain the value of t-table. The

calculation is as follows:

d.f = n-1

= 20-1

=19

The result shows that the degree of freedom is 19. Based on t-table,

the degree of freedom of 19 at the significant level of 0.05 is 2.09.

Meanwhile, the t-test value is 10.34. It means that the t-test value is

higher that the value of t-table (10.34>2.09). So, it can be concluded

that the null hypothesis (Ho) is rejected and the alternative hypothesis

(Ha) is accepted.

B. Discussion

In conducting the research, writing test was given to the students.

The test was given twice: before the treatments (pre-test) and after the

treatments (post-test). In those test, the students were asked to write

narrative text. The Pre-test was given to find out the basic knowledge of

the students to write narrative text. Then, treatment was given to the

students four times by using textless comic as media. In those treatments,

31
the writer used narrative text in some genres and topics. In the first

treatment, the writer gave myth as a genre of narrative with the story’s title

was Nyi Roro Kidul, legend in the second treatment with the story’s title

was Tangkuban Perahu, fairy tale in the third treatment with the story’s

title was “Cinderella” and fable as the last genre that was taught in the last

treatment with the story’s title was “The hare and the tortoise”.

In those treatments, some stages were applied: first, the writer

introduced textless comic as media in teaching and learning, then the

students were given example and demonstration about how to produce

narrative story by using textless comic, so the students were expected to

understand more before applying that media. After that, she and the

students produced a story based on that media. In this stage, the students

were asked whether they want to make any changes before they read the

entire story together. The last, the students were asked to organize their

ideas by writing a narrative text based on textless comic in the small

groups. After applying four treatments, post-test was given to the students

to measure their writing ability to write narrative text.

After pre-test and post-test score were got, the mean and deviation

of difference were counted. Then, the writer calculated those scores using

t-test formula to find out t-test value. The next step was counting the

degree of freedom to find out t-table value. Then, testing hypothesis was

made from t-test and t-table value.

32
Based on the calculation of the data, the mean of difference is 15.71.

Then, the total of deviation of difference is 877.56. Moreover, t-test value is

10.34. Meanwhile, t-table value is 2.09 at significant level 0.05 with the

degree of freedom (df) is 19. In this case, the t-test value is higher than the t-

table value (10.34>2.09). It can be assumed that the alternative hypothesis

(Ha) is accepted and the null hypothesis (Ho) is rejected. In conclusion, the

result shows that the use of textless comic affects students’ ability to write

narrative text. As mentioned by Marble (2012:3) “Textless comic is a book

that consist of many images that are arranged in a way that a story line is

formed, but there are no actual written words. It is within these textless

comic that true creativity and imagination is created”. This theory is

approved in this research. So, the textless comic can be used as an

alternative media in teaching and learning process of writing narrative text.

This media can facilitate students to improve their creativity and

imagination by figuring out the pictures in textless comic.

CHAPTER V

CONCLUSION AND SUGGESTION

33
A. Conclusion

This research was implemented to the tenth grade students of one

of Senior High Schools in Bekasi with the total population 215 students

and the total sample 20 students. After administering pre-test, treatments,

and post-test, it can be concluded that the use of textless comic affects

students’ ability to write narrative text. It is proven by the result of t-test

value which is higher than t-table value. The t-test value is 10.34,

meanwhile the degree of freedom (df) is 19 with the t-table value is 2.09 at

significant level 0.05. It means that the alternative hypothesis (Ha) is

accepted and the null hypothesis (Ho) is rejected. The result of the

research shows that after being given four treatments by using textless

comic in the learning process, the students could be more creative and

could express their idea and feeling better.

The use of textless comic also make the atmosphere in the

classroom more enjoyable and fun, so the students are interested in writing

the story of narrative text. Moreover, this media is quite good to make

them more confident. Besides, thay can have better understanding about

the story. This media can facilitate them to comprehend the content of the

story. Therefore, textless comic can be used as an alternative media in

teaching writing.

B. Suggestion

34
Based on the research finding, there are some suggestions that are

offered to the teacher and the next writer. First, it is suggested for the

teacher to consider the students’ needs and interest before designing the

writing materials. It is important for them to make a variation of the

activities and apply the various media in teaching and learning process of

writing because it can reduce the students’ boredom and monotonous in

the teaching and learning process. Besides, it is suggested for the teacher

to prepare and master the materials well before entering the class.

Moreover, the teacher is suggested to use not too long or too short

story in order to gain the focus of the students from the beginning until the

end of the activities. He or she is also suggested to use textless comic that

is not famous for the students in order to improve their ideas and

imagination. Suggestion is also offered to the next writer, it is better to do

pre-observation before conducting the research in order to analyze the

situation of the students who will be given the treatments. In addition, the

other researchers who are interested in the same field are recommended to

apply other alternative media that can be used in teaching English to make

the process of learning become more interesting and enjoyable.

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35
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37
Pre-test

Name = Date of test:

Class =

Write a narrative text by using your own words consisting of 150 words!

Title :

38
Post-test

Name = Date of test:

Class =

Write a narrative text by using your own words consisting of 150 words!

Title :

39
The Pre-test and Post-test Scores
Gain
The Score of    
(d1)
No Name
Pre Test Post Test (Y-
Xd Xd2
(X) (Y) X)
1 FJ 37.49 62.49 25 9.29 86.21
17.8
2 ZA 42.85 60.71 2.15 4.60
6
30.3
3 E 44.64 75 14.65 214.48
6
4 SM 42.85 55.35 12.5 -3.22 10.34
5 SJSB 48.21 57.14 8.93 -6.79 46.04
16.0
6 KS 39.28 55.35 0.36 0.13
7
7 EK 46.42 51.78 5.36 -10.36 107.23
8 ANF 55.35 62.49 7.14 -8.58 73.53
9 NY 46.42 58.92 12.5 -3.22 10.34
21.4
10 CDK 41.06 62.49 5.72 32.66
3
14.2
11 NOA 41.06 55.35 -1.43 2.03
9
28.5
12 ES 33.92 62.49 12.86 165.25
7
17.8
13 A 39.28 57.14 2.15 4.60
6
14.2
14 IS 37.49 51.78 -1.43 2.03
9
14.2
15 SS 46.42 60.71 -1.43 2.03
9
19.6
16 SNT 42.85 62.49 3.93 15.41
4
10.7
17 MF 41.06 51.78 -5.00 24.95
2
16.0
18 AA 44.64 60.71 0.36 0.13
7
14.2
19 BK 51.78 66.06 -1.44 2.06
8
20 DPS 55.35 62.49 7.14 -8.58 73.53
Total (∑ 314.3 877.56

40
41

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