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THE USE OF COMIC STRIPS TO IMPROVE
STUDENTS’ SKILLS IN WRITING RECOUNT TEXT
(A Classroom Action Research of the Second Grade Students of SMP
IT Nurul Islam Tengaran in the Academic Year of 2015/2016)
A GRADUATING PAPER
Submitted to the Board Examiners as a Partial Fulfillment of the
Requirements for the Degre of Sarjana Pendidikan Islam (S.Pd.I) in English
Education Department of Teacher Training and Educational Faculty State
Institute for Islamic Studies (IAIN) Salatiga
By
ERSA DEWANA
113 11 074
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) OF
SALATIGA
2016
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MOTTO
“WHY JOIN THE NAVY, IF YOU CAN BE A PIRATE”
(STEVE JOB)
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DEDICATION
This graduating paper is especially dedicated to:
My beloved Mother (Rusmiyati) and Father (Budiyono)
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ACKNOWLEDGEMENT
All praises be to Allah, the most gracious, the most merciful, the lord of
universe, because of HIM, the writer could finish this graduating paper as one of
requirement for Sarjana Pendidikan Islam in English Department of Educational
faculty of State Islamic for Islamic Studies (IAIN) Salatiga in 2015.
Secondly, peace and salutation always be given to our Prophet Muhammad
SAW who has guide us from the darkness to the lightness.
However, this success would not be achieved without those support,
guidance, advice, help and encouragement from individual and institution, and I
somehow realize that an appropriate moment for me to deepest gratitude for:
1. Dr. Rahmat Hariyadi, M.Pd, the Rector of State Institute for Islamic Studies
(IAIN) of Salatiga.
2. Suwardi, M.Pd, as a Chief of Education Faculty.
3. Noor Malihah, Ph.D as the Head of English Education Department State
Institude for Islamic Studies (IAIN).
4. Ruwandi, M.A, as my counselor who has educated, supported, directed and
given the writer advice, suggestion and recommendation from this
graduating paper from beginning educating until the end.
5. All lecturers in English Department who given knowledge during the
researcher study in English Education Department State Institude for
Islamic Studies (IAIN) salatiga.
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6. All of the staffs who have helped the writer in processing of thesis
administration.
7. My beloved mother, Rusmiyati and father, Budiyono, thanks for your love,
support, trust, finance, encouragement and everlasting prayer to me.
8. My beloved sister Nastiti Arif Fadhilah Aina Mardhiyah.
9. My Grandmother Rumini, thanks for caring me when I was child until now.
10. My friends in TBI ’11, especially TBI C
11. My friends in CEC IAIN Salatiga that I cannot mention one by one
12. My friends in Matravi: Novita, Imam Arifin, Maylia, Doni, Ucil Dwi, Bima,
Acil, Agung, Kuni, mbak Mara, Sri, Cak Nur, Ucup, Mamat. Thanks for
being my friends, I’m sure, there are no one outside there as good as you all.
13. The big family of SMP IT Nurul Islam Tengaran, especially the Head
Master (Sunarto,S.Ag.) thanks for permitting me to do the research, and Mrs
Widdatul Fidqiyyah, A. Md as my collaborator, thanks for your kindness
and helping me doing this research.
14. Akira Toriyama, the Author of Dragon Ball. Thanks for making such as
badass character like Son Gohan. So I could be inspired by him and make
myself full of enthusiasm.
Salatiga, March 9th
, 2016
Ersa Dewana
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TABLES OF CONTENTS
TITLE............................................................................................................i
DECLARATION.........................................................................................ii
ATTENTIVE COUNSELOR NOTES.....................................................iii
STATEMENTOF CERTIFICATION.....................................................iv
MOTTO.......................................................................................................v
DEDICATION............................................................................................vi
ACKNOWLEDGMENT..........................................................................vii
TABLES OF CONTENTS......................................................................viii
LIST OF TABLES AND FIGURES..………………........................... xiii
ABSTRACT…..........................................................................................
CHAPTER I: INTRODUCTION…….………………………………… 1
A. Background of the Research……...………...……………………… 1
B. Research Problem ……….…………………….…………………....3
C. Objective of the Research ….…………………………….……….. 4
D. Previous Research ……….…….……………………………….…. 4
E. Benefit of the Research ...……….…………………...……………. 5
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F. Limitation of the Research……...…………….…………...………..6
G. Definition of the Key Term……………………………………...… 6
H. Hypothesis…………………………………………………..………8
I. Paper Organization…….……………………………………………8
CHAPTER II: THEORITICAL REVIEW …………..………………...10
A. Nature of Learning and Language Learning ……....….……….10
1. Nature of Learning…………………………………………….10
2. Nature of Language Learning………...….……………...…… 12
3. Nature of Language Learning and Teaching.. ……………......13
4. Elements of Teaching and Learning Process…...…………......14
5. Elements of Good Teaching...………………..………….….. 15
B. Nature of Writing Skills…...….………………………...………16
1. Meaning of Writing..……...…………………………………..16
2. Criteria of Good Writing….…………..………………………17
3. Writing Skills………………….……………………….......…23
4. Definition of recount text……………………………………..25
5. Generic Structure of recount text……………………………..25
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6. Language feature of recount text……………………………..26
C. COMIC STRIPS ……………………………………………..…. 26
1. Comic and Comic Strips………....………………….…………26
2. Role of Comic Strips………………. …………………………28
3. The Strength of Comic Strips in Education…………….……. .28
CHAPTER III: RESEARCH REPORT...……………………………...30
A. Research Setting ………………………………………………… 30
1. General Description of SMP IT Nurul Islam Tengaran….........30
2. Setting of Time …………………………………..……….…. 31
B. Research Methodology …..…………...………………………… 31
C. Research Subject……………...…………………..…………….. 32
D. Procedure of the Research…… ………………………...……… 33
E. Method of Collecting Data………………………..………..…… 35
F. Research Instrument……..………………………...…………… 36
G. Method of Analyzing Data………………………..………..…….40
H. Statistical Hypothesis……..………………………..………..……42
CHAPTER IV: DATA ANALYSIS AND DISCUSION ………..…..... 44
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A. Description of Research Setting ……………………….……….. 44
B. Description of Research Conduct………………..……..………. 44
C. Data Analysis……………………………………………………...45
1. Data Analysis in Cycle 1…………………………………....... 45
2. Data Analysis in Cycle 2…………………………………….. .55
D. Cycle 1…………………………………………………….……… 64
E. Cycle 2…………………………………………….……………… 71
F. Discussion………………………………………....……………… 79
CHAPTER V: CONCLUSION AND SUGGESTION ……......……… 81
A. CONCLUSION ………………………..……………..…………..81
B. SUGGESTION ………………..…………………...…………….82
REFERENCES…. ……………………………………………………..
APENDIXES ……………………...……………………………………
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LIST OF TABLES
Table 2.1: List of Component Evaluation of Writing………………………18
Table 2.2: Criteria of Scoring………………………………………………..23
Table 3.1: List of teacher of SMPIT Nurul Islam………………APPENDICES
Table 3.2: List of Facilities of SMP IT Nurul Islam……………APPENDICES
Table 3.3: Organization Structure of SMPIT Nurul Islam…... APPENDICES
Table 3.4: List of Students……………………………………… APPENDICES
Figure 1: Classroom Action Research Concept by
Kemmis in Hopkins (1993)…………………………………………………..33
Table 3.5: Student’s Score Sheet……………………………………………37
Table 3.6: Score Criteria…………………………………………………….37
Table 3.7: Score Criteria of Observation Sheet…………………………….38
Table 3.8: Observation Sheet of Comic Strips Strength…………………...42
Table 4.1 Time Setting of the Research……………………………………..44
Table 4.2: Score of the Students’ Pre- Test I……………………………….46
Table 4.3: Criteria of Students’ Achievement of Pre- Test1………...........47
Table 4.4: Score of the Students’ Post- Test I……………………………....48
Table 4.5: Criteria of Students’ Achievement of Post- Test1……………...49
Table 4.6: Result of Pre-Test and Post-Test I……………………………....51
Table 4.7: Score of Comic Observation Sheet Cycle 1……………………..54
Table 4.8: Score of the Students’ Pre- Test II………………………………55
Table 4.9: Criteria of Students’ Achievement of Pre- Test2………………56
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Table 4.9: Score of the Students’ Post- Test II……………………………..57
Table 4.10: Criteria of Students’ Achievement of Post- Test2…………59
Table 4.11: Result of Pre-Test and Post-Test II…………………………60
Table 4.12: Score of Comic Observation Sheet Cycle 2………………...63
Picture 1: Comic Strips “ An Amazing Day in the Beach………………66
Picture 2: Comic Strips Entitled Harry’s Birthday Party……………...74
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Abstract
Dewana, Ersa. 2016. The Use of Comic Strips to Improve Student Skills in
Writing Recount Text (A Classroom Action Research of the Second Grade
Students of SMP IT Nurul Islam Tengaran in Academic Year 2015/2016).
Graduating Paper. English Department Teacher Training and Education
Faculty State Institute for Islamic Studies (IAIN)
Key Words: Writing, Recount Text, Comic strips
This study is aimed to find out the improvement of the students skills in
writing recount text of the second grade students of SMP IT Nurul Islam
Tengaran in the Academic Year of 2015/2016 through comic strips. Besides that,
it is also to describe the implementation of comic strips in teaching writing of
recount text at the second grade students of SMP IT Nurul Islam Tengaran in the
Academic Year of 2015/2016. The number of the students in this research was 25
students. In completing this research the researcher used the observation,
documentation, and written test as the instrument of collecting the data. By
conducting classroom action research, it was found out that the implementation of
comic strips improved students’ ability in writing recount text. 1) From the result
mean score of post-tests are higher than the pre-test. In the cycle 1 shows that the
pre-test score is 54.8 and the post test is 59.6 and in the cycle 2 shows that the pre-
test score is 59 and the post test is 78.4, it means, there’s significant score after
applying comic strips as a media in teaching writing recount text. 2) The result of
statistic calculation indicates that the result of t-test of cycle 1 (to) calculation
(2,49) and t-table (tt) value is 2,0693 and the result of t-test of cycle 1 (to)
calculation (10,57) and t-table (tt) value is 2,0693 Because the result of t-test
cycle 1 ≥ t-table = 2,49 ≥ 2,0693 and the result of t-test cycle 2 ≥ t-table = 10,57 ≥
2,0693 , the alternative hypothesis (Ha) is accepted and the null hypothesis is
rejected. 3) It is also proved that the use of comic strips is powerful because is
from the score of observation sheet, it shows mostly good in cycle 1 and mostly
excellent in the last cycle. It means that there is significant improvement of
students’ writing skills of recount text after being tought by using comic strips.
Based on the result of this study it could be concluded that the implementation of
comic strips could improve students’ ability in writing recount text of the second
grade students of SMP IT Nurul Islam Tengaran in academic years 2015/2016.
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CHAPTER 1
INTRODUCTION
A. Background of the Research
Today students are expected to be able to communicate through
English as the demand of the improved curriculum and the competence.
Therefore, the students must be able to share their ideas, opinions,
experience in the spoken language as well as in the written language in
every situation and place.
Based on curriculum 2013 for Junior High Schools in Indonesia, it is
mentioned that learning English is not only in the class but also at home and
society. The teacher is not only learning resources. The students must be
active to explore many sources to improve their knowledge. They can get it
from many sources such as books in the library, other friends or from
interactive media such as comics, macromedia flash and even games.
In term of writing English, the writing ability is very low due to many
aspects such as grammar, punctuation and the spelling. And it is related to
another fundamental problem in terms of interest in learning writing as they
do not have enough basic knowledge and interest in learning writing. If the
learners do not involve their skill of writing in the communication, they cut
themselves out from a community. Writing can be a great tool to help them
know more about what they think. It can solidify ideas and thought and
allow them to reflect on them better than if the ideas remained evolved in
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their brain. Therefore teachers have to determine the effective strategies to
improve their interest and ability in writing.
Based on the observation of the writer on Friday, 12 February 20116 at
from 10.15 a.m. – 11.30 a.m. the fact in the class showed that the students
had problem with their writing skills and difficulties to generate and
organize their ideas in the written form. It can be identified by several
indicators in the class related to their writing skill such as: student face
difficulties in starting make composition, they cannot expressing their ideas,
and the main problem that leads to the low interest in writing is the lack of
media that can give them a big image of the story they want to write.
The use of interesting media really contributes to the better learning
process, both improving student’s participation and their interest in
classroom activity which might lead them to have better ability in writing.
To select the appropriate media, teacher must consider the characteristics of
the students, which directly related to the learning process such as verbal
abilities, visual and audio perception skills. Other factors which also ought
to be considered in media selection come from our instructional system
model, that is the organization of the groups, the time available, and the
space in which the media is used. It will help them to learn every activities
in the classroom especially learning writing the recount text.
Based on the fact above, the writer conducted a classroom action
research to improve the students’ writing skill through comic strips as
teaching media. The writer hopes that by comic strips students will be active
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as participants and they have more chance to express their minds, ideas, and
imagination. They will feel something new way of study in their class than
what they usually get. This media is expected to help them in generating
ideas before writing so that they can write smoothly based on comic strip
they got.
Comic is such as such supplementary cues that provide a conceptual
basis for organizing the input, the second language comprehension process
will be facilitated well since learners would be better to make prediction
when encountering words and expression in passage with which they are
unfamiliar (Derrick:2008). Among visual genre, comic strips is more
communicative, popular, accessible and readable. In short, comic as media
in teaching and learning process will be more fun and more effective. To
contribute new findings at different level and grade of education, the
researcher conduct a study in the form Classroom Action Research (CAR)
about the use of concept comic strips to help the eighth grade of SMP IT
Nurul Islam Tengaran students to generate ideas to write recount texts.
B. Research Problems
Based on the background and research problem identification, this
study particularly aimed at finding the answer of the following questions:
1. Can comic strips improve students’ recount writing skills of the eighth
grade students of SMP IT Nurul Islam?
2. How far is the effectiveness of using comic strips to improve students’
writing skill in eighth grade of SMP IT Nurul Islam?
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3. What are the strength of using comic strips as a teaching media in
improving students’ skills in writing recount text in the eighth grade of
SMP IT Nurul Islam?
C. Objective of the Research
From the research the writer wants to achieve some objectives:
1. To identify the improvement of the students’ writing skill through
comic strips for the eighth grade students of SMP IT Nurul Islam in the
academic year of 2015/2016.
2. To find out the use of comic strips to improve the students’ writing skill
of the eighth grade students of SMP IT Nurul Islam in the academic
year of 2015/2016.
3. To find out the strengths of using comic strips as a teching media in
improving students’ skills in writing recount text in the eighth grade
students of SMP IT Nurul Islam in the academic year of 2015/2016.
D. Previous Research
A previous research has been conducted previously by Fauzy Fajar
Kurnia entitled USING COMIC STRIPS TO IMPROVE THE WRITING
LEARNING PROCESS OF THE EIGHTH GRADE STUDENTS OF
SMPN 2 PADANGAN, BOJONEGORO IN THE ACADEMIC YEAR
OF 2014/2015. In his research, he focused on the implementation and
students’ composition after implementing the comic strips as a media to
improve students’ learning process.
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Other previous research has been conducted by Farida Arroyani
entitled THE EFFECTIVENESS OF TEACHING USING COMIC
STRIPS TO FACILITATE STUDENTS’ READING
COMPREHENSION SKILL ON RECOUNT TEXT (An Experimental
Research in wuth the Grade of SMP N 2 Tanggungharjo Grobogan in the
Academic Year of 2010/2011) This experimental research focused on the
implementation of comic strips in teaching reading comprehension .
First researcher concerned on the writing learning process by using
comic strips and the second writer focused on the effectiveness of using
comic strips to reading comprehension, while in this research the
researcher focus on developing student writing skill. And the goals are,
students score improvement, the effectiveness, and prove the strengths of
comic strips for improving students’ writing skill.
E. Benefits of the Research
By the thesis the author expects that this research would give several
benefits, both theoretically and practically.
1. Theoretical Benefits
a. To produce a new knowledge in teaching foreign language, like
English, especially on writing recount text by using comic strips as a
teaching media.
b. Becomes a reference for next researchers whether with the similar or
different approach
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2. Practical Benefits
1. To the students, the result of the study will be helpful particularly
students of the eighth grade in SMP IT Nurul Islam Tengaran will
become freshmen. Get an easy way in organizing their idea(s) or
information(s) integrated in writing recount text.
2. To the English teachers, the output of the study will help them to seek
more effective strategies on how to improve their teaching
competencies and teaching styles (especially in teaching recount text).
Identifies students’ necessaries and problems and gives solution(s).
3. To the school, the output of the study will help achieve higher quality
of education, because of the well-trained teachers and good
performance of the students.
F. Limitation of the Research
The writer limits this research because there are many factors that
improve students’ writing skill. Therefore, the writer only focuses on
writing skill in recount text. In compiling paragraph, the writer uses comic
strips as a media to support students to produce a recount text.
G. Definition of the Key Terms
1) Use of Comic Strips
Use means take, hold, or deploy something as a means of
accomplishing or achieving something. (Oxford University Press, 2003:
401)
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A comic strip is a sequence of drawings arranged in interrelated
panels to display brief humor or form a recount, often serialized.
(Mccloud, 2006:169)
From the meaning above we can conclude that the use of comic
strips mean take a sequence of drawing arranged as a means of achieving
something.
2) Improve Students’ Recount Writing skill
Improve means becoming or making to be better (Oxford
university press, 2003: 216). In other dictionary we can find the word
“improve” which means to make better in quality or to make more
productive to become better (Webster, 1994: 487)
A recount text is a text which tells about something that happened
in the past. The details in a recount can include what happened, who was
involved, where it took place, when it happened and why it occurred
(Nurdiono, 2015)
Writing skill is specified into the skill in organizing ideas
(Rohman, 2009:5). Writing is representing the information to the reader
in written form.
From the theories above, improve recount writing skill can be
described as the process of becoming better in the quality of tells about
something that happened in the past in the written form.
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H. Hypothesis
The writer tries to determine the hypothesis of the research. The
hypothesis of the research is “comic strips will improve students’ skills in
writing recount text ”
I. Paper Organization
In writing this research, the author divided into five chapters. The systematic
organized as follows:
Chapter 1 is Introduction that consists of background or the research,
research review, research problems, objective of the research, benefit
of the research, limitation of the research and also research paper
organization.
Chapter 1 is Introduction that consists of background or the research,
research review, research problems, objective of the research, benefit
of the research, limitation of the research and also research paper
organization.
Chapter II is the theoretical review. It consists of the underlying theories that
include the nature English language teaching and learning, nature of
writing skill and comic strips.
Chapter III is research report. It elaborated research setting, research
methodology, research subject, procedure of the research, method of
collecting data, research instrument, method of analyzing data, and
statistical hypothesis.
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Chapter IV is data analysis and discussion. It consists of description of
research setting, description of research conduct, data analysis,
cycle 1, cycle 2, and discussion.
Chapter V is closure that consists of conclusion and suggestions. For the
attachment there are bibliography and appendix.
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CHAPTER II
THEORETICAL REVIEW
This chapter presents some points to be discussed. It is very important
because theoretical view is as the basic concept to the research. The theoretical
view below present some supporting theoretical description related to the
research. The first discussion is the nature of English language teaching and
learning, the second is the nature of writing skill and the last discussion is comic
strips.
A. Nature of Learning and Language Learning
1. Nature of Learning
Learning is the activity or process of gaining knowledge or skill by
studying, practicing, being taught, or experiencing something (Mariam-
Webster). Language learning is broadly defined as developing the ability
to communicate in the second / foreign language. Therefore, language
learning is learning to communicate in communicative language
teaching.
Language acquisition is the process by which humans acquire the
capacity to perceive and comprehend language, as well as to produce and
use words and sentences to communicate. Language acquisition is one of
the quintessential human traits because non-humans do not communicate
by using language. Language acquisition usually refers to first-language
acquisition, which studies infants' acquisition of their native language.
This is distinguished from second-language acquisition, which deals
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with the acquisition (in both children and adults) of additional languages.
The students’ language acquisition is beyond their consciousness, means
that their language acquisition is not always under consciousness. It
reflected through language users. Moreover, the language acquisition has
accidentally begun, secondly, the language acquisition has gradually
beginning which rise from social motorist and paralinguistic cognitive
(Freeman, et.all, 1991: 40-41).
The other definitions of learning are stated by some expert. They
define learning as:
1) Learning is a form of growth or change in a person who otherwise
behave in ways that are new thanks to the experience and training
(Oemar H).
2) Learning is an activity of mental / psychic that takes place in an
active interaction with the environment, which is yielding a change -
a change in knowledge, understanding, skills, and attitudes (Winkel).
3) Learning is limited to two types of formula. Learning is the
acquisition of the first formulation changes are relatively sedentary
behavior as a result of training and experience. The second
formulation Learning is the process of obtaining responses as a result
of special training (James Patrick Chaplin: 1985 ).
4) Learning is adding and gather some knowledge (NASUTION).
5) Learning is acquiring facts, skills, and methods that can be retained
and used as necessary (Trianto, 2009:15-21).
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6) Learning is making sense or abstracting meaning. Learning involves
relating parts of the subject matter to each other to the real world
(Trianto, 2009:15-21).
From the explanation above, it can be concluded that language
learning is a process of discovery. Learners develop ability to use the
language for specific communication purposes. There is a concern with
what happens when the learning takes place. In this way, learning could
be thought as a process by which behavior changes as a result of
experience.
2. Nature of Language Learning
Language is a system of arbitrary, vocal symbols which permit all
people in a given culture, or other people who have learned the system of
that culture, to communicate or interact (Finocchario 1964:8). According
to Webster language is a systematic means of communicating ideas or
feelings by the use of conventionalized signs, sounds, gestures, or marks
having understood meanings (Webster's Third New International
Dictionary of the English Language 1961:1270).
Brown (2001:209) stated that learning a language can be effective
when; a). Teachers and students enjoy positive relationship with one
another. b). The teacher has a high level of competency in knowledge of
language. c). The teacher is enthusiastic about the language and sees
his/her own learning as ongoing. d). Language learning involves learning
about the culture and leads to intercultural competence. c). The teacher
13
demonstrate good classroom management skills. f). The teacher has the
ability and willingness to adapt to the teaching context in which he/she
finds him/herself.
Wardaugh said that language is a system of arbitrary vocal
symbols used for human communication. So people really need to
learn language to communicate with others. In term of study,
students are above all communicators. They want to be understood
and also be able to understand others. They are actively engaged
in negotiating meaning, in trying to make them understood and
understanding others, even if their knowledge is incomplete.
From the perspective and explanation above, it can be concluded
that language learning is a process of discovery. Learner develops ability
to use the language for specific communication purposes. Teacher models
language use and facilitate students development of language skills. In
this learner-centered model, both students and teacher are active
participants who share responsibility for the student’s learning.
3. Nature of Language Learning and Teaching
Teaching is a complex process which can conceptualize in a number
of different ways. Teaching cannot be defined apart from learning.
Learning foreign language cannot be separated from teaching since the
learner can only acquire the language through the certain environment
such as school or course. Nathan Gage noted that "to satisfy the practical
demands of education, theories of learning must be 'stood on their head' so
14
as to yield theories of teaching." Teaching is guiding and facilitating
learning, enabling the learner to learn, setting the conditions for learning.
If, like B.F. Skinner, you look at learning as a process of operant
conditioning through a carefully paced program of reinforcement, you will
teach accordingly.
From the perspective above, it can be concluded that language
teaching is a complex process which cannot be separated from learning.
Teaching is guiding and facilitating learning, enabling the learner to learn,
setting the condition for learning. Teaching is showing or helping someone
how to do something, giving instruction, guiding in the study of something
providing with knowledge, causing to know or to understand.
4. Elements of Teaching and Learning Process
According to Yudhi Anggara on his article, there are seven
elements/ components of teaching and learning process, they are:
1) Curriculum
Curriculum is a number of lessons that should be taken or
accomplished to gain a level or diploma. Curriculum in widely
explanation is not only about a number of lessons or other learning
activity, but also everything that can influence the student’s
personality so the student can be in the same direction with the aim
of education. Such as school’s facility, a safe and comfortable area of
study, and the sufficient media or source of study.
15
2) Teacher
Teacher is a facilitator in students’ learning process.
3) Student
Student is learner or someone who attends an educational institution.
4) Material
Material is what to learnt in learning process
5) Medium
Medium is any person, materials, equipment or events that establish
the condition of the students acquire knowledge, skill and attitudes.
Teaching medium is a tool used by teacher when teaching to help
clarify the subject matter presented to students.
6) Method
Method is the way in which a teacher chooses to explain or teach
material to students so they can learn the material.
7) Evaluation
Evaluation is a structured process of assessing the success of a
project in meeting its goals and reflects on the lessons learned.
5. Elements of Good Teaching
According to Richard Lee Colvin on his article, there are six
elements of good teaching:
a) Physical Environment
Good teaching is when teachers can use the physical
environment as teaching tools.
16
b) Social Environment
Teachers can build good relationship with the students and
provide support for learning.
c) Instruction
The teachers’ instruction must be easy to be captured by students.
d) Content
What is being taught is as important as how it is being taught.
Whether it is challenging and meet state standard or not.
e) Assessment
Teachers assess students’ progress based on the national
standard. Teachers also adjust their teaching based on the result.
f) Effect on Students
What students have learned is the ultimate test of good teaching.
B. Nature of Writing Skill
1. Meaning of Writing
Meyers (2005) states that writing is a way to produce language you
do naturally when you speak. Writing is speaking to other on paper –
or on a computer screen. Writing is also an action – a process of
discovering and organizing your ideas, putting them on a paper and
reshaping and revising them.
In other words, Palmer (1994) states that writing is recursive. It
goes back and forth we plan a little, put words on paper, stop to plan
17
when we want to say next, go back and change a sentence, or change
our minds altogether
Boardman (2002) states that writing is a continuous process of
thinking and organizing, rethinking, and reorganizing. Writing is a
powerful tool to organize overwhelming events and make them
manageable. Writing is really a form of thinking using the written
word.
From the definitions above it can conclude that writing is a way to
produce language that comes from our ideas, feelings, thoughts, and
desires to other person. It is written on a paper or a computer screen.
2. Criteria of Good Writing
According to Haris (1969) there are five components in good
writing:
a. Content
The substance of writing, the ideas expressed. Writing must
convey the main idea or an attentive reader should be able to
grasp the writer purpose (Haris, 1969:68 ).
b. Form
The organization of the content. Writing should content
logical or associative connection and transition which clearly
express the relationship of the idea described (Haris,1969:68).
18
c. Grammar
The employment of grammatical form and syntactic
pattern. Writing should adhere to the rules of grammar related to
the tenses with sequence of time (Haris, 1969:38).
d. Style
The choice of structure of lexical items to give a particular
tone or flavor to the writing. Writing should engage its reader
through original insight and precise (Haris, 1969:69).
e. Mechanic
The use of graphic convention of the language. Writing
must use a good spelling, punctuation, and tidy and clean writing.
According to Reid (1993:235) the evaluation which using
analytic method elaborate writing product into five components. They
are content, form or organization, vocabulary or style, language use or
grammar and mechanic.
Table 2.1: List of Component Evaluation of Writing
Component Score Criteria
30-27
excellent to
very good
Knowledgeable, substantive,
development of thesis, relevant
to assign topic
26-22
Good to
average
Sure knowledge of subject,
adequate range, limited
development of thesis, mostly
19
Component Score Criteria
Content
relevant to topic but lacks
detail.
21-17
Fair to poor
Limited knowledge of subject,
little substance, inadequate
development of topic
16-13
Very poor
Does enough to evaluate not
show knowledge of subject,
non-substantive, partinent, or
not enough to evaluate
Form/organization 20-18
Excellent to
very good
Fluent expression, ideas,
clearly stated/supported,
succinct, well-organized,
logical sequencing, cohesive
17-14
Good to
average
Somewhat choppy, loosely
organized but main ideas stand
out, limited support, logical but
incomplete sequence
16-13
Fair to poor
Non-fluent, ideas confused or
disconnected, lack logical
sequencing and development
12-10
Very poor
Does not communicate, no
organization or not enough to
20
Component Score Criteria
evaluate
Vocabulary/style
20-18
Excellent to
very good
Sophisticated rang, effective
word/idiom choice and usage,
word from mastery, appropriate
register
17-14
Good to
average
Adequate range, occasional
errors of word/idiom form
choice, usage but meaning not
obscured.
13-10
Fair to poor
Limited range, frequent error
of word/idiom form, choice,
usage, meaning confused or
obscured
9-7
Very poor
Essentially translation, little
knowledge of English,
vocabulary, idiom, word form,
or not enough to evaluate
25-22
Excellent to
very good
Effective, complex
construction, few error of
agreement, tense, number,
word, order/function, articles,
pronouns, preposition
21
Component Score Criteria
Grammar
17-11
Fair to poor
Effective but simple
construction, minor problem
complex construction, several
errors agreement, tense,
number, word, order/function,
articles, pronoun, preposition,
but meaning seldom abscured
10-5
Very poor
Major problem in
simple/complex construction,
frequent error of negation,
agreement, tense, number,
word, order/function, articles,
pronouns, preposition and or
fragment, run-ons, deletions,
meaning confused or abscured
Virtually o mastery no mastery
of sentence construction rule,
dominated by errors, does no
communicate, or not enough to
evaluate
5
Excellent to
Demonstrate mastery of
conventions, few errors of
22
Component Score Criteria
Mechanic
very good spelling, puntuation,
capitalization, paragraphing
4
Good to
average
Occasional errors of spelling,
punctuation, capitalization,
paragraphing, but meaning not
abscured
3
Fair to poor
Frequent errors of spelling,
punctuation, capitalization,
paragraphing, poor
handwriting, meaning confused
or abscured
2
Very poor
No mastery of conventions,
dominated by errors of
spelling, punctuation,
capitalization, paragraphing,
handwriting ilegible, or not
enough to evaluate
From the explanation above the researcher conclude that the
criteria of scoring are
23
Table 2.2: Criteria of Scoring
Criteria of Mastery (Total
Score) Grade
91 –100 Excellent
81 –90 Very Good
71 –80 Good
61 –70 Fair
51 –60 Poor
41 –50 Very Poor
3. Writing Skill
In learning language, include English and other ones, the students
have to require four language skills, such as reading, speaking,
listening and writing which each skill connect one another. From all
those skills, writing is the most difficult one. The reason is cultural
differences. The writers have to understand about cultural and social
context of using the language according to its background.
In this case, English cultural context create several text, called as
genre, which has their own characteristics and purposes. According to
Ministry of National Education (2003:44), it is mentioned that standard
of competence for writing skill is expressing the meaning by
developing the right rhetorical in writing text as narration, explanation,
discussion, commentary, and review with variation structures of
modification.
In writing a readable and logical text, students have to apply
several strategies bellow:
24
a. Reading for many kinds of text.
b. Brainstorming to collect ideas.
c. Using semantic mapping to find out specific ideas in writing.
d. Viewing the ideas in writing from any directions.
e. Making the lists.
f. Correcting the result
g. Using vocabulary which found from any sources (Ministry of
National Education, 2003: 53)
Brown (2001: 335-336) stated the process approach to writing
instructions. The instructions are mentioned below:
a) Focus on the process of writing that leads to the final written
product.
b) Help students write to understand their own composing process.
c) Help them to build repertoires of strategies for prewriting,
drafting, and rewriting.
d) Give students time to write and rewrite.
e) Place central importance on the process of revision.
f) Let students discover what they want to say as they write.
g) Give students feedback through the composing process (not just
on the product) as they attempt to bring their expression closer
and closer to intention.
h) Encourage feedback from both instructor and peers.
25
i) Include individual conferences between teacher and students
during the process of composition.
In short, writing competences is the target of learning process of
writing in making effective written text. The competence includes the
ability to make grammatically and rhetorically structured text the
appropriate communicative context.
4. Definition of Recount Text
According to Hyland (2009:iii) recount is a text that tells about
past experiences of event. Recount has the same key ingredient as the
recount and is thus comfortingly familiar, the difference is that
whereas recount is imaginative, recount text should be a retelling of
events that have actually happened.
5. Generic Structure of Recount Text
According to Cliffwatt (1998:4-5) recount focuses on a sequence
of event relating to a particular activity. The recount follows three
steps:
a. Orientation
The orientation form is the first paragraph of the written
recount. This paragraph give the information background about
time setting, who or what the participating. Its consist of who was
involved, when the events occurred, what happened and where the
activity or event took place.
b. Series of event
26
At this paragraph the students need to focus on supplying
details of the who, what when and where. Generally recount is
sequenced in time order. A record of events usually recounted in
chronological events.
c. Reorientation and personal or evaluative comment (optional)
This is an optional step and it’s often used to finish writing
by rounding the series of events. It refers back some information
in the paragraph orientation.
6. Language Feature of Recount Text
The language feature of recount text are as follows:
a. Noun and pronoun are use to identify the people, animal or thing.
e.g. Mr. dewi, the milkman, our cat, he.
b. Action verb are use when discussing events. e.g. he jumped, he
walked, they slept.
c. Written in past tense to locate events in the writer’s time.
d. Connection words are used to sequence events. e.g. first, then ,
finally.
e. Combine clause by using conjunction. e.g. when, then, and but.
f. Used adverbs and adverbial phrases to to indicate place and time.
e.g. yesterday, after lunch, to the beach, at my house.
Evaluative language is used in factual and personal recounts. e.g. this
trip was a wonderful experience. (Hyland, 2009:iii)
C. Comic Strips
27
1. Comic and Comic strips
A comic is a book (often shortened to simply comics and
sometimes called comic paper or comic magazine) is a magazine or book
of recount artwork and (virtually always) dialog and descriptive prose.
The style was introduced in 1934. Despite the term, comic book do not
necessarily feature humorous subject-matter, in fact, it is serious and
action-oriented.
Since the introduction of the comic format in 1934 with the
publication of Famous Funnies, the United State has been the leading
producer, with only British comic and Japanese manga as close
competitor in term of quantity of title. The majority of all comic books
in both U.S and Japan are marketed to young adult readers, though they
also produce titles for young children as well as adult audience.
According to Factmonster comic strip is combination of cartoon
with a story line, laid out in a series of pictorial panels across a page and
concerning a continuous character or set of characters, whose thoughts
and dialogues are indicated by means of "balloons" containing written
speech. The comic strip form can be employed to convey a variety of
messages.
Comic strips are authentic, and using authentic material is very
important in language teaching and learning. It has several advantages,
among which is the fact that if students comprehend a genuine text
successfully, that can motivate them and build their confidence.
28
However, it should be noted that the difficulty of the language presented
to the class should be matched with the level of the students; otherwise
the use of authentic materials will only frustrate them (Csabay, 2006: 25)
2. Role of Comic Strips
Based on Derrick (2008), there are some ways in using comics in
writing. Those are:
a. Understanding visual symbols.
b. Reading order in Comics.
c. Comic jigsaw.
d. Fill in the text.
e. Putting panels in order.
Therefore, comic strips can be regarded as a potential material in
teaching and learning process to gain students’ interest. Among visuals
genre, comic strips is more communicative, popular, accessible and
readable. In short, comic as media in teaching and learning process will
be more effective. It can solve the problem faced by the students in the
process of writing especially in writing recount text and caused them
concentrate more on the orderly arrangement of story by paying
attention to the comic strips and the language they use.
3. Strength of Comic Strips in Education
The strengths of comics in education according to Yang Gene
(2003) are many such as:
29
a. Comics are motivating : Students want to read and use this material,
meaning that they will apply themselves to study with more
enthusiasm and are less likely to give up.
b. Comics are visual media: content is more easily processed and
memorized when illustrated.
c. Comics are permanent: students control the pace of the learning
process, which is not true when content is presented in lecture form or
in film.
d. Comics can scaffold to difficult disciplines and concepts, can give
reluctant readers the non-threatening practice and to experienced ones
inspiration and confidence for more challenging texts
e. Development of thinking skills: Analytical and critical thinking skills
can be developed through comics according to Versaci (2001).
30
CHAPTER III
RESEARCH REPORT
In this chapter, the writer would like to collect data from the object of
research that called informants. This research was conducted at SMP IT Nurul
Islam Tengaran, Kabupaten Semarang.
A. Research Setting
1. General Description of SMP IT Nurul Islam Tengaran
SMP IT Nurul Islam is an educational organization under Yayasan
Islam Sabilul Khoirot. It is located in Jln Raya Salatiga KM. 8, Butuh,
RT 20/RW 11 Kec. Tengaran, Kab. Semarang Jawa Tengah.The school
was built in 2008. The name of this school is Sekolah Menengah
Pertama Islam Terpadu (SMP IT) Nurul Islam. The location of this
school becomes one with Nurul Islam Islamic Boarding school. Mean
while the word of Nurul Islam is taken from the name of Islamic
boarding there (Nurul Islam Islamic Boarding School). The headmaster
of this school is Sunarto S,pd. He is the new headmaster there start from
academic year 2014/ 2015.
This school has two programs formal and informal. Time schedule
of formal program at 07.30-14.00 PM it is mean SMP IT Nurul Islam.
Time schedule of informal at 14.00-14.45 PM it is called Language
Tutoring Program of Nurul Islam Islamic Boarding School.
Except teaching and learning activities, there are some extra-
curricular which are done by students outside the school hours, they are:
31
a. Scouting.
b. Journalistic.
c. English & Arab Club.
d. Martial Art Scientific.
e. Youth Club.
f. Qira’ah.
g. Sport Club (Footsal).
h. Tata Boga
2. Setting of Time
The research was carried out at SMP IT Nurul Islam Tengaran in
second semester in the academic year 2015/2016. This research has been
done at March 2016. The research acted as observer and Mrs. Widdadul
Fidqiyah, A.Md. as teacher.
The writer arranged in two cycles, each cycle consist of planning,
observation, and reflecting. The classroom action research was applied
in VIII C class of SMP IT Nurul Islam Tengaran.
B. Research Methodology
In this study the writer used Classroom Action Research (CAR).
Classroom Action Research is a type of classroom research carried out
by the teacher on order to solve problems or to find answer toward
context-specific issues. It means that before implementing the
Classroom Action Research (CAR), the researcher needs to identify a
problem found in the classroom before implementing the CAR.
32
The purpose of this research is to gain understanding of teaching
and learning within one’s classroom and to use that knowledge to
increase students learning. The writer was a researcher who examine
the use of comic strips as a media in the class.
C. Research Subject
The subject of this research is the students of the C class of eighth
grade of SMPIT Nurul Islam Tengaran. There are 25 students and the
students in that class is all boys. The researcher chooses the eighth
grade students, because the age level of these students supposed to be
able to write out the English language as a means of communication.
The students of this class are very special, they have big curiosities and
the ultimate reason is the students hobbies are reading comic. It’s
appropriate to the media which was brought by the researcher.
All of SMPIT Nurul Islam students of the eighth grade are used to
share their knowledge or everything they have learnt to their friends. It
because all of them stay in boarding house and there they have
program called “Language Tutoring Program” as a moment to share
their language ability especially in speaking skill of both language
English and Arabic.
Dealing with the English language subject, they are very interested
in learning English language. They like to reading, they are used to
read comic in English text even English essay. They are active to
“get”, input as much as new information and knowledge to their mind,
33
but they are lack of produce it in written form. They can speak it up,
but when they are asked to write it down systematically, they found
difficulties. They feel hard of arrange and convoy their ideas in
writing.
Even they got some difficulties in writing, but with their big
enthusiasm of learning, it will be easy to them to face their difficulties.
So, the researcher wants to implement comic strips as a teaching media
to improve students’ writing ability, especially in writing recount text.
D. Procedure of The Research.
This research applied Kemmis and Mc Taggart’s model of
classroom action research’s method.
Figure 1: Classroom Action Research Concept by Kemmis in
Hopkins (1993)
The writer carried out an action research with the following steps
in every cycle:
34
1. Planning
In this step, the writer offered new technique in improving students
writing skill. It was the use of comic strips as a learning media. The
action was based on the lesson plan applied in the class. Beside that the
writer also prepared materials that was going to be taught in the class,
make lesson plans, the form of observation in order that the class can
be observed well, teaching aids, test instrument, etc.
2. Acting
This step was the implementation of the use of comic strips as
teaching and learning material. The teacher carried out the lesson plan
in the classroom step by step. It described how the use of comic strips
in the class can promote students writing skill.
To obtain the purpose, the teacher had to create the classroom
atmosphere as well as possible. In this case, the teachers took roles as a
controller of the students’ activities and also provide helps when they
got difficulties in doing the tasks.
3. Observing
The teacher was actively involved in this step. The teacher was not
only the participant in the class but also as the observer. The writer
observed the student participation in the class. The students writing
skill improvement was observed directly by the writer through
observing their active participation in discussion, doing exercise, and
test result.
35
4. Reflecting
After carrying out the teaching and learning activities that was
teaching writing using comic strips, the writer recited the occurrences
in the classroom as the effect of the action. She evaluated the process
and the result of the implementation of comic strips in the class. The
evaluation benefits to decide what the writer should do in the next
cycle.
It was carried out to know the effect of using comic strips in
writing class. By analyzing the strength and the weakness of using
comic strips, the writer can decide what the next action will be for the
continuing improvement.
E. Method of Collecting Data
a. Test
According to Madsen (1983: 9), test of language sub skill
measure the separate components of English, such as vocabulary,
grammar, and pronunciation. However communications skill test
show how well students can use the language in actually
exchanging ideas and information.
Test is used by the writer to examine the result of the subjects
by using questions or other instruments which measure the
students’ result of the lesson that is researched. In this research, the
writer use two times. It contains of pre-test and post-test in every
cycle.
36
b. Observation
Observation is the process of observe toward the subject of
observation by using all of sense (Suharsimi: 2002). Observation is
a way of gathering information about teaching, rather than a way of
evaluating teaching. It involves visiting class to observe different
aspects of teaching (Richard and Lockhart: 1994).
c. Documentation
According to Arikunto (2010: 274), documentation is an
activity to look for variable like notes, transcribes, books,
newspapers, magazines, etc. In this method, researcher holds a
check- list to look for the variable that had been decided.
F. Research Instrument
Research instruments use to collect data and all the instruments
used in this research has been validated by validator to show that all
the instruments are valid and can be use in the research. In this study,
there are four kinds of research instrument. They are:
1. Written Test
Written test uses to know how far the students’ competence
in writing before and after applying Outdoor Activity strategy.
The forms of the test were essay test in this test the teacher gives
some grade based on some aspect. Those aspects are grammar,
content, organization or form and vocabulary. This table shows
the example of scoring sheet as follows:
37
Table 3.5: Student’s Score Sheet
N
o
Name
Aspects
Grammar Content Form Vocab Mechanics Summary
of score
1.
2.
3.
4.
5.
From the score above, the writer conclude a score criteria as a
table bellow:
Table 3.6: Score Criteria
Criteria of Mastery (Total Score) Grade
91 –100 Excellent
81 –90 Very Good
71 –80 Good
61 –70 Fair
51 –60 Poor
41 –50 Very Poor
2. Observation Sheet
Observation sheet uses to know how far the students’
motivation before and after applying the strategy. This
instrument gives monitor and records the students’ improvement
during the lesson. In the observation sheet, they are many aspect
that are consider focuses, those are: paying attention, activeness
38
in asking question, activeness in responding question and
enthusiasm in doing test. In this instrument, the teacher gives
point in each aspect based on the situation of students in every
cycle.
Table 3.7 Score Criteria of Observation Sheet
No Aktivitas Belajar Siswa
Banyak
Siswa
Yang
Aktif
Kualitas
Keaktifan
A
Pengetahuan dialami, dipelajari, dan
ditemukan oleh siswa
1 Melakukan pengamatan atau penyelidikan
2
Membaca dengan aktif (missal dengan pen di
tangan untuk menggaris bawahi atau
membuat catatan kecil atau tanda-tanda
tertentu pada teks)
3
Mendengarkan dengan aktif (menunjukkan
respon, missal tersenyum atau tertawa saat
mendengar hal-hal lucu yang disampaikan,
terkagum-kagum bila mendengarkan sesuatu
yang menakjubkan,dsb)
B Siswa melakukan sesuatu untuk
39
No Aktivitas Belajar Siswa
Banyak
Siswa
Yang
Aktif
Kualitas
Keaktifan
memahami materi pelajaran (membangun
pemahaman)
1
Berlatih (misalnya mencobakan sendiri
konsep-konsep missal berlatih dengan soal-
soal)
2
Berpikir kreatif (misalnya mencoba
memecahkan masalah-masalah pada latihan
soal yang mempunyai variasi berbeda dengan
contoh yang diberikan)
3
Berfikir kritis (misalnya mampu menemukan
kejanggalan, kelemahan atau kesalahan yang
dilakukan orang lain dalam menyelesaikan
soal atau tugas.
C
Siswa mengkomunikasikan sendiri hasil
pemikirannya
1 Mengemukakan pendapat
2 Menjelaskan
3 Berdiskusi
40
No Aktivitas Belajar Siswa
Banyak
Siswa
Yang
Aktif
Kualitas
Keaktifan
4 Mempresentasikan laporan
D Siswa berfikir reflektif
1
Mengomentari dan menyimpulkan proses
pembelajaran
2
Memperbaiki kesalahan atau kekurangan
dalam prose pembelajaran
3
Menyimpulkan materi pembelajaran dengan
kata-kata sendiri
3. Documentation
In this research, the writer use cell phone camera to take
photos of students’ activities during the research is running. This
is used to record student’s activities, classroom situation, etc.
G. Method of Analyzing Data
The researcher used statistical technique to know the
influence of the students’ vocabulary from the pre-test and post-test.
The steps of this technique are:
1) Mean Calculation
41
The result of the test was analyzed by finding the average
score of the students’ writing test. It means that the students’
scores were calculated in order to find out the mean score. The
formula to find the mean score is as follows:
M = x
N
Explanation:
M = Mean
x = The total score test of the learners’ writing test.
N = Total number of the learners (Subject).
2) Standard Deviation
The Formula is:
SD = D2
N−
D
N
2
SD : Deviation Standard
D : Difference between pre-test post-test
N : Number of observation in T-test
3) Test
To be able to know whether there is a significant
improvement or not between pre-test and post-test, researcher
using t-test after calculate the SD. The formula is:
42
ot
1N
SD
N
D
t0 : T-test for the differences of pre-test and post-test
SD : Deviation Standard for one sample t-test
D : Different between pre-test and post-test
N : Number of observation in sample
4) Observation Sheet
Besides the improvement, the researcher also observed the
strength of using comic strips as a media to improve students’
with writing the observation skill sheet. It was according to the
theory of Yang Gene
Table 3.8: Observation Sheet of Comic Strips Strength
No Strength
Score
Excellent Good Fair
1 Comics are motivating
to study with more
enthusiasm and are less
likely to give up
2 Comics are easily
processed and
memorized when
illustrated
3 Comics can control the
student pace of the
learning process
4 Comics give readers
inspiration and
43
No Strength
Score
Excellent Good Fair
confidence for more
challenging texts.
5 Comics can develop
students’ analytical and
critical thinking skills
H. Statistical Hypothesis (Hₒ)
To get the answer of question, the researcher should propose
alternative hypothesis (Ha) and null hypothesis (Ho) as below:
Ha =“There is a significant improvement on students’ achievement on
writing recount text after using comic strips.”
Ho = “There is no improvement on students’ achievement on writing
recount text after using comic strips.”
The criteria of hypothesis presentation states that if to > tt, Ha is
accepted and Ho rejected; and if to < tt , it mean that Ha is rejected and Ho
is accepted.
44
CHAPTER IV
DATA ANALYSIS AND DISCUSSION
In this chapter, the writer analyzed the data gathered from the action
research activities. The data was obtained from the teaching learning process and
evaluation. The aim of the analysis is to measure the improvement of twenty five
students’ writing skill by used comic strips in recount text. In the research the data
consist of 2 comic strips in recount text.
A. Description of Research Setting
The research was carried out at SMP IT Nurul Islam in academic year
2015/2016. The subject of the research is the second grade students of SMP
IT Nurul Islam. The teacher recommended the researcher to conduct the
research in VIII C class because this class has a problem in writing. This class
consists of 25 students and all of them are male.
B. Description of Research Conduct
This research has been done from 22nd
February 2016 to 4th
March 2016.
The time setting of research conducted as follow:
Table 4.1 Time Setting of the Research
Date Activity
February 22nd
2016 Interview the teacher
February 29th
2016
Cycle 1 (first meeting)
+ Pre Test 1 and Post Test 1
March 4th
2016
Cycle 2 (second meeting)
+ Pre Test 2 and Post Test 2
45
The process of teaching and learning recount text writing using
comic strips is going smoothly and most of the students are so enthusiastic.
Although, there is no one of the students interested to make a question about
the material but the students very enthusiastic answer the teacher’s question.
C. Data Analysis
1) Data Analysis in Cycle 1
a. Pre test and Mean Score of Pre Test 1
The researcher began the research with dug some information
such as the class, the technique, the problem and students’ name and
score. The researcher did not conduct the class or observation. The
researcher just collected the data from the teacher.
The researcher do simple interview on October 7th
2015 with
Mrs. Widdatul Fidqiyyah, A.md. as English teacher in SMP IT Nurul
Islam Tengaran. The teacher recommended the researcher to conduct
the research in class VIII C, because the class has a problem. Based
on the teacher’s information, even the students’ speaking ability is
good but students got difficulties in writing text and because recount
text is the easiest one to write so the teacher asked researcher to use
recount text. The students usually get difficulties in starting their
writing, they also can’t recognize or improve a sentence or paragraph
correctly or they don’t have an idea about what they want to write.
46
And the main problem is the student grammatical is so bad when
they write something.
Before giving treatment, the researcher wanted to know the
students mastery of recount text first by using pre-test on February
29th
2016. In pre-test, the researcher did not give any treatment to
them. It’s purely their own ability they got from their own teacher.
The researcher wanted to know whether yes or not the students could
produce a recount text by paying attention to the generic structure of
the text well. This stage was intended to know the students’
weakness before having some treatment.
In this test, the students were asked to write a recount text
about their experience based on their own ability without any
treatment from the teacher but only from the review explaining the
recount text briefly. The pre-test followed by 25 students from VIII
C class. Based on the result of the pre-test, the student’s ability in
writing recount text was very low.
TABLE 4.2: Score of the Students’ Pre- Test I
No. Name of Students’ Aspects
C F V G M Total
1 Abdullah Azzam A.F. 10 10 7 8 5 40
2 Achmad Reza Baskara 9 11 7 7 6 40
3 Afif Haniffiza 13 10 7 8 7 45
4 Ainun Nif’an 11 10 9 7 8 45
5 Alif Umar Ali 15 10 13 12 10 60
6 Arif Budiman 10 15 10 11 9 55
47
No. Name of Students’ Aspects
C F V G M Total
7 Bagas Mursidiyansyah 12 13 12 10 8 55
8 Bima Gigih “El Tsabat” 10 10 13 5 7 45
9 Danis Yuliananta 15 10 15 10 10 60
10 Fadhlan Dinan Oktavian 12 13 8 10 12 55
11 Hakam Arkam Tegar P. 12 15 13 8 7 55
12 Hasib Munawar Huda 15 13 14 12 11 65
13 Imam Fatoni Nur Hakim 15 10 13 12 10 60
14 Jahbadzur Ridha M. 13 12 10 12 8 55
15 Luthfi Bayhaqi M. 10 15 15 10 10 60
16 Moh. Afif Wafiqhul Haq 15 13 11 7 9 55
17 Muh. Ayyash Muharram 15 14 15 10 11 65
18 Muhammad Faishal Ali 13 15 14 11 12 65
19 Muhammad Habib 14 12 10 13 11 60
20 Muh. Nur Hidayah W.B 15 11 14 8 7 55
21 Muh. Rizqi Azmi Attaqi 10 12 13 11 9 55
22 Muh. Syafiq Harianto 11 14 10 18 12 55
23 Muh. Yuukha Ilayya 15 10 15 9 11 60
24 Navis Ayyasy 10 14 11 11 9 55
25 Ridwan Pramuditya 10 12 13 7 8 50
∑ 1370
Table 4.3: Criteria of Students’ Achievement of Pre- Test1
No Total Score Grade Number of Student
1 90 – 100 Excellent -
2 80 – 89 Very Good -
3 70 – 79 Good -
4 60 – 69 Fair 9
5 50 – 59 Poor 11
6 40 – 49 Very Poor 5
Total 25
48
The mean of pre-test I
M = 𝑋
𝑁
M = 1370
25
M = 54,8
54,8 is the result of pre-test mean. 1370 is total of pre-test
and 25 is total students.
From the table of pre-test score above, it can be seen there are no
student that passed the minimum required standard 70. All students
failed. There are only 9 students got fair level, 11 students got poor
level and there are 5 students got very poor level. From the result
above, it shows that the mean of pre-test was 54,8. It was not passed
the minimum passing score, there are many students was still got low
score in writing recount text.
b. Post-Test and Mean Score of Post Test 1
TABLE 4.4: Score of the Students’ Post- Test I
No. Name of Students’ Aspects
C F V G M Total
1 Abdullah Azzam A.F. 10 12 13 11 9 55
2 Achmad Reza Baskara 15 11 13 11 10 60
3 Afif Haniffiza 10 14 11 10 10 55
4 Ainun Nif’an 10 11 13 9 12 55
5 Alif Umar Ali 16 10 14 17 13 70
6 Arif Budiman 10 12 11 7 5 45
7 Bagas Mursidiyansyah 11 13 12 10 9 50
8 Bima Gigih “El Tsabat” 12 10 15 13 10 60
49
No. Name of Students’ Aspects
C F V G M Total
9 Danis Yuliananta 10 15 15 10 10 60
10 Fadhlan Dinan Oktavian 15 17 16 15 12 75
11 Hakam Arkam Tegar P. 10 11 9 8 7 45
12 Hasib Munawar Huda 10 12 11 9 8 50
13 Imam Fatoni Nur Hakim 15 17 13 15 10 70
14 Jahbadzur Ridha M. 16 17 13 11 13 70
15 Luthfi Bayhaqi M. 10 15 15 13 12 65
16 Moh. Afif Wafiqhul Haq 13 11 12 14 10 60
17 Muh. Ayyash Muharram 13 11 11 10 10 55
18 Muhammad Faishal Ali 12 11 12 11 9 55
19 Muhammad Habib 10 9 11 8 7 45
20 Muh. Nur Hidayah W.B 12 13 11 14 10 60
21 Muh. Rizqi Azmi Attaqi 11 10 13 9 7 50
22 Muh. Syafiq Harianto 13 15 14 12 11 65
23 Muh. Yuukha Ilayya 17 15 18 16 14 75
24 Navis Ayyasy 15 14 16 13 12 70
25 Ridwan Pramuditya 17 18 10 15 10 70
∑ 1490
Table 4.5: Criteria of Students’ Achievement of Post- Test1
No Total Score Grade Number of Student
1 90 – 100 Excellent -
2 80 – 89 Very Good -
3 70 – 79 Good 7
4 60 – 69 Fair 7
5 50 – 59 Poor 8
6 40 – 49 Very Poor 3
Total 25
50
The mean of post-test I
M = 𝑋
𝑁
M = 1490
25
M = 59,6
59,6 is the result of post-test mean. 1490 is total of post-test
and 25 is total students.
Mean of pre-test = 54,8
Mean of post-test = 59,6
Mean of pre-test ≤ than post-test
There is improvement of students’ writing skill trough comic strips
between pre-test 1(before the action) and the post-test I (after the
action). From the result above, it shows that the mean of pre-test was
59,6 there is improvement but it was not passed the minimum passing
score. So the writer try to apply comic strips once again.
c. Standard Deviation of Cycle 1
After the technique was implemented to the student, to know
the whole result of this study, the researcher continued research by
hypothesis test. Hypothesis test in this studies calculated using t-test
technique
51
Table 4.6: Result of Pre-Test and Post-Test I
No. Name of Students’ Pre-test I
(X)
Post-test I
(Y) D D
2
1 Abdullah Azzam A.F. 40 55 15 225
2 Achmad Reza Baskara 40 60 20 400
3 Afif Haniffiza 45 55 10 100
4 Ainun Nif’an 45 55 10 100
5 Alif Umar Ali 60 70 10 100
6 Arif Budiman 55 45 -10 100
7 Bagas Mursidiyansyah 55 50 -5 25
8 Bima Gigih “El Tsabat” 45 60 15 225
9 Danis Yuliananta 60 60 0 0
10 Fadhlan Dinan Oktavian 55 75 20 400
11 Hakam Arkam Tegar P. 55 45 10 100
12 Hasib Munawar Huda 65 50 -15 225
13 Imam Fatoni Nur Hakim 60 70 10 100
14 Jahbadzur Ridha M. 55 70 15 225
15 Luthfi Bayhaqi M. 60 65 5 25
16 Moh. Afif Wafiqhul Haq 55 60 5 25
17 Muh. Ayyash Muharram 65 55 -10 100
18 Muhammad Faishal Ali 65 55 -10 100
19 Muhammad Habib 60 45 -15 225
20 Muh. Nur Hidayah W.B 55 60 5 25
52
No. Name of Students’ Pre-test I
(X)
Post-test I
(Y) D D
2
21 Muh. Rizqi Azmi Attaqi 55 50 -5 25
22 Muh. Syafiq Harianto 55 65 10 100
23 Muh. Yuukha Ilayya 60 75 15 225
24 Navis Ayyasy 55 70 15 225
25 Ridwan Pramuditya 50 70 20 400
∑ 1370 1490 140 3825
From the data above, the teacher calculate SD pre test and post test
of cycle 1 below:
SD = D2
N−
D
N
2
SD = 3825
25−
140
25
2
SD = 153 − 5,6 2
SD = 153 − 31,6
SD = 121,4
SD = 11,03
d. Calculated of T-test Value
After calculating deviations standard, then the researcher
counted t-test (t0 ) calculation using the formula below :
53
ot
1N
SD
N
D
ot
24
03,11
25
140
ot
90,4
03,11
25
140
ot 25,2
6,5
ot 49,2
(a) Calculate of df
df = n – 1
df = 25 – 1
df = 24
(b) Consult with t-table
With df=24, the value of t-table with level of significant 0,5%
is 2,0639.
54
(c) Comparing t-test with t-table
From the result data above, ascertainable that the cycle 1 t-
test value is 2,49 and t-table value is 2,0639. Because the result of
t-test ≥ t-table = 2,49 ≥ 2,0639. So, the alternative hypothesis
(Ha) was accepted and the null hypothesis (Ho) was rejected. It
means that there is a significant difference between pre-test and
post-test.
e. Comic Observation Sheet
Table 4.7: Score of Comic Observation Sheet Cycle 1
No Strength
Score
Excellent Good Fair
1 Comics are
motivating to study
with more
enthusiasm and are
less likely to give up
√
2 Comics are easily
processed and
memorized when
illustrated
√
3 Comics can control
the student pace of
the learning process
√
4 Comics give readers inspiration and
confidence for more
challenging texts.
√
5 Comics can develop
students’ analytical
and critical thinking
skills
√
55
2) Data Analysis in Cycle 2
a. Pre-test and Mean Score of Pre-test 2
The teacher asks students to write recount text about their
unforgettable moment as a pre test in Cycle 2
TABLE 4.8: Score of the Students’ Pre- Test II
No. Name of Students’
Aspects
C F V G M Total
1 Abdullah Azzam A.F. 11 12 10 8 9 50
2 Achmad Reza Baskara 14 10 15 11 10 60
3 Afif Haniffiza 13 12 10 11 9 55
4 Ainun Nif’an 13 10 14 12 11 60
5 Alif Umar Ali 10 10 11 9 10 50
6 Arif Budiman 9 11 10 8 7 45
7 Bagas Mursidiyansyah 10 9 10 8 8 45
8 Bima Gigih “El Tsabat” 13 14 13 13 12 65
9 Danis Yuliananta 10 9 11 12 8 50
10 Fadhlan Dinan Oktavian 10 11 14 10 10 55
11 Hakam Arkam Tegar P. 10 12 11 9 8 50
12 Hasib Munawar Huda 14 13 15 12 11 65
13 Imam Fatoni Nur Hakim 15 15 14 16 10 70
14 Jahbadzur Ridha M. 10 10 9 8 8 45
15 Luthfi Bayhaqi M. 14 10 12 13 11 60
56
No. Name of Students’
Aspects
C F V G M Total
16 Moh. Afif Wafiqhul Haq 13 10 12 11 9 55
17 Muh. Ayyash Muharram 10 11 12 9 8 50
18 Muhammad Faishal Ali 13 10 14 12 11 60
19 Muhammad Habib 16 14 15 13 12 70
20 Muh. Nur Hidayah W.B 14 13 15 12 11 65
21 Muh. Rizqi Azmi Attaqi 15 14 12 14 10 65
22 Muh. Syafiq Harianto 15 16 13 14 12 70
23 Muh. Yuukha Ilayya 14 16 15 15 10 70
24 Navis Ayyasy 13 14 11 15 12 65
25 Ridwan Pramuditya 16 16 15 15 13 75
∑ 1475
Table 4.9: Criteria of Students’ Achievement of Pre- Test2
No Total Score Grade Number of Student
1 90 – 100 Excellent -
2 80 – 89 Very Good -
3 70 – 79 Good 5
4 60 – 69 Fair 9
5 50 – 59 Poor 8
6 40 – 49 Very Poor 3
Total 25
57
The mean of pre-test II
M = 𝑋
𝑁
M = 1475
25
M = 59
59 is the result of pre-test mean. 1475 is total of pre-test and 25 is
total students.
The result of the students score in this cycle 2 pre test is still bad.
Only 5 of them who passed good category, 9 students in fair, 8
students in poor, and 3 students in very poor. From the result above, it
shows that the mean of pre-test was 59. It was not passed the
minimum passing score, there are many students was still got low
score in writing recount text
b. Post-test and Mean Score of Post Test 2
TABLE 4.9: Score of the Students’ Post- Test II
No. Name of Students’
Aspects
C F V G M Total
1 Abdullah Azzam A.F. 16 16 15 15 13 75
2 Achmad Reza Baskara 17 15 16 17 15 80
3 Afif Haniffiza 14 16 15 15 10 70
4 Ainun Nif’an 20 15 19 16 15 85
5 Alif Umar Ali 16 15 17 17 15 80
6 Arif Budiman 18 16 15 16 15 80
58
No. Name of Students’
Aspects
C F V G M Total
7 Bagas Mursidiyansyah 19 16 19 17 14 85
8 Bima Gigih “El Tsabat” 13 10 12 10 10 55
9 Danis Yuliananta 16 15 15 16 13 75
10 Fadhlan Dinan Oktavian 14 13 12 15 11 65
11 Hakam Arkam Tegar P. 18 20 19 16 17 90
12 Hasib Munawar Huda 15 17 14 16 13 75
13 Imam Fatoni Nur Hakim 16 19 18 17 15 85
14 Jahbadzur Ridha M. 17 19 16 19 14 85
15 Luthfi Bayhaqi M. 16 18 16 15 15 80
16 Moh. Afif Wafiqhul Haq 17 15 16 15 17 80
17 Muh. Ayyash Muharram 16 15 17 14 13 75
18 Muhammad Faishal Ali 15 16 13 14 12 70
19 Muhammad Habib 19 16 18 15 17 85
20 Muh. Nur Hidayah W.B 15 16 14 16 14 75
21 Muh. Rizqi Azmi Attaqi 16 17 15 15 17 80
22 Muh. Syafiq Harianto 16 15 18 15 16 80
23 Muh. Yuukha Ilayya 17 19 16 18 15 85
24 Navis Ayyasy 17 14 15 16 13 75
25 Ridwan Pramuditya 20 17 19 18 16 90
∑ 1960
59
Table 4.10: Criteria of Students’ Achievement of Post- Test2
No Total Score Grade Number of Student
1 90 – 100 Excellent 2
2 80 – 89 Very Good 13
3 70 – 79 Good 8
4 60 – 69 Fair 1
5 50 – 59 Poor 1
6 40 – 49 Very Poor -
Total 25
The mean of post-test II
M = 𝑋
𝑁
M = 1960
25
M = 78,4
78,4 is the result of post-test mean. 1960 is total of post-test and 25
is total students.
Mean of pre-test = 59
Mean of post-test = 78,4
Mean of pre-test ≤ than post-test
There is improvement of students’ writing skill trough comic strips
between pre-test II (before the action) and the post-test II (after the
action). The average was 78.4. It can be concluded that the post test
was successful. From the table above there are 18 students who got
very good score level. 2 students got excellent level and only one
student who get fair and poor level .
We can see from their score, from pre-test II, they only got 69. It
proved that the students’ skill in writing recount text was low. But, it
60
changed after the teacher gave treatment and they could reach 78.4 in
the post test II. It proved that their mark increase significantly
compared with their pre-test.
c. Standard Deviation of Cycle 2
Table 4.11: The Result of Pre-Test and Post-Test II
No. Name of Students’ Pre-test I
(X)
Post-test I
(Y) D D
2
1 Abdullah Azzam A.F. 50 75 25 625
2 Achmad Reza Baskara 60 80 20 400
3 Afif Haniffiza 55 70 15 225
4 Ainun Nif’an 60 85 25 625
5 Alif Umar Ali 50 80 30 900
6 Arif Budiman 45 80 35 1225
7 Bagas Mursidiyansyah 45 85 40 1600
8 Bima Gigih “El Tsabat” 65 55 10 100
9 Danis Yuliananta 60 75 15 225
10 Fadhlan Dinan Oktavian 55 65 10 100
11 Hakam Arkam Tegar P. 50 90 40 1600
12 Hasib Munawar Huda 65 75 10 100
13 Imam Fatoni Nur Hakim 70 85 15 225
14 Jahbadzur Ridha M. 45 85 40 1600
15 Luthfi Bayhaqi M. 60 80 20 400
16 Moh. Afif Wafiqhul Haq 55 80 35 1225
61
No. Name of Students’ Pre-test I
(X)
Post-test I
(Y) D D
2
17 Muh. Ayyash Muharram 50 75 25 625
18 Muhammad Faishal Ali 60 70 10 100
19 Muhammad Habib 70 85 15 225
20 Muh. Nur Hidayah W.B 65 75 20 400
21 Muh. Rizqi Azmi Attaqi 65 80 15 225
22 Muh. Syafiq Harianto 70 80 10 100
23 Muh. Yuukha Ilayya 70 85 15 225
24 Navis Ayyasy 65 75 10 100
25 Ridwan Pramuditya 75 90 15 225
∑ 1475 1960 515 13400
From the data above, the teacher calculate SD pre test and post test
of cycle 1 below:
SD = D2
N−
D
N
2
SD = 13400
25−
515
25
2
SD = 536 − 20,6 2
SD = 536 − 424,6
SD = 111,64
SD = 10,57
62
d. Calculated of T-test Value
ot
1N
SD
N
D
ot
24
57,10
25
515
ot
90,4
57,10
25
525
ot 16,2
6,20
ot 54,9
(a) Calculate of df
df = n – 1
df = 25 – 1
df = 24
(b) Consult with t-table
With df=24, the value of t-table with level of significant
0,5% is 2,0639.
63
(c) Comparing t-test with t-table
From the result data above, ascertainable that the cycle 2 t-
test value is 9,54 and t-table value is 2,0639. Because the result
of t-test ≥ t-table = 9,54 ≥ 2,0639. So, the alternative
hypothesis (Ha) was accepted and the null hypothesis (Ho)
was rejected. It means that there is a significant difference
between pre-test and post-test.
e. Comic Observation Sheet
Table 4.12 : Score of Comic Observation Sheet Cycle 2
No Strength
Score
Excellent Good Fair
1 Comics are
motivating to study
with more
enthusiasm and are
less likely to give up
√
2 Comics are easily
processed and
memorized when
illustrated
√
3 Comics can control
the student pace of
the learning process
√
4 Comics give readers inspiration and
confidence for more
challenging texts.
√
5 Comics can develop
students’ analytical
and critical thinking
skills
√
64
D. Cycle 1
Cycle 1 was conducted on Monday, February 29th
2016. It was
followed by 25 students as the participant of the study but on the first
meeting it followed by all students. Teaching learning process during the
treatment was presented in many steps. In this activity, the teaching learning
process was conducted by the teacher and the researcher as the observer
during the teaching learning process.
a. Planning
In the planning procedure, the researcher shared with the teacher in
every activity. The activities for planning before giving a treatment
such as the researcher identified the teaching-learning design such as
arranging lesson plan to guide the teaching-learning process which was
using clustering technique, developed learning activities, prepared
learning source and instrument, research instrument and documentation.
b. Acting
The action of cycle 1 was done on Monday, February 9th
2016. The
teacher implemented the teaching learning process based on the lesson
plan which has been made. Teacher began the lesson with greeted the
students and then checked the students’ attendance. After that the
teacher aimed the students to the material that will be learned (recount
text).
The conversation between the researcher and the students are the
following:
65
Teacher : “Good morning everybody?”
Students : “Good morning, Miss.”
Teacher : “before beginning our class today, let us open by say
„basmallah‟ together.
Students : “bismillahir rahmanir rahiim”
Teacher : “Ok, guys… How is your life today?”
Students : “I‟m fine, Miss, and you?”
Teacher : “I‟m great, thank you. Are you all today?”
Students : “Yes”
After giving the explanation of the goals and the activity that day,
the teacher gave the pre-test to the class.
Teacher :“OK guys, before the lesson, I will give you pre-test”.
Are you ready class?”
Students :“Ready Mom”.
Teacher : “The test is, please write the recount text based on your
experience.
When the students were doing the test, she walked around the class
to check the students’ task. After the students finished the pre-test, she
collected the students’ result and began to teach.
The next activity, the teacher asked the students some questions
dealing what they did this morning. It was to stimulate them about
simple past tense, one of the important features on recount text.
Teacher : “What did you do this morning?”
66
Student : “I take a bath, Miss”
Student : “I eat breakfast”
From the students’ answer, it indicated they forgot about the
simple past tense material. Then the teacher gave the explanation that
example of the question and answers were form of simple past tense
sentence. In that part, the teacher distributed the students a comic
entitled an amazing day in the beach
Picture 1: Comic Strips “ An Amazing Day in the Beach
All of the students paid attention on them. Then the teacher asked
the students to understand the comic. After a few minutes, the teacher
67
asked the students to answer the question based on the comic given
orally.
Teacher : “What did the man do?”
Student : “He spend his holiday, Miss”
Teacher : “Where he spent his holiday?”
Student : “He spent his holiday in the beach, Miss”
Teacher : “What he have done in the beach?”
Student : “Build some creatures miss?”
Teacher : “What is the meaning of creature in bahasa?”
This student didn’t know what the meaning of “creature” in
Bahasa, then the teacher asked the students.
Teacher : “Anybody knows what is „creature‟ in Bahasa?”
The class was silent. It seemed nobody knows the answer.
Teacher : “now, open up your dictionary, look what the meaning
of creature is, c r e a t u r e (the teacher spell it).
Student : “I find,Miss… creature is „karya‟.
Teacher : “Yup, Great. You‟re right”.
After giving some questions to the students, the teacher wrote
down the list of sentences. Here the sentences were the answers of the
previous question given. They were:
1. The man spent his holiday.
2. The man spent his holiday in the beach
3. The man built some sand creatures
68
From these sentences, the teacher continued the lesson by
explaining Simple Past Tense. The teacher explained the function and
the pattern of Simple Past Tense. Besides, the teacher also explained the
form of Verb2 which consist of regular and irregular verb. After that the
teacher gave explanation about adverb of time which is always used in
past time, such as: once upon a time, in the age of…, over years ago.
Furthermore, the teacher asked the students to underline the verb in
the form of past tense on each sentences given. She also asked students
to underline the adverb of time indicating past activity. The students
looked seriously to follow the teaching and learning process. It seemed
they were curious more. Than the teacher explained the students how to
make negative and interrogative sentences, and all things related to
simple past tenses with recount text.
The next step was the students activities in writing recount text
based on the comic strips given entitled “An Amazing Day in the
Beach” and it is also a post test of cycle 1.
Student : “ What should I do with these comic Miss?”
Teacher : “. I want to explore your imagination and ideas. You can
write your own recount text according to this comic strips but you may
interpret the comic as you like”
Before they composed the text, the teacher explained how to
arrange sentences to form a good paragraph based on the comic strips
given. She also remained that in writing recount text, they should use
69
verb in the form of past tense. While the students were working, the
teacher checked the student one by one in the class.
Teacher : “Any question so far?”
Student : “Miss, what is the verb2 of „bring‟?”
Teacher : “Open up your dictionary. When you look it up by
yourself, it will stay longer in your brain.”
Student : “oooh.. oke, Miss!
Next, the students wrote recount text based on the comic strips
given individually. Furthermore, the teacher remained them to be
careful in writing recount text, especially in using grammar they had to
use the past verb.
After the students finished their work, one of the student read their
work in front of the class. In closing, the teacher discussed the example
of the students writing by correcting its content, vocabulary, word
order, grammar, and its punctuation. Then the teacher gave opportunity
to the students to share their opinion related to the lesson that day.
Teacher : “what do you think about our class today? Was it
interesting?”
Student : “Yes, Miss. I like reading comic. Now, we can make our
own story of the comic. It was great”.
Teacher : “Good. Do you want to write your own story again?”
Students : “Yess, Miss”
70
After finishing the individual task, each student had to submit their
result of writing recount text
c. Observing
The observation was done by the researcher during teaching
learning process. In the first meeting it was followed by 25 students.
The researcher observed by using observation checklist. In the first
cycle, there were some interactions between the students and the
teacher that ran well. The teacher tried to make an effective atmosphere
in the class for them so they can feel enjoy during teaching learning
process.
d. Reflecting
The reflecting that was done by the researcher and the teacher
about the activity during the teaching leaning process. In this cycle
there were many students faced the problems such as the students still
had some difficulties in arranged the picture of the comic. Even most of
student loved comic strips very much some of them still did not
understand mechanic dealing with punctuation, and capitalization.
Another problem is there were students who still unfocused on the
lesson and there were hardly students to asking question. KKM score is
70 and from the post test, it is only 28% students passed the score.
Because the target is 80% students passed the KKM, so the researcher
and teacher decide to continue the next treatment to fix the problems.
71
The teacher and researcher decided to use comic strips again to make
students more interesting.
E. Cycle 2
Cycle 2 was conducted on Friday, March 4th
2016. This cycle was
followed by 25 students. Teaching learning process during treatment was
presented in many steps. As in previous cycle that the researcher as the
observer and the teacher who conducted teaching and learning process.
a. Planning
The researcher with the teacher begun by identified the problem and
the alternative to solve the problem, the researcher arranged and
improved the lesson plan based on the teaching material, the researcher
improved the teaching strategy, the researcher, the researcher prepared
the teaching aids, and the researcher prepared the research instrument.
b. Acting
In this cycle, the action was done at Friday, March 4th
2016. The
steps of this phase were same as before. There were pre activities, main
activities, and post activities. In the pre activities the teacher greeted the
students, pray, checked the attendance list, prayed, reviewed the
previous lesson, explained the goal and benefit of the lesson, and told the
activities which were going to do by the students.
Teacher :“Assalamu‟alaikum warahmatullahi wabarakaatuh”
Students :“Wa‟alaikumsalam warahmatullahi wabarakatuh”
Teacher : “Hallo guys, how are you doing?”
72
Students : “I‟m fine, thank you, and you?”
Teacher : “ I‟m very well thank you. Now, do you want to have fun
learning today?”
Students : “Yes, Miss”
Other student : “Is it comic again, Miss?”
Teacher : “Yup.. will you like it?”
Students : “sure, Miss”
Teacher : “wow, I‟m happy to hear that. We‟ll have comic strips
again today, but before it, I want to ask you several questions. Do you
have an unforgettable moment?”
Student 1 : “Yess, Miss i do”
Teacher : “Oke, Now, would you tell us about that moment?”
Student 1 : “But, I‟m shy miss”
Teacher: “It‟s okay, just tell the story and skip the part that you
think it‟s embarrassed to be shared
Student 1 : “In Bahasa, Miss?”
Teacher : “In English of course”
Student 1 : “but if I have mistaken, help me ya, Miss?
Teacher : “Sure”
Then, that student told to the class about his unforgettable moment.
Sometime, he didn’t know some vocabularies in English and his friends
help him finding the words. From his action, the researcher concludes
that the students had better progress in using the grammar better than
73
before, he also could manage the plot of the story well. But he still lack
in vocabularies.
Teacher : “Very good… give applause to Reza, class!”
After one student tell his story to the class, the teacher asks them to
write down their unforgettable moment as a pre test in cycle 2
Teacher : “Ok class, now write down your unforgettable moment
in a paper!”
Student : “ Just like previous day miss?”
Teacher: “ Yes!”
Student: “ Okay miss.”
After the finish their writing, the teacher explained to the students
more about what they had done. The students received the instruction
very well. The goal of the activity, the students should have competence,
especially to manage something correctly and find the topic of the lesson
quickly and happily.
Next, Teacher showed them one page of comic entitle “Harry’s
Birthday Party”. Here it is the part of the comic:
74
Picture 2: Comic Strips Entitled Harry’s Birthday Party
The students were interested when teacher showed them this part
of comic. It could be seen from their curious face.
Student :”It‟s Birthday, Yaaayyyyy”
Student :”I like Party, especially birthday party”
Teacher : “why do you like birthday party?”
Student 1 :“Because there was a lot of my friend gather in one ”
Student 2 :“Because there was a huge birthday cake”
75
Student 3 :“Is it okay for me to change the name of Harry to the
other name miss? ”
Teacher :”good, it‟s Ok to make your own plot and story from the
comic strips I gave you. but you have to remember to make it in good
sentence and correct grammar.”
In this stage, the teacher asked the students to open their dictionary
to find the meaning of the words and the sentences in the text. It would
make them felt relaxes to do their tasks. Some students read the texts to
enhance their knowledge, and information related to the text. The others
opened their dictionary to help to know the meaning about the words.
The next activity, the teacher asked the students to read and
understand the recount text given. After that, the teacher asked the
students dealing with the new vocabularies or the words that they did not
know the meaning. The teacher wrote down the words which the
students asked on the whiteboard. The teacher gave the students a
chance to answer their friends’ question.
From the recount text given, the teacher began to explain about the
generic structure and the language feature of recount text and its social
function. The students looked serious to follow the teaching and learning
process. It seemed that they wanted to understand what the teacher
explained.
Then the teacher asked the students to analyze the text given. The
students should find orientation, events, and re-orientation. Besides
76
analyzing the generic structure of recount sentence, the teacher also
asked the students to analyze the language features of recount text. In
this case, students did their task seriously.
The last activity on this step, the teacher asked the students trying
to interpret the comic strips entitle “Harry’s Birthday Party”. After a few
minutes, the teacher asked the students to construct a recount text based
on the comic strips given. The students did their task seriously and
enthusiastically. They tried to do better than before. Here, the students
did the task in group. Some students still consulted to their dictionary
when they found difficulty in vocabulary. The other students asked their
friend when they found out difficulty in vocabulary and grammar.
Meanwhile the students did their task, the teacher went around to
class to know whether the students need a help or not. Some of them
could correct the mistakes. Then the teacher corrected the students’ work
together with the students, so they know their mistakes.
In closing the teacher gave opportunity for the students to share
their opinion, which related to the lesson. She also asked the students to
try to arrange some simple sentence based on the comic at home. By
practicing wrote sentences they would be able to write a good paragraph.
The teacher reminded the students to be carefully in using correct
grammar, punctuation, and spelling in writing sentences or paragraphs.
The students did the task seriously and enthusiastically. The
teacher went around the class to check the students’ work. Sometime she
77
stopped when students asked her question dealing with the theme. The
students tried to do better than before. It seemed that they could express
and explore their ideas although just the simple sentence. Teacher
allowed the students to open their dictionary to help them find the
difficult words. Sometime the students asked their friend the meaning
when they did not find the words in their dictionary. The result of the
students’ task would be taken as the latest post-test which also the last
meeting in this observation.
Before the teacher close the lesson, she gave opportunity to the
students to share their opinion related to the lesson.
Teacher : “what do you think about our lesson today and the last
day, guys?”
Student 1 : “it was awesome, Miss. I can make my own story. I‟m a
creator. hehehe”
Student 2 : “it was interesting, Miss. I can explore my
imagination”
Student 3 : “yes, it was good. We can share our ideas and help
each other”
Student 4 : “my vocabularies are also improve, Miss”
Student 5 : “I know the structure to write recount text, Miss.”
Student 6 : “I realized that the mechanic and word order are
important to write.
78
Teacher : “ Good. Thank you, guys… That‟s what the aims of this
lesson applied. I‟m touched hearing your opinion. Hehe. After this, I
hope you keep learning, especially in learning English. I‟m sure you can
be a great writer. Finally, I have to close our class today. See you
around, guys. Wassalamualaikum warrahmatullahi wabarakatuh ”
Students :“wassalamualaikum warahmatullahi wabarakatuh”
Teacher : “If you need help, you can ask me anytime”
Students : “Yess, Miss.
c. Observing
As follow up of previous cycle, here students were explained about
the problems that they faced in previous cycle. Students were
enthusiastic in listening to the teacher’s explanation. They were very
active in answering the teacher’s question. There were no students who
asked question, although teacher guide and gave a chance for the
students to ask about the material if they have not understood yet.
d. Reflecting
The reflecting that was done by the researcher and the teacher
about the activity during the teaching leaning process in cycle II. In this
cycle the teaching was done by teacher maximum. The students were
enthusiastic and focused on listening to the teacher’s explanation without
making any noise. After having got the teachers’ explanation, students
have known about their problems and reduced their mistakes in writing.
Although the students have low interesting in asking question, but the
79
students quite good in answer the teacher’s question. And the result of
this cycle 2 is so good 92% students passed the KKM from the total
target 80%. It is only 2 students who didn’t passed the KKM.
F. Discussion
This research is to answer the question about whether yes or not the
using comic strips give significant improvement to the students’
achievement on writing recount text.
From the result of statistic calculation indicates that the result of t-test
of cycle 1(to) calculating (2,49) and t-table (tt)value is 2,0693 and the result
of t-test of cycle 2(to) calculating (10,57) and t-table (tt)value is 2,0693.
Because the result of cycle 1 t-test ≥ t-table = 2,49 ≥ 2,0693 and the result of
cycle 2 t-test ≥ t-table = 10,57 ≥ 2,0693 . So, the alternative hypothesis (Ha)
of both cycles are accepted and the null hypothesis is rejected. It means that
there is significant improvement on students’ achievement on writing
recount text after taught using comic strips.
From the result above, the researcher felt that comic strips can improve
students’ ability in writing recount text at VIII C grades of SMP IT Nurul
Islam Tengaran. The classroom action research of the implementation of
comic strips was successful. The use of comic strips is one of the factors that
influence the result of the study. By using comic strips students were easier
in getting the ideas in writing recount text and majority of the students were
enthusiastic in joining the lesson. And Students were also enthusiastic in
doing the test.
80
The strengths of comic strips by Yang Gene is proved when the result
of the observation sheets is mostly good when it applied in cycle 1 and
mostly excellent when it applied in cycle 2
Based on the increasing of the students’ achievement after learning
writing recount text using comic strips, it proved that the used of comic
strips in teaching writing recount text was important to encourage students’
writing achievement.
81
CHAPTER V
CLOSURE
A. Conclusions
In this last chapter, the writer presents some conclusion on several
points of views of implementing using comic strips as a media to improve
students’ ability in writing recount text of eighth grade of SMP IT Nurul
Islam Tengaran in the academic year of 2015/2016.
From the result of observation, evaluation and reflection of the
implementation of the actions, the writer concluded that:
1. The use of comic strips as teaching media can improve writing skill
of the eighth grade students at SMP IT Nurul Islam Tengaran
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. In the cycle 1 shows that the pre-
test score is 54.8 and the post test is 59.6 and in the cycle 2 shows
that the pre-test score is 59 and the post test is 78.4. It means,
there’s significant score after applying comic strips as a media in
teaching writing recount text.
2. The use of comic strips as a media is can improve the students
writing skill. It can be proved with the t-test calculation which is
higher than t-table in each cycle. In cycle 1 the t-test score is 2,49
higher than t-table, 2,0693 and in cycle 2 the t-test score is 10,57
higher than t-table 2,0693.
82
3. The strength of using comic strips as a media in teaching English
stated by Yang Gene (2003) is proved from the score of observation
sheet that shows mostly good in cycle 1 and mostly excellent in the
last cycle.
B. Recommendation and Suggestions
Based on finding in this observation, the researcher would like to
give recommendation and suggestion as follows:
1. For the English Teacher
The result of this research can support the English teachers
to apply this media in teaching writing. Teachers should prepare
materials well and make fun atmosphere in the class in order to
students enjoy and interested
2. For the Students’
Studying English is not difficult if the students have
willingness to study and have motivation to learn. The students can
study English not only from their school but also from everywhere
such as English magazines, English song, English movies, English
comic, etc. As students, they should always be active in learning
English.
83
3. For the Other Researcher
The writer is aware that the research is not the end of the
problems being studied. The writer does hope that the findings of
the research will be used as starting point of the next research on
similar problems. There are many other instructional media that can
be used in teaching English to make the lesson more interesting and
enjoyable
84
REFERENCES
Brown H. Douglas. 1994. Principles of Language Learning and Teaching. Third
Edition. United States of America: San Francisco University.
Brown, H. Douglas. 2001. Teaching by Principles An Interactive Approach to
Language Pedagogy. Second Edition. San Francisco State University:
Longman.
Brown. 2000. Teaching by Principles: An Interactive Approach to Language
Pedagogy. New Jersey: Prentice Hall.
Depdiknas. 2004. Permendiknas Nomor 22 Tahun 2006 tentang Standard Isi
Kurikulum Tingkat Satuan Pendidikan untuk SMP/MTs. Jakarta: Pusat
Kurikulum Badan Penelitian dan Pengembangan.
Harmer, Jeremy. 2004. How to Teach Writing. England : Pearson Education
Limited.
Lee Colvin, Richard. The Six Essential Elements of Good Teaching.
http://cotsen.org/cotsen-
hechinger/reportingarticles/COACHES_article.pdf Accessed on Monday,
February 12, 2016, 4.39 PM
Marianthi, Vassilikopoulou.2001. FROM DIGITISED COMIC BOOKS TO
DIGITAL HYPERMEDIA COMIC BOOKS: THEIR USE IN
EDUCATION. Greece: University of Piraeus.
P. Haris, David, 1969. Testing English as a Second Language. New York. Mc
Graw-Hill Book Company.
Cliffwatt. 1998. Targeting Text: Recount, Procedure, Exposition Middle Primary.
Singapore: Green Giant Press.
R.I.C Publication, 2008. Writing Text Type: A Practical Journal. Greenwood: RIC
Publication.
Arikunto, S. (2002). Prosedur Penelitian (5th
rev.edn). Jakarta: PT Rineka Cipta.
Reid, Joy M. 1993. Teaching ESL Writing. United State of America: Prentice Hall
Regents
(http://www.factmonster.com/encyclopedia/entertainment/comic-strip.html).
(http://www.merriam-webster.com/dictionary/learning).
(http://widhiieaprilia.blogspot.co.id/p/blog-page_6236.html
85
http://www.literature.freeservers.com/image_polat/llat.html).
(https://yudhaanggara147.wordpress.com/aretikel/komponen-pembelajaran/).
(http://soaldankuncijawabanbloggerpekolingan.blogspot.co.id/2012/11/definition-
of-writing-general-concept.html).
( http://www.ttms.org/writing_quality/writing_quality.htm).
86
APPENDIX
87
88
1. The Condition of Teacher and Staff
Teacher is someone who transfers knowledge for the students.
They transfer some materials and skills during teaching and learning
process. They facilitate the students to get their talent therefore the
teacher is important in teaching-learning process.
And staff/officer is the person who helps the teacher to create
teaching and learning process. Both teacher and staff will make
teaching and learning process better. The Teacher and Staff in SMP IT
Nurul Islam Tengaran as follow:
Table 3.1: List of teacher of SMPIT Nurul Islam
No Name of Teacher Subject
1. Abdul Rohman Seni Budaya
2. Atia Fitriawati Pendidikan Agama Islam
3. Devi Sulistyaningsih Penjasorkes
4. Dewi Uswati IPA
5. Djoko Setyawan Matematika
6. Eni Kusrini PKN
7. Fajriyah Liny Budiningsih IPA
8. Fitriya Habibi IPS
9. Galih Wahyuningsih Pegawai
10. Galuh Widiarini Bahasa Inggris
11. Ida Pramuwasti Bahasa Indonesia
12. Iklimatus Suryani Bahasa Arab
13. Indah Safitri Bahasa Inggris
14. Iriyanti Dwi Hapsari IPS
15. Juli Alim Istamah IPA
16. Khoirul Umar Bahasa Arab
17. Muhammad Sundomo
Mariyo
Seni Budaya
18. Novia Yudhasari Pegawai
19. Nur Rochmah Sejarah Kebudayaan
Islam
20. Nur Syarifah Pendidikan Agama Islam
21. Purwoko IPS
89
22. Rani Iryana Nurfadzila TIK
23. Rendy Pamungkas IPA
24. Santoso Aqidah
25. Siti Yulaikah Bahasa Indonesia
26. Sulistiyorini Matematika
27. Sunarto Qur’an Hadits
25 Widdatul Fidqiyah Bahasa Inggris
29. Widiyarti IPS
2. Facilities of SMP IT Nurul Islam Tengaran
The facilities are medium which can support the students’
achievement in the school. There are some facilities which needed by
teachers and students to support teaching learning process. It could be
seen in the table bellow:
Table 3.2: List of Facilities of SMP IT Nurul Islam
Condition
Good Little Huge
No. Name of Room Damage Damage
Qty Wide Qty Wide Qty Wide
(m2) (m
2) (m
2)
1 Classroom 13 258 - - - -
2. Science Laboratory 1 48 - - - -
3. Computer Laboratory 1 24 - - - -
4. Library 1 24 - - - -
5.
Unit of School Healthy
Room 1 12 - - - -
6. Counseling Room 1 9 - - - -
7. Teacher Room 1 24 - - - -
8. Administration Room 1 16 - - - -
90
Condition
Good Little Huge
No. Name of Room Damage Damage
Qty Wide Qty Wide Qty Wide
(m2) (m
2) (m
2)
9. OSIS Room 1 12 - - - -
10. Teacher’s Bathroom 2 8 - - - -
11. Student’s Bathroom 4 16 - - - -
12. Washing Room 3 - - - - -
13. Ironing Room 1 9 - - - -
14. Warehouse 1 4 - - - -
15. Mosque 1 100 - - - -
16.
Headmaster Official
Room 1 48 - - - -
17. Teacher Official Room 5 72 - - - -
18. Student Boarding House 7 24 - - - -
19. Cafetaria 1 50 - - - -
20. Kitchen 1 32 - - - -
21. Gateway and logo 1 - - - - -
22. Field 2 - - - - -
23.
Badminton/Volleyball
Field 4 - - - - -
91
3. Organization Structure
Table 3.3: Organization Structure of SMPIT Nurul Islam
HEADMASTER Sunarto, S.Ag
WAKIL KEPALA
SEKOLAH Purwoko, S.Pd
- Curriculum Division Iriyanti Dwi Hapsari, S.Pd
- Student division Galuh Widiarini, S.Pd
ADMINISTRATION
STAFF
- Leader Priyono
Agiyem
- Secretary of Treasure Galih Wahyuningsih
HEAD OF SCIENCE LAB. Dewi Uswati, S.Pd
HEAD OF LANGUAGE
LAB. Yahya,S.Pd
HEAD OF LIBRARY Siti Shofiyah
COUNSELING Galih.S.Pd
Widdatul Fidqiyah, A.Md
OSIS GUIDANCE
- male Muhammad S. Mariyo, S.S
- female Fitriya Habibi, S.Pd
EXTRA CO-ORDINATOR Indah Safitri, S.Pd
CONTEST CO-
ORDINATOR Rani Iryana Nurfadzila, S.Pd
HEAD OF NATIONAL
EXAMINATION Rendy Pamungkas, S.Pd
4. List of Student in The Writing Class Using Comic Strips
The researcher conducted this research in SMP IT Nurul Islam
Tengaran and especially concern in the second grade especially VIII C.
This class consist of 25 students, and all of them are male. The data could
be seen in the table bellow:
92
Table 3.4 List of Students
No Name
1 Abdullah Azzam Al-Fatih
2 Achmad Reza Baskara
3 Afif Haniffiza
4 Ainun Nif’an
5 Alif Umar Ali
6 Arif Budiman
7 Bagas Mursidiyansyah
8 Bima Gigih “El Tsabat”
9 Danis Yuliananta
10 Fadhlan Dinan Oktavian
11 Hakam Arkam Tegar Prakoso
12 Hasib Munawar Huda
13 Imam Fatoni Nur Hakim
14 Jahbadzur Ridha Mursyidin
15 Luthfi Bayhaqi Muhammad
16 Moh. Afif Wafiqhul Haq
17 Muhammad Ayyash Muharram
18 Muhammad Faishal Ali
19 Muhammad Habib
20 Muhammad Nur Hidayah Wahyu Budiyono
21 Muhammad Rizqi Azmi Attaqi
22 Muhammad Syafiq Harianto
23 Muhammad Yuukha Ilayya
24 Navis Ayyasy
25 Ridwan Pramuditya
93
LEMBAR OBSERVASI
AKTIVITAS SISWA DALAM BELAJAR
Nama Sekolah : SMP Islam Terpadu Nurul Islam
Cycle : 1
Nama Guru : Widdatul Fidqiyah, A.Md.
Nama Observer : Ersa Dewana
Tujuan :
1. Merekam data berapa banyak siswa di suatu kelas aktif belajar
2. Merekam data kualitas aktivitas belajar siswa
Petunjuk :
1. Observer harus berada pada posisi yang tidak mengganggu pembelajaran
tetapi tetap dapat memantau setiap kegiatan yang dilakukan siswa.
2. Observer memberikan skor sesuai dengan petunjuk berikut
a. Banyak siswa : skor 0 bila > 20% ; skor 2 bila 20% sampai >40%;
skor 3 bila 40% sampai > 60%; skor 4 bila 60% sampai 80%; skor 5
bila 80% sampai 100% aktif.
b. Kualitas : 1 = sangat kurang ; 2 = kurang ; 3 = cukup; 4 = baik; 5 =
baik sekali.
No Aktivitas Belajar Siswa
Banyak
Siswa
Yang
Aktif
Kualitas
Keaktifan
A Pengetahuan dialami, dipelajari, dan
ditemukan oleh siswa
1 Melakukan pengamatan atau penyelidikan √ 2
2
Membaca dengan aktif (missal dengan pen di
tangan untuk menggaris bawahi atau membuat
catatan kecil atau tanda-tanda tertentu pada teks)
√ 4
3
Mendengarkan dengan aktif (menunjukkan
respon, missal tersenyum atau tertawa saat
mendengar hal-hal lucu yang disampaikan,
terkagum-kagum bila mendengarkan sesuatu
yang menakjubkan,dsb)
√ 3
94
No Aktivitas Belajar Siswa
Banyak
Siswa
Yang
Aktif
Kualitas
Keaktifan
B Siswa melakukan sesuatu untuk memahami
materi pelajaran (membangun pemahaman)
√
1 Berlatih (misalnya mencobakan sendiri konsep-
konsep missal berlatih dengan soal-soal) √ 4
2
Berpikir kreatif (misalnya mencoba
memecahkan masalah-masalah pada latihan soal
yang mempunyai variasi berbeda dengan contoh
yang diberikan)
√ 3
3
Berfikir kritis (misalnya mampu menemukan
kejanggalan, kelemahan atau kesalahan yang
dilakukan orang lain dalam menyelesaikan soal
atau tugas.
√ 2
C Siswa mengkomunikasikan sendiri hasil
pemikirannya
√
1 Mengemukakan pendapat √ 2
2 Menjelaskan √ 4
3 Berdiskusi √ 3
4 Mempresentasikan laporan √ 3
D Siswa berfikir reflektif √
1 Mengomentari dan menyimpulkan proses
pembelajaran √ 3
2 Memperbaiki kesalahan atau kekurangan dalam
prose pembelajaran √ 3
3 Menyimpulkan materi pembelajaran dengan
kata-kata sendiri √ 4
Salatiga, Maret
2016
Observer
Ersa Dewana
113-11-074
LEMBAR OBSERVASI
95
AKTIVITAS DALAM PEMBERLAJARAN
Nama Sekolah : SMP Islam Terpadu Nurul Islam
Cycle : 1
Nama Guru : Widdatul Fidqiyah, A.Md.
Nama Observer : Ersa Dewana
NO Aktivitas Guru Dalam Mengajar Keterlaksanaan
Yes No
1 Guru mempersiapkan materi dengan baik √
2 Guru bertanya tentang recount tex √
3 Guru menjelaskan tentang tehnik clustering √
4 Guru dapat mengkondisikan kelas dengan baik √
5 Guru menggunakan waktu secara efektif √
6 Guru dapat menggunakan media dengan baik √
7 Guru memberikan evaluasi setelah pelajaran √
8 Guru bertanya tentang kestulitan siswa dalam
memahami materi pelajaran
√
9 Siswa memperhatikan tehnik yang disampaikan guru √
10 Siswa memperhatikan penjelasan guru √
11 Siswa dapat memahami penjelasan guru √
12 Siswa menjadi lebih aktif selama pelajaran √
13 Siswa berani untuk bertanya dan menjawab √
14 Siswa menjawab pertanyaan dengan benar √
15 Siswa merasa gembira selama pelajaran √
16 Siswa berisik selama pelajaran √
17 Siswa merasa bosan selama pelajaran √
Salatiga, Maret 2016
Observer
Ersa Dewana
113-11-074
96
LEMBAR OBSERVASI
AKTIVITAS DALAM PEMBERLAJARAN
Nama Sekolah : SMP Islam Terpadu Nurul Islam
Cycle : 2
Nama Guru : Widdatul Fidqiyah, A.Md.
Nama Observer : Ersa Dewana
NO Aktivitas Guru Dalam Mengajar Keterlaksanaan
Yes No
1 Guru mempersiapkan materi dengan baik √
2 Guru bertanya tentang recount tex √
3 Guru menjelaskan tentang tehnik clustering √
4 Guru dapat mengkondisikan kelas dengan baik √
5 Guru menggunakan waktu secara efektif √
6 Guru dapat menggunakan media dengan baik √
7 Guru memberikan evaluasi setelah pelajaran √
8 Guru bertanya tentang kestulitan siswa dalam memahami
materi pelajaran
√
9 Siswa memperhatikan tehnik yang disampaikan guru √
10 Siswa memperhatikan penjelasan guru √
11 Siswa dapat memahami penjelasan guru √
12 Siswa menjadi lebih aktif selama pelajaran √
13 Siswa berani untuk bertanya dan menjawab √
14 Siswa menjawab pertanyaan dengan benar √
15 Siswa merasa gembira selama pelajaran √
16 Siswa berisik selama pelajaran √
17 Siswa merasa bosan selama pelajaran √
Salatiga, Maret 2016
Observer
Ersa Dewana
113-11-074
97
LEMBAR OBSERVASI KETERLAKSANAAN CYCLE 1
PEMBELAJARAN BAHASA INGGRIS DENGAN “comic strips”
Petunjuk :
Beri tanda centang ( ) sesuai dengan hasil pengamatan, pada kolom yang tersedia.
No
Kegiatan guru Keterlaksanaan Faktor
penghambat
Kegiatan siswa Keterlaksanaan Faktor
penghambat
Ide
penyelesaia
n Ya Tidak Ya Tidak
1 Memulai pelajaran dengan
mengucapkan salam,
menanyakan kabar dan doa
√ Menjawab salam, berdo’a
bersama √
2 Mengecek kehadiran siswa √ Menjawab absensi √
3 Apersepsi √ Mengikuti kegiatan dengan
baik √
4 Menginformasikan tujuan
pembelajaran dan
memotivasi siswa
√ Mendengarkan penjelasan
dan mengemukakan gagasan √
6 Memberi informasi
mengenai suatu konsep
yang akan dipelajari,
penjelasan tentang recount
text.
√ Mendengarkan penjelasan
atau bertanya √
7 Guru menjelaskan tentang
generic structure dan
language feature dari
√ Mendengarkan penjelasan
atau bertanya √
98
No
Kegiatan guru Keterlaksanaan Faktor
penghambat
Kegiatan siswa Keterlaksanaan Faktor
penghambat
Ide
penyelesaia
n Ya Tidak Ya Tidak
recount text
8 Guru menuliskan suatu
tema tentang recount text
di tengah papan tulis
kemudian melingkarinya
dan meminta siswa
memberikan kata yang
berkaitan dengann tema
(clustering technique)
√ Siswa memberikan ide-ide
dan gagasan tentang tema
yang diberikan guru
√
9 Guru menyusun ide- ide
tersebut menjadi sebuah
karangan
√ Mendengarkan dengan
seksama dan memberikan
tanggapan atas penjelasan
guru
√
10 Guru memberikan latihan
menulis teks recount
dengan tema yang
diterntukan oleh guru dan
menggunakan clustering
technique
√ Mengerjakan latihan dengan
baik dan bertanya bila ada
kesulitan
√
11 Guru mengrahkan siswa
dalam mengerjakan
latihan, memberikan
bimbingan dan bantuan
bila diperlukan
√ Mengerjakan tukan dengan
baik dan bertanya bila ada
kesulitan
√
12 Guru memeriksa dan √ Memeriksa dan memberikan √
99
No
Kegiatan guru Keterlaksanaan Faktor
penghambat
Kegiatan siswa Keterlaksanaan Faktor
penghambat
Ide
penyelesaia
n Ya Tidak Ya Tidak
membahas latihan
bersaama sama
tanggapan atas penjelasan
guru
13 Guru menanyakan
kesulitan siswa selama
proses kegiatan belajar
mengajar
√ Memberikan pendapat
tentang kesulitan kesulitan
yang dihadapi selama
pelajaran berlangsung
√
14 Refleksi √ Mengikuti kegiatan refleksi √
15 Guru menyampaikan
rencan pembelajaran pada
pertemuan berikutnya
√ Siswa mendengarkan
dengan seksama √
16 Doa penutup √ Berdoa bersama √
Salatiga, Maret 2016
Obsever,
Ersa Dewana
113-11-074
100
LEMBAR OBSERVASI KETERLAKSANAAN CYCLE 2
PEMBELAJARAN BAHASA INGGRIS DENGAN “comic strips”
Petunjuk :
Beri tanda centang ( ) sesuai dengan hasil pengamatan, pada kolom yang tersedia.
No
Kegiatan guru Keterlaksanaan Faktor
penghambat
Kegiatan siswa Keterlaksanaan Faktor
penghambat
Ide penyelesaian
Ya Tidak Ya Tidak
1 Memulai pelajaran dengan
mengucapkan salam,
menanyakan kabar dan doa
√ Menjawab salam, berdo’a
bersama √
2 Mengecek kehadiran siswa √ Menjawab absensi √
3 Apersepsi √ Mengikuti kegiatan dengan
baik √
4 Menginformasikan tujuan
pembelajaran dan
memotivasi siswa
√ Mendengarkan penjelasan
dan mengemukakan gagasan √
6 Memberi informasi
mengenai suatu konsep
yang akan dipelajari,
penjelasan tentang recount
text.
√ Mendengarkan penjelasan
atau bertanya √
7 Guru menjelaskan tentang
generic structure dan
language feature dari
recount text
√ Mendengarkan penjelasan
atau bertanya √
101
No
Kegiatan guru Keterlaksanaan Faktor
penghambat
Kegiatan siswa Keterlaksanaan Faktor
penghambat
Ide penyelesaian
Ya Tidak Ya Tidak
8 Guru menuliskan suatu
tema tentang recount text
di tengah papan tulis
kemudian melingkarinya
dan meminta siswa
memberikan kata yang
berkaitan dengann tema
(clustering technique)
√ Siswa memberikan ide-ide
dan gagasan tentang tema
yang diberikan guru
√
9 Guru menyusun ide- ide
tersebut menjadi sebuah
karangan
√ Mendengarkan dengan
seksama dan memberikan
tanggapan atas penjelasan
guru
√
10 Guru memberikan latihan
menulis teks recount
dengan tema yang
diterntukan oleh guru dan
menggunakan clustering
technique
√ Mengerjakan latihan dengan
baik dan bertanya bila ada
kesulitan
√
11 Guru mengrahkan siswa
dalam mengerjakan
latihan, memberikan
bimbingan dan bantuan
bila diperlukan
√ Mengerjakan tukan dengan
baik dan bertanya bila ada
kesulitan
√
12 Guru memeriksa dan
membahas latihan
bersaama sama
√ Memeriksa dan memberikan
tanggapan atas penjelasan
guru
√
102
No
Kegiatan guru Keterlaksanaan Faktor
penghambat
Kegiatan siswa Keterlaksanaan Faktor
penghambat
Ide penyelesaian
Ya Tidak Ya Tidak
13 Guru menanyakan
kesulitan siswa selama
proses kegiatan belajar
mengajar
√ Memberikan pendapat
tentang kesulitan kesulitan
yang dihadapi selama
pelajaran berlangsung
√
14 Refleksi √ Mengikuti kegiatan refleksi √
15 Guru menyampaikan
rencan pembelajaran pada
pertemuan berikutnya
√ Siswa mendengarkan
dengan seksama √
16 Doa penutup V Berdoa bersama V
Salatiga, Maret 2016
Obsever,
Ersa Dewana
113-11-074
103
LEMBAR OBSERVASI
AKTIVITAS SISWA DALAM BELAJAR
Nama Sekolah : SMP Islam Terpadu Nurul Islam
Cycle : 1
Nama Guru : Widdatul Fidqiyah, A.Md.
Nama Observer : Ersa Dewana
Tujuan :
3. Merekam data berapa banyak siswa di suatu kelas aktif belajar
4. Merekam data kualitas aktivitas belajar siswa
Petunjuk :
3. Observer harus berada pada posisi yang tidak mengganggu pembelajaran tetapi tetap
dapat memantau setiap kegiatan yang dilakukan siswa.
4. Observer memberikan skor sesuai dengan petunjuk berikut
c. Banyak siswa : skor 0 bila > 20% ; skor 2 bila 20% sampai >40%; skor 3 bila
40% sampai > 60%; skor 4 bila 60% sampai 80%; skor 5 bila 80% sampai 100%
aktif.
d. Kualitas : 1 = sangat kurang ; 2 = kurang ; 3 = cukup; 4 = baik; 5 = baik sekali.
No Aktivitas Belajar Siswa
Banyak
Siswa Yang
Aktif
Kualitas
Keaktifan
A Pengetahuan dialami, dipelajari, dan ditemukan oleh
siswa
1 Melakukan pengamatan atau penyelidikan √ 2
2
Membaca dengan aktif (missal dengan pen di tangan
untuk menggaris bawahi atau membuat catatan kecil
atau tanda-tanda tertentu pada teks)
√ 4
3
Mendengarkan dengan aktif (menunjukkan respon,
missal tersenyum atau tertawa saat mendengar hal-hal
lucu yang disampaikan, terkagum-kagum bila
mendengarkan sesuatu yang menakjubkan,dsb)
√ 3
B Siswa melakukan sesuatu untuk memahami materi
pelajaran (membangun pemahaman)
√
1 Berlatih (misalnya mencobakan sendiri konsep-konsep
missal berlatih dengan soal-soal) √ 4
2
Berpikir kreatif (misalnya mencoba memecahkan
masalah-masalah pada latihan soal yang mempunyai
variasi berbeda dengan contoh yang diberikan)
√ 3
104
No Aktivitas Belajar Siswa
Banyak
Siswa Yang
Aktif
Kualitas
Keaktifan
3
Berfikir kritis (misalnya mampu menemukan
kejanggalan, kelemahan atau kesalahan yang dilakukan
orang lain dalam menyelesaikan soal atau tugas.
√ 2
C Siswa mengkomunikasikan sendiri hasil
pemikirannya
√
1 Mengemukakan pendapat √ 2
2 Menjelaskan √ 4
3 Berdiskusi √ 3
4 Mempresentasikan laporan √ 3
D Siswa berfikir reflektif √
1 Mengomentari dan menyimpulkan proses pembelajaran √ 3
2 Memperbaiki kesalahan atau kekurangan dalam prose
pembelajaran √ 3
3 Menyimpulkan materi pembelajaran dengan kata-kata
sendiri √ 4
Salatiga, Maret 2016
Observer
Ersa Dewana
113-11-074
105
LEMBAR OBSERVASI KETERLAKSANAAN CYCLE II
PEMBELAJARAN BAHASA INGGRIS DENGAN “comic strips”
Petunjuk :
Beri tanda centang ( ) sesuai dengan hasil pengamatan, pada kolom yang tersedia.
No
Kegiatan guru Keterlaksanaan Faktor
penghambat
Kegiatan siswa Keterlaksanaan Faktor
penghambat
Ide penyelesaian
Ya Tidak Ya Tidak
1 Memulai pelajaran dengan
mengucapkan salam,
menanyakan kabar dan doa
Menjawab salam, berdo’a
bersama
√
2 Mengecek kehadiran siswa Menjawab absensi √
3 Apersepsi Mengikuti kegiatan dengan baik √
4 Menginformasikan tujuan
pembelajaran dan memotivasi
siswa
Mendengarkan penjelasan dan
mengemukakan gagasan
√
6 Memberi informasi mengenai
suatu konsep yang akan
dipelajari, penjelasan tentang
recount text.
Mendengarkan penjelasan atau
bertanya
√
7 Guru menjelaskan tentang
generic structure dan language
feature dari recount text
Mendengarkan penjelasan atau
bertanya
√
8 Guru menuliskan suatu tema
tentang recount text di tengah
papan tulis kemudian
melingkarinya dan meminta
siswa memberikan kata yang
berkaitan dengann tema
(clustering technique)
Siswa memberikan ide-ide dan
gagasan tentang tema yang
diberikan guru
√
9 Guru menyusun ide- ide tersebut
menjadi sebuah karangan
Mendengarkan dengan seksama
dan memberikan tanggapan atas
√
106
No
Kegiatan guru Keterlaksanaan Faktor
penghambat
Kegiatan siswa Keterlaksanaan Faktor
penghambat
Ide penyelesaian
Ya Tidak Ya Tidak
penjelasan guru
10 Guru memberikan latihan
menulis teks recount dengan
tema yang diterntukan oleh guru
dan menggunakan comic strips
Mengerjakan latihan dengan baik
dan bertanya bila ada kesulitan
√
11 Guru mengrahkan siswa dalam
mengerjakan latihan,
memberikan bimbingan dan
bantuan bila diperlukan
Mengerjakan tukan dengan baik
dan bertanya bila ada kesulitan
√
12 Guru memeriksa dan membahas
latihan bersaama sama
Memeriksa dan memberikan
tanggapan atas penjelasan guru
√
13 Guru menanyakan kesulitan
siswa selama proses kegiatan
belajar mengajar
Memberikan pendapat tentang
kesulitan kesulitan yang dihadapi
selama pelajaran berlangsung
√
14 Refleksi Mengikuti kegiatan refleksi √
15 Guru menyampaikan rencan
pembelajaran pada pertemuan
berikutnya
Siswa mendengarkan dengan
seksama
√
16 Doa penutup Berdoa bersama √
Salatiga, Maret 2016
Obsever,
Ersa Dewana
113-11-074
107
LEMBAR OBSERVASI KETERLAKSANAAN CYCLE II
PEMBELAJARAN BAHASA INGGRIS DENGAN “comic strips”
Petunjuk :
Beri tanda centang ( ) sesuai dengan hasil pengamatan, pada kolom yang tersedia.
No
Kegiatan guru keterlaksanaan Faktor
penghambat
Kegiatan siswa Keterlaksanaan Faktor
penghambat
Ide
penyelesai
an Ya Ttidak Ya tidak
1 Memulai pelajaran dengan
mengucapkan salam, menanyakan
kabar dan doa
Menjawab salam, berdo’a
bersama
√
2 Mengecek kehadiran siswa Menjawab absensi √
3 Apersepsi Mengikuti kegiatan dengan
baik
√
4 Menginformasikan tujuan
pembelajaran dan memotivasi siswa
Mendengarkan penjelasan dan
mengemukakan gagasan
√
6 Memberi informasi mengenai suatu
konsep yang akan dipelajari,
penjelasan tentang recount text.
Mendengarkan penjelasan atau
bertanya
√
7 Guru menjelaskan tentang generic
structure dan language feature dari
recount text
Mendengarkan penjelasan atau
bertanya
√
8 Guru menuliskan suatu tema
tentang recount text di tengah
papan tulis kemudian
melingkarinya dan meminta siswa
memberikan kata yang berkaitan
dengann tema (clustering
technique)
Siswa memberikan ide-ide dan
gagasan tentang tema yang
diberikan guru
√
108
No
Kegiatan guru keterlaksanaan Faktor
penghambat
Kegiatan siswa Keterlaksanaan Faktor
penghambat
Ide
penyelesai
an Ya Ttidak Ya tidak
9 Guru menyusun ide- ide tersebut
menjadi sebuah karangan
Mendengarkan dengan
seksama dan memberikan
tanggapan atas penjelasan guru
√
10 Guru memberikan latihan menulis
teks recount dengan tema yang
diterntukan oleh guru dan
menggunakan comic strips
Mengerjakan latihan dengan
baik dan bertanya bila ada
kesulitan
√
11 Guru mengrahkan siswa dalam
mengerjakan latihan, memberikan
bimbingan dan bantuan bila
diperlukan
Mengerjakan tukan dengan
baik dan bertanya bila ada
kesulitan
√
12 Guru memeriksa dan membahas
latihan bersaama sama
Memeriksa dan memberikan
tanggapan atas penjelasan guru
√
13 Guru menanyakan kesulitan siswa
selama proses kegiatan belajar
mengajar
Memberikan pendapat tentang
kesulitan kesulitan yang
dihadapi selama pelajaran
berlangsung
√
14 Refleksi Mengikuti kegiatan refleksi √
15 Guru menyampaikan rencan
pembelajaran pada pertemuan
berikutnya
Siswa mendengarkan dengan
seksama
√
16 Doa penutup Berdoa bersama √
Salatiga, Maret 2016
Obsever,
Ersa Dewana
113-11-074
109
110
RENCANA PELAKSANAAN PEMBELAJARAN
( RPP )
Nama Sekolah : SMP Islam Terpadu Nurul Islam
Mata pelajaran : Bahasa Inggris
Kelas/Semester : VIII/ 2
Waktu : 4 x 40 menit (2 kali pertemuan)
Skill : Menulis
Jenis text : Recount
A. Standar kompetensi :
12. Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana
berbentuk recount dan narrative untuk berinteraksi dengan lingkungan sekitar.
B. Kompetensi dasar:
12.2. Mengungkapkan makna dan langkah retorika dalam esei pendek sederhana
dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima
untuk berinteraksi dengan lingkungan sekitar berbentuk recount dan narrative
C. Indikator :
1. Membuat teks recount dimulai dengan cara brainstorming dari comic strips
2. Membuat teks recount dengan menggunakan generic structure dan language
feature
D. Tujuan Pembelajaran :
Pada akhir pembelajaran siswa mampu:
1. Membuat teks recount dimulai dengan cara brainstorming dengan baik dan
benar
2. Membuat teks recount dengan menggunakan generic structure dan language
feature dengan baik dan benar.
E. Metode/tehnik pembelajaran :
- Three-phase tehcnique, diskusi, ceramah.
F. Materi Pembelajaran :
Teks Recount. (terlampir)
111
Its goal is to entertaining or informing about the past activity to the reader.
Generic Structure of Recount Text :
Orientation : tells who was involved, what happened, where the events
took place, and when it happened.
Events : tell what happened and in what sequence.
Reorientation : consists of optional-closure of events/ending.
G. Langkah Pembelajaran
Pertemuan 1 (2 x 40 menit) :
Kegiatan Awal
Mengucapkan salam dan menyapa dengan ramah kepada siswa ketika
memasuki ruang kelas (nilai yang ditanamkan: santun, peduli)
Mengecek kehadiran siswa (nilai yang ditanamkan: disiplin, rajin)
Guru memberikan sebuah warmer up untuk menstimulus semangat siswa
sebelum memulai pelajaran.
Guru memberi gambaran tentang pelajaran yang akan berlangsung.
Guru mengingatkan kembali pelajaran minggu lalu tentang materi recount;
function, generic structure and its language features.
Kegiatan Inti
Guru memperlihatkan sebuah comic strips kepada siswa, kemudian membuat
pertanyaan pancingan tentang apa yang mereka pikirkan tentang situasi dalam
comic strips.
Dari pertanyaan tadi, guru meminta siswa membuat kalimat dalam bahsa
inggris dengan menggunakan comic strips sebagai outlline
Dengan teman sebangku, guru membimbing siswa membuat teks recount dari
kalimat yang telah siswa buat dengan generic structure dan language feature
yang baik dan benar dengan menggunakan comic strips sebagai outlline
Guru membimbing siswa cara mengedit hasil kerja mereka
Guru membimbing siswa cara mengedit hasil kerja mereka
Hasil kerja siswa dikumpulkan kepada guru.
Kegiatan Akhir
Semua siswa mencatat hasil diskusi dengan penuh rasa tanggungjawab sebagai
refleksi yang telah dipelajari.
112
Guru memberikan umpan balik secara klasikal berupa tanggapan hasil
presentasi siswa.
Siswa diberi tugas rumah sebagai salah satu tindak lanjut pembelajaran yang
telah berlangsung dengan membuat teks recount dengan menggunakan generic
structure dan language feature yang baik dan benar dengan bantuan comic
strips.
Memberikan motivasi kepada siswa yang kurang dan belum bisa mengikuti
dalam materi yang telah dipelajari.
113
Pertemuan 2 (2 x 40 menit)
Kegiatan Awal
Mengucapkan salam dan menyapa dengan ramah kepada siswa ketika
memasuki ruang kelas (nilai yang ditanamkan: santun, peduli)
Mengecek kehadiran siswa (nilai yang ditanamkan: disiplin, rajin).
Guru memberi gambaran tentang pelajaran yang akan berlangsung.
Guru mengingatkan kembali pelajaran minggu lalu
Kegiatan Inti
guru mengembalikan tugas yang telah dikoreksi pada pertemuan sebelumnya
mengulas tentang materi recount
guru membagikan comic strips kepada setiap siswa.
Secara individu siswa membuat recount teks mereka sendiri sesuai dengan
informasi yang ada di comic strips sebagai outline
Siswa mengumpulkan hasil kerja kepada guru
Kegiatan Akhir
Guru memberikan umpan balik secara klasikal berupa tanggapan hasil
presentasi siswa.
Siswa mengumpulkan reflektif writing yang telah mereka buat pada
pertemuan-pertemuan sebelumnya.
Memberikan motivasi kepada siswa yang kurang dan belum bisa mengikuti
dalam materi yang telah dipelajari.
H. Media/Alat/Sumber Belajar
Comic Strips
LKS
I. Nilai Karakter
Jujur,
- Disiplin
- Cermat
- Kreatif
- Tanggung jawab
J. Penilaian
a. Jenis penilaian: Tes tulis, Non tulis
b. Bentuk penilaian: Essay, performance
c. Contoh instrument penilaian
Make a recount text from your word!
d. Rubrik penilaian
114
Kriteria Skor
Isi substantif, ide jelas, tata bahasa tepat, pemilihan kata yang
tepat, tidak ad error spelling 75
Isi cukup substantif, penjelasan kurang, tata bahasa kurang tepat,
pemilihan kata yang kurang tepat, ada beberapa error spelling
namun masih bisa dipahami
50
Isi membingungkan, ide tidak jelas, tata bahasa tidak tepat,
pemilihan kata yang tidak tepat, terdapat beberapa error spelling
25
Pedoman penskoran :
Skor maksimum 75
Nilai Perolehan Akhir : Skor perolehan x 100
Skor Maksimum
Mengetahui, Tengaran, 1 Maret 2016
Guru B. Inggris Observer
Widdatul Fidqiyyah, A.Md. Ersa Dewana
Kepala sekolah
Sunarto, S.Ag.
115
PRE- TEST
Make recount text about your experience!
Name : ................................
...........................................
......................................................................................................
....................................
...............................................................................................................
...............................................
...................................................................................
...................................................................................
116
POST – TEST
Make one of recount text about this comic strips entitled “An Amazing Day In
The Beach”!
117
Finally I could lay on the
bed to sleep along this day
I came back from the beach
to my hometown to start
my daily activity
It was night and I had to go
back home. It was wonderful
holiday ever
I found the shovel.
Then I started to
build some sand
creatures.
I saw the sunset.
Subhanallahh, It
was a beautiful
scene!!!
I didn’t finish playing
with sand after my
friend Jimmy asked me
to play volleyball
I planned to make the
sand castle. I was using
the bucket, but I
couldn’t find the
shovel.
Last week I went
to the beach to
spend my holiday.
118
Name : ........................................
................................................
................................................. ......................................................................................
............................................. ...............................................................................................
.......................................................................................................... ..................................
................................................................................
119
I have an enjoyable moment
when I came to Harry’s
birthday party
I met my friends
there. Then I
talked to Elisa,
she was my best
friend
After that I moved
to front yard to
watch my friend
playing volleyball
Then I came inside where
Harry was celebrating his
birthday by cutting the tart
cake and ate it together
After that. We played around
together. We enjoyed the
moment by watching the
magic exhibition
All of my
friends were
very happy.
So does Harry
Next, I moved to the backyard for
making some barbeque. There was
luisa, and I talked to her again
Finally the party was over and the
guests were back to their house.
That was the enjoyable moment. I
hope I could get this moment again
120
Pre test 2
Make your recount text about your unforgettable momen!
Name : ........................................
................................................
................................................. ......................................................................................
............................................. ...............................................................................................
.......................................................................................................... ..................................
................................................................................
121
DOCUMENTATION
1. The students pay attention to the teacher explanation
2. The Students find the difficult words of the comic
122
3. The Students do the test
123
4. The Teacher checks the students’ writing
5. Some students present their writing to the class
124
125
DAFTAR NILAI SKK
Nama : Ersa Dewana Progdi : TBI
Nim : 11311074 Fakultas : Tarbiyah dan Ilmu Keguruan
No Jenis Kegiatan Pelaksanaan Keterangan Nilai
1 Orientasi Pengenalan Akademik
Dan Kemahasiswaan (OPAK)
dengan tema “Revitalisasi Gerakan
Mahasiswa di Era Modern Untuk
Kejayaan Indonesia”
DEMA STAIN Salatiga
20 - 22
Agustus 2011
Peserta 3
2 Achievement Motivation Training
(AMT) dengan tema “Membangun
Mahasiswa Cerdas Emosi,
Spiritual, dan Intelektual melalui
Achievement Motivation Training”
STAIN Salatiga
23 Agustus
2011
Peserta 2
3 Orientasi Dasar Keislaman (ODK)
dengan tema “Menemukan Muara
Sebagai Mahasiswa Rahmatan Lil
„Alamin” STAIN Salatiga
24 Agustus
2011
Peserta 2
4 “User Education (Pendidikan
Pemakai” UPT Perpustakaan
STAIN Salatiga
19 September
2011
Peserta 2
5 Seminar Entrepreneurship dan
Koperasi
KOPMA dan KSEI STAIN Salatiga
25 Agustus
2011
Peserta 2
6 Public Hearing dengan tema
“Meningkatkan Kepekaan dan
Transparansi Kinerja Lembaga
Menuju Kampus yang Amanah”
SEMA STAIN Salatiga
27 Maret 2012 Peserta 2
7 PERBASIS (Perbandingan Bahasa
Arab Bahasa Inggris)/CEA
(Comparison English Arabic)
CEC dan ITTAQO STAIN Salatiga
27 November
2014
Panitia 3
8 Workshop ESQ dengan tema
“Membangun Generasi Terbaik”
CEC STAIN Salatiga
15-16
November
2013
Ketua Panitia 3
126
9 English Public Speaking Training
(EPST) CEC dengan tema “Build
Your Character and
Communication Skill with English
Public Speaking Training”
CEC STAIN Salatiga
17 Maret 2012 Panitia 3
10 Practicum Program
“Pronounciation and Intensive
Course”
English Education Study Program
STAIN Salatiga
28 April 2012 Peserta 2
11 English Public Speaking Training
(EPST) CEC dengan tema “It‟s
Your Chance to Express and Show
Up Your Skill”
03 Mei 2012 Panitia 3
12 Kegiatan Training SIBA-SIBI UAS
Semester Genap 2012-2013 oleh
CEC dan ITTAQO STAIN Salatiga
21-22 Juni
2013
Panitia 3
13 Kegiatan Training SIBA-SIBI UAS
Semester Genap 2013-2014 oleh
CEC dan ITTAQO STAIN Salatiga
10-11 Januari
2014
Panitia 3
14 Kegiatan Training SIBA-SIBI UAS
Semester Ganjil 2014-2015 oleh
CEC dan ITTAQO STAIN Salatiga
19-20
Desember
2014
Panitia 3
15 Seminar Nasional dengan tema
Rahasia Kaya Ilmu, Kaya Hati,
Sehat, dan Kaya Raya oleh K-
RIMA Institute
11 Oktober
2011
Peserta 8
16 Seminar Nasional dan Bedah
Buku dengan tema “Terpesona di
Sidratul Muntaha”
DEMA STAIN Salatiga
15 Juli 2012 Peserta 8
17 Seminar Nasional Politik dengan
tema”Peran Mahasiswa dalam
Menyikapi Perpolitikan Indonesia”
SEMA STAIN Salatiga
01 Juni 2013 Peserta 8
18 Practicum Program “Magazine
Writing and Public Speaking”
English Education Study Program
STAIN Salatiga
24 September
2012
Peserta 2
127
19 “English Friendship Tour (EFT)
held in Prambanan Temple 2011”
CEC STAIN Salatiga
22-23 Oktober
2011
Peserta 2
20 Seminar Nasional dengan tema
“Mengawal Pengendalian BBM
Bersubsidi, Kebijakan BLSM Yang
Tepat Sasaran, serta Pengendalian
Inflasi Dalam Negeri Sebagai
Dampak Kenaikan Harga BBM
Bersubsidi”
DEMA STAIN Salatiga
8 Juli 2013 Peserta 8
21 Kegiatan Training SIBA-SIBI UTS
Semester Genap 2013-2014 oleh
CEC dan ITTAQO STAIN Salatiga
2-3 Mei 2014 Panitia 3
22 Seminar Nasional Entrepreneurship dengan tema
“Menumbuhkan Jiwa Entrepreneur
Generasi Muda”
KOPMA Fatawa STAIN Salatiga
27 Mei 2013 Peserta 8
23 Seminar Nasional “How to
Develop the Best Generation” by
Communicative English Club
(CEC) STAIN Salatiga
01 Juni 2013 Panitia 8
24 English Friendship Camp dengan
tema “CEC is The Best Way For
Great Generation”
CEC STAIN Salatiga
27-28
September
2014
Panitia 3
25 Kegiatan “Scholarship Forum” by
Communicative English Club
(CEC) STAIN Salatiga
15 Maret 2014 Panitia 3
26 Kegiatan Training Kepribadian di
IAIN Salatiga
19 Mei 2015 Peserta 2
27 CEC FESTIVAL 2013 dengan
tema “Youngster Today is The
Leader of Tomorrow ” CEC
STAIN Salatiga
18-20
November
2013
Panitia 3
28 CEC FESTIVAL 2014 as “Drama
Player” CEC STAIN Salatiga
20-22
November
2014
Panitia 3
29 SK Pengangkatan Pngurus
Communicative English Club
(CEC) STAIN Salatiga Masa Bakti
2014 sebagai EVENT
ORGANIZER
Selama Tahun
2014
Pengurus
CEC
4
128
30 SK Pengangkatan Pngurus
Communicative English Club
(CEC) STAIN Salatiga Masa Bakti
2013 sebagai Expertise Divison
Selama Tahun
2013
Pengurus
CEC
4
31 SK Penyelenggaraan English Public
Speaking Training (EPST) CEC
STAIN Salatiga Tahun 2014
20 Mei 2014 Panitia 3
32 SK Penyelenggaraan
Communicative English Club
(CEC) Festival
14 November
2014
Panitia 3
33 Fun English Talk dengan tema
“Fun English Talks and Social
Work Indigenous Blood Youths vs
French Youths”
CEC STAIN Salatiga
10 Juli 2012 Panitia 3
34 Dialog Energi dengan tema
“Dampak Kenaikan Listrik
Terhadap Perekonomian
Indonesia”
DEMA STAIN Salatiga
12 Desember
2013
Peserta 2
35 Pre-Working Training dengan tema
“Change Make Your Life
Significanly”
HOUSE of CHANGE
30 Januari
2015
Peserta 2
36 Communicative English Club
(CEC) Festival oleh CEC STAIN
SALATIGA
20-22 Mei
2014
Panitia 3
Jumlah 129
Salatiga, 23 Februari 2016
129
DAFTAR RIWAYAT HIDUP
Nama Lengkap : Ersa Dewana
Tempat / Tanggal lahir : Kab. Semarang, 23 Juli 1993
Jenis Kelamin : Laki-Laki
Kebangsaan : Indonesia
Agama : Islam
Status Perkawinan : Belum Menikah
Alamat Rumah : Ngampin, Ambarawa, Kabupaten Semarang
Riwayat Pendidikan:
1. SDN Ngampin 1 Ambarawa, lulus tahun 2005
2. MTs Yajri Payaman, lulus tahun 2008
3. MA Ma’arif Darul Aman Pringsurat, lulus tahun 2011
4. Jurusan Tarbiyah, Program Studi Tadris Bahasa Inggris IAIN Salaiga,
Angkatan tahun 2011.
Salatiga, March 9th
, 2016
Penulis,
Ersa Dewana
130
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