USING CARTOON PICTURE TO IMPROVE STUDENTS SPEAKING ABILITY AT SEVENTH GRADE OF SMP N 9 JAMBI CITY

A CLASSROOM ACTION RESEARH PAPER BY : ELISA SETYANA RRA1B209066

ENGLISH STUDY PROGRAM LANGUAGE AND ARTS DEPARTMENT FACULTY OF TEACHER TRAINING AND EDUCATION 2013

CHAPTER 1 INTRODUCTION

1.1. Background of Research In learning a language, there are four skills, such as: listening, speaking, reading, and writing, but speaking skill is considered as the most essential skill to be mastered. Speaking is an essential tool for communicating, thinking, and learning. Our personality, our self-image, our knowledge of the world and our ability to reason and express our thoughts are all reflected in our spoken performance in a foreign language. Then, through speaking, students learn concepts, develop vocabulary, and perceive the structure of a language which is the essential components of learning. So that, many people, especially students think that if someone wants to be successful in learning a language, they have to be able to use the language by speaking. To master in speaking skills especially in English, is not easy. Considering the current status of English as a foreign language in Indonesia, not so many people use it in their day-today communication. It can be a challenge to master English well. Additionally, there is an issue which has been extensively discussed in the literature concerns the level of Indonesian learners EFL speaking proficiency. A number of reports show that Indonesian learners commonly have not attained a good level of oral English proficiency. As a proof, we can see that many graduates from Junior High School in Indonesia cannot speak English, even to introduce themselves. There must be some aspects which cause this problem; one of the aspects is that the students face some difficulties in speaking English. This is a common thing because English is a foreign language in Indonesia, in which the students are not accustomed to speaking English with their community. This fact is in line with Pinter's statement (2006: 55) that one of the biggest challenges for all language learners is to speak fluently and correctly because to master speaking skill, the students must speak and think at the same time. Moreover, English has different language pattern with Indonesian, so it is possible for Indonesian students to be influenced by their native language while speaking English.

In order to make their students are more fluently in speaking, there are many kinds of strategies that teacher at school might use. One way is to use pictures to improve their speaking ability. Pictures as visual aids will attract students attention, and motivate them to learn. Brown (2007) stated that picture can be used in many stages of the instructional process, to introduce and motivate study of new topics, to clarify misconceptions, to communicate basic information, and to evaluate students progress and achievement. There are so many kinds of pictures that can teacher use to improve students speaking ability. Illustrations, cartoons, and photographs accompanying the lesson kindle the interest and imagination of the child. Cartoons are very appealing to young learners and capture their imagination. Therefore, cartoons are an excellent theme to utilize when supporting your childs learning at home. Generally, people believe that children like cartoon because cartoon has rich imagination, exaggerated picture of the plot and dynamic features. Children like cartoons mostly because they can basically see their imagination come to life. Impossible things taking place right in front of a child who has impossible ideas in his/her head. In that manner the cartoons somewhat speak to children. So that, the character of cartoon hopefully can be used to help teacher makes students interested to speak English at class. Based on explanation above, this research is conducted to know the possibilities using cartoon pictures in improving students ability in speaking for 7th grade of junior high school number 9 in Jambi city. Because as experience of the researcher during teaching practice in that school, the researcher found that students speaking ability especially in class 7H, is very low. The class is passive. They are too shy to express their idea. But, when the teacher showed a picture, specifically cartoon, it can interest their attention. Then, when the teacher asked question about what the cartoon picture is, many of the students wanted to answer it. They are more enthusiastic and not shy to express their idea. Because of that, the researcher wants to do a research entitled Using Cartoon Picture to Improve Students speaking Ability.

1.2. Formulation of the Research Based on the background mentioned above, the research question is formulated as follows : How does cartoon picture improve students speaking ability in Junior High School 9 Jambi? . 1.3. The Purpose of the Research The purposes of this research are: To describe solution of students problem To describe the use cartoon picture and the improvement of students speaking ability.

1.4. The Limitation of the Research This research is about the using of cartoon picture to improve students speaking ability in Junior High School, especially for SMPN 9 Jambi for class VII H. The researcher wants to do research in this class because while doing teaching practice at that school, the researcher has to teach in that class. Another reason is because as researcher and teacher in the schools experience, VIIH is the largest class; the students are around 40 students. However, because of that, it is very crowded and the students like to make a noise, and walk around the class. Moreover, in learning process, especially English, they are passive. Then, a cartoon picture which is chosen by the researcher is gag cartoon. Gag cartoon is a kind of cartoon which is chosen because it is just for entertains people. And can make the students more interesting because it is quite funny. The topics that is used in this research are different in each meeting, such as : asking & giving things, asking & giving facts, asking & giving opinion, saying like & dislike, giving instructions, shopping list, greeting expression, descriptive, procedure. They are related with the syllabus for 7th grade of junior high school. The reasons are because the students will learn about them in the first and also in the second semester. And the teacher can use pictures in teaching those topics. So, by using cartoon pictures, hopefully the students will easy to understand about the topic.

1.5. The Significant of the Research The significant of this research are divided into 3 parts : for the teacher : by this research, the teacher will get the idea to use cartoon picture in helping the teaching process. For the students : the students will easy to understand and more enthusiastic to learn English because of the cartoon pictures. For the researcher and next researcher : the researcher get a new idea that a cartoon picture can be an useful media in learning process.

CHAPTER 2 REVIEW OF RELATED LITERATURE

2.1. Teaching Speaking Skill According to Hornby (1995:826) speaking is making use of words in an ordinary voice, offering words, knowing and being able to use a language expressing one-self in words, and making speech. Teaching speaking is sometimes considered as a simple process of commercial language school around the world, which hires people with no training to teach conversation. Although speaking is totally natural, speaking in a language other than our own is anything but simple (Nunan, 2003:48). Another idea comes from Haskew and Mc Lendon in Sutopo, (2000:9) they state as follows: a.Teaching is action to increase the odds that potential learners will learn. b.Teaching is action to point learning toward desired to accomplishment by learners. c.Teaching is action to make knowledge create sense. d.Teaching is to present learners a live opportunity to learn. e.Teaching is action to enhance the persons who are learning. Moreover, teaching speaking skill emphasizes on the activities to make the students active and creative. West (1968) in Fauziati,(2002:145) states that to increase students speaking mastery the teacher must concern with the student to student interaction. The great part of time in the process of learning speaking is dominated by students. Afterwards, its dominated by the instructor. This maximizes the students competence in speaking. The students learn what they are going to say with other in front of the class and try to develop their creativity orally. Nowadays, along with the position of as a language for international communication, the teaching of speaking skill has become increasingly important in the English as a second or foreign language context. The teaching of speaking skill is also important due to large number of students who want to study English in order to be able to use English for

communicative purposes. But, it is not easy to teach people to speak with language different with their own. In addition to help English teacher, Hayriye (2006:1) provides some Suggestions for English teachers in teaching speaking. As you see in the following: Provide maximum opportunity to students to speak the target language by providing a rich environment that contains collaborative work, authentic mate r i a l s a n d tasks, and shared knowledge. Try to involve each student in every speaking activity; for this aim, practice differentways of student participation. Reduce teacher speaking speaking time. .Indicate positive signs when commenting on a student's response. Ask eliciting questions such as What do you mean ? How did you reach that conclusion? in order to prompt students to speak more. Do not correct students' pronunciation mistakes very often while they are speaking. Provide the vocabulary beforehand that students need in speaking activities. time in class while increasing student

To conclude, teaching speaking is important to make people mastering a language. The teacher should reduce his chance to speak in class and try to invite his students to speak. The teacher should be creative to make the students want to speak in English. It is possible also for a teacher to use some of teaching media to help the students interested with the topic, so that the teaching learning English

2. 2. Method in Teaching Speaking. The method of teaching speaking as suggested by Harmer (1998:95) is Engage Activate-Study. Engage means that the teacher gives swarming to the students. For instance: the topic of the discussion is about daily activity, so, the teacher tells or gives stimuli to the students concerning with the topic. Then, activate the teacher give an opportunity to the students to express their ideas and opinions. Afterwards, study means that it concerns with the material of the discussion. Therefore, the students can get the learning experience.Some of method that support in teaching speaking are :

A. Direct Method

: receives its name from the fact that meaning is be conveyed directly in the target language through use of demonstration and visual aids, with no recourse to the students native language (Diller 1978).

B. The Silent Way

: supposed that learning is a process which we initiate by ourselves by mobilizing our inner resources to meet the challenge at hand. : by applying this method, students confident will appear and they will be communicative in saying something based on their idea because teachers very support them and consider their students as whole persons.

C. Community Language Learning

D. Total Physical Response

: in this method after the learner internalizes an extensive map how the target language works, speaking will appear spontaneously.

E. Communicative Language Teaching

: became clear that communication required that students perform certain functions as well, such as promising, inviting, and declining invitations within a social context (Wilkins 1976).

2.3. The Role of Media in Teaching Speaking According to Devia, in her article, Kinds of instructional media for teaching English, English teaching media are very important to help students acquire new concepts of, the skills and language competences. Media is a tool for language teaching and learning which can give a contribution to the teaching learning process. It can be used to increase and improve students ability in learning English especially in speaking. In this case using media in delivering the lesson can be a good solution. They are many kinds of media which can be used by the teachers in the teaching learning process, but the teacher should be selective when choosing. Generally, there were three kinds of media, they are: visual, audio and audiovisual media. For teachers media had function as helper, supporter, and mediator in teaching

learning process. In using the media, teacher could achieve the effectiveness, communicative condition especially in teaching English. Besides, teaching speaking by using media is important because the students can more easily catch the lesson and be more active in joining the class. It also can motivate and arouse the students interest in learning English. 2. 4. The use of Cartoon Picture in Teaching Speaking 2.4.1. Notion of Cartoon Pictures According Dobson (1974:72) said; many teachers like to use cartoons as devices to stimulate conversation. The facial expressions of cartoon figure may inspire students to interpret the thoughts behind the expressions and inspire students to interpret the thoughts behind the expressions and the story implicit in cartoons provides the students with something to describe or narrate. Cartoon derived from the Italian, cartone which means paper. According to A.S. Hornby in Mat Nor Husin (1988) cartoon is a depiction of events which is portrayed in an interesting way. T Iskandar in the same book defines cartoon as a depiction that tells the everyday things in fun way. While, Manser (2000:59) stated that cartoon is amusing drawing or series of drawing in a newspaper; film made by photographing a series of drawing; person who draws cartoons. Chilvers said: cartoon is a full size drawing made for the purpose of transferring a design to a painting or tapestry or other work. As one of the forms of graphic communications, cartoons are an Interpretative drawing that uses symbols to convey a message quickly and succinctly or an attitude toward people, situations / events. Cartoon usually captures the essence of the message should be delivered, pour it into the simple picture, without detail by using symbols and characters which are easily recognized and understood quickly 2.4.2. Types of Cartoon 1. Gag cartoons Gag cartoon is a cartoon image which is intended to banter or make funny, without intent for viewing a problem or actual events. Commonly, it is known as a

pure cartoon. These cartoons are most often intended to provoke laughter. It's extremely rewarding to dream up a good idea and even more satisfying to craft the idea into physical form. So, in this research, the researcher chooses gag cartoon to improve students speaking ability. 2. Political cartoon Political carton is also known as editorial cartoon. It is an illustration or comic strip containing a political or social message that can relate to current events or personalities. Political cartoons are primary resources that offer intriguing and entertaining insights into the public mood, the underlying cultural assumptions of age, and attitude towards current events or key events. Political cartoons are often found on the editorial pages of newspapers and magazines, and they also sometimes appear in the comics section. The goal of a political cartoon is to send a clear message, using images which will be familiar to all of the people in a society. 3. Caricature cartoon Cartoon caricature: a cartoon that has been painted by making changes in a person's face or form. More featured cartoon character of a person through the forms. Cartoons aims criticize witty and had implied intention behind the character. 4. Cartoon animation: Cartoon animation is cartoon that can move or live visual and sound. This cartoon image containing an array of painted and taped then aired on television. For example:-Upin Upin, Doraemon, etc. 5. Comics Comics are a combination of art and literary images. It is formed from a whole series of images is a series of stories on each picture there is a balloon speech as narrative stories with an easily recognized figure.

2.5. The Related Research There are some researches which are related to this research. Like a research with title; Using Cartoon Pictures to Develop the Vocabulary of the pupils, which was Supervised by Muh. Saleh and Ambo Dalle. The result of this research showed that the computation of the pupils score from the test indicates that there is all the pupils fifth years grade of SD Negeri 4 Mojong agree and interest learn English through carton pictures and that the pupils experimental class is percentage interest showed 90,70%. Considering the result of analysis concludes that using cartoon pictures in teaching English vocabulary can motivate the pupils to increase their vocabulary mastery. There is also another research which is still related with this research, the title is Improving Students Speaking Mastery Using Information Gap to the Ssecond Grade of SMP N 3Kebakkramatkaranganyar in 2007/2008 by Vicka Mulia Sari. And the result is that the teaching speaking using information gap is successful to improve the students motivation to speak. The students are easily learn English speaking. So, hopefully this research will be also successful to improve students speaking ability by using cartoon pictures

CHAPTER III METHODOLOGY OF THE RESEARCH

3. 1. Design of Research The design of this research, The Using of Cartoon Picture to improve students speaking ability is classroom action research. The researcher wants to do a research based on the problem that the researcher faced in the class, so hopefully, by doing this research, it can be helpful to solve the problem. And the researcher can involve directly in this research, because the researcher is the teacher itself in the class. As stated of Kusumah and Dwitagama ( 2000 : 9 ) stated that classroom action research is a research which consists of planning, action, observation and reflection, and conducted by the teacher in her own class. While, Frankel and Wallen ( 2003 : 527 ) said, Action research is conducted by one or more individuals or groups for purpose of solving a problem or obtaining information in order to inform local practice. 3.2. Setting of Research The duration of doing this research is approximately 9 meetings. This research is conducted in second semester of seven grades in SMPN 9 Jambi, Jambi city. The class is VII H. The number of students of this class is 40 students. Which is included 20 girls and 20 boys. Mostly, the students have low capability to speak because of lost motivation, lack vocabulary, afraid, and do not interested with English. This research will have 3 cycle, while every cycle consists of 3 meetings, and every meeting has different topic. 3.3 The Subject of Research The subject of this research is students of class VII H at SMP N 9 Jambi in academic year 2012 /2013. The number of students is 40 students. It consists of 20 girls and 20 boys. The students in this class have different background and knowledge, different strength, and weakness and intelligence that can give significant effect in this classroom action research. The reason of choosing this class is because the students have low capability in English especially as researchers observation and experience while doing teaching practice.

3.4. The Source of Data The data of this research is qualitative data. The researcher will get the qualitative data from observation sheet, teachers note, students note.Researcher measures the improvements of the speaking students by analyzing observation sheet, teachers note, and students note that will be taken during teaching learning process. 3.5. Instrument of Data Collection The researcher uses some instruments to collect the data, they are; observation sheet, teachers note and students note. The problems that the researcher found in that school is facing passive students, where the students are too shy to express their idea and do not interest with the English lesson. So, to solve the problem, the researcher will use observation sheet, teachers note, and students note.Observation sheet, it is used by the researcher to know the process of the teaching and learning in the class. Teachers note is used by the teacher or researcher to record what happened during teaching process. To record students progress in speaking skill. Then, studentsnote is used by the students to describe what have been they learned in the class, their problem, and also their feeling when study by using cartoon pictures. The examples of observation sheet and also teacher and studentsnotes will be attached in the appendix. 3.6. Validity and Reliability 3.6.1. Validity According to Sugiyono (2009 : 182 ), the validity testing for the instrument can be done by comparing between the content of instrument and learning material that has been learnt. Moskal & Leydens (2002) defined the validity as the degree to which the evidence supports that the interpretations of the data are correct and the manner in which interpretations used are appropriate. This research will concern on content validity. Content
validity is the extent to which the elements within a measurement procedure are relevant and representative of the construct that they will be used to measure (Haynes et al., 1995).

So, in here, the elements which will be measured are material content,

observation sheet, students note and teachers note.

Material content The material content here means the material that teacher/researcher uses when teaching the students. It is based on the topic from syllabus, and then the topic will be develop in lesson plan as a guide for the teacher to teaching students ( the topics that will be used are : asking & giving things, asking & giving facts, asking & giving opinion, saying like & dislike, giving instructions, shopping list, congratulation expression, descriptive, procedure) and cartoon pictures selection that will be used in teaching-learning process.

Observation note For this element, it is used by the researcher to know the process of the teaching and learning in the class.

Students note Studentsnote can be used by the writer to know the students problem and their feeling in teaching English especially in learning speaking. By knowing the students problem it can easier for the teacher to find the way to solve the problem.

Teachers note For teachers note, the teacher will take a note about all the activity of the students in speaking class; the passive students, active students, the students feel bored, students who make a noisy, students progress and also the other problems that will happen in learning process, so the responsibilities of the students is to find the best ways to solve the problem.

3.6.2. Reliability As Nunan (1992 : 14 ) stated that reliability is the stability of test scores. In research, the term reliability means "repeatability" or "consistency". A measure is considered reliable if it would give the same result over and over again. So, in reliability of this research, the research will focus with the consistency of teaching, reflection, and evaluation sequences. The consistency of teaching means that the teaching process for every cycle is consistence. The teacher will use cartoon picture in teaching the topic which is appropriate

with the syllabus. The consistency in reflection is also needed. The researcher should consistence to conclude the result of all activities in each meeting, by checking observation sheet, field note, students activities, and also all of tasks which are given by the teacher in the class. Then also, the consistency is also needed in evaluating the result to solve the problem, whether using a cartoon picture is useful or not.

3.7. Technique of Data Analysis The technique of data analysis will be divided into two (2) parts, main data analysis and secondary data analysis. Main Data Analysis. The data obtained from observation sheet, teachers note and students note as qualitative data will be analyzed by some steps in the following here: a. The researcher put the action in the observation sheet and field note for observing during the teaching process. b. The researcher read the data which collected to get the sense of data c. The researcher analyzed and described what happen during teaching process and how teaching and learning by using cartoon pictures. d. The researcher broke down the data into smaller unit. Determine the important of the unit, and put the unit together into interpreted form. e. The researcher made general conclusions. f. The researcher wrote and made report for the next cycle. All data were investigated, analyzed and made plans for the next cycle and findings.

 Secondary Data Analysis Here are the rubrics of speaking skill to assess students speaking while learning process take place Rubric of Speaking Assessment ASPECTS SCORE 5 4 3 Explanation Easy to understand and has a native accent Easy to understand although with a certain accent There are problems that make the pronunciation listeners have full concentration and sometimes there is a misunderstanding 2 Pronunciation It is difficult to understand because of pronunciation problems, often asked to repeat 1 Serious pronunciation problems that can not be understood

ASPECTS

SCORE 5 4

EXPLANATION Little or no grammatical errors Sometimes makes grammatical errors but does not affect the meaning Often make grammatical errors that affect meaning Many grammatical errors that impede meaning and often rearranging sentences Grammatical errors so severe that it is difficult to understand

3 GRAMMAR 2

ASPECT

SCORE 5 4 3

EXPLANATION Using vocabulary and phrases like native speakers Sometimes it is not appropriate to use the vocabulary Often use incorrect vocabulary, conversation is limited because of limited vocabulary Using the wrong vocabulary and the vocabulary is limited so it is difficult to understand

Vocabulary

Vocabulary is very limited so the conversation is not possible

ASPECT

SCORE 5 4 3 2

EXPLANATION Fluent as native speakers Smoothness looked a little troubled by the language Smoothness bit much troubled by language Often hesitated and stalled due to the limitations of language Talk to falter and stop making conversation impossiblei

Fluent

ASPECT

SCORE 5 4

Explanation Understand all without difficulty Understand almost everything, even though there is repetition in certain parts. Understand most of what was said when talking somewhat slowed despite

3 Understanding 2

repetition It's hard to follow what is being said.

Cannot

understand

even

simple

conversation

Note: if the total score are : > 20 = Very Good

16 20 = Good 11- 15 = Enough < 11 = Poor

3.8. Indicator in Classroom Action Research (CAR) The success of classroom action research is determined by problem indicator. The indicator related to the achievement of speaking skill. The students speaking ability is measured by looked at the rubric of speaking assessment. Then, the result of this research will be successful if : The students can answer teachers question orally with minimum of score is enough (11-15). A half of students number in the class are active speaking in the class.

3.9. Procedure of the Research This research will be conducted in three (3) cycles, each cycles have three (3) meetings. The research will be conducted by following procedure : Planning : 1. Prepare teaching sets, such as syllabus, lesson plan, students worksheet 2. Prepare cartoon pictures and make teaching media if necessary 3.The teacher plans to teach : - Cycle 1 : asking & giving things, asking & giving facts, asking & giving opinion.

Cycle 2 : saying like & dislike, giving instructions, shopping list.

Cycle 3 : Congratulation expression, descriptive, procedure.

4. The teacher uses picture cartoon in teaching the topic.

Action : 1. Teacher starts the lesson by giving illustration to students about the topic that will they learn

2. Teacher shows the big cartoon picture to help teaching process. 3. Teacher asks questions about the picture. 4. Teacher explains the topic 5. Teacher divides students into group consist of 4 students. 6. Teacher gives the worksheet of the students 7. Teacher checks students progress

Observation The researcher observes the students activeness in speaking skill whether they are active / passive in speaking skill. Then, write down in observation sheet. And also the teacher observes all students activity during the research process in the field note. Reflection In this part, the researcher concluded the result of all activities in each meeting, by checking observation sheet, field note, students activities, and also all of tasks which are given by the teacher in the class. So, that the teacher will know whether using cartoon picture can improve students speaking or not and also the teacher will know the students weaknesses during the activities in the class. The result will be successful if : The students can answer teachers question orally with minimum of score is enough (11-15). A half of students numbers in the class are active speaking in the class.

After having reflection, the researcher will evaluate whether using cartoon picture is useful or not to solve the problem in the class .

References

http://actionresearch.asb-wiki.wikispaces.net/Data+Collection
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http://dissertation.laerd.com/content-validity.php
(accessed on November,27th 2012) http://eduadventure.blogspot.com/2012/05/kartun-sebagai-media-pembelajaran.html (accessed on November,27th 2012) http://en.wikipedia.org/wiki/Gag_cartoon (accessed on November,27th 2012)

http://joseaugustolugo.blogspot.com/2009/10/data-collection-instruments.html (accessed on November,27th 2012)

http://www.loc.gov/exhibits/cartoonamerica/cartoon-punch.html (accessed on December, 08rd 2012)

http://muhamadqbl.blogspot.com/2012/04/penelitian-tindakan-kelas-classroom.html
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http://psychology.about.com/od/researchmethods/f/validity.htm
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http://www.ukessays.com/essays/general-studies/validity-reliability-quantitative.php
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APPENDIX 1 A. Observation sheet NO Students Activities Frequency

always 1 The students listen to the teachers explanation 2 The students look at the picture that the teacher showed 3 4 The students interest with the pictures The students answer teachers questions orally 5 The students can answer with the correct pronunciation, grammar, vocabulary. 6 The students answer the question in worksheet 7 The students make a dialog/list of things/ announcement, greeting card, their

usually Often

sometimes

Seldom

never

opinion based on the picture and task at the time 8 The students practice the

dialogue/announcement/ list of things that they made with correct

pronunciation, grammar, and vocabulary

9 10

The students ask question to the teacher The students conclude the lesson today

B. Teachers Note It is description about what happened in the classroom while speaking skill is used in the learning process. Here are some questions that will be described : 1. How many students are active speaking in the learning process ? 2. How many students are passive speaking in the learning process ? 3. What are the students progress in speaking ? 4. The topic that will be teach by the teacher during 3 cycle, which are in each cycle have 3 meeting, so the total meeting is 9 meetings. Here is the detail about the topic : Cycle 1 : Meeting 1 : asking & giving things, Meeting 2 : asking & giving facts, Meting 3 : asking & giving opinion.

Cycle 2 : Meeting 4 : saying like & dislike, Meeting 5 : giving instructions, Meeting 6 : shopping list. Cycle 3 : Meeting 7 Meeting 8 Meeting 9 :Greeting expression, : descriptive, : procedure.

APPENDIX 2 Examples of kinds of cartoons : 1. Gag cartoons

2. Political cartoon

3. Caricature cartoon

4. Animation Cartoon

5. Comics

http://actionresearch.asb-wiki.wikispaces.net/Data+Collection http://joseaugustolugo.blogspot.com/2009/10/data-collection-instruments.html http://muhamadqbl.blogspot.com/2012/04/penelitian-tindakan-kelas-classroom.html http://www.ukessays.com/essays/general-studies/validity-reliability-quantitative.php http://dissertation.laerd.com/content-validity.php http://psychology.about.com/od/researchmethods/f/validity.htm

http://www.loc.gov/exhibits/cartoonamerica/cartoon-punch.html http://en.wikipedia.org/wiki/Gag_cartoon http://petanitangguh.blogspot.com/2010/03/jenis-jenis-media-pengajaran.html http://eduadventure.blogspot.com/2012/05/kartun-sebagai-media-pembelajaran.html http://totoyulianto.wordpress.com/2012/12/26/media-pembelajaran/