AN ANALYSIS OF STUDENTS’ ABILITY IN WRITING NARRATIVE TEXTS : A Case study at One Public Junior High Schools in Bandung.

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Dini Utami Mulyaningsih, 2013

An Analysis of Students’ Ability in Writing Narrative Texts : A Case study at One Public Junior

High Schools in Bandung

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

An Analysis of Students’ Ability in Writing Narrative

Texts

:

A Case study at One Public Junior High Schools in Bandung

A Research Paper

Submitted to the English Department of FPBS UPI as a Partial Fulfillment of the Requirements of SarjanaPendidikan Degree

By:

DiniUtami M

0807348

ENGLISH EDUCATION DEPARTMENT

FACULTY OF LANGUAGE AND FINE ARTS EDUCATION

INDONESIA UNIVERSITY OF EDUCATION

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An Analysis of Students’ Ability in Writing Narrative

Texts

:

A Case study at One Public Junior High Schools in Bandung

Oleh: DiniUtami M

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjanapada Fakultas Pendidikan BahasadanSeni

© DiniUtami M2013 Universitas Pendidikan Indonesia

Januari 2013

Hak Cipta dilindungi undang-undang.

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Dini Utami Mulyaningsih, 2013

An Analysis of Students’ Ability in Writing Narrative Texts : A Case study at One Public Junior

High Schools in Bandung

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

PAGE OF APPROVAL

An Analysis of Students’ Ability in Writing Narrative Texts: A Case study at One Public Junior High Schools in Bandung

A Research Paper

By

DiniUtami M

0807348

Approved by

First Supervisor Second Supervisor

Prof. A. ChaedarAlwasilah, M.A., Ph.D. Ernie DiyahkusumaningAyu I., M.Ed. NIP. 195303301980021001 NIP. 197809222010122001

Head of English Education Department

Faculty of Language and Fine Arts Education

Indonesia University of Education

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ABSTRACT

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Dini Utami Mulyaningsih, 2013

An Analysis of Students’ Ability in Writing Narrative Texts : A Case study at One Public Junior

High Schools in Bandung

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu ABSTRAK

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CHAPTER I

INTRODUCTION

This chapter presents an introduction of the research paper that describes background, statements of the problem, aims of the study, scope of the research, significance of the study, research method that consists of research design, data collection, and data analysis. Moreover, clarification of terms and organization of the paper are presented at the end of this chapter.

1.1Background

English gives a big influence to Indonesia education by adding English lessons into its curriculum starting from elementary level. According to theNational curriculum(2004), each level of English education in Indonesia has its own objectives. Furthermore, as stated in English standard competence and basic competence of KTSP curriculum the first objective of English teaching for Junior high school, students are expected to develop communication competence both in speaking and writing to achieve functional literacy stage.

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Dini Utami Mulyaningsih, 2013

An Analysis of Students’ Ability in Writing Narrative Texts : A Case study at One Public Junior

High Schools in Bandung

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 2

in Nunan, 1998: 91) state, that “writing is clearly a complex process and competent writing is frequently accepted as being the last language skill to be acquired….”. This statement is also supported by Alwasilah‟s (2001) observation

that writing is the most neglected skill in Indonesian schools. He explains:“Writing is not only less practiced, but –if anything- is also taught unprofessionally. … Writing is the most exalted language skill, yet it has been the

most neglected one in our education” (Alwasilah, 2001 cited in Emilia, 2005: 12).

This problem becomes a basic reason of why students only accept minimum supports to write a good text. Students mostly deal with theories but less practice on how to use the skill. Yet, Indonesian students face a lot of text genre to be learned such as: Recount, Narrative, Procedure, Exposition, Description, and report (National Curriculum, 2004). Moreover, the text type focused in this study is Narrative.

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1.2Statement of the problem

1. How is students‟ narrative writing ability in terms of the schematic structure and the linguistic features?

1.3Aims of the study

This study aims to examine student‟s progression in writing anarrative text in terms of the schematic structure and the linguistic features.

1.4Scope of the research

This study only focused on examining student‟s progression in writing a narrative text in terms of schematic structure and linguistic features.

1.5Significance of the study

Findings of this study are expected to give detail information on how students‟ narrative writing at one Public Junior high school in Bandung. The information is important for teacher as a guide to develop students‟ writing.

1.6Research method

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Dini Utami Mulyaningsih, 2013

An Analysis of Students’ Ability in Writing Narrative Texts : A Case study at One Public Junior

High Schools in Bandung

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unit with a few to establishing the unit belongs (Cohen and Manion, 1985 cited in Nunan,1992).

In collecting the data, the researcher asked all students in the class of VIIF to write a narrative text, and then it was scored using a scoring rubric proposed by Jacob et al (1980 cited in Weigle, 2002) to determine low, medium, and high achiever. The data collection in this research involved students‟ writing Narrative text.

After the data collected, ninenarrative writing from three students that come from eachlevel of achievementwere chosen to beanalyzed by the researcher.

1.7Clarification of terms

In order to avoid ambiguity and misunderstanding, several terms used in this paper are clarified below:

1. Narrative text: stories about person or a group of people overcoming problems. They show how people react to experiences, explore social and cultural values and entertain the audience (Joyce and Feez, 2000: 57) 2. Transitivity system: system that allows for „constru(ing) the world of

experienceinto a manageable set of process types‟ (Halliday, 1994: 106). 3. Systemic Functional Linguistic: A social theory of language which has

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1987; Bloor and Bloor, 1995; Mathiessen and Nesbitt, 1996 cited in Emilia, 2005: 46).

1.8Organization of the paper

This paper is organized into five chapters as follows:

Chapter I is introduction that consists of background, statements of the problem, aims of the study, scope of the research, significance of the study, research method that consists of research design, data collection, and data analysis, clarification of terms, and research paper organization.

Chapter II deals with review of related literature. It covers the theories that are relevant to the present study, such as the nature of writing, definition, purpose, structure, and linguistic features of Narrative. It also discussesSFL that covers metafuntion, and the concept of genre. Moreover, the previous studies related to the issue are discussed in the end of the chapter.

Chapter III is research methodology. It deals with research method which covers the type of research, research site and participant, research design, data collection techniques, and data analysis.

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Dini Utami Mulyaningsih, 2013

An Analysis of Students’ Ability in Writing Narrative Texts : A Case study at One Public Junior

High Schools in Bandung

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 6

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CHAPTER III

RESEARCH METHODOLOGY

This chapter discusses the method of this study. It covers research design, research site and participant, data collection techniques, and data analysis.

3.1Research Design

In order to answer the research questions on howstudents’ ability in writing narrative texts in terms of schematic structure and linguistic features, this study employed qualitative method. It is chosen sincequalitative methodused to comprehend social phenomenon from participant point of view (Alwasilah, 2011).

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Dini Utami Mulyaningsih, 2013

An Analysis of Students’ Ability in Writing Narrative Texts : A Case study at One Public Junior

High Schools in Bandung

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 26

Furthermore, Stake (1994, cited in Cohen, Manion, and Morrison, 2005) identifiesthree main types of case study: (a) intrinsic case studies (studies that are undertaken in order to understand the particular case in question); (b) instrumental case studies (examining a particular case in order to gain insight into an issue or a theory); (c) collective case studies (groups of individual studies that are undertaken to gain a fuller picture).Moreover, collective case study was used in this study to grain detail information on the phenomenon concerning students’ writing particularly in narratives.

Therefore, in the present study, students’ narratives writingareexamined based on the schematic structure and the language features using a case study.

3.2Site and Participants

The subject of this study was a class of eight grade students of one public junior high schools in Bandung. This setting was chosen since this school is one of favourite junior high schools in Bandung.

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Furthermore, since the KKM (Minimum Standard Competence) of English lesson in the school was 80, students whogot score between 80 -100 were categorized into high achievers, then when the range of score between 79 -70, were categorized into middle achievers, and below 70, were categorized into low achievers.

3.3Procedure of the research

Concerning the procedure of the research, several steps were taken. Firstly, the students were asked to write narrative texts to diagnose their ability in writing narratives. Secondly, the students attended three meetings with the teacher to learn about narrative text. The material covered were language features, generic structure, and the purpose of narrative text. Then, the students were asked to write a narrative text based on the tittle provided by the teacher. Thirdly,the students attendedanother three meetings with the teacher to review about narrative text. Lastly, the students were asked to write their third narrative text based on the tittle provided by the teacher.

3.4 Data Collection

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Dini Utami Mulyaningsih, 2013

An Analysis of Students’ Ability in Writing Narrative Texts : A Case study at One Public Junior

High Schools in Bandung

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 28

classified into low, medium, and high achieverbased on their narrative texts. Third, after several meeting, the students were asked to write two another narrative texts. Moreover, onlythree students’ narrative writing that represent each students classification were analysed to examine students’ ability in writing narratives. Table 3.1 below shows the tittle of narrative texts that was written by three the students from different levels of achievement.

Table 3.1

Narrative texts tittle written by the students

Levels of achievement Tittle

Low achiever

Text 1 Kancil and the Crocodile Text 2 Little red riding hood Text 3 Jack and the beanstalk Middle achiever

Text 1 Kancil and the Crocodile Text 2 Little red riding hood Text 3 Jack and the beanstalk High achiever

Text 1 Cinderella

Text 2 Little red riding hood Text 3 Jack and the beanstalk

These three students’ narrative texts can be considered as product studied for analyzing students’ ability in writing narratives particularly in terms of schematic structure and the linguistic features.

3.5Data Analysis

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schematic structure of narratives as proposed by Joyce and Feez (2000), Anderson and Anderson (2003), Derewianka (2004), and Hyland (2004). Second, the texts were analyzed in terms of the linguistic features as suggested by genre theorist (Christie, 2005 cited in Emilia, 2010) using systemic functional grammar. Each element of the text was analyzed using systemic functional grammar particularly in the processes of transitivity. It is because the transitivity is concerned with construing the domainof experiences. Several steps that presented below were taken to fulfill the aim of the research:

1. The text were examine from their purpose and the schematic structure of the text using Derewianka’s (2004) schematic structure of narrative text 2. The texts were analyzed based on the linguistic features that proposed by

Derewianka (2004), Joyce and Feez (2000), and Anderson and Anderson (2003). Moreover, the experiential processes exist in narrativeswere analyzed by using Functional grammar developed by Halliday (1985) particularly in the transitivity system.

3. The data were presented and interpreted qualitatively

3.6Concluding Remark

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Dini Utami Mulyaningsih, 2013

An Analysis of Students’ Ability in Writing Narrative Texts : A Case study at One Public Junior

High Schools in Bandung

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 56 CHAPTER V

CONCLUSION AND SUGGESTIONS

This chapter presents the conclusion based on the data presentation and the discussion of the findings from the previous chapter and offers suggestions for the teacher to consider some possible effort to develop students’ writing ability, and also for other researcher to conduct further study concerning the topic.

5.1 Conclusion

This study is concerned on how students’ ability in writing narrative texts in terms of schematic structure and linguistic features.It was conducted in one public junior high schools in Bandung. In order to find the answer of the research question, a qualitative case study was used.

The findings of this study indicated that all students’ level has already known the schematic structure of a narrativetext that includes orientation, complication, and resolution (Derewianka, 2004). Furthermore, in terms of the

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needs guidance from the teacher and practice in writinga narrative text since writing is a long process (Harmer, 2004).

Moreover, a similar problemalso happened to the middle achiever. She has successfully improved her writing ability in her second text, seen from the schematic structure and thenumber of language features exists. However, she was notsuccessful in managing her writing ability progressconsistency that caused no further improvement found in her third writing. She made some mistakes in the use of the verb form which is (mainly) past tense. In some way, middle achiever also faced some difficulties in delivering the story although she was much better than the low achiever.

Different from low and middle achievers, the student from high achiever has a proper knowledge towrite a narrative text. She has a very good understanding in the schematic structure and the language features of narratives. She successfully improved her writing ability in her second narrative text by showing her ability in the use of to infinitiveand the dialogue existence that needs deeper understanding on the use present and past tense. Furthermore, she was also abletomaintain her writing progress in her third narrative text. In spite of her ability, sometimes, she also faced a difficulty in delivering the meaning of the story into appropriate sentence, even though it did not affect the meaning.

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Dini Utami Mulyaningsih, 2013

An Analysis of Students’ Ability in Writing Narrative Texts : A Case study at One Public Junior

High Schools in Bandung

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 58 guidance in terms of building knowledge of narrative text and practicing in

writing narrative construction. On the contrary, for thehigh achiever student,the teacher only needs to remind the student to read gain the text to avoidminor mistakes.

5.2 Suggestions

Regarding the present study, there are some suggestions for the teacher to

improve students’ writing ability in writing narrative texts.

1. The teacher should provide explicit teaching of grammar. It is because the quality of the text could be interfered by grammatical understanding.

2. Specific approaches and techniques in teaching writing are highly recommended to be appliedby teacher to improve students’ writing ability.

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An Analysis of Students’ Ability in Writing Narrative Texts : A Case study at One Public Junior

High Schools in Bandung

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 60

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Figur

Table 3.1 Narrative texts tittle written by the students

Table 3.1

Narrative texts tittle written by the students p.15

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