Figure 10: The Text Written after Conducting the Actions
The samples above showed one of the students’ improvements in writing narrative texts which could represent all students’ writings. In the preliminary
study, he could not develop his ideas in good paragraphs. Besides that, he also did some mistakes in language use such as the punctuation, tense and word order.
He still used simple present tense in telling the events. After the researcher conducted Cycle 1, the student made some
improvements in all aspects of writing but they were not really satisfying. He could organize his story well. However, he only wrote limited development of the
topic without adding some supporting sentences. In the language aspect, he used simple past tense in writing her story still made a mistake. In the vocabulary
aspect, he still had difficulties to select the appropriate vocabularies for her writing.
In Cycle 2, the student did a lot of improvements in all aspects of writing. She could develop the ideas into a good chronological order and state the generic
structure of the text clearly and correctly. He also did fewer mistakes in vocabulary and language use.
After implementing the actions, the student’s writing showedsome improvements in organization and content aspects. Hewas capable to develop the
ideas coherently.He also could write more sentences in her writing. He rarely did some mistakes in language use and diction.
2. Students’ score
In this part, the researcher presents the students writing score in the pre- test, Cycle 1, Cycle 2 and post-test. The researcher analyses the students’ mean
score in all aspects of writing namely organization, content, vocabulary and language use.
The tables below show the mean score of each aspects of writing.
Table 5: Students’ Mean Score in the Organization Aspect
Component Pre-test Cycle
1 Cycle 2 Post-test
Organization 2.15 2.51
3.1 3.54
The students’ mean score in the organization increased after the actions during the implementation of comic strips. The students’ gain score is obtained by
comparing the students’ mean score of pre-test and post-test which is 1.39.
Table 6: Students’ Mean Score in the Content Aspect
Component Pre-test
Cycle 1 Cycle 2
Post-test Content 1.64
1.87 2.86
2.93
Table 6 presents the students’ mean score in the content. After implementing the actions in the research, the students’ mean score in language
aspect increased. The students’ gain score compared from pre-test and post-test in the content is 1.29.
Table 7: Students’ Mean Score in the Vocabulary Aspect
Component Pre-test
Cycle 1 Cycle 2
Post-test Vocabulary 1.70
1.93 2.46
2.86
According to the table, the students’ mean score in the vocabulary increased during the research. In pre-test, the students’ mean score is 1.70. In
Cycle 1 the students’ mean score increased becomes 1.93. The students’ mean score after Cycle 2 is 2.46. In post-test the students’ mean score is 2.86. The gain
score of this aspect is 1.16.
Table 8: Students’ Mean Score in the Language Use Aspect
Component Pre-test
Cycle 1 Cycle 2
Post-test Language Use
2.04 2.29
2.83 3.1
Table 8 presents the mean score in the language use which is attained by students. It can be seen that students’ mean score in this aspect increased in every
cycle. In pre-test, the students’ mean score is 2.04. After conducting the Cycle 1, the students’ mean score increased becomes 2.29. The students’ mean score in the
cycle 2 is 2.83. Then in post-test the students’ mean score is 3.1. The gain score is obtained by comparing the students’ mean score of pre-test and post-test which is
1.06. To know students’ improvement after the actions during the research, the
researcher summarized the general findings of students’ score from pre-test, Cycle 1, Cycle 2 and post-test.
Table 9: General Finding of Students’ Score from Pre-test, Cycle 1, Cycle 2 and Post-test
Component Pre-test
Cycle 1 Cycle 2
Post-test Mean score
1.88 2.15
2.81 3.11
Table 12 presents the information about the students’ mean score in four aspects of writing which was obtained from pre-test, Cycle 1, Cycle 2 and post-
test. The students’ mean score in pre-test is 1.88. The students’ mean score in Cycle 1 is 2.15. It increased in the Cycle 2 which is 2.81 and in the post-test the
students’ mean score reached into 3.11. It can be concluded that comic strips can improve the students’ skills of writing narrative texts by using comic strips.
C. DISCUSSION
In this section, the researcher provides the analysis of the results gained in Cycle 1 and Cycle 2 of the research. The results were used to know whether the
use of comic strips can improve students’ skills in writing narrative texts or not. The observation was done to determine the problems during the process of
teaching and learning of writing narrative texts. One of the result was that the students had problems in constructing paragraphs of narrative text which met
unity and coherence. They also could not develop their ideas in a good order. Besides that, they made some mistakes in language use and diction. They also
lacked motivation during the teaching and learning process. To overcome those problems, the researcher and the collaborator applied two cycles.
The first cycle showed that the students made an improvement inorganizing the narrative texts. They could put their ideas to construct a narrative
text with a good chronological order. They also did the steps of writing including planning, drafting, editing and final draft well. However they could not develop
the topic to some supporting sentences. So the students’ improvements in content, vocabulary and language use were not really satisfying. Most of the students only
add –edin changing the simple past verbs or even not change it at all. They also found difficulties to select the appropriate diction in writing their story. They only
looked at their dictionaries without considering the meaning of the words. In the second cycle, the students showed improvement in 4 aspects of
writing. They could develop their story into a good chronological order. Comic stripsfacilitated them to organize their ideas. It also helped the students to inspire
more ideas to write. In language aspect, the students made few mistakes in using verbs in past form. In Cycle 2, the researcher wrote down some samples of the
students’ mistakes on the board. Then she discussed the mistakes with the students together and also corrected them. She also gave feedback on the students’
writing. It could help the students to understand their mistakes. The researcher also asked the students to mention some objects that might be used in writing their
story. This activity helped them to select the appropriate diction. Besides that, the improvement was not only in their writing skills but also
in the students’ behaviour in the class. The students seemed more enthusiastic and motivated to write. They participated well in writing process. They felt more
confident to write narrative texts as they had experienced how to organize and
