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THE USE OF COMIC TOWARDS THE STUDENTS’ NOUN
PHRASE UNDERSTANDING AT THE VII GRADE OF SMP
NEGERI 2 KEBONAGUNG, PACITAN
P A P E R
By:
Eko Wurianto, S.Pd.
NIP: 510 205 682
NUPTK: 8250758659200013
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PREFACE
We are now living in the middle of revolution that changes our way of life,
how we communicate, how we think and how to get prosperity. This revolution
will determine the way we and our children work, make a living and enjoy the
whole life. We need, therefore, learning revolution to balance information
revolution in order that everyone can take equal benefits from the great human
being’s potential. English, which is one of the tools of information revolution,
must be learnt by Indonesian students from primary school to university.
Unfortunately, the result so far is not significant yet. One of the reasons why it is
happened so might be the ineffective technique used by the teacher. The facts
support the writer to study the efficacy of comic towards the students’
achievement in English. And he thinks he will work attractively if he entitles his
work: “The use of Comic towards the Students’ Noun Phrase Understanding at
The VII Grade of SMP Negeri 2 Kebonagung, Pacitan”
In this work, we will discuss the influence of comic towards the students‘
achievement in noun phrase. The writer uses “Let’s Talk” for the VII grade as the
main source. The research takes place in the VII grade of SMP Negeri 2
Kebonagung Pacitan, involving 40 students.
To collect the data, the writer uses some literatures and he also accesses
internet. The main data was taken from test that was given to the students.
After doing the research, the writer takes conclusion that if comic is used as
learning media, the students will be totally involved in learning process in this
will influence the successfulness of learning.
The writer hopes that this work will be useful for the English teachers in
developing their teaching method and further will revolutionize their teaching.
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CHAPTER I
INTRODUCTION
A. Background
Since 1971 the revolution of communication cannot be dammed up
anymore. The world has become a place to swap great information. By
communicating, people in all over the world can share their knowledge.
According to UNESCO statistical yearbook (1992) the world prints more than
800.000 title of book every year. It means that information is so needed for the
revolution on anything which is known well. Everyone must adapt themselves
to the changes.
The problem appears when the language used to communicate is
English. The learners must be able to use the language in reading as well as
speaking which need mastery of vocabulary. In Indonesia, these skills
achievement seem hard enough. This is caused by many factors. One of them
is psychological barriers as asserted by Georgi Lozanov (1979) that our lack
self confidence to do something will influence the result. When we swear we
can do something, we really can. Despite when we doubt we cannot do
anything, this negative thinking really works.
When a baby is born, he has equal opportunity to become a genius. It
can be proved when he is two years old. A baby starts to communicate by
speaking, an achievement without reading grammar book, learning at school,
or having examination. And if a baby lives in a family with two different
spoken languages, he will speak those with equal fluency.
But as a baby grows, negative feedbacks continuously attack his self
confidence. We can take class life as the best example. The teacher asks a
question to the students. One of the students holds up his hand and answers it
confidently. The others laugh hearing this answer. The teacher, with a sullen
face, says that it is wrong. This makes him embarrassed. And for many
people, this is start of negative self-image. Amazing achievement a baby ever
had in their early life, fade away.
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When a baby celebrates his first birthday, he learns how to walk.
During the process of learning, we cannot count how many times he falls to
stand and to try once again. His parents are always around him, they inspire
him that he can make it. Once he has done it, they show their happiness by
cheering and clapping their hands. A baby never knows failure. And this
positive mind power, finally, bring them to success, standing still walking.
The student above gets negative feedbacks from his teacher and also
from his friends. He does not believe in himself. And step by step, he does not
want to take the risk. He fears of making mistakes and being a failure.
Jack Canfield (1982) reports his finding that every child receives about
460 negative feedbacks and receives only 75 positive feedbacks everyday. In
fact, when the brain is suffer from stress, nerve capacity to think rationally
never gets the maximum range. And it cannot access High Order Thinking
Skill (HOTS), stops learning process at the moment and in the future (Mac
Lean, 1990)
Negative feedbacks are the first factor that cause failure in learning,
and undermine students’ self esteem. For this worst condition, to purge any
pressure from the learning environment is absolute.
If, then, strong negative emotion during the process of learning is the
enemy of learning, so, the learning process must be in the opposite condition.
Learning must be fun for all learners.
It is the teacher’s job to provide fun atmosphere during the learning
process. Teachers must find the way to make learning fun and push aside any
threat during learning process. One of many kind ways to make fun learning is
by using comic as a media.
The answer for why we choose comic is simple; children, as many
adults too, like comic. Generally, children find comic interesting. So, of
course, if this interesting media is used for learning, it will make the learning
process also interesting. If the students find the learning process interesting,
they will be totally involved in the learning process. This totally involvement
is important to result successful learning.
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The writer uses comic to teach noun phrase to his VII grade students of
SMP Negeri 2 Kebonagung. Although noun phrase is a simple lesson in
English, the writer’s students often fail in implementing it. Comic, hopefully,
will increase the students’ understanding of noun phrase and keep the
students’ long term memory.
B. Problem
The writer formulates the problem of the study as follows:
1. How are the students’ responses to the comic as the learning media?
2. Will the students get truly understanding of noun phrase after learning by
using comic as the media?
C. Objective
The writer wants to know whether:
1. Students have good response to the comic as the learning media.
2. Students get truly understanding of noun phrase after learning by using
comic as the media
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CHAPTER II
LEARNING INNOVATION
A. Review of The Related Literature
a. Comic for Education
Comic book is getting more popular nowadays. Children and also
adults like reading it. Modern comic book was inadvertently born by two
employees at the Eastern Color Printing Company who collected a number of
popular newspaper comic strips and arranged them into a tabloid-sized
magazine (Wright, 2001). Since 1933, the year when the two employees gave
birth to the modern comic, comic has become more and more popular.
Music and film have been commonly used as media in learning
process. But comic has not. Although comic is relished by many people of
different ages, hundreds of people believe that comic is not good for children.
Most comics, indeed, contain bad things that parents are worry if their
children will imitate the bad attitude they find in them.
But actually, comic had been used as learning media. Robert
Thorndike partnered with DC Comics and Harold Downes created a language
arts workbook that starred Superman (Sones, 1944). American educators also
designed comics-supported curriculum. But it did not take long time. People
started believing that comic was responsible to juvenile delinquency. Others
believed that comics impeded reading comprehension, imagination, and
caused eyestrain (Dorrell, Curtis, & Rampal, 1995). Comic was also accused
as an enemy of other reading (Dorrell, Curtis, & Rampal, 1995).
Because of the bad assumption on comic, comic could not be found
anymore in the classroom. This continued until the 1970's. Here are some
educators who brought comic to the classroom again; Richard W. Campbell
integrated comics into a fourth grade reading program (Koenke, 1981); Robert
Schoof found comics useful in the language arts, particularly in teaching
dialect and characterization (Koenke, 1981); In trade journals, educators Kay
Haugaard (1973) and Constance Alongi (1974) recommended using comic
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books with reluctant readers; and Bruce Brocka (1979) enlisted comic books
as a defense against a new enemy to literacy: television.
Several next years, comic got its place in education. Neil Williams
replaced his traditional ESL course books with Calvin and Hobbes comic
books at the American Language Institute of New York University (1995) and
many librarians finding comic books useful in luring teenagers away from
their televisions and video games (Bacon, 2002).
According to Gene Yang (2003) comic has five strengths to use in
education. Those strengths are:
1. Motivating
Hutchinson (1949) found as the result of his experiment that 74% of
teachers surveyed found comics "helpful for motivation" (p. 244), while
79% claimed comics "increased individual participation" (p. 244). One
teacher even complained that comic books made "learning too easy"
(Hutchinson, 1949, p. 244). DC Comics, Thorndike, and Downes also
found that comic could motivate students when they introduced their
Superman language arts workbook to classrooms. They found that the
students had “unusual interest” and it, as written, "presented the annoying
difficulty of causing the youngsters to complete a whole week's task in one
evening" (Sones, 1944, p. 233).
Those experiment results show us that comic is really able to motivate
students during the learning process.
2. Visual
As comic is composed by pictorial and other images, it is a fundamentally
visual medium. And this is Sones’ (1944) experiment which brings him in
a conclusion that comics' visual quality increases learning: Sones divided
four hundred sixth- through ninth-grade students into two groups, balanced
in terms of both school grade and intelligence. To the first group he
presented a story in comics, with both pictures and text; to the second,
only the text. Afterwards, each group was given a test on the content of the
story. One week later, the process was reversed: the first group given the
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text version and the second group the comics. Both groups were tested
again.
In the end, Sones (1944) concluded that "a strong trend in favor of the
picture continuity was indicated by the two sets of results" (p. 238). On the
first test, the first group scored significantly higher than the second group.
On the second test, the second group showed a significantly higher
improvement than the first. Sones inferred from this that children in the
first group had neared saturation after reading the comics, so were unable
to learn much more from the text. Those in the second group did not reach
saturation until after they had reread the material in comics. Sones (1944)
noted that students of "low and middle intelligence levels" (p. 239) were
especially helped by comics' visual quality.
3. Permanent
Using comic as learning media is much different with using film or
animation. Although film and animation are also visual media but they are,
can be said, watched fleeting. Comic, in other hand, is permanent. Plainly,
if students don’t understand a scene of a film or animation, they cannot
repeat the unknown scene. But we can do this if we use comic.
4. Intermediary
Karl Koenke (1981) suggests that comics can lead students towards the
discipline of reading, especially those who don't enjoy reading or have a
fear of failure. Comic can be the first step of enjoying reading. Haugaard
(1973) said that comic is able to transform her reluctant reader son into an
avid fan of Jules Verne and Ray Bradbury.
5. Popular
We can say that our students are steeped in popular culture. Timothy
Morrison, Gregory Bryan, and George Chilcoat (2002) suggest that, by
incorporating popular culture into the curriculum, teachers can bridge the
separation many students feel between their lives in and out of school.
Comic is a part of popular culture. We know that known-well movies like
Spiderman and Batman are produced from the comic. This will succeed
the learning process.
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b. Five Types of Memory
According to the very latest theory, there are five types of memory.
They are:
a. Work: This memory is the shortest memory, not more than a few minutes.
It enables us to save and remember several things in the same time. For
example, we still remember the beginning of the sentence a speaker says
since he stops. Work memory also enables us to do some different things
in the same time. While we were weaving at somebody we were also
speaking to another, for instance.
b. Implicit: Once we learn something like cycling, driving a car or
swimming, it is possible for us not to forget how to do it. It is called
unawareness memory.
c. Remote: This memory is the accumulation of information as long as we
live.
d. Episodic: This memory is the memory of our specific experience. When
important information is emotionally satisfying – a story or a film –
usually it will be remembered better.
e. Semantic: Memory towards word and symbols is a type of memory that
will never lose. Even unspoken words for many years. We will never
forget our traditional games we played when we were children. And we
will always remember the brand of our favorite soft drink.
B. The Process of Learning Innovation
The writer takes two phases in this research. They are; planning phase
and action phase. In planning phase, the writer makes a pre-test, determines
data resource, and carries out pre-test. Except those, the writer also determines
the objective of the research and arranges learning activities using comic
book.
In action phase, the writer uses a model which is asserted by Suharsimi
Arikunto (2007). Arikunto’s model contains four phases. They are plan, act,
observe, and reflect. Those four phases form a cycle.
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In plan phase, the writer composes lesson plan, arranges comic which
will be used as learning media, prepares tools which will be used during the
learning process, and prepares observation form.
In act phase, the writer does the noun phrase learning by using comic
book as the media. The next phase, observe phase, is the time for the writer to
observe the students activity during the learning process by using the
observation form.
In reflect phase the writer discusses the test result, the observation
result, and the interview with the students with other English teachers so the
writer can take a conclusion and make another better action in the future.
The writer can take a cycle or more. A cycle ends if the observation
result shows that the learning process is done well and most students get good
marks.
1. The First Cycle
a. The Act Phase
Noun phrase is a quiet simple lesson in English. But, although so,
many students find it difficult to be implemented. The students usually say
that this lesson is really easy. Most of them say it is too easy. And the writer
has proved what the students say.
Most students understand the concept of noun phrase easily and
quickly. They usually can solve the problem of noun phrase well at the time
they have just received the explanation of the lesson. But after a week or
more, they often forget the concept.
The mistake students usually make is caused by their former
understanding of noun phrase that is used in Indonesian. The concept of noun
phrase in English and Indonesian is indeed different. In English, the form of
noun phrase is that the Adjective is put directly before the Noun.
Contrary to that, Indonesian uses different order. The form of noun
phrase is that the Noun is put before the Adjective. So in Indonesian, people
will immediately say, “Jalan Rusak”, “Anak Pandai”, or “Baju Baru”. The
words “Jalan”, “Anak”, and “Baju” are the noun. While “Rusak”, “Pandai”
and “Baru” are adjectives which describe the noun.
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Students commonly hear and use the Indonesian concept of noun
phrase. So no wonder if then the students use the Indonesian concept of noun
phrase although they actually say in much different language.
Starting from this assumption, the writer believes that there must be a
way that will make the students have real understanding and are able to
implement the noun phrase concept whenever they are asked to do.
The writer chooses comic to make it happen. I know that the students
like cartoon films and they also like comic. The writer often finds many
students visit the school library during the break time and spend the time by
reading story books. From some interviews with them, the writer knows that
they actually prefer comic than story book. But they only cannot find comic
book in the school library. So, they read those story books, although they say
that they finally find the story book interesting. At home, they still spend their
time by reading comic book.
The students usually read Manga, the Japanese comics which have
been translated into Indonesian. Of course the translated manga cannot be
used to learn English. That is why the writer chooses Tin – Tin comic, the
English version to fill this purpose. For this research, the writer uses Tin – Tin
comic which is titled “Tin – Tin in America”.
The writer chooses Tin – Tin comic because the dialogue of any pages
in it is relatively easy to understand. It is different with “Spiderman” comic
strip on KOMPAS newspaper. This comic’s dialogue is full of slang words.
The slang words need slang dictionary to understand. Of course this will
consume much more time.
The writer divides the students into eight groups which each group
consists of five students. Then, the writer explains the concept of noun phrase
to them including the difference English noun phrase and Indonesian noun
phrase. The writer also gives some examples of noun phrase in both two
languages and shows the students the different. The writer needs fifteen
minutes to explain the concept and stops explaining after asking the students
whether they understand the concept or not.
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Next, the writer gives the students some pages of Tin – Tin comic to
each group and asks them to read the pages. After five minutes reading, the
writer asks them whether the pages contain noun phrase or not. Most of them
say that they do not find some noun phrases in the pages. The writer only has
one student who says that there is noun phrase in the pages.
Picture 1: Sample of Tin – Tin comic’s
page which contains noun phrase
The writer, then, asks the students whether they understand the story,
without opening the dictionary, or not. They all say that they do not
understand the story. They just read the dialogue and guess the story by
looking at the picture. This answer shows that of course the students cannot
find the noun phrase on the pages because actually they do not know the
meaning of each word in the dialogue.
The writer thinks that perhaps the students will find the noun phrase if
they are only given the dialogue which contains the noun phrase not whole
page which contains some dialogue which perhaps will make them confused.
So the dialogues which contain noun phrase are cut from the whole
page and are given to the groups. The writer tells the students that noun phrase
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can be found on those dialogue cut. At this moment, the students are still not
allowed to open their dictionary.
The writer asks the first group whether they have found the noun
phrase or not. The group says that they find one noun phrase in the dialogue. It
is “Fresh air”. The writer asks about another noun phrase they perhaps find
from it. They say no for this question.
Picture 2. The dialogue cut for the first group.
The writer thinks that the group can find “Fresh air” as noun phrase
because the words are already familiar to them. This assumption proven
because there is another noun phrase in the dialogue, “Rush hour”, but they do
not mention it as noun phrase. When the writer asks about “Rush hour”, they
say that they know the meaning of hour but they cannot determine what
“Rush” is.
Then the writer goes to the second group. As the first group, the writer
also asks a question to them about whether they find the noun phrase in the
dialogue cut.
The second group recognizes two noun phrases on the dialogue cut.
They are “Little kid” and “Good job”. The writer says that actually they can
find more on that cut. The group tries to search the rests, but they cannot
figure out.
From the second group, the writer concludes that they have the same
problem as the first group faces. “Famous reporter” and “Big ideas” are the
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rests. But perhaps they do not know the meaning of “Reporter”, “Famous” and
“Ideas” because “Big” is so familiar to them.
Picture 3. The dialogue cut for the second group.
The third group is also asked about the dialogue cut that is given to
them. All of the group’s members altogether say “Red Sedan”. And indeed the
cut given to them just contains one noun phrase. So we can say that the third
group has done their job very well.
The writer praises them and then asks how they can confidently say
that the answer is “Red Sedan”. One of them says that it is easy. “Red” is a
very familiar word for all of them. This word of color has been known well by
them since primary school. They do not need to open dictionary to know the
meaning of this word anymore. And the “Sedan”, a student says joke that they
do not need school to know the meaning of it because Javanese usually calls
rice that is wrapped with banana leaf as “Sedan ijo” or “Green Sedan”.
Picture 4. The dialogue cut for the third group.
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This dialogue cut is given to the fourth group:
Picture 5. The dialogue cut for the fourth group
All of the group’s member cannot figure out the noun phrase in the
dialogue cut. They say that perhaps the writer give the wrong dialogue cut to
them. They fail to determine “Great Manitou” as the noun phrase. This can be
caused by two things. First, the members of the group do not know the
meaning of “great” so they loose the noun phrase. Or, they do not know the
meaning of “Manitou” since it is an Indian word.
The writer leaves the fourth group and goes to the last group. This
group has a picture of a police who is making a call. The police say many
words in his phone-calling.
The students say that they find no noun phrase in the picture. The
writer just says that they will find the noun phrase and asks the students to
once again try to find the noun phrase. After some minutes, they give up.
“Favorite newshounds”, “Gang-land king”, “Special delivery”, and
“immediate release” are missed from their eyes. When the writer asks about
the meaning of “Favorite” and “Special”, they admit that they know those
words but they really do not know that the words, combined with the words
after them, are noun phrase.
Although the size of the dialogue cut is small, a lot of words which are
the police say may be serious threat for their concentration. The students may
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look at the picture carefully but some words a police says may confuse their
minds.
Picture 6. The dialogue cut for the fifth group
This act phase needs 60 minutes. The last twenty minutes are used to
have an exercise to test students understanding of noun phrase. There are ten
questions which ask the students to write the noun phrase of the pictures that
lay on the left side of the paper.
b. The Observe Phase
The observation result of the writer during the act phase as follows:
1. The students cannot find the noun phrase on a whole page of Tin Tin
comic because of so many dialogues on the page that will perhaps
make the students confused.
2. Some of the students can find the noun phrase after the writer cuts the
pages into some pieces
3. The students cannot find the noun phrase because they do not know the
meaning of each word on the dialogue cut.
4. The students can find the noun phrase easily if the words that form it
are familiar to them.
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5. If the noun phrase is combined from an adjective and a strange word,
students cannot find the noun phrase.
To complete the observation, the writer ( W ) interviews a student
called D.A. Here are the results of the dialogue:
W : “Do you like today’s English Lesson?
D.A. : “Yes, sir, I like it very much.
W : “Why do you like it?”
D.A : “Because today’s lesson is different with usual lesson”
W : “What do you mean?”
D.A : “Today, we use comic during the learning”
W : “Can you find the noun phrase easily?”
DA : “No, sir, my group cannot find the noun phrase even one.”
W : “Why can’t you?”
DA : “Because we do not know the meaning of each word”
W : “Well, you may go now. Thanks for this interview”
DA : “You’re welcome”
And this is another interview with YD.
W. : “Do you like today’s English Lesson?
Y.D. : “Yes, sir, I like it very much.
W. : “Why do you like it?”
Y.D. : “Because we use comic today.”
W. : “Can you find the noun phrase on your dialogue cut?”
Y.D. : “Yes!, it is easy”
W : “How do you find it easy?”
YD : “Because the words are simple”
W : “OK, thank you”
YD : “Anytime, sir”
c. The Reflect Phase
By discussing with other English teacher the writer knows that the Tin
Tin comic, Tin Tin in America, is too difficult for the students. Students
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actually understand the concept of noun phrase but they cannot point out it on
the page that is given to them. The adjectives and the nouns printed in the
pages of Tin Tin comic are not familiar yet to the students.
By interviewing some students, the writer knows that actually the
students enjoy learning by using comic as the media. Most of the students like
cartoon, most of them like Manga (The Japanese Comic). Using comic as a
learning media motivates them that it may make the learning successful.
Starting from those conditions above, the writer formulates these for
the next cycle:
1. Teacher should not use a difficult words comic for the students’ learning
although it is interesting.
2. The students like comic book as their learning media. It motivates them to
study better.
3. Teacher should be more creative to draw interesting but simple comic for
the students’ learning.
4. To make the learning more effective, the writer still uses Tin Tin character
to envoy the noun phrase concept in the next cycle.
1. The Second Cycle
a. The Act Phase
Once again the writer asks the students to gather in groups. And he
also reminds the students about the lesson – noun phrase. He tells the students
that they will still learn about noun phrase by using Tin Tin comic as the
media.
But different from the first cycle, at this cycle the writer does not use
the original comic of Tin Tin. He still uses Tin Tin character but he writes the
call out with his own words that are taken from the “Let’s Talk” English book
for the VII grade.
The pictures are given to the groups and the writer lets the students
discuss the pictures for a moment. The students are still not allowed to open
their dictionary. They are only permitted to discuss the picture with their
friends. And here is the picture for the first group:
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Picture 7. The comic cut for the first group
When the writer asks the students whether they find noun phrase on
the comic cut, surprisingly, they can mention all the noun phrases on the
picture.
And now, the writer gives this picture to the second group.
Picture 8. The comic cut for the second group
And they correctly say that they find “Beautiful Garden” as noun
phrase. And next, the writer gives pictures to the rest groups. Just like the
former two groups, the pictures for the rests are also simple and once again the
writer correctly guesses that they will succeed in mentioning the noun phrase.
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The last three groups also do the same. They find the noun phrase
easily. Some say too easy. Here are the comic cuts for the third, fourth and
fifth group:
Picture 9. Comic cuts for the third, fourth and the fifth group
Students find their confident. They find English as an easy language to
study. The writer says to them that indeed, English is easy. Then, he says to
the students that he will give them more challenge. The students greet the
challenge enthusiastically.
The writer goes around from one group to other sharing pictures of Tin
Tin he gave them before. But these pictures are different with the former.
They come with empty call outs. The writer asks the students to fill the call
outs with their own noun phrases. They can write any noun phrases as long as
they are related to the picture in their hands. This time they are allowed to
open their dictionary.
The students are really motivated. The writer knows this from their
faces and manners. This is a pretty good condition for learning and the writer
is sure that they will fill the empty call outs with their best answers. Here are
their noun phrases written on the pictures’ call outs:
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- White dog
- Fast dog
- Thin boy
- Orange hair
- Brown trousers
- Yellow shirt
- Long coat
- Green tree
- Black man
- Curly hair
- White dog
- Tired boy
- Dead man
- White dog
- White socks
- Dirty place
- Yellow shirt
- Green paper
- White dog
- Handsome boy
- Fast boy
- Red cheeks
- Long shirt
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- Good photo
- Sharp nose
- Interesting news
- Long beard
The writer’s guess is right. The students can write their own noun
phrases based on the picture.
b. The Observe Phase
Here are the writer’s observations on the second cycle:
1. The students are able to figure out the noun phrase on the picture
easily.
2. The students can find the noun phrase because the words that form
noun phrase are familiar to them.
3. The students determine the noun phrase easily because the pictures
given to them are simple and are not arranged as a whole story.
4. Giving a simple and easy example of noun phrase at the first time of
studying can help growing the students’ self confidence.
5. The students are able to make some noun phrases from the picture
given.
6. The students are all involved in the learning process; this will improve
the successfulness of learning.
Then, the writer ( W ) makes an interview with a student called PC. Here
is the interview:
W : “Good morning”
PC : “Good morning, sir”
W : “Is the learning method helps you to understand the noun phrase
concept?”
PC : “Yes, I can understand the concept easy and fast.”
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W : “According to you, what makes you understand it easily?”
PC : “The colorful picture helps me to memorize the concept better”
W : “Which do you prefer, a full pages of comic or a comic cut to learn
noun phrase?”
PC : “I prefer full comic but indeed it is easier to study with the comic cut”
W : “Okay, thank you for this interview”
PC : “You’re welcome”
Now, the writer is with another student called RM. This is the interview:
W : “Hi”
RM : “Hi”
W : “How do you find the learning process today?”
RM : “I enjoyed it”
W : “What about the comic?”
RM : “The comic is great. But it makes the lesson too easy. It doesn’t
challenge me.”
W : “So what do you want?”
RM : “Anything but challenging”
W : “Okay, thank you”
RM : “You’re welcome”
c. The Reflect Phase
The writer knows that comic will be an effective media to learn
English. But the comic that will be used for this purpose must be selected.
Not any kinds of comic may be used. Only those with simple dialogues are
allowed.
Except, for the first learners, it is better to use a piece of whole
story. Using all pages will only make the students confused and the target
of the learning will not be achieved.
For the best result, it is recommended to change the dialogue of the
comic with the familiar words for the students. Comic’s words are often
strange for most students. Although the students understand the concept of
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noun phrase, it is not a guarantee that they will be able to identify the noun
phrase.
C. The Process of Evaluation
At the last cycle, the students are totally involved in the learning
process. They are also more motivated. They find the learning more enjoyable
and, for most students, it is challenging.
At the end of the learning, the writer gives the students last written
test. The 25 numbers of multiple choice questions must be finished in thirty
minutes.
The result of the test, there are 67,5 % of the students get mark more
than 65 and the average is 71,3. Indeed it is not the best result, but it is good
enough.
D. Result of The Learning Innovation
The process of the learning in this research done in three phases; the
beginning, the core and the last. At the beginning, the writer asks the students
to gather in groups. The purpose of making group is that the students will be
able to discuss the lesson. By making groups, the students who are clever will
help the students who are less clever.
Next, the students are asked to read a page of comic and they are also
asked to find the noun phrase on the page. On this stage, they are motivated to
discuss the problem and find the way out of it.
The students, then, are asked to write some noun phrases based on the
pictures that are given to them. Involving the students during the learning
process will make them happy and satisfied.
The first written test shows that there are 37 % of the students get mark
more than 65. The second test shows that there are 67,5 % of the students get
mark more than 65. It shows that the second test is better than the first one.
This is happened because at the first cycle, the students are less motivated and
less involved. At the second cycle, the students are more involved. And this is
good for the learning.
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CHAPTER III
CONCLUSION AND SUGGESTION
A. Conclusion
Comic is proofed can be an effective media to learn English. For the
best result, it is better to change the dialogue on the pages of the comic into
the dialogue of our own because often, students cannot find the meaning.
The best result of the learning process will be achieved if the students
are familiarized with words that all of them know the meaning. By doing so,
the students are more motivated.
B. Suggestion
It is suggested to English teacher to use comic when they are going to
explain noun phrase or any English lesson. But, the teacher must really choose
the best comic to be used as the learning media.
Teacher should not use the whole comic as the media. Teachers are
only allowed to use a piece of a page of the comic. Using all pages will only
make the students more confused.
It is suggested to English teacher to make their own comic, although
they still use the famous comic character. By making the comic ourselves, we
can choose the best words for our students.
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BIBLIOGRAPHY
Alongi, C. (1974). Response to Kay Haugaard: Comic books revisited. Reading
Teacher, 27, 801-803. (online).
(http://books.google.co.id/bkshp?client=firefoxa&rls=org.mozilla:id:
official&hl=id&tab=wp, accessed at Nopember 8th 2008)
Dryden, Gordon & Vos Jeannette.1999. Revolusi Cara Belajar: Belajar akan
Efektif Kalau Anda dalam Keadaan “Fun” Bagian I dan II (2nd Ed)
Translated by Word ++ Translation Service.2001. Bandung: Kaifa
Haugaard, K. 1973. Comic books: Conduits to culture? Reading Teacher, 27, 54-
55. (online).
(http://books.google.co.id/bkshp?client=firefoxa&rls=org.mozilla:id:
official&hl=id&tab=wp, accessed at Nopember 7th 2008)
Koenke, K. 1981. The careful use of comic books. Reading Teacher, 34, 592-595.
(online).
(http://books.google.co.id/bkshp?client=firefoxa&rls=org.mozilla:id:
official&hl=id&tab=wp, accessed at Nopember 7th 2008)
Larsen-freeman, Diane. 1986. Techniques and Principles in Language Teaching.
Hongkong: Oxford University Press
Wright, B. 2001. Comic book nation: The transformation of iouth Culture in
America. Baltimore, MD: Johns Hopkins University Press. (online)
(http://books.google.co.id/bkshp?client=firefoxa&rls=org.mozilla:id:
official&hl=id&tab=wp, accessed at Nopember 5th 2008)
Yang, Gene. 2003. Comic in Education. (online)
(http://books.google.co.id/bkshp?client=firefoxa&rls=org.mozilla:id:
official&hl=id&tab=wp, accessed at Nopember 5th 2008)
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APPENDICES
Photos of the Learning Process
The writer explaining the concept of noun phrase
The students discussing the comic
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The students trying to find the noun phrase dialogue
A student presenting the noun phrase she finds
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A student presenting the noun phrase he finds
The students discussing the comic page
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The students having the test
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RENCANA PELAKSANAAN PEMBELAJARAN
SMP : SMP Negeri 2 Kebonagung
Pacitan
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : VII / II (dua)
Standar Kompetensi : 10. Berbicara
Mengungkapkan makna dalam teks lisan fungsional
dan monolog pendek sangat sederhana berbentuk
descriptive untuk berinteraksi dengan lingkungan
terdekat.
Kompetensi Dasar : 10.2. Mengungkapkan makna dalam monolog pendek
sangat sederhana dengan menggunakan ragam bahasa
lisan secara akurat, lancar dan berterima untuk
berinteraksi dengan lingkungan terdekat dalam teks
berbentuk descriptive.
Indikator : Menjelaskan benda dan tempat menggunakan bahasa
Inggris
Jenis Teks : Deskriptif
Aspek/skill : Berbicara
Alokasi waktu : 4 x 40 menit
1. Tujuan Pembelajaran
Pada akhir pembelajaran siswa dapat:
Menjelaskan benda dan tempat dengan bahasa Inggris
Me
2. Materi Pembelajaran
Rumus dari noun phrase: Adjective + Noun
Kata sifat seperti: beautiful, big, clever, large, nice, old, perfect, small,
wide, young
Kata benda seperti: garden, house, student, yard, cat, building, place,
village, room, boy
3. Metode Pembelajaran/Teknik: Three – phase - technique
4. Langkah-langkah kegiatan
Pertemuan ke 1 ( 2 x 40’ )
a. Kegiatan Pendahuluan
Greeting, call the roll
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Memotivasi siswa dalam berbagai hal belajar bahasa Inggris.
Menanyakan siswa tentang ciri – ciri sesuatu
b. Kegiatan Inti
Guru menjelaskan tentang pola noun phrase
Mencari dan menunjukkan noun phrase dalam halaman komik secara
berkelompok
Mendiskusikan noun phrase yang ada dalam halaman komik
Sharing hasil diskusi antar kelompok.
c. Kegiatan Penutup
Menanyakan kesulitan siswa selama PBM
Menyimpulkan materi pembelajaran
Pertemuan ke 2 ( 2 x 40’ )
a. Kegiatan Pendahuluan
Greeting, call the roll
b. Kegiatan Inti
Mengenali noun phrase dalam halaman komik sederhana
Menuliskan noun phrase berdasarkan gambar yang ada dalam halaman
komik
c. Kegiatan Penutup
Menanyakan kesulitan siswa selama PBM
Menyimpulkan materi pembelajaran
5. Sumber Belajar
a. Buku teks Let’s Talk Grade VII
b. Student’s work sheet
c. Komik Tin Tin “ Tin Tin in America”
6. Penilaian
a. Teknik : Tes tulis dan lisan
a. Bentuk : Melengkapi kalimat dengan noun phrase yang ada dalam
pilihan ganda
b. Instrumen : Lembar pengamatan
Contoh:
1) Choose the best answer for the blanks below.
2) Describe the things around you.
d. Pedoman Penilaian
x 100
skor maksimal
skor perolehan
Nilai =
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33
c. Rubrik Penilaian:
No. Uraian Skor
1.
2.
Menjawab dengan benar
Menjawab salah/ Tidak menjawab
4
0
Mengetahui :
Kepala UPT SMP Negeri 2 Kebonagung
Drs. KHAMIM
Pembina Tk. I
NIP. 131 638 265
Pacitan, 3 Nopember 2008
Guru Mata Pelajaran
EKO WURIANTO, S.Pd.
NIP. 510 205 682
Eko Wurianto, Blog: http://guruindo.blogspot.com
34
BIODATA PEMAKALAH
1. Nama lengkap dan gelar Eko Wurianto, S.Pd.
2. Jenis Kelamin Laki – laki
3. NIP 510 205 682
4. NUPTK 8250758659200013
5. Pangkat / Golongan Penata Muda / III/a
6. Pekerjaan / Jabatan Guru Bidang Studi Bahasa Inggris
7. Instansi UPT SMP Negeri 2 Kebonagung
8. Bidang Keahlian -
9. Alamat dan Telp. Kantor
Jl. Pacitan – Lorok KM 15.
Ketrowonojoyo, Pacitan, Telp. (0357)
481034
10. Alamat dan Telp. Rumah/HP
Jl. K.A. Petung No 51 B Sirnoboyo
Pacitan. Telp.(0357)881672. Handphone:
081335291008
11. Pengalaman penelitian dan
karya lainnya dalam 3 tahun
terakhir yang relevan dengan
bidangnya
- Budaya Konsumtif Siswa dan Televisi
Kita ( dimuat dalam majalah MEDIA.
2007)
- LBB dan Perannya ( dimuat dalam
majalah MEDIA. 2007)
- Yang Terpenting Proses, Bukan Hasil (
dimuat dalam majalah MEDIA. 2007)
- Kyoiku Mama (Bercermin pada Ibu
Pendidikan di Jepang) ( dimuat dalam
majalah MEDIA. 2007)
- Take No Notice of Mistake, Just Write.
( dimuat dalam majalah MEDIA. 2007)
- Pendidikan yang Jalan di Tempat (
dimuat dalam majalah MEDIA. 2007)
- Students with Multiple Intelegences (
Eko Wurianto, Blog: http://guruindo.blogspot.com
35
dimuat dalam majalah MEDIA. 2007)
- Yang Harus Anda Ketahui Sebelum
Memilih SBI ( dimuat dalam majalah
MEDIA. 2008)
- Trampil Menulis dengan NgeBlog (
dimuat dalam majalah MEDIA. 2008)
Pacitan, 15 Nopember 2008
Yang membuat pernyataan
Eko Wurianto, S.Pd.
NIP. 510 205 682