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and read the manga comic as the questionaire answers did. The students ’
activities in the class were so many and they have so many improvement in team- working, willing to work, classroom participation, paying attention to the
material given. However, few students were still passive, joked and chatted with their friends were decreased. The implementation of comic strips activities were
suucessfully done and make them enthusiast and involved in every activities. The group, teamwork and togetherness atmosphere in the activity was one of the
important factor that help the students improvement to be better. In addition, the activity was more effective and more efficient. The material was delivered easily
in sufficient time. 2
The actions by providing the classroom activity with some interesting activity and material by using comic strips were effectively done. The students show
their effort in following the learning process due to the improvement of their involvement in learning process.
Regarding the finding of Cycle II that all actions were successful in improving the students’ involvement especially in reading and the objectives of the research
were achieved, therefore this research agreed to be ended in this cycle.
C. Discussion
This subchapter presents the research findings of all actions that had been done in the research. The findings could be inferred from the observation of the
teaching and learning process, interviews with the students and interviews with the English teacher. As stated before, the research aimed at improving
students’ learning
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process especially in terms of interest and the participation while they learning writing recount text in students of VIII B in SMP N 2 Padangan through comic
strips. In the first cycle, the main action was implementing comic strips in the last
steps of 1 cycle. It was successful to make students understand and help them find the big picture of the recount text story. They also make the discussion with their
friends to make sure they were in line with their friends in finding the main story. They were not only doing best for them selves but also helping their friends
understand. Besides, the use of interesting activity was effective in arous ing students’
creativity and avoiding boredom. However, there were some problems which occurred in implementing the
actions related to classroom management, students’ participation of those who was absent and time management. Therefore, to solve those problems in Cycle 2 the
students’ involvement must be improved effectively. The following table are comparison between actions in Cycle I and Cycle II.
Table 7: The Comparison of the Actions in Cycle I and Cycle II Cycle I
Cycle II
Giving the comic strips to make the students enthusiastic
Giving the Comic strips with more addition and some interesting tasks
related to the Comic Strips.
Applying the activities that requires teamwork but it less controlled.
Applying the activities which requires teamwork with some rules with
influence in achievement point for each group.
Giving handout to make students practice and deal with the Comic strips
materials. Giving handout to make students
practice and deal with the Comic strips materials and giving the additional task
that more interesting for students to make them participated more in the
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classroom activities. The students put in their own seat with
their partner. The students have the different seating
arrangement in doing the task. Then, the table below showed the research findings. It described changes
occurring in the teaching and learning process from the pre-action, Cycle I, and Cycle II.
Table 8: The Result of the Action Research Study No
Pre-Condition Cycle 1
Cycle 2
1. The teaching media
used in reading and writing activity
was not interesting. The teaching method
became interesting.
However, there was noise
during the
teaching and learning process.
The teaching method became
interesting. There was less noise
because the researcher added some individual
task in each meeting.
2. Some
students having
little participation
in every activities and
were not involved in
doing the
assignment. The
students were
involved in the teaching and learning process.
However, some
students were passive. They
do not
pay attention to the teacher.
Most of the students were involved in the
teaching and learning process.
3. Students’ writing
practice was very little
The students have more writing practice due
handout was helpful and provide some tasks
integrated to the comic strips.
Most of the students have
more writing
practice and it was useful for students’
improvement.
Before the implementation of the actions, the teaching and learning process was less interesting and so noisy. The activities did not interesting to the students to
be actively take part in the teaching and learning process.
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After the actions were implemented, the teaching-learning process became more interesting and more enjoyable. The students were actively involved during the
teaching-learning process. They also tried to learn the material autonomously. In a group, they helped each others to reach group goal. Each individual had contribution
to the success of a group so that they paid attention from the beginning till the end of the teaching and learning process. They also did the tasks seriously.
Besides, the use of interesting activity of the comic strips especially in the second cycle gave them interesting and enjoyable activity that they never had before.
The activities made them interested due to there are no students asked to go to the toilet or just joked each other. They were happy with the rewards given as well.
They had more spirit to work harder after receiving the rewards. Moreover,
the students’ participation in writing recount text improved after the implementation of the actions. It could be seen from the students’ reading score.
There was an improvement from Cycle I to Cycle II where the improvement were based on the criteria of effective writing process. Statistically, the improvement is
shown in table below.
Table 9: The Result of the S tudents’ improvement in learning process
Data Before the
Actions After the Actions
Quant- ity
Procent- age
Cycle I
Procent- age
Cycle II
Procent- age
Students actively
gave questions
9 26
18 53
28 82.3
Students followed and involved into the learning process well
7 20.5
22 64.7
29 85
87
Students did their homework 19
55.8 25
73.5 31
91 Students complained about the
activity -
- 3
1 Students were interested in
doing the task 14
41 26
76.4 33
97 Students worked independently
during the individual task. 12
35 18
53 24
70 Students followed the activity
without making noise. 13
38 25
73.5 30
88 Mean
36 65
85.5 Based on the result above, the research team agreed that the implementation
of Comic strips were successful to improve students’ involvement especially in
writing recount text. I and the English teacher agreed to end the research in Cycle II because the objective of the research has been achieved.
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CHAPTER V CONCLUSIONS, IMPLICATIONS AND SUGGESTIONS
This chapter discusses about the conclusion of the research, implication and suggestion for the English teacher, the institutions of education, the students and to
the other researchers. The discussion of each section will be delivered as follows.
A. Conclusions
This research was implemented to the eighth grade students of SMPN 2 Padangan
–Bojonegoro started on October, 2014, during the first semester of the academic year of 20142015. This study was successful to improve the learning
process of writing recount text of the VIII B students at SMPN 2 Padangan by using Comic strips. The research was carried out in two cycles, and it was effective in
improving the students’ writing learning process. The actions consisted of the use of comic strips as modelling of the input text, tasks combining with the use of activities,
such as, games to improve the learning process. After implementing the two cycles, some effective ways were found in order
to improve the writing learning process of the eighth grade students at SMPN 2 Padangan by using comic strips in the academic year of 20142015. First, the comic
strips could attract students interest in learning the recount text as the input text. The use of comic strips made students better in learning the material and doing their
tasks. This way is also effective to make students feel comfortable in gathering their ideas due to the simple and understandable comic strips.
