Professional Documents
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Using Comic Strip Stories To Improve Stu
Using Comic Strip Stories To Improve Stu
A PROPOSAL
WRITTEN BY:
VISKA ANGGRIANI
1010302023
ENGLISH DEPARTMENT
2013
CHAPTER I
INTRODUCTION
A. Theoretical Background
1) Speaking
a. The definition of Speaking
As a productive skill, speaking has a very important role in the oral communication
activities. Speaking is definitely the main way people communicate. They use it to
express their feelings and ideas and also to convey their message to each other. Speaking
is an interactive process of constructing meaning that involves producing and receiving
and processing information (Brown, 1994:98)
Brumfit and Johnson (1997:76) also stated that “speaking is not only the oral
production of written language, but invades the mastery of a wide range of sub skills is
added to constitute the overall, competence in the spoken language.”
Regarding to the above statement, the writer tries to conclude that speaking is an
important component in language because speaking is primarily speech. Unlike reading,
writing, and listening activities, speaking requires some degree of real time exposure to
an audience. English speaking ability is an ability or skill that the learners have to
communicate, to convey meaning, and to have a meaningful conversation in English.
b. Components of Speaking
According to Pye (1998:1) there are some components of the micro-skills involved in
speaking. The speaker has to have:
1. Pronunciation ability to pronounce the distinctive sounds of a language clearly
enough, so that people can distinguish them. This includes making tonal distinction.
2. Stress and rhythmic patterns, and intonation patterns of the language clearly enough,
so that people can understand what is she/he said.
3. The correct forms of words. This may mean, for example, changes in the tense, case,
or gender.
4. The ability to put words together in correct word order.
5. The ability to use the vocabulary appropriately.
6. The ability to use the register or language variety that is appropriate to the situation
and the relationship to the conversation partner.
7. The ability to make clear to the listener the main sentence constituents, such as
subject, verb, object, by whatever means the language uses.
8. The ability to make the main ideas stand out from supporting ideas or information.
9. The ability to make the discourse hang together, so that people can follow what you
are saying.
Sari Luoma (2004:1) there are some components of speaking, they are the
pronunciation (both segmental and supra segmental) element, spoken grammar, spoken
vocabulary, and even sociolinguistic applications of speech all fall into the construct of
speaking but largely require discrete test designs and measures.
1. Before the speaking class started, the teacher makes brain storming to the
student.
2. The teacher shows the students some of comic strips stories. It is aim to make the
students more interesting.
3. The teacher asks to the students about their knowledge before on comic strips
stories.
4. The teacher must tell the main purpose of teaching speaking, the basic
competence must be mastered by students, and the minimum score must be
achieved after the activity, and then provides some interesting materials.
5. The teacher asks to the students to work in pair.
6. The students choose the friend to work in pair.
7. The teacher shares the materials to the students.
8. The teacher asks to the students to provide the drawing paper, color pencils, glue,
and cutters.
9. After read the material and understand they are assigned to draw the picture
without the text and based on the material they have read.
10. After finish draws the pictures, they put on the board and then they present their
work in front of the class.
11. The other may give any responses such as comments, questions, and critics.
12. After there is no response from other pairs, the teacher gives any critics or
suggestion to make better at the future.
13. After the pair has finished their presentation, they continue the other pair until all
the members of the class has turn.
14. To give the students motivation. The best from each class will be contested with
the other ones.
C. Research Hypothesis
The researcher determines the hypothesis as follow:
1. Comic Strip Stories can improve students’ speaking skill of the tenth grade
students Of SMA 2 Grabag In The academic year of 2013/2014
2. The improvement of the speaking skill of the students who are taught using
Comic Strip Stories is great.
CHAPTER III
RESEARCH METHODOLOGY
A. Type of Research
The type of this research is classroom action research. The writer carried out this
research to know whether using information gap technique has positive influence on
students’ speaking skill.
The research was divided into two cycles, Cycle I and Cycle II. Each cycle consisted
of two times 90 minutes. First, the writer held speaking test in Pre-cycle test to know
students’ basic speaking skill. Then, the writer gave treatment using comic strip stories
in cycle I. it was continued to cycle II because the result of speaking test in cycle I had
not fulfilled the minimum requirement standard that is 70. Cycle I and II consist of four
phases: planning, action, observation, and reflection.
a. Planning
In planning stage, the writer does some preparation, they are:
1) Making the schedule of the research.
2) Preparing the materials.
3) Making lesson plan.
4) Making a pre-cycle test.
5) Making observation sheet.
6) Making a post-test in Cycle I.
b. Acting
In this stage, the researcher gave explanation about what comic strip stories media.
This action was done to know the improvement of student’s English speaking skill.
Students were asked to do the learning process using comic strip stories. The procedures
of this action are as follows:
1) Pre-activity
a. Greeting
b. Motivating the students by giving questions about the topic.
2) Main-activity
The planning which had been made was applied in this phase. The researcher used
comic strip stories in teaching speaking to know students’ English speaking skill
improvement. The steps were as follows;
a. Before the speaking class started, the researcher makes brain storming to the
student.
b. The researcher shows the students some of comic strips stories. It is aim to make the
students more interesting.
c. The researcher asks to the students to work in pair.
d. The researcher shares the materials to the students.
e. The researcher asks to the students to provide the drawing paper, color pencils, glue,
and cutters.
f. After read the material and understand they are assigned to draw the picture without
the text and based on the material they have read.
g. After finish draws the pictures, they put on the board and then they present their
work in front of the class orally.
h. Observing students’ activities and asking them if they have difficulties.
The steps in this main activity were appropriate with the planning. However, the
time limitation made students unable to practice optimally, so that would be continued in
Cycle II.
3) Post-activity
This phase was done to evaluate the practice of comic strip stories. The researcher
gave correction and suggestion to the students in order to make them better in expressing
some ideas by comic strip stories using English.
a. Analyzing the comic strips stories media.
b. Correcting students’ mistake.
c. Giving conclusion and suggestion about this topic.
c. Observing
The observation was done in the process of teaching and learning by using comic
strips stories media. Through observation sheets, the writer perceived students’ behavior
during learning process. The researcher also observed students’ discussion sheets to
know the result. As a result, most of students had good attitude in expressing their ideas
by using comic strips stories. However, they still made some mistakes on pronunciation,
diction and questions.
d. Reflecting
At this phase, the writer analyzed the result of the documents and post-test. The
results of these analyses were used to know whether the comic strips stories was
successful in improving students’ English speaking skill and could motivate them in
learning English. In fact, the comic strips stories media was effective in improving the
students’ English speaking skill and increasing their motivation. However, the average
scores of students’ post-test in Cycle I had not fulfilled the minimum requirement
standard. Hence, the researcher gave the students different picture of comic by the
teacher, and they had to try give any response at home before the next meeting.
2. Cycle II
Based on reflecting in Cycle I, the writer decided to continue the treatment in Cycle
II in order to improve students’ English speaking skill and make the average scores of
students’ speaking test fulfilled the minimum requirement standard. Cycle II consisted
of four stages. They were explained as follows;
a. Planning
In this stage, the researcher did activities which were different with planning in Cycle I.
the difference was in lesson plan. In Cycle II, the researcher had given picture of comic
in order to make the students had more preparation. The planning was as follows;
1) Making the schedule of the research.
2) Making lesson plan.
3) Making observation sheet.
4) Making the student’s worksheet.
5) Making a post-test in Cycle I.
b. Acting
In this stage, the researcher recalled the material using comic strips stories media.
The procedures of this action are as follow:
1) Pre-activity
c. Greeting
d. Motivating the students by giving questions about the topic.
2) Main-activity
There was a difference between main-activity in Cycle I and II. The students had to
change partner in every ten minutes. In cycle I the students had same partner.
a. Giving worksheet to the students.
b. Asking them to do this activity with her partner.
c. Observing students’ activities and asking them if they have difficulties.
3) Post-activity
In this stage, the researcher gave correction and suggestion about the way they
expressing their ideas. The procedures were as follows;
a. Analyzing the activity.
b. Correcting students’ worksheet.
c. Giving conclusion and suggestion about this topic.
In the end of this activity, students made improvement in some aspects such as in
fluency and comprehension.
c. Observing
The researcher observed the activities of the students in learning activity. Through
observation sheet, the researcher perceived students’ behavior during the learning
process. The researcher also observed the work sheet to know the results. By observing
them, the researcher found that most students showed good attitude when they share
information using comic strips stories media.
d. Reflecting
At this phase, the researcher analyzed the result of students’ worksheet, document, and
post-test in Cycle II. The results of these analyses were used to know whether the comic
strips stories media was successful in improving students’ English speaking skill and
could motivate them in learning English. In fact, the results of students’ post-test in
Cycle II had fulfilled the minimum requirement standard that was 70.
2. Documentation
Documentation is the technique which is used to collect the data and information
about the students, such as, the list of names and their score. It is used to get data of
speaking skill scores from the results of the pre-cycle test. The purpose of using scores
from documentation was to know early condition of the students.
3. Test
to obtain data about student’s English speaking skill, the researcher made an appropriate
speaking test. To evaluate the speaking test, the writer used an assessment scale on
Senior High School Based Curriculum 2006 (KTSP SMA 2006); they are pronunciation,
grammar, vocabulary, comprehension, and fluency. The rating are:
Pronunciation
RATING CONDITION
5 Students have a few traces of foreign accent.
4 Students are intelligible, though one is conscious of a
definite accent.
3 Pronunciation problems necessity focus on listening and
occasionally lead to misunderstanding.
2 Students are hard to be understood because of pronunciation
problem.
1 Pronunciation problems are serve and make the speech
unintelligible.
Vocabulary
RATING CONDITION
5 Students use vocabulary and idioms as a native like.
4 Students sometimes use in appropriate terms and/or have to
rephrase ideas because of lexical inadequate.
3 Students frequently use inappropriate terms because of
inadequate vocabulary.
2 Students misuse words and make difficult to comprehend.
1 Students have limited vocabulary and make the speech
unintelligible.
Grammar
RATING CONDITION
5 Students make a few noticeable errors of grammar or word
order.
4 Students occasionally make grammatical and word order
errors which do not obscure the meaning.
3 Students make grammatical and word order errors which
occasionally obscure the meaning.
2 Error of grammar and word order make difficult to
understand.
1 Grammatical and word order errors are severe and make the
speech unintelligible.
Comprehension
RATING CONDITION
5 Students appear to understand everything without any
difficulty.
4 Students understand nearly everything at normal speech.
3 Students understand most of what is said at slower than
normal aped with repetition.
2 Students understand what is said which slowly spoken with
frequent repetitions.
1 Students can not understand even simple English
conversation.
Fluency
RATING CONDITION
5 Students speak fluently and effortlessly as native speakers.
4 Students speak speedily but it seems to be slightly affected
by language problems.
3 Students speak speedily and fluently but still strongly
affected by language problem.
2 Students speak haltingly because of language usage
limitation.
1 Students speak haltingly and fragmentarily in running
conversation.
After collecting the test scores, the researcher calculated and analyzed the
average score of pronunciation, grammar, vocabulary, comprehension, and fluency using
following Analytic Rating Score.
Analytic Rating Score
Technique of analyzing data which were used were quantitative and qualitative.
1. Quantitative Data
After collecting the data, the quantitative data analyzes were done with
summarizing obtained students’ score, calculating class term scores and calculating
percentages. To calculate the percentage of scores, the researcher used formula as
follow:
CF
CP = X 100%
NR
Explanation:
CP = Class percentage
CF = Class Frequency
NR = Number of Respondents
The data analyzed descriptively, that is by comparing score test between cycles.
Analysis is done at students’ test score before using comic strips stories media with
students’ test score after using comic strips stories. Then the data which in the form of
score test between the cycles compared to be finite result.
2. Qualitative Data
After collecting the qualitative data by observation, the result of data analysis was
used to know the changing of students’ behavior such as their activeness, motivation,
and confidence in learning process in Cycle I and Cycle II. Furthermore, after collecting
data by observation, the researcher continued to documentation. It was used to get data
of speaking mastery scores from the result of pre-cycle test. The purpose of using scores
from documentation was to know early co0ndition of students.
F. Performance Indicator
1. The students who are active in the teaching learning process when the teacher
uses comic strip stories in teaching speaking is 75%.
2. The students who gets score more than 75 in speaking test reached 75%.