THE USE OF ENGLISH COMIC STRIPS TO IMPROVE

STUDENT’S WRITING SKILL OF NARRATIVE TEXT

(A Classroom Action Research at eighth grade of MTsN 1 Kota Tangerang
Selatan)

A Skripsi

Presented to the Faculty of Educational Sciences in Partial Fulfillment of the

Requirements for the Degree of S.Pd. (Strata One) in English Education

By:
SYIFA FAUZIYAH
11140140000060

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2020
 ABSTRACT

Syifa Fauziyah. NIM. 11140140000060. “The Use Of English Comic Strips To

Improve Student’s Writing Skill Of Narrative Text” (A Classroom Action
Research At Eighth Grade Of Mtsn 1 Kota Tangerang Selatan). “Skripsi” of the
English Education Department, the Faculty of Educational Sciences, Syarif
Hidayatullah Islamic State University Jakarta. 2020.

Advisors : 1. Drs. Syauki, M.Pd.

2. Neneng Sunengsih, M.Pd.

Keywords : Comic Strips, Narrative Text, MTsN 1 Kota Tangerang

Selatan

This study was conducted in order to know whether comic strips improve the
students skill in writing narrative text in the eight grade of 8.7 class of MTsN 1
Kota Tangerang Selatan academic year 2018/2019. The subject of this study
consisted of 28 students. In conducting this study, the writer used Classroom
Action Research (CAR) as the method of the study. The writer used the Kurt
Lewins‟ model design. Then, the writer and the english teacher of MTsN 1 Kota
Tangerang Selatan were collaborated in conducting this study. The writer as a
teacher and the English teacher was an observer and collaborator. The writer
taught narrative writing through comic strips. This study was conducted by
following procedures of the action research: planning, acting, observing and
reflecting. The study was carried out in two cycles. Each cycle consisted of three
meetings. The data were gathered in this study through observation sheet,
interview guideline and test.

The result of the study showed that there was an improvement of the students‟
skill in writing narrative text through comic strips. Most of the students gradually
gained good scores at the second cycle. The score of Minimum Master Criterion-
Kriteria Ketuntasan Minimal (KKM) of English lesson was 78. The students‟
mean score in the preliminary study was 70. The mean score in the first cycle was
74. The mean score in the second cycle was 80. Besides, it showed that there were
50% students passed the KKM in the first cycle and 78% students achieved the
KKM in the second cycle. It mean that the study had reached the criteria of
success; 75% students could pass the KKM. Moreover, the class condition during
teaching learning process was also better in every cycle. In condition, there was a
positive response from the English teacher and the students about implementing

iv
the action. So, it could be concluded that comic strips improve students‟ skill in
narrative text at eighth grade of MTsN 1 Kota Tangerang Selatan.

v
 ABSTRAK

Syifa Fauziyah. NIM. 11140140000060. “The Use Of English Comic Strips To

Improve Student’s Writing Skill Of Narrative Text” (A Classroom Action
Research At Eighth Grade Of Mtsn 1 Kota Tangerang Selatan). Skripsi.
Pendidikan Bahasa Inggris. Fakultas Ilmu Tarbiyah dan Keguruan. UIN Syarif
Hidayatullah Jakarta. 2020

Pembimbing : 1. Drs. Syauki, M.Pd.

2. Neneng Sunengsih, M.Pd..

Kata Kunci : English for Specific Purposes, ESP, Pendidikan Agama

Islam, Studi Kasus

Penelitian ini dilakukan untuk mengetahui apakah komik strip meningkatkan

keterampilan siswa dalam menulis teks naratif di kelas 8.7 MTsN 1 Kota
Tangerang Selatan tahun akademik 2018/2019. Subjek penelitian ini terdiri dari
28 siswa. Dalam melakukan penelitian ini, penulis menggunakan Penelitian
Tindakan Kelas (PTK) sebagai metode penelitian. Penulis menggunakan desain
model Kurt Lewins. Kemudian, penulis dan guru bahasa Inggris MTsN 1 Kota
Tangerang Selatan berkolaborasi dalam melakukan penelitian ini. Penulis
sebagai guru dan guru bahasa Inggris adalah pengamat dan kolaborator. Penulis
mengajarkan penulisan naratif melalui komik. Penelitian ini dilakukan dengan
mengikuti prosedur penelitian tindakan: perencanaan, tindakan, pengamatan dan
refleksi. Penelitian dilakukan dalam dua siklus. Setiap siklus terdiri dari tiga
pertemuan. Data diperoleh melalui lembar observasi, wawancara dan tes.

Hasil penelitian menunjukkan bahwa ada peningkatan keterampilan siswa dalam

menulis teks naratif melalui komik strip. Sebagian besar siswa secara bertahap
memperoleh skor bagus pada siklus kedua. Kriteria Ketuntasan Minimal (KKM)
pelajaran bahasa Inggris adalah 78. Nilai rata-rata siswa pada penelitian awal
adalah 70. Nilai rata-rata pada siklus pertama adalah 74. Nilai rata-rata pada
siklus kedua adalah 80. Selain itu, terlihat bahwa ada 50% siswa yang lulus KKM
pada siklus pertama dan 78% siswa mencapai KKM pada siklus kedua. Ini berarti
bahwa penelitian ini telah mencapai kriteria keberhasilan; 75% siswa dapat lulus
KKM. Selain itu, kondisi kelas selama proses belajar mengajar juga lebih baik di
setiap siklus dan ada respons positif dari guru bahasa Inggris dan siswa
mengenai pelaksanaan tindakan ini. Jadi, dapat disimpulkan bahwa komik strip

vi
meningkatkan keterampilan siswa dalam teks naratif siswa kelas 8.7 MTsN 1 Kota
Tangerang Selatan.

vii
 ACKNOWLEDGEMENT

In the name of Allah, the Beneficent and the Merciful

All praises be to Allah, the Lord of the world, who has given the Mercy
and Blessing so that the writer can complete the study to become this skripsi.
Peace and salutation always be upon the Prophet Muhammad Shallallahu ‘alaihi
wasallam, his families, his companions, and his faithful followers.

Alhamdulillah, all obstacles the writer met from the beginning to the end
of this skripsi completion process can be solved until it can be presented to the
Department of English Education, Faculty of Educational Sciences, State Islamic
University Syarif Hidayatullah in partial fulfillment of the requirements for the
degree of S.Pd. (strata 1) in English Education. This could not happen without the
help and support of many people who on this occasion the writer would like to
thank.

The writer would like to express the deepest gratitude to her beloved
mother Mrs. Iin Sumianti, and to her beloved father, Mr. Muhari for all the prays,
supports, sacrifices, guidance in doing this study and patience waiting for the
study to be complete. Furthermore, the writer would also like to express her
utmost gratitude and honor to her advisors, Drs. Syauki, M.Pd. and Neneng
Sunengsih, M.Pd.. for their time patiently giving the valuable advices and inputs
to the writer from the beginning to the end of writing this study.

Therefore, the writer also wants to show her sincere gratitude and
appreciation to:

1. Dr. Sururin, M.Ag. as the Dean of Faculty of Tarbiyah and Educational

Sciences;
2. Didin Nuruddin Hidayat, M.A. as the Head of English Education
Department;

viii
 3. Zaharil Anasy, M.Hum. as the Secretary of English Education
Department and the writer‟s comprehension test examiner;
4. Drs. Nasifudin Jalil, M.Ag. and Dr. Ratna Sari Dewi, M.Pd. as the
writer‟s comprehension test examiner;
5. Mr. Junaedi for all the help and convenience given to the writer which
without him maybe the writer has not finished her study yet;
6. All lecturers in the English Education Department for the time,
knowledge, and motivation given to the writer for the past four years so
that the writer could complete her study;
7. The Head of MTsN 1 Kota Tangerang Selatan, Ulik Widiantoro, M.Pd.
who has permitted this research to be conducted;
8. Mrs. Neneng Susilawati, S.Pd as the teacher in MTsN 1 Kota Tangerang
Selatan who helped the writer did the research;
9. All the eighth grade students MTsN 1 Kota Tangerang Selatan who have
become the data source of this study;
10. Her beloved family; Edo‟s Family, A-Z Family.
11. Her close friends (Elsa Nur Alipah, S.Pd., Hasnah Tanjung, S.Pd.,
Wahyu Khoirunnisa, S.Pd., Nisrina Qurratul „Aini, S.Pd., Bayu Juni
Setiawan, Nining Kurniasih, Andi Aspian Nur Apsari, S.Pd., Erni
Duwiyanti, S.Pd., Anis Hasib Abdurrahman, S.Pd., Sarudin, Iklima Shaff
.A, Dina Azizah, Mawar Jingga, S.Pd., and Bellania Shinta Maynanda,
S.Pd.) for the support, laughter, and lamentation. DEE Class C 2014,
Team of PPKT SMP Al Fath Cirendeu for all the help and motivation
that continuously given to the writer;
12. And for everyone who has supported and contributed to the completion
of this skripsi that cannot be mentioned one by one. Finally, the writer
realizes this research is far from being perfect
Therefore, this study is far from being perfect, but it is expected that this
study will be useful not only for the writer, but also for the readers. Therefore,
constructive thought, suggestions, and critiques are welcomed to make this study
better.

ix
 Jakarta, May 25th, 2020

Syifa Fauziyah

x
 TABLE OF CONTENT

APPROVAL ................................................................................................... i
ENDORSEMENT SHEET ........................................................................... ii
SURAT PERNYATAAN KARYA SENDIRI ............................................ iii
ABSTRACT .................................................................................................. iv
ABSTRAK .................................................................................................... vi
ACKNOWLEDGEMENT ......................................................................... viii
TABLE OF CONTENT ............................................................................... xi
LIST OF TABLES ..................................................................................... xiv
LIST OF FIGURES .................................................................................... xv
LIST OF APPENDICES ........................................................................... xvi
CHAPTER I INTRODUCTION .................................................................. 1
A. Background of the Study ............................................................... 1
B. Identification of the Problems ....................................................... 4
C. Limitation of the Problem ............................................................. 5
D. Formulation of the Study .............................................................. 5
E. Objectives of the Study .................................................................. 5
F. Significance of the Study ............................................................... 5
CHAPTER II THEORITICAL FRAMEWORK ....................................... 6

A. Writing Skill .................................................................................. 6

1. Conceptual Definition of Writing ........................................... 6
2. The Writing Process ................................................................ 8
3. The Purposes of Writing ......................................................... 9
B. Narrative Text ............................................................................. 10
1. Overview of Narrative Text .................................................. 10
2. Purposes of Narrative Text ................................................... 11
3. Characteristics of Narrative Text .......................................... 11
4. Language Features of Narrative Text ..................................... 12

xi
 5. Types of Narrative ................................................................. 13
C. Media ........................................................................................... 18
1. Definition of Media ............................................................... 18
2. Kinds of Media ...................................................................... 18
D. Comic Strips ................................................................................ 19
1. Definition of Comic Strips .................................................... 19
2. Strengths of Using Comic Strips ........................................... 19
3. Application of English Comic Strips .................................... 20
E. Thinking Framework ................................................................... 21
F. Relevant Previous Studies ........................................................... 22
CHAPTER III RESEARCH METHODOLOGY .................................... 24

A. Place and Time of Study ............................................................. 24

B. The Object of the Study .............................................................. 24
C. The Writer‟s Role on the Study .................................................. 25
D. Design of the Study ..................................................................... 25
E. Procedures of the Study .............................................................. 27
F. Instruments of the Study ............................................................. 29
G. Techniques of Data Collection .................................................... 30
H. Techniques of Data Analysis ...................................................... 30
I. The Validity of the Data .............................................................. 32
J. Criteria of the Action Success ..................................................... 33
K. The Implementation of Classroom Action Research .................. 34
CHAPTER IV RESEARCH FINDINGS .................................................. 47

A. The Description of the Data ........................................................ 47

B. The Result of Data Analysis Classroom Action Research .......... 51
C. Data Interpretation ...................................................................... 66
CHAPTER V CONLUSION AND SUGGESTION ................................. 69

A. Conclusion .................................................................................. 69
B. Suggestion ................................................................................... 69

xii
REFERENCES ............................................................................................ 71
APPENDICES ............................................................................................. 75

xiii
 LIST OF TABLES

Table 3.1 The Scoring Rubric of Students‟ Writing ........................................... 34

Table 4.1 Students‟ Writing Score of Pre-test, Post-test 1 and Post-test 2 ......... 54

Table 4.2 Frequency, Cumulative Frequency and Mid Point of Pre-test ............ 55

Table 4.3 Frequency, Cumulative Frequency and Mid Point of Post-test 1 ....... 58

Table 4.4 Frequency, Cumulative Frequency and Mid Point of Post-test 2 ....... 62

xiv
 LIST OF FIGURES

Figure 3.1 Kurt Lewin‟s Action Research Design .............................................. 26

Figure 4.1 The Result of Students‟ Score before Implementation ...................... 57

Figure 4.2 The Result of Students‟ Score in Post-test 1 ..................................... 61

Figure 4.3 The Result of Students‟ Score in Post-test 2 ..................................... 65

Figure 4.4 The Students‟ Score Improvement from Pre-test, Post-test 1 and Post-
test 2 ................................................................................................. 66

xv
 LIST OF APPENDICES

Appendix 1 The Guideliness and Transcript of the Interview before CAR ......... 75

Appendix 2 The Guideliness and Transcript of the Interview after CAR ............ 80

Appendix 3 The Sample of Students Writing in the Preliminary Study .............. 83

Appendix 4 The Sample of Students Writing in the First cycle .......................... 84

Appendix 5 The Sample of Students Writing in the Second Cycle ..................... 86

Appendix 6 Observation Note of Cycle I 1st Meeting .......................................... 88

Appendix 7 Observation Note of Cycle I 2nd Meeting ......................................... 89

Appendix 8 Observation Note of Cycle II 1st Meeting ........................................ 90

Appendix 9 Observation Note of Cycle II 2nd Meeting ....................................... 92

Appendix 10 Observation Note of Teacher‟s Activity Cycle I ............................ 93

Appendix 11 Observation Note of Teacher‟s Activity Cycle II .......................... 94

Appendix 12 The Documentation during Research Activities ............................ 95

Appendix 13 The Skripsi Guidance Letter ........................................................... 96

xvi
 CHAPTER I

INTRODUCTION

A. Background of The Study

In this era of globalization, writing becomes a way and important part of

communication that is widely accustomed to interact and share information in
English language to many people around the world for several purposes, besides
speaking. As Gunn and Terasaki (Phelps-Terasaki, 1982) said, “Writing is a
useful, effective, enjoyable, and above all necessary component of the modern
world. It provides the pleasure of sending a personal message to a friend. It
assumes career and financial importance in the composition of a resume or a
business letter”.

According to Sheridan Baker (Baker, 1987), “writing is one of the most

important thing to do. It help us catch our ideas, realize our thoughts, and stand
out as fluent persuasive people both on paper and on our feet in front of the
meeting or the boss”. Writing will help writer to create or express ideas into a
written form on paper to give information to the reader. But writing is considered
as the most difficult skill for students. It is in line with Jack C. Rrichard‟s
statement (Richard, 2002), “writing is the most difficult skill for second lamguage
learners to master of putting strings of grammatically corrrect sentences”. And, for
junior high school students, writing is important language skill that must be learnt
in the school. They need to be able to write English well and master it to assist
them in their junior high school grades, academics, and applying scholarship.
Therefore, writing is very necessary for them.

Moreover, someone‟s ability in critical thinking can be indicated from

his/her writing. It can be seen from the way they developing and performing ideas.
So people can measure the intelligence through the varied ways of creative and
analytical writing. But for junior high school, most of them think that writing is

1
 2

difficult especially in developing and performing ideas. For this reason, it often
becomes the reason of why they have difficulty to write on paper. Here, Nation
explains that:

“Some learners are able to say what they want to write but have difficulty
in putting it into written form. That is, they have problems in translating
their ideas into text. Some learners can do this but are very slow. That is,
they lack fluency in turning ideas to text. A possible cause is a difference
between the writing systems of the learners‟ first language and the second
language.” (Nation, 2009)
Based on the previous researchers in the ability of students to write, many
students are still not able to express ideas, feeling, and experiences. It is seen from
the students‟ difficulties in arranging word into cohesive and coherent sentences,
the ability of the spelling (capita letters, puctuation, absorption elements and
others), the mastery of a wide range vocabulary, knowledge of science which have
been written. (Dewi, 2014) And Based on the writer‟s experience when she taught
in Junior High School, most of the students‟ speaking skill was good enough but
their writing skill was relatively low. Many students got difficulties in making
paragraphs into coherence text. They could not develop their ideas into a good
composition. This condition made the students assumed that writing is a very
difficult skill to master. Moreover, English is not their native language, so that
they have limited vocabularies.

In this case, although writing is complex, learning how to write well is

very important for the students especially to measure the students‟ literature.
Students can develop their ability to put their ideas or opinions in a composition
by writing. Moreover, they could learn from errors which they make in their
writings especially the faults in grammar, word choices, coherence, etc. As Hedge
mentions below:

“An effective writing is requiring a number of things: a high degree of

organization in the development of ideas and information; a high degree of
accuracy so that there is no ambiguity of meaning; the use of complex
grammatical devices for focus and emphasis; and a careful choice of
vocabulary, grammatical patterns, and sentence structures to create a style
 3

which is appropriate to the subject matter and the eventual readers.”

(Hedge, Writing, 1988)
In addition, “one of the scopes of the study of English in junior high
schools is to understand and to make various short functional texts in the form of
procedure, descriptive, recount, narrative, and report” (BSNP, 2006). Narrative
text is one of the texts that students need to be mastered in senior high school.
However, most students are still difficult to produce a coherent text. Although
they ever read some stories in Indonesian or English, they cannot formulate the
main ideas for their own text. Moreover, they also cannot organize the paragraph
in a good organization. Furthermore, they have to consider how to construct a
phrase, a clause, a sentence coherently and grammatically. Due to those problems,
students still cannot create a good narrative text. Among those factors, the roles of
teachers are really important in teaching and learning process. It is depending on
them how the learning activity will take effect on the student. To help the students
the teacher should apply interesting techniques or stimulating media to engage
their students.

In relevance to the observation, the writer found that the teacher rarely
applied interesting media in the teaching-learning activity. Whereas the media
used by the teacher can give a great effect on improving students‟ writing skill.
Various interesting media must be applied to encourage students. To make
students interest, the teacher should use interesting media such as using writing
based on pictures, writing games, or writing based on the song.

“Hedge asserts that the use of picture stories to stimulate narrative writing
in EFL is well established” (Hedge, Writing, 1988). Pictures in the comic strips
can help the students to visualize and construct story ideas to be written, so
narrative writing activity is going to be easy. So that way his method can certainly
motivate students in writing narrative text. For the teacher, it can be very useful
since it is cheap and not time-consuming. So teaching writing through comic strip
is considered as an stimulating teaching media. Comics are usually fun; therefore,
applying comic strips as a media brings a cheerful atmosphere into the class.
 4

The writer choose comic strips as a technique to improve narrative writing

ability of th eighthgrade students in MTsN 1 kota tangerang Selatan. Comic strips
are choosen because it contains some pictures and some dialogues which are put
into severaal panels. So, that the picture can stimulate the students‟ brain and
make them find the idea and inspiration about what they are going to write easily.
Furthermore, the dialogues that are put in comic strips can make the students find
the word that they want to use in their writing easily. The word used in the
dialogue also help them to enrich vocabulary mastery.

Based on those reasons above, the writer considers that the problems in the
students‟ writing skills are important to be solved. The writer thinks the comic
strip is one of the positive supports that can be given by English teachers to their
students to improve students‟ writing skills. The writer is interested to conduct
research about “The Use of English Comic Strips to Improve Student’s
Writing Skill of Narrative Text (A Classroom Action Research at Eighth Grade
Students of MTsN 1 Kota Tangerang Selatan)”

B. Identification of the Problem

Based on the background of the study, many problems can be identified as

follows:

1. Students got difficulty to construct paragraphs into unity and

coherence.

2. Students got difficulty to write the idea and develop the idea in a good
organization.

3. The teacher only gave the care of the products rather than the process
of writing skills.
 5

C. Limitation of the Problem

Based on the background of the study above, this study is focused on The
Use of English Comic Strips to Improve Student‟s Writing Skill of Narrative
Text. The subject of the study is the seventh grade of Junior High School MTsN 1
Kota Tangerang Selatan.

D. Formulation of the Study

Based on the limitation of the problems above, so the formulation of the

research that ais proposed:

“How does comic strip improve the students‟ writing skill of narrative text
in MTsN 1 Kota Tangerang Selatan?”

E. Objectives of the Study

The objectives of the study are to find out how the use of comic strips
improves students‟ writing skill of narrative text.

F. Significance of the Study

The writer hopes after this study has been completed, it can give some
positive significant values for English learning. The significant values are:

1. Theoretical Significance
The result of this study is to provide a positive contribution to enrich
the variety of teaching medium, particularly in teaching narrative texts.
2. Practical Significance
a. For student
 6

The result of this study can help them to be more active during the
learning process and to create a student-centered atmosphere. It can
be used to improve and develop their abilities in learning narrative
texts.

b. For teacher

The result of this study is hoped useful for the teacher to show that
English learning medium more variable, especially in narrative
text.

c. For the school

The result of this study can be used to improve the next English
teaching and learning process.

d. For the other writer

The writer can use this learning medium to improve the capability
of teaching narrative text writing.

e. For the reader

The writer hopes that this study can give more information and
contribute to knowledge.
 7

CHAPTER II

THEORETICAL FRAMEWORK

A. Writing Skill
1. Conceptual Definition of Writing Skill

Writing is one of the important skills to be mastered by students. They

use it to communicate with each other, as means of ideas and emotional
expression. According to Tricia Hedge, “writing is about expressing the idea
that a writer is unable to express what a speaker able to express, such as
gesture, body movement, facial expression, pitch and tone voice, stress and
hesitation” (Hedge, Resource Books for Teachers Writing, 1998). Thus, the
writer needs to be able to write effective writing to make the reader
understand.

Brown claims that “writing skill is a written product which is

completed after the process of thinking, planning, drafting, also revising.
Moreover, when people write something, they have to consider some aspects
such as content, organization, originality, style, fluency, accuracy, and the
appropriate use of a rhetorical form of discourse” (Brown, 2000). In addition,
“Harmer said that writing is the only skill that can produce a real product that
can be touched, be read and can be kept for a long time” (Harmer, 2004). In
writing, people must write the text in the correct way to avoid confusion and
misinterpretation among readers.

“According to McCharty, when people write something, there

are two aspects that have to be considered; they are cohesion and
coherence. Cohesion is the surface links between clause and sentences
of texts, while coherence is the feeling that the element of the text are
tied together in order to make sense” (McCharty, 2000).
 8

“Both will determine the quality of the structure and the flow of the
idea of what wants to be put in the paper. In addition, “Oshima and Hogue
stated that to be able to have coherence in writing, a writer needs to focus on
the sentence movements. The sentences should flow smoothly” (Hogue,
1999).

As far as the writer is concerned, writing is the most difficult skill in

English. The first reason is that the writer should master English grammar, and
the language use is completely different from language use in spoken
language. Another reason is that the word choice in writing is strictly chosen
to make the writer‟s idea make sense. In concussion, writing skill is a skill that
combines some language components, such as grammar and vocabulary.
Furthermore, writing is about how the writers convey their idea, so the writer
should be able to understand how to develop and organize the idea.

2. The Writing Process

Writing is not an instant process. It takes time and engages so many

activities. The activities are prewriting, drafting, revising and editing.
According to Barbara Fine Close “in the process of writing, the writers do not
easily move from step to step. The writers sometimes need to do double-check
before going to the next process, or sometimes they need to move backward if
they have an idea to add in their writing” (Clouse, A troubleshooting Guide
Strategies and Process for Writers, 2005).

a. Prewriting
Prewriting can be defined as the use of random ideas on
developing text when the writer has lacks inspiration. The activities
in prewriting are brainstorming, freewriting, collecting data, note-
taking, outlining. (Clouse, A troubleshooting Guide Strategies and
Process for Writers, 2005)
 9

b. Drafting
It can be referred to the first version of a piece of writing a draft. In
the writing process, drafting is necessary for helping the writer to
write ideas and decide what should come first, second third and so
on until the last. (Harmer, 2004) So drafting help the writer
organizes information and ideas into sentences and what she
writes first in the paragraph, what she write next until the last of
her writing
c. Revising
“Revising is a process when the writer reworks the rough material
of the draft to get it in a shape. This process is a time-consuming,
difficult part of the process because the writer should express the
ideas in the best order and the best way, so the reader can get the
writer‟s idea.” (Clouse, A troubleshooting Guide Strategies and
Process for Writers, 2005)
d. Editing
“Editing is the last process of writing. In this process, the writer
should hunt for errors, especially in grammar errors. The writer
should edit more than once, so the writing can be free of errors.”
(Clouse, A troubleshooting Guide Strategies and Process for
Writers, 2005)
3. The Purposes of Writing

According to Tony Stead and Linda Hoyt, “there are five common
purposes of writing; there are to instruct, to inform, to persuade, and to
narrate, to the response” (Hoyt, 2011). Each purpose of writing has different
characteristics, and the example of the text is also different. Instruction text
can usually be found on Recipe text, Science Experiment, Direction Text,
Rules, and so on. The texts like advertisement, letter, poster, brochure, and
debate are the example of persuading text. Its characteristic is that there is
writer‟s argument by using supporting facts and evidence. Another purpose of
 10

writing is to narrate, it is where the writer‟s well-develop setting, events,

details, and end. The last is responding text, and the example is like the text
response to literature, response to academic prompt, and response to personal
communication. Based on the statement above, the writer got an
understanding that no matter our writing is , it was done to express the idea
and feeling to raise a purpose on each importance.

B. Narrative Text

1. Overview of Narrative Text

“Narrative text is like storytelling. Woodson points out that narrative

text is arranging events in a story in chronological order, also a way of
thinking about those events” (Woodson, From Cases to Composition, 1982).
Ruetten (Ruetten and Pavlik, 2012) added that “in narrative writing, the writer
focuses on a particular incident to support the main point. The incident
consists of events that are linked in team”. All the events should support the
controlling idea. The writer also includes words and details that support the
controlling idea. Moreover, there are some time signals used in writing the
story, such as suddenly, then, before, after, at first, finally, now, by noon,
earlier, later, next, soon, the next day, often, at night, previously, and so forth.
It is needed to connect the words in narration, either prepositions of time or
subordinators in adverbial clauses of time. Moreover to time relationships, in
narration, there are sequences of events to explain what happened first,
second, and so forth.

“Because narration is concerned with time, it is arranged

chronologically and in the order of the importance of events. This
sequence of events is called a plot. The following plot pattern was
developed by William Labove, there are abstract, orientation,
complication, evaluation and resolution”. (Woodson, From Cases to
Composition, 1982)
 11

From the statement above, it can be conclude that a narrative text is a

twxt which contains a story ordered chronologically. In order that the text can
be enjoyed by the readers, the writer should arrange interestingly.

2. Purposes of Narrative Text

“All of the writing text types are made and used for different purposes,
especially in narrative text. Based on Clouse, a narrative text can fulfill any
the purposes for writing as follows”: (Clouse, The Student Writer: Editor and
Critic, 2008)

a. “To entertain
Sample Narration: An account of your first meeting with your
father-in-law, when you mistook him for an annoying
insurance salesman
b. To express feelings
Sample Narration: An account of what happened when your
best friend betrayed you
c. To relate experience
Sample Narration: An account of the time you got lost in the
woods for two days
d. To inform (to explain what happens when a person is arrested)
Sample Narration: An account of the time you were wrongly
arrested for shoplifting
e. To inform (to teach a lesson)
Sample Narration: An account of a time you got in trouble for
cheating
f. To persuade (to convince the reader that community service
should be required in high school)
Sample Narration: An account of the community service you
performed as a high school senior” (Clouse, The Student
Writer: Editor and Critic, 2008)
3. Characteristics of Narrative Text

a. “Social Function

The social function of the text is to amuse, to entertain, and to deal

with actual or various experience in different ways. Narrative deals
with problematic events which lead to a crisis or turning point of
some kind, which in turn finds a resolution”. (Musaokah, 2002)
 12

b. Generic Structure

“Narrative text should have many parts or generic structure

namely orientation, complication, and resolution like what is
stated below:
1) Orientation: It introduces the participants and inform the
time and the place. The writer tells the audience about who
the character in teh story are, where the story is taking
place, and when the action is happen.
2) Complication: It describes the rising crises which the
participants have to do with. The story is pushed along by a
series of events, during which we usually expect some short
of complication or problem to arise. It just would not be so
interesting if something unexpeced did not happen. This
comlication will involve the main character(s) and often
serves to (temporally) toward them, for reaching their goal.
3) Resolution: It shows the way of the participant to solve the
crises, better or worse.” (Musaokah, 2002)
4. Language Features of Narrative

“Linda Gerot and Peter Wignell states that language features of

narrative are:” (Wignell, 1994)

a. Focus on specific and usually individualized participant, e.g.:

Shifu, Malin Kundang, Aladdin

b. Use of relational processes and mental processes, e.g.: Malin‟s

mother was sad

c. Use of temporal conjunctions and temporal circumstances, e.g.: a

few years ago, sometimes, once upon a time

d. Use of past tense, e.g.: lived, stayed, and was

e. Use of verbal processes, e.g.: said, told, and promised

f. Use of material processes, e.g.: the bomb exploded

 13

5. Types of Narrative

a. Legend

A legend is a narrative of human actions that are perceived both by

teller and listeners to take place within human history. Typically, a
legend is a short, traditional and historicized narrative performed in
a conversational mode.

“Some define legend as a folktale. The examples of the

legend in narrative text are Sangkuriang, MalinKundang,
The legend of TangkubanPerahu, The story of Toba lake.
The following story is the example of legend narrative text
and also including the generic structure:” (scholl room,
2019)

The Legend of Lake Toba

“There was a handsome man named Batara Guru Sahala, who

enjoyed fishing so much. One day, he caught a fish. He was surprised Orientation
to find that the fish could talk. The fish begged him to set it free

Batara Guru sahala was so surprised and set the fish free. As soon as
it was free, the fish changed into a very beautiful woman. Batara
Guru sahala fell in love with that fish-woman and wanted to marry
her. Batara guru Sahala also promised to keep the secret that she had
been a fish and would never tell anybody about it.
Complication
They were happily married. They had two daughters. One day Batara
Guru Sahala got very angry with his daughters. He could not control
his temper. He shouted angrily and the word fish reached his
daughters. The daughters were crying. They found their mother and
told her about it.

The mother was very angry. Batara Guru Sahala broke his promise.
The mother started shouting angrily, then the earth began to shake
and volcanoes started to erupt. The earth formed a very big hole. Resolution
People believed that the big hole became a lake. Today the lake is
known as Lake Toba.” (scholl room, 2019)
 14

b. Fable

A fable is a short allegorical narrative making a moral point,

traditionally by means of animal characters which speak and act
like human beings. “The example of fable in narrative text are
Mousedeer and crocodile, The Ants and the Grasshopper, The
smartest parrot, The story of monkey and crocodile. The following
story is the example of fable narrative text and also including the
generic structure” (studyroom, 2001):

The Goose that laid the Golden Eggs

“Long time ago a remote village, in central China was in habit

mainly with farmers and hunters. One day a poor farmer lost his
Orientation
entire livestock to flood. He prayed hard to god for help or his family
would die of starvation
Few days later, an old man with long grey beard, passed by his house
took pity on him. He gave him a goose and said “I don‟t have any
expensive thing to give you and hope this goose will help you to ease
your hardship.” A week later to almost surprise the farmer found and
Complication
egg in his yard. This was no ordinary egg. It was a golden egg. He
was suddenly overcome with joy. Thereafter, his livelihood had
rapidly improved but the farmer had forgotten his earlier hardship.
He became lazy, arrogant and spendthrift
Strangely, the goose only laid one golden egg every six months. The
greedy farmer lost his patient and slaughtered his goose thinking
there were plenty of golden eggs inside its stomach. Though he very Resolution
much regretted for his foolishness, it‟s already too late.” (studyroom,
2001)

Moral: Someone who wants more often loses all. When you want
something, be patient. If you are greedy, you might lose what you
already have.

c. Fairy tale
 15

A fairy tale is an English language term for a type of short

narrative corresponding to the French phrase "conte de fée". A
fairy tale typically features such folkloric characters as fairies,
goblins, elves, trolls, dwarves, giants or gnomes, and usually magic
or enchantments. “The example of fairy tale in narrative text are
Cinderella, Snow White, Pinocchio, Beauty and the Beast, The
story of Rapunzel. The following story is the example of fairy tale
narrative text and also including the generic structure”:
(studyroom, 2001)

Tulip Fairy Story

“Once upon a time, in a small village near the forest, there was a kind
hearted old lady who lived in a small house. The old woman loved
Orientation
her garden and one flower she always loved is tulip. Because of it,
she built a small garden full with colorful tulip.
Because of her love too, she made a small bed in the middle of the
tulip garden and often spent the night there. One night, she slept in
the middle of the garden. But there was something strange because
unlike usual, she heard a sound from the garden. There was babies
laughing and sweet singing. She tried to find out where the sound
came from but she found nothing.
Complication
On the following night, she once again slept in the garden. And once
again, she heard the sounds; babies laughing and sweet singing. She
was curious. She walked along the garden quietly. She was surprised;
there, somewhere in the garden, she found a little fairy mother
rocking and crooning the tulip flower like a cradle. There was a little
fairy baby, laughing and playing in the tulip cup.
The old woman walked back to her house. From that moment, she
never picked the tulip. She did not allow other people touch her Resolution
beloved flowers.” (studyroom, 2001)
d. Science Fiction

Science fiction is fiction based upon some imagined development

of science, or upon the extrapolation of a tendency in society.
Science fiction is that class of prose narrative treating of a situation
that could not arise in the world we know. “Some examples of
 16

science fiction are to the Moon from the Earth by Jules Verne,
starship Trooper by Robert Heinlein, a Space Odyssey by Arthur
C. Clark. The following story is the example fiction narrative text
and also including the generic structure”: (scholl room, 2019)

FAST SEVEN

“After defeating Owen Shaw and his crew and securing amnesty for
their past crimes, Dominic “Dom” Toretto, Brian O‟Conner, and the
rest of their team had returned to the United States to live normal
lives again. Brian began to accustom himself to life as a father, while
Dom tried to help Letty Ortiz regain her memories. Meanwhile,
Owen‟s older brother, Deckard Shaw, broke into the secure hospital
the comatose Owen was being held in and swears vengeance against
Dom, before breaking into Luke Hobbs‟ DSS office to extract
profiles of Dom‟s crew. After revealing his identity, Shaw engaged
Hobbs in a fight and escapes when he detonated a bomb that severely Orientation
injures Hobbs. Dom later learned from his sister Mia that she was
pregnant again and convinced her to tell Brian. However, a bomb,
disguised in a package sent from Tokyo, exploded and destroyed the
Toretto house just seconds after Han, a member of their team, was
killed by Shaw in Tokyo. Dom later visited Hobbs in a hospital,
where he learned that Shaw was a rogue special forces assassin
seeking to avenge his brother. Dom then traveled to Tokyo to claim
Han‟s body and met and raced Sean Boswell, a friend of Han‟s who
gave him personal items found at Han‟s crash site.
At Han‟s funeral in Los Angeles, Dom noticed a car observing them,
and after a chase, confronts its driver, Shaw. Both prepared to fight,
Shaw slipped away when a covert ops team arrived and opened fire.
The team was led by a man who called himself Mr. Nobody, who
said that he would assist Dom in stopping Shaw if he helped him
obtain the God‟s Eye, a computer program that used digital devices
to track down a person, and saved its creator, a hacker named Complication
Ramsey, from a mercenary named Mose Jakande. Dom, Brian, Letty,
Roman Pearce, and Tej Parker then airdrop their cars over the
Caucasus Mountains in Azerbaijan, ambush Jakande‟s convoy, and
rescue Ramsey. The team then went to Abu Dhabi, where a
billionaire had acquired the flash drive containing the God‟s Eye, and
managed to steal it from the owner. With the God‟s Eye near
 17

telecommunications repeaters, the team tracked down Shaw, who

was waiting at a remote factory. Dom, Brian, Mr. Nobody, and his
team attempted to capture Shaw, but were ambushed by Jakande and
his team, and were forced to flee while Jakande obtained the God‟s
Eye. At his own request, Mr. Nobody left to be evacuated by
helicopter. Left with no other choice, the team returned to Los
Angeles to fight Shaw, Jakande, and his men. Meanwhile, Brian
promised Mia that once they dealt with Shaw, he would dedicate
himself entirely to their family. While Jakande pursued Brian and the
rest of the team with a stealth helicopter and an aerial drone, Ramsey
attempted to hack into the God‟s Eye. Hobbs, seeing the team in
trouble, left the hospital and destroyed the drone with an ambulance.
Ramsey then regained control of the God‟s Eye and locked it down.
Meanwhile, Dom and Shaw engaged in a one-on-one brawl in a
parking garage, before Jakande intervened and attacked them both.
Shaw was defeated when part of the parking garage collapsed
beneath him. Dom then launched his vehicle at Jakande‟s helicopter,
tossing Shaw‟s bag of grenades onto skidded, before injuring himself
when his car landed and crashes. Hobbs then shot the bag of
grenades from ground level, destroying the helicopter and killing
Jakande. Dom was pulled from the wreckage of his car, believed
dead. As Letty cradled Dom‟s body in her arms, she revealed that she
had regained her memories and that she remembered their wedding.
Dom regained consciousness soon after, remarking, It‟s about time.
Shaw was taken into custody by Hobbs and locked away in a secret,
high-security prison, 32 meters underground. At a beach, Brian and
Mia played with their son while Dom, Letty, Roman, Tej, and
Ramsey observed, acknowledging that Brian was better off retired
with his family. Dom silently left, but Brian caught up with him at a Resolution
crossroad. As Dom remembers the times that he had with Brian, they
bid each other farewell and drive off in separate directions.” (scholl
room, 2019)

6. Importance of Teaching Narrative Text in the Classroom

Writing narrative text is the students‟ written task which can train their
way of thinking in writing about events in a story in chronological order.
Narrative text is important to be taught because of consisting of stories.
Stories can be easy to entertain, instruct, clarify, and persuade the students.
 18

They can also show them how the world works, how people behave, and how
events unfold. Therefore, stories can help the students to understand and cope
with the world someday in the future.

“A history textbook can be categorized as a narrative text. It tells the

stories in the past, so students can learn the important things from the past and
change it to be better in the present and future. In the class, the teacher can add
the story with morals to tell and teach them to learn about good attitudes and
behaviors.” (Clouse, A troubleshooting Guide Strategies and Process for
Writers, 2005)

C. Media

1. Definition of Media

As known media are great tools to find out the hidden information. Media
have been dominating human life since before. It is around them, so they can find
it everywhere. They use the media to find out or understand something new in
every case. Media are made in various types and substances. Djamarah and Zain
said that “The word of media is derived from Latin and the plural form of the
word medium, which means mediator or conductor.” (Zain S. B., 2006) Thereby,
media are a vehicle for transferring information about knowledge or message.

Based on the definition above, the media have an crucial part of a human to
get information easily. In fact, media can act as a facilitator in the teaching-
learning process. Therefore, the teacher can teach the English lesson by applying
the media, because it will be easier for the students to understand about the lesson.

2. Kinds of Media

Students‟ comprehension in understanding the lesson can be improved

by the teacher‟s creativity in using the media in teaching learning activity.
Djamarah and Zain stated that, “the media are divided into three types, namely
 19

audio, visual, and audiovisual media. Audio media refer to sound element,
visual media refer to visual element, and audiovisual media refer to both
sound and visual element.” (Zain D. a., 2006)

In addition, Gebhard added that “in the media itself, including various
kinds of materials, and he specified and classified them in four general
categories as the following; Listening/viewing materials, visual materials,
printed material, and realia.” (Gebhard, 2009)

From those categories, not all of them can be applied in the classroom,
so the teacher should choose one of the appropriate media that can be used in
teaching the students by considering to the objective of learning, the
effectiveness, the efficiency, the function, the cheapness, and related to the
material of learning.

D. Comic Strips
1. Definition of Comic Strip

A comic strip is a printed paper consisting of images and incorporated

with the text. It is also categorized as one of media of teaching in the
classroom. In addition, comic strips are often regarded as interesting and
motivating media. Arlin and Roth suggest that “comics are interesting, and
children will attend to that which they find interesting more than to that which
they find uninteresting” (Roth, 1978). Absolutely, comic strips can make
students interested, because it consists of series of picture and interesting
story.

According to Mc Cloud, “comic is literature of drawing. Comic strips

are composition or other images in purposeful sequence and they have an aim
to convey information and visual response in the view” (McClaud, 2008).

Each comic strip has various stories, it may tell about humor, action,
mystery, thriller, adventure, and so forth. It also often influences children‟s
 20

emotions and feeling while conceiving the story. So that, comic strip is a fun
medium for students and also developing their imagination.

2. Strengths of Using Comic Strips in the Classroom

Based Morrison, Bryan, and Chilcoat assumptions, “there are some

reasons why comics have more strength rather than other teaching materials as
follows:

a. Comic is familiar to and popular with middle and high school

students.
b. The comic is a form of literature that students enjoy.
c. Students engage in greater literacy exploration than they
otherwise would, due to comics‟ popular and easily accessible
format.
d. Through comics, students investigate the use of dialogue,
succinct and dramatic vocabulary, and nonverbal
communications.
e. Such methodology helps enliven a classroom that can prevent
historical content from being boring and meaningless, as it
often is in typical classrooms” (Timothy G. Morrison, 2002).
The conclusion from thise reason, comic can make students desire to
learn English subject with pleasue. So comic has crucial roe in teaching

From those reasons, it can be concluded that comic has an important

role in education, especially in teaching-learning activity between the teacher
and students in the classroom.

Many students have difficulties to write. They are often having no idea
about the topic that will be written on their paper, so they need a long process
to write something.. Moreover, they are always getting stuck to tell and
describe the next plot of the story after writing the introductory paragraph.
Therefore, using comic strips can help them developing their ability in writing
from the pictorical story.

3. Application of English Comic Strip in teaching Writing of Narrative

Text
 21

One of the reasons why students are not interested to write is because
they regard writing is English language skill that is complex and difficult. It
needs a long process to master it. Most of them still get difficulty to write
about what topic will be written by them. Moreover, they are always getting
stuck to tell and describe the next plot of the story after writing the
introductory paragraph. Therefore, comic strip is very useful for the English
students to help them develop their ability in writing from the pictorial story.

In the classroom, the teacher can apply comic strips to teach writing
narrative text. After explaining about narrative text, the teacher can distribute
the comic strips to each student, and then ask them to tell and ask the students
to rewrite the story into paragraph based on the comic strips that had been
given before. This method is very easy to be conducted by the teacher in the
classroom, and it will make the students feeling fun in learning writing.
Hence, teaching writing of narrative text by using comic strips is an
appropriate and recommended method for the teachers to apply in the
classroom in the teaching-learning activity.

E. Thinking Framework

The research‟s conceptual framework was formed based on the theoretical

reviews and the theories of the research. The research took place in MTs N 1 Kota
Tangerang Selatan, particularly in Class 8.7 because, the students had low ability
in writing narrative text. So, the students need media or method that can increase
their ability in writing narrative text. And comic strips are useful to increase the
students‟ ability to write narrative text because by using comic strips, it is easier
for the students to get the idea of what they want to write. Comic strips provide
dialogues in the bubbles which represent what the characters say. It means that
using comic strip gives easiness for the students to know what is actually told in
the story. Using comic strips also makes the students get the idea of that they are
 22

going to write easily. Thus in order to improve the students‟ ability in writing
narrative text, the writer used comic strips.
 23

F. Relevant Previous Study

There are many relevant studies that related to the use of comic strips
technique in relation of improving students‟ narrative writing skill. The first is
Agus Hidayat (2010), “Teaching Descriptive Paragraph Writing Through Comic
Strips at the First Semester of the Eight Grade of MTsN Talang Padang
Tanggamus”. The result of the study indicated that comic strips helped the
students mastering writing descriptive paragraph. The students also learnt in
conducive and joyful class. And comic strips had positive influences in learning
process. Learning through comic strips could involve them in the learning process
and make them more active.

The second study is research which was conducted by Fika Megawati

(2012),”the implementation of comic strips in teaching writing through a
collaborative classroom action research at MAN Bangil, particularly in class XII
of Language Program.” The study was conducted because she found out the
students‟ writing skill ability in narrative texts was relative low. Many students
faced difficulties in making their own writing and it make most of students could
pass the minimum passing criterion. The procedures which were followed when
she conducted the study were planning, implementing, observing, and reflecting.
The result of the study showed that teaching writing using comic strips could
successfully improve student‟s ability in writing.

The other relevant study is a reserach which was conducted by Dhamar

Saka Kharisma (2012), “the use of comic as an aid in teaching narrative text”. The
study was conducted in MTsN Brangsong, Kendal, Particularly in Class VIII E.
There were 34 students in that class as the population and the sample. The result
of the study shows that the students‟ achievement in writing improved. The mean
of the pre-test was 60.32%. the mean of the students‟ achievement was 70% in the
first cycle; 76.33% in the second cycle; and 79% in the third cycle. And the writer
conducted study using comic strips as a media to improve students‟ writing skill,
 24

but the writer only focused on imrpoving students writing skill in Narrative Text
at eighth grade of MTsN 1 kota Tangerang Selatan.
 25

CHAPTER III

RESEARCH METHODOLOGY

This chapter presents and discusses place and time of the study, the
method of research, the research design, subject of study, the writer„s role on the
study, the classroom action research (CAR) procedure, the research instrument,
the technique of collecting data, the technique of data analyzing, and the criteria
of the action success.

A. Place and Time of the Study

The writer did research at the eighth grade of MTsN 1 Kota Tangerang
Selatan. This research started from February 15th up to March 14th, 2019. The
action in cycle I was conducted in three meetings started on February 25th, 27th
and March 4th. Meanwhile, the action cycle in cycle 2 was conducted on March
6th, 11th and 13th 2019.

B. The Subject of the Study

The subject of the research was the eighth grade students at MTsN 1 Kota
Tangerang Selatan 2018/2019 academic year. The number of students consists of
28 (twenty-eight). There are 15 girls and 13 girls. The writer chose class 8.7 to
conduct the research based on the Pre-Observation with the English Teacher who
told that students of 8,7 class obtained the lowest achievement than any other
classes exactly in writing English text. That was why it was needed an appropriate
strategy to help the students in improving their ability.
 26

C. The Writer’s Role on the Study

The action classroom research design in this study is collaborative

classroom action research. In conducting the research, the writer collaborated with
the English teacher of MTsN 1 Kota Tangerang Selatan as a collaborator. The
writer played a role as the teacher who teaches writing a narrative text through
comic strips to the students whereas the English teacher was as the observer and
also as the collaborator. As an observer she made a review in every meeting in
order to know the improvement of the students. As the teacher, the writer
constructed a lesson plan and implemented it in the observed class. The writer was
not only constructed lesson plan but also prepared teaching tools, and collecting
and analyzed data to know the result of students‟ writing.

D. The Research Design

The design of this study is Classroom Action Research (CAR) about using
comic strips in teaching narrative text. According to Robert P. Pelton, “Action
research, in the school setting, is a systematic approach to improve teaching
practice. Action Research is a simple process, if you learn how to use it, it will
meet many of your teaching goals” (Pelton, 2010). Then, from the Dave Ebbuts,
“Action research is about the systematic study of attempts to improve educational
practice by a group of participants means of their own practical action and by
means of their own reflection upon the effects of those actions.” (Damaianti,
2006)

Based on the opinion stated above, the writer concludes that action
research is a simple process in the teaching and learning that is conducted through
the systematic procedure in the study that is hoped can increase the teaching
goals. In action research, there is a reflection stage from the every cycle.

Rido Kurnianto said that “Penelitian tindakan kelas pertama kali

diperkenalkan oleh Kurt Lewin yang menyatakan bahwa dalam satu siklus terdiri
 27

atas empat langkah pokok yaitu: Perencanaan (planning), tindakan (acting),

pengamatan (observing), dan refleksi (reflection)”. (Kurnianto, 2009) “It is
concluded that action research has four stages in every cycle. There are planning,
acting, observing, and the last is reflecting.” (Kurnianto, 2009)

Figure 3.1 Kurt Lewin’s Action Research Design (Arikunto, 2002)

1. Planning

“This is the first stage in the action research. In this stage, the writer
has to plan all of the tools in teaching and learning such as lesson planning,
develop teaching procedure and scenario, etc. then, after the writer plan the
research, next writer acts in the research based on the planning.” (Arikunto,
2002)

2. Acting

“Acting is the second stage in the action research. In this stage, the
writer conducted the acting that the writer has to do in the research that has
planned in the first stage. In this stage, the writer usually acts the research is
helped by the collaborator action research.” (Arikunto, 2002)
 28

3. Observing

“This is the third stage in the action research. In this stage, the writer
conducts the research or act while she observes all of the activities of the
students that happened in the classroom. Observation can be done by the
writer itself or the observer in the classroom action research that called
collaborator action research.” (Arikunto, 2002)

4. Reflecting

“This is the last stage in the action research. After conducting

planning, acting and observing in the class, the writer makes a reflection of
our result. Reflection is useful for reflecting back in our research in order to
know the fault that make by us in the research and to correct the weakness in
every cycle.” (Arikunto, 2002)

E. Procedures of the Study

The procedure used in this research was based on Kurt Lewin (Arikunto,
2002)“namely the spiral model. They are planning, acting, observing and
reflecting.” The research was conducted based on the following steps:

1. Planning
In the planning phase, the writer and the teacher shared the
information. The writer identified and diagnosed students‟ writing problems
that happened in the classroom which was proven by observing and
interviewing. Afterward, the writer analyzed the data that had been identified
through observation and interview. It covered determining the teaching
techniques/media, creating lesson plan, an instrument of post test 1,
observation sheets and setting the criteria of success.
In determining teaching media/technique, it referred to students‟
problems in this case. Based on the observation and interviews , the main
problem of the students was the difficultiy to get the idea and develop the idea
 29

into paragraph when they wrote narrative text based on imagination only.
Therefore the writer determines that using comic strips as a visual media in
teaching narrative text could solve this problem in writing narrative text.
The writer and the teacher did discussion in designing lesson plan to
apply comic strips as the media in teaching learning activity. Designing lesson
plan had purpose to guide the teacher during teaching learning activities. The
writer made a lesson plan based on the recently used syllabus. Besides lesson
plans, the writer also made the observation sheet and instrument of post-test 1.
Observation sheet was aimed to monitor all the teacher and students‟ activities
in the classroom. While the test was aimed to evaluate the students‟
improvement in writing narrative text through comic strip in each cycle.
In setting criteria of success, the writer and the English teacher
discussed to determined the criteria of the action success. It was useful for
measuring whether the action of this study was successful or not. The criteria
of the success were decided based on the agreement between the writer and
English teacher. It was 75% of students achieve the score equal or greater than
78 as the minimum mastery criterion (KKM score)
2. Acting
In the acting phase, the writer implemented the lesson plan that had
been discussed before. In implementing the action, the English teacher acts as
the collaborator who monitored and observed anything that happened in the
class during teaching and learning process. Meanwhile, the writer acts as the
the English teacher who taught writing narrative text through comic strips in
the class. There are three meetings in implementing of the action of each
cycle. This phase hopefully could overcome the students‟ problem
3. Observing
In observing phase, the writer observes Classroom Action Research
process of learning writing skill in narrative text by using comic strips. There
are several aspects that is crucial in obervation. Those aspects are the
instrument used in collecting data, the technique for data collection, and
sources of data. When observing the collaborator observed the writer‟s
 30

performance during implementing the action, students‟ response, class

situation, and also made documentation of all the activity in the class.
Meanwhile, the writer calculated the students‟ improvement scores from pre-
test to post-test 1. It had purpose to know whether there was any improvement
in the first cycle or not.
4. Reflecting

Reflecting phase is the last phase in one cycle. The aims of this phase
are to analyze and evaluate learning process in cycle 1 and also to know to
know whether the action is successful or not by appropriating the result of the
observing phase with the criteria of success. There will not be the next cycle if
the result of the first cycle is success by reaching the criteria of success.
Meanwhile, it should move to the next cycle if the result of the action does not
reach the criteria of success.

F. Instruments of the Study

The research instrument of this research consisted of four instruments.

They are observation, interview guidelines and students‟ writing tasks

1. Observation Sheet

The observation sheet is conducted during the teaching and learning

activities in the class. The real English teacher observed the writer‟s
performance during classroom action research, class situation while writing
activity, and the student‟s participant toward the learning process. The
information that obtained from this observation sheet is used as a basis to
determine the planning for the following cycle.

2. Interview Guidelines
The writer used interview guidelines in conducting interview to get
some data about the teacher and the students. The data is about the teacher‟s
 31

and the students‟ perspectives in writing before, during and after the teaching
and learning process using comic strip.
3. Students‟ Writing Tasks
The writer used students‟ writing tasks were used to get information
about students‟ writing performance and to give written feedback on the
students‟ writing. The tasks also were used to see whether students‟ writing
skill had improved or not.

G. Technique of Data Collection

The technique of collecting data is done by using observation, interviews,

and testing. The observation conducted using the observation checklist during
teaching and learning process. Then the writer and the collaborator discussed
about the result of observation. Afterward for the next cycle, the writer could plan
the preparation. Besides, after implementing the action, the writer conducted
interview with the students. And before and after implementing the action thw
writer conducted interview with the teacher. The last is test. The pretest conducted
to determine students‟ previous knowledge before carrying out the action by using
the comic strips. And post-test conducted to know the improvement in students‟
skill in writing.

H. The Technique of Data Analysis

From the interview which conducted before and after the implementation
and the observation sheet which done by the observer during the implementation,
the writer got the qualitative data. “To analyze quantitative data, the writer
calculates the average of students‟ writing score in one cycle. It will be used to
grasp the understanding of students‟ ability as a whole on writing skill. The
formula used as follows” (sudijono, 2008):

∑
̅ = ∑
 32

̅ = mean

∑ = sum of frequency time midpoint

Fi = the number of students

“Afterwards, to get the class percentages which pass the minimal mastery
criterion (KKM), the writer used the formula below” (sudijono, 2008)

“Explanation:

P : The class percentage

F : total percentage score

N : number of students” (sudijono, 2008)

“In the next step, the writer had to analyze the improvement that the
students got from their pre-test, post-test in cycle one and post-test in cycle two.
To find the result, the formula below was used” (Meltzer, 2002):

“ ” (Meltzer, 2002)

“Explanation:

P : percentage of students‟ improvement

Y : pretest result

Y1 : posttest 1” (Meltzer, 2002)

“ ” (Meltzer, 2002)

“Explanation :

P : percentage of students‟ improvement

 33

Y : pretest result

Y1 : posttest 2” (Meltzer, 2002)

I. The Validity of Data

“Validity is a measurement instrument which shown whether the
instruments are valid or not” (Arikunto, 2002). It means that validity is one of the
important thing in implementing research including Classroom Action Research
(CAR). There should be no misleading or irrelevant points in reflecting data by
using data validity. “To get the validity of data, the writer used source
triangulation which is by collecting the result from different sources such as the
test, the observation and the interview and then compared them” (Kunandar,
2002).
Besides, the writer also uses the criterion of data validity adopted by
Anderson, Herr and Nihlen‟s criteria that mention “the validity of action research
including democratic validity, outcome validity, process validity catalytic validity
and dialogic validity” (Atmaja, 2005). In this research, the writer used outcome
validity requires that the action emerging from a particular study leads to the
successful resolution of the problem that was being researched, that is, “your
research can be considered valid if you learn something that can be applied to the
subsequent research cycle.” (Atmaja, 2005)
From the explanation above, the result validity could be known from the
outcomes of the test. When the result of cycle 2 was better than cycle 1, it means
that the study is successful. The dialogic validity is “it involves having a critical
conversation with peers about research findings and practices.” (Atmaja, 2005) In
this case, the writer and the English Teacher discussed and assessed the result of
an action in each cycle together.
 34

J. Criteria of the Action Success

A key of success in classroom action research can be reached when the

criteria are fulfilled. However, the failure also can not be denied if determined
criteria can not be reached. In accordance with the criterion of Minimal Mastery
Criteria (KKM), at least there should be 75% of the students who need to reach the
target score. The target score of MTsN 1 Kota Tangerang Selatan for English is
70 (seventy). In this case, the writer has to improve 75% of students‟ ability in
writing skill to reach the criteria success. In this case, the writer used “scoring
rubric that was adapted from Jacobs et al‟s to help the writer to evaluate the
students‟ writing of narrative texts” (Rivers, 1981). The score would show the
improvements made by the students.

Excellent to Knowledgeable, relevant to the

4
Very Good topic
Some knowledge of subject,
Good to
3 limited development, mostly
Average
“CONTENT relevant to topic, but lacks detail
Limited knowledge of subject,
2 Fair to Poor
inadequate development of topic
Does not show knowledge of
1 Very Poor
subject,
Fluent expression, ideas clearly
Excellent to
4 stated, well-organized, logical
Very Good
sequencing, cohesive
Loosely organized but main ideas
Good to
3 stand out, limited support, logical
Average
but incomplete sequencing
ORGANIZATION
Non-fluent, ideas confused or
2 Fair to Poor disconnected, lacks logical
sequencing and development
Does not communicate, no
1 Very Poor organization, not enough to
evaluate
Excellent to effective word choice, word form
4
VOCABULARY Very Good mastery
3 Good to Adequate range, sometimes errors
 35

Average
of word choice, usage but meaning
not Obscured
Limited range, frequent errors of
2 Fair to Poor word choice, usage but meaning
confused or obscured
Essentially translation, little
1 Very Poor knowledge of English vocabulary,
not enough to evaluate
Effective complex constructions,
Excellent to few errors of agreement, tense,
4
Very Good number, word order, articles,
pronouns and Preposition
Effective but simple constructions,
minor problems in complex
Good to constructions, several errors of
3
Average agreement, tense, number, word
order, articles, pronouns and
preposition
LANGUAGE USE Major problems in simple/complex
constructions, frequent errors of
negation, agreement, tense,
2 Fair to Poor
number, word order, articles,
pronouns and preposition,
meaning confused or obscured.
Almost no mastery of sentence
construction rules, dominated by
1 Very Poor errors, does not communicative,
not enough to evaluate.” (Hughes,
2003)
Table 3.1 The Scoring Rubric of Students’ Writing

“(Adapted from Teaching for Language Teachers, 2nd ed)” (Hughes, 2003).

K. The Implementation of Classroom Action Research

After analyzing and identifying the data from pre-observation, interview,
and test. The writer knew the students‟ difficulties and problems in writing
 36

narrative text. Hence, the writer determined to apply comic strips as a visual
media in teaching writing narrative text to overcome the problems.

The implementation of the action was held from February 25th up to March
14th, 2019 at 8.7 grade of MTs Negeri 1 Tangerang Selatan. There were 28
students followed this implementation. The writer conducted this research
contained two cycles. Each cycle was conducted in three meetings.

1. Cycle 1

The teaching and learning process in Cycle 1 was divided into three
meetings. The writer and collaborator did four steps in this cycle; they are
planning, action and observation, and reflection.

a. Planning

The planning phase was conducted after the writer finished

preliminary research. Then, the writer made lesson plan by selecting
narrative text as the material and comic strips as the media of teaching and
learning English. In the teaching and learning process, the teacher acted as
the observer and the writer acted as the teacher. There were three meetings
in cycle 1.

The first meeting discussed about the social function, generic

structure and language features of narrative text. To introduce students
with the comic strips as a media in teaching writing narrative text, so the
writer presented and explained the material about narrative text to the
students using comic strips. Then the writer gave the students a task to
write narrative text using comic strips. This task was aimed to assist the
students to be familiar with the simple past tense as this tense was
dominantly used to produce a narrative text.

At the second meeting, the writer reviewed the previous material

about narrative text. In this meeting, the writer emphasized on the generic
structure and language feature of narrative text. The writer asked the
 37

students to re-arrange the jumble comic strips and made the sentence using
simple past tense in each picture. Using that guided writing then the writer
asked the students to write narrative text in pairs and collecting the
students work. And then gave feedback to the students‟ work.

At the third meeting, the writer returned the students‟ task and
explained about the written feedback on the students‟ task and the most
common mistake in their task. After that asked students to revise and edit
their task. Then the writer collected students‟ writing that had been revised
and given score on the students‟ writing.

In creating those lesson plan, the writer was helped by the

collaborator who is the English teacher of MTs Negeri 1 Tangerang
Selatan; that is Mrs. Neneng Susilawati, S.Pd. Besides lesson plan, the
writer together with the collaborator also prepared an observation sheet as
a medium for the collaborator to write down students‟ and teacher‟s
activities during teaching learning process in the classroom whether it was
in line with the lesson plan that had been made before or not. The writer
also prepared post-test 1 to collect the data after implementing comic
strips. It was to find out if there were some students‟ score improvement
from the pre-test. Then the writer set the criteria of success that had been
previously discussed and agreed by the collaborator. It was purposed to
measure wether the action is successful or not. The writer also prepared
the documentation in order to record all activities that happened in the
classroom as the evidence of this study.

b. Acting

In this cycle, the action was done on February 25th, 27th and March
4th, 2019. The writer implemented lesson plan that had been discussed by
the English teacher.

At the first meeting, the writer opened the class by greeting the
students, introducing herself to the students, checking their attendance and
 38

asking one of the students to lead the prayer. Then she explained the
objectives of the teaching and learning. Before she explained the material,
she did lead-in by asking some questions such as “Have you ever read
novels, or comic?” or “What genre that you usually read?” Some of the
students still had difficulties to construct sentences in telling their
experiences. After giving a lead in, she asked the students to recall their
previous knowledge of narrative texts, only a few of them could answer.
Then, the comic strips and narrative text entitle “tiger and mouse” was
attached to the screen. She asked to the students wether the comic strips
clear or not, and they said it was clear. Then, the students with the
teacher‟s guidance identify those elements together. They were very
attracted to the comic strips and paid attention to the board because it was
the first time they got this medium in their writing class.

The students gave their opinion on the differences and the

similarities of narrative text and comic strips. “Can you mention the
difference between the text and the comic strip?” Some students answered,
but most of all were silent. After asking their opinion, the writer explained
the function of the comic strips to guide the students easier in writing a
narrative text. After explaining the narrative text, the social function and
the language features of narrative text, she gave some questions to the
students to make the students understand about narrative text. She asked
the students about comic that they ever read, and discussed the story and
divided it based on the generic structure of narrative text. The students
were interested in answering the questions about narrative story. After that
the teacher gave the students comic strips to make a simple paragraph
based on the comic strips. Before that the teacher asked the students to
make an outline based on the comic strip first. After they finished making
an outline, students were asked to develop their outline into a narrative
text. Most of them faced the difficulties in produce the paragraph. The
writer helped the students and walked around the class and gave them
 39

more explanation. At the end of the class, the students and the writer
discussed it together. As the bell was ringing, the writer closed the class.

At the second meeting, the writer started the teaching and learning
process by greeting the students, asking them to pray and checking the
students‟ attendance list. She gave brainstorm to make the students to be
spirit. After brainstorm, she distributed the narrative text and asked the
students to answer the questions. After finished answer the question and
discussed it, she distributed jumbled comic strips to the students. In this
task students were divided into 8 groups, they needed to re-arrange the
jumble comic strips into good order. The purpose of this activity was to
help the students to string up their ideas. After they finished the tasks, they
needed to develop the story based on the comic strips given. The students
with the writer‟s guidance explored the vocabularies and the sequence
words of the story that might be used in developing the comic strips. The
writer asked the question such as “Who was in the comic strips?” and
“where was the complication started?” they could answer the question
correctly and start writing the outline and made narrative text. Some
students still faced difficulties to find appropriate words to express their
ideas. To help the students, the writer and the collaborator monitored the
students and asked them to always look at the dictionaries.

In the last ten minutes, the students collected their writing. After
that, the writer reviewed the generic structure, language features and the
purpose of the narrative texts. The students could understand those
elements well because most of them could answer the writer‟s questions.

At the third meeting, the writer started the class by greeting the
students, checking their attendance, asking one of the students to lead the
prayer and asking about the previous meeting. She asked about the generic
structure, language features and the purpose of the narrative text. They
could answer all the questions although sometimes they opened their book.
 40

Then she told the objectives of the learning. Then the teacher asked the
students to make the final draft of their previous writings and they had to
write a story based on comic strips individually.

To engage students‟ motivation in writing narrative text, the game

was held before students wrote the final task. the writer gave the title of
the movie at the whiteboard. The class was divided into 5 groups. They
should write characters, the event and complication of the movie. The
longest list and based on the story will get the highest score. Then the
writer showed them the narrative text based on the title of the movie and
asked the groups to write the simple past verb and the word showing pas
activities and the purpose of the text. After the game was over and got the
winner, the writer discussed the text together.

Then the writer asked the students to edit their draft in the previous
meeting. After all, students got the paper, they wrote their paragraphs
based on feedback that they got from the writer. The writer explained to
her notes that might not be understood by the students.

Students got some more explanations before they wrote their own
narrative text. First, they were asked to observe series of pictures. The
writer asked some leading questions. The first question was “what did the
picture tell about?”. The other questions were about the setting of place
and time, the objects and some action verbs. Those questions reflected the
generic structure of the narrative texts. Some students said that they have
ever read it before.

Then, the writer went around the class and helped the students if
they needed help like finding the appropriate vocabulary, correcting the
past form of verbs and developing the story based on the comic strips. The
time was enough to them in writing a complete text which consisted of
orientation, complication, and resolution.
 41

10 minutes before the bell was ringing, the students collected their
writing. Before she closed the class, she asked the students about their
difficulties related to the activities and the given material. Then she ended
the class.

c. Observing

In this phase, the English teacher observed the teaching learning

process by monitoring all activities both the teacher and the students
happened in the classroom. In cycle 1 the English teacher saw that most of
the meetings gradually went well, but it still had many shortcoming such
as; first, related to the teacher‟s performance, the observer thought the
writer had accomplished the task in line with the lesson plans that had
been made. She delivered the material well. However when the teacher
asked the students to identify the generic structure and language features,
she gave unclear direction, so that most of the students asked twice or
more what they had to do. Besides, the teacher‟s voice was not loud
enough in the first meeting. It could be seen from some students who said
that they could not hear the teacher‟s voice.

The second, the class situation was not conducive because the class
was so noisy and could not be controlled in the second meeting. The
students often asked the task and also the vocabulary to the teacher.
Nevertheless, they were quit enough in the third meeting because the
writer rose her voice up, gave clear instruction and the students also knew
how to do the task and had been already familiar with the vocabulary used
in narrative text. the third, the students‟ response toward comic strips in
writing narrative text was absolutely good. It could be seen from the
students‟ participation in answering the teacher‟s questions. Although
many of the students did not reach the KKM yet. Beside, the students‟
response, the English teacher responded positively towards the use of
comic strips. She admitted that the use of comic strips was quite fun and
 42

could decrease the students‟ difficulties in writing narrative text. However

the students still had many mistakes in doing the task such as; the students
could not compose the generic structure of narrative text correctly. They
made many errors in language features, especially in the use of simple past
tense and word choice.

After three meetings, the writer carried out the post test to measure
how well the students‟ writing ability of narrative text that had been
studied and to know the problems which occurred in learning of writing
narrative text through comic strips. The post-test 1 was conducted on the
third meeting of cycle 1. Related to the result of the post-test 1, the mean
score was 77.36 in which there were 16 students achieved the KKM.

d. Reflecting

In this phase, the writer and the observer discussed about the result
of the action. Based on the analysis of the students‟ post test 1 that showed
54.3 % of the students who got score above the KKM, the implementation
of comic strips as an instructional media had not given satisfactory result
yet on the improvement of students‟ writing ability. The students had not
achieved the criteria of success that 75% of students must achieve the
KKM. Therefore, it needed to be revised before the implementation of the
next cycle so that it could achieve the criteria of success of this study.

Based on the result of the reflection stage, the writer and the
collaborator concluded some revisions of the first cycle. First, the students
had to bring dictionary individually in order to help them to find out the
words, so they did not need to ask to the writer. Second, the writer should
give more explanation about the material loudly and give clear instruction
so that the students understood about the activity that they had to do. In
addition, the writer had to walk around the class often to check students‟
work.
 43

From the explanation above, there must be more effort to improve

students‟ writing ability of narrative text through comic strips. It needed to be
improved again in the next cycle.

2. Cycle 2
a. Planning

After finding the result from cycle 1 that the students‟

understanding of writing narrative text still had problems, the writer and
the English teacher discussed about the result of the recent cycle and found
the solution of the students‟ difficulties. After the discussion, the writer
and English teacher agreed to give some additional to the lesson plan that
had been made before and revised it to be better. There were several
additional; the writer explained the material loudly, gave instruction
clearly and always asked the students to bring dictionary in English lesson.
There was punishment if they did not bring it. It purposed to decrease the
students‟ noise in the class, so they could do their work well.

Furthermore, the writer gave new topics and emphasized them in

practice. In the first meeting, the writer presented and explained again
about narrative text to the students, asked students to arrange jumbled
sentences into a good narrative text and assisted students to write an
outline of narrative text. In the second meeting the writer returned the
students‟ draft, gave detail explanation about simple past tense as this
tense was dominantly used to produce a narrative text. then the writer
explained the feedback given on the students‟ draft and asked the students
to revise and edited their draft. After that, the writer collecting students‟
writing and gave a score on the students‟ writing. And in the last meeting
the teacher reviewed the materials about narrative text, explained the
assessment criteria to the students, asked the students to write narrative
text about “mouse and tiger”. Then the teacher collected students‟ writing
and gave feedback and score on the students‟ writing.
 44

Besides, the writer prepared an unstructured observation sheet to

asses the classroom activity during teaching learning process and post-test
2 to collect the data.

b. Acting

The action of cycle 2 was done on March 6, 11 and 13. In the first
meeting, the writer started the class by greeting the students, checking
their attendance and asking one of them to lead the prayer. She then
explained the objectives of the teaching and learning. She told that in the
end of the class they would be able to write a good narrative text based on
the comic strips. First, the researcher displayed a model of narrative text
they were also laughed when they read the text and saw the pictures on the
slides. The students were motivated during the process of teaching and
learning. When the presentation was over, she asked about the elements of
the text such as what they should write in orientation, complication and,
resolution and she also asked about the language features and the social
function of the text. Surprisingly, most of the students could answer all of
the questions. They could understand more the narrative text.

After presented the PowerPoint, students were asked to rearrange

the jumbled sentences. Then the writer gave students comic srips entitled
“Ant and Dove”. The students observed the comic strips before do the
task. To help students in observing the comic strips, the writer asked some
question such as “who was in the picture?” or “when it happened?”. Next
students were asked to make outlines from the comic strips that they
received as what they made in cycle 1 in pair. This grouping activity was
done to make an information gap and cooperative learning. By writing in
pairs, they could help each other. The writer asked them to write a
sentence representing each picture in making outlines. Then they
continued to develop their outlines into 3 paragraphs which consist of
orientation, complication and resolution. In the writing process, the writer
 45

walked around the class to monitor and to help the students in composing
the story. Five minutes before the writer ended the class, the students
collected thesir paper.

At the second meeting, the writer started the class by greeting the
students, checking their attendance and asking one of the students to lead
the prayer. Then she returned the draft that she had given written feedback.
Next, she explained more detail about the correction by giving more
example to make the students more understand their mistakes. To make
students understand more about the past tense, the writer gave a video
about past tense. Then they had to fill in the blank spaces with the right
verb of past tense. After that, students revised their draft that they made in
the previous meeting. At the end of the class the writer asked the students
to submit their writing. Then the writer reviewed about the generic
structure, language features and the purpose of the narrative texts and
asked the students‟ opinion about the lesson.

At the third meeting, the writer started the class by greeting the
students, checking their attendance and asking one of the students to lead
the prayer. And the writer asked about what they did in the last meeting.
The writer did brainstorming by giving the students some questions that
related to the teaching learning in the previous meeting. The writer showed
students the narrative text gave question the students which paragraph was
the generic strictures, language features of the text. But before that the
students had to rearrange the jumble paragraph of narrative text. It made
the students comprehending more the generic structure of the text.

After that, the writer gave the students comic strips. Before
students write the narrative text the teacher asked the students to observe
the comic strips fist. After they observing the comic strips they did
outlining and then write the narrative text based on the comic strips that
 46

had been given. At the end of the class the students submitted their
writing.

c. Observing

In this phase, the English teacher made observation and discusson.

The English teacher saw many improvements happened in cycle 2. First
the writer‟s performance became better than cycle 1. The writer could
control the class and made them more understand the material by applying
variation activities such as group working and pairs.it could be seen from
their participation in the discussion within their group. Second, the class
situation was changed better than the previous cycle.it could be seen from
their result in the post-test and from their enthusiasm to answer some
question given by the writer. And the students‟ response toward the use of
comic strips in teaching writing of narrative text in cycle 2 was very good.

After three meetings, the writer carried out the post test 2 to know
whether the students‟ achievement in the cycle had improvement or not.
Then based on the result of post-test 2, there were a lot of improvements
on the students‟ writing rather than in Cycle 1 upon their content, diction
and language use aspects. They could write more sentences on their
writing. And the mean score of the class in writing narrative text was
82.14 in which 22 students reached the KKM. The post-test 2 was exactly
conducted on the third meeting of cycle 2.

d. Reflecting

The reflecting of classroom Action Research (CAR) was carried

out after the writer got the score of post-test. The writer and the English
teacher felt satisfied with the result. The students could improve their
writing ability. They also could understand the comic strips which told
about the story that happened in the past. They could easily analyze the
generic structure. It was proven by their scores from pre-test, post-test 1
and post-test 2. In the pre-test, the students who passed KKM were 7
 47

students or 25 %, in cycle 1 were 16 students or 57.14% and in cycle 2

were 22 students or 78.57%. It means that the students had achieved the
criteria of success that 75% of students must achieve the KKM. Therefore
the writer and the English teacher decided to stop Classroom Action
Research (CAR) because it had already succeeded.

According to the result of the evaluation between the writer and the
English teacher, it assumed that CAR in improving students‟ writing ability in
narrative text through comic strips was appropriate with the planning that had
been discussed previously the writer and the English teacher. In this case, every
action was planned as clear as possible so that the writing activities could
accomplish well.
 48

CHAPTER IV

RESEARCH FINDINGS

A. The Description of The Data

1. Before Implementing the Classroom Action Research (CAR)
There were three parts related to the data before implementing the
action. Those were pre-observation, pre-interview and pre-test. The
explanations were as follow:
a. The Result of Pre-Observation

Pre-observation was conducted to observe the process of teaching

learning before implementing the action. It was held at class 8.7 MTs
Negeri 1 Tangerang Selatan in 2019. There were 28 students in the class.
The pre-observation was conducted on Monday, February 18th 2019. It
was started at 10.45 A.M and finished at 12.05 A.M. The vignette below
shows the process of teaching and learning writing and the students‟
behaviour toward the writing class.

“When the bell had rung, the teacher went to class. Because the
class started after they took a break, some of the students were still outside
and some of them were still eating. The teacher waited for about 5 minutes
to get the students ready to study. After that, the teacher greeted the
students and she pointed one student to lead a pray. After prayed the
teacher checked the absent. Then the teacher started the lesson by asking
the students about narrative text. Some of the students said they did not
know about narrative text. The teacher then explained the generic
structure and language features of narrative text. She explained all of that
using a white board. Then the teacher asked the students to open their
book with a page that had been mention by the teacher to show them the
example of narrative text. While the teacher was explaining about
 49

narrative text some of the students were talking to each other and several
were sleepy. After she explained the material, she gave the students
writing tasks. She asked the students to make narrative text. Some of tried
to ask to their friends what they had to do.

They also got difficulties in arranging the sentences and

vocabulary. They were confused at choosing words for their writing. The
class was not conducive. The students who did not know the vocabulary in
English asked to their teacher in turns and that made the class seemed to
be noisy. When the time was finished some of the students could finish the
task, some just copied the task from their friend‟s work and few could not
finish their task”.

From the observation found some facts that happened in the

classroom during teaching learning process. It can be seen that the English
teacher did not use any stimulating media to make students interesting to
learn writing in the class. So some of students did not pay attention to the
teacher explanation, talked to their friends and did not active in the class.
Teacher also did not give feedback to the students. Those happened
probably because of the effect of the teaching method, technique or media
which was not interesting for them. Hence the writer hoped that the use of
comic strips to the next meeting could make the students become
concentrating, more active and paid attention to the teacher explanation.

b. The Result of Pre-Interview

1) Pre –Interview for Teacher

This Pre-interview was held on Monday, February 18th, 2019 at

12.05 up to 13.00. In this interview, the writer asked several
questions to the teacher about the students. The writer asked
about students‟ difficulties in learning English lesson especially
writing, the students‟ responses in learning English, media,
teaching activity and teaching method on English writing
 50

lesson. The English teacher explained that the students would

feel bored if the topic or classroom activity was not interesting
for them. And some of them paid no attention to the lesson.
And it makes them faced difficulty in understanding the
material.

Based on the teacher‟s explanation, she used to have activities

like grouping, fill in the blank, arrange the words into a good
sentence and so on. The media that teacher used was text or
picture which is relevant to the topic. For technique in teaching.
The English teacher taught narrative text deductively; that was
she explained the definition, structure, and language features of
narrative text and then she gave the example of narrative text.
Then she gave the students a task.

Furthermore, the teacher‟s difficulties when she taught English

especially writing skill was the students argued that English
was difficult, especially writing. Their mindset was that
English was not their mother tongue, so they had limited
vocabulary. When the teacher explained the material
sometimes the students made noise so they did not pay
attention to the teacher‟s explanation, but when it came into
practice the students usually found the difficulties. When the
teacher asked them to write, the students had difficulties in
putting their ideas so that they could not produce a text with a
good order or even miss the part of the paragraph.
Consequently, most of the students hardly passed the Minimum
Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) on
writing subject. In fact, they had to get 78 score to pass KKM.

2) Pre-Interview for Student

 51

This Pre-interview was conducted on Tuesday, February 19

2019 at 12.05 up to 12.30. In this interview, the writer asked
several questions to the students. The writer asked about the
process of teaching learning English in the classroom, the most
difficult skill in English, the difficulty in writing skill and
media of teaching used in writing lesson.

Based on the interview, the writer concludes that the students

felt interested sometimes, but they also felt bored when
learning English lesson. They said writing is one of the most
difficult skill in English. They got difficulty to write because
they had limited vocabulary and sometimes did not know the
right spelling of english words. Thus, they often made a
mistake when they wrote. It was caused by lacking of practice.
Moreover, they were confused with the idea to write text, they
did know what they had to write. And they also were confused
about the grammar. In addition, most of the media used in
writing was a text that related to the material.

c. The Result of Pretest

The pretest had been done before the Classroom Action Research.
It was held on Wednesday, February 20 2019. It started at 02.00 P.M. up
to 3.20 P.M. There were 28 students of 8.7 who followed the test. The
writer held a pre-test to see the students‟ ability in writing narrative texts.
The writer asked the students to write a famous narrative text entitles
“Lion and Mouse”. This title was chose because most of the students ever
read the story or watched the movie, so they have background knowledge
about the story. The paragraphs consist of orientation, complication, and
resolution.

Based on the result of the pre-test, the data showed that most of the
students could not produce a well-organized text. When they were
 52

assigned to write a composition, they found hard to decide what they

should write. They needed much time to finish their writing. The mean
score of the pre-test was 70.21. There were only 7 students who passed the
Minimum Mastery Criterion –Kriteria Ketuntasan Minimal (KKM)
meanwhile the other 21 students did not pass from the criterion. From the
data, the lowest achievement score was 55 and the highest score was 80. It
could be seen that almost of 8.7 students‟ ability in writing narrative text
was still low.

B. The Result of Data Analysis Classroom Action Research

The discussion of the data after implementing the action consisted of two
parts. Those were the result of post-interview and the result of post-test. Further
description is as follows:

1. The Result of Post-Interview

a. Post-Interview for the Teacher

After implementing the CAR, the writer interviewed with the

English teacher. It was conducted on Wednesday, March 13th
2019. It started at 1.00 p.m., and finished at 2.00 p.m. this
interview has purposed to know the teacher‟s and students‟
response concerning Classroom Action Research (CAR) that had
been done. In this case, the writer asked some questions. Those
were the teaching learning process during classroom action
research, the difficulties in implementing comic strips as a media
of CAR and the writer‟s opinion about media that had been used to
overcome the students‟ problem in writing narrative text.

It was found that teaching learning process during the Classroom

Action Research (CAR) became more interesting because the
activity given by the writer had many variations and motivating.
 53

Hence, the students looked enthusiastic in writing narrative. The

students‟ participation was good. The writer successfully motivated
the students to write narrative text through comic strips. And the
English teacher admitted that the result of the test was good.

Next, the English teacher stated that there was no serious obstacle
during the implementation. Then, related to the teachers‟ opinion
about comic strips. The teacher said that applying comic strips was
effectively applied in teaching writing narrative text. Therefore
choosing comic strips was the right choice. Moreover, comic strips
could help students to develop their idea to write the story of
narrative text. And the English teacher concluded that comic strips
improved the students‟ writing ability of narrative text.

b. Post-Interview for the students

This post interview was conducted on Thursday, March 14 2019. It

started at 12.05 p.m and finished at 12.45 p.m. In this interview,
the writer asked several questions to the students. The writer asked
about the process of teaching learning english during the action,
students‟ score after implementing the action, the difficulties in
writing narrative text through comic strips.

Based on the interview, the writer concluded that they felt

enthusiastic during teaching learning narrative text through comic
strips. They felt that writing became much easier because comic
strips could help them to develop their idea, so they could do the
task to write narrative text easily. Based on the students‟ score after
the action, many of them did not pass the KKM in the first test, but
they got above the KKM in the second test. It means they could
pass the KKM. But they still had a little difficulties in writing
baecause they did not know the meaning of the word and did not
familiar of the past tense of the verb. It caused the sudents‟
 54

vocabulary which still very low. However, their difficulties could

be solved by bringing dictionary.

2. The Result of Post-Test

In obtaining the data of the students‟ writing achievement, the writer

utilized the data from pre-test, post-test 1 and post-test 2. The students‟ score
from pre-test, post-test 1 and post-test 2 are shown in the table.

PRE- POST- POST-

NO. NAME
TEST TEST 1 TEST 2
1 Student 1 80* 80* 90*
2 Student 2 65 80* 85*
3 Student 3 70 70 80*
4 Student 4 80* 85* 90*
5 Student 5 70 80* 80*
6 Student 6 65 70 70
7 Student 7 55 75 75
8 Student 8 65 80* 80*
9 Student 9 55 70 80*
10 Student 10 85* 85* 90*
11 Student 11 65 80* 85*
12 Student 12 60 70 70
13 Student 13 65 80* 85*
14 Student 14 80* 80* 85*
15 Student 15 65 70 75
16 Student 16 80* 85* 90*
17 Student 17 60 75 75
18 Student 18 65 80* 90*
19 Student 19 70 80* 80*
20 Student 20 60 75 85*
 55

21 Student 21 65 70 80*
22 Student 22 80* 85* 85*
23 Student 23 65 65 70
24 Student 24 60 85* 90*
25 Student 25 75 85* 90*
26 Student 26 65 70 80*
27 Student 27 80* 85* 85*
28 Student 28 60 75 80*
Mean :
∑ 68.21 77.5 82.14
̅=
*: the student who passed the KKM (78)
Table 4.1 The Students’ Writing Score of Pre-test, Post-test 1 and Post-test 2

To compare the test result between pre-test and post-test of each cycle. the
writer uses some steps. Those are calculating the students‟ mean and median score
of the text, calculating the class percentage and calculating the students‟
improvement score from pre-test to post-test 1 and 2 into a percentage.

In analyzing the data of the pre-test, the first step is to know the range of
class, number of class, and interval of class. The writer also calculates the
frequency, in order to know the most and the least gained score that students
obtained through interval class, The calculation as follows:

1. Determining (R) range of data:

R= max.score – min.score
R= 85 - 55
R= 30
2. Determining (C) number of class:
C= 1+3.3log n (number of data)
C= 1+3.3log (28)
C= 1+3.3(1.447)
C= 5.78 ≈ 6
 56

3. Determining (i) interval of class:

i= R/C
i= 30/6 = 5
4. Frequency (Fi), Cumulative Frequency (Fk) and Mid Point (xi):
Frequency Cumulative
No. Score xi Fi . xi
(Fi) Frequency (Fk)
1 55-59 2 2 57 114
2 60-64 5 7 62 310
3 65-69 10 17 67 670
4 70-74 3 20 72 216
5 75-79 1 21 77 77
6 80-84 6 27 82 492
7 85-89 1 28 87 87
∑ = 28 ∑ = 1966
= Median class
Table 4.2 Frequency, Cumulative Frequency and Mid Point of Pre-test

The second step is to get the mean score of the class. From the table above
the writer calculates the mean score. It is calculated as the following:

∑
̅ = ∑

̅ = the average of students‟score

∑ = sum of frequency time mid point

Fi = the number of students

∑
̅ = ∑

̅ =

̅ = 70.21

From the calculation above, it is known that the mean score in pre-test
before implementing Classroom Action Research (CAR) is 70.21.
 57

The third step is to get the median of students‟ score (M). It is calculated
as the following:

∑
1. Median class =

= 14 ≈ the 14th frequency is median class

2. The Median of students‟s score (M)

⁄
M =L+( )i

M = the median of the students‟ score

L = lower boundary of the median class
N = total frequency
Fk = cumulative frequency before median class
Fi = frequency in median class
I = interval of class
⁄
M =L+( )i
⁄
= 64.5 + ( )5

= 64.5 + ( )5

= 64.5 +( )5

= 64.5 + 3.5
= 68

From the calculation above, it is known that the median score in pre-test
before implementing Classroom Action Research (CAR) is 68, with 85 as the
highest and 55 as the lowest score.

The fourth step is to know the precentage of whole students who pass the
minimum passing criteria (78), then the writer use the formula to find out the
percentage as follows:
 58

∑
P = x 100%

P = percentage of whole students who pass the minimum passing criteria

∑ = frequency of students who pass the minimum passing criteria

= the number of students

∑
P = x 100%

P = x 100%

P =

From that computation, the class percentage in the pre-test is 25%.

It means that 7 students pass the KKM and 21 students are still below the KKM.
Hence, it is shown the achievement of students writing of class 8.7 is low. It can
be seen from the figure below.

25

20

15
nilai > 78
10 nilai < 78

0
nilai < 78 nilai > 78

Figure 4.1 The Result of Students’ Score in Pre-test

Next, in the cycle of classroom Action Research, the writer calculates the
result of post-test 1 to know the students‟ score improvement from the result of
pre-test to post-test 1. There are several steps to get this. Those are calculating the
 59

students‟ mean score and median score of the class, calculating the students‟
improvement score into percentage and calculating the class percentage.

In analyzing the data of the post-test 1, the first step is to know the range
of class, number of class, and interval of class. The writer also calculates the
frequency, in order to know the most and the least gained score that students
obtained through interval class, the calculation as follows:

1. Determining (R) range of data:

R= max.score – min.score
R= 85 - 65
R= 20
2. Determining (C) number of class:
C= 1+3.3log n (number of data)
C= 1+3.3log (28)
C= 1+3.3(1.447)
C= 5.78 ≈ 6
3. Determining (i) interval of class:
i= R/C
i= 20/6
i= 3.33 ≈ 3
4. Frequency (Fi), Cumulative Frequency (Fk) and Mid Point (xi):
Frequency Cumulative
No. Score xi Fi . xi
(Fi) Frequency (Fk)
1 65-67 1 1 66 66
2 68-70 7 8 69 483
3 71-73 0 8 72 0
4 74-76 4 12 75 300
5 77-79 0 12 78 0
6 80-82 9 21 81 729
7 83-85 7 28 84 588
∑ = 28 ∑ =2166
= Median Class

Table 4.3 Frequency, Cumulative Frequency and Mid Point of Post-Test 1

 60

The second step is to get the mean score of the class. From the table above
the writer calculates the mean score. It is calculated as the following:

∑
̅ = ∑

̅ = the average of students‟score

∑ = sum of frequency time mid point

Fi = the number of students

∑
̅ = ∑

̅ =

̅ = 77.36

From the calculation above, the students‟ mean score of post test 1 is
77.36. It proves that there is improvement from the mean of students score. It can
be seen from the increase of mean score of pre-test (70.21) to the mean score of
post-test 1 (77.36). It means that the students‟ writing ability in writing narrative
text increase because the mean of students score also increases.

The third step is to get the median of students‟ score (M). It is calculated
as the following:

∑
1. Median class =

= 14 ≈ the 14th frequency is median class

2. The Median of students‟s score (M)

⁄
M =L+( )i

M = the median of the students‟ score

L = lower boundary of the median class
 61

N = total frequency
Fk = cumulative frequency before median class
Fi = frequency in median class
I = interval of class
⁄
M =L+( )i
⁄
= 79.5 + ( )3

= 79.5 + ( )3

= 79.5 +( ) 3

= 79.5 + 0.67
= 80.17

From the calculation above, it is known that the median score in post-test 1
is 80.17, with 85 as the highest and 65 as the lowest score.

The fourth step is to get the precentage of students‟ improvement score

from pre-test to post-test 1. The writer calculates by using formula below:

P = x 100%

P = x 100%

P = x 100%

P = 10.2%

Based on that computation, the percentage of the students‟ improvement

score from pre-test to post-test 1 was 10.2 %. It shows that the score in the cycle 1
has improved 10.5% from the pre-test score.

The fifth step is to know the percentage of students who pass the KKM.
The calculation is as follows:
 62

∑
P = x 100%

P = percentage of whole students who pass the minimum passing criteria

∑ = frequency of students who pass the minimum passing criteria

= the number of students

∑
P = x 100%

P = x 100%

P =

From that calculation, the class percentage in the post-test1 is 57.14%. It

means that there are 16 students who pass the KKM and 12 students who are still
under KKM. The class percentage of post-test 1 shows some students‟
improvement in the class percentage in the pre-test (25%). But it is still needed
more improvement because it has not achieved 75% yet as the criteria of success
of this study. Therefore, the writer did the cycle 2 because some students still get
score under the KKM. It can be seen from the figure below:

18
16
14
12
10
nilai > 78
8
nilai < 78
6
4
2
0
nilai < 78 nilai > 78

Figure 4.2 The Result of Students’ Score in Post-test 1

 63

Furthermore, in the cycle 2 the writer also calculates the result of post-test
2 to find out more the score improvement either from the result of pre-test and
post-test 1.

In analyzing the data of the post-test 2, the first step is to know the range
of class, number of class, interval of class. The writer also calculates the
frequency, in order to know the most and the least gained score that students
obtained through interval class, the calculation as follows:

1. Determining (R) range of data:

R= max.score – min.score
R= 90 - 70
R= 20
2. Determining (C) number of class:
C= 1+3.3log n (number of data)
C= 1+3.3log (28)
C= 1+3.3(1.447)
C= 5.78 ≈ 6
3. Determining (i) interval of class:
i= R/C
i= 20/6
i= 3.33 ≈ 3
4. Frequency (Fi) and Cumulative Frequency (Fk):
Cumulative
Frequency
No. Score Frequency xi Fi.xi
(Fi)
(Fk)
1 70-72 3 3 71 213
2 73-75 3 6 74 222
3 76-78 0 6 77 0
4 79-81 8 14 80 640
5 82-84 0 14 83 0
6 85-87 7 21 86 602
7 88-90 7 28 89 623
∑ = 28 ∑ =2300
= Median class
 64

Table 4.4 Frequency and Cumulative Frequency of Post-test 2

The second step is to get the mean score of the class. From the table above
the writer calculates the mean score. It is calculated as the following:

∑
̅ = ∑

̅ = the average of students‟score

∑ = sum of frequency time mid point

Fi = the number of students

∑
̅ = ∑

̅ =

̅ = 82.14

From the calculation above, it shows the mean score of the class in post-
test 2 is 82.14. It is concluded the achievement score of students‟ ability in writing
narrative text through comic strips is effective.

The third step is to get the median of students‟ score (M). It is calculated
as the following:

∑
1. Median class =

= 14 ≈ the 14th frequency is median class

2. The Median of students‟s score (M)
⁄
M =L+( )i

M = the median of the students‟ score

L = lower boundary of the median class
N = total frequency
 65

Fk = cumulative frequency before median class

Fi = frequency in median class
I = interval of class
⁄
M =L+( )i
⁄
= 78.5 + ( )3

= 78.5 + ( )3

= 78.5 +( ) 3

= 78.5 + 3
= 81.5

From the calculation above, it is known that the median score in post-test 1
is 81.5, with 90 as the highest and 70 as the lowest score.

The fourth step is to get the percentage of students‟ improvement score

from pre-test to post-test 2. The writer calculated by using the formula as follows:

P = x 100%

P = x 100%

P = x 100%

P = 17 %

Based on that computation, it can be seen that the post-test 2 improve

17%.

The fourth step, the writer try to get the class percentage the students‟
score that passes the KKM. The calculation is as follows:

∑
P = x 100%

P = percentage of whole students who pass the minimum passing criteria

 66

∑ = frequency of students who pass the minimum passing criteria

= the number of students

∑
P = x 100%

P = x 100%

P =

From that calculation, the class percentage is 78.57%. it meant 22 students

pass the KKM and only 6 students are under the KKM in the cycle 2. The class
percentage of post-test 2 obviously shows some improvements from the previous
test. It can be seen from the figure below:

25

20

15
nilai > 78
10 Nilai < 78

0
nilai < 78 nilai > 78

Figure 4.3 The Result of Students’ Score in Post-test 2

From the calculation above, the writer interprets the result after the
implementation of Classroom Action Research from cycle 1 up to cycle 2. It
can be seen from the result of pre-test, post-test 1 and post-test 2. Here, the
writer describes through figure below:
 67

25

20

15
Nilai > 78
10 Nilai < 78

0
Pre-Test Post-Test 1 Post-Test 2

Figure 4.4 The Students’ Score Improvement From Pre-Test, Post-Test 1,

and Post-Tes 2

From the figure above, it can be seen that in the pre-test only 7 students
pass the KKM and 21 students are still under KKM. In the post-test 1 the students
who pass the KKM have increased, there are 16 students and 12 students who are
still under KKM. And in the post-test 2 there are only 6 students under KKM, it
means that 22 students pass the KKM.

C. Data Interpretation

Overall, the interpretation of the data result among the instrument of this
research is that from the instrument of observation sheet (from pre-observation
until the observation on cycle 1 and cycle ), it can be seen many improvements
from the students‟side. In the pre-observation several students did not pay
attention to their teacher, they talked to each other. These behaviors started to
decrease in cycle 1 where the teaching learning process had been done well,
although the class still had some problems such as; some of the students talked to
each other and made noise in the middle of the learning process. In the last
observation on cycle 2, the class condition was better than the previous cycle. The
students were ready to start the lesson, they paid attention to their teacher and they
 68

did the task well. Furthermore, they could answer the teacher‟s question. The
class was running well.

From the instrument of interview guidelines, it can be concluded that there

is good response about the use of comic strips as a visual media in teaching
writing of narrative text from the teacher. In the pre-interview, the English teacher
said that most of students did not like English subject. They used to get low
achievement in English, especially writing. They got difficulty to generate the
ideas and to choose the right words. Because of that condition, it made the
students copying their friend‟s task or just took from the internet. These problems
were also caused by the teacher‟s strategy in teaching writing which was using a
conventional way; the teacher explained the material in the whiteboard and then
gave the example. Besides, the task given by the teacher was taken from students‟
handbook (LKS) only. In the post-interview the English teacher said that comic
strips were effective media in teaching writing narrative text. It gave a good
impact to improve the students‟ writing ability in narrative text.

From the instrument of test, it can be seen that the students‟ scores from
pre-test, post-test 1 and post-test 2 get increase. In the pre-test, the mean score of
students on writing test before carrying out the Classroom Action Research
(CAR) is 68.21 and it shows there are only 7 students who pass the KKM and 21
students who do not pass the KKM (78). Furthermore, the mean score in the post-
test 1 is 77.5. It meant there are students score improvement from the previous test
(pre-test). And the class percentage which passes the KKM in post-test 1 is 57%. It
shows that 16 students pass the KKM and 12 students are still under the KKM.
Consequently, the writer and the collaborator (English teacher) decide to continue
to the cycle 2 because it has not achieved the target of success criteria yet; that is
75% from the class percentage has to pass KKM. Next, the mean score in the post-
test 2 is 82.14 and the class percentage which passes the KKM is 78.57%. It meant
there are 22 students who pass the KKM and there are only 6 students who the
score are under the target of KKM. In the post-test 2 has fulfilled the criteria of
success; that is above 75% of students can pass the KKM. Automatically, it can be
 69

said that the Classroom Action Research (CAR) is success and the cycle is
stopped.
 70

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the study conducted at the eighth grade of MTsN 1 Kota

Tangerang Selatan in the academic year 2018/2019, it can be concluded that the
students could improve their ability related to the observation result, the students
were more interested in learning writing narrative text, and they were able to
make narrative text correctly. According to the interview result, the teacher‟s and
students‟ response to the implementation of comic strips was positive. It means
that comic strips would be an alternative way of teaching and learning writing.
Related to the result, there was some progress of students‟ scores from pre-test to
post-test 2. In the pre-test, there were only 7 or 25% of students who passed the
KKM and the mean score of the pre-test was 70.21. Then, in the post-test 1, there
were 16 or 57.14% students who passed the KKM and the mean score of post-test
1 was 77.36. Next in the post-test 2, there were 22 or 78.57% students who passed
the KKM in which their mean score of the post-test 2 was 82.14. It can be
concluded that comic strips could improve the students‟ skills in organization and
content aspects. By the series, the students could construct paragraphs into unity
and coherence. They also could easily generate ideas into a chronological order

Based on those results, the writer infers that the comic strips improve
students‟ writing skill in writing narrative text at the eighth grade of MTsN 1 Kota
Tangerang Selatan.

B. Suggestion

Based on the conclusion above, the writer would like to give suggestion
for:
 71

1. Teacher
The writer suggests teachers to use fun and good media in teaching
especially, in teaching writing. Comic strips could be fun media and
helpful to improve students‟ writing ability therefore, the teacher needs
to maintain using comic strips in teaching narrative text.
2. Other Researcher(s)

To the further researchers, particularly those who have the same

problems and interests in conducting the study, it is suggested that this
study can be a reference. Hopefully, there will be any further study on
how to complete this media.
 72

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 APPENDICES

Appendix 1 The Guideliness and Transcript of the Interview before CAR

Interview Guidelines and Transcript for the 8th Grade English Teacher of
MTsN 1 Kota Tangerang Selatan before the Implementation of Classroom
Action Research

1. Bagaimana proses berjalannya kegiatan belajar mengajar bahasa Inggris di

kelas ibu?
2. Berapa nilai KKM untuk pelajaran Bahasa Inggris?
3. Dalam pengajaran Bahasa Inggris khususnya di aspek menulis, metode apa
yang biasanya ibu gunakan?
4. Bagaimana tanggapan siswa terhadap pelajaran yang ibu ajarkan?
5. Masalah apa yang biasanya ibu temukan dalam mengajarkan bahasa
inggris dalam aspek menulis?
6. Apa saja penyebab kesulitan yang dialami oleh para siswa?
7. Menurut ibu, apakah strategi pengajaran menggunakan comic strips dapat
meningkatkan kemampuan menulis siswa dalam Bahasa inggris?

The Interview Transcript of The English Teacher before Implementation of

Classroom Action Research
Hari, tanggal : Senin, 18 februari 2019
Tempat : Ruang Guru
Kegiatan : Interview
Respondend : P : Peneliti
GBI : Guru Bahasa Inggris
P : Assalamualaikum. Selamat siang Ibu
GBI : oh mba syifa. Waalaikumsalam, gimana mba?
P : Ini bu saya mau sedikit interview terkait dengan pelajaran bahasa
inggris. apakah ibu ada waktu?
GBI : oh iya mba sini-sini mumpung istrahat (GBI mempersilahkan duduk
P). Apa yang mau ditanyakan mba?
P : Ini Bu, tentang kegiatan writing, menurut Ibu proses kegiatan belajar
mengajar writing secara keseluruhan gimana ya?
GBI : Ehmm, ya writing itu kan pelajaran paling susah dibandingkan skill
yang lain mbak, jadi saya mengajarnya selalu belakangan.
Kalo anak-anak sih bisa menulis dikit-dikit.
P : oh begitu bu. Untuk nilai KKM bahasa Ingris disini berapa bu ?
GBI : KKM bahasa inggris 78 mba, lumayan tinggi.
P : Ibu biasanya menggunakan metode apa bu untuk mengajar bahasa
inggris, terutama pas aspek writing ?
GBI : Saya biasanya ngajar pakai power point mba, ya biasanya pakai buku.
Terkadang juga pakai games untuk diawalnya mba biar murid-murid
semangat.
P : Masalah apa yang biasanya ibu temukan dalam mengajarkan bahasa
inggris terutama di aspek menulis ?
GBI : Ehmm, biasanya idenya, vocabulary, tense sama noun phrase gitu
mbak.
P : Oh begitu Bu, emmm, kalo menulis narrative text? Biasanya
kesulitan yang dialami anak apa aja Bu?
GBI : Yah itu mbak biasanya mereka bingung mau nulis apa. Sampai-
sampai waktunya lama cuma buat mikir mau nulis apa. Sama
biasanya itu kepengaruh sama bahasa Indonesia mbak kalo nulis itu.
P : Wah iya ya Bu, kalo tensenya Bu?
GBI : Oh iya mbak, penggunaan simple past tense itu juga sangat susah,
anak- anak cuma sering tambah -ed aja kalo disuruh ganti ke past
tense.
P : Trus cara mengatasinya bagaimana Bu?
GBI : Ehmmm saya drill aja mbak biasanya, jadi biasanya saya suruh
menghafalkan beberapa kata di rumah
 P : Begitu ya bu. Sayang. Oh iya Bu, ehmm, begini, biasanya anak- anak
disuruh membawa kamus ga Bu kalo pelajaran menulis?
GBI : Iya mbak, tapi ya namanya anak-anak ada juga yang ga bawa.
heeheeee.
P : Hehe, iya ya Bu, oh iya Bu, ini kan saya mau mengadakan penelitian
tentang meningkatkan kemampuan menulis narrative dengan comic
strips Bu, kira-kira gimana Bu?
GBI : Oh iya,bagus mbak, anak-anak nanti akan lebih tertarik. Selama ini
ga termotivasi anak-anak kalo disuruh nulis apalagi lebih gampang
menyalurkan idenya kan mbak. Mungkin nanti kalo mbak pake
media comic strips ya? Nanti anak-anak bisa termotivasi mbak.
P : (Bel berbunyi) Oh iya Bu, semoga saja Bu, sudah bel, hehe makasih
ya Bu sebelumnya.
GBI : Iya sama-sama mbak, mau pulang ini?
P : Iya Bu.
GBI : O, yasudah. Hati-hati mbak, saya tak mengajar dulu.
P : Oh iya Bu, terimakasih. Assalamualaikum.
GBI : Waalaikumsalam

Interview Guidelines and Transcript for the 8th Students of MTsN 1 Kota
Tangerang Selatan before the Implementation of Classroom Action Research

1. Bagaimana pendapat kamu mengenai pelajaran bahasa Inggris di kelasmu?

2. Khususnya dalam aspek menulis, bagaimana biasanya cara guru kalian
menyampaikan pelajaran?
3. Bagaimana pendapatmu tentang cara mengajar tersebut?
4. Apakah kamu tertarik untuk belajar bahasa Inggris dengan media lain
selain dari yang guru gunakan?
5. Kesulitan apa yang biasanya kamu temui dalam belajar menulis?
6. Sudah pernahkah mendengar tentang comic strips? Atau bahkan kamu
pernah membaca comic strips?
 The Interview Transcript of the Students Before Implementation of
Classroom Action Research
Hari, tanggal : Selasa, 19 februari 2019
Tempat : Ruang Kelas
Kegiatan : Interview
Respondend : P : Peneliti
S1 : Siswa 1
S2 : Siswa 2
S3 : Siswa 3
S4 : Siswa 4
P : Hallo adik-adik.
SS : Iya Miss.
P : kakak mau tanya-tanya bentar yah. Boleh nggak ?
S1 : O, iya Miss.
P : Tadi gimana Miss Neneng mengajarnya?
S1 : Banyak yang ribut Miss jadi ga konsen.
S2 : Ga donk Miss tentang apa tadi namanya,,
P : Narrative text dek.
S2 : Oiya Miss, itu maksudnya. Hehehhe.
P : Hmm gitu ya? Belum pahamanya dimana?
S1 : kemarin cuma suruh jawab dari LKS, kita kan belum paham Miss.
P : biasanya miss Neneng kalau ngajar itu gimana dek ? misal pakai
media apa gitu ?
S3 : biasanya pakai power point di kelas ka, tapi pernah juga sih pakai
papan tulis gitu jelasinnya.
S2 : iya kadang kalau proyektornya rusak pakai papan tulis kak.
P : kalau tadi gimana penjelasannya?
S2 : Yah cuma nyangkut dikit hehe.
P : Kalo Jessica?
S1 : Iya Miss sama, cuma tahu kalo narrative texts itu pake past tense.
Tapi narrative texts tu apa je Miss?
P : Hee belum paham yah, yah Miss jelasin besok ya, minggu depan
Miss yang ngajar kalian.
SS : Asik.
P : Bu Rini ngajarnya gimana?
S1 : santai sih ka, kadang-kadang galak kadang-kadang enak.
P : Pernah pake media lain selain power point gak dik ?
S1 : Maksudnya?
P : Ya kayak gambar atau komik gitu dik.
SS : Ga pernah Miss.
P : Hehe, gitu yah, tapi kalian tahu atau pernah bacacomic strips gak
dik ?
S3 : pernah miss tapi enggak bahasa ingris
S2 : iya miss sering kalo komic tapi bahasa indonesia hehehe
P : oh begitu, oke dik terimakasih ya.
SS : iya mis sama-sama.
Appendix 2 The Guidelines and Transcript of the Interview after CAR

Interview Guidelines and Transcript for the 8th Grade English Teacher of
MTsN 1 Kota Tangerang Selatan after the Implementation of Classroom
Action Research

1. Apa pendapat anda, setelah melihat pembelajaran writing menggunakan

komik strip?
2. Bagaimana kemampuan pemahaman menulis siswa setelah menerapkan
penggunaan media komik strip?
3. Menurut pendapat anda, bagaimana aktivitas yang dilaksanakan dalam
proses pembelajaran writing dengan menggunakan komik strip?
4. Kendala apa yang terlihat ketika belajar writing menggunakan komik
strips?
5. Menurut anda bagaimana cara mengatasi kendala itu?
6. Setelah mengobservasi pembelajaran writing menggunakan komik strip,
apakah strategi pembelajaran komik strip efektif di terapkan pada
pembelajaran skill writing dan dapat meningkatkan kemampuan menulis
siswa dalam bahasa Inggris?

The Interview Transcript of the English Teacher after Implementation of

Classroom Action Research
Tempat : Ruang Guru
Kegiatan : Interview
Respondend : P : Peneliti
GBI : Guru Bahasa Inggris
1. Apa pendapat anda, setelah melihat pembelajaran writing menggunakan
komik strip?
Menurut saya pembelajaran menggunakan komik strip sangat fresh bagi
anak-anak yang selama ini selalu menggunnakan buku dalam
pembelajaran. Jadi mereka terlihat tertarik dan bersemangat dalam
belajar.
2. Bagaimana kemampuan pemahaman menulis siswa setelah menerapkan
penggunaan media komik strip?
Pada awalnya kemampuan menulis siswa saya banyak yang di bawah
KKM, hanya beberapa siswa saja dari mereka yang mampu menulis
dengan baik. Tapi setelah beberapa kali pertemuan dengan pengajaran
menggunakan media komik strip, kemampuan menulis para siswa menjadi
meningkat dalam menulis teks narrative. Hal ini terbukti dari penelitian
dan hasil tes yang kemarin telah diujikan kepada anak-anak.
3. Menurut pendapat anda, bagaimana aktivitas yang dilaksanakan dalam
proses pembelajaran writing dengan menggunakan komik strip?
Aktivitasnya sangat menarik dan memberikan kesempatan kepada siswa
untuk aktif berpartisipasi dalam proses pembelajaran. Mereka
menganalisa menggunakan komik strip tersebut, diberikan kesempatan
untuk erangkai cerita tersebut berdasarkan pengamatannya masing-
masing. Kemudian menceritakannya kembali dengan kata-kata mereka,
dibantu dengan sedikit kalimat yang tertera pada komik strip.
4. Kendala apa yang terlihat ketika belajar writing menggunakan komik
strips?
Kendalanya yaitu walaupun mereka telah diberikan kata kunci disetiap
panel gambarnya, mereka terlihat sedikit kesulitan dalam
mengembangkan kalimatnya kedalam paragraf dikarenakan kurang
perbendaharaan kosakata.
5. Menurut anda bagaimana cara mengatasi kendala itu?
Mereka harus banyak mempelajari dan menghafal kosakata baru, dan
lebih mudahnya mereka dibantu dengan adanya kamus.
6. Setelah mengobservasi pembelajaran writing menggunakan komik strip,
apakah strategi pembelajaran komik strip efektif di terapkan pada
pembelajaran skill writing dan dapat meningkatkan kemampuan menulis
siswa dalam bahasa Inggris?
Menurut saya efektif ya setelah melihat hasil post test kedua yang
kemarin. Kemampuan menulis siswa jadi meningkat berkat bantuan
pengajaran menggunakan komik strip . maka dari itu saya dapat katakan
bahwa strategi pengajaran ini sangat efektif dalam mengajar menulis,
terutama teks yang memiliki rangkaian cerita seperti narrative text .
melalui komik strips yang terdapat gembar, mereka memiliki gambaran
lebih jelas mengenai kejadian yang terjadi, juga memudahkan dalam
penyampaian schematic structure dari teks tersebut. Anak-anak jadi tahu
mana yang harus dimasukkan ke dalam Orienntation, event maupun
resolution
Appendix 3 The Sample of Students’ Writing in the Preliminary Study
Sample of Students’ Writing in the Preliminary Study
Appendix 4 The Sample of Comic Strips and Students’ Narrative Text
Writing in the First Cycle
Appendix 5 The Sample of Comic Strips and Students’ Narrative Text
Writing in the Second Cycle
Appendix 6 Observation Note of Cycle I 1st Meeting

Observation Note in Teaching Learning Process

School : MTsN 1 Kota Tangerang Selatan

Academic Year : 2018/2019

Class/Semester : VIII/II

Material/Skill : Narrative Text/Writing

Cycle : One/1st Meeting

 Learners‟ Activity
 Listening to the teacher‟s explanation about schematic structure and
linguistic features of narrative text
 Indentifying the example of recount text given by the teacher
 Understanding the story of the komik strips given by teacher about
narrative text
 Writing the story of the komic strips into the narrative text.
 Teacher‟s purpose
 The teacher explained the schematic structure of narrative text and
linguistic featuresand engage students to organize the idea of
orientation, complication, and resolution of the story in the comic
strips and how to write into be a narrative paragraph
 Comment
 Students are rarely active, some of them are cheating to their friends
 Some students did not understand what they have to do with their task
because the teacher explanation is too fast and not clear enough
 Students need to explore their vocabulary hard. Some students do not
look to try hard to find the vocabulary they need.
 The class is little bit noisy.

Observer: Neneng Susilawati, S.Pd.

Appendix 7 Observation Note of Cycle I 2nd Meeting

Observation Note in Teaching Learning Process

School : MTsN 1 Kota Tangerang Selatan

Academic Year : 2018/2019

Class/Semester : VIII/II

Material/Skill : Narrative Text/Writing

Cycle : One/2nd Meeting

 Learners‟ Activity
 Reviewing the schematic structure and linguistic features of narrative
text
 Continuing to write the story of comic strips given by the teacher
 Re-check their writing of schematic structure, keyword, grammar, etc.
 Teacher‟s purpose
 The teacher explained the schematic structure of narrative text and
linguistic featuresand engage students to organize the idea of
orientation, complication, and resolution of the story in the comic
strips and how to write into be a narrative paragraph
 Comment
 Some students seem enthusiastic to write the keyword of the story into
story mapping sheet.
 The students did the post-test 1 individually
 Many of them are active to aski to the teacher about their assignment,
they got interested with in.
 They look serious to do the task by analyzing te comic strips and put
the story in a proper column of narrative, and then make them to a
good paragraph

Observer: Neneng Susilawati, S.Pd.

Appendix 8 Observation Note of Cycle 2 1st Meeting

Observation Note in Teaching Learning Process

School : MTsN 1 Kota Tangerang Selatan

Academic Year : 2018/2019

Class/Semester : VIII/II

Material/Skill : Narrative Text/Writing

Cycle : Two/1st Meeting

 Learners‟ Activity
 Listening to the teacher‟s explanation about schematic structure and
linguistic features of narrative text
 Indentifying the example of recount text given by the teacher
 Understanding the story of the komik strips given by teacher about
narrative text
 Writing the story of the komic strips into the narrative text.
 Teacher‟s purpose
 The teacher explained the schematic structure of narrative text and
linguistic featuresand engage students to organize the idea of
orientation, complication, and resolutionof the story in the comic strips
and how to write into be a narrative paragraph
 Comment
 Most of students pay fully attention on a new comic strips
 Some students participate in delivering the story of picture by raising
their hand
 More students look enthusiast in identifying the story and the keyword
 The students bring dictionary to ase them in writing task
 The teacher asks some question related to the concept of schematic
structure and most students could answer the teacher‟s question
correctly
 The class is still a little bite noisy beacuse many students still asking
their friends or their teacher about the appropriate words.

Observer: Neneng Susilawati, S.Pd.

Appendix 9 Observation Note of Cycle 2 2nd Meeting

Observation Note in Teaching Learning Process

School : MTsN 1 Kota Tangerang Selatan

Academic Year : 2018/2019

Class/Semester : VIII/II

Material/Skill : Narrative Text/Writing

Cycle : Two/2nd Meeting

 Learners‟ Activity
 Reviewing the schematic structure and linguistic features of narrative
text
 Continuing to write the story of the comic strips given in previous
meeting into the narrative text.
 Re-check their writing of schematic structure, grammar, etc.
 Teacher‟s purpose
 The teacher explained the schematic structure of narrative text and
linguistic featuresand engage students to organize the idea of
orientation, complication, and resolutionof the story in the comic strips
and how to write into be a narrative paragraph
 Comment
 The teacher asked some question related to the concept of schematic
structure and most of students could answer the teacher‟s question
correctly
 Some students seem enthusiastic and feel easy to write the keyword of
the story into story mapping sheet to revise their writing before
 The students did the post-test 2 of CAR individually.

Observer: Neneng Susilawati, S.Pd.

Appendix 10 Observation Note of Teacher’s Activity

Observation Note of Teacher’s Activity

Cycle : One

Result
No. Indicators
Yes No
Pre Teaching
Preparing in the students to start the teaching
I v
learning process
Enganging the students using language clearly and
v
easy to understand
While Teaching
Material
The material was appropriate with the lesson
v
objective
The teacher explained the material systematically v
II Exploring the material as clearly as possible
Lesson Strategy
Doing the teacher learning process which
v
appropriate with students‟ competence
Doing teaching learning systematically v
The teacher was able to manage the class v
Post Teaching
Evaluating
Doing pre evaluating v
Doing post evaluating v
III The assessment was suitable with the material v
Closing
Doing reflection v
Making conclusion of the teaching learning
v
process
Giving suggestion to the students v

Observer,

Neneng Susilawati, S.Pd.

Appendix 11 Observation Note of Teacher’s Activity

Observation Note of Teacher’s Activity

Cycle : Two

Result
No. Indicators
Yes No
Pre Teaching
Preparing in the students to start the teaching
I v
learning process
Enganging the students using language clearly and
v
easy to understand
While Teaching
Material
The material was appropriate with the lesson
v
objective
The teacher explained the material systematically v
II Exploring the material as clearly as possible
Lesson Strategy
Doing the teacher learning process which
v
appropriate with students‟ competence
Doing teaching learning systematically v
The teacher was able to manage the class v
Post Teaching
Evaluating
Doing pre evaluating v
Doing post evaluating v
III The assessment was suitable with the material v
Closing
Doing reflection v
Making conclusion of the teaching learning
v
process
Giving suggestion to the students v

Observer,

Neneng Susilawati, S.Pd.

Appendix 12 The Documentation during Research Activities
Appendix 13 The Skripsi Guidance Letter