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THE USE OF WEBTOON AND KWL (KNOW-WANT-LEARN)

STRATEGY TO IMPROVE STUDENTS’ READING FLUENCY

(A Classroom Action Research in the tenth Grade of SMK

MuhammadiyahRembang in the Academic Year 2017/2018)

A GRADUATING PAPER

Submitted to the Board of Examiners as a partial fulfillment of the

requirements for

the degree of SarjanaPendidikan (S.pd.)

By :

AYU APRILIYANI PUTRI

NIM.11314170

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)

SALATIGA

2018

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iv

MOTTO

“ GOD always has something for you, a key for every problem, a light for every

shadow, a relief for every sorrow and a plan for every tomorrow ”.

(unknown)

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DEDICATION

This graduating paper is sincerely dedicated for :

1. My beloved parents Mr. ArifSaptono and Mrs. WahyuNurnaningsih, who

always pray for me, guide, support, and motivate me to become better

person.

2. My beloved sister NaylaAnggunNovita Sari, and my big family

3. My lovely friends Aulia Sakti, AnikSholiqah, Ekakusumawati, YunitaRia,

Villa Shofa, Sumarsih who always support me to finish my graduating

paper.

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ACKNOWLEDGEMENT

Assalamu’alaikumWr.Wb.

Alhamdu lillahi rabbil’alamin, all praise be to Allah SWT, the Most

Gracious and the Most Mercifulwho always bless and help the writer, so

the writer can finish this graduating paper. Bless and mercy is upon great

Prophet Muhammad SAW for his guidance that leads the writer to the

truth.

However, this paper will not be finished without the support,

guidance, advice, helps and encouragement from individuals and

institutions. Therefore, the writer would like to express the deepest

gratitude to :

1. Mr. Dr.Rahmat Hariyadi, M. Pd., as Rector of State Institute for

Islamic Studies of Salatiga.

2. Mr. Suwardi, M. Pd., as the Dean Teacher Training and Education

Faculty.

3. Mrs. Noor Malihah, M. Hum, Ph. D., as the head of English Education

Department.

4. Mr. Faizal Risdianto, S.S., M. Hum., as counselor of this graduating

paper. Thanks for all your suggestion, recommendation and support for

his graduating paper from beginning till the end.

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5. Mrs. Dr. Setia Rini, M.Pd., as my Academic Counselor thanks for your

support and guidance.

6. All of the lecturers in English Education Department of Tarbiyah

Faculty who had given valuable knowledge.

7. All of the staffs who have helped the writer in processing of graduating

paper administration.

8. Mr.Suparno.S.Pd., as the Head Master of SMK

MuhammadiyahRembang who allowed me to conduct the research.

9. Mrs.NurulHamidahS.Pd., as English teacher in SMK Muhammadiyah

who help me in doing my research.

10. The big Family of SMK MuhammadiyahRembang.

Finally, this graduating paper is expected to be able to provide useful

knowledge and information to the reader.

Salatiga, September 11st2018

The writer

AyuApriliyaniPutri

NIM. 11314170

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ABSTRACT

AyuApriliyani Putri.2018.The Use Of Webtoon And KWL (Know-Want-

Learn)Strategy To Improve Students’ Reading Fluency (A Classroom Action

Research In the Tenth Grade of SMK MuhhamadiyahRembang In the Academic

Year of 2018/2019). A Graduating Paper.English Education Department.Teacher

Training and Education Faculty.State Institute for Islamic Studies. Counselor:

FaizalRisdianto, S.S., M. Hum.

The objectives of the Research are to describe the implementation and to

find out to what extent the Use of Webtoon And KWL ( Know- Want- Learn)

Strategy to Improve Students’ Reading Fluency In Tenth Grade In SMK

MuhammadiyahRembang in the Academic Year 2018/2019 especially in X (TKR

C) class.The method of the research used Classroom Action Research (CAR). The

technique of collecting data, the data are observation, test and documentation.

The result of the research shows that the pre-test 1 score is 59.3 and the cycle

1shows score is 67.2. Meanwhile, the cycle 2shows that the pre- test is 68.2 and

the post-test cycle 2 is 83.7.this indicates that KWL Startegy can improve

Students’ Reading Fluency Of The Tenth Grade of SMK

MuhammadiyahRembang In Academic Year of 2018/2019.

Keyword :Reading Fluency, Know-Want-Learn Strategy, webtoon

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TABLE OF CONTENTS

TITLE PAGE ....................................................................................................................... i

DECLARATION AND PERMISSION FOR PUBLICATION ......... Error! Bookmark not

defined.

DECLARATION ..................................................................Error! Bookmark not defined.

ATTENTIVE COUNSELOR’S NOTE ..............................................................................iv

MOTTO ..............................................................................................................................iv

DEDICATION .................................................................................................................... v

ACKNOWLEDGEMENT ..................................................................................................vi

ABSTRACT ....................................................................................................................... ix

CHAPTER I ........................................................................................................................ 1

INTRODUCTION .............................................................................................................. 1

A. Background of research ....................................................................................... 1

B. Problem of the research ........................................................................................ 3

C. Objective of the research ...................................................................................... 4

D. Hypotheses of the Research .................................................................................. 4

E. Significances of the research .............................................................................. 4

F. Definition of Keyword .......................................................................................... 5

G..Graduating paper outline ........................................................................................ 9

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CHAPTER II ..................................................................................................................... 10

REVIEW OF LITERETURE ........................................................................................ 10

A. Review of Previous Studies .................................................................................. 10

B. Supporting Theories .............................................................................................. 11

1. Webtoon ........................................................................................................... 11

a. The definition of webtoon ........................................................................... 11

b. Strength of using webtoon in the classroom ................................................ 13

c. Application of English Webtoon to Improve Students’ Reading Fluency. 14

2. KWL (Know-Want-Learn) ............................................................................... 16

a. Definition of KWL ........................................................................................ 16

b. Steps to do KWL Strategy ............................................................................ 17

c. Strength and Weaknesses of KWL (Know-Want-Learn) ............................. 19

3. Reading Fluency ............................................................................................... 20

a. Definition of reading fluency ........................................................................ 20

b. Fluency strategies .......................................................................................... 21

4. Reading ............................................................................................................. 22

a. Definition of Reading. ................................................................................... 22

b. The purpose of Reading ................................................................................ 24

c. The Method of Reading ................................................................................ 25

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d. Process of Reading ........................................................................................ 25

CHAPTER III ................................................................................................................... 28

RESEARCH METHODOLOGY .................................................................................. 28

A. Subject of the Research ...................................................................................... 28

B. Method of the Research ...................................................................................... 29

C. Data collection ..................................................................................................... 30

D. Data Analysis Technique .................................................................................... 33

E. Research Procedure ............................................................................................ 35

CHAPTER IV ................................................................................................................... 42

DATA ANALYSIS ........................................................................................................... 42

A. Research Findings ............................................................................................... 42

1. Cycle 1 .............................................................................................................. 42

2. Cycle 2 .............................................................................................................. 52

CHAPTER V ................................................................................................................... 63

CLOSURE ................................................................................................................... 63

A. Conclusion ........................................................................................................... 63

B. Implementation ................................................................................................... 64

C. Suggestion ............................................................................................................ 65

BIBLIOGRAPHY ............................................................................................................. 66

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APPENDICES ...................................................................................................................... 67

LIST OF TABLE AND FIGURE

Tabel 2 1 KWL Chart…………………………………………………………..18

Tabel 3 1 The List of Students…………………………………………………29

Tabel 3 2Scoring Rubrics For Reading Fluency………………………………..33

Tabel 3 3 observation sheet for students……………………………………….39

gambar 1.1 images of webtoon ……………………………………………….15

gambar 2.2 modeling reading fluency ………………………………………....22

gambar 3.1: Four activities in each cycle………………………………………30

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CHAPTER I

INTRODUCTION

A. Background of Research

The human life requires a tool to communicate and interact with others.

Language is the capability of a human to communicate with other human

beings using signs, words and movements. According to Sapir (1921:p8),

language is a purely human and non instinctive method of communicating

ideas, emotions, and desires by means of a system of voluntarily produced

symbol. English is important to study seriously many people to have a good

prospect in the world. English is studied at starting from elementary school

until universities.There are four skills to learn English, namely listening,

speaking, reading and writing. This skill important in understanding about

communication with other people.

English as one of the learning processof interaction to transfer

knowledge and information between teacher and students. According to Brown

(1980: p:5), learning language is to direct and express their feelings and

communicate.In studying English there are four skills that must be mastered

are Listening, speaking, reading and writing. In speaking, students practice

how to pronounce the word and conversing. In writing, students learn how to

write the idea, information and understand the writing to get information and

knowledge. In listening, students study by hearing monologue, dialogue, from

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video and tape recorder. In reading, students learn by understanding text,

summarize information and thinking success. The students have to learn all of

the skills above because the government had been arranged the curriculum of

English lesson. But, not all of them are capable in those skills. One of many

ways to improve students’ ability of English subject is reading.

Reading is one of the language skill in English, should be mastered by

students because reading is an essential factors that influences an activity in

communication. The ability to read opens up new knowledge and

opportunities. It is enable students to gain information, to get some pleasure,

and do many things that are part of modern life, such as, reading newspaper,

magazine, maps and etc.

In addition, reading is also started in the school-based curriculum of

vocational high school (Depdiknas, 2006) the target of the English teaching

and learning is to enable students to gain the functional literacy. Which is the

ability to communicate both in simple oral and written English to deal with the

daily life contexts, such as reading and understanding newspaper or manuals.

In other words, students are expected to be able to comprehend English Texts

in order to learn new knowledge, ideas and concept.

One of the difficulties faces by student in vocational High School is to

mastery reading skill. According Wallace (2003: p. 4) state the one of the

difficulties which young learners, especially EFL learners, may have is the

incapability to understand text. The students demonstrate many problems

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associated with low comprehension, including poor decoding, fluency and

comprehension.

The writer made an interview in pre observation data to English

teacher. From the result on the review, it revealed that the tenth grade of

vocational high school students had a problem in reading, especially reading

fluency.

Based on the explanation above the researcher is inspired to conduct a

research entitled The Use OfWebtoonand KWL to Improve Students’ Reading

Fluency In SMK MuhammadiyahRembang (classroom Action Research at the

tenth grade of SMK MuhammadiyahRembang 2017-2018).

B. Problem of the Research

Based on the background above, the problem in this study can be

formulated as below :

1. Can the implementation of webtoon and KWL to improve students’ reading

fluency at the tenth grade of SMK MuhhamadiyahRembang in the academic

year 2018/2019?

2. What is the extent of webtoonand KWL to improve students’ reading

fluency in SMK MuhammadiyahRembang ?

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C. Objective of the Research

1. To find out whether To find out the implementation of webtoon and KWL

to improve students’ reading fluency at the tenth grade of SMK

MuhhamadiyahRembang in the academic year 2018/2019?

2. what is extent the students’ reading fluency after using webtoon and KWL

of the eleven grade students of SMK MuhammadiyahRembang in

academic year 2018/2019.

D. Hypotheses of the Research

In order to avoid misinterpretation of the problem, the writer would like

to limit study. The writer want to know whatever webtoon and KWL method

to improve students’ reading fluency. The material is limited to that thought of

SMK MuhammadiyahRembang in the academic year 2018/2019.

E. Significances of the Study

In this study, the researcher expects that the research paper has benefit:

1. Theoretically

The study is expected to give explanation about the use of webtoonand

KWL to improve students’ reading fluency.

2. Practical Benefit

The result of this study is expected to be useful for the students, English

teachers, and institution :

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a. To the teacher

As the information, English teacher about reading fluency by using

webtoon and KWL . The English teacher can enrich variation media for

teaching reading. English teacher can use the media to give a solution for

students’ problems especially in reading fluency.

b. To the students

The research can give solution for the students to understand in study

English especially in reading fluency. The students can improve their

reading ability by using webtoonand KWLby their teacher in the class. So

the students feel interest to learn English lesson than before and they have

good perception that English is not difficult.

c. To the readers or other researcher

The use of webtoonand KWL can help the researcher to identify how to

teach reading.italso gives information to improve creativity in learning

process especially in reading fluency.

F. Definition of Keyword

1. Webtoon

Webtoon is new compound word made up of “website” and “cartoon,

and means comics which are published through the web and optimized for

computer screen. “webcomics” have not settled into shape because

traditional paper comics still have a strong market. Webtoon in korea is an

exceptional case. Also, webtoons have distinctive features which are not to

be found in other countries’ web comics.

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Comic consist of image and text, most often with the images sequence.

However, comic utilize these forms in a variety of different ways,

throughout, though this is not only interplay between these elements.

Single panel comics such as The Family Circus and The Far Side have

been fully recognized as comics for decades. “silent” comics such as Kid

Koala’s Nufonia Must Fall contain no words at all. Whereas work such as

as Dave Sim’s Reads Volumes of Cerebus have been dominated by text,

relagting the images to illustrative roles. On the contrary, illustrated

children’s books lie outside the category of comics, though they feature a

similar commingling of text, images and narrative. The arguments, then,

are not concerned as to whether or not these components exist in a given

work, but rather what roles the arguments play.

According to Scott (1993). Comics are “juxtaposed” pictorial and other

images in deliberate sequence, intended to convey information and to

produce an aesthetic response in the viewer. Comic attempts to give clarity

and solidity to the inchoate “sequential art” offered in Will Eisner’s

Comics and Sequential Art. The sequential nature of comics’ images

defines their being, thus exiling single panel and text dominated works

form the realm comics.

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2. KWL Method

One of strategy to develop students’ reading fluency achievement is

KWL (Know-Want-Learn) strategy , it is one of strategies used mainly for

information of the text.

As the basic definition, KWL(Know-Want-Learn) is strategy where

students first know (know, analyze, predict), then want (develop thoughts

on what will be written with questions). Moreover, Ogle (1986) explain by

Gani.S.A in journal of Research In English and Education (READ), that

KWL (Know-Want-Learn) strategy is an instructional reading Strategy that

widely used to teach reading classes, this strategy helps the students

become good readers by getting them to do many things that that good

readers do. KWL strategy gets the students to read silently.

Focusing to the learning process where the students are supposed to

explore their reading process by thinking about what they know, what they

want to know, and what they have learned.

3. Reading

According to Grabe and Stoller (2002. P.9) Reading is a complex and

dynamic process that involves a set of activities such as remembering,

comprehending, interpreting, differentiating, comparing, finding out,

analyzing, organizing, and applying message sent through written language

in order to understand its content.

Reading is acquired in a relatively predictable way by children who

have normal or above average language skills, have had experiences in

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early childhood that fostered motivation and provided exposure to literacy

in use, get information about the nature of print through opportunities to

learn letters and to recognize the internal structure of spoken words, as

well as explanations about the contrasting nature of spoken and written

language, and attend schools that provide effective reading instructions

and opportunities to practice reading. (Snow, Burns, & Griffin, :1998).

4. Reading fluency

Fluency is the ability to read text accurately, quickly, and with

expression. Fluency is important because it provides a bridge between

word recognition and comprehension. When fluent readers read silently,

they recognize words automatically. They group words quickly to help

them gain meaning from what they read. Fluent readers read aloud

effortlessly and with expression. Their reading sounds natural, as if they

are speaking. Readers who have not yet developed fluency read slowly,

word by word. Their oral reading is choppy.

5. Improving

Improving is to bring to more desirable or excellent condition; to

ameliorate; to better; to make; as land or real estate; more profitable by

cultivation or construction; to make more useful. (Mario

Pei,1974.p:483).

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G. Graduating paper outline

This research is organized into five chapters. Chapter 1 present the

introduction. It explains the background of the research, definition of key

terms, and organization of the graduating paper. Chapter II describe the

theoretical framework. It consists of the definition of webtoon and KWL, how

to implementing the webtoon and KWL in reading fluency, definition of

reading, kind of genre, definition of reading fluency. Chapter III is method of

the research. It describes the setting of research, procedure of research,

technique of collecting data, and technique of analysis data. Chapter VI is data

analysis. It consist of field note of the cycle 1, the cycle II, the discussion of

the cycle 1, cycle II. Chapter V is closure. It consist of conclusion and

suggestion. For the attachment, these are appendixes and bibliography.

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CHAPTER II

REVIEW OF LITERETURE

A. Review of Previous Studies

In this chapter, the writer will explain about the previous studies. The

writer takes a review of related literature from the other research. The first

research has been conducted by EniRahmawati (2014) from State Institute For

Islamic Studies (IAIN ) Salatiga, objective of this study was to know the

empirical evidence concerning of improving the students’ writing skill through

textless comic. The purpose of this research is to make students interested in

writing. Then students asked to complete text on comics and looking for

answers that are suitable to complement the comic.

The second was conducted by Mutoharoh (2015) she conducted that the

students interest toward spoof text and their reasons and to find out whether the

use of spoof as a media and KWL as a technique is effective to improve the

students in reading comprehension of tenth grade in MAN 1 magelang city.

The third research was conducted by Dieu’s (2015),The purpose are to

change students from negative attitude to positive feeling towards reading class

after KWL method was used and to improve Vietnamese students’ reading skill

as well as catching the main idea in the reading texts in order to have

successful communication in English.

Based on the previous studies above, the writer has summarized some

differences between this research with the previous research. The first research

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used KWL ( Know-Want-Learn) through webtoon which is more appropriate

with the vocational high school syllabus. The second research used KWL

(Know-Want-Learn) strategy to improve all students’ reading fluency. The last

Researchers use webtoon as a media of learning, according to the researchers

using comics, students find it easier to understand the material that will be

conveyed by teachers, and reading material can be understood easily by

students.

B. Supporting Theories

1. Webtoon

a. The definition of webtoon

Webtoon is a term used to describe South Korean web comics

or manhwa that are published online. The Korean web portal Daum

created a webtoon service in 2003, as did never in 2004. These services

regularly release webtoon that is available for free. As digital comics

have emerged as a popular medium, the print publication of manhwa

has decreased. The amount of material; published in webtoon from has

now reached an equal amount as that published offline. Webtoon or

comicsonline is a media that is fun for all people, especially children,

the childrens are very fond of reading that has images and colors that

are interesting to read.

Webtoonis also categorized as one of media of teaching in the

classroom. In addition, comic are often regarded as interesting and

motivating media. According to Arlin& Roth (1978:p.202) comic are

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interesting, and children will attend to that which they find interesting

more than to that which they find uninteresting.

Webtoon has various stories, it may tell about humor, action,

mystery, thriller, adventure, romance, and so forth. Childrens while

conceiving the story.So that, webtoon is a fun media for students and

also developing their imagination.One of the main problems that leads

to the leads to the low interest in reading, is the lack of media.

Therefore, the student needs media to stimulate and activate their ideas

in order to produce reading more easily. Thus, media are expected to

create a more interesting reading class.

According to Wright & Sherman, the teachers should use the

comic strips in language art classroom for three reasons. First, there is a

great students interest in genre. It means that comic strips is one of the

most loved genre. Comic tells about casual situation and many with

funny or interesting story and illustration. Second, they are inexpensive

to obtain. In this era of technology students can get or download source

of material from the interest easily. Therefore, the teacher should be

able to consider comic strip in order to make appropriate materials that

the teachers are going to teach. Third, most comic strips have low

readability levels, with the paucity of words and sentence which are

linguistically ideal for elementary and middle school reader. . the

means of this sentence is the vocabulary is not to difficult and

appropriate with the students’ level so the students are able to

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understand the content of comic strip by the students using website on

the internet.

b. Strength of using webtoon in the classroom

Based Marrison, Bryan, and Chilcoat (2002: p:759) there are

some reasons why comics have more strength rather than other teaching

materials as follows :

1) It is evident that comic is familiar to and popular with middle

and high school students’.

2) The comics is a form of literature that students enjoy.

3) Students engage in greater literacy exploration than the students

otherwise would, due to comics’ popular and easily accessible

format.

4) Through comics students investigate the use of dialogue,

succinct and dramatic vocabulary, and nonverbal

communications.

5) Such methodology helps enliven a classroom that can prevents

historical content from being boring and meaningless, as it often

is in typical classroom

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c. Application of English Webtoon to Improve Students’ Reading

Fluency.

Most of the students are lazy to read because they regard it as a

complex and difficult English language skill, sometimes a lot of students

can’t read sentences as well., almost 20 % of children have a reading

problem that impact their ability to learn to read through traditional

teaching. Therefore, the teacher can use webtoon to help them develop

their ability in reading fluency from pictorial story.

In the classroom, the teacher can apply it to teach reading fluency.

After explaining about webtoon, the students can distribute the comic to

each student, and then ask them to read the story in webtoon. This

method is very easy to be conducted by the teacher in the classroom, and

it will make the students feel fun in reading.

Hence, teaching reading fluency by using webtoon is an

appropriate and recommended method for the teachers to apply in the

classroom in the teaching-learning activity.

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picture1.1

figure ofwebtoon by mobile phone

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Figure 2.1 : A Budgie’s Life from Line Webtoon

2. KWL (Know-Want-Learn)

a. Definition of KWL

KWL(Know-Want-Learn) is strategy where students first know

(know, analyze, predict), then want (develop thoughts on what will be

written with questions). Moreover, Ogle (1986) via Riswanto et al

(2014) explain that KWL (Know-Want-Learn) strategy is one of

teaching and learning strategies used mainly information text. Its aim

are more diverse. It helps readers elicit prior knowledge of the topic of

the text, set a purpose for reading, monitor their comprehension, asses

their comprehension of the text, and expand ideas beyond the text.

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According Ogle (1986) the strategy for helping students to access

important background information before reading notification. The

KWL strategy (accessing what I Know, determining what I want to find

out to recalling what did I learned)combines several elements of

approaches. The first step of KWL, students and the teacher engage in

oral discussion. The students and the teacher reflect on their knowledge

about the topic, brain storm a group list of ideas about the topic, and

identify categories of information. Next the teacher helps highlight gaps

and inconsistencies in students’ knowledge and students create

individual list of things that the students want to learn about the topic or

questions that the students want to answer about the topic, in the last

step of the strategy, students read new materials and share what the

students have learned.

b. Steps to do KWL Strategy

To do KWL (Know- Want - Learn) strategy, there are some

steps to be travelled by the teacher in teaching and learning process.

According to Ogle (1986) as quoted by Riswanto et al. (2014) explains

three steps that should be considered in using KWL (Know-Want-

learn) strategy.

They are :

1) Choose a text

2) Create a KWL chart, KWL (Know-Want-Learn) strategy was

conducted by using worksheet consisting of three columns to be

18

fulfilled by the students. The columns were K column; stands for

what I know, W column ; stands for what I want to Learn , and L

column ; Stands or what I did learn.

Tabel 2 1 KWL Chart

3)

3

)

3) Ask students to brain storm words, terms pr phrases which

sociate with a topic. The teacher and students record these associations

in the K column of their chart. This is done until students run out of

ideas. Engage students in a discussion about what the students wrote in

K column.

4) Ask students what they want to learn about the topic. The teacher

and students record the question in the W column of their charts.

This is done until students run out of ideas for questions. If students

respond with statements, turn them into questions before recording

them in the W column.

K

(What I Know)

W

(What I Want to Learn)

L

(What I Learned)

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5) Have students read the text and fill out the L column of their charts.

Students should look for the answer to the questions in their W

column while they are reading. Students can fill out their L column

either during or after reading.

6) Discuss the information that the students record in the L column.

7) Encourage students to research any question in the W column that

were not answered by the text.

c. Strength and Weaknesses of KWL (Know-Want-Learn)

Each strategy definitely has the strength and weaknesses to be

used in teaching and learning process. It applies as well in KWL

(Know-Want-learn) strategy. The further explanation comes from

cholifah (2014) who describe that there are several strength and

weaknesses of KWL ( Know-Want-Learn) strategy were required the

students to active their background knowledge and encourages

students’ active participation. On the other hands, the weaknesses of

strategy were the students are not confident in expressing their

background knowledge and the strategy only effective for expository

text. There are possible solution that can be used to make students easy

to imagine the object of webtoon and then guide from the teacher is

important in order to control students’ activities in reading a class.

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3. Reading Fluency

a. Definition of reading fluency

Reading fluency is gaining new recognition as an essential

element of every reading program, especially for students who struggle

in reading. Reading fluency is one of the defining characteristics of good

readers, and a lack of fluency is common characteristic of poor readers.

Differences in reading fluency not only distinguish good readers from

poor, but a lack of reading fluency is also a reliable predictor of reading

comprehension problems Stanovich (1991).

Once struggling readers learn sound- symbol relationship

through intervention and become accurate decoders, their lack of

fluency emerges as the next hurdle they face on their way to reading

proficiency Torgensen( 2001). This lack of fluent reading is a problem

for poor readers because they tend to read in a labored, disconnected

fashion with a focus on decoding at the word level that makes

comprehension of the text difficult, if not impossible.

The speed with which text is translated into spoken language

has been identified as a major component of reading proficiency (Adams,

1990; Allington, 1983; fuchs, Hosp,& Jenkins,2001; Hasbrouk&

Tindal,1992; Samuels, Schermer,&Reinking, 1992 ). Many struggling

readers may not gain reading fluency incidentally or automatically. In

contrast to killed readers, they often need direct instruction in how to

read fluently and sufficient opportunities for intense, fluency focused

21

practice incorporated into their reading program Allinder, Dunse,

Brunken, &ObermillerKrolikowaski, (2001).the National Research

council snow, Burns, & Griffin,( 1998) recommends that reading fluency

be regularly assessed in the classroom and effective instruction be

provided when dysfluent reading is detected. Despite of the importance

of reading fluency and the need for direct teaching

National Institute of Child Health and Human Development

[NICHD], 2000), it is often neglected in reading instructional program

(Allington, 1983; Kame’enui& Simmons, 2001). Teachers who are

concerned about meeting, the needs of all students in their classroom

should consider whether they know their disfluent readers are and what

types of instructions they plan to provide for those readers.

b. Fluency strategies

The national panel has concluded that a more effective course of

action is for us to explicitly teach developing readers how to read fluently

step by step.

1) Teacher modeling

According to Skinner (1997: p: 437- 447) the first strategy is

teacher modeling. Research demonstrates that various forms of

modeling can improve reading fluency. Teacher modeling involves

more than just listening to someone else read. Students must be

actively involved 100 percent of the time and in a multisensory way.

Teacher modeling teaches world recognition a meaningful contexts,

22

demonstrates correct phrasing and gives students practice tacking

across the page.

2) Repeated reading

Samuel,(1997: 376-381) said, Repeated reading is a form

of mastery learning. The students read the same words so many

times that they begin to know them and to identify in other text.

Besides helping students bring words to mastery, repeated reading

changes the way students view themselves in relation to the act of

reading.

3) Progress monitoring

The combination of having a goal and getting feedback

on progress can be very motivating. Progress monitoring is a

motivated student to practice reading the same story over and

over until achieving mastery.

4. Reading

a. Definition of Reading.

Reading is important skill for obtaining knowledge and learning

new information. Besides that, reading is an effort to understand the

content of the text. According to Daiek and Anter (2014: 5), there are

some definitions of reading :

1) Reading is a form of communication, using written language

or symbols (text)

23

2) Reading is two way communication between an author and

a reader.

3) Reading is interpretation and understanding.

4) Reading is a process.

5) Reading is a thinking.

From the definition above, the researcher can conclude that

reading is an active process that depends on both an author’s ability to

convey meaning using words and readers’ ability to create the meaning.

According to Editia quoted by Laila (2008: vol.1) reading is the

meaningful interpretation of printed or written verbal symbol. It means

that reading is a result of the interaction between perception of graphic

symbol that represent language and the reader’s language skill,

cognitive skill, and the knowledge of the skill. Rivers (1981) states that

reading is the most important activity in language class, not only as a

source of information and pleasurable activity, but also as a means of

consolidating and extending one’s knowledge of the language.

Meanwhile, Martha Dallman (1977) defines reading as a verbal

process interrelated to thinking and with all other communication

abilities such as listening, speaking and writing. Specifically, reading is

the process is reconstructing from the printed patterns on the page of

ideas and information intended by author. Furthermore, Mahmoud

(1992) conveys that reading is the ability to comprehend, not simply to

recognize letters, forms and symbols.

24

b. The purpose of Reading

Dealing with the purpose of reading, Mahmoud (1992) points out that

reading has many goals, some of them are :

1. Reading for specific information is a common form of reading used

to discover specific or limited information.

2. Reading for application is used to accomplish a special task.

3. Reading for pleasure and entertainment includes reading popular

magazines, newspaper, novels, and other similar materials.

4. Reading for ides, this type of reading requires paying special

attention to main ideas and concepts and the nature of the presented

information. The reader’s skills through major topics, headings,

illustration, and conclusion in order to obtain a general idea of the

content. Reading for specific ides is enhanced, through familiarity

with the overall knowledge of the subject.

5. Reading for understanding, it requires comprehension of the

relationship between the information introduced and overall

knowledge of the subject. Then, it requires understanding in the

relationship of topics to sentences, paragraphs, and the main idea.

The reader must observe the association between facts, data, and

other details

25

c. The Method of Reading

1. Previewing

2. Skimming and scanning

3. Reading for study

4. Critical reading

5. Reading for critical evaluation, which can be undertaken in two

stages, namely introductory and intensive stage.

6. Speed reading.

d. Process of Reading

Reading is a combination of process of actions oractivities that

produce a product or a result. The process of reading starts from staring

at the reading in order to process information in the brain. According to

Grabe (2009:14), there is no single statement is going to capture the

complexity of reading if it is linked with the different purposes for

reading and the varying process that are called into play. The purpose

are explained below :

a. A rapid process

Rapid process in the sense that the reader reads most materials

at about 250-300 wpm.

b. An efficient process

The reader coordinates rapid and automatic word recognition,

syntactic parsing, meaning formation, text comprehension building,

26

inferencing, critical evaluation and linkages to prior knowledge

resources.

c. A comprehending process

The readers read to understand what the writer intended to

convey in writing, though the writer also does more.

d. An interactive process

There is an interaction between the reader and the writer.

e. Strategic process

Reading is a strategic process in that a number of the sills and

processes used in reading call for effort on the part of the reader to

anticipate text information, select key information, organize and

mentally summarize information, monitor comprehension and match

comprehension output to readers goals.

f. A flexible process

As reader purpose shifts, as comprehension is impeded, or as interest

varies, the reader adjust reading process and goals.

g. A purposeful process

There is an alignment between process and purpose.

h. An evaluate process

The reader evaluates how well the reader is reading.

27

i. Learning process

The reader make decision about how to respond to the text.

j. A linguistic process

The reader read with making graphemic –phonemic connections,

without recognizing the words to be read and the structural phrase

organizing the words, and without having a reasonable store of

linguistic knowledge (morphological, syntactic, and semantic) of the

language of the text.

28

CHAPTER III

RESEARCH METHODOLOGY

This chapter points out the place, time, and research methodology. It consist

of subject of the research, method of the research, procedure of the research,

technique of collecting data and technique of data analysis.

A. Subject of the Research

In this research, the researcher take students in SMK MuhammadiyahRembang

as subject of the research. It consist of 36students.

Tabel 3 1 The List of Students

No

Name

1. ABAC

2. AEP

3 ABM

4 ADR

5 ACK

6 AKA

7 ARR

8 AVNA

9 ATS

10 AIL

11 ARB

12 DKP

13 DPS

14 DATS

15 DAP

16 FF

17 IA

18 IYS

19 MGAK

20 MTAP

21 MK

22 MF

23 MRA

29

24 MR

25 MA

26 MDW

27 MAA

28 MSF

29 NHP

30 NHRR

31 NWS

32 OJS

33 RSN

34 RP

35 RAR

36 TP

B. Method of the Research

This research is conducted through Classroom Action Research

(CAR). Carmen in Burns (2010: p.5) states that action research is a

reflective process that aims to solve particular teaching-learning

problem that has identified. It is also used to ,easure how effective the

method used in helping students learns the materials. One of the main

According to Burns (2010: p.2) action research is part of a

board movement that has been going on in education generally for

some time. It is related to the ideas of reflective- practice and the

teacher as researcher. Action research involves taking a self- reflective,

critical, and systematic approach to exploring teacher own teaching

contexts.

According to Kemmis and Tagart models as cited in Burns

(2010: p.7-9). There were four phrase in each cycle involved in this

30

research. Those were planning, action, observation, and reflection. The

steps is illustrated as follows:

gambar 2.1: Four activities in each cycle

Figure 3.1: The spriral Model by Kemmis and Mc Taggart

C. Data collection

In this research, the writer uses some techniques to collect data, as

follows:

1. Observation

Observation has the important role in the classroom action

research to observe the teaching learning process and the students’

activities. In this observation, the writer has role as an observer.

According to Arikunto, (2010: p.272) observation is a method which

effectiveness with complete the observation sheet as instrument. The

form that arranged of items which explain about the occurrences,

31

behaviors or actions which is described. Write the data of

observation is not just to write, but also have to consider the case

then assessing into level of scale.

2. Documentation

The researcher used the documentation as the method of

collecting data in this research. The documentation also is a method

used to find the data related, by picture and video. According to

Arikunto (2010: p.274) documentation is finding the data about

variables as a note, transcript, book, newspaper, magazine, agenda,

picture, video, voice, record, etc.

3. Test

To get the data, the test that consists of pre-test and post-test.

Each meeting consists of several teaching activities a pre-test and

post-test.

a. Pre-Test

Conducting the cycle 1 and cycle 2, the researcher give the

pre-test for each cycle. The aim tired to know the students’

reading fluency before the teacher implementing webtoon. In this

test the teacher give some grade based on some aspect. Those

aspect are volume, pace, pause, clarity, intonation, fluency.

Tabel 3.2Scoring Rubrics For Reading Fluency

32

Category Description Score

Volume The students voice cannot be learned 0

The Students do not read loud enough to hear 1

The Students read loud enough to hear 2

Pace The students read too quickly or too slowly 0

The students mostly read in same speed all the

way through

1

The students read at the night pace and make it

easy to listen to

2

Pause They students don’t look for punctuation when

they read.

0

The students sometime use punctuation when

they reading.

1

The students use punctuation to pause and

stop at right place

2

Clarity The students stumble over lots of words or

mumble lots of words

0

The students mostly read clearly with a few

stumbles

1

The students read each word clearly 2

Intonation The students voice is boring with no highs or

lows

0

The students use some highs or lows to add

life to a text

1

The students use good intonation 2

Fluency The students read like a robot 0

The students read flowly and stilted 1

33

The students read so the text flows smoothly 2

b. Post test

The students got post-test in the cycle 1 and cycle 2 from the

researcher, they got post-test. They needed to read webtoon. The

aim of post-test was to know the improvement of the students’

reading fluency after implementing webtoon.

D. Data Analysis Technique

In this study, the writer used two technique to analyze the data.

They are as follows :

1. Qualitative Technique

According to Lodico (2006: p.15), he said that qualitative

technique collect and summarize data using primarily narrative or

verbal methods: observation, interview, and document analysis. The

writer uses qualitative technique to know the students Activity and

their participation during the teaching learning process. In this case,

the study writer analyzes the observation checklist about the

activities in the classroom. It describes the process and the result of

students’ improvement in reading fluency using webtoon.

34

2. Quantitative data

Based on Creswell (2016: p.5) the quantitative data is a

method for testing certain theories by examining relationships

between variables. Variables are measured, usually with research

instruments so that data composed of numbers can be analyzed based

on statistical procedures.

The procedure of the data analysis is done by analyzing

the results of the test. According to sudjiono (2010: p.81-85) formula

:

a. Mean of pre-test and Post-test

M= ∑𝑥

𝑁

Explanation :

M = Mean of the students’ score

∑x = sum of the students’ score

N = total number of the students

b. Calculated mean difference

MD= ∑𝐷

𝑁

Explanation :

MD= Mean of difference

∑D = total of difference between pre-test and post-test

c. Standards Deviation Calculation

35

SD= √∑D2

𝑁− (

∑𝐷

𝑁)2

Explanation :

SDD = Standard Deviation

D = difference pre-test and Post- test

N = Number of students

d. Looking for to byusing the following formula :

to=(

∑D

N)

SD

√N−1

To= t- value of observation

MD = Mean of difference

SEMD = standard error of mean difference

d.b= N-1

E. Research Procedure

In this research, researcher used Classroom Action Research (CAR),

and the researcher used two cycles consists of two meeting for each cycle.

Based on Kemmis and Mc Taggart as quoted in Burns (2010 :p.8) the

procedures of each cycle were as follows:

1. Planning

In this step, the activities are:

a. Preparing materials, making lesson plan, and design the step in doing

action.

36

b. Preparing list of students’ name and scoring

c. Preparing teaching-aids

d. Preparing sheets for students and teachers observation sheet

e. Preparing a test for pre-test and post-test

2. Action

The teacher’s activities that include in this section are presented

below :

1. Opening

a. Implementing the learning activities based on the lesson

plan.

b. Starting the learning process with greeting and praying.

c. Checking the students list.

d. Explaining the objectives of the research / learning

activities.

e. Informing to the students about the title of ,materials that

will be learned.

2. Main activities

a. Introducing to the students about KWL strategy.

b. Make a group for students

c. Modeling how teacher decides which type of question

teacher has been asked to answer

37

d. Asking students to read webtoon comic with entitled A

Budgie’s Life

e. Showing students how to find information to answer the

question. (i.e., in the text, from your own experiences, etc.)

f. Asking students to work by in pairs

g. Discussing together about their actions to the questions and

how they figured out their answer.

3. Closing

a. Giving chances to the students to ask about the materials

that the students already learned.

b. Giving the students a formative test.

c. Asking the students to learn about the next material.

d. Closing the learning activities.

3. Observing

This phase involves the researcher in observing systematically

the effects of the action and documenting the context, actions and

opinion of those involved. It is a data collection phase where you use

open eyed and open-minded tools to collect information about what is

happening.

Some aspect that are being observed a long the learning process

presented as follows:

38

Table 3.3 Teacher’s Observation Checklist

No Aspects that are being observed Yes No

Ability that are being observed

1. Checking Student’s Preparation

2. Giving Motivation

3. Giving apperception (related with

material )

4. Delivering Learning Goals

5. Giving reference lessons material to be

learned

6. Voice articulation clarity

7. Variation of body language

8. Enthusiasm in appearance attract

students’ attention in learning activities

using smart disc as a media

9. Give the same attention to each students

Mastery of learning materials

10. Study of materials are presented in

accordance with the steps made in the

RPP

11. Clarity in explaining teaching materials

12. Able to provide variety in delivering

materials through webtoon and KWL

strategy in teaching and learning

activities

13. Presentation of learning materials in

accordance with the goals or indicator

39

that have been set

14. Demonstrating the steps of learning

activities through webtoon and KWL

Strategy

15. Accuracy in the use of time allocation

16. Facilitate students during the process of

learning webtoon and KWL Strategy

Evaluation of Learning

17. Assessment in relevant to the intended

purpose

18. Assessment given in accordance with

RPP

Ability to close learning process

19. Review the material that has been given

2 Giving an opportunity to ask question

Giving conclusions of learning activities

Giving assignment to students

Informing the materials to be learned next

day.

40

a. Observation sheet for students

Tabel 3.4observation sheet for students

No Aspects that are being observed Score

A B C D E

1. Observing the learning material

2.

Expressing their active reading (i.e.,

highlighting the important part in

text or taking note )

3. Expressing their active listening (i.e.,

showing the response)

4.

Practicing (i.e., try to understand the

material by answering the question in

handout )

5.

Expressing their creative thinking

(i.e., try to answer the question in

handout that has different variation

with examples )

6. Giving opinion

7. Explaining the material

8. Commenting about what they learned

9.

Fixing their errors and completing

their note along or after the learning

process

10. Making conclusion

TOTAL

Description of score :

A =5 (paying full attention and giving response actively)

B = 4 (Paying attention and giving response when they are asked)

C = 3 (Paying attention and giving response rarely)

D = 2 (Paying low attention without any response)

E =1 (Not paying attention and response)

41

NP =𝑅

𝑆𝑀 𝑋 100%

Category:

Excellent = if it reaches 81-100%

Good = if it reaches 61-80%

Enough =if it reaches 41-60%

Bad = if it reaches 21-40%

Very bad = if it reaches < 21%

3. Reflecting

At this point, you reflect on, evaluate and describe the effects of the

action in observation to make sense of what has happened and to

understand the issue you have explored more clearly. You may decide

to do further cycles of action research to improve the situation even

more, or to share story of four research with others as part of your on

going to professional development.

42

CHAPTER IV

FINDING DATA ANALYSIS

This chapter focuses on analyzing the data collection. The researcher gives the

details of the findings. It displays the finding of the data collection since in the

beginning until the end of research. The findings consist of the result of the cycle 1

and cycle 2 .The cycles are treatments of the implementation of webtoon and KWL

strategy in Reading Fluency.

A. Research Findings

In this research, the researcher acts the collaborator that observes the

learning process and Mrs. NurulHamidah acts as the teacher. The

researcher arrange two cycle, each cycle consist of planning action,

observation, and reflection. The further explanation can be seen as below:

1. Cycle 1

a. Planning

Before conducting the research, the researcher prepare the

research instrument, in the following:

1. Preparing research schedule.

2. Preparing the material and lesson plan

3. Designing procedure for doing the action.

4. Preparing list of the students’ name and scoring.

5. Making an observation sheet (to know the situation of

teaching learning process when strategy is implemented).

43

6. Making the instrument such as evaluation questions (to

know whether students’ reading fluency improve or not

when the strategy is applied). Pre-test was given to the

students before applying webtoon and KWL strategy in

meeting land post-test is given after applying webtoon and

KWL strategy.

b. Implementation of the action

On Monday, August 20nd 2018, the teacher and observer (the

researcher) entered the English class. The situation was crowded, but some

students absent. The teacher opened the lesson by greeting and praying, and

checked the students’ attendance.

Before the lesson, the teacher gave 20 minutes for students to do pre-

test. The teacher asked the students to prepare and connected students’ hand

phone with internet and opened link webtoon. The students curiosity, they are

asked the teacherwhat are we going to do webtoon. The teacher said webtoon

for fun.

The teacher divided the students into few groups consist of 2 members

and the teacher require the students to read one of webtoon with the titled My

Pre- Wedding. Many students said if the students cannot read the sentence

well, but the teacher demand the students to read the comics.

The students were asked by the teacher to see the example to pronounce

the sentence well, and the students can imitate the correct pronunciation. The

44

teacher applying KWL strategy to know how far the students can understand

content the comic in webtoon.

To make students understand more about webtoon, the teacher used

KWL strategy to know how far students can understand content the comic. The

teacher asked to answer the questions based on comic (from webtoon). Most of

them were confused to finished the questions and think to search questions.

After the students finished answering the questions, the students submitted

their answer sheet.

c. Observation

In the first cycle, the observer observed teaching and learning process

by monitoring the students’ activity and attention during the action.

observation made at the time of learning activities before and after using

KWL (Know-Want-Learn) strategy and webtoon as media on the students’

reading fluency.

From the result of this action, the researcher can see that most of the

students looked confuse in doing the pre-test. Some of the students asked

the answer to their friends.

The researcher also observed the students’ activeness in asking and

answering questions, and giving feedback during the teaching learning

process. in this cycle, most of them were silent and some of them were

sleepy, just few of the students answer the teacher’s question actively. Their

activeness in the class was 50%, it showed that they had “enough”

45

activeness along the learning process, but still need to increase their

activeness in the class.

4.1observation sheet for teacher in cycle 1

No Aspects that are being observed Yes No

Ability that are being observed ✓

1. Checking Student’s Preparation ✓

2. Giving Motivation ✓

3. Giving apperception (related with

material )

✓

4. Delivering Learning Goals ✓

5. Giving reference lessons material to

be learned

✓

6. Voice articulation clarity ✓

7. Variation of body language ✓

8. Enthusiasm in appearance attract

students’ attention in learning

activities using smart disc as a

media

✓

9. Give the same attention to each

students

✓

Mastery of learning materials

10. Study of materials are presented in

accordance with the steps made in

the RPP

✓

11. Clarity in explaining teaching

materials

✓

12. Able to provide variety in

delivering materials through

webtoon and KWL strategy in

teaching and learning activities

✓

13. Presentation of learning materials

in accordance with the goals or

indicator that have been set

✓

14. Demonstrating the steps of learning

activities through webtoon and

KWL Strategy

✓

15. Accuracy in the use of time ✓

46

allocation

16. Facilitate students during the

process of learning webtoon and

KWL Strategy

✓

Evaluation of Learning

17.

Assessment in relevant to the

intended purpose

✓

18. Assessment given in accordance

with RPP

✓

Ability to close learning process

19. Review the material that has been

given

✓

20 Giving an opportunity to ask

question

✓

21 Giving conclusions of learning

activities

✓

22. Giving assignment to students ✓

23 Informing the materials to be

learned next day.

✓

4 .2observation sheet for Students in cycle 1

No Aspects that are being observed Score

A B C D E

1. Observe the learning material V

2. Expressing their active reading

(i.e., highlighting the important part

in text or taking note)

V

3. Expressing their active listening

(i.e., showing the response)

V

4. Practicing (i.e., try to understand

the material by answering the

question in handout)

V

5. Expressing their creative thinking

(i.e., try to answer the question in

handout that has different variation

with examples).

V

47

6. Giving opinion V

7. Explaining the material V

8 Commenting about what they

learned

V

9. Fixing their errors and completing

their note along or after the learning

process

V

10. Making conclusion V

Total 21 6

Total Score 27

Percentage 50%

Category Enough

Description of score :

A = 5 (paying full attention and giving response actively)

B = 4 (paying attention and giving response when they are asked)

C = 3 ( paying attention and giving response rarely)

D = 2 (paying low attention without any response)

E = (not paying attention and response)

NP=R

𝑆𝑀× 100%

Category :

Excellent = if it reaches 81-100%

Good = if it reaches 61-80 %

Enough = if it reaches 41-60%

Bad = if it reaches 21-40%

Very bad = if it reaches < 21%

48

NP=R

𝑆𝑀× 100%

NP = 27

50× 100%

NP = 50%

d. Reflection

Based on the observation of the cycle 1, the students reading

fluency was improved. It can be seen by average of post-test that

higher than pre-test score. First meeting had not given much result.

The problem in this meeting were some students lack of vocabularies,

their pronunciation were incorrect and also low of grammar

comprehension. It was very important to the researcher to continue the

next meeting for motivation their interest in English teaching learning

process. The second meeting was carried out as the follow up the first

meeting.

B. Calculation of the Test Result

1. Score of pre-test and post-test in the cycle 1

4.3 The students’ score of pre-test and post- test in cycle 1

No Name Pre-test 1

(X)

Post-test 1

(X)

Post-pre

(D) D2

1. ABAC 60 70 10 100

2 AEP 50 60 10 100

3 ABM 50 65 15 225

4 ADR 70 80 10 100

5 ACK 70 80 10 100

6 AKA 50 55 5 25

7 ARR 65 70 5 25

49

8 AVNA 70 60 -10 100

9 ATS 80 75 -5 25

10 AIL 60 70 10 100

11 ARB 50 60 10 100

12 DKP 50 60 10 100

13 DPS 60 70 10 100

14 DATS 70 80 10 100

15 DAP 55 60 5 25

16 FF 50 60 10 100

17 IA 60 75 15 225

18 IYS 55 65 10 100

19 MGAK 50 60 10 100

20 MTAP 60 50 -10 100

21 MK 40 50 10 100

22 MF 60 70 10 100

23 MRA 75 80 5 25

24 MR 70 80 10 100

25 MA 60 70 10 100

26 MDW 55 60 5 25

27 MAA 60 70 10 100

28 MSF 60 70 10 100

29 NHP 40 50 10 100

30 NHRR 50 60 10 100

31 NWS 60 70 10 100

32 OJS 60 65 5 25

33 RSN 70 80 10 100

34 RP 70 80 10 100

35 RAR 60 70 10 100

36 TP 60 70 10 100

Total 2135 2420 285 3375

1. Mean of Pre-test 1

M x =∑X

N

M x = 2135

36

50

M x = 59,3

2. Mean of Post – Test 2

M x = ∑×

N

M x = = 2420

36

M x = 67,2

3. SD of post-test and pre-test from the data above, the researcher

calculate SD pre- test and Post-test

SD = √∑𝐷2

𝑁 - (

∑D

N) 2

= √3375

36 - (

285

36) 2

= √93.8 − 62.4

= √31,4

= 5,6

4. T- test calculation

T0 =(

∑D

N)

SD

√N−1

= (

285

36)

5,6

√36−1

51

= 7,95,6

√35

= 7,95,6

6

= 7.9

0.9

= 8,8

From the table before, it showed that the students of tenth grade of

TKR C of SMK MuhammadiyahRembang in academic years of 2018/2019 got

bad score in pre –test. Itcan be seen from the average of their score is 59,3.

From 36 students, just eight of them can reach the minimum passing grade.

The minimum passing grade that is used in SMK muhammadiyahRembang is

70.00. however, most of them can reach the minimum pasing grade in post –

test. There are 20 students who get score 70 and > 70, but 16 of them score

<70. It means that there are 60% students who reach the minimum passing

grade and there are 40% students who cannot reach the minimum passing

grade.

In cycle 1, several of students are confused how to apply the KWL

strategy to help answering the question. Consequently, they cannot get bad

score in post – test. Thus, the researcher decides to continue the research to the

next cycle, because it does not reach the target of the research, which is 80%

students, can reach the minimum passing grade.

52

2. Cycle 2

Based on the result of the cycle 1, it is better to the researcher to

continue to the next cycle :

a. Planning

Before conducting the research, the researcher prepare the

research instrument, in the following :

1. Preparing research schedule.

2. Preparing the material and lesson plan

3. Designing procedure for doing the action.

4. Preparing list of the students’ name and scoring.

5. Making an observation sheet (to know the situation of teaching

learning process when strategy is implemented).

6. Making the instrument such as evaluation questions (to know

whether students’ reading fluency improve or not when the

strategy is applied). Pre-test was given to the students before

applying webtoon and KWL strategy in meeting land post-test

is given after applying webtoon and KWL strategy.

b. Implementation of the action

On Monday, August 27th 2018, the teacher and observer (the

researcher) entered in English class. In the action of cycle 2, the teacher revised

the teaching and learning process in cycle 1 in order to be better than before.

The situation is very crowded, several of students talked to their friends and

53

some of them were still outside the class. The teacher opened the lesson by

greeting and praying, and checked the students’ attendance.

Before the lessons, the teacher gave 10 minutes to do prepared the

phone and internet connection, after that, the teacher decides students to make

a group, 2 students for one group. The teacher required the students to read one

of webtoon with the titled My Pre- Wedding. Many students said if the

students cannot read the sentence well, but the teacher demand the students to

read the comics.

The students were asked by the teacher to see the example to pronounce

the sentence well, and the students can imitate the correct pronunciation. The

teacher applying KWL strategy to know, how far the students can understand

content the comic in webtoon.

To make students understand more about webtoon, the teacher used

KWL strategy to know how far students can understand content the comic. The

teacher asked to answer the questions based on comic (from webtoon). Most of

them were confused to finished the questions and think to search questions.

After the students finished answering the questions, the students submitted

their answer sheet.

c. Observation

In the cycle, the observer observed teaching and learning process by

monitoring the students’ activity and attention during the action. observation

made at the time oflearning activities before and after using KWL strategy and

focused on the students’ reading fluency.

54

From the result of this action, the researcher can see that most of the

students looked more active in the class. The students paid more attention to

teacher’s explanation and asked when the students did not understand. It was

proved by percentage of their activeness in the class, it was 62%. It means that

the students’ activeness in cycle 2 was higher than the cycle 1.

4.4 observation sheet for teacher in cycle 2

No Aspects that are being observed Yes No

Ability that are being observed

1. Checking Student’s Preparation ✓

2. Giving Motivation ✓

3. Giving apperception (related with

material )

✓

4. Delivering Learning Goals ✓

5. Giving reference lessons material to be

learned

✓

6. Voice articulation clarity ✓

7. Variation of body language ✓

8. Enthusiasm in appearance attract

students’ attention in learning activities

using smart disc as a media

✓

9. Give the same attention to each students ✓

Mastery of learning materials

10. Study of materials are presented in

accordance with the steps made in the

RPP

✓

11. Clarity in explaining teaching materials ✓

12. Able to provide variety in delivering

materials through webtoon and KWL

✓

55

strategy in teaching and learning

activities

13. Presentation of learning materials in

accordance with the goals or indicator

that have been set

✓

14. Demonstrating the steps of learning

activities through webtoon and KWL

Strategy

✓

15. Accuracy in the use of time allocation ✓

16. Facilitate students during the process of

learning webtoon and KWL Strategy

✓

Evaluation of Learning

17. Assessment in relevant to the intended

purpose

✓

18. Assessment given in accordance with

RPP

✓

Ability to close learning process

19 Review the material that has been given ✓

20 Giving an opportunity to ask question ✓

21 Giving conclusions of learning activities ✓

22. Giving assignment to students ✓

23 Informing the materials to be learned

next day.

✓

4 .5 observation sheet for Students in cycle 2

No Aspects that are being observed Score

A B C D E

1. Observe the learning material V

2. Expressing their active reading

(i.e., highlighting the important

part in text or taking note)

V

56

3. Expressing their active listening

(i.e., showing the response)

V

4. Practicing (i.e., try to understand

the material by answering the

question in handout)

V

5. Expressing their creative thinking

(i.e., try to answer the question in

handout that has different

variation with examples).

V

6. Giving opinion V

7. Explaining the material V

8 Commenting about what they

learned

V

9. Fixing their errors and completing

their note along or after the

learning process

V

10. Making conclusion V

Total 4 27

Total Score 31

Percentage 62%

Category Good

Description of score :

A = 5 (paying full attention and giving response actively)

B = 4 (paying attention and giving response when they are asked)

C = 3 ( paying attention and giving response rarely)

D = 2 (paying low attention without any response)

E = (not paying attention and response)

NP=R

𝑆𝑀× 100%

57

Category :

Excellent = if it reaches 81-100%

Good = if it reaches 61-80 %

Enough = if it reaches 41-60%

Bad = if it reaches 21-40%

Very bad = if it reaches < 21%

NP=R

𝑆𝑀× 100%

NP = 31

50× 100%

NP = 62%

d. Reflection

Based on the observation of the cycle 1 and cycle 2, the researcher

concluded that using KWL strategy can improve students’ reading

fluency and their activeness in the class. It was proved by comparing the

result of cycle 1 and cycle 2.

As result of this cycle, the researcher observed the students’ score that

was gained after the scoring the students’ Post- test in cycle 2. The

following table is the result of students score in cycle 2.

4 .4 pre- test and post – test scores in cycle 2

No Name Pre-test 1

(X)

Post-test 1

(X)

Post-pre

(D) D2

1. ABAC 60 88 28 784

2 AEP 68 84 16 256

58

3 ABM 68 88 20 400

4 ADR 76 84 8 64

5 ACK 80 92 12 144

6 AKA 56 84 28 784

7 ARR 80 92 12 144

8 AVNA 72 84 12 144

9 ATS 48 79 28 784

10 AIL 72 64 -8 64

11 ARB 64 72 8 64

12 DKP 56 84 28 784

13 DPS 60 88 28 784

14 DATS 68 88 20 400

15 DAP 88 96 8 64

16 FF 64 84 20 400

17 IA 72 76 4 16

18 IYS 60 84 24 576

19 MGAK 64 88 24 576

20 MTAP 56 84 28 784

21 MK 64 76 12 144

22 MF 80 96 16 256

23 MRA 72 88 16 256

24 MR 72 88 16 256

25 MA 68 88 20 400

26 MDW 60 84 24 576

27 MAA 88 96 8 64

28 MSF 72 76 4 16

29 NHP 64 76 12 144

30 NHRR 80 96 16 256

31 NWS 72 76 4 16

32 OJS 72 76 4 16

33 RSN 56 84 28 784

34 RP 60 84 28 784

35 RAR 72 76 4 16

36 TP 72 76 4 16

Total 2456 3016 564 12076

59

1. Mean of Pre-test 1

M x =∑X

N

M x = 2456

36

M x = 68,2

2. Mean of Post – Test 2

M x = ∑×

N

M x = = 3016

36

M x = 83,7

3. SD of post-test and pre-test from the data above, the researcher

calculate SD pre- test and Post-test

SD = √∑𝐷2

𝑁 - (

∑D

N) 2

= √12076

36 - (

564

36) 2

= √335.4 − 243,36

= √92.04

= 9,5

4. T- test calculation

60

T0 =(

∑D

N)

SD

√N−1

= (

564

36)

9.5

√36−1

= 15.6

9.5

√35

= 15.6

9.5

6

= 15.6

1.58

= 9,87

From the table before, it showed that the students of tenth grade of

TKR C of SMK MuhammadiyahRembang in academic years of 2018/2019

improved their reading fluency.It can be seen from the average of their score is

83,7. From 36 students, just one of them cannot reach the minimum passing

grade. The minimum passing grade that is used in SMK

muhammadiyahRembang is 70.00. in the other hand, there are 36 students who

got score > 70.00 . There are 95.8% students who can reach the minimum

passing grade. It means that the target of the research is completed. It is more

than 85% students can reach the minimum passing grade.

61

C. Analysis and Discussion

This classroom action research consists of 2 cycles. The encountered

data proved that are improvements in the students’ score. In the other hand,

the students motivation rises and they could easily answer the questions

without spending too much time. It can be proved by the result of the post-

test in two cycles.

4 .5 The Mean and T- calculation of students’ score

No Analyze Cycle 1 Cycle 2

1. Mean

Pre- Test 59.3 68,2

Post- Test 67.2 83,7

2 t- calculation 8,8 9,87

Based on the table above, it can be confirmed that there are

improvements between the pre- test and post test scores. The average of

pre-test 1 is 59,3 and post-test 1 is 67,2 and pre test 2 is 68,2 and post test 2

is 83,7.the result of t- calculation in cycle 1 (8,8) and 2 (9,87). It means that

there are significant differences before and after using KWL strategy in

student’s reading fluency. According to the data, the classroom action

research use Know – Want- Learn (KWL) strategy can improve students’

reading fluency.

62

The implementation of Know- Want- Learn strategy can improve

students’ reading fluency. The improvement can be examined from the

result of the observation sheets and the students’. In the other hand, using

KWL (Know- Want – Learn) strategy provides a structure for recalling

what learners know about a topic, nothing what they want to know, and

finally listing what has been learned and is yet to be learned. The process

gives information to improve reading fluency and remember the material. It

means that KWL strategy can help students to understand the text when

they are reading and more active in reading class.

63

CHAPTER V

CLOSURE

A. Conclusion

In this chapter the researcher presents the conclusion and suggestion related to

research finding and discussion. The result with the title “ THE USE OF WEBTOON

AND KWL (KNOW- WANT-LEARN) STRATEGY TO IMPROVE STUDENTS’

READING FLUENCY (A CLASSROOM ACTION RESEARCH AT THE TENTH

GRADE OF SMK MUHAMMADIYAH REMBANG IN THE ACADEMIC YEAR

2018/2019)” show that :

1. Can the implementation of Know – Want – Learn (KWL) strategy and webtoon as

media can improve students’ reading fluency in tenth grade of SMK

MuhammadiyahReambang in the academic year 2018/2019.

In this research KWL strategy assists the students to understand the comic. As

the result, they can answer the questions in their assignment easily in which the

questions are related with looking for the main idea, explicit and implicit information,

and making prediction. Webtoon as media to interest the students for studying reading

material, especially how to pronounce the sentence well, it can be seen from the detail

information the result of cycle 1 and cycle 2.

Based on the data from the test and observation that have been done and have

been analyzed in the previous chapter,It is shown by the mean score of pre-test and

post –test in the two cycle. The result of indicate cycle 1, many students who cannot

pass the KKM. Thus the researcher conducted cycle 2 then found the progress from

64

cycle 1 to cycle 2. It means that using webtoon and KWL strategy could be effective

in learning reading fluency for the students.

2. The significance of webtoon and KWL strategy to improve students’ reading fluency

at tenth grade of SMK MuhammadiyahRembang as follow :

In this research, the researcher conclude that the use of webtoon and KWL at

tenth grade of SMK MuhammadiyahRembang could significant the students’ reading

fluency. It can be seen from the detail information the result ofcycle 1and cycle 2.

In the first cycle mean of post-test 67.2 is higher than 59.3 from cycle 1, and pre test 2

is 68.2 and post test 2 is 83.7.the result of t- calculation in cycle 1 (8.8) and 2 (9.87). It

means that there are significant differences before and after using KWL strategy in

student’s reading fluency. According to the data, the classroom action research use

Know – Want- Learn (KWL) strategy can improve students’ reading fluency.

B. Implementation

The result of the research shows that the use of KWL strategy and

webtoon to improve students reading fluency. The implementation of KWL

strategy is reasonable because it can give students become good readers by

getting them to do many things that that good readers do. KWL strategy

gets the students to read silently, and webtoon as media also improve

students’ interest and confidents in reading fluency.

65

C. Suggestion

Based on the result of the study, the researcher would like to suggest as

follows:

1. To the English teacher

The English teacher should use an interesting method or

technique in reading class. The English teacher should choose a

good method or technique in teaching learning process. The teacher

can use KWL strategy to teach reading. if the teacher use this

strategy in the learning process, the students will feel enjoy the

lesson and can decrease the worry and problem in learning reading.

2. To the students

Students should be active in teaching learning process, want to

read with the clear pronunciation in the class. To improving their

fluency in reading, the students should more confidents in reading

text or comics and want to try with their friends in every time they

meet.

3. To the researcher

The writer hope the result can be one of the reference for further

research with different sample and occasion. and also there will be

the other researcher who will conduct the same topic with another

ability in English.

66

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Cambridge, MA: MIT Press.

Allinder, R,M., Dunse, L., Brunken, C.D., &Obermiller., Krolikoswki, H.J. (2001).

Improving Fluency in at Risk Readers and Students With Learning

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Creswell, J.W. (2012). Educational Research : Planning, Conducting, and Evaluating

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(2016). Research Design :PendekatanMetodeKualitatif , kuantitati,

danCampuran, 4th Ed. Yogyakarta: PustakaPelajar.

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Passive Students in Vietnam.International Journal of Language and

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Gani. S.A. &Maulida.C.I.(2016). Research in English and Education (READ): KWL:

Strategy On Improving Reading Comprehension. READ Journal, vol.1,

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Grabe, W. (2009). Reading in a Second Language : Moving From Theory to Practice.

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Kurniawati.A. (2015).The Use Of Information GAP And Picture Series To Improve

Students’ Speaking Skill. IAIN Salatiga : Graduating Paper

Muthoharoh. (2015). The effectiveness Of Using KWL (KNOW, WANT TO LEARNED)

Technique On Spoof Text To Increase Students’ Reading Comprehension.

IAIN Salatiga : Graduating Paper

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Students’ Fluency In Speaking. IAIN Salatiga : Graduating Paper

Morrison.G.T.,Brayan,G andChilcoat, W.G. (2002). Using Student Generated Comic

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Sapir , E. (1921). Language.An Introduction to the Study of Speech.

New York: Dover Books On Language.

Simanjuntak.E.G.(1988). Developing Reading Skills for EFL Students. Jakarta:

ProyekPengembanganLembagaPendidikanTenagaKependidikan.

Snow, C., Burns. S. and Griffin, P. (1998).Preventing Reading Difficulties in Young

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Stanovich, K.E. (1991). Word Recognition: Changing Perspectives. In R. Barr, M. L.

Kamil, P. Mosenthal, & P.D. Pearson (Eds).Handbook of Reading

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Reading Disabilities. Journal of Learning Disabilities,34,33-58.

69

APPENDICES

70

71

72

Pre – test 1

What do you know about this story ? if you didn’t know about this story, you can read

this comic.

Post- test 1

Please read this story!

73

74

75

76

Pre- test II

Do you remember about this story ?

77

Post- test II

Please read the story!

78

79

80

81

82

83

RENCANA PROSES PEMBELAJARAN

(RPP)

Kelas/Semester : X/ Ganjil

Mata Pelajaran : Bahasa Inggris

Materi : Reading

Waktu : 2X 45menit

Hari : senin, 27 Agustus 2018

A. Kompetensi Inti

KI 1: Menghargai dan menghayati ajaran agama yang dianutnya

KI 2: Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli

(toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara

efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan

keberadaannya.

KI 3: Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa

ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait

fenomena dan kejadian tampak mata.

KI 4: Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan,

mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak

(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai dengan

yang dipelajari di sekolah dan sumber lain yang sama dalam sudut

pandang/teori.

B. Kompetensi Dasar

3.4Memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari teks

pemaparan jati diri, sesuai dengan konteks penggunaannya.

C. Indikator Pembelajaran

1. Peserta didik dapat membaca kalimat yang terkandung dalam webtoon

dengan lancar

2. Peserta didik dapat memahami kalimat yang dibaca

84

3. Peserta didik dapat menyebutkan vocabulary yang belum pernah di jumpai.

D. Tujuan pembelajaran

1. Peserta didik dapat membaca kalimat yang terkandung dalam webtoon dengan

lancar

2. Peserta didik dapat memahami kalimat yang dibaca

3. Peserta didik dapat menyebutkan vocabulary yang belum pernah di jumpai.

E. Materi Pembelajaran

• fungsi social

Mengenalkan, menyebutkan identitas, untuk saling mengenal dan menjalin

hubungan antar pribadi dengan teman dan guru.

• Struktur teks

1. Simple Past Tense

Simple Past Tense is kind of tense is used to talk about an action that

happened in the past. It can also used to tell a story. The time signals:

yesterday, this morning, just now, a few minutes ago, last……..(last

Saturday, last night, last week, etc), …….. ago (long time ago, two days

ago, etc)

Pola kalimat positif yang digunakan yaitu :

(+) Subyek + V2 + O

Contoh :

1. Florensia went to Semarang last night.

2. Rendi played football yesterday.

Pola kalimat negatif yang digunakan yaitu :

(-) Subyek + did not + V1 + O

85

Contoh :

1. Florensia did not go to Semarang last night.

2. Rendi did not play football yesterday.

Pola kalimat tanya yang digunakan yaitu :

(?) Did + Subyek + V1 + O?

Contoh :

1. Did Florensia go to Semarang last night?

2. Did Rendi play football yesterday?

• Topik

Diri sendiri, orang tua, kakak, adik, famili, tetangga, dan orang terdekat

lainnya, dengan memberikan keteladanan tentang perilaku jujur, disiplin,

percaya diri, bertanggung jawab, dan kerja sama.

F. Model Pembelajaran / Metode Pembelajaran.

1. Pendekatan : scientific approach

2. Metode : KWL (Know – Want -Learn)

KWL mempunytai tiga langkah,yiatu : K – what I Know ( apa yang saya

ketahui), W- What I Want to Learn (apa yang ingin saya pelajari), L – Learned

( apa yang saya pelajari).

3. Tekhnik : ceramah, diskusi, Tanya jawab

G. Sumber dan media pembelajaran

1. Sumber : internet

2. Media : webtoon

3. Alat : laptop/ hand phone. whiteboard, LCD

86

H. Kegiatan Pembelajaran

Kegiatan Deskripsi kegiatan Alokasi waktu

Pendahuluan • Guru masuk ke kelas dan mengawali

kegiatan dengan berdoa kemudian

dilanjutkan dengan absensi.

• Guru langsung menyapa menggunakan

bahasa inggris agar English environment

tercipta.

• Peserta didik menerima informasi

kompetensi, materi, tujuan, manfaat, dan

langkah pembelajaran yang akan

dilaksanakan

• Peserta didik diminta untuk berdiskusi

bersama teman sebangku (post- test)

10 menit

Inti a. Mengamati

• Guru memberikan penjelasan

tambahan tentang materi.

• Guru memberikan contoh video yang

berkaitan dengan pembelajaran.

• Guru memberikan contoh

pengucapan ungkapan dengan baik

dan benar diikuti oleh peserta didik.

• Guru mengarahkan siswa untuk tetap

percaya diri dalam berbicara bahasa

Inggris

b. Mempertanyakan

• Dengan bimbingan dan arahan guru,

siswa mempertanyakan beberapa kata

yang masih dirasa sulit.

c. Mengeksplorasi

• Siswa berusaha menyatakan dan

menanyakan berbagai informasi

tentang comic

d. Mengasosiasi

• Siswa dengan teman sebangku

bergantian membaca komik webtoon

dengan lancar.

• Siswa dengan teman sebangku saling

70 menit

87

brdiskusi tentang komik yang telah

mereka baca.

• Siswa menuliskan informasi yang dia

peroleh secara sederhana.

e. Mengkomunikasikan

• Siswa memperlihatkan hasil diskusi

kepada guru dan temannya di depan

kelas.

88

89

RENCANA PROSES PEMBELAJARAN

(RPP)

Kelas/Semester : X/ Ganjil

Mata Pelajaran : Bahasa Inggris

Materi : Reading

Waktu : 2X 45menit

Hari : senin, 20 Agustus 2018

Kompetensi Inti

KI 1: Menghargai dan menghayati ajaran agama yang dianutnya

KI 2: Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli

(toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara

efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan

keberadaannya.

KI 3: Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa

ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait

fenomena dan kejadian tampak mata.

KI 4: Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan,

mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak

(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai dengan

yang dipelajari di sekolah dan sumber lain yang sama dalam sudut

pandang/teori.

Kompetensi Dasar

3.4Memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari teks

pemaparan jati diri, sesuai dengan konteks penggunaannya.

Indikator Pembelajaran

4. Peserta didik dapat membaca kalimat yang terkandung dalam webtoon

dengan lancar

5. Peserta didik dapat memahami kalimat yang dibaca

6. Peserta didik dapat menyebutkan vocabulary yang belum pernah di jumpai.

Tujuan pembelajaran

4. Peserta didik dapat membaca kalimat yang terkandung dalam webtoon dengan

lancar

5. Peserta didik dapat memahami kalimat yang dibaca

6. Peserta didik dapat menyebutkan vocabulary yang belum pernah di jumpai.

Materi Pembelajaran

90

• fungsi social

Mengenalkan, menyebutkan identitas, untuk saling mengenal dan menjalin

hubungan antar pribadi dengan teman dan guru.

• Struktur teks

2. Simple Past Tense

Simple Past Tense is kind of tense is used to talk about an action that

happened in the past. It can also used to tell a story. The time signals:

yesterday, this morning, just now, a few minutes ago, last……..(last

Saturday, last night, last week, etc), …….. ago (long time ago, two days

ago, etc)

Pola kalimat positif yang digunakan yaitu :

(+) Subyek + V2 + O

Contoh :

1. Florensia went to Semarang last night.

2. Rendi played football yesterday.

Pola kalimat negatif yang digunakan yaitu :

(-) Subyek + did not + V1 + O

Contoh :

1. Florensia did not go to Semarang last night.

2. Rendi did not play football yesterday.

Pola kalimat tanya yang digunakan yaitu :

(?) Did + Subyek + V1 + O?

Contoh :

1. Did Florensia go to Semarang last night?

2. Did Rendi play football yesterday?

• Topik

Diri sendiri, orang tua, kakak, adik, famili, tetangga, dan orang terdekat

lainnya, dengan memberikan keteladanan tentang perilaku jujur, disiplin,

percaya diri, bertanggung jawab, dan kerja sama.

Model Pembelajaran / Metode Pembelajaran.

Pendekatan : scientific approach

Metode : KWL (Know – Want -Learn)

KWL mempunytai tiga langkah,yiatu : K – what I Know ( apa yang saya

ketahui), W- What I Want to Learn (apa yang ingin saya pelajari), L – Learned

( apa yang saya pelajari).

91

Tekhnik : ceramah, diskusi, Tanya jawab

Sumber dan media pembelajaran

Sumber : internet

Media : webtoon

Alat : laptop/ hand phone , whiteboard,

Kegiatan Pembelajaran

Kegiatan Deskripsi kegiatan Alokasi waktu

Pendahuluan • Guru masuk ke kelas dan mengawali

kegiatan dengan berdoa kemudian

dilanjutkan dengan absensi.

• Guru langsung menyapa menggunakan

bahasa inggris agar English environment

tercipta.

• Peserta didik menerima informasi

kompetensi, materi, tujuan, manfaat, dan

langkah pembelajaran yang akan

dilaksanakan

• Peserta didik diminta untuk berdiskusi

bersama teman sebangku (pre- test)

10 menit

Inti Mengamati

• Guru memberikan contoh video yang

berkaitan dengan pembelajaran.

• Guru mengarahkan siswa untuk tetap

percaya diri dalam berbicara bahasa

Inggris, dan tidak terlalu

memperhatikan kesalahan dalam

berbicara

Mempertanyakan

• Dengan bimbingan dan arahan guru,

siswa mempertanyakan beberapa kata

yang masih dirasa sulit.

Mengeksplorasi

• Siswa berusaha menyatakan dan

menanyakan berbagai informasi

70 menit

92

tentang comic

Mengasosiasi

• Siswa dengan teman sebangku

bergantian membaca komik webtoon

dengan lancar.

• Siswa dengan teman sebangku saling

brdiskusi tentang komik yang telah

mereka baca.

• Siswa menuliskan informasi yang dia

peroleh secara sederhana.

Mengkomunikasikan

• Siswa memperlihatkan hasil diskusi

kepada guru dan temannya di depan

kelas.

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