Method
This research was implemented in one Senior
High School in Garut. Two classes of tenth
grade involved in this research; X MIA 1 and
X MIA 2. The experimental group was X
MIA 1 and the control group was X MIA 2.
The participant of experimental group
consisted of 36 students, in which 11 students
of them were male and 25 students were
female, and the participant of control group
consisted of 35 students, in which 12 students
of them were male and 23 students were female.
This research employed a quantitative
research by using a true experimental design.
There are some reasons why the design was
selected by the researcher. First, a true
experimental design is commonly used in
educational research in order to establish
cause and effect relationship among the
groups of variable. Second, a true
experimental design was chosen by the
researcher to find out the effectiveness of
using digital comic in teaching writing of
narrative text. The last, the researcher
randomly assigned the participants to this
research.
This design took two groups as
investigated group, namely experimental
group and control or comparison group. Both
of them got different treatment. The experimental group received digital comic
used in teaching learning English as a
treatment. On the other hand, control group
received conventional treatment (without
using digital comic) in teaching learning
process. Both groups received pretest and
posttest to measure their writing scores.
The test which was used to collect
students’ score in this research was written
test. In the tests, the students were required
to write a narrative text based on a presented
topic. To acquire students’ writing score, a
scoring rubric formulated by Jacob, et al
(1981) was used in this research. The adapted
scoring rubric consists of five aspects, which
are content, organization, vocabulary,
language use, and mechanics.
Questionnaire was the second instrument
which consisted of 10 questions. A closeended
question is a question that contains a
set of answer that a respondent chooses
(Beins, as cited in Darmawan, 2013, p.25).
The questionnaire was given to the group
who got the treatment. This instrument was
used to analyze the advantages and the
disadvantages of using digital comic in
teaching writing of narrative text from the
students’ perception.
The questionnaires administrated in the
experimental group after the posttest. The
questions were about the students’ response
to the use of digital comic as media in
teaching writing of narrative text.
In addition, this research conducted in
four meetings. In the first meeting, the
researcher conducted a pretest. In the second
and in the third meeting, the researcher gave
the treatment to the participant. In the last
meeting, the researcher conducted a posttest,
but before the researcher did the research, she
administrated the pilot-test first.
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