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THE EFFECT OF USING COMIC STRIPS ON STUDENTS’ ABILITY IN
WRITING RECOUNT TEXT
( A Quasi-Experimental Study at the Eighth Grade of SMP YASIH Bogor in
Academic Year 2018/2019)
A Skripsi
Presented to the Faculty of Educational Sciences in Partial Fulfillment and
Requirement for the Degree of S.Pd. (S-1) in Department of English Education
By
Fitri Andika
11150140000121
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2019
SURAT PERNYATAAN KARYA SENDIRI
i
ABSTRACT
Fitri Andika (11150140000121). The Effect of Using Comic Strips on
Students’ Ability in Writing Recount Text (A Quasi-Experimental Research at
the Eighth Grade of SMP YASIH Bogor in Academic Year 2018/2019). Skripsi of
Department of English Education, Faculty of Educational Sciences, State Islam
University of Syarif Hidayatullah Jakarta, 2019.
Advisor 1: Ismalianing Eviyuliwati, M.Hum
Advisor II: Maya Defianty, Ph.D
The aimed of this research was to find the empirical evidence of the effect of
using comic strips in students‟ ability in writing recount text in the eighth grade of
SMP YASIH Bogor in the academic year 2018/2019. The sample was 42 students
which were divided into two classes, namely the experiment class, and the control
class. The method in this research was quantitative method using a quasi-
experimental design. The instruments in this study were tests of writing, which
consisted of a pre-test and a post-test. The result of this study was obtained from
the t-test and the results showed that there were differences in students‟ scores in
writing recount text using comic strips and without using comic strips. The
statistical calculation showed the p-value was 0.001, which was lower than sig α=
0.05 (5%), (0.001<0.05). The effect size was 1.16 which means there was a strong
effect of using comic strips on students‟ ability in writing recount text. In other
words, using comic strips on students‟ ability in writing recount text was effective
at the eight grade of SMP YASIH Bogor in academic year 2018/2019.
Keywords: Comic Strips, Writing, Recount Text
ii
ABSTRAK
Fitri Andika (11150140000121). The Effect of Using Comic Strips on
Students’ Ability in Writing Recount Text (A Quasi-Experimental Research
at the Eighth Grade of SMP YASIH Bogor in Academic Year 2018/2019).
Skripsi Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan,
Universitas Islam Negri Syarif Hidayatullah Jakarta, 2019.
Dosen Pembimbing 1: : Ismalianing Eviyuliwati, M.Hum
Dosen Pembimbing 11: Maya Defianty, Ph.D
Tujuan dari penelitian ini adalah untuk mendapatkan bukti empiris dari
pengaruh penggunaan comic strips dalam kemampuan siswa menulis teks
recount di kelas delapan SMP YASIH Bogor pada tahun akademik 2018/2019.
Sampel yang digunakan pada penelitian ini adalah 42 siswa yang dibagi menjadi
dua kelas, yaitu kelas eksperimental dan kelas kontrol. Metode yang digunakan
dalam penelitian ini adalah metode kuantitatif dengan menggunakan desain
kuasi eksperimental. Instrumen yang digunakan dalam penelitian ini
menggunakan tes menulis, yang terdiri dari pre-tes dan pos-tes. Hasil dari
penelitian ini diperoleh dari uji-t dan hasilnya menunjukkan bahwa ada
perbedaan nilai siswa dalam menulis teks recount menggunakan comic strips
dan tanpa menggunakan comic strips. Perhitungan statistik menunjukkan nilai-p
adalah 0,001, yaitu lebih rendah dari sig α= 0.05 (5%), (0.001 < 0.05). Hasil dari
effect size yaitu 1.16 yang berarti ada efek yang kuat dari penggunaan comic
strips pada kemampuan siswa dalam menulis teks recount. Dengan kata lain,
menggunakan comic strip terhadap kemampuan siswa dalam menulis teks
recount efektif di kelas delapan SMP YASIH Bogor pada tahun akademik
2018/2019.
Keywords: Comic Strips, Writing, Recount Text
iii
ACKNOWLEDGMENT
In the name of Allah the most Gracious, most Merciful.
All praise, and gratitude to the presence of Allah SWT who has bestowed
His blessing and favors so the writer can complete this research well. Peace and
Salutation may always be given to the Prophet Muhammad SAW who gave
enlightenment and the right direction, also to his family, companions, and his
faithful followers.
Skripsi entitled "The Effect of Using Comic Strips on Students‟ Writing
Ability in Recount Text” was arranged to fulfill one of the requirements to obtain
a degree in the department of English Education Study Program, Faculty of
Educational Sciences, UIN Syarif Hidayatullah Jakarta.
The writer would like to express her gratitude to her beloved mother; Irma
Wati and her grandmother Atik for giving the support, prayers, and love until the
writer can finish this research.
The writer realizes that in the preparation of this research requires support,
guidance, and prayer from various parties. As an expression of respect, the authors
thank her advisors Ismalianing Eviyuliwati, M.Hum and Maya Defianty, Ph.D.,
for the advises comments and guidance in finishing this research.
Furthermore, the writer would like to express her thanks and gratitude to:
1. Dr. Sururin M.Ag, the Dean of the Faculty of Educational Sciences.
2. Didin Nuruddin Hidayat, MA, TESOL., Ph.D., the Head of the
Department of English Education.
3. Zaharil Anasy, M.Hum., the Secretary of the Department of English
Education.
4. All lectures in the Department of English Education.
5. Drs. H. Islahul Ulum, M. Si., the Headmaster of SMP YASIH Bogor, who
had given permission to conduct the research.
iv
6. Siti Mariyam, S. Pd., the teacher advisors and all teachers and staff of
SMP YASIH Bogor for their guidance, advice, and supports during this
research.
7. All students of VIII-1 and VIII-2 who gave their effort to be the
participants in this research.
8. All of her dearest friends of the Department of English Education 2015,
especially for C class who has given the motivation, and all of the
memories unforgettable.
9. Her beloved sister at Dershane, Umi Wijaya, Hana Noormalia, Ita Rahma,
Desi Rahmawati, Haniatussholikha, Silva, Icatul Ulya, Eva Sari, Anggita,
for their friendship, time, love, prays, happiness, motivation, advice, and
big support in this research.
10. Her best friends, Moza Hastin. Enggar Relawati, Sa‟addatuddaroen, Dinda
Nabila, Ade Saputri, Fuzi Inti, Wulan, Tasya Rizky, Devi Zulyanti, Risya
Julia, Siti Khodijah who also have given their time, love, prays, advice,
and endless support.
11. To everyone, whose name cannot be mentioned, thank you for helping and
giving a big contribution in completing this research.
Finally, the writer realizes that this paper is far from perfect. Hopefully,
this research will be useful not only for the writer but also for the readers and
further researchers. Therefore, the writer is very welcome to accept constructive
feedback, suggestion, and critiques to make this paper better.
Jakarta, December 26th,
2019
Fitri Andika
v
TABLE OF CONTENTS
ABSTRACT ............................................................................................................ i
ABSTRAK ............................................................................................................. ii
ACKNOWLEDGMENT ..................................................................................... iii
TABLE OF CONTENTS ...................................................................................... v
LIST OF TABLES .............................................................................................. vii
LIST OF FIGURES ........................................................................................... viii
LIST OF APPENDICES ..................................................................................... ix
CHAPTER I: 1INTRODUCTION ...................................................................... 1
A.Background of the Study .............................................................................. 1
B. Identification of the Problem ....................................................................... 4
C. Limitation of the Study ................................................................................ 4
D.Formulation of the Problem ......................................................................... 4
E. Objective of the Research ............................................................................ 4
F. Significances of the Research ...................................................................... 5
CHAPTER II: THEORETICAL FRAMEWORK ............................................ 6
A. Writing .................................................................................................................... 6
1. Definitions of Writing ......................................................................................... 6
2. Writing Ability .................................................................................................... 7
3. Writing Process ................................................................................................... 8
4. Purposes of Writing .......................................................................................... 10
5. Kinds of Writing ............................................................................................... 11
B. Recount Text ......................................................................................................... 12
1. Definitions of Recount Text .............................................................................. 12
2. Generic Structures of Recount Text .................................................................. 12
3. Language Features of Recount Text ................................................................. 13
4. Types of Recount Text ...................................................................................... 13
C. Theory of Comic Strips ......................................................................................... 15
1. Definitions of Comic Strips .............................................................................. 15
2. Advantages of Comic Strips ............................................................................. 16
vi
D. Ways of Teaching Using Comic Strips ................................................................. 17
E. Teaching Recount Text Using Comic Strips ......................................................... 18
F. Writing Ability of Recount Text ........................................................................... 18
G. Previous study ....................................................................................................... 19
H. Thinking Framework ............................................................................................ 20
I. Theoretical Hypothesis ......................................................................................... 21
CHAPTER III: RESEARCH METHODOLOGY ........................................... 22
A. Place and Time of the Study ................................................................................. 22
B. Research Design and Method ............................................................................... 22
C. Population and Sample.......................................................................................... 23
D. Instrument of the Research ................................................................................... 23
E. Data Collecting Technique.................................................................................... 26
F. Data Analysis Technique ...................................................................................... 26
1. Normality Test .................................................................................................. 26
2. Homogeneity Test ............................................................................................. 28
3. T-Test ................................................................................................................ 28
4. Effect Size ......................................................................................................... 30
G. Statistical Hypothesis ............................................................................................ 30
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION ..................... 32
A. Research Findings ................................................................................................. 32
1. Data Description ............................................................................................... 32
2. Data Analysis .................................................................................................... 37
a. Normality Test .................................................................................................. 38
b. Homogeneity Test ............................................................................................ 38
c. The Hypothesis Testing .................................................................................... 39
3. Effect Size ......................................................................................................... 42
B. Discussion ............................................................................................................. 43
CHAPTER V: CONCLUSION AND SUGGESTION ..................................... 46
A. Conclusion ............................................................................................................ 46
B. Suggestions ........................................................................................................... 46
REFERENCES .................................................................................................... 48
APPENDICES ..................................................................................................... 51
vii
LIST OF TABLES
Table 3.1 The Research Design ......................................................................... 22
Table 3.2 Analitycal Scoring Rubric Adopted from Weigle................................ 23
Table 4.1 Data Description ................................................................................ 32
Table 4.2 Students‟ Score of Experimental Class ................................................ 33
Table 4.3 Students‟ Score of Control Class ......................................................... 34
Table 4.4 Tests of Normality of Pre-Test and Post-Test ...................................... 38
Table 4.5 Test of Homogeneity of Pre-Test ......................................................... 39
Table 4.6 Test of Homogeneity of Post-Test ....................................................... 39
Table 4.7 T-Test Result of Post-Test ................................................................... 40
Table 4.8 T-Test Result of Gained Score ............................................................. 41
Table 4.9 The Effect Size Result.......................................................................... 42
viii
LIST OF FIGURES
Figure 4.1 The Mean of Pre-Test and Post Test Scores ....................................... 36
Figure 4.2 The Mean of Gained Scores ............................................................... 37
ix
LIST OF APPENDICES
APPENDIX 1 SYLLABUS ................................................................................. 52
APPENDIX 2 RPP/LESSON PLAN OF EXPERIMENTAL CLASS ................ 61
APPENDIX 3 RPP/LESSON PLAN OF CONTROL CLASS ............................ 71
APPENDIX 4 INSTRUMENT OF THE RESEARCH ....................................... 80
APPENDIX 5 SURAT PENGESAHAN PROPOSAL SKRIPSI ........................ 88
APPENDIX 6 SURAT BIMBINGAN SKRIPSI ................................................. 89
APPENDIX 7 SURAT PERMOHONAN IZIN PENELITIAN .......................... 91
APPENDIX 8 SURAT KETERANGAN PENELITIAN DARI SEKOLAH ...... 92
APPENDIX 9 STUDENTS‟ WORKSHEET ...................................................... 93
APPENDIX 10 EXPERIMENTAL CLASS‟ SCORES .................................... 101
APPENDIX 11 CONTROL CLASS‟ SCORES ................................................ 102
APPENDIX 12 DOCUMENTATION ............................................................... 103
APPENDIX 13 REFERENCES EXAMINATION PAPER .............................. 105
1
CHAPTER I
INTRODUCTION
A. Background of the Study
Writing has a role in our life because, through writing we can transfer
knowledge to people around the world. People could get much information
from writing, so it showed writing is important. First writing important to
face the future, many people consider speaking skills are the most important
skills, we need speaking skills to communicate, such as an interview, speech
in front of people. However, it does not dispute that speaking skills are
important, it is also fair to claim writing skills are just as important for
engineers‟ planning.1 For students, writing is needed; one of them is when
completing Strata one they should make paper research, then students are
required to submit paper assignments. Moreover, writing could serve as a
record for the future, and everything can not be verbally communicated, such
as scientific or technological achievements it should be presented as a paper,
for instance, scientific journals.
Second, Walsh stated in Klimova writing was important both in
education and in the workplace.2 Writing is a good method to teach, to
inform, and also to educate oneself. People would not be able to communicate
well with others if they do not know how to express themselves in writing.
Such as the communication between student and teacher, and the
communication between worker and employer.
However, many students stated that writing could be a difficult and
even fearest exercise because they need to deliver their thought even while
writing has many rules like spelling, grammar, and so on.3 Students have to
synchronize everything, and they have to think about what the topics they
1 Dana Rus, A Didactic Approach to Writing Skills in a Technical Learning Environment,
Procedia Technology, Vol, 22, 2016, p. 1992. 2 Blanka Frydrychova Klimova, The Importance of Writing, Indian Journal of Research,
Vol. 2, No. 1, 2013, p. 9. 3 Joseph Defazio, Josette Jones, Felisa Tennant, and Sara Anne Hook, Academic
Literacy: The Importance and Impact of Writing Across the Curriculum – a Case Study, Journal of
the Scholarship of Teaching and Learning, Vol. 10, No. 2, 2010, p. 34.
2
should write, what sentences, and the grammar rules as well. Nevertheless,
the choice of words should be adjusted as well.
Hyland said in Fareed et al. students face problems in many
categories, they are a category of linguistic, category of psychological, and
category of cognitive.4 In addition, Pratiwi, in her research about students
writing difficulties, said that there are three aspects that students difficulties
in writing, namely psychology aspects, linguistic aspect, and cognitive
aspect.5 In psychological aspects, students face difficulty in the content, and
they confused about how to start their writing. They have no idea about what
they wanted to write. In linguistic aspects, students find difficulties in
language use, which is the difficulty in managing the sentences, tenses, word
order and meaning confused or obscured, and also difficulties in vocabulary,
which is an error in the choice of words, and the knowledge of the vocab is
limited range. Moreover, the difficulties in cognitive the students hard to
organize the sentences. Before starting to write students have already afraid
because there are many aspects that they must be mastered in writing, the
linguistic, even cognitive too.
All of the problems above make students face difficulties in writing,
which sometimes make students stressed, confused even gave up in writing.
They have to organize their ideas, and they have to think about grammatical
rules even though they should also know about language use. Concerning the
importance of writing skills for the students, the government of Indonesia has
set the curriculum of education, focusing on the text as an English subject
matter. Some written texts, such as recount text, descriptive text, exposition
text, and also narrative text, are the types of texts that are taught and required
to be mastered by the students in Junior High School.
However, many things must be considered in writing recount text.
Hyland Said that recount text is a text that recreates the event or experiences
4 M. Fareed, Almas Ashraf, M. Bilal, ESL Learners‟ Writing Skills: Problems, Factors
And Suggestions, JA Journal of Education and Social Sciences, Vol. 4(2):1, 2016, p. 82. 5 Kristy Dwi Pratiwi, Students‟ Difficulties in Writing English, Journal of Linguistics and
Language Teaching, Vol. 3, No. 1, 2016.
3
in the past in the original sequence.6 In connection with the difficulties of
writing, students also face difficulties in writing recount text. They have to
write the sentence using the past tense; it means they need to know about the
rule of past tense, some students confused about using correct grammar
based on the type of text they write.
As mentioned previously, writing a recount text is not an easy task.
First, they could not arrange the text into a good organization. Second, they
should utilize the proper words. Third, students were hard to make sentences
as the past tense.
Based on the problems above, teachers should be active and creative
in finding effective strategies in teaching writing. One interesting strategy to
get an interesting way of the goal teaching and learning process can be done
by choosing the effective strategies in teaching writing. Comic strips might be
one of the interesting media which have an effect on students‟ ability in
writing recount text. Comic strips are a sequence of drawings, either in color
or black and white, relating a comic incident, an adventure or mystery story,
often serialized, typically having dialogue printed in balloons, and usually
printed as a horizontal strip in daily newspapers and uninterrupted block or
longer sequence of such strips in comic books.7
Gonzalez-Espada said that has been many decades in the classroom
using comics strips because of their visual, attractive, humorous, and overall
appeal.8 Using comic strips could enhance fundamental abilities that enable
students to clearly see and conceptualize visuals. Moreover, the pictures in
the frames add many visual cues to the storyline for helping students in
generating, developing and understanding of the story. Besides, Heaton said
that a picture even a series of pictures can provide the students base material,
6 Ken Hyland, Genre And Second Language Writing, (United States of America:
University of Michigan Press, 2004), p. 29. 7 Dictionary.com, retrieved on Monday, 5th January 2019, (https://www.
dictionary.com/browse/comic-strip). 8 Wilson Javier Gonzalez-Espada, Integrating Physical Science and the Graphic Arts with
Scientifically Accurate Comic Strips: Rationale, Description, and Implementation, Revista
Electronica de Ensenanza de las Ciencias, Vol. 2, No. 1, 2003. P. 58.
4
and can stimulate students' imagination.9
Based on the problems above, a researcher wants to conduct a
research entitled “The Effect of Using Comic Strips on Students‟ Ability in
Writing Recount Text.”
B. Identification of the Problem
Based on the background above, the problems are identified as
follows:
1. Students consider writing as a difficult skill.
2. Students get difficulties in three categories namely, linguistic,
psychological, and cognitive.
3. Students often get confused in writing sentences using the past tense.
C. Limitation of the Study
This research limits the discussion on the effect of using comic strips
on students‟ ability in writing recount text on the eighth grade of SMP
YASIH Bogor academic year 2018-2019.
D. Formulation of the Problem
Since the study has been limited to the particular topic and specific
students and school, it can be formulated as follow:
“Is there any significant effect of using comic strips on students‟
ability in writing recount text at the eighth grade of SMP YASIH Bogor?.”
E. Objective of the Research
The objective of this research is to find empirical evidence on the use
of Comic Strips in Students‟ Ability in Writing Recount Text at the eighth-
grade students of SMP YASIH Bogor.
9 John Brian Heaton, Writing English language Test, (United States of America:
Longman Inc, 1988), p. 142.
5
F. Significances of the Research
The findings of this research are expected to bring advantages not
only theoretically but also practically for:
1. English Teachers
It is expected to provide useful information about a media used in
teaching writing of recount texts.
2. English learners
For English learners, it is expected to give them an effective media in
learning writing of recount text.
3. The Further Researchers
This study is expected to give the knowledge and contribution to
further researchers to do research in a similar area.
6
CHAPTER II
THEORETICAL FRAMEWORK
A. Writing
1. Definitions of Writing
Writing is one of the important skills in learning a new language. It is
also called a productive skill. Writing is the ability to put down the symbols
that present a language in order to tell some meaning so that the reader can
understanding the information which the writer has tried to deliver.1
Productive skill is a skill which is produces something. For instance, in
writing is producing some kind of text. Nunan, as cited in Sapkota, said that
writing is a complex cognitive activity in which the writer is demanded to
demonstrate control of variables simultaneously, such as sentence level,
control of contents, spelling, and letter formation.2 It is not only about put
symbols, but also writing is about spills out all the ideas and organize them,
also be careful with the structure rules, so it becomes a text.
Another definition is from Harmer that writing is an activity by
focusing on language use, the problem in their thought, and developing
language into written form.3 When writing, all attention will be focused on
the writing, from the idea, language use, grammar structure, even the choice
of words and types of text.
Sakolik, as cited in Nunan, said there are three definitions of writing,
first writing is a physical and mental activity. This means that writing
processes committing symbols and also the process of generating ideas and
thinking about how to present them into written text. Second writing is
express and impresses; it means that they put ideas of themselves and also the
feeling of the readers. The third writing is process and product that means the
1 Ashok Sapkota, Developing Students‟ writing Skill Throught Peer and Teacher
Correction: An Action Research, Journal of Nelta, Vol. 17. No. 1-2, p. 70. 2 Ibid.
3 Jeremy Harmer, How to Teach Writing ( London: Pearson Education Limited, 2004),
pp. 31.
7
steps that a writer goes to create a written work and also the result of the
written text such as the essay, the recipe, a report, and so on.4
Langan stated that Writing is a skill that can be learned like driving,
typing, cooking or any other skills so, avoid thought that writing is a
“natural gift”.5 In other words, all of the students who want to proficient in
writing can learn how to write by following all the steps in the writing
process in order to write effectively.
Based on the definition above, the writer concludes that Writing is a
productive skill, it means that from writing we product something (output)
using the symbol to express their idea or they discover thought on their
mind. And because writing is a skill so every people can learn and also can
be processed to make their writing become well when they try to follow the
instruction and the steps.
2. Writing Ability
Harmer stated that writing is an activity by focusing on language use,
the problem in their thought, and developing language into written form.6 The
statement emphasized in writing the writer needs more time to think what is
supposed to write, focuses on the use appropriate language, and consider the
efficiency of the word so that writing becomes a complete text.
Writing ability is the ability to set up coherent and cohesive
discourses following the patterns for developing and organizing discourse.7 It
means, in writing ability, the writer express their thought to make the readers
understand the meaning with coherence and cohesion to make the writing
unity. Unity will make a fantastic writing and the reader will not be difficult
and bored to read a text.
4 David Nunan, Teaching English to Speakers of Other Languages (Routledge Taylor &
Francis Group, 2015), pp. 78. 5 John Langan, Exploring Writing, (New York: McGraw-Hill, 2010), p. 10.
6 Harmer, loc. cit.
7 Jyi-yeon Yi, Defining Writing Ability for Classroom Writing Assessment in High
Schools, Pan-Pacific Association of Applied Linguistics, Vol. 1, No. 13, p. 58.
8
Harmer said with cohesion, the writer helps the readers understand the
linguistic such as lexical cohesion and grammatical cohesion. Furthermore,
with coherent, at least the reader can understand the writer‟s purpose and the
writer‟s line of thought.8
To create good writing is needed cohesion and coherent and also
unity. Unity means that all texts are related to the topic or can be said in one
topic, and every sentence that supports it and the details should revolve
around the main idea.
3. Writing Process
Harmer stated there are several steps in writing such as planning,
drafting, editing, and the last final draft.
a. Planing
Planning is the first step in writing where the writer has to think about
what the writer wants to tell. Some writer writes down the content or the
structure of the writing materials. When doing the planning the writer should
be examined about the audience or the reader, the content structure and also
the materials that will be written.
b. Drafting
Drafting is the second step in writing whereas the writer should
organize the ideas on the planning steps before. Drafting is the first draft of
the writing, Sometimes when drafting the writer makes an outline such as the
point by point that will be in the text.
c. Editing
In editing the writer have to read what the writer has written. it is
necessary to concern the aspects are needed or not, and also is the writing
clear or unclear. It can be needed to find a little mistake such as typos, or the
writer can change the choice of word.
8 Harmer, op. cit. pp. 22-25.
9
d. Final Version
The last steps are the final draft that already edited and also revised.
This final might dissimilar from the first draft, because it has passed several
steps. After all of the steps are done, the writer can share it with the readers.9
Based on the researched that cited on Kamahena school there are
several steps on the writing process:10
a. Pre-writing
Pre-writing means the writer draws up to write, determine the topic
and also construct the ideas.
b. Drafting and writing
It means that the writer writes and also refines paragraphs and the
writer should be concentrating on the subject that wants to deliver.
c. Sharing and responding
Share what the writer has written to get some feedback, it is needed to
listen about what we have written from a reader perspective and match the
writing that already edited.
d. Revising and editing
Revising the content, and also needed proofread to look over a piece or
the error. Sometimes with this proofreading, we can take a look at the
mistakes. And editing is the reconstruction of the text.
e. Publishing
The written text is already done and it can be published or hand over to
the lecturer if it is the assignment.
From the statements above, good writing comes from steps by steps.
The several steps of the proses of writing can be namely planning or pre-
writing, drafting, revising or editing and the last is the final revision.
9 Harmer, op. cit., pp. 4-5.
10 The Writing Process: An Overview of Research on Teaching Writing as a Process,
(Hawai‟i: kamahena Schools, 2007), p. 2.
10
4. Purposes of Writing
There are several purposes on writing, Deitch stated it was:11
a. The general purpose
Writing has at least four general purposes, mostly writing is proposed
to inform, but sometimes it is to convince the reader it is credible and
reasonable. Other writing is generally persuasive to argue the topic.
Moreover, some writing is expressive to confess feeling and also perception.
Furthermore the last is writing is some time to entertain and also create a
serious point.
b. The Specific purpose
For a specific purpose, it might be implied or stated. The purpose
generally stated directly for clarity in the purpose of expository writing.
Kate said there are three purposes of writing, there are writing to
entertain, writing to inform and writing to persuade.
a. Writing to entertain,
This purpose of writing is to engage the reader to be feeling
entertaining or emotionally by something serious, gloomy and also funny
through the writing‟s plot or the content in writing itself. An interesting plot
can make your emotion cover on it. For this purpose contain novels, poems,
stories, screenplay, and song lyrics.
b. Writing to inform
This kind of writing is to tell the readers about something it did not
focus to give the information it only the benefit that the reader can get. For
this purpose contain a newspaper, journal articles, scientific research, and
essay.
c. Writing to persuade,
This purpose of writing is intended to convince the readers about something.
For this purpose it might include the writer's opinion not the feeling of the
writer only, it includes the evidence. For this purpose contain advertisements,
11
Betty Mattix Dietch, Reasoning and Writing Well: A Rhetoric, Research Guide,
Reader, and Handbook, (New York: McGraw-Hill, 2006), pp. 7-8.
11
newspapers and also magazine articles.12
5. Kinds of Writing
There are many kinds of text in writing which have different purposes,
structures and also composition. According to Ken Hyland kind of writing
are:13
a. Recount text is a text that recreates or retell something that happened in the
past and also tell about a series of past experiences.
b. Procedure text is a text that shows how something is made.
c. Narrative text is a text to amuse as a consequence of experiences. The event is
arranged in chronological order.
d. Description text is a text describe a particular in detail to build of imagined
into a real form.
e. The report is a text that present credible information, generally classified and
then describe the characteristic.
f. Explanation text is a kind of text that given the reason for a state of affairs or
a judgment.
g. Exposition text is a kind of text that gives the arguments to tell why it is
proposed.
According to Kane, there are several kinds of writing namely
Exposition, Description, and Narration14
a. Exposition
Exposition is a kind of text in writing that followed the reality of daily
life. The writer writes the text with logic constructing. This kind of text is can
provides writers‟ opinions.
b. Description
Description text is a kind of text which writes on visual perception.
The main problem is to organize a significant pattern so the readers can
12
Kate Grenville. Writing from Start to Finish: a Six-Step Guide, (Australia, Allen &
Unwin, 2001), pp. 1-2. 13
Hyland, loc. cit. 14
Thomas S. Kane, The Oxford Essential Guard of Writing, (New York: Oxford
University Press, 2000), pp. 6-7
12
imagine through the text.
c. Narration
Narration is a kind of text which tells a story related to the event and
arranged in a sequence. Narration can be spoken or written languages. The
purpose of this text is to entertain the reader.
B. Recount Text
1. Definitions of Recount Text
Recount text is one of the common text types used in writing. It is the
build-up of a sequence of events over time and recreates the past
experience.15
Recount text as a part of the text that retells or reconstruct past
events, generally in the event which has already happened. The event in
recount text it could be people‟s experience or a historical event, or also it
could be the author‟s personal experiences. in this kind of text, the writer has
to include who was involved in the text, when the events happened, where
the story took place, how the event could happen in the story.
Knap and Walkins stated that recounts are the simplest text type in
the genre of narrating. The structure of recount is generally simpler than the
orientation and sequencing typical of narrating. 16
it means in recount text the
writer tells their personal experience in the past based on the chronological
sequences.
The social purpose of recount text is to recreate past experiences by
chronologically.17
2. Generic Structures of Recount Text
The three generic structures of recount text are as follow:
a. Orientation
15
Darla Miner and Jill Zitnay, Exploring Nonfiction with Young Learners, (United
Kingdom: Rowman & Littlefied Education, 2012), p. 2. 16
Peter Knap and Megan Watkins, Genre, Text, Grammar: Technologies for Teaching
and Assessing Writing, (Australia: University of New South Wales Press Ltd, 2005), p. 223. 17
Hyland, loc. cit.
13
The first part of the recount text is introducing the participants who
were the characters, places that tell where the event happened and also the time
that tells when the events happened.
b. Event
The events of recount text are describing a series of events that
happened in the past. These events should happen sequentially.
c. Reorientation
This part is optional. Stating the personal comment of the writer. The
writer might write this part as a comment concerning the event.18
3. Language Features of Recount Text
Every kind of text has language features. The significant language feature of
recount text as follows:
a. First focuses on personal participants it includes who is the main character in
the text. The second is the use of material process it was linking verb and also
action verb.
b. The third is the circumstances of the time and also the place. When the story
happened, where the story took place.
c. The fourth is used past tense because recount text is retelling past experiences,
it means the writer has to write on past form.
d. The last temporal sequence. It means in this text the writer informs the reader
of the activity which happened in chronological order. For instance: first,
second, and then, after that.19
4. Types of Recount Text
According to Hardy and Klarweis as cited in Annisa Mulya there are
two types of recount text namely Personal Recount and Factual Recount.20
a. Personal recount
18
Kistono at al, The Bridge 2: English Competence for SMP Grade VIII, (Ghalia
Indonesia, 2007), p. 28 19
Ibid. 20
Annisa Mulya, “Designing Recount Instructional Materials for Senior High School
Students”, a Thesis, at faculty Sanata Dharma University, Jakarta, 2007, pp. 20-21.
14
A personal recount is generally Retelling of an activity that the writer
or speaker has been personally involved in.
The Example of Recount Text21
b. Factual Recount
A factual recount is largely recorded past occurrences based on the real
situation. In the factual recount, it could be journals or historical text.
The example of Factual Recount22
The Gallipoli Campaign
The Gallipoli Campaign was an attack on the Gallipoli peninsula during World
War I, between 25 April 1915 and 9 January 1916. The intention of the operation
was to force Turkey (an ally of Germany) out of the war. However; the campaign
21
Mark Anderson and Kathy Anderson, Text Types in English 3, (South Yarra:
Macmillan Education Australia PTY LTD, 2003), p. 25. 22
Teacher starter. retrieved 11 november 2019.
We are having a great holiday here on the Gold Coast. Yesterday
we went to Movie World. When we got up in the morning it looked like
rain. After a while the clouds disappeared and it became a sunny day. We
then decided to go to Movie World.
The first ride I went on was Lethal Weapon. Next I saw the Police
Academy show. After that I had lunch as I was really hungry. Meanwhile,
Mum and Kelly queued for the Batman ride.
About one o‟clock we got a light shower of rain but it cleared up
soon after. We then went on all the otherrides followed by the studio tour.
It was a top day. See you when we get back.
Love
Sam
15
was a devastating and costly failure.
At dawn on 25 April 1915, Australian and New Zealand assault troops (the
Anzacs) landed on a beach north of Gaba Tepe; a place which became known as
Anzac Cove. The Turks appeared to be ready for them. As they were on higher
ground, they held a signicant advantage over the Anzacs. By the end of the rst
day, the number of allied casualties was already in the thousands.
Over the coming months, the Anzacs made very little progress. By December
1915, plans were drawn up to evacuate the entire force from Gallipoli. It was
completed three weeks later with minimal casualties.
Since 1916, the anniversary of the landings has become one of the most important
national days in Australia and New Zealand.
C. Theory of Comic Strips
1. Definitions of Comic Strips
Comic Strips are a series of adjacent drawn images, sometimes
organize horizontally, that is designed to be read as a narrative or a
chronological sequence. Include the words within or image, or they may be
distributed with altogether.23
Comic strips are generally arranged of images
with few words inside the drawing. Comic strips were made to be read a
sequence story.
According to Brown as cited on Csabay, the comic has a line story and
it can have a conclusion a punch line. It might make students motivated to
keep up reading.24
All things that can increase the desire of students to learn
then it will arouse students' curiosity further.
According to McCloud as cited on Afiyusma, the comic is writing of
23
Encyclopedia Bitannica, p. 1. Retrieved 10 January 2019
(https://www.britannica.com/art/comic-strip). 24
Noemi Csabay, Using Comic Strips in Language Classes, English Teaching Forum,
journal article; report, Vol. 44, No. 1, 2006, p. 24.
16
drawings.25
Comic strips are pieces of a picture that are combined into one
part of a short storyline. This comic usually consists of three until six panels
or more. Nevertheless in terms of content has revealed a whole idea. In
comic strips usually arranged a few words in the pictures.
In conclusion, a comic strip is a line of pictures or a series of pictures
that tell the story sequentially. There is some word in the comic strips which
can help the reader understand easily.
2. Advantages of Comic Strips
Using comic strips not only associates the word in the text and can
recall the single word with corresponding meaning. But also it can help to
practiced grammatical in a logical structure and it was the better way to recall
them later.26
Moreover, comic strips will help students to keep in mind the
meaning of the text and they easily remember what is the sentence or the
story tell about, because student's memory is higher when they learn with
visual.
Vocabulary in comic strips is quite easy and it is suitable for students‟
level because it is easy to understand the content of comic strips. And comic
strips are low readability levels and lack of word also the linguistic
sentences.27
This way students can connect the words with a certain context,
and they can recall and apply it better than just learning a single word with
the same meaning.
Moreover, The characteristic of comic strips are valuable, through
comic strips can help to increase motivation moreover when the comics are
colored. And largely is there was a word or expression on the comic, it makes
the student memorize easily.28
25
Afiyusma Harwiningsih, “Using Comic Srips to Improve the Eight Grade Students‟
Narrative Writing Ability in SMPN 1 Pandak”, a Thesis at State University of Yogyakarta, 2014,
pp. 24-25 26
Ibid. 27
Ika Fitriani martages,Bambang Suharjito, Asih Santihastuti, the Effect of Using Comic
Strips on The Eight Grade Students‟ Narrative Writing Achiement at SMP Negri 5 Jember, Jurnal
Edukasi Vol. 4, No. 2, 2017, p. 1. 28
Csabay, op.cit., p. 25.
17
D. Ways of Teaching Using Comic Strips
English teachers should start to pay attention to how the way they
teach in a class because a teacher is a facilitator as well as a determinant of
students‟ success in learning In this technology era, various sophisticated
media appear as a helper for the teacher. Furthermore, comic strips could be
one of the media which useful for teaching English. The use of comic strips
can be used to train students‟ reading, speaking and writing skills.
The first comic strip is also useful to train students‟ writing skills. For
example, when the teacher gives comic strips, the teacher can ask students to
create their own (narrative) story based on the illustration given in comic.
Furthermore, through that kind of activity, students‟ writing skills and also
students‟ creativity will be improved.
The second for speaking skills and vocabulary knowledge. Comic
strip is also can be useful in learning. For example, as the students‟ vocabulary
knowledge and mastery were gradually increased automatically students
become more motivated to speak English. Furthermore, by using comic strips
in learning, students would feel happy and enjoy the English material that
teaches by the teacher because the material is delivered with an interesting
medium that is comic strips.
The third for reading skills imagine a learning situation when a teacher
asks the students to read certain comics that are given in the class. Students are
asked to practice to find the idea of the comic, or find some vocabulary and
phrases used in comic. Eventually, those activities will train students‟ reading
skills.
In conclusion, using comic strips can help students build their
vocabulary knowledge, practice their reading and writing skills (especially
narrative story) and also students can learn many idioms and phrases which
are used in comic strips.
18
E. Teaching Recount Text Using Comic Strips
Comic strips will help students to learn recount text easier. To make
good writing there are several steps like drafting, editing, proofreading and
become the last version of writing, here the comic strip can help students
organize text. The writer has several steps to teach comic strips in teaching
recount text. The first, teacher prepared some of the comic strips as a medium
that will be used for the students. The teacher can search comic strips
references that fit the theme or can also be adjusted with the age of the
students, many comic reference stips on the internet that can be used as media
for students.
Before giving the comic strips, the teacher gave an explanation about
the general concept of recount text. After that, the teacher distributed the
comic strips for students how comic strips can be used as a reference for
students to start writing recount text with existing images.
The teacher introduced the example of how to identify the generic
structure of the text, then asked students to do the same and they could ask
the teacher if needed. Next, the teacher asked students to complete the comic
strips that have been given in order to create a new story from their own
recount text.
F. Writing Ability of Recount Text
Writing ability is the ability to set up coherent and cohesive discourses
following the patterns for developing and organizing discourse.29
Coherent is
a regular arrangement of sentences in paragraphs and, of course, aims to make
the reader easy to understand the text. Cohesive is when the connection
between one sentence and other sentence are supported.
Recount text is a text that retells experience, for the most part, in the
order in which they occurred.30
Recount text is a type of text that tells a story,
action, or activity. Usually, the recount text tells about someone's experience.
29
Jyi-Yeon Yi, loc. cit. 30
Mark Anderson and Kathy Anderson, loc. cit.
19
In the recount text, the writer should tell in sequence from one activity to the
next activity.
Coherence in the recount text will be related to the chronology of time
and sequential activities. Because coherently makes it easy for readers to
understand grammar, writing recount text should match the grammatical
features of recount text using the past tense.
Cohesion is the relationship between one sentence with another
sentence that is supported. Because the use of cohesion is to make the reader
understand the writer's purpose. The purpose of recount text is to provide the
audience with a description of what occurred and when it occurred.
In conclusion, the writing ability of recount text is when the coherence
and cohesion in the text support one another. Coherent of recount text is to use
the past tense, and the cohesion of the recount text should serve the purpose of
the recount text.
G. Previous study
Several studies have been conducted to find out the effect of using
comic strips to help students to enhance their writing skills. Furthermore,
there are three previous related studies that will be described.
The first previous related study was conducted by Ratnasari, entitled
The Effectiveness of Using English Comic Strips in Teaching Writing of
Narrative Text. This research used a quantitative method and the design in
this study was a quasi-experimental design. The subject of this study was the
eighth-grade students of SMP Islam Al-Ikhlas, and the samples of this
research were 8A as the controlled class and 8B as the experimental class.
The instrument used in this study was the pre-test and post-test. The
technique used in collecting the data was quantitative data with a t-test. The
objective of this study was to find out the effect of comic strips on the
narrative text. The result of this study was indicated that using comic strips
is effective in teaching writing of narrative text in the eighth grade of SMP
20
Islam Al-Ikhlas.31
The second previous related study was conducted by Wulandari,
entitled The Effect of Comic Strips toward eighth-grade Students in Recount
Text MTs Muslimat NU Palangka Raya. The type of this study was a quasi-
experimental design and the method used a quantitative method. The
objective of this study was to find out the effect of comic strips on students'
grades eight on the subject writing recount text. The result of this study there
was a significant effect of using comic strips toward the eight grade students
in recount text of MTS Muslimat NU Palangka Raya.32
The third previous study was from Martages, Suharjito, and
Santihastuti entitled The Effect of Using Comic Strips on the eighth-grade
students‟ narrative writing achievement at SMP Negri 5 Jember. The method
in this study was the experimental method and the design was quasi-
experimental design with the pre-test and the post-test. The objective of this
study was to find out there was a significant effect of using comic strips on
students‟ narrative writing achievement, and the result of this study there was
a significant effect of using comic strips on the students‟ writing narrative
text toward eighth-grade students‟ narrative writing achievement at SMP
Negri 5 Jember 33
H. Thinking Framework
Writing is something to express ideas and also to communicate with
each other. Some experts also have mentioned the importance of writing one
of them is to face the future. In the future, both of the students‟ or workers is
needed writing. In writing, there are several kinds of text one of them is
recount text. The recount text is a type of text in the form of past events that
already happens it could be a personal recount or factual recount, imaginary
31
Yulia Ratnasari, “ The Effectiveness of Using Engkish Comic Strips in Teaching
Writing of Narrative Text”, Skripsi at Syarif Hidayatullah State Islamic University Jakarta, 2014,
p. Vii. Published. 32
Nanik Wulandari, “ The Effect of Comic Strips Toward Eight Grade Students in
Recount Text of MTS Muslimat NU Palangkaraya”, Thesis in IAIN Palangkaraya 2016, p. Vi,
Published. 33
Martages, et al, loc.cit, p. 1.
21
stories engineered real stories or fairy tales.
Recount text is a text that tells a story chronologically. Students who
have difficulty in writing recount texts in the area that they are difficult to
find ideas of the story, development of characters and settings, choice of
words, and also the choice of grammar. Therefore, there are several
techniques that could be used in teaching writing recount text.
The researcher found a remarkable technique, which is comic strips.
Comic strips has been many decades that used in the classroom because of
their visual, attractive, humorous and overall appeal. Comic strips can help
the student to elaborate on the story because a comic strip enables students
to generate and to develop the story because of their visuals.
I. Theoretical Hypothesis
The hypothesis of this study is “there is a significant effect of using comic
strips on students‟ ability in writing recount text”.
22
CHAPTER III
RESEARCH METHODOLOGY
A. Place and Time of the Study
This research was conducted at SMP YASIH Kota Bogor in the
academic year 2018/2019, which located at Jl. Baranangsiang KP. Cikeas,
Katulampa, Kota Bogor. The data collection was started from April until May
2019.
B. Research Design and Method
The method of this research was a quantitative method. Quantitative is
to analyze the data using a mathematical procedure named statistic.1 The
design in this study was quasi-experimental design with pre-test and post-test.
A quasi-experimental method is used when random picking is unable to be
applied in determining sample and commonly useful in examining the effect
and impact of an educational program. There were two variables involved in
this research. They were using comic strips technique as an independent
variable and writing recount as the dependent variable. In this research, there
are two classes namely the experimental class and the control class. The
results of two classes of the second year students of SMP YASIH Bogor
compared and observed to know if there were any significant effect of using
comic strips on students‟ ability in writing recount text. Furthermore, a comic
strip was used in the experimental class meanwhile, comic strip was not used
in the control class. The research design can be presented as follow: 2
Table 3.1
The Research Design
Pre-test and Post-test design Time
Control Group Pre-Test No Treatment Post-test
Experimental Group Pre-Test Treatment Post-test
1 John W. Creswell, Educational Research Planning, Conducting and Evaluating
Quantitative and Qualitative Research, (USA: Pearson Educational, Inc., 2012), p. 15. 2 Ibid, p. 310.
23
C. Population and Sample
The population of this research was the eighth grade of SMP YASIH
Kota Bogor in the academic year 2018/2019. The total was 79 students who
were divided into three classes. The sample in this research was purposive
sampling. Purposive sampling is samples based on prior knowledge of a
population and the specific purpose of the research. The writer chose two
classes as a sample of this research, which was VIII.II as the experimental
class and VIII.II as the control class based on the score of a pre-test.
D. Instrument of the Research
The instrument of this research was a test of writing. The test divided
into two, which were pre-test and post-test. Both tests were used to measure
students‟ ability in writing recount text. The pre-test was given to both classes
before the writer applying comic strips as a medium in order to know
students‟ ability in writing recount text. Meanwhile, the post-test was given to
the students only to the experimental class in order to measure students‟
abilities after the treatment, which was to know whether there was a
significant effect on students‟ ability in writing recount text.3
The following table was the analytical scoring rubric was used by the
writer to assess writing adopted from Jacob et al. in Sara Chusing Weigle. 4
Table 3.2
Analytical Scoring Rubric Adapted from Weigle
SCORE LEVEL CRITERIA
CONTENT 30-27
26-22
EXCELLENT TO VERY GOOD: knowledgeable
a substantive • thorough development of thesis •
relevant to the assigned topic
GOOD TO AVERAGE: some knowledge of
subject • adequate range • limited development of
3 Ibid., p. 297.
4 Sara Cushing Weigle, Assessing Writing, (Cambridge: Cambridge University, 2002), p.
116.
24
21-17
16-13
thesis • mostly relevant to the topic but lack detail
FAIR TO POOR: limited knowledge of subject •
little substance • inadequate development of the
topic
VERY POOR: does not show knowledge of
subject • nonsubstantive • not pertinent • or not
enough to evaluate
ORGANIZATION 20-18
17-14
13-10
9-7
EXCELLENT TO VERY GOOD: fluent
expression • ideas clearly stated/supported •
succinct • well organized • logical sequencing •
cohesive
GOOD TO AVERAGE: somewhat choppy •
loosely organized but main ideas stand out •
limited support • logical but incomplete
sequencing
FAIR TO POOR: non-fluent • ideas confused or
disconnected • lacks logical sequencing and
development
VERY POOR: does not communicative • no
organization • or not enough to evaluate
VOCABULARY 20-18
17-14
13-10
9-7
EXCELLENT TO VERY GOOD: sophisticated
range • effective word/idiom choice and usage •
word form mastery • appropriate register
GOOD TO AVERAGE: adequate range •
occasional errors of word/idiom form, choice,
usage but meaning not obscured
FAIR TO POOR: limited range • frequently errors
of word/idiom form, choice, usage • meaning
confused or obscured
VERY POOR: essentially translation • little
25
knowledge of English vocabulary, idioms, the
word form • or not enough to evaluate
LANGUAGE
USE
25-22
21-18
17-11
10-5
EXCELLENT TO VERY GOOD: effective
complex constructions • few errors of agreement,
tense, number, word order/function, articles,
pronouns, prepositions
GOOD TO AVERAGE: effective but simple
constructions • minor problems in complex
constructions • several errors of agreement, tense,
number, word order, function, articles, pronouns,
prepositions, but meaning seldom obscured
FAIR TO POOR: major problems in simple
/complex constructions • frequent errors of
negation, agreement, tense, number, word
order/function, articles, pronouns, prepositions
and/or fragment, run-ons, deletions • meaning
confused or obscured
VERY POOR: virtually no mastery of sentence
construction rules • dominated by errors • does not
communicate • or not enough to evaluate
MECHANICS 5
4
3
2
EXCELLENT TO VERY GOOD: demonstrates
mastery of conventions • few errors of spelling,
punctuation, capitalization, paragraphing
GOOD TO AVERAGE: occasional errors of
spelling, punctuation, capitalization, paragraphing
but meaning not obscured
FAIR TO POOR: frequent errors of spelling,
punctuation, capitalization, paragraphing • poor
handwriting • meaning confused or obscured
VERY POOR: no mastery of conventions •
26
dominated by errors of spelling, punctuation,
capitalization, paragraphing • handwriting illegible
• or not enough to evaluate
TOTAL SCORE:
E. Data Collecting Technique
The data of the research were obtained through writing tests, which
were divided into two, pre-test and post-test.
1. Pre-test
The pre-test was given by the writer for both the experimental class
and the control class to know how far the students‟ ability in writing recount
text before applying the treatment. The pre-test consisted of several
instructions for students related to writing recount text after that students
created their own story.
2. Post-test
The post-test was given to the students after all treatments have been
implemented. The post-test was given to both the experimental class and the
control class. The purpose of this test was to find out the differences between
scores gained by the experimental class and the control class after
implementing the treatment. The instruction of the post-test was similar to the
pre-test in which students wrote a recount text based on a selected topic.
F. Data Analysis Technique
1. Normality Test
A normal distribution in statistical research was one of the crucial
premises before a t-test can be performed. It used to know whether the data
normally distributed or not. The analysis of the normality test in this research
used Shapiro-Wilk with α= 0.05. If the normality test resulted > α= 0.05, the
data were distributed normally. Meanwhile, if the result of the data was < α=
27
0.05, then the data were not normally distributed. In this research, the writer
used IBM SPSS Statistics 24 to analyze the normality. The steps to calculate
the normality test are as follows:5
a. Open SPSS Program.
b. Click „Variable View‟ and complete the columns as follows:
1) Fill in the „name‟ column with the categories of the variable (Class,
pretest, post-test).
2) The type column is numeric.
3) Width column is filled with 8.
4) Decimal column is changed from 2 to 0.
5) Label column is none.
6) Value column is none. Except in „name‟ column. In „name‟ column of
variable categories groups, click value to label different groups by
inserting:
Value: 1
Label: Experimental
Value: 2
Label: Control
7) Missing column is none
8) Column is filled with 8
9) Align column is right
10) Measure column is unknown
11) Role column is filled with input
a. Click data view, in score column, compute “1” as representing
experimental class and “2” representing control class.
b. Input score of each class.
c. Click Analyze >> Descriptive Statistics >> Explore
5 Sahid Raharjo, Cara Melakukan Uji Normalitas Kolmogorov-Smirnov dengan SPSS,
2015, retrieved at July 4th 2019, ( http://spssindonesia.com.)
28
d. In Explore dialogue box, fill in the Dependent List with the score of
pretest and post-test and then fill in the Factor List with the sample
groups (control, experimental).
e. Click Plots >> checklist normality plot with test, histograms, and
power estimation.
f. Click Continue and OK.
2. Homogeneity Test
The assumption of equal variances was important as a normality test.
The variances of data were tested to find out if they were equal or
homogeneous. To achieve this data, the Levene Statistic test was used in this
research with α=0.05. If the homogeneity test resulted > α= 0.05, then the
data were homogeneous. Meanwhile, if the result was < α= 0.05, the data
were not homogeneous. In this research, the writer used IBM SPSS Statistics
24 to analyze the homogeneity. The steps were as follows:6
a. Open the SPSS file of the data in this research.
b. Click Analyze >> Compare Means >> One-Way Anova
c. In one-way anova dialogue box, fill in the Dependent List with the
score of pre-test and post-test and then fill in the Factor List with the
sample groups (control, experimental).
d. Click Options, then checklist homogeneity of variances test in the
statistics area.
3. T-Test
The technique to analyze the data was using statistical calculating of t-
test. T-test was used to find out the significance of post-test results and the
mean gained score of the experimental class and the control class. In this
research, the writer also used SPSS 24 to compare the scores of the
experimental class and the control class. Moreover, the test was used to prove
6 Sahid Raharjo, Cara Melakukan Uji Homogenitas Kolmogorov-Smirnov dengan SPSS,
2015, retrieved at July 4th 2019, (http://spssindonesia.com).
29
whether comic strips is effective on students ability in writing recount text.
The steps to calculate t-test are as follows:7
a. Open SPSS Program.
b. Click „Variable View‟ and complete the columns as follows: a)
1) Fill in the „name‟ column with the variables categories (Groups, pre-test
score, post-test score).
2) Type column is numeric.
3) Width column is filled with 8.
4) Decimal column is changed from 2 to 0.
5) Label column is none.
6) Value column is none. Except in „name‟ column. In „name‟ column of
variable categories groups, click value to label different groups by
inserting:
Value: 1
Label: Experimental
Value: 2
Label: Control
7) Missing column is none
8) Column is filled with 8
9) Align column is right
10) Measure column is unknown
11) Role column is filled with input
c. Click data view, in score column, compute “1” as representing
experimental class and “2” representing control class.
d. Click Analyze >> Compare Means >> Independent Samples T-Test
e. Fill in the Test Variable with a score of post-test and gained score, then
fill in the Grouping Variables with groups and fill Define Groups with 1
and 2.
f. Click Options >> fill Confidence Interval Percentage with 95%
7 Sahid Raharjo, Cara Melakukan independen sampe t-test Kolmogorov-Smirnov dengan
SPSS, 2015, retrieved at July 4th 2019, (http://spssindonesia.com).
30
g. Click Continue >> OK.
4. Effect Size
Following the t-test, the effect size was calculated to measure the
magnitude of the treatment effect or the level of significance effect. As the t-
test give the statistical result of the significance, in the same manner, effect
size results from statistic data but at the same time determined whether the
effect size is strong or weak. In this research, the cohen‟s d effect size
formula is adopted as follow:8
𝑺𝒕𝒅 𝑫𝒆𝒗𝒊𝒂𝒕𝒊𝒐𝒏 𝟏 + 𝑺𝒕𝒅 𝑫𝒆𝒗𝒊𝒂𝒕𝒊𝒐𝒏 𝟐
𝝈 𝒑𝒐𝒐𝒑𝒍𝒆𝒅 =
2
𝒎𝒆𝒂𝒏 𝒐𝒇 𝒈𝒓𝒐𝒖𝒑 𝟏 − 𝒎𝒆𝒂𝒏 𝒐𝒇 𝒈𝒓𝒐𝒖𝒑 𝟐
𝒅 =
𝝏 𝒑𝒐𝒐𝒑𝒍𝒆𝒅
To interpret the effect size, the cohen‟s d effect size criteria are used as
the bases to determine the level of significance. The effect size criteria of
cohen‟s are:
a. 0-0.20 = weak effect
b. 0.21-0.50 = modest effect
c. 0.51-1.00 = moderate effect
d. > 1.00 = strong effect
G. Statistical Hypothesis
The researcher would form a null hypothesis and an alternative
hypothesis:
8 Daniel Muijs, Doing Quantitative Research in Education with SPSS, (London: SAGE
Publications, 2004), pp. 136-139.
31
Ho (Null Hypothesis): ρ-value > sig α= 0.05. It means that Ha is
rejected and Ho is accepted or there is no significant effect using comic strips
in students‟ ability in writing recount text.
Ha (Alternatives Hypothesis): ρ-value < sig α= 0.05. It means that Ha is
accepted and Ho is rejected or there is a significant effect using comic strips in
students‟ ability in writing recount text.
46
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
This research used a quasi-experimental design in order to get empirical
evidence on the effect of using comic strips on the students‟ ability in writing
recount text in the eighth grade of SMP YASIH Bogor.
Based on the research finding in chapter IV, it was confirmed that using
comic strips on students‟ ability in writing recount text was effective and had a
strong effect. The data from the experimental class showed that the mean score of
the post-test was higher than the pre-test score; it was 70.48 > 63.29. Furthermore,
in the post-test and gained score of the t-test result proved that ρ-value (2-tailed) =
0.001 was less than the significance level (α) = 0.05. (0.001 < 0.05) and also tvalue
= 3.739 is higher than ttable = 2.021. In addition, the result of the effect size
adopted from cohen‟s d was 1.16. It means that using comic strips had a strong
effect on students‟ ability in writing recount text in the eighth grade of SMP
YASIH Bogor in the academic year 2018/2019.
B. Suggestions
Based on the research findings, the writer concluded that using comic
strips is effective in students‟ ability in writing recount text. Therefore, the
writer gives suggestions for English teacher, students, and also for other
researchers:
1. For English Teachers
For the teacher who might use comic strips in teaching writing to help
students increase their writing ability, the teacher should prepare the material
and the strategy in order to achieve maximum results. The teacher also has to
sort out the best theme of the comic strips which appropriate well with the
students and it is better for the teacher to be able to make their own comic
strips using of technology and better able to adjust the students‟ needs.
47
2. For Students
Students might use these comic strips either online comic strips
according to their interest to develop their writing ability in recount text or
narrative text. however, students have to select the theme and language use
that are appropriate for learning.
3. For the Researchers
Other researchers who might use comic strips as a topic of their
research with different subjects, samples, or places, the reseachers should .......
1. The researchers should Sort out the best theme of comic strips that
appropriate well with the students‟ level.
2. The reserchers consider the difference of students‟ learning styles,
because not all students like visual media.
48
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