INSTRUCTIONS, COMIC STRIPS AND ESP READING COMPREHENSION
Keywords:
instruksi pengajaran secara langsung (eksplisit), instruksi pengajaran secara tidak langsung (implisit), komik strips, bacaan ESPAbstract
Scholars in language learning and teaching have the same opinion that vocabulary plays the important role in language learning. However, the vocabulary used in language, whether direct or indirect, becomes the central discussion in language literature. In this study, comic strips used to investigate the development of the learner to enhance their reading comprehension explicitly. The students’ proficiency levels were estimated, and students were organized into a low intermediate-level proficiency group (low-level-students) and a high intermediate-level proficiency group (high-level students). Students in each group was presented with either a high-level text or a low level text, and the text was presented with or without comic-strip. Quasi experimental with posttest design involved 54 students of Polytechnics was employed in this study. Independent sample T-test and one-way ANOVA used in analyzing the data revealed that the low level students receiving the high level text with the comic strips scored significantly higher than their counterparts receiving the high-level text only. They also show that providing a comic strip with the high-level text did not enhance the high-level students’ recall. In addition, to offering pedagogical suggestion that the practitioners can take into account in teaching reading, especially in ESP context, to improve students’ comprehension in reading.
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