IMPROVING STUDENTS’ CONFIDENCES AND SPEAKING FLUENCY THROUGH COMIC STRIPS AT SMA NEGERI 3 PANYABUNGAN
DOI:
https://doi.org/10.31851/1kyvvt61Keywords:
Comic strips, self-confidence, speaking fluency, classroom action research, self-efficacyAbstract
This study aimed to describe students’ confidence and speaking fluency before the use of comic strips and to examine how comic strips could improve these aspects among eleventh-grade students at SMA Negeri 3 Panyabungan. The study employed Classroom Action Research based on the four-phase model of Kemmis et al. (2020), comprising planning, action, observation, and reflection, and was conducted in two cycles. The subjects were 26 students of class XI F2 in the even semester of the 2025/2026 academic year. Data were collected through a speaking test using a five-component rubric, a self-confidence questionnaire based on five indicators, teacher and student observation sheets, and documentation. The findings showed progressive improvement in both speaking performance and self-confidence. The average speaking score increased from 39.2 in the pre-cycle to 60.2 in Cycle I and 80.0 in Cycle II. Classical mastery increased from 0.0% to 19.2% and finally to 100.0%. Meanwhile, the average confidence percentage rose from 43.3% to 63.8% and 79.4%, respectively. Student activity also increased from 66.7% to 93.8%. These findings indicate that comic strips supported the development of speaking confidence and fluency through contextual practice, peer interaction, and progressive speaking activities.
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