Professional Documents
Culture Documents
INTRODUCTION
A. Research Background
For quite a long time, vocabulary has been known as the basic of
learning a language. People cannot start to listen, read, speak, and write
without understanding and learning the vocabulary first. We could say that
we begin with single thing called vocabulary, and we end up with the whole
thing which is language.
For students, learning vocabulary is quite handful and yet
challenging. Students will definitely be able to learn about expressions,
grammar, and skills much easier if they are storing an abundance of
vocabulary in their brain. While the advantages of vocabulary in language
such as the ease to communicate cannot be denied, the difficult part of
vocabulary is also something which needs attention. In fact, students need
supports to learn vocabulary, in terms of time allocation, level of
understanding toward the words, and the contextual usage. That is why the
teacher needs to be innovative to make sure that the students learn
vocabulary effectively.
In SMAN 3 Singkawang, as the curriculum being used is curriculum
2013, the vocabulary is learned through the integration over the expressions
and the four skills, which are listening, reading, speaking and writing. For
the eleventh grade, students are given the opportunity to learn vocabulary
with the integration of the reading skill, narrative text. The focus is to let
students understand and learn the narrative text along with its
characteristics and while learning and understanding the text, students are
given with several words that much more likely to be used in the text. But
1
mysteries and problem around him. The manga is classified as teen manga
and as for education, the manga is being translated from japan into English.
b. Improving vocabulary: the act to make the words knowledge that students
have increased than before in focus upon words for narrative text language
features.
c. Students grade eleven of SMA 3 Singkawang: this term means that the
students being listed as a participant in the research are students in eleventh
grade who is studying in SMA 3 Singkawang. In this case the eleventh grade
social 2 is the class being used.
d. Classroom Action Research is a research that is applied in the
classroom in order to find the solution of the problem faced when the
teacher is teaching by using certain technique.
CHAPTER II
LITERATURE REVIEW
A. Teaching Vocabulary
Vocabulary is a set of words, relate to a particular language as the
components or elements on it. Thornbury (2002:13), by quoting David
Wilkins states that without grammar, very little can be conveyed, without
vocabulary nothing can be conveyed. It obvious that the vocabulary should be
focused in every line of teaching English language as it will provide
significant differences in terms of the success of understanding the English
language teaching process.
itself. As Schmitt (2010) noted, learners carry around dictionaries and not
grammar books. The statement is amusing yet it is the fact that, if we think
deeply on how our mind understand that it is much more important to learn
and master the vocabulary first rather than grammar presented in the
language.
Vocabulary knowledge is one of the major part which affect student
success in comprehension. For all of the four skills presented in language
learning, the vocabulary play its roles as the crucial part to determine the
understanding of students over the four skills especially for the reading skill.
Vocabulary able to cover the knowledge needed in particular material as it
will help the students to understand particular material much easier as what
stated by the experts that wide vocabulary and broad knowledge go
together (Hirsch 2003) and that vocabulary knowledge is knowledge
(Stahl 2005).
Not only impacts the academic success, vocabulary also beneficial for
the social life which the students will eventually have. Vocabulary is
positively
related
to
higher-status
occupations
(Marzano
2004:16),
10
D. Vocabulary in Reading
Vocabulary is one of the five core components of reading, along with
phonemic awareness, phonics and word study, fluency, and comprehension
(National Reading Panel, 2000:2). Vocabulary is considered as one of the
component that both affecting reading and affected by it. The vocabulary able
to improve the readable of reading material while the reading itself able to
extend the vocabulary acquired by the students more than other skills can do.
Stated by Hayes, Wolfer, and Wolfe (2005:1) that the vocabulary of written
language is much more extensive and diverse than the vocabulary of oral
language. In reading skill, vocabulary acts as the starting point to get the idea
over the reading material. The comprehension over the reading material will
hardly happened if the vocabulary stored in memory is not sufficient. The
same goes with the word study, to understand the word and its form, the
students need to know the meaning of the word first above else.
11
12
understand the text better and will come eventually to read more. As they read
more, they will learn additional words which makes their vocabularies even
larger. Conversely, the poor tend to get poorer. Students with small
vocabularies will have a difficulty in understanding text, and as a
consequence will read less. The less they read, the less will their vocabulary
growth be.
E. Reading Manga
Manga literally means humorous picture as it is originally began as a
simple caricature which happened to be pictures of birds and animals. In
modern days, manga has become more than a humorous picture filled with
pictures of birds and animals. In late eighteenth-century, manga was
published for public consumption. The first manga is created in a form which
narration and dialogue were placed in and around ink-brush illustrations,
often in creative ways that consciously blurred the distinction between text
and picture.
Nowadays, manga has developed even further and contains more than
pictures and narration only. Manga has its own elements or the grammar in
which are (1) picture (depicting objects and figures), (2) word (including
onomatopoeia), (3) balloon (indicating words) and (4) frames (surrounding
pictures) (Natsume, 1997). The elements presented on manga has a difference
from the American comic since manga has developed from a simple
caricature into a story which contains diverse themes regarding politics,
religious, historical, social, cultural issues, and many more.
In manga, the elements has its own important function in response to
the story it has. The picture is the content of manga itself which generally
13
divided into two shapes, positive shapes (figures) and negative shapes
(background). For the word, it mostly divided into the outside voice (sound)
which comes directly from subjects and the inside voice which appear only in
the mind. Word also frequently appears independently outside of the frame
with or without balloons as a directional connector between frames. While the
balloons is used as a container of the inside voice of the mind or an outside
voice from subject or object differentiated from the narration. The frame, has
a role as a container, which includes the picture as the content, and the word,
namely as format. Frame used to be simple square or rectangle shapes, but it
has now developed into diverse shapes aligned dynamically to express
different psychological situations (Natsume, 1995, 1997, Yomota, 1994).
Those roles of each part is what make unique characteristics of Japanese
manga.
To be precise, the complexity and drama of the story while wrapped by
the elements of it that become the reason why there are so many people
attracted to manga. As a result of reading manga and discussing it with their
peers, young peoples literacy is growing (Nakazawa and Nakazawa, 1993).
The result of variety elements and story revolving around manga made manga
isnt only consumed by children and teenager, but adults also show the
interest over reading manga.
In recent years, manga has gained a massive amount of popularity
across the countries. For people in Indonesia, especially students, manga is
considered as an interesting reading material. Take an example with manga
named Doraemon, Dragonball, Naruto and Detective Conan, which
are not only known in the form of reading material but even aired in the
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national channel weekly. The fact that manga is popular in the world need to
be faced wisely as not only look at the part in which it acts as an
entertainment but also digging the possibility that the manga can be useful for
education.
F. Manga Versus Comic
Manga as known as Japanese comic has its own similarities and yet
differences to the comic which mostly known as American/European comic.
Manga has developed from merely a caricature into a complex narrative
which as explained before, consisting of several important elements.
In the past, manga were less popular than the American/European
comic in terms of its drawing style which changing from a two-dimensional
perspective into drawing style which use four-panel comic strips following
the American/European style. Another thing is that manga comes from a same
style of visual narrative as the American/European comic is. And yet, even
with the similarities they have, manga has outrunned the popularity of
American/European comic. McCloud (1994, 2006) has noted that compared
to American/European comic, in manga there is a higher level of engagement,
or reader participation, and a greater emphasis is placed on pacing out the
narrative to create a sense of being there.
Bryce. M and Davis. J (2006:7) stated that although original readers are
strictly to Japanese, manga have become a part of global circulation of
commodities. This has been helped by the absence of strong ethnicity
(Japaneseness) in their visual presentations which enhances non-Japanese
readers/audiences approachability and encourages their domestication in host
15
16
A. Form of Research
In research, the method which is being used need to match the topic
mentioned and the problem which is faced. The appropriateness of method
used will affect the whole research in terms of success and failure on it. As
this research will do, the most suitable method to be applied will be a
Classroom Action Research. The researcher tries to use the method as a path
to improve the vocabulary as mentioned in the topic.
In Action Research, one of the main aims is to identify a problematic
situation or issue in which it able to hinder the progress teaching and learning
17
process. The problematic term isnt telling that the teacher is the one who is
incompetent, but often the external factors such as students motivation,
insufficient materials, lack of facility, and many more. According to Kemmis
and McTaggart cited in Burns (2010:7), as seen from figure 1 regarding the
flow of Classroom Action Research typically involves four broad phases in a
cycle of research. The first cycle may become a continuing or iterative, spiral
of cycles which recur until the researcher has achieved a satisfactory
outcome. While the second cycle will be to ensure that the development
didnt only stop on the first attempt and able to provide continuity.
In the model which developed by Kemmis&McTaggart, there are
several phases which correlated to each other sharing the progress mutually.
18
(Burn, 2010)
Several phases which related to above model are:
1) Planning
In this phase the focus will be to identify a problem or issue and
develop a plan of action in order to have an improvement in a specific
area which researcher wants. The researcher need to prepare several
things in this phase carefully before proceeding to another phase.
several things need to be prepared are an English teacher as an
investigator, lesson plan, teaching material, media in which is going to
be used and instruments for collecting data.in specific, the instruments
and tools which needed are (1) Lesson Plan, (2) Observation Checklist,
(3) Field Note, (4) Test Items, and (5) Questionnaire.
2) Action
Action is the phase in which the interventions which comes from
the first phase being implemented in the classroom situation over an
agreed period of time. The interventions are conducted based on the
plan, but isnt restricted if any possible changes appear. In this research,
the researcher will act as a teacher applying the method and the teacher
on duty will act as a collaborator observing the situation happened in
the classroom. The researcher will applying the teaching through the
use of manga Detective Conan to improve the students vocabulary.
The researcher and the teacher will divide their job as taking note in the
form of observation checklist and field note.
3) Observation
In this phase, the researcher will observe systematically the effect
of the action which has been planned and documenting the context,
actions and opinions of those involved. This phase can be called as data
19
B. Research Participant
The Participants of this research are the eleven grade students of IPS 2
of SMAN 3 Singkawang in the academic year of 2015/2016. The amount of
students in this class are 30 students.
The IPS2 was found to have a problem which was lacking over
vocabulary in learning English language. Only few of the students have
sufficient English proficiency. And lack of vocabulary makes most of the
students frustrated to improve their vocabulary easily and it comes to
affecting their motivation to learn English itself as they find it hard to
understand the English language. They themselves think that learning English
isnt appealing and it will not be used intensively in their future as it is only
secondary language. The researcher believes that the class students need to be
20
21
22
N
= the total of students in the classroom
(Heaton, 1988)
From the mean score, it will be able to show which qualification
match the students. The result of the students will be classified into the
following criteria:
Score
Category
Qualification
80 100
Good to excellent
60 79
Average to good
50 59
Poor to average
0 49
Poor
(Heaton, 1988)
23
The percentage of respond of the questionnaire was calculated with the formula
below
Mean score:
Mean score
1697
20
Qualification
100-120
Very positive
80 99
Moderately positive
60 79
Moderate
40 59
Slightly negative
20 39
Moderately negative
0 19
Very negative
A. Research Findings
In conducting the research, the researcher applied the Classroom
Action Research in order to solve the problems found in the classroom. The
problems found from the eleventh grade students of social 2 of SMA Negeri
3 Singkawang were lack of motivation in learning new vocabulary and
24
25
the words properly and they were limited to the words which commonly
used as far as repeating the words that their teacher was using as an
example. As a result, the students were found to have difficulty in conveying
message properly and lost motivation to learn English as they stuck within
the same words over and over. For that reason, the researcher implemented
the use of manga as a media to help students to improve their vocabulary
and let them learn the words easily.
a. Planning Stage
In this stage, the researcher who acted as the teacher made a lesson
plan with the manga as the media. The manga used were Detective Conan
chapters 303 and 304. The lesson plan is the guideline which helps the
classroom activity to run smoothly. The lesson plan which was used based
on the Curriculum 2013. Next, the researcher prepared the teaching learning
process resources, such as the materials and the chapters of the manga. The
researcher also prepared the tools for the research such as the observation
checklist, field notes and test items.
b. Acting Stage
This stage focus is about the teaching and learning process which
applied through the use of particular technique or media in order to improve
the students ability over certain skill or to improve the effectiveness of the
teaching and learning process. Along with the statement above, the
researcher had put the acting stage through the implementation of manga as
26
27
mostly helped students in less manner as possible to make sure that the
students able to be creative and open minded while to ensure also that the
students would not swerved too much from what is the teacher intended to.
Meanwhile, the students, who acted as the actors of the teaching learning
process, played their roles in participating and conducting the activity as
guided.
In the whilst-activity, there were several sections which started with
observing where mainly focus was to let the students read and discussed the
chapters 303 and 304 of manga Detective Conan given within their groups.
Before the teacher let the students to read, the teacher asked the students to
form a group which consist of 5 persons each. The teacher formed the group
randomly. After dividing the groups, the teacher asked whether the students
knew what manga was and have they read it before in terms of using
English language on it. Most of the students were saying that they did knew
what manga was. Most of them also knew the manga Detective Conan along
with several famous manga such as Naruto, Dragon Ball and Doraemon.
But, they were saying that they never once read manga in English language.
When the students read the manga, some of them confused on how
the manga panels began. The teacher explained how the reading should
worked. The teacher told them to read manga in the sequence with started
from the top right panels, and then continued to the top left panels, then
moved on to the middle right panels, and continued in the same manner.
While the students read the manga chapters, the group 1, which consisted of
male students, lost interest over the manga because they could not read it
28
properly and kept disturbing the neighbor group. The teacher asked them to
continue their reading and kept their focus.
On to the next sections, it was continuing to the questioning section
which the teacher was guiding the students to be critical upon the new and
difficult words they have found after they have read the chapters of manga.
The teacher found most of the students were quite passive to ask words they
did not understand. Only several students wanted to ask directly what they
did not understand. Upon finding the students acted passively, the teacher
then triggered the students to ask the words they found difficult through
asking them the narrative structures. The teacher asked them which page
showed the orientation. When they answered the first and second pages
were the orientation, the teacher asked them how can they said that, from
which text they found it, and what was the text told them about, and did they
understood the particular high priority words in the text. Teacher done that
for the complication and resolution also in brief time.
The next section was exploring where students asked to present their
own conclusion regarding the story of the chapters of the manga. The
students after given a short time to conclude the story within their groups
were asked to give presentation for their understanding toward the manga
chapters. Overall, there were 6 groups in the classroom. Each group has
their representative. For the group 1, the teacher asked for one
representative for one group only. But, when the teacher asked the
representative to deliver the conclusion, he became nervous. Then, the
teacher made a choice to let one group represented by two representatives.
29
c. Observing Stage
Observing stage is one of the stage of Classroom Action Research
which focus on the data collection through the researcher and also the
observer in the teaching and learning process. The observer able to use
30
several tools to improve the data validity and data collection such as
observation checklist and field notes. In this research, the researcher asked
for one of graduated students from English Education Program of Teaching
Learning and Education Faculty to be observer in this research. The tools
were observation checklist and a field note.
The observer gathered the data through the observation checklist.
The observation checklist was used to observe the intended activities; which
means that all the statements in the observation checklist were the activities
that the researcher expected in order to look over any improvement made.
Based on the observation checklist, the overall activity was good,
except that teacher did not provide the guidance for the manga chapters well
from the beginning. What it meant by guidance was that the teacher did not
provide complete explanation in the beginning of reading about the chapters
covers, which consist of titles and pictures. But aside from that, the students
and teacher did the roles well enough although some minor errors and
disturbances could not be avoided. The teacher mostly led the activity
through the instruction, the explanation over the manga chapters, facilities,
and motivation towards the students.
Students Code
AF
AH
AV
AP
CLW
CLS
Students Score
75
65
50
10
45
80
Category
PASSED
NOT PASSED
NOT PASSED
NOT PASSED
NOT PASSED
PASSED
31
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
CRA
CPD
DS
DNT
EN
FNP
H
J
KI
MWP
M
NN
NM
R
RN
RH
RK
SNA
Se
Su
Sy
SOS
TSS
Y
TOTAL SCORE
MEAN SCORE
60
60
65
85
45
60
55
55
60
65
35
100
65
60
65
45
45
75
65
55
70
90
55
45
1805
60.17
NOT PASSED
NOT PASSED
NOT PASSED
PASSED
NOT PASSED
NOT PASSED
NOT PASSED
NOT PASSED
NOT PASSED
NOT PASSED
NOT PASSED
PASSED
NOT PASSED
NOT PASSED
NOT PASSED
NOT PASSED
NOT PASSED
PASSED
NOT PASSED
NOT PASSED
PASSED
PASSED
NOT PASSED
NOT PASSED
7
23.33%
After collecting and analyzing students answer sheet, the researcher found
many students did not passed. Based on the test, the students mean score
was 60.17.
Mean Score
M=
fx
N
= 1805
30
= 60.17 (average)
32
Note:
fx=
N
The students mean score showed that the students in first cycle had
not passed the standard minimum score, 68. The percentage of students who
had passed the standard minimum score was 23%, as shown below:
T=
m
x 100
n
T = 7 x 100%
30
= 23.33%
Note:
minimum score
m
minimum score
n
Through the percentage which showed the students who had passed
the standard minimum score, we can see there were only 23% students that
had passed.
Based on the field note, there were some points which related to the
teaching and learning process including the teacher and the students. First,
the focus of the students easily distracted by the external factors, such as
33
noise from the outside, the appearance of students from another class whom
passed by, and even the rang of the bell. Second, there were several male
students, who did not paid full attention with the explanations given by the
teacher and even went to disturb the group near them. Because of that, they
lost the time to discuss and share their idea while reading the chapters
within their group. Another point was that several students giving a hard
time for teacher to divide them into several groups because they wanted to
be in a group along with their close friends.
d. Reflection Stage
Reflection is a stage where the focus is for both of the teacher and
the observer evaluate the effect of what they have done. In this stage, the
researcher found the solution and weaknesses which have been found
through the cycle done. The researcher made a summary of the problems
and managed to have solution to correct the mistakes, in order to ensure that
the teaching learning process and the students achievement would improve.
In this research, the researcher found several problems that had to be
corrected. The problems were related to the teaching and learning process,
along with the teacher and the students. The problems came from both the
external factors and internal factors. The researcher summarized the
problems into several points as below:
1) The class was not conducive because of students easily distracted by the
noise and people passed by outside of the classroom.
34
2) There were several male students who did not paying full attention to
the teacher instruction and explanation and distracting the groups beside
them.
3) The teacher was not strict enough to the students who were not giving
full attention.
4) The students were taking quite a long time to deliver their presentations
which made the other students got bored and got busy with their own
stuff.
5) In the first cycle, only 7 students passed the standard minimum score;
with the mean score 60.17 and the percentage of the passing grade
23.33%.
6) The students tend to be passive, and only few students from particular
groups which were actively involved with the questions and feedback.
The problems above led the researcher to conduct another cycle in
order to improve the teaching learning process; in term of the students
performance, teachers performance, and also the score of the students.
Therefore, the researcher made several correction and reflection to the
second cycle as follow:
1) The teacher needed to change the atmosphere of the classroom so that
the atmosphere would be much more conducive and students would be
happily involved into the teaching and learning process then they would
not easily distracted by the noise and people passed by.
35
36
of the manga. Another thing that the teacher prepared were the observation
checklist, field notes, and the test items.
b. Acting Stage
The stage started with the pre-activity where the teacher had the
class paid attention to the teacher first. The teacher asked the students
whether they wanted to have the class indoor or outdoor to motivate and to
create the atmosphere. The students asked for the outdoor one and both of
the teacher and students agreed to have a class under the big tree on the
basketball field. The teacher was greeting the students while conditioning
the students to make circle within their previous group. The teacher was also
checking the students attendance and did some review regarding the
students experience of reading manga in English language while also
mentioned the learning objectives and the indicators.
The teacher moved to the next activity which was whilst-activity. In
this activity, the students asked the students to gather with their previous
groups. To make sure that the students would not talked too much between
the groups, the teacher told the groups to make distance so that the teacher
would be able to monitor each group easily. The teacher then explained the
part of speech and what made it related to the narrative text, which is noun,
verb, adjective, and adverb in order to make sure that the students would be
easily grasp the idea of each. After that, the teacher distributed the manga
chapters along with some explanations regarding the chapters and the parts
where it can be considered as narrative text. Done with all of that, the
37
teacher let the students read the manga and mentioned the sequences in
reading the manga to ensure they would not be confused.
After done with the reading, the teacher continued to guide the
students on the new and difficult words that they have found. The teacher
then asked what could they thought of the words from the pictures and the
texts inside the panel. The students from groups 2 finished the chapter first
then group 6 came for second and group 3 came for third. While the group 1
which consisted of 5 males in it was somehow confused on the manga
chapters, the teacher encouraged them with gave hints and helps such as
before reading for the texts which were quite many, what could they derived
from each of the pictures. While took a slow movement, the group able to
grasp the idea and the story of the manga chapters even in the end they
became the last group to finish the story. The students of first group able to
bravely share their idea for the new and difficult words they found to the
teacher.
After knowing that all of the groups have finished their reading, the
teacher came to the exploring section. In the section, the teacher asked each
group to deliver their idea about the story. The teacher started the
presentation from group 1. While at first they felt nervous and afraid that
they might wrong with their understanding, the teacher kept encouraging
them. The group 1 came with their idea about the story and they were able
to explain the orientation and complication and the resolution well. After
that, the teacher moved on to the other groups and found that group 2 ,
38
group 3 and group 6 able to give excellent summary regarding the story.
But, group 2 was able to deliver much detail explanation.
The teacher continued to the associating section where the teacher
asked students to share and to give feedback about the story that each group
have delivered. Surprisingly, group 1 delivered feedback regarding group 4
explanation, even the feedback given was not clear enough. The teacher also
told the students to remember the difference between each of the words in
the part of speech. The teacher then asked to all of the group regarding what
did it meant by overlap and which picture showed it. One of the male from
group 4 which mostly kept silence, able to answer what did it meant by
overlap along with the pictures with his own words. Even without complete
explanations, he was able to tell the point of word overlap with the help of
pictures.
The teacher did confirming section where he motivated the students
to start reading manga in English language and he showed several clues
which related to the difficult words.
The researcher found several findings in the second cycle as follow:
a. The students able to focus and became comfortable with learning outdoor
even there were few disturbance from other students who passed by.
b. The students were seen to be much more excited to learn through manga
more than when they were on first cycle.
c. The students were actively involved with the discussion and sharing of
ideas, not only the students who were active from the first cycle, but also
39
the students that first kept silence, whose seemed to have grasp the idea
of learning with manga.
d. Most of students able to speak up within their groups regarding the story
and the words that they found. The students not only focus on the text but
also to the pictures.
e. The students were able to do the test efficiently and effectively. Both
could be seen from how the students focus with their test items.
In conclusion, the acting stage of the second cycle was much better
than the first cycle. The students had done better than the previous one.
They were excited and encouraged with the activities. They paid attention to
the instruction and explanation more than the first cycle. Overall, the
process of the second cycle was improved, even when there were several
minor problems.
c. Observing Stage
As the first cycle was, the second cycle put the researcher cooperated
with the observer. In second cycle, the observer also used the observation
checklist and the field note. Both the observation checklist and the field
note were used to record the intended activities to see the improvement of
the students performance. Moreover, the test was used to measure the
improvement students had in form of score through the comparison of the
result of the mean score.
40
Students Code
AF
AH
AV
AP
CLW
CLS
CRA
CPD
DS
DNT
EN
FNP
H
J
KI
MWP
M
NN
NM
R
RN
RH
RK
SNA
Se
Su
Sy
SOS
TSS
Y
TOTAL SCORE
MEAN SCORE
Students Score
65
70
45
75
55
55
50
75
80
65
85
85
80
45
85
70
45
80
75
75
65
60
45
75
85
65
65
65
85
80
2050
68.3
M=
fx
N
= 2050
30
Category
NOT PASSED
PASSED
NOT PASSED
PASSED
NOT PASSED
NOT PASSED
NOT PASSED
PASSED
PASSED
NOT PASSED
PASSED
PASSED
PASSED
NOT PASSED
PASSED
PASSED
NOT PASSED
PASSED
PASSED
PASSED
NOT PASSED
NOT PASSED
NOT PASSED
PASSED
PASSED
NOT PASSED
NOT PASSED
NOT PASSED
PASSED
PASSED
16
53.33%
41
= 68.3 (average)
Note:
fx=
N
The students mean score showed that the students in second cycle
had passed the standard minimum score, 68. The percentage of students who
had passed the standard minimum score was 53%, as shown below:
T=
m
x 100
n
T = 16 x 100%
30
= 53.33%
Note:
T
=the percentage of students who had passed the standard
minimum score
m
= the total of students who had passed the standard
minimum score
n
Based on the field note, the observer noted some findings which
might helped the explanations over the process of the teaching learning.
First, the student did excited and able to grasp the idea of learning through
manga. It was shown from how the students able to get active, even the one
who first kept silent. Second, the teacher did correct several mistakes and
well aware with some of the groups which needed extra attention. In
42
conclusion, the teacher and the students were done better than the previous
cycle.
While looking at the result of the students, there are many students
who have improved and passed the standard minimum, while there are also
several students who have failed and did not passed the standard minimum.
As researcher investigated the reasons behind this shortcoming, the
researcher found that several students who failed were distracted by the test
items and the distracters. Several students who did not passed the second
test mostly confused over the type of verb and the adjective test. Another
thing was that the students happened to overconfident to their answer
quickly after having the same type of test in the previous one. Last thing
was that the students didnt have the same amount of knowledge received
compared to the first meeting, as both of the manga chapters and the test
items being used were different. The researcher believe that this kind of
shortcoming might happened unintentionally and any kind of internal
factors which might related to it cant be avoided, yet able to be prevented
in the future.
d. Reflection Stage
In this stage of the second cycle, the researcher concluded that the
second cycle of the research was successful to the extent able to pass the
standard minimum and more than half of the students able to pass it. All of
the intended actions from the teaching and learning process able to be done
much better than the first cycle. It can be seen from the result of students
43
test and mostly from the students performance which shown excitement
over learning with manga and actively involved in the discussion.
The result of the two cycles indicated the improvement of students
vocabulary through the use of manga. The students were motivated to learn
vocabulary and they were also able to answers the test items which consist
of high frequency words. After using the manga as media, the students able
to be motivated in learning the vocabulary in the manga. The students were
also able to acquire the idea of how manga able to help them in learning
vocabulary, which were through the pictures and the text inside the panels.
The researcher believes that the result of the two cycles could be
improved more with another cycles. The limitations were the factors that
made the researcher did not continue to the third cycle. The limitations were
such as the amount of time given by the school and the teachers schedule.
By comparing the first and second cycle, the improvement made was 8, 13
and the researcher believe that if the third cycle was executed, the
improvement could be doubled to 16, 26 which made the final score 76, 39.
3.
No
Question Items
Strongly
Agree
19
Agree
11
Disagree
Strongly
Disagree
44
English
2
28
20
21
14
12
12
18
12
16
20
18
10
16
11
11
16
12
25
13
19
14
13
12
15
22
16
23
17
10
14
18
20
45
19
15
12
20
16
13
TOTAL
78
353
157
12
Value
312
1059
314
12
:4
Agree
:3
Disagree
:2
Strongly disagree
:1
The percentage of respond of the questionnaire was calculated with the formula below
Mean score:
Mean score
1697
20
B. DISCUSSION
This research was conducted in two cycles. Each cycles consisted of
four stages which are planning, acting, observing and reflecting. Each acting
stage was conducted in two meetings that was executed during the teaching
and learning process. To improve the data obtained, the teacher cooperated
with collaborator to observe and to monitor the activity which was
happening in the classroom through the use of observation checklist and
field notes. The existence of collaborator was also to minimize the
46
subjectivity which the teacher might had while analyzing and evaluating the
data. The data collected in form of the observation checklist, field notes, and
students test. From the research findings, it can be seen that the students
vocabulary has increased from the first cycle to second cycle.
The researcher tried to answer the research questions based on the
data acquired. As mentioned before, the research questions are; (1) does the
use of manga able to improve the students vocabulary? (2) How does the
improvement of vocabulary of students by using the manga? The first
question can be answered through the research findings that show there is
improvement made from the first cycle to second cycle. While the second
question can be answered that the improvement is good with the increase
from first cycle 60.17 to second cycle 68.3 about 8.13. Another point is that
the students score shows when the first cycle happened, there were only 7
students who passed the minimum standard score which is 68. While on the
second cycle, there were 16 students who passed the minimum standard
score.
Based on the students achievement score, we could see that the
students vocabulary had increased from the first cycle to the second cycle
collectively. Additionally, the observation checklist and the field notes also
showed that there were significant improvement in the teaching and learning
process. The students were became much more focused in teaching and
learning activity. The students were paying attention better to the instruction
and explanation. The students felt much more confident to share ideas and
47
to give feedbacks to their friends. By that very fact, the researcher decided
to stop the cycle.
Another point to be mentioned was the questionnaire which aimed to
look upon students motivation in learning vocabulary with manga. The
questionnaire was given after the second cycle and second test. The
questionnaire was used to assist the observation checklist, field note and test
to ensure that the intended result was achieved. The questionnaire result was
84.85 which can be categorized as moderately positive. From the result of
questionnaire responses, the researcher believes that, the motivation for
students to learn new vocabulary was enhanced, or at least sparked.
In conclusion, the researcher determined that this research was
satisfactory. The vocabulary improvement by using a manga could be seen
from the students test score and students performance. While the students
motivation improvement could be seen from the questionnaire result. To be
specific, the motivation seen from the questionnaire result was improved
and the vocabulary acquired was also increased seen from the students test
score. Therefore, the researcher has concluded the action hypothesis which
was stated as manga able to improve students vocabulary for eleventh
grade students of SMAN 3 Singkawang academic year 2015/2016 has been
proven.
48
TABLE OF SUMMARY
Problem
Manga
improve
students
vocabular
y
Cycle I
Observation Checklist:
a. Students were unable to
follow the instruction
accurately in the beginning
b. Students were not actively
participated in the activity
Cycle II
Observation Checklist:
a. students were able to
understand the instruction
given by teacher
b. students were actively
involved in the activity of
reading and discussion
Field Note:
Field Note:
a. Several male students did
a. Most of the students both
not cooperated well to the
male and female were able to
teacher
cooperated well for the
b. Some Students were not
activity
fully motivated with the
b. Most of the students were
reading and discussion
motivated with the activity
Test: 60.17
Test: 68.3
Reflection:
Reflection:
a. The teacher tried to give
a. The teacher tried to
extra attention and motivation encourage students with the
to several students which
idea of learning and fun by
were passive and problematic using manga
b. the teacher tried to be strict b. the teacher tried to implant
to students and yet
the idea of reading with manga.
communicative.
Questionnaire: 84.85 (Moderately positive)
CHAPTER V
CONCLUSION AND SUGGESTION
Conclusio
Based on the studen
achievement score,
concluded that the s
vocabulary improve
the first cycle to the
cycle. Both of the o
checklist and field n
described the impro
students made throu
students performan
teaching and learnin
process.
49
A. CONCLUSION
Based on the result of the research done on the eleventh grade students
social 2 at SMA Negeri 3 Singkawang, the researcher derives conclusions as
follows:
1. The students vocabulary was improved by using manga in teaching
learning of vocabulary. This was proved by the result of students mean
scores in achievement test. In the first cycle, the students mean score was
60.17 and the students mean score in second cycle was 68.3.
2. The teaching learning process was improved by using manga in teaching
learning of vocabulary. This was proved by the description of the
observation checklist and field notes from both of the first cycle and
second cycle. The students showed better result in the process of learning
the new words and memorizing the high frequency words.
3. The application of manga did not only improve the students score and
performance to pass the standard, but also the motivation of the students. It
can be seen from the result of questionnaire which is 84.85 and considered
as moderately positive.
B. SUGGESTIONS
50
Based on the research findings, the researcher would like to offer several
suggestions to improve teaching learning process specifically for teaching
vocabulary by using manga. The suggestions are defined as follows:
1. It is suggested for English teacher to apply manga using Classroom Action
Research, for very reason that it was proved that applying manga could
improve students vocabulary in term of motivation to learn new words
and memorize high frequency words.
2. The use of manga in teaching learning activities should be related to the
topic to be learned.
3. In improving students motivation to learn new words through manga, the
teacher should consider the use of appropriate manga which means the
manga that is not filled with pornography and other sensitive aspects. The
teacher should also be aware that the manga can mislead students to false
understanding over what was aimed for, which means monitor from
teacher is important.
4. The teacher should consider the kind of manga to be used for vocabulary
learning. As in this research, the researcher use Detective Conan which
considered as teen manga and the genre is mystery. As the manga can be
both educating and entertaining, the choice of genre could affected the
result greatly.
5. The teacher should pay great attention to the time management in applying
the manga in classroom. As manga contains both pictures and texts in
panels, there will be likely different respond given by students as some
might becoming encouraged, bored, frustrated or even hopeless as they
need different amount of time to understand the story.
6. The teacher should remember that the test to find out the result of manga
implementation are both influential and important. The test items given to
51
BIBLIOGRAPHY
Alvermann, D. E., & Heron, A. H (2001). Literacy identity work: Playing to learn
with popular media. Journal of Adolescent & Adult Literacy, 45, 118-122.
52
53
McCloud, S. (1994 [1993]) Understanding Comics: The Invisible Art, New York:
Harper Perennial
McCloud, S. (2006). Making Comics: Storytelling secrets of comics, manga and
graphic novels. New York, London, Toronto, Sydney: Harper.
McCrudden, M. T., Schraw, G., Lehman, S. &Poliquin, A. (2007) The effect of
causal diagrams on text learning, Contemporary Educational Psychology, 32,
367-388.
Murakami, S. Bryces, M. (2009) Manga as an Educational medium.Champaign,
Illinois, USA.Common Ground Publishing LLC.
Nguyen, L. T. C., & Nation, I. S. P. (2011). A bilingual vocabulary size test
ofEnglish for Vietnamese learners. RELC Journal, 42(1), 86-99
Ogawa, E. (2003). Educational manga: An effective medium for English learning.
In N. Sonda& A. Krause (Eds.), JALT2012 Conference Proceedings. Tokyo:
JALT
OConnor, E. R., &Vadasy, F. P. (2011). Handbook of Reading Interventions. The
Guilford Press.
Pikulski, J. J. (2004). Teaching and Developing Vocabulary: Key to Long-Term
Reading Success. Houghton Mifflin Company.
Schmitt, N. (1997). Vocabulary Learning Strategies. In Schmitt, N, &Mccarthy,
M. (Eds.), Vocabulary: Description, Acquisition and Pedagogy. Cambridge:
Cambridge University Press
Schodt, F. L. (1996) Dreamland Japan: Writings on Modern Manga, Berkeley,
Stone Bridge Press.
Tamada, K. (2008) Manga woriyoshitagakushu no kanosei no kosatsu: Manga de
shinrigakuto Manga woshinrigaku no kantenkara / A Consideration of
Learning with the Use of Comics: From Viewpoint of Psychology with
Comics and Psychology on Comics. Manga Studies, 13, 65-75.
Thornbury, S. (2002) How to teach vocabulary. Essex: Pearson
Yongqi, G. P. (2003). Vocabulary Learning in Second lanugaeg: Person, Task,
Context and Strategies. TESL-EJ, 7(2). From http:// wwwwriting.berkeley.edu/TESL-EJ/ej26/a4.html
54
Appendix 1
Observation checklist
Date and time
Cycle
Class
N
Yes
No
55
o
1
10
Appendix 2
Observation checklist
Date and time
Cycle
Class
N
Yes
No
56
o
1
10
Appendix 3
FIELD NOTES
Date: September 15th 2015
Setting: The classroom used was the regular classroom for eleventh social 2.
Observations
Notes to Self
57
58
59
60
61
Appendix 4
FIELD NOTES
Date: September 22nd 2015
Notes to Self
62
chapter.
63
64
A. Standard Competency
1. Menghayati dan mengamalkan ajaran agama yang dianutnya.
2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab,
peduli (gotongroyong, kerjasama, toleran, damai), santun, responsive
dan pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas
berbagai permasalahan dalam berinteraksi secara efektif dengan
lingkungan social dan alam serta dalam menempatkan diri sebagai
cerminan bangsa dalam pergaulan dunia.
3. Memahami, menerapkan, menganalisis
pengetahuan
faktual,
penyebab
fenomena
dan
kejadian,
serta
menerapkan
semangat belajar
Menunjukkkan perilaku tanggungjawab, peduli, kerjasama, dan cinta
damai, dalam melaksanakan Komunikasi fungsional
65
Indikator:
Identifying new words and difficult words in the narrative text.
Classifying new words and difficult words in the narrative text into
part of speech.
C. Learning Objective
1. Identifying the new words and difficult words presented in the
narrative text in form of manga chapters
2. Classifying the new words and difficult words presented in the
narrative text in form of manga chapters into part of speech.
D. Learning Material
1.
Definition of Narrative
Narrative is a text focusing specific participants. Its social function is
II.
III.
3.
Using processes verbs ( which mean verbs that show certain state or
situation)
Example: stand, sit, move, eat, etc.
66
F. Resources
Manga from www.tenmanga.com
G. Learning Activity
First Meeting
1) Pre Activity (10 minutes)
Providing the narrative text in form of Manga chapter 303 and 304.
67
Questioning
Guiding the students to questioning the new words and difficult words
in the chapters.
Guiding the students to ask and discuss the words to their mates in
their own group.
Exploring
Asking the students to present their understanding about the story they
have read
Encouraging the students to identify the story, the new words and
difficult words with their mates in the group.
Associating
Providing feedback to all of the group about the story, the words and
in which it classified to in part of speech.
Confirming
Giving the students clue and help for understanding the story and
learning the words easily.
H. Assessment
Multiple choice (20 items)
Rubric Score:
68
Total question
69
A. Standard Competency
1. Menghayati dan mengamalkan ajaran agama yang dianutnya.
2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggung
jawab, peduli (gotong royong, kerjasama, toleran, damai), santun,
responsive dan pro-aktif dan menunjukkan sikap sebagai bagian dari
solusi atas berbagai permasalahan dalam berinteraksi secara efektif
dengan lingkungan social dan alam serta dalam menempatkan diri
sebagai cerminan bangsa dalam pergaulan dunia.
3. Memahami, menerapkan, menganalisis pengetahuan faktual,
konseptual,procedural berdasarkan rasa ingin tahunya tentang ilmu
pengetahuan, teknologi, seni, budaya, dan humaniora dengan
wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban
terkait penyebab fenomena dan kejadian, serta menerapkan
pengetahuan procedural pada bidang kajian yang spesifik sesuai
dengan bakat dan minatnya untuk memecahkan masalah.
4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah
abstrak terkait dengan pengembangan dari yang dipelajarinya di
sekolah secara mandiri, dan mampu menggunakan metoda sesuai
kaidah keilmuan
B. Basic Competency and Indicator
1.2.
Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai
bahasa pengantar komunikasi internasional yang diwujudkan dalam
semangat belajar
2.3. Menunjukkkan perilaku tanggungjawab, peduli, kerjasama, dan cinta
damai, dalam melaksanakan Komunikasi fungsional
3.12. Menganalisis fungsi sosial, struktur teks, dan unsure kebahasaan pada
teks naratif sederhana berbentuk cerita pendek, sesuai dengan konteks
penggunaannya.
4.17. Menangkap makna teks naratif berbentuk cerita pendek sederhana.
Indikator:
1.
Identifying new words and difficult words in the narrative text.
2.
Classifying new words and difficult words in the narrative text into
part of speech.
C. Learning Objective
1. Identifying the new words and difficult words presented in the
narrative text in form of manga chapters
70
Definition of Narrative
Narrative is a text focusing specific participants. Its social function is
2.
I.
Using processes verbs ( which mean verbs that show certain state or
situation)
Example: stand, sit, move, eat, etc.
71
E. Learning Method
Scientific approach
Strategy
F. Resources
Manga from www.tenmanga.com
G. Learning Activity
First Meeting
1) Pre Activity (10 minutes)
Providing the narrative text in form of Manga chapter 523 and 524.
72
Questioning
Guiding the students to questioning the new words and difficult words
in the chapters.
Guiding the students to ask and discuss the words to their mates in
their own group.
Exploring
Asking the students to present their understanding about the story they
have read
Encouraging the students to identify the story, the new words and
difficult words with their mates in the group.
Associating
Providing feedback to all of the group about the story, the words and
in which it classified to in part of speech.
Confirming
Giving the students clue and help for understanding the story and
learning the words easily.
73
H. Assessment
Multiple choice (20 items)
Rubric Score:
Correct answer x 100
Total question
Appendix 7
TEST ITEMS DETECTIVE CONAN CHAPTER 303 304
Choose the meaning/synonym of the words in bold for the following
questions.
1. That big guy is a voracious person, he is eating four bowls of ramen already,
and still wanting more
a. starved
b. forced
c. stuffed
d. dropped
2. Jane is constantly saving her money each month, and now she can buy a new
smartphone.
a. repeatedly
b. completely
c. forcefully
d. peacefully
3. He got a stomachache a little while ago. He remembered that last night he ate
ice creams too much.
a. now in the present
74
4. Her voice was trembling, and she cried right after that.
a. increasing
b. shaking
c. shining
d. whining
6. I can see many bolts and metal are being used for the construction of the
bridge.
a. a type of short arrow shot
b. a flash of lightning
c. a quick act
d. an object like screw
7. There was a fallen tree blocking the road. People said it was because of
typhoon last night.
a. moving fast
b. falling down
c. standing up
d. rolling down
75
8. I brought two smartphones intentionally. One for my sister and the other is for
my brother.
a. firstly
b. accidentally
c. purposely
d. differently
11. The Israel army has menaced people in Palestine since several years ago.
They need to be stopped.
a. helped
b. embarrassed
c. terrorized
d. assisted
12. The customer always complaining everything he wants and it makes me mad.
a. happy
b. awkward
c. confuse
d. angry
76
13. I didnt study last night. And now, I am stumped on today test.
a. certain
b. confident
c. puzzled
d. distracted
14. Jane said we need several thing such as knife, stove and a lot of skewer for
this barbeque party.
a. iron bat
b. silver sword
c. wooden stick
d. sharp blade
15. He always acts calm and patient whenever hes with his mother.
a. tolerant
b. wild
c. dilligent
d. arrogant
18. Trice mother told her that she shouldnt dyed her hair to look like artist.
77
a. marked
b. stripped
c. colored
d. washed
19. Arnold is using round shape spectacles and it makes him looks like harry
potter.
a. staff
b. coat
c. eyeglasses
d. wig
20. The hacker of president official website has been arrested by police yesterday
in his house.
a. released
b. restricted
c. captured
d. annoyed
78
Appendix 8
TEST ITEMS DETECTIVE CONAN CHAPTER 523 524
Choose the meaning/synonym of the words in bold for the following
questions.
1. Finding an appropriate job is not a trivial matter. Lot of people are still jobless.
a. difficult
b. very challenging
c. less importance
d. quite confusing
2. The sign hanged on the door of that shop shows that the shop will start to open
at 09.00 am.
a. an abstract picture
b. a notice of information
c. a pamphlet
d. a banner
3. Nowadays, we can see the government is neglecting their people, especially the
poor.
a. a little care
79
b. getting angry
c. a little arrogant
d. feeling disappointed
4. There are a lot of holiday resort in Singkawang. Some of them are near sea.
a. a recreational place
b.a government office
c. a skyscraper building
d. an inn
5. Jack was not aware about the mistake he did yesterday. And now, he has done
that again.
a. believe
b. conscious
c. accept
d. deny
6. Nick is currently the one who buy the food. I hope he remember which food to
buy.
a. now
b. past
c. future
d. somehow
7. The fisherman put a lot of fish he caught before in the ice chest.
a. a bag
b. a prison
c. a box
d. a cupboard
80
9. The trip they are doing will make them stay overnight in the hotel nearby.
a. for the night
b. since morning
c. yesterday
d. today
10. The upcoming concert of that band will be in several weeks later.
a. last
b. soon
c. delayed
d. first
11. You will find yourself difficult to socialize if you keep being rude towards
other.
a. evil
b. passive
c. lazy
d. impolite
12. The kids are playing in the shallow part of the pool.
a. low
b. high
c. deep
81
d. center
13. The shop is selling many type of rods for different spots of fishing such as
mountain, sea, and river.
a. boots
b. pole
c. key
d. tent
14. I think we dont need to bring umbrella because it only rain lightly.
a. slightly
b. painfully
c. completely
d. effectively
15. I see a carp streamer is hanging on the pole when it is a children day in
Japan.
a. an animal dead body
b. a fish-shaped decoration
c. a clothespin
d. a national flag
16. The building was used as an office initially, but it is now used as a restaurant.
a. somehow
b. in the future
c. hopefully
d. at the beginning
17. A heavy wind was blowing last night. It made the roof shaking.
a. destroy a part
b. pushing
82
c. force to
d. send out air
18. When the artist tried to leave the hotel, she was surrounded by waiting
journalists and fans.
a. threatened
b. pulled
c. encircle
d. endanger
19. The picture and the wall overlap each other, it makes it difficult to be seen.
a. to cover different part in same space
b. to act more intense on doing something
c. to succeed in controlling something
d. too confident over oneself
20. The house has four bedrooms and, so its pretty big.
a. beautiful
b. nice
c. quite
d. over
83
Verb
Adjective
Adverb
5,6,10,14,19
4,11,13,18,20
1,7,9,12,15
2,3,8,16,17
1,2,10,15,17,
4,7,19,20
3,8,11,13,14,18
5,6,9,12,16
Verb
Adjective
Adverb
2,4,7,13,15
3,8,17,18,19
1,5,10,11,12
6,9,14,16,20
84
3,4,6,9,12,14,18
2,5,10,13,15
1,7,19,20
8,11,16,17
Appendix 9
Questionnaire Data
Q Q
1 2
Q
3
Q
4
Q
5
Q
6
Q
7
Q
8
Q
9
Q
10
Q
11
Q
12
Q
13
Q
14
Q
15
Q
16
Q
17
Q
18
Q
19
Q
20
AF
1 2
AH
2 2
AV
1 2
AP
1 2
CLW 2 1
CLS
1 2
CRA
1 2
CPD
2 2
DS
2 2
DNT
2 2
EN
1 2
FNP
1 2
1 3
2 2
KI
1 2
MWP 1 2
2 2
NN
1 2
NM
1 2
2 2
RN
2 2
85
RH
1 2
RK
1 2
SNA
1 2
Se
1 2
Su
1 2
Sy
2 2
SOS
1 2
TSS
1 2
2 2
:1
Agree
:2
Strongly disagree
:3
Disagree
Question Items
Category
Basic motivation
Basic Motivation
:4
86
Positive self-evaluation
Maintaining motivation
10
Positive self-evaluation
11
Positive self-evaluation
12
Manga is encouraging me to
learn English better
Positive self-evaluation
13
14
15
16
Maintaining motivation
17
Maintaining motivation
18
Positive self-evaluation
19
Maintaining motivation
20
Maintaining motivation
CYCLE 12
87
88