When comic strips were given to the students at the first time, asked the students to read the

text
on the comic strips then there were students have difficulty to understand new word, but by
seeing the picture they had known the meaning of new word which they found. When this
research was conducting in the class, the action was asked students to read the text on comic
strips. One of students had difficulty when they found new word, it was casket of glasses, for
the first time they difficult to catch the meaning but by seeing the picture, finally he got the
meaning. From the discussion above, it can be concluded that teaching reading by using comic
strips as the instructional media is worth being applied in improving students reading
comprehension especially in identifying generic structure, grammatical future, comprehending
word meaning, sentence, paragraph and text in narrative text.

Picture composition can also be developed into written summaries on the board and used to

practice narrative skills. This theory is related to the activity in using comic strips to teach

narrative texts. In implementing comic strips to teach narrative texts the students not only

studied the text but also they can depict what they are thinking about the story in the text, they

are not only read the text but also see the actions of story in picture. It makes the students

interested in reading the text.

From the theory it can be concluded that comic strips are useful for improving the students

motivation in comprehending narrative texts. It can be shown from what the researcher found in

the implementation of the research. As the researcher found in the classroom, comic strips gave

the students chance to visualize the story in text. It makes the students improve their

motivation to study narrative texts. Besides, they can discuss the comic strips with their friends,

therefore students can build their communication with others.

Related to the teachers problems, the researcher found some problems when she applied comic

strips to teach narrative text. Firstly, she got difficulty to look for the comic strips of narrative

text, it could be said that the references of comic strips of narrative text were limited. Secondly,

she got confused about what she had to do first, comprehending the text first or

comprehending the picture first. If she asked to the students to comprehend the text first they
felt bored. But if she asked to the students to comprehend the picture first, for the next activity

the students paid little attention to the narrative text because they focused
on picture. Therefore, the researcher needed a lot of time to make the

students comprehend comic strips of narrative text.