The Effectiveness of Interactive Comic Strips on Teaching

Functional Grammar to College Freshmen

Suzette F. Valdez, Ph.D.

Department of Social Sciences
AMA International University Bahrain
Centre for General Education
Bahrain

Abstract
This study emphasizes on the importance of instructional materials in teaching effective
speaking. The instructional materials which were validated by the language experts were
utilized in almost four weeks in teaching and in engaging the students to a number of
speaking activities. The students involved themselves in the speaking situations as shown
from the comic strips. Moreover, reinforcement activities were done for lectures in grammar.
Findings reveal that there is a great chance for the students to improve their speaking skills
by getting familiar with the correct and appropriate expressions and responses for particular
speaking situations. Being comfortable in spoken language is an advantage. It is for this
aspect thatstudents are able to put themselves in the speaking situations because of reallife
contexts from the comic strips. A number of drills and reinforcement lessons make them
confident in delivery as they make themselves familiar with appropriate responses and
expressions. The instructional materials with comic strips aid in stimulating the students
interest in learning spoken and conversational English despite the fact that the main
language of instruction to most schools in Bahrain is Arabic. The significant differences
between the two tests exhibit the importance of the instructional materials as well; these gaps
divulge the degree of familiarity of the students to functional discourses. The pre-test and
post-test results support the findings that the instructional materials which are loaded with
substantial lectures and practical applications of functional grammar to speaking situations
are valuable and helpful in improving students English proficiency in speaking regardless of
Arab students commonality in language. At the end, it was concluded that interactive comic

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strips are effective in teaching functional grammar to college freshmen; hence it is
recommended that interactive instructional materials with comic strips be integrated in the
student course-workbooks.

Keywords: instructional materials, interactive comic strips, communicative language

teaching, functional grammar familiarity.

Chapter 1
1. Introduction
Recognizing that people do not always say what they would like to communicate is an
important realization. The interest in oral communicative competence continues till today, as
contemporary communicative language teaching approaches are emphasizing the importance
of having the learners engage in task that encourage meaningful interaction.
Che and Haron (2013) emphasize the importance of teaching methodology on
transmitting knowledge and skills to learners. Knowledge and skills are dependent on the
effectiveness of the methodology [1].
The scholars consider language as a social practice. This study was conducted on the
perspective of linguistic competence. This study aimed to prove that instructional materials
with comic strips would foster a positive improvement or enhancement of the students
speaking skills in speaking situations. This is limited to functional grammar which
investigated how utterances are shaped on the goals of the language users. Functional
grammar is based on the notion of choice. It presents grammar to teachers and students as a
set of tools they can use them construct texts and speak in their context of use. It is concerned
with real language that cannot be found in many language tests, exercises, worksheets or
traditional grammar books. Its application is not restricted to the analysis of isolated
sentences. Its concern is the way in which grammar is organized to make meaning.
Essentially, the freshman students are expected to have been using the English language to
some or most of the time. The AMAIUB comprises of the students from different GCC
regions; however, speaking in English is crucial since most of them come from the secondary
schools which curricula are taught in Arabic.
Murad (2009) recommends Task Based Language Teaching (TBLT) can address the
limited exposure to English with the teaching approach that is task based because there will

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be a genuine practice of using the English language in real-life activities. It will be create a
non-threatening learning atmosphere among students. With the TBLT techniques, the
students will have ample time to discuss the assigned task to them. It also helps the teacher to
become flexible and creative designing his course structure [2].
By doing so, they can make a difference in their teaching procedures; consequently, students
will be more involved and interested in learning English. This notion shares Krashens theory
of Language acquisition.
This is one of the reasons for the AMAIUB to cater to the students the orientation
course on effective speaking (PREN301). This course aims to achieve one of the most
important Program Intended Learning Objectives: to communicate effectively in a range of
audience. Students taking this course are expected are expected to familiar themselves with
common English expressions in different situations, use these expressions in everyday
communication and in specific speaking situation and demonstrate confidence in speaking
English.
Comic strips are great for contextualizing a grammar topic. Any teacher can make the
students academic learning an experience of wonderful encounters. Introducing
vocabulary, language focus forms and other concepts could be more encouraging to students
using materials that are not common to them. According to Vallely (2013), comic strips can
be used anyone who has the desire to learn and improve his English communications skills.
Moreover, the comic strips can trigger anyones mind to provoking thoughts, to provide
patterns of correct sentences, to offer vocabulary to current trends and fads and to show the
differences of the actuations between men and women in conversation.
Comic strip conversations in identifying what people say and do emphasize what
people might be thinking, allow basic conversational skills to be represented through pictures.
It enables the speaker to be on perspective of a situation. Comic Strip conversations are a tool
designed to improve understanding and social skills [3].
This approach in teaching orientation course in effective speaking visualizes language
as a tool that carries out a number of necessary functions or tasks in the community that
uses it.
The proposed instructional materials will make meaning in speech and writing.
Bringing these materials to their consciousness provides a powerful tool for teachers and
students in comprehending and composing texts within contexts.

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Statement of the Problem
This study assessed the students level of speaking skills using functional grammar for
everyday conversation in particular speaking situations.
Specifically, this study attempted to answer the following questions:
1. What is the level of the students speaking skills using functional grammar as an
entire group and as classified as to age, gender, secondary school, work and language
spoken at home?
2. What is the level of the students speaking skills using functional grammar on the
various speaking situations as revealed by the computed means?
2.1 Speaking situations in school and mall
2.2 Speaking situations in public and at home
2.3 Speaking situations in the workplace and social gatherings
3. What implication does the difference in imply on the speaking proficiency status of
the students with regards to the aforementioned speaking situations?
Theoretical Framework
This study anchored its basis on Krashens Theory of Language Acquisition which
states that language acquisition requires meaningful interaction in the target language -
natural communication - in which speakers are concerned not with the form of their
utterances but with the messages they are conveying and understanding. Learning by doing
according to Khrashen comes about through using language communicatively. [4].
Assumptions and Hypotheses
The AMAIUB accommodates students from different countries. It is assumed that
they are at least have exposure in environs where English is the medium for exchanging
ideas. In the course of their conversations, there is no need for any instructional materials that
will help them improve their communication skills; hence , there is no significant difference
on the level of the students speaking skills using functional grammar as an entire group and
as classified as to age, gender, secondary school, work and language spoken at home.
Moreover, there is no significant difference on the students speaking skills using function
grammar in the aforesaid speaking situations. Learning functional grammar using comic
strips is not an effective tool for effective communication.
Scope and Limitation
This study determined the students familiarity on the functional grammar which is
also considered as appropriate expressions for everyday conversation. The pre-test and post

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test of the students of PREN301 were utilized as the instruments for analyses. Forty-five
students (15 from each class) were randomly chosen.
Conceptual Paradigm
The following paradigm was conceptualized for clearer illustration of the studys
framework.
INPUT PROCESS OUTPUT

Learning Students Improved

Materials for Familiarity on Students
Speaking with Functional Speaking Skills
Comic Strips Grammar
Instructional
(Functional Materials for
Grammar) Speaking
Activities

Fig. 1 The Effectiveness of Interactive Comic Strips on Teaching Functional

Grammar to College Freshmen

Significance of the Study
The ability how to use evaluation information facilitates the applicable approaches
from a series of preparations that are clearly operative in sustaining quality teaching. This
study will be largely beneficial to the learners of English for better and effective
communication.
Definition of Terms
The following terms were operationally and conceptually defined for better
understanding of the study.
Functional Grammar. A grammar structure in which language is used for different
purposes and in different speaking situations.
Comic Strips. Interconnected panels with dialogues. The drawings have text in
balloons and captions.
Interactive participation. Involvement of the students in tasks where theyuse a
variety of language focus forms, communicative skills and competence in a communicative
situation.

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Chapter 2
2. Literature Review
Beyhan et.al (2014)stress that good command of spoken and writing language is one
of the most important language areas to be mastered by EFL learners. Appropriate use of the
language means fluency and accuracy. Communication skills can be enhanced by learning
the form and function of grammar items in L2 in real-life like contexts. On the other hand,
learning a second or foreign language can be not be only possible on the rote type
memorization of vocabulary items and rudiments of grammar, but with ability to use them in
appropriate contexts for communication purposes [5].
Chow (2014) divulged that sounds of incomprehensible language are intimidating.
Teachers and students of English whether as a second or foreign language desires a language
learning that is a pleasant experience. Comic books can be a practical addition to course
structure from simple instruction to vocabulary development to cultural knowledge. Comics
expand learners vocabulary; they introduce learners to non-standard words and phrases
which are not usually found in conventional instructional materials. For example, comics use
daily language commonly used in conversation such as slang, idioms, onomatopoeia,
abbreviations, etc. Familiarity and mastery of this English language characteristic is
indispensable in understanding and adjusting into a new culture [6].
Haines (2014) said that comics can engage readers who learn visually and who are
more comfortable with visual media such as computer graphics. Comics do not only increase
vocabulary but also promotes industry, teamwork and perseverance. In addition, it unlocks
difficulties to a readers mind; hence enhances his imagination through the unique
combination of text and pictures [7].
Che & Haron (2013) divulged that learners are dissatisfied with the teaching
methodology that emphasizes memorization. Instead, they prefer a communicative
approach where they can apply orally what they have learned, be corrected and improve
[1].
Anugerahwati and Megawati (2013) proposed the use of comic strips on the teaching
of writing narrative texts to Indonesian EFL students. He believes that comic strips can be
effective tool in improving the students writing skills. Moreover, the teacher can guide and
monitor the development of the students during the writing process [8].
Yaqub (2012) in his study Developing Speaking Skill in Arabic Learners: A
Proposal for Integration of Product and Process Approaches suggested that teachers can

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go about the task of helping the Arabic learners in Nigeria universities to develop the
speaking skill through the application of a functional-discourse based approach [9].
Comic strip is an enjoyable way for a learner who likes to learn English grammar; he
can use the sentences of comic strips in his lifestyle. The comic strip can be used as one
medium in teaching and learning English because it helps the learner develop the four macro
skills in learning English: listening, speaking, reading, and writing. The comic strips makes
a learner exhibit unique style in communicating. Tachapun (2008) stated that person who can
express himself effectively in any situation, forms a more successful and meaningful
relationships with fellow-workers, peers and family [10].
Akkaya (2013) drew an enthusing finish in his study with a conclusion that educational
comic strips help maintain the retention of learning. They have constructive effects on
achieving structural knowledge attainment of basic grammar, and the other language macro
skills [11].
McVicker (2007) expounded on the effectiveness of comic images. She mentioned
that comic strips enhance and extend the text communication. They attract the attention of the
reader and create understanding of unknown factors in the texts language [12].
Chapter 3
3. Research Methodology
This study used the descriptive method. It is an appropriate instrument tool in
calculating frequencies and averages to get information on the present status of persons who
are involved in the investigation. This method describes the existing conditions or variables
in the given situation.
Description is fact-finding with adequate interpretation; it is also more and beyond
than just data-gathering. This is effective in analyzing the significant difference on the
familiarity of the students on functional grammar.
Data Gathering Procedures
PREN301 is an orientation course for entering students. It aims to improve their
English communication speaking skills and to prepare them with the demands of the English
language by making them familiar with the common expressions in different situations.
Knowledge in common expressions for everyday communication bodes well a confidence in
English speaking. Initially, the researcher prepared a pre-test/post test which was validated by
the some of the language experts at AMAIUB. The instructional materials were validated by
the same language experts as well. This assessment aimed to determine the familiarity of the

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PREN301 students to functional grammar. A pilot test (dry run) was administered to the
students taking PREN301 last third trimester 2015 to facilitate the validity of the assessment.
Moreover, most of the test items in the instrument are being used as part of the previous final
exams in PREN301 as well; hence, it supports the validity of both the instrument and the
instructional materials. The pretest/post test was categorized into three components: school
and mall, public and home and workplace and social gatherings. Each of them has twenty
items making a sixty point assessment. There were three sections during the first trimester.
The instrument was administered to the students who taking PREN301 this first trimester
2015-2016. Fifteen students were randomly selected from each class -making a total of forty
five students subject for analysis. There were two choices; one of which was the correct
answer. Students were given the separate answer sheet for shading the letter of their choice.
Data Analysis
The pre-test was administered on the third week of September 2015 when was
sufficient number of subjects (students) for investigation. The study progressed with the
researcher teaching the course intended learning objectives using the instructional materials
she prepared. The speaking activities in the instructional materials were taught in four (4)
weeks. The activities involved the students in speaking situations where they were instructed
on the language forms after which they acted out the situations using the correct and
appropriate responses. The students were likewise taught on the grammar rules which are
embedded on the responses. After the interactive activities, students were made involved in
the reinforcement exercises. There was a regular recap of the lessons/activities learned for
every meeting so students would remember and really got familiar with the functional
grammar.
A post-test was administered after finishing teaching functional grammar using comic
strips to the students. The T-Test was used to determine the difference of the scores gathered
from the tests. Mean was be used to determine the speaking proficiency status of the students
in common speaking situations using functional grammar. On the other hand, the results gave
an impression if teaching functional grammar using comic strips was effective for making the
students more familiar with the correct and appropriate responses for a particular speaking
situation; hence, these statistical tools were effective in the treatment of the data for further
recommendations. The Analysis of Variance (ANOVA) was used to determine the difference
of the scores gathered from the pre-test and post-test. Least Significance Difference (LSD)

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was used to find out which among the results differ from each other where significant
differences were noted (multiple differences) as well.
Chapter 4
4. Results and Discussion
Table 1: Students Information Background
Information Background N %
Age 15-17 10 22.22
Age 18-20 31 68.89
Age 21-above 4 8.89
Male 32 71.11
Female 13 28.89
Graduated from Private School 8 17.78
Graduated from Public School 37 82.22
Working-Government 4 8.89
Working-Private 3 6.67
Non Working 38 84.44
Other Languages: 1 2.22
Language : English 1 2.22
Language : Arabic 43 95.56

Table 1 shows that most student respondents are male, graduated from public high schools,
non working, single, ages 18-20 and speak common language: Arabic. It implies that
respondents have common secondary educational background. Although dominated by male
respondents, the gap between the two genders at this educational level is extremely narrow
considering public education in Bahrain is freely provided as a right of every citizen.
Table 2: Relationship between Students Marks and their Information Background
Information N Mean Sig. (2- Interpretation
Background tailed)
Graduated from Private 8 34.5
School .068 Not statistically
Graduated from Public 37 38.14 significant
School

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 Working-Government 4
Working-Private 3 .100 Not statistically
Non Working 38 significant
Age 15-17 10 40.5
Age 18-20 31 36.52 .493 Not statistically
Age 21-above 4 37.5 significant
Male 32 37.22 .585 Not statistically
Female 13 38.15 significant
Language : Arabic 43 Cannot be
Language : English 1 determined
since (N) of
English is
not greater
than 1

Table 2 shows that there is no significant difference between Students Marks and
their Information Background. The student respondents almost have common information
background and it implies that they may have common level of exposure to speaking
situations. The AMAIUB entering freshmen are generally Arabic speaking.
Information is on the broad spectrum of notion in effective communication. The
AMAIUB admits students and transforms them through teaching and learning which is
reflected in the students academic performance (output); hence, it implies that speaking
proficiency can be improved through meaningful activities regardless of the students
background.

Table 3: Difference between Paired Speaking Locales s in Pretest and Post Test
Mean
Functional Grammar Score Mean Difference Sig. Interpretation
in Speaking Locale
Pretest 10.5556
School and Mall Posttest 13.6667
8.999 .000* Statistically

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 significant
Pretest 10.0444
Public and Home Posttest 11.8222
3.249 .000* Statistically
significant
Workplace and Social Pretest 9.8444
Gatherings Posttest 12.0000 Statistically
2.727 .000* significant
*Difference is significant at the 0.05 level (2-tailled).

Table 3 reveals that there is a significant difference between the functional grammar
pretests and post test scores in the speaking locales. It yields a statistically significant
impression considering the test results between the data as shown in the table. This is an
indication that most students are not really familiar with the correct and proper responses for
common speaking situations prior to the utilization of the instructional materials, and at the
end of learning- students were able get more familiar with the appropriate and correct
responses for particular speaking situations.
This is supported by Beyham et.al (2014) when he stressed that having the facility
spoken language is one of the most important language areas to be mastered by EFL learners.
Communication skills can be enhanced by learning the form and function of grammar items
in L2 in real-life like contexts. [5].
On the other hand, learning a second or foreign language cannot be only possible on
the rote type memorization of vocabulary items, and rudiments of grammar, but with ability
to use them in appropriate contexts for communication purposes as well. Akkaya (2013)
highlighted in his study that visual quality of teaching strategies allows many different forms
of art to be used in education and teaching environments. One of these arts is comic strips,
Students read relevant to daily life texts in speech bubbles that help in unlocking difficulties
to a readers mind; hence, it enhances their imagination through the unique combination of
text and pictures [11b]. On the other hand, McVicker (2007) said that comic strips is a
helpful strategy in promoting and deepening students interest in reading. The comic strips
stimulate the students curiosity to get involved in the wonders of the content visuals. [12b].

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Table 4: Relationship between Paired Functional Grammar Score in Pretest and Post
Test
Paired correlation

Functional Grammar Score in Correlation Sig. Interpretation

Speaking Locale
Pretest
School and Mall Posttest
.762 .000* Significant
relationship
Pretest Significant
Public and Home Posttest relationship
.692 .000*
Pretest Significant
Workplace and Social Gatherings Posttest relationship
.633 .000*
*Correlation is significant at the 0.05 level (2-tailled).
Table 4 shows that students are interested using the instructional with comic strips.
Anyone can be more sensitive to the prevailing speaking conditions if one is involved in the
stream of consciousness of the others as there will be enjoyable exchange of ideas. English is
taught in Bahraini schools; however, the main language of instruction is a local dialect of
Arabic, which puts non-native speakers at a significant disadvantage from who those come
from English curricula. Relative to this issue, Tachapun (2008) articulated on his beliefs that
comic strips can positively post a motivating aid for the EFL students to learn and use the
appropriate responses for a call in a speaking situation [10].
Table 5: Difference among Multiple Paired Speaking Situations in Post Test
Functional Mean
Grammar Sum of df Square F Sig. Interpretation
Score in Squares
Speaking
Locale
Between 494.610 18 27.478

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 School and Groups
Mall Within Groups 79.390 26 3.053 8.999 .000* Statistically
significant
Total 574.000 44
Between 102.849 18 5.714
Public and Groups
Home Within Groups 45.729 26 1.759 3.249 .003* Statistically

Total 148.578 44 significant

Between 159.510 18 8.862

Workplace Groups Statistically
and Social Within Groups 84.490 26 3.250 2.727 .010* significant
Gatherings Total 244.000 44
*Difference is significant at the 0.05 level (2-tailled).
Table 5 divulges the results using One-way Analysis of Variance. It shows the
significant differences of the scores garnered by the students from the pretest and post. This
supports consistency on the differences and relationships between speaking situations as
shown in tables 3 and table 4. It also puts on view the needs of students in enhancing their
speaking proficiency as appropriate and correct responses in speaking situation is concerned.
Considerably, Yaqub (2012) is optimistic that teachers are in best position on facilitating the
Arabic learners in developing their speaking skills through the application of a functional-
discourse based approach. [9].

Table 6: Students Familiarity Status on the Appropriate Responses for Speaking after
Using Instructional Materials with Comic Strips
Functional Grammar Score Mean Descriptive Interpretation
in Speaking Locale
School and Mall 13.67 Above passing score
Home and Public Place 11.82 Above passing score
Workplace and Social Above passing score
Gatherings 12

Table 6 reveals an impressive result after the students studied the common
expressions and responses for speaking situations using the instructional materials with comic

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strips. It is quite evident that students can relate themselves in the activities which are
indispensable in understanding and adjusting to the speaking environs. This is supported by
Chow (2014) when he mentioned that the sounds of foreign language could be perplexing for
the beginners; however, language that is regularly put into action and use creates a pleasant
experience to both teachers and students of English [6]. Relatively, the transfer of language
according to Che & Haron (2013) will not be an intimidating as deemed at the onset. Students
taking speaking courses favor a learning style through activities where they can utilize orally
what they learned be corrected and eventually improved. [1].
Chapter 5
Findings, Conclusion and Recommendations
Findings
Entering college freshmen regardless of commonality in regularly spoken dialect vary
with regards to degrees of exposure to English speaking situations. One of the main
objectives of general secondary education is to prepare the students to be socially mature.
Relative to this goal, most secondary schools nowadays use the teaching methods based on
students activity to achieve the objectives of the courses (mastery of the process of learning,
co-operative learning, self learning and group learning). The course intended learning
objectives of PREN301 adheres to this aspiration. As one proven approach in teaching
effective speaking, communicative language teaching (CLT) emphasizes interaction as both
the strategy and the ultimate goal of a speaking course. The instructional materials with
comic strips are important contribution to classroom learning because students personal
experiences are part of the activities. The students taught communicatively with good
instructional materials improved well as shown in the tables. The PREN301 class becomes
the venue that usually takes the form of pair and group work requiring cooperation between
and among learners. The fluency-based activities such as those learned from instructional
materials with comic strips motivated the learners to develop their confidence speaking ESL
or EFL. The practices and activities like role-plays bring them to language functions, as well
as introducing them to judicious use of grammar and pronunciation.
Conclusion
Communication is the engine of learning. Discourses and conversations about real
subjects help students develop their competence in conversational English particularly those
which are practiced from authentic contexts. Teaching with good instructional materials is a
beneficial form of instruction.

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 The AMAIUB with its commitment to cater quality education continues to serve
students regardless of disparity in demographic profile. Learning an ESL or EFL takes a
handful task. It is imperative that students level of familiarity to appropriate responses/
expressions to speaking situation will be determined at the onset of the preliminary period. A
teacher of effective speaking should identify the effective teaching approaches that the
students can comfortably and practically use as they engage themselves in different speaking
situations. Real situations can be created and students can benefit from the practice. By doing
so, students will learn new vocabulary and structure in a natural and memorable environment.
It is a chance to use real and natural language.
Recommendations
A teacher of effective speaking should provide the students with instructional
materials to assist students in generating the target language forms. There should be realistic
class interactions that promote speaking. Producing language is a skill. Students can bring
skills learned from the classroom to every phase of life. In addition, it is essential that
language teachers provide a rich environment where meaningful communication takes place.
With this aim, various speaking activities integrated in the instructional materials can
contribute a great deal to students in developing basic interactive skills necessary for life.
These activities make students more active in the learning process. In addition, the teachers
should provide students with real-world tasks that have value even outside the language
classroom.

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[2] Murad, T. M. (2009). The effect of task-based language teaching on developing speaking
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[4] KrashensTheory of second language acquisition as cited by Ricardo Schtz (2014)
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speakingskills
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writing narrative texts to Indonesian EFL students
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to learning grammar with games. Volume: 5 Issue 1 Article: 09 ISSN 1309-624
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learning-grammar-games
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