The Effectiveness Of Infographics Towards Students’ Reading Comprehension

The aims of this research are (1) to find out how to apply infographics towards students' reading comprehension; (2) to find out the effect of using infographics as learning media towards students‟ reading comprehension; (3) to find out students' respond to the use of infographics as learning media. This research method is quantitative with a pre-experimental research design type of one-group pretestposttest design. The instruments in this study were tests, questionnaires, and observations. The test consists of a pretest, which is a test before being given treatment, and a posttest, which is a test after being given treatment. The treatment in this study is the application of infographics as learning media in procedure text. The results show that (1) the application of infographics can be applied to a text to clarify the contents of the text because it is supported by the visual elements of the infographics. The application of infographics in this study is to apply infographics to procedure text. The procedure text is presented in infographic form supported by illustrations and visual elements on infographics. (2) there is an effect of using infographics as learning media towards students' reading comprehension. It can be seen from the results of the paired sample test. With the significant value or Sig. (2-tailed) is 0.00 which is less than 0.05 it means that Ha is accepted. Another analysis of the paired sample test by comparing the t-test with the t-table, where ttest > t-table is 9.724 > 2.093 it means that Ha is accepted. Supported by the pretest-posttest results, can be seen from the difference in pretest and posttest values where the pretest has a mean of 34.75 and the posttest has a higher value of 63.757. (3) there was a good response from students towards the use of infographics as learning media. Students gave a positive response from the use of infographics as an effective medium in helping reading comprehension. This can be seen from the percentage (80%) of students agreeing with the statements in the questionnaire “I feel infographics can help me understand the text”. Supported by the results of observations with an average of 98%, it can be interpreted very good. Based on the analysis, it can be concluded that infographics are an effective learning media towards students' reading comprehension.


INTRODUCTION
English is an international language, many people around the world use English as a communication tool. In Indonesia, English has become a compulsory subject that is learned in schools. Moreover, as the English Age progressed, it expanded and was attached to all aspects, related to technology, economy, social, etc. The elements of learning English are speaking, reading, writing, listening, grammar, pronounciation, and vocabulary. As we know reading is a window to the world, the more we read, the more information we will get. In learning English, reading is an important element. When reading an English text, our English skills increase such as getting new vocabulary, knowing how to write a word, and how to read an English word.
Reading comprehension is the ability to understand the content of a text and the meaning contained in a text. Reading comprehension is needed by students to understand and capture the purpose of reading. Reading media and methods used can affect reading comprehension. Along with the development of the times, reading media are also very diverse. Supported by increasingly sophisticated technology, the presentation of a reading text or information is increasingly interesting.
One of them is infographics. Infographics are media for presenting text or information that is packaged attractively with elements that support the text such as images, graphics, tables, and others.
The presentation of text or information in infographics is easy to understand because the illustrations of these supporting elements make the reader interested and easy to understand the text. Infographics can increase students' reading interest, with illustrations and animations in the infographic.
The use of infographics can help the students" reading comprehension. Infographics can facilitate students in learning. Make it easier for students when reading a text with elements in infographics. Infographics can be used as learning media with various visual elements contained in infographics. These visual elements can attract students' attention to be interested in reading a text.
The visual elements in the infographic can simplify the information contained in a text, so that it is easier for students to understand the reading and remember the information.
Some relevant research was conducted related to this case. Department of Computer and Instructional Technologies Education at Ataturk University by (Yildrim, Cakir, & Askun, 2016) as cited in (Alqudah, Bidin, & Hussin, 2019) was doing the research on 59 students who expressed their thoughts on utilizing and reading infographics during the learning process filled out a questionnaire.
According to the survey, students thought infographics were more helpful than text and made learning easier, especially when they presented information in a specific context. The students also expressed a desire to share infographics with friends and peers who may share their interest in graphical Based on real conditions that occurred in SMK Al-Wutsqo during English class, students were less interested in English and felt that English was difficult to understand. Students also have difficulty reading English and understanding the contents of a text. In this case, students need interesting and effective media and learning methods as supporting elements to help students" reading comprehension.
Based on the background of the research, the researcher is interested to do the research with the title "The Effectiveness of Infographics Towards Students "Reading Comprehension".

METHOD
The variable is a problem that has been the investigators' primary focus for analysis, variable as an attribute of a group of people or an object that exhibits variation within that group of people (Sugiyono, 2004). Based on the research title raised "The Effectiveness of Infographics Towards Students" Reading Comprehension", at the Eleventh Grade of SMK Al-Wutsqo in The Academic Year 2022/2023), the variables studied can be divided into two, namely: 1. Independent Variable (Variable X). The Independent Variable in this research is Infographics.

Dependent Variable (Variable Y). The dependent variable in this research is Reading
Comprehension.
This research method is quantitative with a pre-experimental research design type of one-group pretest-posttest design. A pre-experimental design is one in which only one group or class receives pretest and posttest (Sugiyono, Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif, dan R&D, 2014). Pretest and posttest became the measure of this research. Pretest was carried out before being given treatment and posttest was carried out after being given treatment, to find out the differences and the effect of infographics on students' reading comprehension. The research pattern is a one-group pretest and posttest design according to (Sugiyono, 2013) as follows.
Population is a term for the characteristics of a thing to be studied. (  The figure above is an overview of the procedure of the research which was adapted from 398 Journal on Education, Volume 06, No. 01, September-Desember 2023, hal. 395-405 (Susanti, 2013. The table shows the initial process in this study, namely the try out which was carried out to test the research instrument and became a matter of pretest-posttest based on the analysis that had been carried out. The second procedure is the pretest, the pretest is carried out to determine the ability of students before being given treatment. The next procedure is treatment, students are given 3 treatments related to the material using infographics in the procedure text, and observations are also made when the treatment takes place. The next step is the posttest, which is a test carried out after treatment, the aim is to determine the effect or effectiveness of infographics on students' reading comprehension. The next procedure is data analysis, to find out the results of the research that has been done. After this, the results of the research are discussed in detail and conclusions are made.

RESULT AND DISCUSSION
To determine the pretest and posttest questions, the researcher conducted a try-out first with class 12. The results of the try-out were then analyzed for validity, reliability, index difficulty, and distinguishing power. This try-out consists of 40 questions which are then selected based on the results of the analysis into 20 questions.

Quantitative Data Analysis
In this section are the results of the pretest and posttest. The pretest was given before treatment and the posttest was given after treatment, to find out the effectiveness of infographics on students' reading comprehension skills. The following are the results of the pretest and posttest in this study. The table above is the existing pretest and posttest results followed by 20 students. The results of the pretest and posttest have been analyzed through normality and homogeneity test. The test aims to find out whether variables or data are normally distributed or not and the data is homogeneous.

Result of Data Analysis
To find out the average difference between the 2 samples, a paired samples test was carried out.
In this study is to look at the differences in pretest and posttest scores before and after being given treatment. Based on the criteria of the hypothesis of the paired sample test.
a. Pretest and posttest scores before and after being given treatment. Based on the criteria of the hypothesis of the paired sample test.
b. If the value (p) < Sig (0,05) it"s mean that Ha is accepted  namely that there is a significant effect of the use of infographics on students' reading comprehension.

Analysis Attitude Data
The questionnaire consists of 20 questions related to students' opinions regarding the use of infographics on students' reading comprehension. Students answered questions based on predetermined score criteria, namely strongly agree, agree, undecided, disagree, and strongly disagree.

Observation Analysis
The observation consisted of 20 questions related to activities that occurred in class during the research. Students answered questions based on predetermined score criteria, namely strongly agree, agree, doubt, disagree, and strongly disagree. The second meeting, with the results of the observation percentage of 94%. The results showed that the researcher explained the learning material according to the learning objectives, where at this meeting the researcher focused on the application of infographics to procedure text. So that students understand the material and learning media in the classroom. However, the observation researcher considered that the researcher focused on learning materials and media, so that the class situation was not active.
At the third or last meeting, with a percentage of 99%. The observer assessed that the researcher was able to convey the learning material and the students understood the learning. Students look enthusiastic with the newly applied learning media. At the third meeting there was an increase from the meeting at the second treatment.
Based on the results of calculations and analysis, the average results of observations of activities in the class get a median value of 98%. It can be interpreted Very Good. The observer considers that infographics are one of the effective learning media for students' reading comprehension.

Discusion
Based on the results of the research, it can be concluded that there is an effect of using infographics on students' reading comprehension. This is based on several analysis results, one of which shows a significant difference in the pretest and posttest scores. Posttest scores increased or were better than pretest scores. The analysis results showed the pretest there were 9 students or 45% classified the poor category, 11 students or 55% classified the very poor category. In the posttest 1 The Effectiveness Of Infographics Towards Students' Reading Comprehension, Sari Lestari, Dody Wahyudi Purnama 403 student or 5% classified excellent category, 6 students or 30% classified good category, 7 students or 35% classified fairly category, 3 students or 15% classified poor category, 3 students or 15% classified very poor category. It means that there are differences in the results of the pretest and posttest, where the posttest score is higher than the pretest score.
Then, from the results of the paired sample test, it can be seen that the significance value or Sig.
(2-tailed) is 0.00 which is less than 0.05, it means that Ha is accepted. Where Ha: There is a significant effect towards students" reading comprehension at the Eleventh grade of student of SMK Based on the results of the questionnaire analysis, it can be concluded that students feel the benefits and give good responses from the use of infographics as learning media. One of the statements in the questionnaire is "I feel that infographics help me understand the text". Based on percentage (80%) students agree with the statement. Meanwhile, as many as 20% of students answered undecided to this statement. Interpretation of the results of the questionnaire students feel helped by the use of infographics on their reading comprehension, but some students have undecided about that. This is in line with research conducted by (Yildrim, Cakir, & Askun, 2016)stated the learning process can be aided by the use of infographics, which have features that are engaging and easy to understand.
Another statement in the questionnaire "I have difficulty understanding the text presented in an infographic". It showed that some students (40%) found it easier to understand text presented in infographics. 40% of students are unsure about the statement "I have difficulty understanding the text presented in an infographic". The percentage results (20%) of students find it difficult with the text presented in infographics. As in previous finding on (Yildrim, Cakir, & Askun, 2016) that the message design rules for the use of a combination of text and visuals should be taken into consideration while creating material in order to leverage this feature of infographics. It needs to be considered and prepared when using infographics, so that the message or information contained in the text is conveyed and understood properly by the reader. The average result of class activity observations during the treatment of 3 meetings was 98%. It can be interpreted very good. It can be concluded that when researchers carry out the treatment in the core class, the lessons are conveyed well and students understand the learning material. Infographics are one of the effective learning media for students' reading comprehension based on analysis.

CONCLUSION
This research concerns the effectiveness of infographics on students' reading comprehension.
The application of infographics in this study through English learning materials, namely text procedure. Procedure text itself is a text that contains steps to achieve the desired goal, such as how to make something or how to use something. This procedure text can be presented using infographics, and infographics help clarify the contents of the procedure text through the visual effects in the infographics. Student responses were good towards the use of infographics in the procedure texts they read. One of the formulations of the problem in this study is "How is the infographics applied towards students' reading comprehension?". The answers from the research formulation are answered in the description above.
Based on the results of the analysis of the research, there is an effect of using infographics on students' reading comprehension. The posttest value is greater than the pretest value, where the pretest has a mean of 34.75 and the posttest has a higher value of 63.757. The analysis results showed the pretest there were 9 students or 45% classified the poor category, 11 students or 55% classified the very poor category. In the posttest 1 student or 5% classified excellent category, 6 students or 30% classified good category, 7 students or 35% classified fairly category, 3 students or 15% classified poor category, 3 students or 15% classified very poor category. It means that there are differences in the results of the pretest and posttest, where the posttest score is higher than the pretest score. Eleventh grade of student of SMK Al-Wutsqo in the academic year 2022/2023. H0: There is no significant effect towards students' reading comprehension at Eleventh grade of student of SMK Al-Wutsqo in the academic year 2022/2023. The above statement answers the second formulation of the problem in this study, namely "How is the effect of using infographics as learning media towards students" reading comprehension?".
The conclusion from the results of the Attitude Data Analysis, namely the questionnaire and observation, received a positive response. In the questionnaire, students gave good responses to infographics. Students felt helped by using infographics. Students feel interested in the elements contained in infographics, so students are more enthusiastic about reading. Based on the results of observations with an average of 98%, it can be interpreted very good. The researcher got a good response from the observation assessor and the delivery of material in class to students was conveyed well. The explanation above can answer the third problem formulation in this study, namely "How do the students" respond to the use of infographics as learning media?" Based on the analysis of all instruments, it can be concluded that infographics are an effective learning media to help students' reading comprehension