66 = 79
From the analysis above, it can be seen that the average the students’ achievement in the third cycle was 79.00. It can be concluded that the students’
achievement in writing narrative text using comic as the media had improvement. To prove this statement, the results of the tests in this action research were
compared in the table and can be seen in appendix 5.
4.3 The Analysis of the Non-Test Instruments
Here, the analysis of the non-test of each meeting
4.3.1 The Analysis of Observation Sheet
The data was collected during the teaching learning using comic as media in teaching narrative. The data aimed to know the students’ attitude during the
teaching learning process. The Objects observed are the students’ attitude of being active in learning
narrative, asking question, seriousness, concentration, silence passiveness, and inattention. .
1 The Observation Sheet of Pre-Test
In the pretest, before the writer conducted test, some the students had lack of attention to while the teacher explained the material. They did not paid
attention well during the teaching learning activity. Based on the data of the observation sheet: three 3 students 8.82 were
categorized into A, six 6 students 17.65 were grouped in C, three 3
67 students 8.82 were grouped into F, seventeen 17 students 50 were
grouped into E, and five 5 students 14.70 were grouped into F.
2 The Observation Sheet of the First cycle
During the teaching learning activity, some students did not paid attention well because of the new teaching method applied. The students needed to adapt
with the new teaching learning process. Based on the data, most of the students started to pay attention to the
teacher‘s explanation while the main activity began. Here, the result of the observation sheet: Eight 8 students 23.53 were categorized into A Fifteen
15 students 44.12 were grouped in C, seven 7 students 20.6 were grouped into D, and four 4 students 11.8 were grouped into F.
3 The Observation sheet of the Second Cycle
In the second cycle, most of the students started to pay attention well when the teacher explained the material to them. The students had adapted with the
teaching learning method given. Based on the data, sixteen 16 students 47.05 were grouped into A,
seven 7 students 20.6 were categorized into B, five 5 students 14.70 were grouped into C, and six 6 students 17.65 were grouped into D
In the second, both the students’ scores and teaching learning activity advanced. In conclusion, the teaching narrative process by using comic as a media
was more conducive than the previous meeting.
68
4.4 The Analysis of the Journals
