INSTITUT PENDIDIKAN GURU KAMPUS SARAWAK.

JALAN BAKAM, 98009 MIRI.

SARAWAK, MALAYSIA

USING COMIC STRIP TO IMPROVE

YEAR 3 PUPILS VOCABULARY

NAME : MOHAMAD ADRI BIN MAILI

SUPERVISOR : MR NORSARIHAN BIN AHMAD
PROGRAMME : 8 PISMP TESL (1) / LGA / PSV
 Abstract
This action research is conducted to help Year 3 pupils to improve the
students vocabulary by using comic strips. This action research uses
the Kurt Lewin Action Research Model. Six pupils from a year 3
primary school in Miri which were three boys and three girls were
chosen to be the respondents. These were based on the respondents
diagnostic test, observation and interview. This study is focuses on
the use of Comic Strip in improving the pupils vocabulary in English.
Respondents achievement was measure by using the exercises,
observation and interview. Qualitative data was used and the data
collected by using three instruments which were observation,
interviews and document analysis. The finding showed changes by
using the Comic Strip method pupils are able to improve their
vocabulary in English. There was also an increase in the respondents
sentence construction and the respondent also exhibit interest in the
activity. Indirectly the activity helped the pupils a lot in their English.
 1.0 INTRODUCTION
Vocabulary learning is essential
part of language learning (Yoshi,
2002)
Background of
the Study
Comic Strip is one of the method
to teach the pupils vocabulary
KSSR aims at making learning to
be gained through a variety of
experiences, such as group
learning depending on the skills,
interests and ability of the
differentiated group of students.
Karakas and Sarociban (2012) said
that the impact of subtitle
animated cartoons on incidental
vocabulary learning, and found
out that the target words were
contextualized and it became
easier for participant to elicit
meaning of the words.
 Looked boring
Reflection of Not motivated to
learn English
Past Teaching Behavior they started to
Experience disturb their
friends when set
some tasks

Having problems in
English class
Language
skills Take it lightly in
completing tasks
Problems

Not able
to
Not able to answer
comprehe
nd the in the time given
material.
 2.0 Focus of Investigation

Not able to Spent more time

comprehend the teaching pupils on Pupils struggled to
material they read how to complete understand the
yet not able to the worksheet text that they
answer in the and finding the have read.
time given answer from text

Statement of
problems

they started to
disturb their pupils looked tired
pupils show some
friends and satisfy and were not
of the negative
their utter motivated to learn
signs and
boredom and English during the
misbehave in the
lastly they could teaching and
class
not complete the learning session
task on time.
 RESEARCH FOCUS

To improve Year 3 pupils vocabulary in Teaching

and Learning

Using Comic Strip in Teaching and Learning

 Review of Related Research
Theoretical Framework
Research 1 - Hanies (2012)
Research 2 -Sudjana and Rival
(2009)
Lang (2009)
Bowen (2011)
Participants of the research-
Comics are certainly great, both
in increasing literacy and
addressing the educational needs
of differentiated learners
participants in the research
-Comic strip can motivates the
students of all age level with the
use of color illustration, the story
and the realistic and interesting
character.
comics are most widely read
media throughout the world-
especially in Japan.
Comic strip can be very
motivating for learners as the
story-line is reinforced by the
visual element, which can make
3.0 Research Objectives &
Research Questions

This research aims to:

Improve pupils vocabulary using Comic
Strip in teaching and learning.

The following research

question is proposed:
How does Comic Strip help to
improve pupils vocabulary in
teaching and learning?
 4.0 RESEARCH
PARTICIPANTS
School National type
(Type) Grade A
Location Urban
(Human Resource Management Information System,
2015)
City District
Type of Purposive
Sampling
Participant Year 3
s

Enrolment 6 pupils
English Low-proficiency
language
proficiency
level
Socio- Middle & low income family
economic
status
 5.0 IMPLEMENTATION OF ACTION

Kurt Lewin (1948) Adapted version for this

study
 Cycle 2
Stages Unit 3: My cousins, My Neighbour

Role Play
Pre-Reading -The teacher ask the pupils to read the
comic strip using the role play techniques.

Reading
While-Reading Using Comic Strip to teach Vocabulary
(Vocabulary Drills)

Post-Reading Answer exercise

Instruments:

1. Interview
2. Observation
3. Data Analysis
How to implement during the While-
Reading Stage
Explanation of the activity

Stage 1

Preparing the material

The participants were asked to read the

comic strip
Stage 2
Identify the words

Able to find Not able to find the

the definition definition

Stage 3
Write the The participant
definition refers dictionary

Discuss about the word

Stage 4 that they found

Exercise is given to the

Stage 5 participants
 6.0 Data Collection

RESEARCH DATA GATHERING RATIONALE

QUESTION METHODS
semi-structured interview
Post provided a clear set of
Interview- instructions for
Bernard
(1998)
interviewers and can
provide reliable and
How does Comic Qualitative comparable qualitative
Strip help to method data.
improve
vocabulary in
teaching and Observation looking critically at the
learning? Checklists- familiar and asking
Michelle questions about what you
Lowe(2007)
see.
 7.0 Data Analysis
6 pupils- (low
Interview proficiency)

Pre (identify the Interviews of the

problems faced by pupils interest
pupils) towards the comic
Triangulat strip.
e
Post (pupils
perception on the use Triangulation
of the Comic strip)
of results
Document Observatio
Analysis Aspects: ns
Their achievements progress during the
lessons.
Analysis of the participation of the pupils
and their motivation level when comic
strip was used
 Discussion of Findings to Address
Research Question

positive responses for

the pupils vocabulary
that the comic strip was
a useful tool.
Comic Strip is able
to improve pupils
motivational tool that
vocabulary
to make the pupils improved the pupils
focus on vocabulary and
interested in learning
correct relationship
between the teacher
and the pupils
 Limitations and
Suggestions for Further Research

Limitations Suggestions for

further research
Time constraint
more detailed research
which can deeply study
Generalization of the effectiveness of
the action using comic strip
more challenging and
effective vocabulary
Limited Increase the number of
Respondents respondents
 References
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