Enhancing the Narrative Writing Skill of English Major Students through Action Research Learning

Focusing on Comic Strips

CHAPTER III - METHODOLOGY

3.1 Research Designing
The primary objective of the course is to improve the narrative writing skills of EFL college students
studying by employing action research learning techniques centered around comic strips. The main aim of
the study was to evaluate students' viewpoints and encounters regarding the utilization of comic strips as a
means to enhance their abilities in narrative writing. Furthermore, researcher will discover any difficulties in
the classroom that are connected to learning circumstances and then attempt to solve them.
This researcher uses classroom action research (CAR). Classroom action research (CAR) is a reflective
process that helps teachers explore and examine aspects of teaching and learning, taking action to improve
and address issues (Anne Burns, 2010). It allows instructors to identify and address issues within their
classrooms, tailoring teaching strategies to students' needs (Stringer, 2008). CAR facilitates the development
of evidence-based teaching practices and encourages reflective teaching, improving teachers' knowledge and
abilities. It also provides greater flexibility in teaching, allowing instructors to focus on individual student
needs and making the learning process more efficient and effective. By utilizing CAR, teachers can improve
their teaching knowledge and abilities, enhance their comprehension of teaching, and make the learning
process more efficient and effective (Suharmisi Arikunto, et.al. ,2008).

This action study aimed to explore the effectiveness of using comic strips for English major students in the
freshman year during the first semester of the 2023-2024 academic year. The research process commenced in
July 2023 and is ongoing. The progress of the research is being tracked and monitored and potential
outcomes are being assessed.

The research program includes a comprehensive curriculum of practical teaching, consisting of twelve
consecutive weeks of instruction. In total, the teacher is expected to spend a minimum of 60 minutes per
week on each class session. The experimental sessions will be conducted in accordance with the curriculum
of the 2023-2024 school year, lasting 8 weeks until the end of November 2023.
3.2 Research Participants
The research focuses on the process of teaching and learning English for English major students during the
first semester of the school year. Participants include researchers, instructors, and 40 students. The class will
be divided into eight groups to make the procedure simpler to watch. The cognitive levels of the
experimental samples are comparable.
3.3 Technique of Collecting Data
The data in the research can be collected by two ways, qualitative and quantitative. Quantitative data
collection, on the other hand, involves collecting numerical data that can be used for statistical analysis.
Qualitative data collection involves collecting data that is non-numerical such as opinions, attitudes, and
beliefs. It is important to note that the organization, summarization, and interpretation of qualitative data is
based on the researcher's own experience and understanding of the data, rather than on predetermined
criteria. The creation of theories to explain occurrences in natural settings as opposed to experimental ones is
the aim of qualitative research, which places appropriate focus on the meanings, experiences, and viewpoints
of all the individuals being examined. Therefore, collecting qualitative data would be most suitable for the
purpose of this study. The qualitative data were obtained through interview and observation. This was used to
meet the process validity. The researcher and the collaborator recorded all of the information in the process of
teaching and learning during the actions by using.
Qualitative techniques, such as observation, in-depth interviews or focus groups, can provide a description
and understanding of a situation or behavior (Pope N, Mays C, 1995). At their most basic, these techniques
can be used simply to discover the most comprehensive terms or words to use in a subsequent survey
questionnaire. Second, qualitative research also may follow quantitative research with the aim of explaining
the quantitative results. For example, designing and evaluating an effective health campaign promoting
influenza vaccinations faces multimethod challenges. To determine whether the campaign works so that the
strategy can be effectively used again, it is not only important to identify how many people received shots,
but also why and how they decided to get vaccinated (ie, linking process to outcome). Third, qualitative and
quantitative research can be combined to enhance the validity of the results, much the same as in
triangulation, but now using both quantitative and qualitative approaches, for their combined strength, rather
than using one method to validate the result of the other. For example, overall validity would be enhanced
through the use of a multimethod approach in instances where measuring the technical accuracy of a
diagnostic or treatment intervention was important alongside an understanding of patient response to or
acceptance of such a diagnostic test or treatment protocol (Daly J, MacDonald I, Willis E, 1992)
3.3.1 Mock test
A test is one method for determining a student's learning capacity. The level of the students' writing talents
was assessed in this study using post-tests as research tools. There is an essay test type in this study. The
pupils had to write a narrative essay based on manga strips for the exam. A scoring rubric is used to
determine the test's results.
Narrative Writing Scoring Rubric
Table 3.1 Writing Rubrics Assessment by Brown
Criteria Needs Average Good Excellent Score
Improvement
1 2 3 4 1 2 3 4
1. An introductory Needs an Identifies the Identifies a Identifies a
statement introductory topic but needs topic and compelling topic
identifies the statement, or a point of establishes a and establishes a
topic and introduction view. point of view. clear, engaging
establishes an fails to point of view.
engaging point of identify the
view. topic.
2. Relates events in Details are out Some details Most details Details are
time order. of order, so are out of are arranged arranged
the narrative order and in time order. logically, and the
is difficult to disrupt the narrative flows
follow. flow of smoothly.
the narrative.
3. Vivid sensory Needs sensory Includes a few Some sensory Many vivid
details bring the details. sensory details bring sensory details
narrative to life. details. the narrative bring the
to life. narrative to life.
4. Transition/linking Needs Includes a few Includes Uses precise and
words and transition transition several varied transition
phrases connect words words and transition words and
ideas and details. and phrases. phrases. words and phrases.
phrases.
5. Uses precise Needs precise Includes one Includes Includes many
adjectives. adjectives. or two precise several precise adjectives.
adjectives. precise
adjectives.
6. A concluding Needs a Attempts to Sums up the Sums up the
sentence sums up conclusion, or sum up experience experience and its
the experience does not sum the experience. effectively. significance in a
 and its up the meaningful way.
significance. experience.
7. Follows Errors in Some errors in Few errors in Correct grammar,
conventions of grammar, grammar, grammar, spelling,
mechanics, spelling, spelling, spelling, punctuation,
usage, and punctuation, punctuation, punctuation, and capitalization.
spelling. and and and
capitalization capitalization. capitalization.
interfere with
reader
understanding
.
Overall Score

3.3.2 Observing or Observation method

As the term suggests, observation refers to circumstances in which people are watched from a safe distance
and their behaviors are meticulously documented. Although observation as a method of data collecting has
limits, it yields reliable findings since participants act normally and are unaware that they are being
attentively observed.
The subjective observations of the research team can be used to assess experimental outcomes. Arikunto
defined observation as an action carried out through the senses of sight, smell, hearing, touch, and taste.
Observables are used to track all the events and alterations that take place throughout an activity. In order to
identify changes that occur throughout the course of activities, observation sheets are prepared by watching
all aspects of the educational process. Research observations come in two different varieties. It refers to both
participating and passive observers. In this case, the researcher undertakes the teaching process themselves
using the participant observation approach.
3.3.3 Interviewing method
Another excellent method of gathering data is through interviews, which entail posing questions and seeking
out straightforward responses. These interviews might take the shape of one-on-one conversations,
questionnaires, or the more modern method of getting people's perspectives online.
To obtain replies that are richer and more useful than questionnaire data, interviews are mostly conducted.
According to Arikunto, the interviews were classified into free, guided, and free-guided interviews depending
on how they were implemented. The interviewer's unstructured interview rules were used by the researcher to
bring forth the comprehensive and extensive queries.
The purpose of the interview sheet is to learn about the opinions and ideas of the students as well as their
challenges in learning how to write narrative prose through manga strips.
3.3.4 Field notes method
Field notes are an important part of qualitative research as they provide a comprehensive and accurate record
of observations which are collected, recorded, and compiled immediately or after the research is conducted
(Mark Girod, 2020). Field notes should be as thorough and precise as possible to appropriately represent the
results and make it simpler for researchers to remark on and analyze the data. Field notes should be written
with an objective, professional tone, to ensure that the context of the class is accurately and precisely
recorded. The background of the classroom, including teacher-student interactions and other events, is
recorded in field notes.
3.4 Technique of Analyzing Data
This process of reduction involves interpretation of the data to identify patterns or relationships, and to
uncover meaning and explanations or patterns, which can then be used to inform decision-making. The
qualitative data will be analyzed by test result, observation sheet, interview sheet, and field notes.
According to Miles and Huberman, the technique for the qualitative data consists of 3 steps: data reduction,
data display and conclusion drawing and verification. Data Reduction is the first step in the qualitative data
analysis technique. Data Reduction involves coding and categorizing the collected data into manageable
chunks. This helps to identify the patterns and trends in the data. Data Display is the second step which
involves representing the data in graphical or tabular form. This helps to identify the connections between
different data points and to identify the outliers. The third step is drawing a conclusion. This involves
synthesizing the data to extract the key insights and patterns from the data.
3.4.1 Data reduction
The volume of data must first be sorted and minimized or redesigned in a useful way. This first of the three
components of qualitative data analysis is referred to as data reduction by Miles and Huberman (1994). The
process of choosing, concentrating, simplifying, abstracting, and changing the data that appear in written-up
field notes or transcriptions is known as data reduction. The data must be altered in order to make them
comprehensible in terms of the problems being addressed, in addition to being compressed for
manageability's sake.
Data reduction frequently necessitates decisions on whether components of the gathered data should be
highlighted, diminished, or altogether disregarded for the objectives of the current project. Beginners
frequently miss the fact that the statistics, even at this point, do not speak for themselves. In a futile attempt
to be "perfectly objective," many people make the error of presenting a sizable amount of unassimilated and
uncategorized data for the reader's consumption in both quantitative and qualitative analysis.
3.4.2 Data display
The second element or level in Miles and Huberman's (1994) model of qualitative data analysis is data
display. Data display extends beyond data reduction to create "an organized, compressed assembly of
information that permits conclusion drawing..." A display might be an extended piece of text or a diagram,
chart, or matrix that offers a new method of organizing and thinking about textually embedded data. Data
presentations, whether written or diagrammatic, allow the analyst to infer enough from the data to begin to
detect systemic patterns and interrelationships. Additional, higher order categories or themes may arise from
the data during the presentation step, in addition to those revealed during the original data reduction phase.
Data display may be immensely useful in determining why a system (e.g., a certain program or project) is or
is not operating properly and what can be done to alter it. In practically every review, the overriding topic of
why certain projects perform better or are more successful than others drives the analytic process. In our
hypothetical assessment scenario, educators from all eight sites attend seminars at the central campus. In this
regard, all participants are subjected to the same curriculum. However, implementation of teaching
techniques presented at the workshop will most likely differ from campus to campus due to factors such as
participant personal characteristics, differences in student body demographics, and differences in university
and departmental characteristics (e.g., student body size, organization of preservice courses, department
chair's support of program goals, departmental receptivity to change and innovation). The qualitative analyst
will seek to identify interrelationship patterns to explain why the program generated greater change on some
campuses than others.
3.4.3 Conclusion Drawing and Verification
This is the third component of qualitative analysis. Drawing conclusions entails taking a step back to
understand what the studied facts imply and how they relate to the problems at hand. Verification, which is
inextricably tied to conclusion drawing, includes returning to the data as many times as needed to cross-
check or verify these emerging conclusions. "The meanings emerging from the data must be tested for
plausibility, sturdiness, and 'confirmability,' i.e., validity" (Miles & Huberman, 1994, p. 11). In this context,
validity signifies something different than it does in quantitative evaluation, where it is a technical phrase that
refers to whether a particular construct measures what it claims to measure. Here, validity refers to a far
larger worry about whether the findings reached are correct.
3.5 Research Procedure
CAR studies always adhere to a set of action stages developed by Kemmis and McTaggart's study, which are
Planning, Action, Observing, and Reflecting, in that order. The author has described the sequence of this
investigation in the form of a graphic below:

The CAR was conducted in two cycles, each with one meeting. The planning step involved carefully
planning materials and resources for the research, ensuring they were used to their fullest potential. The
implementation step involved learning using discovery learning steps such as stimulation, problem
identification, data collection, processing, verification, and generalization. The third step involved closely
observing the action implementation, focusing on the implementation of discovery learning steps like
designing experiments, collecting and analyzing data, and writing experiment reports. The fourth step
involved a reflection on the learning evaluation process conducted in cycle 1 to ensure program effectiveness.
This reflection result was used to create an action plan for the next cycle, with specific goals and objectives
to ensure success (Arikunto et al. (2010, p. 42)).
3.5.1 CAR cycles
For comprehensive research, giving the most accurate results, with the selected learning content lasting 12
weeks, the teaching and learning process lasts 4 CAR cycles.
The following cycles will occur in particular:
- Cycle 1: The instructor will need to analyze each unit of the lesson, the content and form of the comic
that will be used, and construct the proper lesson plan for the Planning phase. Teachers implement
instructional activities such as lesson plans to use the usage of comic strips to develop narrative
writing abilities in the Implementing section. Students study and complete assigned assignments and
take quizzes every 3 weeks. The Observation section involves the researcher to monitor the student's
learning process as well as the teacher's instruction through analyzing quiz results, observations,
interviews, and field notes. Finally, the researcher evaluates the entire cycle, identifying benefits and
drawbacks to assure the effectiveness of the following cycle.
- Cycles 2 and 3: Based on prior cycle findings, teachers undertake research and alter courses to fit
student levels and comic strip material. Then, continue with the teaching and observation process,
gathering student responses through quiz results, observation, interviews, and field notes.
- Cycle 4: Teachers create mock examinations based on the subject presented and difficulties identified
in the previous three cycles. Students then take the exam. The grading is done by the teacher. The
evaluation is based on the study of test results and interviews conducted following the course.
Table 3.1: Research Procedure
Cycle Planning Implementing Observing Reflecting
1 During this phase, a) Step 1: the teacher conducts theory Analyzing quiz Identifying
issues were teaching, study guide and assigns results, benefits and
identified, and assignments to students. During the observations, drawbacks to
solutions were learning process, the following interviews, and assure the
proposed. activities should be carried out: field notes effectiveness of
Everything needed  a1) The teacher encourages students the following
for the action was to discuss the various types of cycle
prepared in this narrative texts (legend, tale, and
2 phase, which folktale) they are familiar with,
included the emphasizing the importance of
following understanding the structure and
preparations in the purpose of each text type.
planning phase:  a2) The teacher explains the
 Lesson Plan importance of understanding the
 Comic strips tone, structure, and characterization
 Instruments of of narrative text in order to gain a
research used to better comprehension of the story.
3 know the  a3) The teacher gives a professional
overall example of a story narrative text, as
condition of the well as its elements, such as plot,
class during the characters, setting, and rising
teaching action.
learning process  a4) The teacher gives students who
included had explained the material an
surveys, focus opportunity to ask for more
groups, and resources if needed
interviews.  a5) The teacher demonstrates an
 Narrative text example narrative story text using
task manga strips to the students,
providing professional guidance
and instruction.
 a6) The teacher provides a
professional review of the manga
story material to the students,
emphasizing key points.
 a7) The teacher then instructs the
students to read the manga strips
and complete the worksheet
accordingly.
 a8) Students should then discuss the
plot of the manga strip, connecting
their understanding of the content
to any other relevant knowledge
they possess.
 a9) Teachers asks to students
composing a story on worksheet
based on the story picture on manga
strips into text be complete
 a10) The teacher encourages the
students to take advantage of the
dictionary to assist with their work.
 a11) The teacher and students,
having discussed the subject matter
in-depth, have come to a collective
conclusion that all necessary
 knowledge has been successfully
acquired.
 a12) The teacher encourages
students to ask questions if they
have any misunderstandings of the
material, providing a learning
opportunity to further their
knowledge.
b) Step 2: The teacher corrects the
assignment
 b1) Students complete their
homework in separate groups at
home, with the group leader and
members assigning their own tasks
in accordance with the lecturer's
guidelines.
 b2) Students turn in their
homework online by the cutoff time
of the next class day. Failure to turn
in the assignment by the cutoff time
may result in a loss of points.
 b3) Before class, the teacher should
read the papers that have been
turned in and highlight any errors
that the students need to fix.
 b4) The teacher explicitly points
out the errors in each lesson and
gives instructions on how to fix
them so that everyone in the class
understands and does not repeat the
errors that have already been made.
 Step 3: Teacher give all class a quiz
test to check the knowledge that
they have studied.
 c1) The lecturer asks students to
correct the corrected exercises to
encourage students to apply the
correction according to the theory
they have learned.
 c3) Students will work directly in
the class of the 3rd week.

4 The teacher designs At the end of this action a learning Analyzing test Drawing
the test including outcome test is carried out to determine results and conclusion
questions about the the extent to which students' ability to interviewing
theory learned and understand the material that has been
questions about taught after students are given the
applying theory. action of learning using the Manga
strip media.

3.5.2 The Implementation of Classroom Action Research

Table 2: The Implementation of Classroom Action Research
Cycle Action Observation Reflection
1 Week 1: Analyzing quiz results, Identifying benefits
 - Lesson: Opening – introducing characters observations, and drawbacks to
Week 2: interviews, and field assure the
- Lesson: Build-up – establishing setting notes effectiveness of the
- Lesson: Instruct assignment. following cycle

Week 3
- Correct assignment about Opening and
Build-up
- Quiz

2 Teachers undertake research and alter courses Analyzing quiz results, Identifying benefits
Week 1: observations, and drawbacks to
- Lesson: Dilemma interviews, and field assure the
notes effectiveness of the
Week 2: following cycle
- Lesson: Reaction – events
- Lesson: Instruct assignment.
Week 3
- Correct assignment about Dilemma and
Reaction - events
- Quiz
3 Teachers undertake research and alter courses Analyzing quiz results, Identifying benefits
Week 1: observations, and drawbacks to
- Lesson: Resolution interviews, and field assure the
notes effectiveness of the
Week 2: following cycle
- Lesson: Ending
- Lesson: Instruct assignment.
Week 3
- Correct assignment about Resolution and
Ending
- Quiz
4 Week 1: Mock test Analyzing test results and interviewing
Week 2: Mock test Draw conclusion.
Week 3: Mock test

References

Anne Burns. (2010). Doing Action Research in English Language Teaching. A Guide
for Practitioners. New York: Routledge.p.2
Kemmis and McTaggart Ibid.p.8
Stringer, Ernie. 2008. Action Research in Education (2nd Edt.) New Jersey: Pearson Education, Inc.
Pope N, Mays C. Researching the parts other methods cannot reach: An introduction to qualitative methods
in health and health services research. BMJ. 1995;1311:42–5.
Daly J, MacDonald I, Willis E. Why don’t you ask them? A qualitative research framework for investigating
the diagnosis of cardiac normality. In: Daly J, MacDonald I, Willis E, editors. Researching Health Care:
Designs, Dilemmas, Disciplines. London: Tavistock/Routledge; 1992. pp. 189–206.
Mark Girod (2020) Become a more reflective practioner through structured inquiry

APPENDIX
Appendix A – Test
Appendix B – Observation paper
OBSERVATION PAPER
Put a check mark in column “Yes” or “No”
Activity Teachers Yes No Students Yes No
Pre 1. Greeting students 1. Respond to teacher
Activity
2. Checking attendance 2. Respond to teacher
3. Establish objectives and
motivation for students
Main 4. Encourage students to discuss 4. Discuss the various types of
Activity the various types of narrative narrative texts
texts
5. Explain the importance of
understanding the tone,
structure, and characterization of
narrative text
6. Give a professional example
of a story narrative text
7. Demonstrates an example
narrative story text using manga
strips
8. Provide a professional review
of the manga story material
9. Instruct the students to read 9. Discuss the plot of the
the manga strips manga strip
10. Ask to students composing a 10. Respond to teacher
story on worksheet
11. Encourage the students to 11. Know how to use
take advantage of the dictionary dictionary
12. Discuss the subject matter in- 12. Discuss the subject matter
depth in-depth
13. Encourage students to ask ask questions if they have any
questions if they have any misunderstandings
misunderstandings
14. Complete their homework
15. Read the papers that have
been turned in and highlight any
errors that the students need to
fix
16. Point out the errors in each 16. Correct the homework
lesson and gives instructions on
how to fix them
17. Do the test
Appendix C – Interview questions
INTERVIEW QUESTIONS
1. How is the ability of students in English lessons, especially in writing skills?
2. What kind of difficulties students face when following the process learning in writing skills?
3. When writing narrative texts, what kind of difficulties did the students face?
4. What do you think about using Manga strips in learning writing?
5. Is there an increase compared to before in mam students' writing abilities?
6. What is your opinion in cycle II about improving students' writing skills?
7. Is there any improvement in writing narrative text now using Manga strips from before?
8. How about the learning process carried out by the researcher?
Appendix D – Field note form
FIELD NOTE
Day, date :
Class:
Time:
Topic:

Pre activities:
Main activities: