CHAPTER IV DATA ANALYSIS AND DISCUSSION

This chapter is going to discuss the data analysis and the discussion of the result of the study.

4.1 Data Analysis The data of this research was obtained by distribute the questionnaire to the students. The questionnaire was constructed based on the theory of Reading Motivation from Guthrie (in Wilson 2009) and was adapted from Wilson research (2009). The questionnaire consists of some indicators such as Picture and Illustration, Motivation and Enjoyment, Perception and Social Interaction. The data was classified into five criterions; there are Highly Motivated, Motivated, Neutral, Low Motivated and Unmotivated. The criteria were obtained by: Minimum Score Maximal Score Interval : 1 x 27 (number of statement) = 27 : 5 x 27 (number of statement) = 135 : : 21.6 : 22

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Table 4.1 Determine the interpretation of the result of study No 1. 2. 3. 4. 5. Score Interval 113 135 90 112 67 89 44 66 21 43 Criteria Highly Motivated Motivated Neutral Low Motivated Unmotivated (Adapted from Yunus, 2008: 32)

If the students answer the questionnaire, and get score 113 135, the students are classified as the students who are highly motivated in reading English comic. If their score is 90 112, the students are classified as the students who are Motivated in reading English comic. Next, when their score is 67 89, the students are neutral. Then, if the students get score 44 - 66, the students are low motivated. Last, if their score only 21 43, they are Unmotivated.

4.1.2 Students Reading Motivation in Reading English Comic The following are students reading motivation in reading English Comic. Table 4.2 Students motivation in reading English Comic No 1 2 3 Criteria Highly Motivated Motivated Neutral Frequency 6 72 39 Percentage 4.9 % 58.5 % 31.7 %

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4 5.

Low Motivated Unmotivated TOTAL

6 0 123

4.9 % 0% 100 %

From the data on the table above, it is shown that most students are motivated in reading English Comic. The difference is not really significance with the students who are in the position of neutral or they not have any favor. It is interesting to notice that there are 0 % of the students are unmotivated or no students think that comic does not give any significant change in desire to read.

4.1.3 Students Reading Motivation in Reading English Comic in each indicator of the questionnaire The instrument that was used to collect the data is questionnaire to obtained students reading motivation in reading English comic. Firstly, the instrument was checked for the validity and the reliability. From forty statements, there are twenty-seven statements, which are valid. Therefore, the sample has been giving twenty-seven statements to find out their reading motivation in reading English Comic. The questionnaire has been construct based on four indictors and was adapted from Wilson (2009). The following is the explanation concerning the findings of the students reading motivation in reading English comic in each indicator.

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Table 4.3 Percentages for Picture and Illustration

No.
6. 10. 14. 15.

Statements
I keep reading books with lots of pictures Text in the picture help me to understand Reading English comic never makes me feel bored because of the pictures It will be easier for me to imagine the story and interpret the story when there are pictures Picture in the story help me understand To understand the story, I need pictures

Strongly Agree

Agree

Neutral

Disagree

Strongly disagree

24.3 % 39.8 % 26.0 % 38.2 % 47.9 % 13.0 % 24.3 % 36.5 % 27.6 % 33.4 % 43 % 20.3 %

7.3 % 0.81 % 6.5 % 3.25% 2.4 % 7.3 %

2.4 % 0% 4.8 % 0% 0% 3.25 %

18. 27.

38.2 % 46.3 % 13 % 22.7 % 43.9 % 22.7 %

The table 4.3 indicates that the highest students choice at the statement number 10, that they are in the position of agree with the statement. It also showed that no more than 4.8 % of the students are in the position of strongly disagrees with all the statements. Although it recognized that the difference was not significance between each statement and the students respond, it can be concluded that most students agree with all the statements in this indicator, which take account about 47.9 %.

Table 4.4 Percentages for Enjoyment and Motivation

No.
1. 2. 3. 11. 20. 21.

Statements
I often read English comic English comic is suitable for my age I enjoy reading English comic I will check out books from the library more often if there are English comic available Reading English comic is fun Reading English comic is easy

Strongly Agree

Agree

Neutral

Disagree

Strongly disagree

8.1 % 26.8 % 45.5 % 9.7 % 30.8 % 44.7 % 21.1 % 35.7 % 27.6 % 4.0 % 18.6 % 55.2 %

14.6 % 13.0 % 13.0 % 19.5 % 8.1 % 3.25 %

4.8 % 16.2 % 2.4 % 2.4 % 1.6 % 1.6 %

25.2 % 42.2 % 22.7 % 20.3 % 39.8 % 34.9 %

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Unlike the indicator of picture and illustration, although most students agree with all the statements that picture and illustration help them to comprehend the story, in table 4.4 showed that most students are in the position of neutral when they were asked about their enjoyment and motivation in reading English comic. Whereas, it recognized that there are slightly different of students answer between neutral and agree. Moreover, it found that no more than 16.2 % students are strongly disagree with all the statements in this indicator.

Table 4.5 Percentages for Perception

No.
4. 5. 8. 9.

Statements
Parents believe reading English comic is really reading Teacher believe reading English comic is really reading Reading English comic is easy, it is not like reading other literature I will do my homework in reading class, if the homework is about reading English comic English comic can also become medium in teaching learning process I will love my reading class if I am allowed to read English comic in the classroom English comic is one of my favorite reading

Strongly Agree

Agree

Neutral

Disagree

Strongly disagree

5.69 % 23.5 % 40.6 % 9.75 % 29.2 % 43.0 % 20.3 % 42.2 % 24.3 % 8.13 % 15.4 % 25.2 % 9.75 % 48.7 % 36.5 % 7.31 % 25.2 % 38.2 % 19.5 % 26.0 % 38.2 %

21.1 % 14.6 % 8.94 % 31.7 % 4.06 % 22.7 % 12.1 %

8.94 % 3.25 % 4.06 % 19.5 % 0.81 % 6.5 % 4.06 %

13. 17. 19.

Similar to the second indicator, although there is no significance different of the students respond toward this indicator, most students are in the position of neutral. Therefore, the highest students choice is in the statement number 13, that

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English comic can become medium in teaching learning process and only 0.81 % of the students are strongly disagree with this statement.

Table 4.6 Percentages for Social Interaction

No.
7. 12. 16. 22. 23.

Statements
I talk to my friend about the English comic I read I talk to my parents about the English comic I read I talk to my teacher about the English comic I read I can share with other friends at my age after reading English comic Reading English comic makes it easy to communicate with someone who has same age with me Reading English comic make it easier for me to make friends I read English comic at home with someone in my family I read English comic at collage with someone in my class

Strongly Agree

Agree

Neutral

Disagree

Strongly disagree

17.07 % 4.06 % 3.25 % 9.75 % 9.75 % 9.75 % 5.69 % 3.25 %

34.1 % 13.8 % 13.8 % 30.0 % 39.0 % 26.0 % 16.2 % 14.6 %

33.3 % 27.6 % 36.5 % 43.0 % 36.5 % 44.7 % 47.1 % 48.7 %

10.5 % 43.9 % 39.0 % 14.6 % 12.1 % 18.6 % 25.2 % 26.0 %

4.87 % 10.5 % 7.31 % 2.43 % 2.43 % 0.81 % 5.69 % 7.31 %

24. 25. 26.

Based on the table above, it proves that students are no likely to communicate or interact with the social when they were reading English comic. Compared to agree choice there was no huge different with the neutral choice. Yet, generally, most students are in the position of neutral. In addition, it was recognized that there is no significance different about students respond between strongly agree and strongly disagree.

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4.2 Discussion In previous chapter, it has been explained that reading is the foundation in all learning. When students have reading motivation in reading something, it also will affect their ability to succeed in school or college. Most students think that reading as a negative experience at school. Moreover, they are not allowed to choose what they want to read. Wilson (2009: 5) in his study about reading motivation states, Reading motivation, as defined in this study, is the intrinsic desire to read for the purposes of learning or pleasure without being required by an outside authority to do so. It means that, students will be motivated to read based on their own choice. That is why, it is important to find out students reading motivation of something. Based on some previous studies, it was found that most students are motivated in reading when they are allowed reading comic. Bitz (2001) conducted a project called comic book project, in which his students were allowed to make their own comic book to improve their writing ability. Besides that, he allowed his students to read comic to improve their ability in comprehend story. Setagalih (2009) found out that most students like to learn by using comic. Millard & Marsh (In Wilson, 2009: 1) states, comic books rank at or near the top of the list of student choice.. There are so many studies prove that comic can improve the students desire to learn especially in reading. Different from the previous studies above, this study was aimed to find out whether students were motivated in reading English comic or not. Based on personal experience of the writer during her study at State University of

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Gorontalo for 4 years, the use of comic to motivate students in learning especially in reading has never been realized. Most lecturers still use traditional media in the process of teaching and learning. It can be assumed that, it is because most lecturers do not know how the students respond toward comic. That is why, this study was aimed to find out if the students of English Department in State University of Gorontalo were motivated to read English comic or not. The instrument that has been used to collect the data is questionnaire. The questionnaire based on four indicators to find out the students reading motivation in reading English comic. The first indicator is picture and Illustration. Based on students choice, it can be concluded that most students are agree with all the statements in this indicator. It assumes that students are agreeing that picture help them to understand the story. Comic become an interesting media to motivate students because of the variety visual for the students with different learning style (Davis, 1997 in Hadi, 2005). It can be assumed that most students have a visual style in learning; therefore, comic can help them in learning (DePorter and Hernacki, 1999) In term of the second indicator (enjoyment and Motivation), it found that most students are in the position of neutral when they were asked about their enjoyment and motivation in reading English comic. Whereas, it recognized that there are slightly different of students answer between neutral and agree. Based on that, it can be assumed that students feel that English comic is kind of traditional course book, where the book are less picture and full of text. That is why most of them are in the position of neutral or do not have any favor. Yet, if students can

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choose what they read, they will feel more enjoy reading more and more (Pachtman and Wilson in Wilson, 2009) The third indicator is Perception. According to Wilson (2009), the importance of students perceptions about reading motivation is that it will allow teachers to make classroom decisions that are in the best interests of the children. For the students, to choose their own literature and what interests them will increase reading motivation and helps increase the number of life-long readers. The highest students choice is in the statement number 13, that English comic can become medium in teaching learning process and only 0.81 % of the students are strongly disagree with this statement. The last indicator is Communication about what they read.

Communication is one of aspects that contribute students in reading motivation. Pachtman and Wilson (in Wilson, 2009: 6) found students who were able to choose their own reading derived more enjoyment from the experience. When coupled with a social discussion activity, the amount of reading increased. In this study, compared to agree choice there was no huge different with the neutral choice. This study find out that, most students are highly motivated or motivated (63.4%) in reading English comic. It can be assumed that it was because of the first indicator that is picture and illustration. Since most students agree with these statements. Therefore, it can be conclude that the students of English department, 2009 2010 academic years in State University of Gorontalo highly motivated or motivated in reading English comic.

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Yakti (2001) supports the result of this study. According to her, most of the comic reader is a teenager. Based on the result of this study, it is suggested to the teachers in school or in college to use comic as a media in reading class. Comic is not only for children, reading for pleasure and in leeway, but also, it is for teenager and can become a medium in teaching learning process, especially to motivate students in reading for purpose of learning. When students will be given a book, usually the first thing they do is try to find out whether there are pictures inside the book or not. Most of them believed that, by pictures, it will make them feel easier to understand what the story tells about. This statement is supported by the result of this study that most students are motivated or highly motivated to read comic because of the picture and the illustration. Comic is an effective tool for engaging students in reading. They have fewer words, the grammar and syntax are often simpler, and the pictures help to understand the story. Moreover, the pictures are always interesting, funny and enjoyable, very different with traditional course book for reading class. In traditional course book, there are only texts to explain the story. Sometimes the use of words are not simple, hard to understand, the grammar often more complicated, whereas, the students have different ability in grammar and in vocabulary. Therefore, the ability of the students to comprehend and imagine the story is questionable. Picture and Illustration make the students feel easier to imagine the story. It has been explained that most students have visual style in learning something.

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Therefore, comic is suitable for the students (children and teenager) in engaging them to read for purpose of learning. Comic is not only can be used as a medium in reading class, but it can also be a media in teaching writing, grammar, math, art and more. Most of people did not realize that comic is part of human life. Since we were children, we have started to read comic for purpose of humoring and for purpose of study when we are in elementary school. We cannot deny, that most of human start to learn by using picture. In addition, this is the role of comic in learning process.

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CHAPTER V CONCLUSION AND SUGGESTION

5.1 Conclusion Based on the result of the study, it can be concluded that: 1. English comic gives the students of English Department in 2009 2010 academic years of State University of Gorontalo motivation in reading. 2. There are 4.9 % of the Students of English Department in 2009 2010 academic years of State University of Gorontalo are highly motivated, and 58.5 % students are motivated in reading English comic, 31.7% of the students are neutral and there are only 4.9% of the students are low motivated in reading English comic. Last, 0 % of the students are unmotivated or think that comic does not give any significant change in desire to read. 3. Most students agree that picture and illustration as a motive to read, help them to understand the story and make them keep reading the books. 4. Most students have a visual style in learning; therefore, comic motivated them in reading more and more.

5.2 Suggestion Based on the result of the study, there are some suggestions: 1. The lecturers of English Department, especially who was teaching Reading subject or any subject, are suggested to use comic as the media of

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teaching learning process. Since 48.7 % of the students agree that English comic can also become medium in teaching learning process, therefore, the students can be motivated in the terms of following the subject. 2. The students of English Department, who are neutral, low motivated, and unmotivated should find what could motivate them in reading especially in English. 3. It was suggested that the survey be modified to more specific questions and provide additional data for identifying students answer. 4. Further research needed to be conducted relevant to students reading motivation in reading English comic. For example, compare the students score in reading traditional course book and English comic.

5.3 Limitation The limitation of this study is related to the participant, where the students are only fourth semester of English Department. The research needed to be conducted to the large number of participant and represented all of the students in English Department. It may be difficult to decide the students reading motivation in reading English comic because of the slightly significance of the students choice in each statement for each indicator. Therefore, comparing it in generally, it can be assumed that most students are in the position of agree in indicator of picture and illustration. It might be appropriate if the students score are also to be compared to find out whether English comic can motivate them in reading or not. However, it

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can be assumed that the use of questionnaire are also appropriate to find out students responds and to find out whether they are motivated or no in reading English comic, because they can choose their own will without being compulsion. Yet, to get more significance data, it was needed to bring in to relief kind of English comic, because the students has their own opinion what English comic is. Therefore further study needed to conduct.

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