Definition of Comic Strip

cycle II, she found that the students’ ability in writing narrative text had increased. Based on the result of the observation, the students’ involvement increased from 74.4 up to 77.5. In addition, based on the result of the students’ response to questionnaires, it showed that their motivation in learning narrative writing were high, namely 79.4. It proved that the use of cartoon series in four-stage strategy and the implementation writing process approach in the cycle II was effective. The second is “Comic Strips: A Study on the Teaching of Writing Narrative Texts to Indonesia EFL Students”, written by Fika Megawati and Mirjam Anugerahwati. 23 In this research, the researchers stated that comic strips are appealing forms for children in the teaching of writing, and also as media which have content, organization and grammatical aspects of narrative texts. The objective of this research was to investigate the implementation of comic strips in teaching writing through a collaborative classroom action research at MAN Bangil. The procedure in conducting the research are planning, implementing, observing, and reflecting. To know the students’ writing ability, the researchers conducted the preliminary study. They found that most of the students got score less than 70. It meant that they could not achieve the minimum passing criterion. In Cycle I, the researchers prepared the lesson plans, instruments, handout, and worksheet in the teaching narrative text by using comic strips with PGBA. Based on the result of students’ score in the writing test, it showed that the students’ achievement was improved, but it had not achieved the criterion of success yet. The average percentage of the students’ achievement only achieved 61. It meant that the use of comic strips in teaching of narrative text in the first cycle had not made a significant improvement yet. Then in the cycle II, the researchers conducted the research by giving some tasks and activities to the students in three ways through collaborative writing in group, collaborative writing in pair, and individual writing. The results of teaching writing using comic strips through Process-Genre Based Approach PGBA showed that it could improve students’ ability in writing narrative text successfully. It meant that all of the students of 23 Fika Megawati and Mirjam Anugerahwati, Comic Strips: A Study on the Teaching of Writing Narrative Texts to Indonesia EFL Students, TEFLIN Journal, 23, 2012, p. 183-205. XII-language program could achieve the minimum passing criterion. The use of comic strips could help and gave them confident in writing narrative text. It also could give benefit for the teacher as guidance in teaching writing to the students. The last is “Improving the Students’ Ability in Writing Narrative Using Picture Series”, written by Hermanto. 24 The objective of this research was to improve the students’ ability in writing narrative text by using picture series. In the method used in this research was a classroom action research. The steps included planning, implementing, observing, and reflecting. Before the researcher conducted steps, he gave test to the students to investigate their writing ability in the preliminary study. The result showed that students’ average writing score was 56. It meant that the students were not achieved the minimum passing criterion. After conducting the preliminary study, the researcher applied the steps. In the planning stage, the researcher made some preparations before teaching of writing narrative texts by using picture series. In the implementation stage, the researcher started to teach writing to the students as practitioner. Meanwhile, the collaborative teacher observed the students’ progress during the process of teaching and learning narrative text by using picture series. In the observation stage, the researchers recorded and gathered the data about any aspects and events referring to the criteria of success during teaching and learning process. In the reflection stage, the researcher made two kinds of conclusion, namely the each cycle-based conclusion and the final conclusion. Based on the result in the first cycle, there were only 23 students of 40 who did not achieve the target. It meant that the average scores of students did not meet the criteria of success. Then, the researcher changed the scenario of planning strategy in teaching narrative writing by using the picture series. In the first cycle, the picture series was not provided vocabulary with aim to help the students easy in making the draft. Hence, in the second cycle, the researcher provided vocabulary in the picture series. Based on the finding, the result of students’ writing achievement in the second cycle was 24 Hermanto, Improving the Students’ Ability in Writing Narrative Using Picture Series, Journal, 1, 2013, p. 148-154.