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
develop their ideas though the implemention of comic strips. The use of comic strips could attract their attention so that they could enjoy the learning.
In reference to the explanation above, the utilization of comic strips could improve students’ writing skills on narrative texts.The activities during the
teaching and learning process also could improve the classroom interaction, students’ motivation and students’ attention.
CHAPTER V CONCLUSIONS, IMPLICATIONS AND SUGGESTIONS
This chapter presents conclusions, implications and suggestions for
teacher and further research to this action research. A. Conclusions
The research is about using comic strips to improve students’ skills in writing narrative texts. Based on the findings in the previous chapter, it can be
concluded that comic strips can improve students’ skills in writing narrative texts. This can be seen from the findings of the researcher during the process of the
action research. 1. The reconnaissance step was conducted by doing classroom observation and
interviewing the teacher and the students. From these activities, the researcher found that there were some problems in writing. They dealt with classroom
activities, technique used by the teacher and students’ writing skills related to content, organization, vocabulary, language use and mechanics.
2. The planning steps were done by the researcher and the teacher by making strategic plans in order to solve the problems. They decided to use comic strips as
the media in the writing process to overcome the problems. 3. The reseacher and the teacher implemented the strategic actions into two cycles
in which each cycle consisted of three meetings. They gave comic strips in the writing class so that students can develop and organized-well the text. They are
also give feedback in students’draft so the students could revise their draft based on the feedback.
4. After the implementation of each cycle, the reseacher and the teacher did reflection. It was done through the data found from the observation during the
actions. 5. The result of the reflection showed that there were some improvements on the
students’ skills of writing narrative texts under applying comic strips. This media can improved students’ writing skills in five aspects of writing which are content,
organization, vocabulary, language use and mechanics. By applying comic strips, the students got better understanding of the process how to write a text so they
could express their ideas well using appropriate vocabulary items. They also were able to produce well-organized text and develop their paragraph. In addition, they
improved their grammatical knowledge so they could minimize their errors. During the implementation of comic strips, the researcher used some teaching
strategies such as discussing the mistakes on students’ writing, exploring ideas on the comic strips and applying vocabulary and language use exercises. Those
teaching strategies led the students to have positive responses toward the teaching and learning process. They did not show any reluctance to be involved in the
learning process. The students also liked to have comic strips in their writing class because it contains several interesting pictures. It increased their motivation to
write during the writing process. The use of comic strips improved the students’ performance in writing and the students’ attitude toward the teaching and learning
process.
