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CHAPTER I INTRODUCTION 1.1 Basic Consideration Wilson (2007: 1) states, “Reading is the foundation for all learning”. Students always feel bored when they asked to read book from the school and they felt that reading as a negative experience at the school. It means that their ability to succeed in school is compromised. It become teacher’s obligation to make teaching learning process more effective by find what can make students to be motivated in reading. They need to find some media to make st
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CHAPTER I
INTRODUCTION
1.1 Basic Consideration
Wilson (2007: 1) states, “Reading is the foundation for all learning”.
Students always feel bored when they asked to read book from the school and
they felt that reading as a negative experience at the school. It means that their
ability to succeed in school is compromised. It become teacher’s obligation to
make teaching learning process more effective by find what can make students to
be motivated in reading. They need to find some media to make students feel
interest to read especially in the process of teaching learning. The goal is to enjoy
reading and motivate them to read more and more. It can be by using all forms of
literature including the genre of comic literature: comic books.
Comic is widely known by the society as the “story with picture”. Based
on Scott McCould (in Grant: 2003), comic are pictures and signs or symbols that
is close-set in order to give the information or to attain aesthetic reaction from the
reader. In Ensiklopedi Nasional Indonesia (1990), comic is defined as a story with
picture as the combination of art and literature. Comic form is pictures in boxes
and all becoming a sequence of the story. There is aphorism said that “A Picture
means A Thousand Words”, means that comic has the induction meaning as the
media to extend the information that collaborate between words and picture.
For most people, reading comic is fun. Children and adults read it in
leeway. Like a food, comic come as a snack to flirt people. As language picture,
comic always make Semitists and linguists feel interest to examine it. There are
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some people have expressed what they are thinking about comic in books such as
Scott McCloud in ‘Understanding Comic: the Invisible Art’; Maurice Horn in
‘World Encyclopedia of Comics’; Frederik L. Schodt in ‘Manga!Manga!The
World of Japanese Comic’; Thomas M. Inge in ‘Comic as Culture’ and there are
lots.
There are periodical changing the influence of comic in Indonesia by
another country. In 1930, the first publisher of Comic in Indonesia was by mass
media. In that period, there are two kinds of comics, west and east comic. West
comic is a comic with the main character were the super hero was from Europe
and US, such as “Flippie Flink” created by Clinge Doorenbos. While for East
Comic, the main character were from Asia, such as “Put on” created by Kho
Wang Gie.
Further, in 1950 west comic was still successful in Indonesia. Comic in
Indonesia were dominated by super hero from America. Such as Tarzan, Rip
Kirby, Phantom, and Johnny Hazard because of west comic rapidly developed in
Indonesia. Moreover, because of that, RA Kosasih was created “Sri Asih” which
is the super hero were adapted from Western Super hero.
However, in 1990, Japanese comic or people used to call it “Manga” came
to Indonesia and replaced the position of Local Comic and even west Comic.
People were most interested in Manga because Manga were lighthearted pictures
or in literar meaning is cute pictures. For example “Candy Candy” created by
Kyoko Mizuki and Yumiko Igarashi. After that, Manga gets the first position in
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Indonesia as the most famous Comic and even local cartoonist following to draw
cute pictures such as Manga to make a Local comic.
Not so many years ago, comic book in the school has been considered as
the enemy. People believe that comic cause juveniles delinquency and obstruct the
desire to read, imagination, and cause eyes irritation. In addition, comic accused
as the enemy of seriously reading (Dorrell, Curtis, & Rampal, 1995). Because of
this negative assumption, comic has never been found in the classroom.
In America, Richard W. Campbell brings comic in the classroom and he
integrated comic in reading program (Koenke, 1981) the result was show that
comic is useful for language lesson, focus on dialect and characterization. William
(1995) change his ESL Books which still traditional with Calvin and Hobbes
comic to teach in American Language Institute of New York University. After
that, comic gets place in Education world.
Furthermore, Bitz (2001) in his project that is called The Comic Book
Project. The project was first identified the arts is a pathway to learning at the
center for Arts Education Research (CAER). The Project is about using comic as
the education tool. In his project, students are allowed to make their own comic to
improve their writing ability. In addition, at the classroom the students are also
being allowed to read comic to motivate their interest on reading. The Project was
piloted to over 700 children at 33 After-school Corporation. Since then, the comic
book project became hosted by Teacher College, Columbia University
(http://www.comicbookproject.org/historynf.htm).
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In a research by Setagalih (2009) with the title “Merancang komik
pengetahuan pelajaran sejarah untuk usia sekolah dasar kelas V” find out that
most students like to learn by using comic 28,73% choose comic,
24,13% choose book with picture, 18,41% choose game
computer, 16,09% interact with computer and 12,64% choose
TV. In addition, Millard & Marsh (2001, In Wilson, 2009: 1) states that, “comic
books rank at or near the top of the list of student choice, but are not highly
regarded by classroom teachers”. As a result, comic is not often taught in schools.
Based on personal experience during take study at State University of
Gorontalo, especially in Faculty of Letter and Culture, English Department, the
use of comic as the media in teaching and learning English never been use,
especially in teaching reading. In English department, there only have a traditional
media that have been thought year by year, such as the use of media article, text,
novel, passage, magazine, and newspaper. This statement can also be proven by
looking at the list of student’s thesis in English department.
Whereas, there are many studies proved that the use of media comic in
teaching learning process give a significant change especially in the result of the
students achievement and students’ reading motivation. Based on studies before,
comic have been used by several people to motivate students in teaching learning
process and mostly conducted to the children. This study was aimed to find out
whether or not comic can enhance students’ motivation in reading especially to
students of University. Therefore, the survey of students’ reading motivation in
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reading English comic has conducted to the English Department students in 2009-
2010 academic years of State University of Gorontalo.
1.2 Problem Statement
“How is the Students’ Reading motivation of State University of
Gorontalo, 2009-2010 academic years in reading English Comic?”
1.3 Reason for Choosing the Topic
Similar to Novel or poem, comic is one of literary work that also needs
some attention from the educators. Comic could become a media in teaching
learning process especially in motivate students in reading. This research is aimed
to find out the students’ reading motivation in reading English comic at State
University of Gorontalo, English Department in 2009-2010 academic years
All educators also believe that reading is important. If students do not
read, do not enjoy reading, or do not see the value in reading, then the ability of
those students to understand and get the concepts in any subject is affected.
Discovering any approach that positively affects the motivation of students to read
will affect the classroom situation and the students’ it self. Therefore, based on the
important of reading, that is why the topic has been choosing.
1.4 Scope and delimitation of Study
This research is limited to survey students’ reading motivation in reading
English comic.
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1.5 The Objective of Study
The objective of this study is to describe how the students’ reading
motivation in reading English comic is.
1.6 The Significance of Study
This study was expected to find out how far the students are motivated in
reading English comic. Therefore, it can give contribution in the way of teaching
and learning process.
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CHAPTER II
THEORETICAL REVIEW
This chapter is going to discuss some related study about the use of comic
in order to motivate students in teaching learning process, theory of reading
motivation, what is comic, the use of comic as a media and reading motivation
relates to English comic.
2.1 Related Studies
There are many studies that have been conducted related to the use of
comic in motivate students in teaching learning process. First, Hadi (2005) with
the title “Pembelajaran Penjumlahan dan Pengurangan Pecahan dengan
Menggunakan media komik pada siswa kelas III SD Muhammadiyah Dau
Malang”. This study find out that students’ shows that with comic as the media,
students feel interested in learning, relax and they never felt strained in the term of
following the subject. Teaching process with comic as the media can motivate the
students to become more understand with the problem.
Second, Mariyanah (2005) with the title “Efektivitas Media Komik dengan
Media Gambar dalam Pembelajaran Geografi Pokok Bahasan Perhubungan dan
Pengangkutan (studi eksperimen pada siswa kelas II SMP Negeri I Pengandon
Kabupaten Kendal) find out that the use of comic more effective than the use of
pictures media. The average score of students who used comic is 8.12 and the
average score of students who used pictures media is 7.58.
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Next, Sussilowati (2006) with the title “Developing Students’ Reading
Comprehension through Comic Strip Content Interpretation” find out that student
in reading comprehension through comic content interpretation is improved.
Before applied comic strip, the students’ reading comprehension is low, their
score 47.36% while after applied comic strip the students’ reading comprehension
are improved. They could answer the question 63.89%.
Fourth, Setiowati (2007) with the title “Peningkatan Keterampilan
Membaca Nyaring Melalui Media Komik Berbahasa Jawa Pada siswa kelas VI
SD Magersari Kabupaten Rembang” showed that the use of comic is very useful
in improving students’ skill in reading aloud. It was because students are
motivated with the media.
The last, Setagalih (2009) with the title “Merancang Komik Pengetahuan
Pelajaran Sejarah untuk Usia Sekolah Dasar Kelas V” find out by using comic
that the participants were interested in learn History by using comic and increase
students’ score.
In addition, Williams (1995) from the Eric journal with the title “The
Comic Book as Course Book: Why and How” propose comic Book as Course
Book. He explains how comic books are used as instructional materials in
intensive English as a second language. He use comic because they are authentic,
highly visual, culturally current, use a constant register and contained limited
lexical phrases.
This study was based on Wilson research (2009) at Missouri State
University “A Causal Comparative Study of Students’ Reading Motivation after
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Reading Comics in the Classroom”. The research was done to the fifth graders
and the result of this study showed that there was not a significant change in the
children’s attitudes toward reading after the study. The findings would suggest
that more research is needed.
The difference between Wilson research and this study are that this study
was aimed to find out whether or not comic can enhance students’ motivation in
reading especially students of University, 2009-2010 academic years of English
Department Students at State University of Gorontalo. This study will be
constructed by giving the sample questionnaire without giving treatment because
based on first observation the sample are believed as the comic reader.
2.2 Reading Motivation
Reading is the foundation in all learning. It is the process of gaining the
information from what we read. Reading actually is a complicated activity, which
include not only pronouncing the text, but also including visual activity,
intelligence and comprehending to get the information. Students always feel
bored when they asked to read book from the school and they felt that reading as
a negative experience at the school. It means that their ability to succeed in school
is compromised.
The most important point is to make students to be motivated in reading
because Students always feel bored when they asked to read book from the school
and they feel that reading as a negative experience at the school. Wilson (2009: 5)
states, “Reading motivation, as defined in this study, is the intrinsic desire to read
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for the purposes of learning or pleasure without being required by an outside
authority to do so”. Guthrie (in Wilson, 2009:5) states that “Several aspects
contribute to students’ motivation to read, both in and out of school including:
control, self-efficiency, involvement in reading, and communications about
reading”.
Control over reading is a significant construct that determines students’
motivations for reading (Cavazos-Kottke, 2005; Edmunds & Bauserman, 2006;
Guthrie, Hoa, Wigfield, Tonks & Perencevich, 2006; McPherson 2007; Pachtman
& Wilson, 2006; Veto, 2006 in Wilson, 2009 :5). “A variety of studies document
that perceived control and choice in the later elementary grades are associated
with academic achievement in reading” (Skinner, Wellborn, & Connell, 1990;
Sweet et al.,1998 in Guthrie, 2007:284).
Students usually discuss book from the school only when they were
assigned to do so. In addition, students always discuss book that they have
selected by themselves and try to find other people who like the same book.
Edmunds and Bauserman (2006:417) discovered that “when sharing the narrative
text they were reading, 84% of the children discussed books they had selected
themselves, while only 16% discussed books that were assigned by the teachers”.
Pachtman and Wilson (in Wilson, 2009: 6) found students who were able
to choose their own reading derived more enjoyment from the experience. When
coupled with a social discussion activity, the amount of reading increased.
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2.3 What is Comic?
“A picture means thousand words” this sentence was best describe what
comic it self. Comic divided of picture to illustrate and some text in balloons to
describe the picture itself. According to McCould (in Grant: 2003), comic is
pictures and signs or symbols that is close-set in order to give the information or
to attain aesthetic reaction from the reader. The use of comic, beside gives the
information, it makes the reader feel interested. It is an ordered picture and part of
literature. In Ensiklopedi Nasional Indonesia (1990) also said that comic is a story
with picture as the combination of art and literature. Comic form is picture in box
and all becoming a sequence of the story. According to Sudjana and Rivai (2009)
comic define as form of cartoon that reveal the character and playing the part of
the story in sequence strongly related with the picture and was designed to
entertain the reader.
Based on definition above, it can be concluded that comic is a structure of
picture followed by the text and form a story that mostly make the reader feel
entertain to read it.
2.4 The use of Comic to Motivate
According to Gene Yang (2003) comic have five advantage if we use it in
teaching learning process, one of them is to motivate. Hutchinson (1949: 244)
found that 74% teachers thought that Comic “help to motivate”, while 79% said
that comic “improve individual participation”. In addition, one of the teachers
said that comic make “teaching learning process become easier”. This result of
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experiment showed us that comic truly could motivate students in teaching
learning process.
Comic has its own unique functions, as the media in educational system
and as media to entertain. Comic as the media in visual has its own assumption
that it can influence students in teaching learning process because it can attract the
interest and the attention of the students in terms of giving information. This is
suitable with the role of comic that is visualizing the ideas and concepts.
Moreover, the consumer of comic is a teenager and students’ in the university
(Yakti, 2001)
Comic brings the students in excitement situation so it will make the
classroom situation feeling happy (DePorter, Reardon, and Nourie, 2000). The
excitement situation in reading comic will activate the nerve of brain, so the
students can record what their read in easier. Person will read in enthusiastic if
she/he loves what she/he learns and they will feel happy if they can involve on it
(Howard Gardner, 1995, in DePorter, dkk, 2000).
The use of comic in teaching learning process has an important role to
attract the student’s motivation especially in reading. Dr. Joseph LeDoux (1994,
in DePorter, dkk, 2000), a famous scientist explained that comic is an interesting
choice as the media in teaching learning process because it will involve the
student’s emotion and will influence the memory of the students about what their
read. Moreover, most of students have a visual style in learning, means they
activate their memory trough picture (DePorter and Hernacki, 1999).
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There is also a theory from Multiple Intelligence (1983) that was
developed by Dr. Howard Gardner. He proposes eight different intelligences to
account human potential and one of them is spatial intelligence or picture smart.
Multiple Intelligence helps students to examining their potential. DePorter,
Readon, and Nourie said, “A picture is having lots of meaning than thousand
words”.
In Multiple Intelligence, there are also eight different ways in teaching
and learn anything and one of them is by using pictures or spatial intelligence.
This makes we strongly believe that the use of comic is potential in motivate
students’ on reading.
Comic can cause imagination and draw up stimulus of creative thinking.
According to Rothlein and Meinbach, Comic also can cause an appreciation in
language and improve oral communication, improve the way of thinking,
expression, and improve sensitively in art (in Hadi: 2005). Schwarz (In Wilson:
2009) said that comic literature can be used for social studies, science, math, art,
philosophy and sociology.
While according to Davis (in Hadi, 2005: 7), comic becoming an
interesting media to motivate students because:
(a) a built-in desire to learn through comics; (b) easy accessibility in daily newspaper and bookstands; (c) the novel and ingenious way in which this authentic medium depicts real-life language and “every facet of people and society”; and (d) the variety of visual and linguistic element and codes that appeal to student with different learning style.
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2.5 Reading Motivation and English Comic
It has been discussed some theories about reading motivation, what is
comic, and the use of comic in this case to motivate students in teaching learning
process. It clearly describes how comic can motivate students because comic are
visualizing the idea and the concept. Comic also cause imagination and draw up
stimulus thinking. The use of comic in teaching learning process also suitable
with the theory of Multiple Intelligent, which said that human potential in
intelligent one of them, is spatial intelligent or picture smart. Most readers of
comic are teenager because they were interested on it.
Students always feel bored when they are asked to read book, which they
not interested on it. They felt it as a negative experience. While if we allowed
them to read what they was interested on, it will motivate them to read more and
more. In addition, several aspects contribute student’s motivation in reading there
are control, self-efficacy, involvement in reading, and communications about
reading.
Perceived control over reading defines as the student’s choices or their
decisions about something. They read for pleasure and were their own choices of
what they read. Skinner (1995 in Guthrie, 2007:284) defined “control is an
individual’s causal model about how the world works: about the likely causes of
desired and undesired events, about their own role in successes and failures, about
the responsiveness of other people, institutions, and social systems”
Self-efficiency is appropriate with the readers’ need. Comic is appropriate
with the students’ need that is shown in some studies and significantly improve
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student’s motivation to read. It because they feel entertain while reading comic
and they need something new.
When students can choose what they will read, it is kind of involvement
of the students that can motivate them to read. As said before, students always
feel bored when they asked to read book from the school and they felt that
reading as a negative experience at the school. By giving them opportunity to
choose what they read, it is believed that students will have a strong motivation to
read more and more.
Students always discuss book that they have selected by themselves and
try to find another people who like the same book. In this case, the students
having communication or social interaction with other people about the story they
read. Usually, after reading comic, students who have the same interests will
discuss each other about the story they read. If they have a social interaction with
their friends, teachers and even parents, it means that they have reading
motivation.
Based on personal experience during take study at State University of
Gorontalo, in Faculty of Letter and Culture, English Department, English Comic
is the new media that never been use by the teacher in teaching learning process..
The examples of English comic are Treasure Island and Frankenstein that provide
by Regents Publishing in form of illustrated classic or comic classic. We can find
in www.onemanga.com many translated comic in English language. That is why,
It is important to investigate the students reading motivation in reading English
comic by using the theory of Guthrie (in Wilson, 2009: 5); several aspect
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contribute students reading motivation are : control, self-efficiency, involvement
in reading, and communications about reading.
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CHAPTER III
METHODOLOGY OF RESEARCH
3.1 Setting of the research
This research will use descriptive method and will be described by using
percentage and graphics based on the result of the questionnaire. The aim of using
this method is to describe how the students’ reading motivation in reading English
comic is.
3.2 Population and Sample
The sources of the data are students of 2009-2010 academic years at
English Department students of State University of Gorontalo. The Population is
190 students consist of 6 Classes. The population will comprise of students ages
18-20. The sample will be chosen in random, 123 students from 2009-2010
academic year. They have been chosen because they were in the process of taking
subject Reading 3. The sample was determining by using Nomogram Table with
95% level of confidence and 5% level of error (Sugiyono, 2009:128). By using it,
the generality error of the study will be a little bit small.
3.3 Technique of Collecting the Data
The data of this research will be collected through questionnaire. The
Questionnaire is a self-assessment, where helps the students become aware of
their attitudes. In this case, the students answer the statements on the
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questionnaire based on their experience-reading English comic. This is suitable
with the theory of the reading motivation it self. In previous part, Wilson (2009:
5) states, “Reading motivation, as defined in this study, is the desire to read for
the purposes of learning or pleasure without being required by an outside
authority to do so”.
Questionnaire is a tool to get the information trough survey. The
questionnaire in this research is some statements to reveal some data about how is
the students’ reading motivation in reading English comic. The questionnaire was
adapted from Wilson research (2009) and the indicators of each statements are
about picture and illustrations, reading motivation and enjoyment, perception
toward reading comic literature, and social interaction of reading. The advantages
of using questionnaire are efficient for researcher time, Researcher effort and
financial resources (Dornyei: 2003).
The first step will be going to do is constructing the statements in the
questionnaire based on the theory and the indicators:
Table 3.1. The statement of the questionnaire based on the indicators
No. Indicator Positive StatementsNegative
StatementsTotal
1. Pictures and Illustrations 4,7,9,14,17,19,23,20 37,40 10
2. Enjoyment and Motivation 1,2,3,13,15,26,27,28 29,38 10
3. Perception 5,6,8,11,12,18,22,24 25,31 10
4. Social Interaction 10,16,21,30,32,34,35,39 33,36 10
Total 40
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Data will be obtained by using the result of questionnaire that is
constructed in order to find how students’ reading motivation in reading English
Comic. It is use Scale Likert to score students answer and each item gives the
score:
For positive statements
5 (five) if they answer SA (strongly agree)
4 (four) if they answer A (agree)
3 (three) if they answer N (neutral)
2 (two) if they answer D (disagree)
1 (one) if they answer SD (strongly disagree).
For Negative statements
1 (one) if they answer SA (strongly agree)
2 (two) if they answer A (agree)
3 (three) if they answer N (neutral)
4 (four) if they answer D (disagree)
5 (five) if they answer SD (strongly disagree).
After that, the validity of each test item of the instrument will be check.
The validity is a condition that describes each test item of the instrument was
valid or not. The formula is:
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(Sugiyono, 2005: 213)
r = The validity of the test
n = The number of respondent
= Score for each items
= Total Score of respondent
Coleration Product Moment will do to find out validity of each item in the
instrument. The item will be concerned as valid if the rcount > r table (n = 38, α =
0.05) = 0,320. After applying Coleration Product Moment, 27 statements are
valid.
Table 3.2. the statements of the questionnaire after applying the validity test
No. Indicator Positive StatementsNegative
StatementsTotal
1. Pictures and Illustrations 6,10,14,15,18, 27 6
2. Enjoyment and Motivation 1,2,3,11,20,21 6
3. Perception 4,5,8,9,13,17,19 7
4. Social Interaction 7,12,16,22,23,24,25,26 8
Total 27
After checking the validity of each test item, it will be check and analyze
the reliability of the instrument by using Alfa:
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= Reliability of instrument
K = The number of question
= Total variants of items
= Variant total of the instrument
(Arikunto, 2002: 171)
Sugiyono (2007:216) suggested some criterion to determine of reliability,
the criteria as follows:
0.00 – 0,199 = Very low
0.20 – 0.399 = Low
0.40 – 0.5099 = Medium
0.60 – 0.799 = High
0.80 – 1.000 = Very high
After analyze the reliability of the instrument, it found that the reliability is
0.8343. It means that the instrument was categorized as very high and effective to
collect the data. Reliability is to detect if the instrument that have been choose in
this study (in this case, questionnaire using scale likert) to encompass the data is
really convince as the instrument to collect the data or not.
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3.4 Technique of Analyzing the Data
The data will be analyze, identify, and interpret the students’ reading
motivation in reading English comic from the questionnaire qualitatively and
describe it using percentage.
To determine the criteria of reading motivations’ of each students in
reading English comic, it will be use:
Minimum Score : 1 x 27 (number of statement) = 27
Maximal Score : 5 x 27 (number of statement) = 135
Interval :
: 21.6 or 22
Table 3.3. Determine the interpretation of the result of study
No Score Interval Criteria
1. 113 – 135 Highly Motivated
2. 90 – 112 Motivated
3. 67 – 89 Neutral
4. 44 – 66 Low Motivated
5. 21 – 43 Unmotivated
(Adapted from Yunus, 2008: 32)
The next step is analyzing the data. The students’ answers will be check
by scoring from 5 (five) until 1 (one). Then analyze, and calculate the score to get
the total of the score. It will be by using descriptive percentage:
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n
% = x 100
N
Note:
n: Acquired value
N : The total value
After that, analyze the criteria of each student, and describe the data for
each indicator that are Picture and Illustration, Enjoyment and Motivation,
Perception and Social interaction.
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