Statement of Problems
At the American International College (AIC), learners aged nineteen to thirty study English as a foreign language Despite their enthusiasm for learning, many students struggle with time management and often feel "stuck," lacking the necessary strategies for effective writing and reading Observations reveal that they frequently seek clarification on unfamiliar words while reading and speaking In response, I revisited training materials to identify effective strategies for teaching vocabulary, the writing process, and classroom management It is essential for students to take responsibility for their learning to become positive contributors both in and out of the classroom As a teacher, I am committed to helping students develop the skills needed to foster this sense of responsibility.
Comic books sparked my passion for reading and significantly improved my English skills Despite some teachers' concerns about slang and misspellings, comics undergo thorough proofreading for grammar and punctuation Many effective English educators emphasize that making learning enjoyable is crucial Engaging techniques that resonate with students can be challenging to find, but without captivating materials, teaching can become tedious and difficult.
Comics, often seen purely as entertainment, can serve serious educational purposes Given their widespread appeal, leveraging this engaging medium for teaching and learning can be highly effective Research shows that comic materials significantly enhance language skills by boosting motivation among learners.
In 1992, it was emphasized that effective reading programs must offer ample opportunities to engage students, particularly in making the learning of English enjoyable Incorporating humorous characters and nonsensical events can significantly enhance the experience, making it easier for students to connect with the material.
Incorporating comics into teaching can enhance student engagement and enjoyment in the learning process Comics, available in various formats, effectively illustrate the adage that a picture is worth a thousand words While many comics include written language, even those without text offer valuable opportunities for students to develop their English language skills.
Purpose of the Study
Utilizing comics as a teaching tool offers a unique approach to enhancing English language and composition skills Students engage with the comic by reading it, followed by discussions about its plot, characters, and setting This interactive experience encourages them to write creatively, reflecting on their interpretations and personal adjustments to the story and its characters.
As a teacher at the American International College, I incorporate comics into my lessons to enhance vocabulary, sentence construction, grammar, parts of speech, speaking, and translation skills Utilizing comics not only makes learning English enjoyable but also helps students develop essential skills such as word selection, linguistic accent adaptation, and creativity in humor.
The Significance of the Study
Student learning is influenced by various factors, including teaching methods, curriculum, classroom environment, and home life However, students' perspectives on how different materials affect their learning are often overlooked This study aims to gather student opinions on whether they learn better using student books for 100 minutes or with additional materials The findings could benefit teachers by informing their material choices and allowing for adjustments within the school schedule to enhance learning Furthermore, future research could explore the impact of material types on learning outcomes for older students and compare the teaching approaches of educators who use only student books versus those who incorporate supplementary resources, examining the effects on their attitudes and methods.
Theoretical Frame Work
How do Calvin and Hobbes comics help students at AIC learn vocabulary? ………………………………………………………… 2 What are the students’ attitudes toward learning vocabulary through
2 What are the students’ attitudes toward learning vocabulary through the comic?
3 What are the problems faced by students when learning vocabulary through the comic?
This study aims to explore how the Calvin and Hobbes comic can serve as an effective tool for students to acquire new knowledge, develop concepts, and demonstrate understanding It will specifically examine the comic's impact on vocabulary usage and student interaction, while also assessing the effectiveness of picture-based texts in teaching English across all levels By leveraging the comic's appeal and diversity, the study seeks to engage students' enthusiasm for learning English and encourage them to become active participants in their education.
Literature Review 4-10 A Overview
Conclusion
The growing interest in using comics as an educational tool has led to the emergence of various texts and magazines exploring this innovative approach Comics offer a unique blend of words and images, making them an effective medium for teaching English and conveying ideas While the study of using "Calvin and Hobbes" for English instruction has not yet been explored in Vietnam, it is a recognized method among educators worldwide This research aims to equip Vietnamese teachers with insights on integrating these engaging materials into their teaching practices.
Research Design and Methodology 11-13 A Design of the Research
The Sample
I conducted my study at the American International School located at 68 Nguyen Hong Street, Hanoi, where I teach communicative English to four pre-intermediate classes comprising around eighty students Out of these, fifty students participated in my research.
Over an eight-week period, I conducted bi-weekly lessons and dedicated around 24 hours to observing the students' progress My main emphasis was on their vocabulary development derived from comic materials, while also monitoring their interactions during various activities.
Procedure of the Observations and the Interviews
The student questionnaire consists of three sections: background information, enjoyment of the experiment, and motivational factors A sample of the students' survey and their reflections on the study methods can be found in the appendix.
SPSS is a leading software program widely utilized for statistical analysis in social sciences, serving various sectors including market research, health research, and education Its capabilities extend beyond statistical analysis to include data management, such as case selection and file reshaping, as well as data documentation through a metadata dictionary stored within the data file.
Pilot Testing
In November 2009, a pilot study was conducted at AIC College in Hanoi to test and refine research instruments before full-scale implementation Seventeen students participated, providing valuable feedback on confusing survey questions The pilot indicated that most survey items were clear, requiring only minor wording adjustments for a few items Additionally, the implementation protocol was modified to include reading the surveys aloud, enhancing student comprehension of the instrument items.
Research Schedule
The study was conducted in January 2009 to compare students‘ ability of using language before and after the application of the comic
1 Design the activities and survey questionnaire to gather information from the students
2 Conduct the experimental activities for one and a half hour per lesson, two lessons per week during eight weeks
1 Did the activities with the comic in assigned tasks
2 Responds to surveys and interview to gather information about their measurement of language perceived and their opinions about studying with the comic
In order to gather additional qualitative data from participants, during the study the information on observable student behaviors and performance in the class were also gathered.
Methodology
Comics serve as versatile teaching tools suitable for all language proficiency levels, facilitating a range of language and discussion activities They effectively convey complex narratives through minimal imagery, stimulate critical thinking on current events, and introduce vocabulary related to contemporary trends Additionally, comics feature recognizable characters that can inspire creative sketches and illustrate cultural behaviors For instance, the dynamic between Calvin and his imaginary tiger sidekick, Hobbes, showcases a rich vocabulary that students may not frequently encounter By utilizing relatable comic characters, I crafted a series of engaging activities, ensuring a diverse mix throughout the instructional period.
Activity 1 Create a written story based on the picture
I removed the speech from a comic, cut it into pieces, and distributed them to students, asking them to reorder the panels and imagine the story or situation Each group then acted out their interpretation for the class This engaging activity encourages creativity and adaptability in using comics, making it a fun and relaxed learning experience It is particularly beneficial for students who struggle with creative writing.
The objective of this activity is to enhance storytelling skills by reconstructing a disordered comic strip while emphasizing the use of time-sequence transition words Participants will practice maintaining narrative coherence by employing phrases like "First," "Next," and others to effectively organize their stories.
I divided the comic into separate pictures and tasked students with reordering the story To increase the challenge, each student received a different frame and was instructed to describe their picture without revealing it to others After they arranged the images, I removed the final picture and asked the students to create their own endings The class then voted on the most creative conclusion.
Activity 3 Aim To help student recognize word reductions in written text, identify the corresponding long form, and practice these reductions orally
I provided students with a comic that included a brief paragraph for each frame and tasked them with condensing each paragraph into a single sentence We then compared their summaries to the original text For advanced students, I facilitated a discussion on effective summarization techniques to enhance their skills.
Activity 4 Fill in the blank
To foster creativity and productivity among students, I encouraged them to craft sentence descriptions for each frame of a minimally texted comic This exercise required them to analyze the visuals and articulate their observations, leading to insightful conclusions about the narrative.
Activity 5 Exploit the topic inside
In this article, I focus on a key scenario for language students that emphasizes essential skills like agreeing with opinions, asking for permission, and apologizing It's crucial for students to retain vocabulary related to these topics Although the comic features minimal text, it offers teachers a chance to introduce unfamiliar expressions, while also exploring the reasons behind Calvin's sarcastic demeanor.
I encouraged students to identify unfamiliar words and deduce their meanings from context clues Following this, they created dialogues incorporating the new vocabulary they discovered.
Comics are an effective tool for teaching functions in English lessons, as demonstrated in an activity where students engaged in vocabulary games and identified parts of sentences Divided into teams, students wrote down vocabulary within a set timeframe and identified various parts of speech—nouns, verbs, adjectives, and adverbs—within the comic This approach fostered active learning and kept students engaged through an enjoyable medium.
After doing a set of tasks, I asked the students to do the following set of tasks:
One of my favorite characters from the story is Calvin, a young boy with a vivid imagination and a knack for adventure He has spiky blond hair and often sports a red and black striped shirt, embodying his playful and mischievous nature Calvin's character is defined by his boundless creativity and his tendency to challenge authority, but he also struggles with impatience and a short attention span One of my favorite stories features Calvin's escapades as he transforms a mundane day into an extraordinary adventure with his trusty tiger friend, Hobbes I love this story because it captures the essence of childhood wonder and the importance of friendship What makes Calvin special is his ability to see the world through a unique lens, despite his occasional weaknesses For a group activity, students can choose their favorite character, create a situational dialogue that reflects their traits, and share an everyday story that showcases the character's personality.
Activity 8 Aim To learn the culture-specific words and phrases, synonyms and antonyms to expand vocabulary
Comics serve as an effective tool for expanding vocabulary and understanding slang I encouraged my students to create a dedicated Calvin and Hobbes Vocabulary Notebook, where they recorded new words and expressions encountered in the series When faced with unfamiliar terms, students attempted to deduce their meanings from the comic's context before consulting a dictionary.
The goal was to simplify the learning process while fostering creativity among students As their writing improved, I incorporated comics to teach essential grammar concepts, utilizing their own descriptions to illustrate nouns, verbs, and sentence structure We explored various topics, including subject-verb agreement, direct and reported speech, and the correct use of articles and prepositions Additionally, students practiced transforming verb tenses, such as converting present tense actions in the comic to past tense.
I later provided students with a jumbled paragraph and tasked them with reorganizing the sentences to create a coherent flow To enhance their listening skills, I encouraged them to read aloud their revised paragraphs.
Activity 11 Vote for the best comic
Which comic do you find the funniest? After exploring these comics, challenge yourself to create your own by selecting an intriguing word or phrase In groups, students can exchange their papers, read each other's stories, and vote on the best one Comics are especially effective as they combine visuals with text, making even complex language more accessible, as seen in Calvin's adventures.
Activity 12 Aim To practice describing characters using adjectives (e.g., Calvin is a very creative boy);
I organized students into small groups of three and provided them with a comic to analyze They took turns discussing the story's actions, emphasizing facial expressions, gestures, and settings Each group compiled a list of five observations from each frame, concentrating on new vocabulary For homework, I instructed students to write three sentences predicting the story's beginning and ending.
Results and Discussion 17-29 A Overview
Result…………………………………………………………… 17-27 1 Results of Questionnaire………………………………………… 1.1 Characters………………………………………………… 1.2 Students’ Ratings of the Comic Appeal………………… 1.3 Measurement of Students’ Perceived Learning 2 Observations Result
A recent survey revealed that 80% of students enjoyed the characters, showing no significant differences based on gender or comic format Those who expressed a liking for the characters contributed 30 comments, highlighting their reasons for appreciation.
The majority of students thought that the characters were funny/entertaining (33.3 %)
Some students liked that the characters because they were ―human-like‖ (26.7%)
Students liked that the characters explained information (6.7%)
Students also liked that the characters were lovely (33.3)
The following quotes further illustrate what students liked about the characters:
The characters all had a personality, even Hobbes, a stuffed animal They were funny and acted like humans
Hobbes was kind of animal-like and that caught my eye
They explained stuff that you might not know
Calvin and Hobbes are good character, they are so lovely though naughty
Calvin was funny He always try to behave well to get X’mas present from Santa
I thought that they were very funny and interesting But the guy was a little creepy If
I were the woman, I would have flipped out on that fool!
The characters gave me a good image so I could understand what was going on in the story
Twenty percent of respondents expressed their dislike for the characters, providing ten comments that outlined their reasons The primary reasons cited by those who were not fond of the characters included various critiques and concerns.
Students thought the characters were not funny (10%)
Some students did not like children story (50%)
Some thought that studying with comic is not effective (40%)
1.2 Students’ Ratings of the Comic Appeal
To assess the comic's appeal, students participated in a survey featuring both scaled-response and open-ended questions However, many ESL students faced language barriers and time limitations, resulting in their completion of only the scaled-response items, which are analyzed separately below.
In a recent survey, students were asked to share their least favorite aspects of the comic, resulting in 45 comments from 50 participants Notably, 40% of the students reported that they had no negative feedback, indicating a strong overall appreciation for the comic.
The scaled-response items aimed to assess students' perceptions of the comic's appeal through a series of statements rated on a four-point scale, where 1 indicated strong disagreement and 4 indicated strong agreement The results demonstrated that students generally found the comic to be highly appealing.
The majority of students agreed or strongly agreed that they enjoyed each format (80%)
About three-fourths of the students agreed or strongly agreed that they liked the drawings and that those drawings helped them understand the story
A majority of students also agreed or strongly agreed that the information was interesting (74%)
Most students disagreed or strongly disagreed that the story was too boring (86%)
Students expressed a strong preference for the comic's vibrant drawings, pictures, and colors, with 88% of comments highlighting this aspect They noted that the visuals enhanced their understanding of the concepts discussed in the text, making the comic more engaging and providing an additional layer of detail.
Students praised the humor of the comic (30%) Students reported especially liking specific comics
Students made positive comments about the story, including the setting, the narration, and the dialogue (20 %)
Students said that they liked that the story was easy to read (20%)
Students also liked the length of the comic (10%)
The following quotes further illustrate what students liked best about the comic:
I like[d] the pictures and the story were cute I like the fact that it is attractive though it was not colorful
I liked the pictures, the very good drawings and how they showed the animal interacting like humans
For most of the closed-ended survey items, students‘ positive opinions about the comic did not differ significantly Table 1, below, shows these items:
Table 1: Student Perceptions of Comic Appeal
I would like to read more comics like this one
Overall, the story was too long
The drawings helped me understand th story
I'd like to read more stories about the same characters
A recent survey revealed that students found certain words challenging to read, primarily due to difficult vocabulary (30%) Additionally, 20% of respondents cited an overwhelming amount of text as a barrier, while 26% reported other issues, such as blurriness on the screen.
The analysis revealed several issues with the text presentation, including excessive word density in certain areas and insufficient spacing between words, which contributed to a lack of visual appeal Additionally, the font size was deemed too small, affecting readability for 8% of the audience Furthermore, 16% of the words used were considered inappropriate for the context, highlighting the need for improved content clarity and relevance.
I disagree I agree I strongly agree I’m not sure
The story was easy to understand 50 14% 16% 40% 16% 14%
1.3 Survey Measurement of Students’ Perceived Learning
The survey asked students whether they learned anything new from the comic And the subsequent item asked students to explain what they had learned Students offered a total of
Students mentioned learning about new words, grammar, translating and reading skill most frequently (50%)
Students found the comic to be an engaging learning tool, with 12.5% expressing appreciation for its educational value One student noted that the comic was both humorous and informative, while two others, a girl and a boy, highlighted its appeal compared to traditional textbooks, stating it was "more interesting than reading a long page from a text book."
A little over a quarter of students said they learned about the American culture (17.5%)
Some students said they learned Calvin and Hobbes do not suitable for them to study (20%)
Examples of their comments are included below:
Student 1 I think I learn more new words, grammar and most reading skill
Student 9 [I liked] that it was funny, but I still learned a lot I was having fun and learning at the same time
Student 5 With Calvin and Hobbes, I can understand the nature of children and their innocent Moreover, I also get knowledge about the culture and living style of American people
Student 8 Frankly speaking, sometimes I met stories that do not appropriate in terms of behavior Calvin is somewhat too rude to his parents Besides, the author seems try to impose his view on socialism and capitalism which may not be welcome in some way
Participants reported a diverse range of instructional methods, particularly in reading and language activities, which fostered greater engagement and enthusiasm They noted that comic strips, with their visual cues, significantly aided struggling readers Key instructional strategies developed around comics included reading for story interpretation, identifying new vocabulary, deriving meaning from context and dictionaries, tracking storylines across installments, anticipating plot developments, recognizing character allusions, and supplementary reading linked to the comics Additionally, selected comic strips were utilized for diagnostic assessments in reading comprehension, word identification, interpretation, and phonics.
Selected comic strips served as effective tools for enhancing speaking and writing skills, creating a shared experience among students as they engaged with the same material This collective observation facilitated oral and written language development through various activities, including retelling dialogues for pantomime strips, rewriting balloons with ungrammatical or regional language, crafting scenarios for favorite comics, and dramatizing chosen stories.
In a survey of students regarding their preferred learning activities related to comics, a variety of preferences emerged The majority (70%) enjoyed translating stories, while 60% liked identifying unfamiliar words and deducing their meanings from context Additionally, 50% appreciated reordering stories, and 34% engaged in creating their own comics and voting for the best one Conversely, students showed little interest in more complex tasks, with 0% favoring reflections on interactive techniques, summarizing comics, or writing about American values, and only 4% interested in character exploitation These results suggest that advanced activities may pose challenges for students.
Notice the words you didn‘t know yet and try to figure out what they mean by the context
Create the same comic and vote for the best one 34%
Create a written story based on the picture 30%
Learn the culture-specific words and phrases, synonyms and antonyms to expand vocabulary
Write sentence descriptions of what happened in each frame
Divide into teams and will be required to write vocabulary down within an allotted timeframe
Take turns discussing the action in the story 12%
Write a short paragraph interpreting the comics 12%
Reflect on interactive ( satire, irony, and cynicism ect ) techniques as used by writers
Summarize all the comics that you have read so far, then write a short passage about the American value
A recent survey revealed that 76% of students believe that comic materials are beneficial for studying English, while 10% feel they are somewhat suitable Additionally, 14% of respondents were uncertain or did not provide an answer, as illustrated in Table 4.
Examples of their comments are included below:
Student 1: because I like reading comic
Student 2 it suits with teaching me communicative words
Student 4 it suited me because it was easy to understand and remember
A survey revealed that 90% of students (45 out of 50) believe that incorporating comics into teaching enhances lesson diversity, while only one student expressed uncertainty about this method.
Table 5 Effectiveness of the method
Examples of their comments are included below:
Recommendation 32-34 A Summary of Findings
Recommendations
The key differences between traditional teaching methods and the use of comics, specifically Calvin and Hobbes, lie in their vocabulary application in everyday communication Educators and administrators at various school levels can leverage this study's findings to effectively integrate comics into language classes, enhancing students' learning and communication skills This approach will contribute positively to achieving the long-term educational goals of the nation.
1 Teachers should show their enthusiasm for the comic first
The strengths of comics—such as their motivating, visual, permanent, intermediary, and popular nature—can be effectively utilized across various subjects and grade levels It is essential for teachers to demonstrate enthusiasm for the comics used in the classroom, as this excitement will inspire students to engage with the material By showcasing the value of comics, educators can motivate students and enhance their appreciation for the content Incorporating comics into English lessons can be both rewarding and enjoyable, fostering creativity and leading to successful language acquisition Ultimately, comics serve as an effective medium for students to become proficient and confident English users.
Engaging with comic characters and plots can spark meaningful discussions on various important topics, including language, behavior, gender, and social influences Many students acquire a significant portion of their vocabulary from television, with comics playing a key role in their viewing habits This medium effectively facilitates discussions, allowing students to reflect on characters' behaviors and consider broader abstract concepts related to social dynamics.
Avoid popular violent comics and instead explore the growing industry of educational comics designed to assist teachers With a bit of creativity, you can create your own comics or utilize various websites that offer tailored comics for teaching purposes Many individuals are learning to produce animated teaching aids, paving the way for successful careers in this field If you're interested in creating animated resources, consider exploring available online animation programs Additionally, a single page of colorful Sunday comics can effectively teach language arts to an entire class, allowing you to recycle newspaper comics and inspire your students' imaginations without relying on photocopied worksheets.
3 Be more active and creative
The integration of whole language and humor engages even the most hesitant learners, fostering essential skills such as vocabulary development, reading comprehension, and creative writing This resource promotes critical thinking, problem-solving, and social skills through cooperative learning activities that cater to diverse learning styles and intelligences With its simple language derived from comics and cartoons, it offers versatile applications that ensure teaching and learning remain enjoyable and effective.
to demonstrate high-frequency vocabulary in context
to illustrate idioms and expressions
to teach verbs and other parts of speech as examples of connected speech
to simulate dialogues to inject humor into class sessions
to provide a basis for oral discourse and writing activities
to illustrate culture and value
Numerous other related activity possibilities exist, which may be applied with just a bit of imagination For example, have your English learners relate:
who the author or creator of the comic / cartoon series is
a biography of the author with photos
describe the setting and theme of the comic or cartoon series
show examples of cartoons, comics and characters in class, then compare them
Engage your students in language arts by incorporating comics into your lessons, encouraging creative thinking and maintaining their interest Utilize fresh teaching ideas while students read comics, which can be easily sourced from daily and weekend newspapers provided by parents, teachers, and staff.
C Limitation and Suggestion for Further Research
The absence of prior experience among teachers with the comic poses challenges in encouraging its use in their classrooms Unfortunately, the lack of feedback from educators is a significant drawback in this thesis, which may weaken the assertion of the comic's effectiveness.
Spending just three hours a week over eight weeks for action research limits the depth of practice and observation, potentially overlooking key aspects of classroom communication Additionally, using the same materials repeatedly may lead to student boredom Therefore, it was essential to design the comic in an engaging manner to maintain student interest and enhance their studying and practice.
I opted not to observe multiple classes to gain a deeper understanding of my chosen group Furthermore, I avoided structured interviews to reduce my impact on the class members and maintain a natural environment for their interactions.
My primary focus is on utilizing the Internet for reading and accessing academic materials, as it offers a wealth of knowledge and teaching resources However, I recognize the importance of being discerning in selecting the most suitable resources for my research needs.
Using comics as an alternative reading format can shift perceptions of traditional text structures like narrative texts, nonfiction, and poetry Many students who struggle with reading often find it unenjoyable due to the challenges they face Comics, with their humorous and visual elements, can help mitigate these negative feelings towards reading For disengaged readers, a new approach to reading intervention is essential, focusing on building confidence through enjoyable and successful reading experiences By engaging these students, comics can serve as an effective gateway to foster their interest in more conventional texts.
Utilizing comics in education offers an efficient method for teaching and reinforcing reading skills, making it ideal for both initial instruction and addressing reading challenges By leveraging visual literacy, comics enhance the learning of sight words, phonics, vocabulary, and reading comprehension strategies among emerging readers As a result, educators often incorporate comics into their teaching practices in elementary classrooms.
Using comics can effectively motivate students to become recreational readers, helping them expand their vocabulary, engage their imaginations, and foster a love for learning English Free voluntary reading stands out as the most effective tool for enhancing students' language skills.
1 Brown.H.D(1981) Principles in language learning and teaching Englewood cliffs New Jesey: Prentice- Hall, Inc
2 Chad E Smith, M.Ed.Letting Calvin and Hobbes Teach English
3 Gina Wisker( p.156-2001) mentioned The post graduate research handbook
Palgrave.study.guides ( page 156) Macmillan Press
4 Gentile, L & McMillan, M (1978) Humor and the reading program Journal of Reading, 21(4)
5 George Chilcoat Pow! Zap! Wham!Creating Comic Books from Picture
Books in Social Studies Classrooms (2002)
6 Luckner, J & Humphries, S (1990) Helping students appreciate humor
Perspectives in Education and Deafness, 8(4), 2-4
7 Michael Graves Teaching Word-Learning Strategies (2000)
8 McCloud, 1993, Reinventing Comics: How Imagination and Technology Are Revolutionizing an Art Form p 9
9 Nunan.D.(2001) Research methods in language learning Cambridge University Press
10 Peter Woods Explorations in the sociology of the school P 85
11 R.C Gardner and W.E Lambert, Attitudes and motivation in second language learning, Rowley Mass., New Bury House Publishers, 1972
12 Spector, P A (1992) Summated Rating Scale Construction: An Introduction
13 Steven Stahl Teaching word meaning (2005)
14 Sones, W (1944) "The comics and instructional method." Journal of Educational
15 Stern.H(1983) Fundamental concept of language teaching Oxford:OUP
16 Thomas Gilmore, Jim Krantz and Rafael Ramirez, "Action Based Modes of Inquiry and the Host-Researcher Relationship," Consultation 5.3 (Fall 1986): 161
17 Williams Effects of comic Strips on L2 Learners' Reading
1 http://elmo.scu.edu.au/schools/sawd/arr/arr-home.html
This site offers a concise overview of action research methodologies, a comprehensive bibliography featuring numerous authors and titles, answers to frequently asked questions, and links to various action research resources.
2 http://www.nivmedia.com/calvin/index.php
This sites provide information about the original of Calvin and Hobbes We can find the earliest strip as well as the links to other Calvin sites in here
3 http://www.librarything.com/groups/calvinandhobbes#forums
This site is about the forum which have discussion on using Calvin and Hobbes in teaching English
4 http://progressiveboink.com/archive/calvinhobbes.htm
This site gives us information about 25 great Calvin and Hobbes strip
5 http://chris.ericbosken.net/pages/calvin.html
This site supplies us with Calvin and Hobbes‘ quotes
6 www.sesa.org/newsltr/Fall00/hobbes.html
We can find information about using Calvin and Hobbes as an interesting teaching methodology
7 http://englishcompanion.ning.com/profiles/blogs/discipline-and-authority-in
This is about the argument about good teaching methodologies
8 http://www.eslprintables.com/buscador/buscar.asp?nivel=any&age=0&tipo=any&con tentsvin+and+Hobbes
This site provides resources to teach or learn English Language Here I can find a good collection of worksheets, exercises, lesson-plans, online games, etc
9 http://www.andrewsmcmeel.com/calvinandhobbes/
The official website of the Andrew MacMell Publishing which has the authorization of publishing Calvin and Hobbes
10 http://www.theheartofgold.org/jumpstation/links.html
Every links related to Calvin and Hobbes
11 http://www.ats.ucla.edu/stat/SPSS/modules/descript.htm
12 http://www.teachingenglish.org.uk/try/activities/activities-using-comic-strips
13 http://www.humblecomics.com/comicsedu/history.html
14 http://www.web.net/~robrien/papers/arfinal.html
15 http://pdfdatabase.com/index.php?qtion+research+questions+examples
16 http://www.associatedcontent.com/article/911267/_teaching_strategies_using_comic_ strips.html
17 http://www.quasar.ualberta.ca/css/Css_37_1/FTcomics_in_social_studies.htm
Link of the book Pow! Zap! Wham!Creating Comic Books from Picture Books in Social
Studies Classrooms by George Chilcoat
We are interested in what you think about studying with the comic strip,
“Calvin and Hobbes” Please answer the following questions as honestly and completely as possible Your feedback will help us improve our teaching method for future learners Thank you!
Please check one box for each question below
1 What level are you currently studying?
2 Out of student’s books, do you usually use extra materials to study
Yes No Not certain No answer
3 Is this the first time you use this comic in studying?
Yes No Not certain No answer
Elementary Pre- Inter Inter Upper-inter Advanced
How Did You Feel About the Comic?
4 Please rate your level of agreement with the following statements
Check one box for each statement
Statement I strongly agree I agree I disagree I strongly disagree
I’m not sure a I liked the format of the comic
b The story was interesting c I would like to read more comics like this one
d Overall, the story was too long
e The story was easy to understand
f I liked the drawings g The drawings helped me understand the story h I’d like to read more stories about the same characters
5 If the words were hard to read, check the reasons below:
_ The text was too small
_ There were too many words
_ I didn’t know some of the words
6 Did you like the characters?
Yes No Not certain No answer
7 What did you like most about the comic?
8 What did you like least about the comic?
9 Did you learn anything from this comic?
Yes No Not certain No answer
10 What kind of studying activities with regard to the comic did you like most?
Create a written story based on the picture
Reduce each paragraph to one sentence for each frame
Write sentence descriptions of what happened in each frame
Notice the words you didn’t know yet and try to figure out what they mean by the context
Divide into teams and will be required to write vocabulary down within an allotted timeframe
Learn the culture-specific words and phrases, synonyms and antonyms to expand vocabulary
Create the same comic and vote for the best one
Take turns discussing the action in the story
Write a short paragraph interpreting the comics
Reflect on interactive ( satire, irony, and cynicism ect ) techniques as used by writers
Summarize all the comics that you have read so far, then write a short passage about the American value
11 How did the comic engage you in the lesson?
A lot A little Not certain No answer
12 What skill do you think you are most improved after studying with the comic?
Listening Reading Writing Speaking Translating
13 Do you think the comic can be used as a substitute for teaching and studying in the class?
14 Do you think the comic is also suitable for teaching other communicative skills?
Yes No Not certain No answer
15 How much do you think the comic suit for you to study?
A lot A little Not certain No answer
16 Out of the traditional method (with the use of workbook) , do you think the method of using the comic in studying really work?
I strongly agree I agree I disagree I strongly disagree
17 Does the use of the comic in interactive activities help you enhance your relationship with your teacher?
Yes No Not certain No answer
18 Do you agree with the following statement: “When the cartoons express something that interrelates to the vocabulary, it gives learners an extra way of visualizing and seeing the concept More than this, the cartoon provides a memorable way to keep a vocabulary word in mind, which reinforces what the student is learning”.( Smith, Chad (2000)
Letting Calvin and Hobbes Teach English Odyssey (Spring, 2000).)
I strongly agree I agree I disagree I strongly disagree I’m not sure
19 Do you have any other comments or ideas? Please share them:………
TASK: Look at the picture
Ask and answer about Calvin’s emotion
For example: How does he feel? He feels happy
1 What is the story about?
2 How many characters are there in the story?
4 What is Susie reaction over his price for the good?
5 Was he successful with his business?
6 What do you think about this story?
How many words can you learn from the story? Look for its meaning and fill in the table: