THE IMPLEMENTATION OF MANGA MEDIA TO
TEACH READING NARRATIVE TEXT FOR NINTH GRADE STUDENTS OF SMPN 2 SEDATI SIDOARJO
Carissa Stella Alim
(English Language Education Department,
Faculty of Teacher Training and Educatio,
University of PGRI Adi Buana Surabaya)
stellaalim22@gmail.com
Wahju Bandjarjani
(English Language Education Department,
Faculty of Teacher Training and Educatio,
University of PGRI Adi Buana Surabaya)
Nunung
Nurjati
(English Language Education Department,
Faculty of Teacher Training and Educatio,
University of PGRI Adi Buana Surabaya)
ABSTRAK
Penelitian
ini bertujuan untuk mendeskipsikan implementasi media manga dalam
pembelajaran naratif teks bagi siswa kelas 9 SMPN 2 Sedati Sidoarjo. Pembelajaran
reading sendiri adalah aktifitas yang menantang karena guru tidak hanya
dituntut untuk mengajak peserta didik mengetahui cara baca yang benar dari
suatu teks, namun juga harus mengajak dan membimbing para peserta didiknya agar
mampu memahami ide penulis yang ada dalam teks tersebut. Untuk mencapai hal
tersebut tentu diperlukan pengalaman dan strategi dari si pembaca itu sendiri
serta bimbingan dari guru sebagai fasilitator kelas. Dalam penelitian ini terdapat
tiga rumusan masalah, yaitu: 1. Bisakah manga diimplementasikan dalam
pembelajaran reading naratif teks?, 2. Bagaimana respon peserta didik terhadap
implementasi manga media dalam pembelajaran naratif teks?, 3. Bagaimana
kemampuan reading siswa setelah diajar menggunakan media manga?
Untuk menjawab rumusan masalah diatas,
peneliti menggunakan metode kualitatif untuk memperoleh informasi dan data-data
penelitian. Data-data pada penelitian ini diambil dari hasil interview,
observasi, dan latihan siswa selama pembelajaran naratif teks menggunakan media
manga. Sumber data pada penelitian ini adalah siswa kelas 9H SMPN 2 Sedati
Sidoarjo. Terdiri dari 30 siswa, 15 wanita dan 15 laki-laki.
Hasil penelitian menunjukkan bahwa manga
dapat diimplementasikan dalam pembelajaran reading naratif teks untuk kelas 9.
Mereka juga memberikan respon positif selama pembelajaran naratif teks
menggunakan media manga. Setelah implementasi media manga, nilai siswa pada
pertemuan pertama hingga terakhir juga meningkat. Karena manga selalu disajikan
per episode, peneliti menyarankan agar guru serta peneliti selanjutnya memilih
tipe manga yang tepat dan sesuai dengan kemampuan siswa agar siswa tidak
terlalu sulit memahami cerita manga
tersebut.
Kata kunci: manga, kemampuan
membaca, naratif teks
English language is not only used as a mean of human
communication but also as subject learned at schools and universities in
Indonesia. Many students are not able to use the target language to communicate
with others, although they have learned the English language for years. English
teachers who could conduct the teaching English well are needed. There are many
elements of English language which are not easy to be learned by the students.
In order to master English, students have to learn the
four language skills such as listening, speaking, reading and writing. From
those skills, reading is the needed to receive a special focus. It is a kind of
activity to comprehend the writer’s ideas or the way of the writer to
communicate with the readers by way of the written or printed words (Nunan:
2003). It needs special focus because reading should be taught in a close and
meaningful connection with the whole part of language abilities including
listening, speaking and writing. Teaching students to comprehend the text is
challenging because reading is complex.
Reading comprehension is a part of reading activity that
intentionally done to understand the content of the reading text given, which
needs the implementation of the readers experiences, background knowledge and
of course the reading strategies that they have already acquired.
The English teacher should be able to play their role as
facilitator for students in their attempt to acquire the written and spoken
language. English language teacher should facilitate students in reading
activities. Harmer (2002: 39) states that reading is taught from elementary
school to university by using many kinds of method applied by English teacher.
It is becoming a challenging task for English teachers to establish a
successful language classroom.
According to the difficulties faced
by students in reading activities, there should be some strategies and media
which can effectively assist students to comprehend the text and also motivate
them to read. The teacher is expected to have the right teaching technique and
media to provide students with appropriate teaching material and create a
positive classroom environment. One of the media that can be used in teaching
reading narrative text is “Manga” media. “Manga” is a Japanese style of print
cartoon or graphic novel. “Manga” deals with narrative text because it tells
about a story or fiction, like an animal fiction, fairy tale, etc.
The researcher used “Manga” that contain of pictures and
speech bubbles to help students in understanding the text. The visual aspect of
“Manga” helps to support reading comprehension for all students, even those who
are totally unfamiliar with “Manga”. But not all “Manga” are good for children.
The teacher should choose the suitable “Mangga” for the students selectively
before. Choosing an appropriate “Manga” books or story for the students can be
done by look at the genre of “Manga”.
REVIEW OF RELATED LITERATURE
Reading
a.
Definition
of Reading
Nunan (2003) states that reading has been defined as the
ability to recognize printed symbols and a fluent process of reader in
combining information from a text and their own background knowledge to built
meaning. Reading is an activity with a purpose because the reader may read in
order to gain information to verify knowledge, or in order to critique a
writers’ idea or writing style. Alderson (2000:28) defines reading as an
enjoyable, intense, private activity, from which much pleasure can be derived
and in which one can become totally absorbed. Reading means different things to
different people, for some it is recognizing written words, while for others it
is an opportunity to improve pronunciation and practice speaking.
b.
Teaching Reading
Since reading is one of the aspects in
language ability, it is also taught in schools as the three other aspects, such
as listening, speaking and writing. In curriculum 2013, reading skill should be
mastered by students instead of the other three language skills because every
skill is integrated to each other. It is obvious that reading is very important
because it will help students to deal with his or her real life.
Related to the teaching of reading, Brown
(2001: 321) states that there are 8 principles in teaching reading, as follows:
1. Make sure that students have enough time to
read.
2. Use techniques that are motivating.
3. Balance authenticity and readability in
choosing text.
4. Encourage students to develop reading
strategies.
5. Include both bottom-up and top-down techniques.
6. Follow the SQ3R (Survey, Question, read,
recite, review) technique.
7. Subdivide the technique into three phase;
pre-reading, during reading, after reading.
8. Build an assessment aspect into the
technique.
In order to teach for comprehension, teacher
should monitor their students’ comprehension process and also able to discuss
with the students what techniques that the teacher will use to improve their
comprehension. When teaching reading in the classroom,
teacher must consider some steps in order to teach effectively. Reading is a
complex activity; it means that reading needs process. In teaching reading,
these three processes are needed: Pre-reading activity, whilst-reading
activity, and post-reading activity.
c.
Assessing Reading
The goal of reading is understanding text.
In order to understand the text student must be able to decode the words on the
page and to extract meaning. Many teacher focuses on how their children learn
to decode text and how best to foster children’s decoding skills. In contrast,
we know much less about the process of reading comprehension in children.
Good
reading comprehension involves reading the words on the page, accessing their
meanings, computing the sense of each sentence and much else as well. To
understand text in a meaningful way, readers need to integrate the meanings of
successive sentences and to establish local
coherence. Readers also need to establish how the information fits
together as one whole, that is, global
coherence. For both local and global coherence, readers need to
incorporate background knowledge and ideas (retrieved from long-term memory) to
make sense of details that are only implicit.
d.
Narrative Text
Narrative text is
one of the text genres which should be taught in secondary school, they are
junior and senior high school. Depdiknas (2004:49) defines narrative text as a
text which is used to amuse, entertain, and to deal with actual or vicarious
experience in different ways. Narrative deals with problematic events which lead
to a crisis or turning point of some kind, which in turn to find a resolution.
Narrative text is different from recount text because it has complication or
conflict in the story. Depdiknas (2004:49) classifies the characteristics of
narrative text into the following numbers:
1.
Social
Function:
Narrative text has social function to amuse
or entertain the readers. It means that by learning narrative text, the
students are supposed to be able to tell their story or experiences.
2.
Generic Structures:
The generic structure of narrative text is
divided into three; they are orientation, complication, and resolution.
Orientation is used to introduce the setting of scene and participants.
Complication is the arising part of crisis, where the conflict of the story happens.
Resolution is the final of the crisis, for better or worse.
3.
Linguistic
Features:
The linguistic features of narrative text are
divided into several points as follow: Past tense, time connectives, nouns,
pronouns, adjectives, and conjunction.
e.
Definition of Manga
Manga consists of comics and print cartoons
and conforming to the style developed in Japan in the late 19th
century (Gravet, 2004:8). In Japan, people of all ages read Manga. According to
Gravett (2004), the medium includes works in a broad range of genres: action
adventure, romance, sports and games, historical drama, comedy, science fiction
and fantasy, mystery, horror, sexuality, commerce, and etc.
RESEARCH METHODOLOGY
This research is designed in descriptive qualitative
research. The purpose is discovering answers the questions through the
application of systematic procedure (Berg, 2006;8). Descriptive research is
designed to obtain information concerning the correct states of phenomena. They
are directed toward determining the nature of a situation as it exists at the
time of the study. Therefore this study would focus on the process of teaching
and learning activity, especially in reading skill by using “Manga” media in classroom.
Generally, the observation was
held in the classroom when teaching learning process where the teacher was
implementing manga media. The source of data was focused on the teacher and
students who were implementing manga media for teaching reading narrative text.
The result of implementation manga media could be seen in the result of
observation, students’ task and interview.
RESEARCH RESULTS
The first result that would be analyzed was about
interview form. The researcher used descriptive qualitative for analyzing those
interview. In this research, the result of interview was recording and written
into transcript. The interview consisted of six questions that asked about
students’ opinion on learning narrative text using manga. Next, the researcher
analyzed the result of observation and students’ reading task.
1. The result of
interview
Based on
the result of interview, students like learning using manga and could
understand the text easier when they were learning using manga. They told that
actually they dislike English but because the story of manga under the title
“the final episode of doraemon” was familiar for them, they interested to read
it. Manga it self is comic that originally published in Japan, it contain of
illustration and speech bubble in it. These help both visual and verbal learners
to understand the whole story faster.
2. The result of observation
After observing the implementation of
“Manga” media, the researcher concluded that “Manga” media could be implemented
in teaching reading narrative text. In the first meeting, students did every
single assignment with their group, and in the second meeting students did
their assignment individually. In implementing “Manga” media for teaching
reading narrative text, there were some steps that the teacher did, such as:
a.
Giving
students the media that will be used in learning reading narrative text
b.
Explaining
to the whole class that they will learn using “Manga” media
c.
Guiding
students read aloud the text
d.
Guiding
students to understand about narrative text
e.
Checking
the comprehension of students about the text
3. The result of students’ reading task
From the students’ reading task
in the first until the last meeting, the researcher concluded that most of
students could reach the five indicators above. For the first indicator, the
researcher concluded that students’ could decide the general description of
narrative text well, because researcher saw most of their answers in the task
were right even there was one group which still not understood about the
description of narrative text.
Then, for the second indicator,
the student could decide certain information from the text. The researcher
could conclude it because she saw the students’ score in the third exercise were
good with the average 87. The teacher made the questions in the third exercise
specially to analyze whether students understand or not with the text given.
That was why, when the average of their exercise was 87, it meant students
could reach the indicator well.
Next, for the third indicator, the
teacher read from summaries that they made in the first meeting. All of them
understood the main idea of the text well, even their grammatical need
improvement. Henceforth, for deciding the meaning of word or phrase in
narrative text, the teacher did not take any exercise for it. The teacher only
consider students’ reading task. If the average of their tasks were good, it meant
they understood every phrase in the text. In the last indicator, the students
had various answer to decide the ideas from the text given. It was because they
had various background knowledge and experiences in deciding opinion and ideas
from the texts.
CONCLUSION
Based on the result of the study
conducted by the researcher on 30 November 2015 and 2nd December
2015, the researcher concluded that “Manga” can be implemented to teach reading
narrative text for ninth grade students.
“Manga” is an appropriate media to teach reading narrative text because
the visual and verbal input in “Manga” could help students understand the story
easier and faster. Moreover, “Manga” stories are familiar for students such as
the story of doraemon, shinchan, detective conan, and etc. Most of students
gave positive responses toward the implementation of “Manga” media because this
method could make them comprehend more about narrative text.
After the implementation of “Manga” media, the
students’ scores got better from the first meeting until the last meeting.
SUGGESTION
1.
For the other
researcher
These suggestions hopefully can
be considered by the teacher when they teach reading narrative text: a) English teacher
should be more creative in teaching English language for young learners; they
should use appropriate media and method in their teaching learning. b)Teacher
has to know the ability of their students before choosing an appropriate
“Manga”. c) Teacher should build the prior knowledge of the students before
entering to whilst reading activity. d)Because
“Manga” is always presented in a single episode and it is long, teacher should
make group for saving time.
2.
For the readers
The
researcher suggests for the further research to use this media for other skills
such as speaking and writing. It is also suggested to conduct another research
for other level of students. Theoretically, this method can also be implemented
on another level of students and skills.
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R.E. 2007. Understanding Manga and Anime.
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H.D. 2003. Language Assessment;
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R.S. 2010. Comics: A Multi Dimensional
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