THE EFFECT OF COMIC STRIPS TECHNIQUE AND LEARNING MOTIVATION TOWARD THE STUDENTS’ ACHIEVEMENT IN ENGLISH WRITING IN NURSING STUDENTS OF STIKES BULELENG

This study aimed at investigating whether the implementation of comic strips technique and the students’ learning motivation gave a significant effect to the students’ writing competency. The study was an experimental study by applying 2 x 2 factorial design. The population was 100 students of nursing programme which 2 classes were used as the samples which were assigned into two groups, i.e. experimental group and control group, by Cluster Random Sampling . The research data were collected through tests that were analysed by using Statistical Two-Way Anova and Tukey Test . The result shows that, first, there was a significant difference on the students’ writing competency between the students who were taught by using comic strips technique and conventional writing technique, in which the students who were taught by using comic strips technique had higher writing competency than those students who were taught by using conventional technique. Second, there was a significant interactional effect on the students’ writing competency between the technique applied and the students’ learning motivation. Third, there was a significant difference on the students’ writing competency between the students who had high learning motivation when they were taught by using comic strips technique and those who were taught by using conventional technique, in which the students who had high learning motivation taught by using comic strips technique had higher writing competency than those students who were taught by using conventional writing technique. Fourth, there was a significant difference between the students’ writing competency of the students who had low learning motivation when they were taught by using comic strips technique and they were taught by using conventional technique, in which the students who had low learning motivation taught by using comic strip technique had higher writing competency than those students who were taught by using conventional writing technique.