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研究生：	魏路貞 Nuning Catur Sri Wilujeng
論文名稱：	線上詞彙華語漫畫教學研究：以印尼日惹祟德三語國民學校之個案研究為例 Online Comic in Mandarin Chinese Vocabulary Teaching: A Case Study of Budi Utama Multilingual School in Yogyakarta, Indonesia
指導教授：	籃玉如 Lan, Yu-Ju
學位類別：	碩士 Master
系所名稱：	應用華語文學系 Applied Chinese Language and Culture
論文出版年：	2014
畢業學年度：	102
語文別：	英文
論文頁數：	146
中文關鍵詞：	線上漫畫創作、以華語為外語、合作學習、電腦輔助合作學習、科技促進語言學習
英文關鍵詞：	online comic, Mandarin Chinese, collaborative learning, computer supported collaborative learning (CSCL), technology enhanced language learning (TELL)
論文種類：	學術論文
相關次數：	點閱：192 下載：14
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本研究的目的有三：（1）瞭解學生利用創作漫畫活動於華語學習的態度；（2）探究學生利用獨立與合作模式創作漫畫活動於中文學習的成效；以及（3）探究學生對利用合作創作漫畫活動於華語學習的態度。本研究採用準實驗設計，研究對象為印尼日惹祟德三語國民學校五年級三個班級的學生，隨機分成三組：對照組為紙本個人漫畫創作組、實驗組1為線上個人漫畫創作組、實驗組2為線上合作漫畫創作組。本研究同時蒐集與分析質與量的資料，包括漢語詞彙的學習成效測驗、筆記和課堂錄影。本實驗假設為：實驗2組的表現將優於其他兩組，而實驗組1組將比對照組有較好的表現。依據學生的態度反應，這兩組實驗組的表現優於對照組，然而實驗2組也比另外實驗組有更佳的成效。

This research aims to 1) investigate the improvement of CFL elementary-school students’ skill in learning Mandarin Chinese vocabulary through creating comic without online resources, creating online comics individually and collaboratively, 2) investigate the CFL elementary-school students’ attitude towards the application of comics in learning Mandarin Chinese vocabulary, and 3) investigate the CFL elementary-school students’ attitude towards the application of collaborative activities in learning Mandarin Chinese vocabulary. The research design is based on a quasi-experiment using both qualitative and quantitative approaches to collect and analyze data. Three classes participated in this study: one class was the control group using text-based instruction where students work individually on a cartoon without online resources; the other two classes were the experimental groups 1 and 2. In the experimental group 1, students work individually on online comic whereas in the experimental group 2, students work collaboratively on online comic. All participants are Grade 5 students of Budi Utama Multilingual School in Yogyakarta, Indonesia. The collected and analyzed data included performances on Chinese vocabulary, in-class observation, video, questionnaires, and interview. In Mandarin Chinese vocabulary performances, the experimental group 2 outperformed the other two groups and the experimental group 1 performed better than the control group. In the students’ attitude, the two experimental groups behaved more positively than the control group, and the experimental group 2 behaved more positively than the other groups.

Abstract …………………………….……………………………………….….    i
摘要……………………………………………………………………….…….    ii
Acknowledgments……..…………………………………………….………….    iii
Table of Contents……………………………………………………………….    v
List of Tables…………………………………………………………………….    vii
List of Figure……………………………………………………………………    viii

Chapter  I:  INTRODUCTION……………………………………………...    1
    1.1. Background of the Study………………………………………………    1
    1.2. Statement of the Problems…………………………………………….    6
    1.3. Purposes of the Study………………………………………………….    7
    1.4. Research Questions    ……………….…………………………………..    8
    1.5. Significances of the Study……………………………………………..    9
    1.6. Definitions of Terms…………………………………………………...    10

Chapter  II: LITERATURE REVIEW………………….…………………...    12
    2.1.Mandarin Chinese Teaching in Indonesia    ……………………………...    12
    2.2. SLA……………………………………………………………………    19
    2.3. Collaborative Learning………………………………………………...    22
    2.4. Online Comics…………………………………………………………    26
    2.5. Summary………………………………………………………………    28

Chapter  III: RESEARCH  METHODS…………..………………………..    31
    3.1. Subjects………………………………………………………………..    31
    3.2. Design…………………………………………………………………    33
    3.3. Instruments…………………………………………………………….    34
            3.3.1.Vocabulary Performance Test……………………………………    34
        3.3.2. Comic Lesson Plan……………………………………………...    35
        3.3.3. Toondoo Online Comic…………………………………………    37
        3.3.4. In-Class Observation List……………………………………….    38
        3.3.5. Questionnaire about Students’ Attitude towards Applying Comic in Learning Mandarin Chinese………………………….
38
        3.3.6. Interview List…………………………………………………...             40
        3.3.7. Hardware (PC Computer)………………………………………      41
    3.4. Procedure    ……………………………………………………………...    41
    3.5. Data Collection………………………………………………………...    44
    3.6. Data Analysis………………………………………………………….    44

Chapter  IV: RESULTS…………..…………………………………………...           46
    4.1. Mandarin Chinese Vocabulary Performance…..………………………    46
            4.1.1. Pretest and Posttest of Vocabulary Performance……..…………    46
        4.1.2. Comic Creation…..…………………………………………......    48
    4.2. In-Class Observation………………………………………………......    56
    4.3. Students’ Perception about Comics Learning…………………………    59
    4.4. Interview………………………………………………………………    61
    4.5. Summary………………………………………………………………    63

Chapter  V:     GENERAL DISCUSSION    ………..…………………………..       65

Chapter  VI: CONCLUSIONS, LIMITATIONS,  AND RECOMMENDATIONS……………………………………...
71
    6.1.Conclusions………………………………………………………….....    71
    6.2. Limitation    s…………………………………………………………….    73
    6.3. Recommendations…………………………………………………......    75

References…………………………………..……..…………………………….      76

Appendices……………………………………....................................................    83
    Appendix A. Students’ Background..…………………………………....    83
    Appendix B. Vocabulary Pretest…………………………………………    84
    Appendix C. Students’ Report on the Computer Activity……………...    103
    Appendix D. Observation List…………………………………………...    104
    Appendix E. Vocabulary Posttest………………………………………...    105
    Appendix F. Questionnaire on Students’ Attitude towards Comic…….    122
    Appendix G. National Curriculum………………………………………    123
    Appendix H. Teaching Plan    ……………………………………………...    137
    Appendix I. Mandarin Syllabus…………………………………….........    143
    Appendix J. Budi Utama Time Table    for Grade 4-6…………………...    146

List of Tables


Table 2-1. Curriculum 2013 for Elementary School……….………………………    13
Table 2-2. Core Competence and Basic Competence in Every Grade…………….    14
Table 2-3. Mandarin Chinese Teaching Composition for 5 Grade Students…….....    17
Table 3-1. Students’ Profile………………………………………………………...    32
Table 3-2. Comic Lesson Plan……………………………………………………..    36
Table 3-3. Questionnaire’s Reliability in General………………………………….    39
Table 3-4. Questionnaire’s Reliability in Each Dimension………………………...    39
Table 3-5. Validation’s Value………………………………………………………    40
Table 4-1.The Mean and Standard Deviation (SD) of Pretest and Posttest’s Score.    47
Table 4-2. Two-Way Analysis of Covariance of Vocabulary Performance………...    48
Table 4-3. Pearson Correlation of Two Teachers’ Score on Comic Creation………    49
Table 4-4. Items of Writing Rubric………………………………………………...    51
Table 4-5. One-way Analysis of Variance of Comic Creation……………………..    55
Table 4-6. Post Hoc Analysis………………………………………………………    56
Table 4-7. Chi Square Analysis Result……………………………………………..    57
Table 4-8. The Frequency of the Learning Behavior………………………………    57
Table 4-9. Usability of Comic Learning…………………………………………...    59
Table 4-10. Percentage Usability of Online Comic………………………………..    60
Table 4-11. Interview………………………………………………………………    61










List of Figures

Figure 2-1. Example of online comic……………………………………………    ...    27
Figure 3-1. Mixed Research Model……………………………………………...    ...    42
Figure 4-1. Example of Control Group’s Comic Creation…………………………    52
Figure 4-2. Example of Individual Comics’ Comic Creation    ……………………..    53
Figure 4-3. Example of Collaborative Learning’s Comic Creation……………...    ...    54
Figure 5-1. Individual Comic (Student 1)………………………………………..    ...    68
Figure 5-2. Individual Comic (Student 2)………………………………………….    69

                                

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