The Effect of Using Cartoon Video on Reading Comprehension Achievement of the Eighth Grade Students of SMPN 1 Giri

Abstract

Reading is once believe as a receptive skill that has an important part in people’s live because by reading the reader will get pleasure and information. Reading is an active process that engages the text and the reader’s thinking in order to get the ideas of the text. Since reading is considered as the important skill, the English teacher should find the appropriate media that can help the students to improve their reading comprehension achievement. There are some media that can be used in teaching reading skill; one of them is cartoon video. Cartoon video can be very useful and meaningful in language learning process. It can also be used to stimulate the students’ interest to the material. Besides, cartoon video helps to represent the text in visual form. It can also make the viewers of the video easy to understand the message delivered by visual clues provided in the video. With those considerations, the use of cartoon video is hopefully able to improve the students’ reading comprehension achievement. The purpose of this research was to know whether or not there was a significant effect of using cartoon video on reading comprehension achievement of the eighth grade students of SMPN 1 Giri. This research design was quasi-experimental. It was begun by undertaking homogenity test, deciding the experimental and control groups, giving treatment to the experimental group, giving the same post test to the groups, and the last was analyzing the result of the post test by using t-test. This research was conducted at SMPN 1 Giri which was chosen because the English teacher never taught reading comprehension by using cartoon video. Besides, SMPN 1 Giri has complete facilities that could support the researcher in doing the research, such as: viewers, computers, etc. Based on the result of the homogeneity test, classes VIII A and VIII B were chosen as the experimental and the control groups. The experimental group was treated by using cartoon video, while the control group did not receive any treatement or it was taught reading without using cartoon video or just using printed text. The result of this research showed that there was a significant effect of using cartoon video on reading comprehension achievement. It was proven by the value of significant column of t-test table by using SPSS was 0.008 or it was lower than 0.05 and the degree of relative effectiveness of using cartoon video on reading comprehension was 7.786% more effective than teaching reading comprehension without using cartoon video or just using printed text. Based on the explanations above, it was concluded that there was a significant effect of using cartoon video on reading comprehension achievement of the eighth grade students of SMPN 1 Giri. It is suggested to the English Teacher of SMPN 1 Giri to also use cartoon video in teaching learning activity of the Eighth Grade classes especially for reading activities. It is also suggested to further researchers to conduct further research dealing with similar problem by using another research design or language skills and different text type such as a classroom action research in improving the students’ reading comprehension achievement of descriptive text by using cartoon video or an experimental research to know whether or not there is a significant effect of using cartoon video on speaking or writing comprehension achievement.