(ZakridatulAgusmaniar
Rane/ A1D2 08018)
Introduction
Some problems that
sometimes appear in English class especially writing class is students fell
difficult to get involve in learning process. As the result, the learning
becomes a boring process and students difficult to build the idea to write. It
is the result of the lack of interesting media which are used by the teacher in
teaching.
Comic
strips, comic books, and graphic novels can be used in teaching writing to
encourage students to build up their idea. They can also form the basis
of several classroom activities that will engage students and generate
discussion.
Media and Learning Process
Teaching is a process of
communication. It has to be created through the way of teaching and exchanging
the message or information by every teacher and student. The message can be
knowledge, skills, ideas, experiences, and many others. Through the process of
communication, the people can receive the message or information.
Media play an important role in a
teaching and learning process. Media are needed to reach the objectives of
teaching-learning process. As a teacher, we should use various media or
teaching aids in giving the material to the students as stated by Harmer (1998:
134) that “as a language teacher, we use a variety of teaching aids to explain
language meaning and construction, engage students in a topic or as the basis
of a whole activity.”
Media are the tools, materials,
or events that establish conditions used by a teacher to facilitate the
instruction to acquire knowledge, skill and attitudes, and engage the learners
in a topic or as the basis of a whole activity. Brown (1977: 2-3), defines
media as the tools or the physical things used by a teacher to facilitate the
instruction.
Gerlach and Elly (1980: 297)
classify media in six general categories: Picture, Audio Recording, Motion
Picture, Television, Real things, simulation and model, Program and
computer-assisted instruction. But from these categories, not all of them can
be applied in the classroom. We have to see what kind of medium that appropriate
with the material we teach for.
Furthermore, according to Brown
et all (1977), there are six principles of media selection:
-
Content, in this
case whether the media (i.e. comic book) have significant relation with the
lesson.
-
Purposes. The
visual aids should contribute to the teaching and learning process
significantly. It means that the media can facilitate the teaching-learning
process.
-
Price. The teacher
should consider whether the cost or money spent is accordance with the
educational result derived from its use.
-
Circumstance of
use. The teacher should think whether the aid would function effectively in
that environment.
-
Learner’s
verification. The teacher should consider if the tested are similar to the
students whom he/she teaches.
-
Validation. The teacher
must think whether there are data providing that the students learnt accurately
through the use of aid.
The use of media in a teaching-learning process is very
important. Locatis and Atkinson (1984) give a brief explanation on the roles of
media or instructional media as follows:
1.
To entertain in
this case media can be used as recreation and enjoyment.
2.
To inform. The use
of media can increase awareness or present facts.
3.
To instruct. Media
are used to take the viewer and listener from state of not knowing to one of
knowing.
The Benefits of Using Comic in Teaching Recount Text
M.
Nashir (2002: 22) says that comic, generally, is a pictorial story in
magazines, newspaper, or books that is usually easy to understand and funny.
Comic is an art work which has sequence of stories about characteristics,
events in picture form which can be humorous, mysterious, etc.
Strengths
of comics in education according to
(www.genayang.com/comicsedu/strengths.html), can be described as follows:
1.
Motivating
The most frequently
mentioned asset of comics, as an educational tool, is its ability to motivate
students. Through comic as a medium the teacher can give motivation to the
students to learn English in more enjoyable and interesting ways.
2.
Visual
Comics, being composed
of pictorial and other images, are a fundamentally visual medium. The interest
of students in comics’ picture emphasizes the potential of visual medium.
3.
Intermediary
Comics can serve as
an intermediate step to difficult disciplines and concepts. Many language arts
educators have used comics in this manner with tremendous success. Karl Koenke
(www.genayang.com/comicsedu/strengths.html) suggests that comics can lead
students toward the discipline of learning. Hutchinson’s experiment
(www.genayang.com/comicsedu/strengths.html) found out that many teachers
discovered comic strips to be particularly useful in special classes or for
slow learning pupils in regular classes.
4.
Popular
Comic is a popular
reading for children. If we ask the students, whether they have read comic or
not, most of them would say, “yes.” It is very popular because comic has
interesting story and full of colors. That is why the children like it.
Sometimes learning activity such
as reading and writing become something that makes students become boring
rapidly. Reading passage that not interesting or doesn’t have correlation with
their daily life make them lazy to read. And when they are asked to write, they
have difficulties in build their idea.
In order to make writing recount
text more interesting, good media are needed. The term ‘media’ is defined by
Brown: J. W, Richard B. L, Fred F: H (1969: 2-3) as tools or the physical
things used by a teacher to facilitate the instruction. According to Gerlach
and Elly (1980: 245), to select the appropriate media, the 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 groups, the time
available and the space in which the media will be used (Gerlach and Elly:
255). Comic is one of the many media to teach story retelling.
Comics are an art form using a
series of static images in fixed sequence. Using English comics as a means for
teaching recount text can be very pleasing and interesting for the students. By
using English comics students will be more interested and more active in
learning. They will feel something new and different from what they usually get
in their class. With the use of English comics they will be active as
participants and they have more a chance to express their minds, emotions,
feelings and attitudes.
As Walt Disney says, animation,
an element of comics, offers a medium of story telling and visual entertainment
which can bring pleasure and information to people of all ages everywhere in
the world. Although the comic is written in English, the students of Junior
High School will enjoy reading it for the following reasons: 1) Comic is a
light and easy-to-understand reading material. It has pictures and contains
short conversations in “bubbles” of speech. The vocabulary used there can be
inferred from both pictures and the context, so the students do not waste their
time to look up the meaning of difficult words in a dictionary. 2. The sentence
structures, which are used in comics, are simple. They enable students to
understand what the sentence means.
How to Use Comics in Teaching Writing
In teaching writing recount text,
we use comic as the material which students will report. Here, using of comic
in order to make the students easy to understand the events because there are
some pictures as the sign and also to interest them.
The material that the writer uses
in this mini research is one of manga (Japanese comic) with English language.
The content of comic material is adjusted with the genre which is much-loved by
the people in the age of the respondents.
In this research, the writer uses
a short comic strip that consists of 30 strips or pages. So every person in a
group gets 6 or 7 pages.
The teaching activity we use is
group activity. In other words, students work together with their peers in a
small group.
Activity 1: preparation
This is the first activity.
Before teacher asks students to make a group and work in their group, what
teacher has to do is giving some information to the students that will be their
pervious knowledge when they work in group later.
Because our focus here is how to
form a recount text so, in the first activity, teacher has to give clear
understanding to students about what is recount text, the criteria, language
features, the purpose, how to construct the text, and many other part which
have correlation with recount text.
Activity 2: Jigsaw activity
a.
Making a home team
After giving understanding to the students about recount
text, the teacher next divides the students in to small groups which consist of
four people. This group named “home team” every person in group then gets a
head number A,B,C and D. Every student in group will get 7 pages of comic.
b.
Making an expert
team
After disport the comics, then teacher make an expert group.
In this section, students who get the same page, bound together in a team which
named “expert team”. In this team, they will discuss the comic they get. After
read the comic, they then discuss what the comic talking about and try to make
a short text in form of recount text to retell the story they have read.
c.
String up the part
After doing discussion in an expert team, now the students
have to back to their own group and tell their friends about the result of
their discussion. They, with their group, they try to string up all of the part
of their recount in a good order.
Activity 3: speak in front
After finish their recount text,
now the students have to present their recount text in front of the class.
Teacher will call the head number randomly. So, every student have to master
the material and ready to present it.
The way to asses
To know whether this technique
works or not in order to increase students’ interest in writing recount text,
the writer uses a questionnaire to measure students’ interest.
After doing learning activity,
the writer asks the respondent to fill the questionnaire which consists of 36
questions and the students have to give score 1 - 5 for each question. The
writer then count the average point of each respondent and the result is as
follow:
|
No
|
Name of Respondents
|
Score Average
|
|
1
|
Yulia Minah Arifta
|
4,48
|
|
2
|
Fandi Ardiansyah
|
4,50
|
|
3
|
Anugrah Puspita Ayu
|
3,80
|
|
4
|
Karmila AS Wellem
|
4,85
|
|
5
|
Fadlan Salim
|
4,50
|
|
6
|
Risnaeni
|
4,85
|
|
7
|
Meliawati
|
3,75
|
|
8
|
Asrianto Lakalau
|
4,95
|
|
9
|
Zulwan
|
4,50
|
|
10
|
Rosmita
|
3,46
|
|
11
|
Andi Ayu Lestari
|
4,80
|
|
12
|
Wd. Nurmaulid
|
3,48
|
Note:
1,00 – 1,49 = bad
1,50 – 2,49 = not so good
2,50 – 3,49 = good enough
3,50 – 4,49 = good
4,50 – 5,00 = very good
The table above show that the
score average is between 3,46 – 4,85. It means that this technique is a good
one to increase students interesting in writing recount text.
Reference
Best, J. W. 1981. Research in Education (4th
edition). New Jersey: Prentice Hall
Inc.Brown, J. W;
Lewis, R. B; Harcleroad, F. F. 1977. AV. Instruction: Technology,
Media and
Methods.
New York: Mc Grow Hill Company.
Gerlach, Vernon. S,
and Elly, Donald. P. 1980. Teaching and Media: A Systematic Approach.
New Jersey: Prentice Hall.
Harmer, Jeremy.
1998. The Practice of
Language Teaching. Cambridge: Longman.
Attachment
The Example Of Material |
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ANGKET
MINAT SISWA
TERHADAP
PELAJARAN
Mata Pelajaran : Bahasa Inggris
Hari/tanggal : ………………
Petunjuk
1.
Pada kuesioner ini terdapat 36
pernyataan. Pertimbangkan baik-baik setiap pernyataan dalam kaitannya dengan
materi pembelajaran yang baru selesai kamu pelajari, dan tentukan kebenaranya. Berilah jawaban
yang benar-benar cocok dengan pilihanmu..
2.
Pertimbangkan setiap pernyataan
secara terpisah dan tentukan kebenarannya. Jawabanmu jangan dipengaruhi oleh
jawaban terhadap pernyataan lain.
3.
Catat respon anda pada lembar jawaban yang tersedia, dan
ikuti petunjuk-petunjuk lain yang mungkin diberikan berkaitan dengan lembar
jawaban. Terima kasih.
Keterangan
Pilihan jawaban:
1 = sangat tidak setuju
2 = tidak setuju
3 = ragu-ragu
4 = setuju
5 = sangat setuju
PERNYATAAN
Pilihan Jawaban
1.
Pertama kali saya melihat pembelajaran ini,saya
percaya 1 2
3 4 5
2.
bahwa pembelajaran ini mudah bagi saya.
3.
Pada awal pembelajaran, ada sesuatu yang menarik bagi 1 2
3 4 5
4.
saya.
5.
Materi pembelajaran ini lebih sulit dipahami daripada
yang 1 2
3 4 5
6.
saya harapkan.
7.
Menyelesaikan
tugas-tugas dalam pembelajaran ini membuat 1 2
3 4 5
8.
saya merasa puas terhadap hasil yang telah saya capai. 1 2 3
4 5
9.
Materi pembelajaran
ini sangat menarik perhatian. 1 2
3 4 5
10. Pembelajaran ini
sangat abstrak sehingga sulit bagi saya 1 2
3 4 5
untuk tetap mempertahankan
perhatian saya.
11.
Saya sangat senang pada pembelajaran ini sehingga saya 1 2
3 4 5
ingin mengetahui lebih lanjut
pokok bahasan ini.
12.
Halaman-halaman pembelajaran ini kering dan tidak 1
2 3 4
5
menarik.
13. Isi pembelajaran ini sesuai dengan
minat saya. 1 2 3
4 5
14. Tugas-tugas latihan pada
pembelajaran ini terlalu sulit. 1 2 3
4 5
15. Saya benar-benar senang mempelajari
pembelajaran ini. 1 2 3
4 5
16.
Saya telah mempelajari sesuatu yang sangat menarik dan
tak 1 2
3 4 5
terduga sebelumnya.
17. Gaya tulisannya membosankan. 1 2 3
4 5
18. Sedikitpun saya tidak memahami
materi pembelajaran ini. 1 2 3
4 5
19.
Guru benar-benar mengetahui bagaimana membuat kami 1 2
3 4 5
menjadi antuasias terhadap materi pelajaran.
20. Pembelajaran ini kurang menarik bagi saya. 1 2
3 4 5
21. Guru membuat materi pelajaran ini
menjadi penting. 1 2 3
4 5
22.
Guru membuat suasana menjadi tegang apabila 1 2
3 4 5
membangun sesuatu pengertian.
23. Materi pembelajaran ini terlalu
sulit bagi saya. 1 2 3
4 5
24.
Saya merasa bahwa pembelajaran ini memberikan 1 2
3 4 5
banyak kepuasan kepada saya.
25. Saya senang bekerja dalam pembelajaran ini. 1 2
3 4 5
26.
Saya puas dengan evaluasi yang dilakukan oleh guru 1 2
3 4 5
dibandingkan dengan penilaian saya sendiri terhadap
kinerja saya.
27.
Isi pembelajaran ini sesuai dengan harapan dan tujuan 1 2
3 4 5
saya.
28. Guru melakukan hal-hal yang tidak lazim dan 1 2
3 4 5
menakjubkan yang menarik.
29. Para siswa berperan aktif di dalam
pembelajaran. 1 2 3
4 5
30. Guru menggunakan bermacam-macam teknik mengajar 1 2
3 4 5
yang menarik.
31.
Saya tidak berpendapat bahwa saya akan memperoleh 1 2
3 4 5
banyak keuntungan dari pembelajaran ini.
32. Manfaat pribadi dari pembelajaran
ini jelas bagi saya. 1 2 3
4 5
33. Saya berpendapat bahwa tingkat tantangan dalam 1 2
3 4 5
pembelajaran ini tepat, tidak terlalu gampang dan tidak
terlalu sulit.
34. Saya merasa agak kecewa dengan pembelajaran
ini. 1 2 3
4 5
35. Jumlah tugas yang harus saya lakukan adalah memadai 1 2
3 4 5
untuk pembelajaran semacam ini.
36. Saya memperoleh masukan yang cukup untuk 1 2
3 4 5
mengetahui tingkat keberhasilan
kinerja saya.
Rekap skor yang diberikan siswa terhadap
pernyataan-pernyataan dalam Angket Minat Siswa dibuat dengan ketentuan sebagai
berikut:
1.
Untuk pernyataan
dengan kriteria positif: 1 = sangat tidak setuju, 2 = tidak setuju, 3 =
ragu-ragu, 4 = setuju, dan 5 = sangat setuju.
2.
Untuk pernyataan
dengan kriteria negatif: 1 = sangat setuju, 2 = setuju, 3 = raguragu, 4 = tidak
setuju, dan 5 = sangat tidak setuju.
3.
Mengitung skor
rata-rata gabungan dari kriteria positif dan negatif tiap kondisi, kemudian
menentukan katagorinya dengan ketentuan skor rata-rata 1,00-1,49 = tidak baik,
1,50-2,49 = kurang baik, 2,50-3,49 = cukup baik, 3,50-4,49 = baik, dan
4,50-5,00 = sangat baik.
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