Utilizing Manga To Increase Students' Reading Comprehension On . - Core

3 applying the various techniques and selecting the proper text. By using the good teaching material, the teacher could help the students think critically and develop their ideas. More importantly, the students could comprehend the idea easier and reached optimal results in reading. In this decade, many language teachers did not provide attractive teaching materials when they teach in classroom. They still used books that contain many texts and monotonous material. So that what made students not interested to learn about reading especially reading narrative text because when they learn it, they get bored and sleepy. Krashen (2002) said that psychology and mood can influence students in learning in classroom. As a result, when they were faced an exam, their score was below average the standard quality of the school (KKM). The cause is the students were not attracted when they studied about reading narrative text. Be aware of the fact the researcher wanted to examine a solution the problems that occur in reading narrative text. The writer chose a technique that is Manga to increase students reading narrative text because the theme was not monotonous, the vocabulary was familiar and easy to understand, and visually, Manga was more interesting. The questions then strongly motivate the writers to make effort to carry out an investigation in the area of applied linguistics entitled: Utilizing Manga to Increase Students’ Reading Narrative Text of Second Year Students at SMAN 19 Makassar. It was expected to useful for senior high school students especially for students who study English at senior high school 19 of Makassar.

4 B. Research Problem As the researcher described in his background, the problems that would be discussed in this research was ‚Is Manga able to increase students’ reading comprehension on narrative text at SMAN 19 Makassar?‛ C. Research Objective The objective of this research was to know is Manga able to increase students’ reading comprehension on narrative text at SMAN 19 Makassar. D. Research Significance 1. Theoritical Significance The result of this research was expected to contribute to create a new teaching materials in reading comprehension on narrative text. 2. Practical Significance a. For students This research was expected to help the students to increase their reading comprehension on narrative text and can motivate them to read more books. b. For teacher The researcher hope that this research could help the teacher to find new teaching material in reading comprehension. It was also expected to be useful for English teachers to provide an alternative solution to solve the problems in teaching reading comprehension. c. For the next researcher

5 This research was expected to give contribution to the other researchers as a reference for further studies on a similiar topic. E. Research Scope The scope of this research focuses on the use of Manga in teaching reading comprehension on narrative text. The researcher conducted this research at the second year students of SMAN 19 Makassar. The researcher was Manga as teaching material in four or five meetings, before applying this teaching material, there was pre-test and also post-test at the end of the meetings to know how manga can improve student’s reading comprehension on narrative text. F. Operational Definition of Terms 1. Reading Reading is an interactive process that takes place between the text and the reader’s processing strategies and background knowledge, while in that activity there is a process of knowing letters. 2. Narrative Text Narrative text is story with complication or problematic event and it tries to find the resolutions to solve it. In this research. Narrative text is a kind of text that usually deals with fiction story. 3. Manga Manga are comics created in Japan or by creators in the Japanese language, conforming to a style developed in Japan in the late 19th century. They have a long and complex pre-history in earlier Japanese art.

CHAPTER II REVIEW OF RELATED LITERATURE A. Previous Related Research Findings There have been some researches related to the Utilizing Manga to Increase Students’ Reading Narrative Text. Some of them are quoted below: a. Winda Apriyani (2014) in her research to find out whether or not the use of eEnglish Comic Book series could improve reading comprehension of the seventh grade students of SMP Negeri 32 Palembang. In this study, one group pre-test and post-tes control group design was applied. The population was 170 seventh grade students in academic yaer 2013/2014. b. Damar Saka Kharisma (2009) In his research was aimed to know how effective using comic to motivate students and to give some explanations on how comic is used in teaching narrative. The objective of this study is to identify whether the use of comic can help the eight grade students of junior high school to improve their skills in writing narrative. c. Nurul Aisyah (2011) The objective of the research was to get empirical evidence of teaching narrative text by using manga in reading classroom at the eighth grade students. The method of this research was classroom 6 action research which was

7 conducted in two cycles. The research instruments were the observation sheet, interview guidelines, questionnaire and test form. From those researches above, the writer gain some information that relate with this study about narrative text to increase reading narrative text that can affect the student’s reading comprehension. B. Some Pertinent Ideas 1. Definition of reading According to Moore (2010) reading is a physic and mental activity to reveal the meaning of the written texts, while in that activity there is a process of knowing letters. It says a physic activity because the parts of the body, our eyes particularly, do it. And it says mental activity because perception and memory as parts of though are involved in it. He then concludes that the main goal of reading is a process of comprehending written texts. Dealing of it, Cline et.al (2006), states that reading is decoding and understanding written texts. Decoding requires translating the symbols of writing system (including Braille) into the spoken words which they represent. Understanding is determined by the purposes for reading, the context, the nature of the text, and the readers’ strategies and knowledge. As we enter to twenty first century, distorting and changing of global demographic, technology, science, and information are leading to unprecedented level of intercultural contact in both domestic and international areas. Meanwhile, reading is known as a tool for human being to access worlds of ideas and feelings. Thus reading

8 itself can be regarded as well as the knowledge of the ages and visions of the future. It is commonplace, perhaps inevitably, to bring and match the global condition into the curriculum in formal education. In school there are four skills that the students have to master. They are speaking, listening, reading, and writing. Rand (2005) said that basic competence of reading understands the meaning in a simple short passage in some genres in order to be able to have interaction with around the surrounding. This aim is reasonable since the punch line of teaching foreign language is to be able to communicate in other language. Communicate using other language is not simple as talking in native language because it means shifting frames and norms. There is something we should not say or taboo. Shortly, studying other language involves not only words and structures, it is kind of thinking differently about language and communication. The end of process in studying other language is cross culture understanding. The big question is, how can we begin to understand another way of thinking? The answer is by reading. Reading is a receptive skill. Receptive skills are the ways in which people extract meaning from the discourse they see or hear. In this aspect, the cognitive processes involved in reading are similar to those employed while listening. Though, in both, students are engaged in decoding a message rather than encoding, reading is not simply an act of absorbing information only. It is communicative act that involves creating discourse from text.

9 From those definitions, reading can be regarded as a complex process means to get information from the printed page, it is receiving ideas and impression from author via printed page. It can be said that reading is interpreting sign, letters, or symbols by taking meaning. It other words, reading is interpreting graphic symbols, which involves an interaction between the writer and the reader through text. In a very short and proper definition, reading is interaction between a reader and the text. 2. Definition of Manga Manga are comics created in Japan or by creators in the Japanese language, conforming to a style developed in Japan in the late 19th century. They have a long and complex pre-history in earlier Japanese art. The term manga is a Japanese word referring both to comics and cartooning. "Manga" as a term used outside Japan refers specifically to comics originally published in Japan. In Japan, people of all ages read manga. The medium includes works in a broad range of genres: action-adventure, business/commerce, comedy, detective, historical drama, horror, mystery, romance, science fiction and fantasy, sexuality, sports and games, and suspense, among others. Although this form of entertainment originated in Japan, many manga are translated into other languages, mainly English. Since the 1950s, manga has steadily become a major part of the Japanese publishing industry, representing a 406 billion market in Japan in 2007 (approximately 3.6 billion) and 420 billion (approximately 5.5 billion) in 2009. Manga have also gained a significant worldwide audience.

10 Manga are comics created in Japan, or by creators in the Japanese language, conforming to a style developed in Japan in the late 19th century. They have a long and complex pre-history in earlier Japanese art. manga aimed at a young male audience. The age group varies with individual readers and different magazines, but it is primarily intended for boys between the ages of 8 to 18. 3. Manga as Reading Material Most teachers would agree that language learning should be contextualized. With the idea that learning and practicing language in meaningful contexts is more appealing to both students and teachers than learning isolated bits of language through extensive memorization and drilling. Moreover for learning foreign language, the students will get some difficulties because there is no adequate background knowledge. It is important to bear in mind that the comprehension process may be quite different when the comprehender is processing material in the native language than when he or she is dealing with target language material. So, the need for activating relevant contextual or background knowledge is such a primary need. As stated from Grant (2010) maintain that reading is only incidentally visual. More information is contributed by the reader than by the printed page. In the other word, texts can be said as lazy machineries that ask someone to do part of their job. The hypothesis that second language learners get more difficulties while learning or reading second or target language there are some factors or elements in reading process:

11 1. Knowledge of the language (the code) 2. Ability to predict or guess in order to make correct choices 3. Ability to remember the previous cues 4. Ability to make the necessary associations between the different cues selected In reading a second language, however, new and modified elements appear: 1. The reader’s knowledge of the foreign language differs from that of the native speaker. 2. The guessing or predicting ability necessary to pick up the correct cues in 3. hindered by the reader’s imperfect knowledge of the language. 4. The wrong or uncertain choices of cues make associations more difficult. 5. Memory span in the foreign language is shortened inthe early stages of Its acquisition because of lack of training and unfamiliarity of the material, thereby making it more difficult to remember cues previously decoded. 6. At all levels and at all times there is interface from the native language. In short, second language learners are at the disadvantage position because of those reasons above. To compensate for those weaknesses, the teacher

12 should provide background knowledge in some of the process strategies and linguistic proficiency such as comic strips to improve students’ reading skill. Because of the visualization of comic strips has ability to bear concept and provide discourse structure. Visualizing is creating pictures in our minds. When we read we create an image in our mind. We read and create this image with what we know or have experienced. Things come alive when we use sensory images (Mayer 2001). When students visualize, they create their 'own movie' in their minds. Teachers can use comic strip to help the students make their mental movies. Basically, interest on reading is one of the internal factors that has influence in reading comprehension. By the interesting material, interest in reading could be increased. It can be assumed that the role of text including their elements in reading comprehension is very important. One of interesting material is by using comic strips that students have already known. 4. The Use of Manga in Teaching The writer thinks that manga is such supplementary cues that provide a conceptual basis for organizing the input the second language comprehension process would be facilitated since learners would be better to make prediction when encountering words and expressions in a passage with which they are unfamiliar. As stated from Grant (2010) suggest reading are indeed hypothesis-testing process in which the comprehender selects cues and makes predictions about the ongoing discourse on the basis of these selections.

13 So, Manga can be regarded as a potential material in teaching and learning process to motivate students’ interest. Among visuals genre, manga is more communicative, popular, accessible and readable. In short, manga as media in teaching and learning process will be more effective. Teacher has always used pictures or graphics, whether drawn, taken from books, newspaper and magazines, or photographs to facilitate learning. Pictures can be in the form of flashcards (smallish cards which we can hold up for our students to see), large wall pictures (big enough for everyone to see details), cue cards (small cards which students use in pair or group work), photograph, illustration (typically in a text book). Some teachers also use projected slides, images from an overhead projector, or projected computer images. Teacher also draw pictures on the board to help with explanation and language work. The choice and use of pictures is very much a matter of personal taste, but we should bear in mind three qualities they need to possess if they are to engage students a

SMAN 19 Makassar improved by using Manga, by the increase of mean score of experimental class that is 49.82 in the pre-test and 78.39 in the post-test. The result of the t-test also shown that the use of Manga in teaching reading comprehension was effective in improving the students' reading comprehension