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Frameworks of Action Research Proposal

EFFECTS OF COMIC STRIPS ON L2 LEARNERS READING COMPREHENSION

1.0 INTRODUCTION
1.1 Background
EFL and ESL teachers often give students reading materials accompanied by visuals such as
pictures, cartoons, or comic strips to make reading more enjoyable and comprehensible. Likewise, ESL
and EFL textbook designers and materials developers often use visuals to provide context, which helps
engage students in reading. Along with practice-oriented questions, L2 reading specialists and
researchers have investigated whether using visuals or not makes a difference in L2 learners reading
comprehension, what types of visuals work better for learners at different proficiency levels. This study
helps to resolve theoretical and practical issues in L2 reading by investigating to what extent including
comics as visual support for ESL texts increases reading comprehension.
Many reading comprehension studies consider the extent to which visuals, that is, any graphic
displays that portrays all or some of the accompanying texts content, help reader to comprehend
factual information. These studies usually compare how well readers remember a text with visuals
and how well they remember a text without visuals, and they generally find that visuals in text
facilitate readers comprehension and memory.
Researchers (e.g., Levie & Lentz, 1982; Levin, Anglin, & Carney, 1987) have outlined five major
functions of visuals in reading.
- Representation: Visuals repeat the texts content or substantially overlap with the text.
- Organization: Visuals enhance the texts coherence.
- Interpretation: Visuals provide the reader with more concrete information
- Transformation: Visuals target critical information in the text and recode it in a more
memorable form.
- Decoration: Visuals are used for their aesthetic properties or to spark readers
interest in the text.
In a meta-analysis o the effects of visuals, Levin et al. (1987) found that all but the decorative
function facilitate memory. These functions are, in order of importance, transformation, interpretation,
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organization, and representation. According to Gyselinck and Tardieu (1999), however, the
representational function overlaps the other three )i.e., transformation, interpretation, and organization)
because visuals always repeat part of the texts content, either the details or the relationships
between the details.

1.2 Reflection of Past Teaching Experience
As far as I known and observed, comic is favorable to all kind of ages. It is based on the genre
and level of comprehension that differentiate between the ages.
Researchers have used numerous theoretical frameworks to describe, explain, and predict the
effects of visuals on cognition in general and on reading comprehension in particular, among them the
mental model theory (Marcus, Cooper, & Sweller; 1996), the repetition hypothesis (Gyselinck &
Tardieu, 1999), and the dual coding theory (Paivio, 1971, 1986; Sadoski & Paivio, 2001). The dual
coding theory (DCT), which concerns the nature of language and imagery, can perhaps provide a
framework to unify these disparate theories. In DCT, the linguistic coding system can be called the
verbal system, and the nonverbal coding system can be called the imagery system. These two systems
enable the analysis of external scenes and the generation of internal mental images.
In accordance with DCT, they found that the text and illustration presented together produced
better results than either did alone, even when students were repeatedly exposed to either the text or
the illustration. These results are consistent with other research conducted by Kulhavy, Lee, and
Caterino (1985), who found that fifth graders better understood and retained information in maps and
prose directions when it was presented in both spatial and elaborated verbal forms rather than either
form alone.
page 228

2.0 WHAT IS MY FOCUS OF INVESTIGATION?
2.1 What is my research issue?
A comic strip is defined in this study as a series of pictures inside boxes that tell a story. Among
visual genres, comic strips catch many researchers attention because they are communicative,
popular, accessible, and readable, and the combine aesthetic perception with intellectual pursuit
(Harvey, 1994; Inge, 1990; O Sullivan, 1971; Swain, 1978; Walter, 1991). Comic strips communicate
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using two major media words and images a somewhat arbitrary separation because comic strips
expressive potential lies in skillfully employing words and images together.
During the past decade, numerous journal articles have introduced techniques for using comic
strips in education and particularly in language classrooms. Wright and Sherman (1994) discussed the
attributes of daily comic strips that make them an ideal medium for reading and English courses. After
analyzing the readability of various comic strips readily available to students and teachers, they argued
that comic strips can be used effectively to build reading skills. In a subsequent article, Sherman and
Wright (1996) introduced a teaching strategy using newspaper comic strips to promote higher level
thinking in elementary and secondary students. They explained and demonstrated two functions of
questioning (centering and expansion) using a Peanuts comic strip. In a more recent article, Wright and
Sherman (1999) argued that teachers can promote literacy, higher level thinking, and writing skills by
encouraging students to combine words and pictures to create comic strips. They further asserted that
if teachers want students to become literate, critical, and creative thinkers. Then they must align
curricula, teaching strategies, and instructional resources. In the area of reading and writing, the task is
to stimulate students thinking about explicit and implicit meanings conveyed by textual material. Wright
and Sherman concluded that teachers can accomplish this task by using comic strips as both a method
and medium of instruction.
Comic strips have also been used to teach second or foreign languages. Ousselin (1997) argued that
teaching business culture and terminology requires a variety of pedagogical resources. He suggested
that comic strips, because they are versatile, easy to use, and culturally relevant, can complement
textbooks and activities commonly used in business French courses. Williams (1995) investigated how
comic books can be used as instructional materials for ESL students with low intermediate-level
English language skills, and with limited discourse and interactive competence. Williams found that
using comic strips in second language classrooms can guide students to hypothesize about the
cartoons language, raise awareness of pragmatics, and emphasize languages underlying regularity.
2.2 What have I learnt about my research issue?
As millions of English Language Learners enter classrooms, they are faced with many challenges.
These challenges can seriously affect learning and language acquisition. Pronunciation, gender roles,
and culture can all discourage language development and acquisition.
Many in the field of literacy have acknowledged the comic to have important literacy benefits. Comic
not only attract reluctant readers, but they are being used to teach advanced themes in literature and
visual literacy. With their bright colors and popular characters, comics are more appealing than
traditional texts without sacrificing plot or vocabulary. For these reasins, the comic might play a vital
role in language acquisition.
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English Language Learners have many challenges each day in the mainstream classroom,
pronunciation being one of the greatest. The English language has no set rules for what sound each
letter represents. The letter a has three different pronunciations alone. Verb tense can also hinder
language acquisition.
Comics have been around for decades, but teachers and school librarians are now seeing an influx in
their use in educational settings. Many experts see comics and graphic novels as a gateway for
reluctant or struggling readers. Many readers begin with comics and move on to examine the
relationship between the two and encourages deep thinking and critical thinking.
Comics and graphic novels have many attributes that cause them to be appealing. Comics have
reduced text, which attracts reluctant readers. They also have bright colors and popular characters that
interest reasders and keep their attention.
Justine Derrick, author of Using Comics with ESL/ EFL Students, states that graphic novels can lead
students into exploring books, magazines, and other reading materials. Teachers using graphic novels
in class are finding students eager to read, recommending books to one another, and creating comics
of their own. They have also seen students branching out socially as a result of discussion groups
centered on comics and graphic novels.
Many English Language Learners are reluctant readers because traditional texts seem overwhelming.
Through the aforementioned literature, a strong case can be made for including comics in the English
Language Learners classroom. Comics have visual appeal, less text, and some familiar characters that
will draw students in. Looking beyond the initial appeal, comics can increase literacy and language
acquisition.

3.0 WHAT IS/ARE MY RESEARCH QUESTION(S)?
Research within the DCT framework has shown that verbal and nonverbal coding systems work better
together for both L1 and L2 reading comprehension than either one of them works alone. But in the L2
context it is not clear which types of visual organizers help which kinds of learners (e.g., at different
proficiency levels, and with different learning styles). Hadley (2001) raises a number of issues
regarding the role of visual elements in L2 reading comprehension. She asks whether pictures,
drawings, or other visual elements can actually enhance students comprehension of L2 texts and calls
for research to demonstrate the differential effects of certain types and numbers of visuals on students
at various proficiency level (2001, p.149). This study employs one type of visuals - comic strips to test
whether presenting the text with or without the comic strip generated different results aming L2 learners
at different proficiency levels. The specific research questions are
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- What effect does presenting text with comic strips have on L2 students reading comprehension?
- Does using comic strips with a text geared toward the students proficiency level improve the
students reading comprehension more than using comic strips with a text that is either above or below
the students proficiency level?

4.0 WHO ARE MY RESEARCH PARTICIPANTS?
The research participants are Year 5 Zuhal pupils in Sekolah Kebangsaan Sungai Tiang, Pendang,
Kedah. 10 pupils will be selected as the experimental group and the rest of the class will be the control
group.

5.0 WHAT IS MY RECOMMENDED INTERVENTION?
My recommended intervention to the issue is with the use of comic strips to improve pupils reading
comprehension during the teaching and learning session for ESL primary pupils in Sekolah
Kebangsaan Sungai Tiang, Pendang, Kedah.
As the number of school-aged English Language Learners grows, it is imperative that these students
are supported in their goal of second language acquisition. Educators must be sensitive to cultural
differences as these students enter classrooms. Time and support are necessities in this process.
Comics and graphic novels have been shown, through research, to be an effective tool in increasing
literacy and language acquisition. Graphic novels are high interest with a low reading level, deal with
current events and social issues, and cover diverse genres such as biography, historical fiction,
fantasy, and science fiction. With limited dialogue and bold, attractive visuals, graphic novels are much
less threatening than traditional novels. For those reasons, graphic novels and comics would be an
excellent addition to any classroom or library collection.

6.0 HOW WILL I COLLECT MY DATA?
Pre-test
10 introduce topic using comic strips
28 introduce topic using text
Post-test
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7.0 HOW WILL I ANALYSE MY DATA
- qualitative methods

8.0 WHAT IS MY PLAN OF ACTION?

No. Plan of Action Date
1 Getting input ( Lecture ) 5 January 20 January 2014
2 Receive tasksheet and brief on the
Action Research Proposal
30 January 2014
3 Identify problems and collecting early
data
21 February 2014
4 Begin writing and discuss early draft
with supervisor
24 February 2014
5 Mentadbir Ujian Diagnostik 28 Februari 2012
6 Mendapatkan statistik markah
ujian tahun lepas daripada pihak
pentadbiran sekolah
1 Mac 2012
7 Clarifying appropriate approaches to
solve students problems
5 March 2014
8 Reading and collecting information
through previous journal and
researches.
7 March 9 March 2014
9 Gather materials as references 13 March 16 March 2014
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10 Menjalankan temu bual bersama
dengan murid murid yang
bermasalah ini
19 Mac 22 Mac 2012
11 Report the results in written form
based on the information collected by
researcher
22 March 28 March 2014
12 Appoint with supervisor to double-
check on the proposal
30 March 2014
13 Correcting the proposal based from
the discussion with the supervisor
2 April 4 April 2014
14 Menghantar kertas cadangan kepada
pensyarah pembimbing/ penyelia
Attach the action research proposal
to supervisor/ lecturer
6 April 2014

Table 1 : Plan of Action Research Schedule

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Jadual Perancangan Tindakan Kajian ( carta gantt )
No. Activity Month
January February March April May
1 Mengenal pasti
isu dan fokus


2 Membuat draf
kertas kerja


3 Menjalankan
tinjauan
masalah


4 Membuat
analisis tinjauan
masalah


5 Mengumpul
maklumat yang
diperlukan


6 Mendapatkan
pengesahan
daripada
pensyarah
tentang tajuk
kajian yang
dijalankan


7 Menjalankan
pemerhatian
terhadap murid
murid


8 Mengumpul
maklumat
daripada bahan
bacaan seperti
jurnal dan
kajian kajian
yang terdahulu


9 Menjalankan
temu bual
dengan murid
murid bagi
mendapatkan
maklumat latar
belakang murid

9

murid


10 Menyiapkan
kertas kerja


11 Berjumpa
pensyarah
pembimbing
bagi melakukan
semakan
terhadap kertas
kerja


12 Memperbaiki
kertas kerja
setelah
menjalankan
perbincangan
bersama
pensyarah


13 Menyemak
penulisan
kertas bersama
rakan rakan
dan pensyarah


14 Menghantar
kertas
cadangan
kepada
pensyarah


15 Melaksanakan
perancangan
langkah dan
mengumpul
maklumat 1


16 Menganalisis
maklumat
dapatan 1 dan
membuat
refleksi 1


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17 Pelaksanaan
tindakan 2


18 Perbincangan
dan dapatan
pelaksanaan
refleksi 2

19 Analisis hasil
tindakan dan
keseluruhan

20 Refleksi kajian
Jadual 3 : Jadual Perancangan Kajian Tindakan ( carta gantt)