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The research aimed to analyze the improvement of English Present Tense comprehension through visual material, English-dubbed anime. The research was conducted in the Social Classes of SMAN 6 Tangsel. Researcher chose two classes as Control and Experimental class. The Social Class I (IPS 1) would be the Control class and the Social Class III (IPS 3) would be the Experimental class. The researcher used purposive sampling techniqueby choosing 30 students of each class and conducted both pre-test and post-test to gather the research data. While the control class used conventional or traditional technique on learning English Present Tense, the experimental class was using English-dubbed anime on learning the Tenses. The research lasted for three weeks and researcher compared the results of pre-test and post-test through SPSS 22 to conclude the results of research. The Experimental class results would be the conclusion of research as this class used English-dubbed anime during the lesson. After analyzing the data through statistic method Pairedsamples T-test, the t-value of pre-test and post-test Experimental class is 9.598 and tvalue of Experimental class df is 2.034. As the t-value of experimental class was higher than t-value of df(9.598>2.034), researcher concluded that using English-dubbed anime for students in the classroom was effective to improve the comprehension of Present Tenses. Keyword: visual material, Present Tense, English-dubbed animation. INTRODUCTION Present Tenses are of tenses that are used in English. Gonzales (2014:44) adds more that Present Tenses explains an action or event that occurs in current time, the habitual action, and general truth. Because of its function, Present Tenses are most used tenses in English. This is fact is also supported by statement of Singh (2010:33-34) and Herring (2016:629). In their statements, they explain that there are technically two official tenses in English, present tensesand past tenses. They also explain the reason of their statements that verbs in these tenses have both present form for Present Tenses and past form for Past Tenses in verbs. However, verbs that are in these tenses don’t have forms which reflect the future or pastfuture forms. Thus, Present Tenses become the most used tenses in English. However, learning and understanding Present Tenses are difficult matters for English learners. The one of matter that causes the difficulties of learning Grammar is the lack of exposure of target language. Gilakjani (2011:2) explains that one of several reasons why it is difficult to learn English including Grammar including Present Tense are the lack of motivation and exposure of target language. Then, English learners become reluctant and fear on learning Present Tense. │Volume: 5 │Number: 2 │October 2020│E-ISSN: 2503-4405│P-ISSN: 2580-3441│ Aswir, Afif Alwan Sabiq |157 Improving English Present Tenses Comprehension by Using English-dubbed Anime Yu-Gi-Oh ARC-V Furthermore, researcher decides to conduct research on learning technique that gives more motivation and exposure. There is previous research that researcher uses as the basis of his research and the previous research involves visual material in learning process. Mushtaq and Zehra (2016:77-86) used visual material in their research as they conducted research to improve the Tenses and other Grammar rules on students. They showed various clips of animation named Tangled in the classroom and learnt these clips together with students. After several weeks, they compared the worksheet results with student previous test. They found the improvement on student Grammar comprehension and motivation. Then, they concluded that English-dubbed animation can improve student comprehension. Later, Abdo and Al-Awabdeh (2017:1416-1422) explains as they compared the results between English-dubbed animation and traditional technique, there was improvement in student comprehension for Past Tenses because they found out that there was decrease of student grammatical errors in post-test compared pretest. They also added that visual material enhanced student thought and students were motivated and could comprehend the Tense easily during the lesson. Then, Isna (2018:51-56) conducted similar research related to visual material such as animation in English lesson including Tenses. After analyzing the data and putting the results in diagram, she explained that animation or movie could be used as teaching tools for learning and comprehending Tenses in English. Then, she also concluded that Upmovie was appropriate additional material for teaching English in Indonesian school because the movie motivated students on learning process. In additional source, Saindra and Mutiarani (2018:60-62) also conducted similar research as they used graphic organizer to improve student’s skill including Tenses. In the comparison of pre-test and post-test results, students had the improvement in English including Tenses. In recent research, Mahmudah and Izzah (2019:89-93) conducted research to improve student’s understanding in Past Tenses by using visual material of VOA Youtube Channel. After analyzing statistic results of pre-test and post-test, visual material of VOA Youtube Channel was effective on giving more exposure and learning sources to students and there was improvement in student’s Past Tenses understanding. This recent research also showed that visual material was effective on improving student’s understanding in Tenses. Based on the previous research at preceding paragraphs, researcher decides to conduct similar research to the previous research. As the visual material learning technique gives motivation and exposure better than traditional technique, researcher will use visual material in research and teach the students through visual material. The visual material that researcher will use is English-dubbed anime series. Wikipedia explains the definition of anime is still disputed by many language experts. In popular slang, Anime is used to refer The Animation of Japan, animation created in Japan, or Unique Japan-Visual Products. In English term, anime is noun that is usually used as common noun and has uncountable form. Prior to spread of anime word, people used the term Japanimation in 1970s and 1980s. Then, people started using anime to refer Japanimation that was used to distinguish and identify Japanese animation. Despite being popular term, anime word has been criticized by several experts including Hayao Miyazaki. He dislikes anime word because he │Volume: 5 │Number: 2 │October 2020│E-ISSN: 2503-4405│P-ISSN: 2580-3441│ 158 ENGLISH EDUCATION Journal of English Teaching and Research believes the term represents the lack of animator motivation, moral value of visual products, the uniqueness of material, etc. Furthermore, anime becomes popular product in foreign countries and many translators replace the Japanese language into other foreign language including English. Thus, there is anime called Englishdubbed anime. The title of English-dubbed anime that researcher will use is Yu-GiOh ARC-V. Yu-Gi-Oh Wikiaexplainsthat The Yu-Gi-Oh ARC-V is anime series and the 4th anime adaption began airing on 6th April 2014 and ended on 26th March 2017. This anime was directed by Katsumi Ono and animated by Gallop. This anime succeeded the previous anime adaption which was ZEXAL. This anime focuses on the protagonist YuyaSakakiand introduces new type of summoning method and new card similar to previous anime adaption. The new card which is introduced named Pendulum Card and the new summoning method is called Pendulum Summon. This anime also has manga adaption that has different story. Later, this is succeeded by Yu-Gi-Oh VRAINS which also introduces new card and new summoning method. Unlike other anime adaptions, this anime shows every summoning method from Yu-Gi-Oh! TCG alongside the Pendulum Summon. Yu-Gi-Oh ARC-V has 148 episodes that have been dubbed into English and the series was approved by foreign countries thus aired in South Korea, German, Canada, Australia, United States, etc. due to being completed in English-dubbed version, researcher decides to choose this title because other researcher hasn’t chosen this visual material title. Researcher decides to use English-dubbed anime series as the previous researcher hasn’t chosen this English-dubbed visual material and researcher intends to find out if this kind of visual material can give motivation and exposure to students better than traditional technique. The research focuses on improving student’s Present Tense comprehension through English-dubbed anime and researcher will use test to gather the results. Because the research only focuseson Present Tense, researcher will not include other English Tenses and researcher has only intention to improve Present Tense Comprehension of student. Thus, researcher names the research and article in title Improving English Present Tenses Comprehension by Using English-dubbed Anime Yu-Gi-Oh ARC-V. METHOD The researcher used quantitative method and quasi-experimental design in research. Howard (2014:1) and Creswell (2018:215) explainedthat quantitative method used hypotheses, variables and statistic formula to analyze the results. Then, in quasi-experimental design, research needed to give stimulus in research process, but researcher didn’t help the participant too much and researcher only facilitated students with learning media in classroom. As for English-dubbed anime, researcher used English-dubbed anime named Yu-Gi-Oh ARC-V series. Researcher would use several episodes in classroom. The series mainly used Present Tense in the English-dubbed version and researcher decided to use this series as visual material in research. Then, researcher composed population and sample in research. Creswell (2018:204) notes that population is a group of individuals and those individuals have same characteristics to each other. Based on this definition, researcher

IMPROVING ENGLISH PRESENT TENSES COMPREHENSION BY USING ENGLISH-DUBBED ANIME YU-GI-OH ARC-V