THE USE OF "STORY SKELETON" TO IMPROVE STUDENTS' WRITING SKILL IN NARRATIVE TEXT AT THE TENTH GRADE STUDENTS AT MAN NGAWI.

(1)

THESIS

Submitted in partial fulfillment of the requirement for the degree of Sarjana Pendidikan (S.Pd) in Teaching English

By:

Lucky Amatur Rohmani

NIM D05212019

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TARBIYAH AND TEACHERS TRAINING

SUNAN AMPEL STATE ISLAMIC UNIVERSITY

(2)

(3)

(4)

(5)

(6)

(7)

(8)

(9)

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Sebagai sivitas akademika UIN Sunan Ampel Surabaya, yang bertanda tangan di bawah ini, saya:

Nama : LUCKY AMATUR ROHMANI

NIM : D05212019

Fakultas/Jurusan : FTK/ PENDIDIKAN BAHASA INGGRIS

E-mail address : luckyamatur@gmail.com

Demi pengembangan ilmu pengetahuan, menyetujui untuk memberikan kepada Perpustakaan UIN Sunan Ampel Surabaya, Hak Bebas Royalti Non-Eksklusif atas karya ilmiah :

Sekripsi Tesis Desertasi Lain-lain (………)

yang berjudul :

THE USE OF “STORY SKELETON” TO IMPROVE STUDENTS’ WRITING SKILL IN NARRATIVE TEXT AT THE TENTH GRADE STUDENTS AT MAN NGAWI

beserta perangkat yang diperlukan (bila ada). Dengan Hak Bebas Royalti Non-Ekslusif ini Perpustakaan UIN Sunan Ampel Surabaya berhak menyimpan, mengalih-media/format-kan, mengelolanya dalam bentuk pangkalan data (database), mendistribusikannya, dan menampilkan/mempublikasikannya di Internet atau media lain secara fulltext untuk kepentingan akademis tanpa perlu meminta ijin dari saya selama tetap mencantumkan nama saya sebagai penulis/pencipta dan atau penerbit yang bersangkutan.

Saya bersedia untuk menanggung secara pribadi, tanpa melibatkan pihak Perpustakaan UIN Sunan Ampel Surabaya, segala bentuk tuntutan hukum yang timbul atas pelanggaran Hak Cipta dalam karya ilmiah saya ini.

Demikian pernyataan ini yang saya buat dengan sebenarnya.

Surabaya, 31 Agustus 2016

Penulis

(10)

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

ABSTRACT

Rohmani, Lucky Amatur. 2016. The Use of “Story Skeleton” to Improve Students’ Writing Skill in Narrative Text at the Tenth Grade Students at MAN Ngawi. A Thesis. English Education Department, Faculty of Education and Teacher Training, Sunan Ampel State Islamic University, Surabaya.

Advisor: Dra. Hj. Arba’iyah YS., MA

Key Words : Story Skeleton, Improve, Writing Skill

Writing is one of skills in English that should be mastered by students in Senior High School. Most of students who study English feel that writing is the most difficult skill in English. There are some reasons why writing is the most difficult skill in English such as: generate and organize ideas and put those ideas into coherent, logically ordered, sentence and paragraph organization, appropriate vocabulary, grammar, etc. While narrative text is a text that is taught often and it has quite simple generic structure. Sometimes students still face difficulties if they write a narrative text. In MAN Ngawi, teacher uses a media, story skeleton, in teaching writing narrative text. It is aimed to improve students’ writing skill in narrative text.

This study is focused on how story skeleton is used to teach writing narrative text and whether or not the use of story skeleton is able to improve students’ writing skill in narrative text. Descriptive qualitative was used as research method in this study. To know how story skeleton was used to teach narrative text, the researcher observed the teacher. To know whether or not the use of story skeleton was able to

improve students’ writing skill in narrative text, the researcher analyzed students’ writing score after and before using story skeleton. The subject of this study is 33 students from tenth grade students MIA 1 of MAN Ngawi.

The result of the research shows that the use of story skeleton to teach writing using story skeleton has been going well. It was proven that teacher did not face many problems in the process of teaching using story skeleton. Besides, students’

(11)

CHAPTER II: REVIEW OF RELATED LITERATURE ... 8

A. Relevant of Previous Studies ... 8

B. Literature Review ... 12

a. Definition of Narrative Text ... 20

(12)

3. Media ... 23

a. The Nature of Media ... 23

b.Kinds of Media ... 24

4. Teaching Writing Narrative Text Using Story Skeleton ... 25

CHAPTER III: RESEARCH METHODOLOGY ... 34

A. Research Design ... 35

B. Subject of the Study ... 35

C. Source of Data ... 35

D. Data Collection Technique ... 37

E. Instrument of the Research ... 39

F. Data Analysis Technique ... 40

CHAPTER IV: RESEARCH FINDING AND DISCUSSION ... 43

A. Research Findings ... 44

1. The Use of Story Skeleton to Teach Writing Narrative Text ... 45

2. The Story Skeleton Improve Students’ Writing Skill in Narrative Text ... 53

B. Discussion ... 63

1. The Use of Story Skeleton to Teach Writing Narrative Text ... 63

2. The Story Skeleton Improve Students’ Writing Skill in Narrative Text ... 64

CHAPTER V: CONCLUSION AND SUGGESTION ... 66

A. Conclusion ... 66

B. Suggestion ... 67

BIBLIOGRAPHY ... xv

(13)

CHAPTER I INTRODUCTION

This study focuses on the use of story skeleton to improve students’ writing skill in narrative text at the tenth grade students at MAN Ngawi. This chapter

discusses: the background of study, the problem of study, the objective of study, the

significances of study, scope and limitation of study, and the definition of key terms.

A. Background of the Study

English is learned as a foreign language started from elementary school

to University. English itself is divided into two skills. The first one is receptive

skill which is consisting of listening and reading. The second is productive skill

which is consisting of speaking and writing. Those skills are very important for

students to master it all. Harmer states1:

“...we use language in terms of four skills- reading, writing, speaking and listening. These are often divided into two types. Receptive skill is a term used for reading and listening, skills where meaning is extracted from the discourse. Productive skill is the term for speaking and writing, skills where students actually

have to produce language themselves.”

According to A.S. Hornby, writing is the activity occupation of writing

for examples: books, stories or articles.2 In addition Harmer states that writing is

1

Jeremy Harmer, How to Teach Writing, (New York: Pearson Education Limited, 2007), 265.

2

A.S. hornby,Oxford Advanced Learner’s Dictionary of Current English Sixth Edition, (London: Oxford University Press, 2000),1383.

(14)

a form of communication to deliver or to express feeling through written form.3

So, writing is one way for students to express their idea, thought and moreover

feeling in the form of written language.

Writing is the most difficult language skill to master. There are many

reasons why writing is regarded difficult. According to Simpson, the difficulty is

due to the fact that a writer needs to have enough language and general

intellectual skills to generate and organize ideas and put those ideas into

coherent, logically ordered, intelligible sentences, paragraphs and essays.4

Besides, Richard and Renandya state that the difficulty lies on how to generate

and organize ideas using an appropriate choice of vocabulary, sentence and

paragraph organization, and translate these ideas into a readable text.5

Senior High School students should be able to write narrative text. It is

not such an interesting and pleasure activities for them to write narrative text

although the purpose of narrative text is to entertain the reader. They know many

stories related to narrative text. But, if they should produce a narrative text, they

still get many difficulties such as getting and generating ideas, grammatical

errors, choosing appropriate words, spelling and punctuation, etc.

3

Jeremy Harmer, The Practice of English Language Teaching, 3rd Ed, (New York:Pearson Education Limited, 2001), 79.

4

Simpson.1998.Research in LanguageTeachhttp://exchanges.state.gove/forum/vols/136/no2

Vol. 36 no 2, April- June p. 34. Accessed on June 5th, 2016 5

(15)

Based on preliminary research on Monday, March 28th 2016, students of

X MIA 1 admitted that they get difficulties writing especially writing narrative

text. Those difficulties are getting and generating idea, compose a story

sequence, vocabulary. Besides they also admitted that they just know the generic

structure of narrative text but they do not really understand its part. Thus make

students reluctant to write a narrative text even they have known many stories

relate to narrative tezt.

Due to students’ problems in writing, the English teacher at MAN Ngawi implements a learning media for teaching writing narrative text that is story

skeleton. Story skeleton provides a sequence plot structure which can be used as

guidance in writing narrative text. Moreover story skeleton covers all

components in narrative text such as the character, problem, problem solving,

moral value, etc. Story skeleton is used as an outline before students write a

narrative text. Students are guided to organize a narrative text in good order.

Therefore students can solve their problem. Furthermore, students’ writing skill in narrative text improves.

There are some reasons for choosing this school as the research site. The

first one is that this school is locally well-known for its good reputation in the

town. It is one of the favorite schools in Ngawi. The second is that the English

teacher implements story skeleton in teaching writing narrative text. While the

(16)

is the fresh students which come from different school and also different ability,

especially in writing skill.

Narrative text is one of the texts in English that will be taught often and it

has quite simple generic structure. Sometimes students still face some

difficulties if they write a narrative text. While writing is the most difficult skill

in English language. Hence, the researcher is eager to study on THE USE OF

“STORY SKELETON” TO IMPROVE STUDENTS’ WRITING SKILL IN

NARRATIVE TEXT AT THE TENTH GRADE STUDENTS AT MAN

NGAWI. This study is conducted to find out how the use of story skeleton to

teach writing narrative text and whether the use of story skeleton is able to

improve students’ writing skill in narrative text. The researcher analyzes the process of teaching writing narrative text using story skeleton and whether or not

the use of story skeleton is able to improve students’’ writing skill in narrative text.

B. Problem of the Study

Based on the background of the problem, the research questions of this study are

formulated as follow:

1. How is “story skeleton” used to teach writing narrative text at the tenth grade students at MAN Ngawi?

(17)

C. Objective of the Study

Based on the problem study above, the objective of this study are:

1. To know the use of “story skeleton” to teach writing narrative text at the tenth grade students at MAN Ngawi.

2. To know whether or not the use of “story skeleton” is able to improve students writing skill in narrative text at the tenth grade students at MAN

Ngawi.

D. Significance of the Study

The finding of this study is expected to give a reference for teacher for

innovation in developing teaching writing. Also it can be a consideration for

teacher to implement the media which is useful to improve the quality of English

teaching and learning process. Interesting learning media is expected to help

students to understand the learning materials. Besides, it will give experience and

new challenges for students as an effort to write a good narrative text. In addition

it help students to memorize the story through imagine the part of story skeleton

in their head. Therefore, by using this media English the students understand

about narrative text, either the generic structure or the whole content of the text.

E. Scope and Limitation of the Study

Due to the topic discussion as the problems have been identified

(18)

teaching writing narrative text to improve students’ writing skill. And the

respondent of this research is tenth grade students of MIA 1 at MAN Ngawi at

the first semester 2015/2016 academic year. This study focuses on the use of

story skeleton in writing activities which used by teacher to teach writing

narrative text.

F. Definition of Key Terms 1. Story Skeleton

According to Oxford Dictionary, story is description of past or

imaginary events, whereas skeleton is basic outline of a plan. So, story

skeleton is organization of a story which involves the identification of the

characters, the place, the problem, the goal, as well as the delineation of the

sequence of events leading to the resolution of the previously stated

problem.6

In this study what the researcher means of the story skeleton is a

teaching media for narrative text which formed as human body and contained

the detail of the story such as the characters, the setting, the problem, the

problem solving, the goal, and the sequence of events in the story.

6

(19)

2. Improve

According to Oxford Dictionary, improve is to become better than

before.7 In this study the researcher means of improve is to increase the good

quality of students’ writing in narrative text. 3. Writing Skill

Writing skill is a person’s ability to express his/her mind and feeling

which is expressed in a written language, in graphic symbols so that the

readers are able to understand the message inside.8 In this study the researcher

means of writing skill is students’ ability to express their idea in written

language which every student has their own ability level.

7

A.S. hornby,Oxford Advanced Learner’s Dictionary of Current English Sixth Edition, (London: Oxford University Press, 2000),652.

8

Sudaryanto. “Peningkatan Keterampilan Menyusun Wacana Narasi Melalui Penerapan Pendidikan

(20)

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter reviews theoretical framework that deals with the current study.

This review is divided into two main parts: the first part concern to the relevant

studies, then continuing with literature review. The elaboration on each part is

presented as follows.

A. Relevant of Previous Studies

There are some researches that conducted by the researchers related to

this research. The following are the previous study relates to this research:

The first is a research conducted by Intan Karolina with the title

“Teaching Narrative Text in Improving Writing to The Tenth Grade Students of

SMA Negeri 1 Petarukan, Pemalang”.1 Her research attempted to investigate

what are the students’ ability and difficulties in writing narrative text as a

“natural” text genre. Her study also focuses on revealing what kinds of processes and circumstances that students use in their narrative seen from the transitivity

system. The finding shows that the students’ errors on their writing are verb

pattern error, sentence sprawl, and punctuation. These errors are mainly caused by

over-generalization and ignorance of rule restriction that students do.

1

Intan Karolin. Undergraduate Thesis: Teaching Narrative Text in Improving Writing To The Tenth Grade Students of SMA Negeri 1 Petarukan, Pemalang. Semarang: Universitas Negeri Semarang, 2006.

(21)

The similarity of this research and Intan’s research are the teaching

material is narrative text and the skill is writing. The difference between her

research and this research is, this research uses media that is story skeleton to

teach writing narrative text and what the result of using story skeleton to teach

writing narrative text.

The second is a research conducted by Devigantari Agusta with the title is

“Improving Students’ Ability in Writing Narrative Texts Using Short Animated

Stories”.2_{Her research is aimed at improving students’ ability in w}

riting narrative

texts using short animated stories. The result indicated that students made

considerable improvement in some aspects of writing skills such as content,

organization, vocabulary and grammar and mechanics.

The similarity between this study and her study is the use of media to

teach writing narrative text. Besides there have differences between this study and

Devigantri’s study. Those are media that is used is different, she used short animated story while in this research used story skeleton. The, the aim of the her

research is to know the improving students’ ability while this research focuses on

how the use story skeleton to teach writing narrative text and what the result of

the use story skeleton in teaching narrative text.

The third is a bachelor thesis written by Hana Skrivankova with the title is

“Storytelling in a Classroom and Its Usage for Development of Listening and

2

(22)

Speaking Skill”.3 In her research, she discusses about the use of story skeleton as

a preparation for telling a story. She describes that story skeleton helps the teacher

remember the main points of the story and subsequently tell the whole story

without any confusing pieces of information. The preparation means writing

down a plot outline and major information about the characters in minimal form.

It provides a bare frame of the story, records the essential parts, whereas the

teacher task is focus on the development of such elements.

The similarity with this study is the media that is story skeleton. In this

study story skeleton is used as media for teaching writing narrative text whereas

in Hana’s thesis, story skeleton is used by the teacher as his/her preparation before telling a story. Story skeleton is suitable for teaching writing narrative text

because it shaped as an outline of a story. In writing a story, the author requires an

outline that contains detailed information even outline of a story to be written.

Therefore the story skeleton can be used to assist the process of writing a story.

The fourth is a bachelor thesis conducted by Tatum Ariesya Akmala

entitled “The Use of Animated Film to Improves Students’ Ability in Writing

Narrative Text”.4

Her research is aimed to know the implementation of animated

film in teaching narrative text, how is the ability of students in writing narrative

3

Hana Skivankova. Bachelor thesis: Storytelling in A Classroom and Its Usage for Development of Listening and Speaking Skill. Czechoslovakia: Masaryk University Brno. 2008.

4

Tatum Ariesya Akmala. Undergraduate thesis: The Use of Animated Film to Improves Students’

(23)

text, how can animated film improve students’ ability in writing narrative text.

The result of her research is the ability of students to write narrative text

improves. It is because they can catch the idea because they watch and know the

plot. The similarity between this study and Tatum’s research is the use of a media in teaching writing narrative text. Whereas the difference is the media used in this

study is story skeleton.

The fifth is a journal written by Shutta Crum with the title is “Story

Skeleton: Teaching Plot structure with Picture Books”.5

She discusses about

teaching plot structure using story skeleton. She stated that story skeleton can help

students to master the sequence of the action in a story. Sometimes students are

falter which items of the story that should go first, second, and third of the action

in a story. Story skeleton provides a sequence of event which occurs in the story.

It guides students to place the plot structure correctly.

The similarity with this study is the media that is story skeleton. In this

study story skeleton is used as media for teaching writing narrative text whereas

Shutta Crum used story skeleton to teach plot structure with picture books.

B. Literature Review 1. Writing

a. The Nature of Writing

5

(24)

Harmer states that writing is a process that we write is often

heavily influenced by constraints of genres then these elements have to be

present in learning activities.6 Boardman states that writing is a continuous

process of thinking and organizing, rethinking, and reorganizing.7 Writing

is a powerful tool to organize overwhelming events and make them

manageable. Writing is really a form of thinking using the written word.

Furthermore, according Essay writing can be specified into four

categories. The first is expository. Its writing gives information or

explains something through a carefully crafted mix of key points and

critical support. The second is persuasive. It attempts to convince the

reader that a point of view is valid, or to persuade the reader to take

specific action. The third is narrative. It recounts a personal experience

that all details work together in an integrated way to create a complete

story with beginning, development and turning point, and resolution.

And the fourth is imaginative. It invents a situation, perspective or story

based on the writer's imagination.

Thus, it can be noted that the writing can be classified into

cognitive domain and affective domain. Cognitive domain from the

opinions which can be based on facts and reality such as recount,

6

Jeremy Harmer, The Practice of English Language Teaching, 3rd Ed, (New York: Pearson Education Limited, 2004), 86.

7

(25)

exposition, articles, reports, etc. Whereas the affective domain from the

imagination which can be based on fiction such as story, spoof, poetry,

dramas, etc.

b. Problems of Writing

According to Msanjila there are six common problems that may

occur when doing writing.8 Those problems are capitalization problem,

punctuation problem, inexplicitness or fuzziness, poor organization or

illogical sequence, spelling problem, and the last is grammatical errors.

The students should pay attention on those six points to be able to make

good writing text.

c. Steps of Writing

Writing is one of productive skills that need a process. To have a

good product of writing, the writer should have a good process of writing.

The writer should have a good plan and a clear purpose to make the

readers understand the message.

According to Harmer writing process is the stages that a writer

goes through in order to produce something in its final written form. There

are four steps in writing processes: 9

8

Y. P. Msanjila. 2005. Problems of Writing in Kiswahili: A Case Study of Kigurunyembe and Morogoro Secondary Schools in Tanzania. Nordic Journal of African Studies, Vol 14(1) , 15–25.

9

(26)

1) Planning

When planning, the writer has to think about three main

issues. In the first place, they have to think about purpose of their

writing since this will influence not only the type of text the wish

to produce, but also the language they use and the information they

choose to include. Secondly, they have to think about the audience,

they are writing for, since this will influence not only the shape of

writing, but also the choice of language. Thirdly, writer has to

consider the content of the structure of the piece that is how best to

sequence the fact, idea or argument which they have decided. This

stage called pre-writing.

2) Drafting

The first version of writing called draft. The writer must

use the idea that he generated in the planning as a guide. This stage

needs an editing for checking the text.

3) Editing

It is almost impossible to write a perfect paragraph on the

first try. The first try is called first draft. Perhaps the order of

information is not clear enough or the discourse marker is wrong.

The way to revise and improve the first draft is called editing.

(27)

Editing is essential part of preparing a piece of writing for public

reading or publication. Richards and Willy stated that “in editing,

the writers check grammar, spelling, punctuation, diction, sentence

structure, and accuracy of supportive textual material such as

quotations, examples and the like”.

4) Final Version (Final draft)

Writers have edited their draft, making the changes they

consider to be necessary, they produce their final version. This

may look considerably different from both the original plan and

the first draft, because things have changed in the editing process.

But the writer is now ready to send the written text to its intended

audience.

Ramirez states that writing can be done through some phases as

the following quotes:10

“Writing activities can be structured along developmental, process-oriented, and proficiency-based models. A process oriented approach would call for a prewriting phase, a drafting or writing stage, and a revising phase. Each phase would enable students to focus their attention on different aspects of written communication: content, organization, purpose, audience, and grammatical accuracy.”

10

(28)

Thus, it can be concluded that writing needs a process. The first is

planning, in this stage students write list of their ideas, the structure and

the purpose of the text. The second is drafting. After they choose the

topic, the structure and the purpose of the text, they generate it all into

paragraph. The third is editing. In this phase, students check grammar,

spelling, punctuation, diction, sentence structure, organization of the

paragraph, etc. The fourth is revising. Students do final check of the text.

They can read the text and recheck. If it necessary they can make

changes, and produce a final version of the written text. Therefore, they

need to check the text twice in order to make sure that there are no

mistakes.

d. Teaching Writing

Harmer states that teaching means to give (someone knowledge) or

to instruct or train (someone).11 This means that the teacher performs a

specific task or activity intention to encourage students to learn. So,

teaching writing means that the teacher gives some knowledge about

writing activity to students so that they can write a text well. Teaching

writing is important because

11

(29)

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id Writing is a skill which is important in school and after school; writing for many students is a skill which can unlock the language arts. Students who have never read before often begin to read in the writing program. They have to read their own words to find out what they have said and decide how to say it more effectively; writing is thinking; writing is an ethical act, because the most important quality in writing is honesty; writing is a process of self-discovery; writing satisfies man’s primitive hunger to communicate; writing is an art, and art is profound play...(Abridged from Donald Murray 1973: 1234:1237). Brown classifies linguistics aspects into micro skills and

communicative aspects into macro skills of writing. The list of micro and

macro skills of writing is presented as follows.

1) Micro skills of writing

a) Produce writing at an efficient rate of speed to suit the purpose.

b) Use acceptable grammatical systems, such as tense, agreement,

pluralization, pattern and rules

c) Express a particular meaning in different grammatical forms.

d) Produce graphemes and orthographic patterns of English.

e) Produce an acceptable core of words and use appropriate word

order patterns.

2) Macro skills of writing

a) Use the rhetorical forms and conventions of written discourse.

b) Appropriately accomplish the communicate functions of written

(30)

c) Convey links and connection between events, and communicate

such relations as main idea, supporting idea, new information,

given information, generalization and exemplification.

d) Distinguish between literal and implied meanings when writing.

e) Develop and use battery of writing strategies, such as accurately

assessing the audience„s interpretation, using prewriting

devices, writing the fluency in the first drafts, using

paraphrases and synonyms, soliciting peer and instructor

feedback, and using feedback for revising and editing.

Teaching writing well is not easy. It must be several steps to be

successful in teaching writing. Harmer states that there must be five steps

at least in teaching writing.12 The first step is demonstrating. In this

stage, teachers give students examples of a text type that is going to be

learned. They are explained in details, like its purpose, social functions,

and grammatical feature. Students are given an understanding related to

the differences among text types. The second step is motivating and

provoking. In this phase, teachers are about to provoke and motivate

students in finding ideas with fun ways. Teacher can construct an eliciting

stage, for example, teacher prepares some jumble pictures to be shown.

12

(31)

From the pictures, students can find their ideas. They can ask teachers for

the correct sentences after they get ideas.

The third step is supporting. In writing process, students often have

many questions to ask. It indicates that they need a lot of help from the

teacher. Mostly they ask about language features, such as vocabulary,

grammar, punctuation, and many others. Here, teacher should be available

to help students in classroom. The fourth is responding. Responding here

means the teacher only gives comments and suggestions without giving

full correction on students’ work. The last step is evaluating. It is

considered as a must in every task or activity. In this phase, teacher

judges students’ final product and gives score. Teacher gives correction

on each mistake so that students know their mistakes and further it can be

a reflection for them. They can learn from those mistakes.

2. Narrative Text

a. Definition of Narrative Text

Meyers states that narrative is one of the most powerful ways of

communicating with others.13 A good written story lets your reader

response to some event in your life as if it were own. They not only

understand the event, but they can almost feel it. The action, details, and

dialogue put the readers in these seem and make it happen for them.

13

(32)

Moreover, Anderson states that narrative is a piece of text tells a story and,

in doing so, entertains or informs the reader or listener.14

According to Thomas S. Kane narrative is a meaningful sequence

of events told in words. Sequence involves an arrangement in time for

example the movement from the first event to the last event constitutes the

simplest chronology. However, chronology is sometimes complicated by

presenting the events in another order: for example, a story may open with

the final episode and then flash back to all that preceded it.

From these opinions, it can be said that a narrative text is usually a

product of writing in the form of a story which happened in the past in a

certain time. The story is ordered in chronological plot which can be

enjoyed by the readers. It also contains a moral value. The purpose of

narrative story is to entertain and give a moral value for the reader.

b. Generic Structure of Narrative Text

Derewianka states that the steps for constructing a narrative are:15

1) Orientation, in which the writer tells the audience about who the

character in the story are, where the story is taking place, and

when the action is happen.

14

Mark Anderson and Kathy Anderson.Text Types in English 2.(SouthYarra: MacmillanEducation Australia PIY LTD, 1997), 8.

15

(33)

2) Complication, where the story is pushed along by a series of

events, during which we usually expect some sort of complication

or problem to arise. It just would not be so interesting if

something unexpected did not happen. This complication will

involve the main character(s) and often serves to (temporally)

toward them, for reaching their goal. Narratives mirror the

complications we face in life and tend to reassure us that they are

resolvable.

3) Resolution

In a satisfying narrative, a resolution of the complication is

brought about. The complication may be resolved for better or for

worse, but it is rarely left completely unresolved (although this

is of course possible in certainly types of narrative, which

leave us wondering (how is the end?).

In addition, Coffman and Reed state that narratives have been

described as having several common components including a setting, plot

(series of episodes based on goals, attempts, outcomes), resolution or story

ending.16

16

(34)

Meanwhile, Anderson shows the steps for constructing a narrative

text. They are: (1) Orientation, it is the opening story which tells about the

characters, the setting of time and the setting of place. (2) Complication,

that containing some events of the story. (3) Sequence of events, where

the characters react to the complication. (4) Resolution, where the

characters finally solve the problem in the complication. (5) Coda contains

a comment or moral values which can be learned from the story, but this is

an optional step.17

Based on the statements above, it can be concluded that narrative

text has three generic structures those are: (1) Orientation which

introduces the characters of the story (the main character and perhaps the

minor character), where the story takes place, and time when the story

happened, (2) Complication which contains of the problem that faced by

the characters and sometimes unexpected event happened, (3) Resolution

which tells how the problem is solved. So this part is the end of the story.

3. Media

a. The Nature of Media

Media are the means for transferring or delivering messages. It is

called the educational medium when the medium transfers message for the

17

(35)

purpose of teaching.18In addition, Gagne and Briggs cited on Azhar’s book

stated that medium is device used to deliver content of material which

includes some of books, recorder, video, film, photograph, picture,

television, and computer. Moreover, Azhar states that medium is a

component of learning source or physical vehicles that consists of

instructional material in students’ environment which can motivate students

to learn.

Thus, it can be concluded that media is a tool used in teaching

process to help teacher transfer the message to the students. Media will

help students to gain knowledge, skill, moreover attitude. It is hoped that

teaching using media, the students will be motivated in learning especially

English. So that students will be easy in receiving the materials.

b. Kinds of Media

In general, there are three kinds of media. They are audio, visual,

and audio visual media. Audio media are media that can be listened to,

while visual media are media that can be seen. Kasbolah states media that

involve the senses of sight and hearing are named as audio visual

media.19Furthermore, he states that there are some visual media in general,

18

Christine.1991.The Importance of Educational Media in Teaaching. Bulettin of Social Education. Vol.20, pp.61-88. from http://www.fed.cuhk.edu.hk/en/bse/9120/9120061.html accessed on 02/052016 10:30.

19

(36)

and they are (1) still pictures, (2) realia, (3) drawing or teacher-made

drawing, and (4) charts, posters, cartoons, and real objects.

Based on Oxford Learner’s Dictionary visual media are a picture, map, piece of film, video, map, etc. used in teaching to help people to learn

or understand something.20 It can be also defined as things that can be seen

which are used as teaching aids.

Heinich and Molenda mention that the primary function of visual

media is to serve as more concrete referent to meaning than to spoken or

written words.21 Furthermore, they stated that visual media could also

motivate learners by increasing their interest in a text or presentation. They

attract attention, sustain attention, and generate emotion. Re-interaction is

another function of visual. They can underscore the information in printed

material or verbal narration by presenting it in a different form. Visual can

simplify information that is difficult to understand and remember. It is

better for teacher to use visual media in their teaching activity. In addition,

they state that a chart should have a clear, well-defined instructional

purpose.

Story skeleton is composed of mixture of chart and picture. Chart

forms in human body and picture shows the characters of the story. It

expresses only one story concept that is narrative story. Story skeleton

20_{Oxford Learner’s Dictionary}

, 2002, 1446.

21

(37)

highlights the important points of a story such as brief description of

introduction, complication, and resolution. It is presented on different part

of the chart (human body) which on each part of the body has its purpose.

The students write a story with the guidance from the story skeleton as

their story outline. It helps students to write the story simple and

understandable.

4. Teaching Writing Narrative Text Using Story Skeleton

According to Oxford Dictionary, story is description of past or

imaginary events while skeleton is basic outline of a plan, piece of writing,

etc. Story skeleton is organization of a story which involves the

identification of the characters, the place, the problem, the goal, as well as

the delineation of the sequence of events leading to the resolution of the

previously stated problem.22 Story skeleton is only drawn in the form of

human body.

Many teachers use a variety of story-mapping techniques to help

children see relationships between ideas, including clustering, webbing,

and listing items and actions that belong to the beginning, middle, or end of

a story but how a student knows which items listed in the "middle" section

of a story map should go first, second, third? Sometime it is the sequencing

22

(38)

of the action in a story that can cause the student to falter.23 Furthermore

she says that his step can be mastered through the use of visual and textual

examples of standard plot structures. Stories have internal structures that

hold them up, too. Knowing what the skeleton of a story looks like early in

the process makes knowing what to write next in the drafting and revising

steps a lot easier.

Story skeleton can be used for teaching reading, speaking, and

writing. In teaching reading using story skeleton, the story skeleton is used

as a book report. The students are given a mystery book of a story. They

analyze contain of the story book. In this project, students read about the

story. Use the pieces of the body that are provided. Put the skeleton

together with brass fasteners, string, or yarn. All sentences need to be

typed, cut out, and glued to the part of the body in which it belongs. The

direction of each part is below:

Picture 2.1 Story Skeleton Book Report

23

(39)

1. Head : draw and color the face of the main character. Write

your name on the back of the head.

2. Chest : draw and color the setting where and when the story

takes place.

3. Hips : write 1-3 sentence in your best writing that explain

the main problem or adventure in the book.

4. Upper Arms: write the names of other important characters. Add

how each relates to the problem or main character.

5. Lower Arms: write interesting details from the book.

6. Thighs : write other problems that the character must solve on

the way to solving the main problem.

7. Lower Legs : write ways the character gets out of the adventure or

solves the main problem – the climax and solution.

8. Feet : write one thing you like about the book on each foot.

Concerning to the use of story skeleton to teach reading, story

skeleton is used in telling story. Teacher and students can use story

(40)

teaching process. It is quite obvious that before telling a story the teacher

should spend certain time with preparation. Teacher should be confident of

the storyline and know exactly how to begin and finish the story. Besides,

Wright states that careful preparation provides teachers and students with

great amount of confidence within telling story, it contributes to the fact

that learners grasp the teacher’s narration clearly, and it enables the

teachers to concentrate on the pupils as well, not solely on the story.24

The preparation of the skeleton means writing down a plot outline

and major information about the characters in minimal form. The skeleton

then provides a bare frame of the story, records the essential parts, whereas

the teacher’s task is to focus on the development of such elements. The skeleton enables teacher to look occasionally into it during narrates a story.

Teacher should avoid memorizing the story except from the expressions and

phrases typical for the particular story or fairy-tale. Hence, making a story

skeleton helps teacher remember the main points of the story and

subsequently tell the whole story clearly, without any confusing pieces of

information.

For the students, they need to make an outline of a story before

presenting telling story. They are not suggested to memorize all the content

of the story moreover each word. They have to remember the main point of

24

(41)

the story such as the characters, setting (place and time), the problem and

problem solving, and others which have been placed in story skeleton. It

helps students to memorize the story. So that the students telling a story

clearly without any confusing information.

Furthermore, story skeleton is used to help students to make

scaffolding first for their writing before they construct it completely. It helps

them to keep their idea of their writing. In this study the teacher adapts story

skeleton from teaching book report and telling story to teach writing with the

purpose is students are able to make a story. Here is the story skeleton for

writing:

Picture 2.2 Story Skeleton for Writing

1. Head : Writes the main character and the title on the head

2. Upper body: writes the setting where and when the story take 4

(42)

place.

3. Upper arms: writes the other important characters. Gives

the character’s name and why they are important.

4. Hips : Writes the main problem and one paragraph about

Summary of the story.

5. Lower arms: Provides interesting details from the story.

6. Thighs : Write other problems that the character must solve on

the way to solving the main problem.

7. Legs : Explain how the main character solves the main

problem.

8. Feet : State the moral value that can be taken on each foot.

The collaboration between story skeleton and steps of a good

writing is good to guide students to write narrative text. Teacher explains the

steps to use story skeleton. Firstly teacher asks students to choose one story

about legend as the topic. It is called as planning. Secondly teacher guides

students to make an outline of their story using story skeleton. This phase is

called as drafting step. In this step teacher asks students to write the title and

the main character on the head of the skeleton. Then, students write the

setting of the story on the part of story skeleton number 2. Then, students

write the supporting characters or other important characters and give the

(43)

write the main problem and also one paragraph about summary of the story

in the part number 4.

The next is, students write the interesting thing from the story in the

part number 5. It represents the reason why they choose this story. In the part

number 6, students write other problem that occurs. A story may have more

than one problem. Afterwards, students explain how the main character

solves the main problem. It is placed in the part number 7. The last part,

students provide moral value which can be learned from the story. This

phase can be stated as drafting step.

After students finish in making outline, they start to write and

develop the story skeleton into paragraphs. When they have done, they

should re-read the text in order to check whether or not there is a mistake.

This also means students do editing step. The next step is revising. Students

re-read one more to make sure that there are no other mistakes on their

writing.

The story skeleton is suitable for teaching writing narrative text.

There are some considerations that make story skeleton suitable for teaching

writing narrative text. Story skeleton provides detail part of a story. In the

body skeleton consist of story plot. Students are guided to write a story in

sequence. The sequence of the story that shown in body skeleton, starts from

the introduction of character, place and time. The next sequence of events

(44)

resolve the problems faced. Beside that students allow to expand the story

such as the events or problems and the character. But it should be underlying

the theme.

Bill states that skeleton gives the basic sequence of characters and

events without the embellishments.25 Furthermore he states that story

skeleton is the bones of the story which allows students to focus or expand

the story. Also story skeleton allows students to add description and

movement to a character that was barely mentioned in original.

25

Bill Gordh. Stories in Action: interactive tales and learning activities to promote early literacy.

(45)

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id CHAPTER III

RESEARCH METHOD

The research method has some elements that cover in some headings:

research design, subjects of the study, source of data, data collection technique,

instrument of the research, and data analysis technique.

A. Research Design

Hatch stated that qualitative study is intended to explore reality about

human behaviors within natural setting and context.1_{In addition a qualitative study}

does not start with hypothesis, so there is no interference in the form of control or

treatment in the participants (the students and the teacher). According to Wiersma

qualitative research investigates the complex phenomena experienced by the

participants by the examining peoples’ words and action in descriptive ways.2 Due to the goal of this study was to know the use of story skeleton and

Wiersma.ResearchMethodsinEducation:AnIntroduction. (NewYork:lBLippincottCompany, 1989), 120.

(46)

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id B. Subjects of the Study

This study took place in a senior high school in MAN Ngawi. There were

some reasons for choosing this school as the research site. The first one was that

this school is locally well-known for its good reputation in the town and one of the

favorite schools in Ngawi. The second was that this school had complete facilities

to support teaching and learning process such as LCD, projector, speaker, and

multimedia room. It made the teacher easier to implement various teaching model

in teaching English especially writing narrative text.

33 students of X MIA 1 in academic year 2015/2016 were chosen as the

subject of the study. This class consists of 27 females and 6 males. The reason of

choosing X MIA 1 as the subject of study was based on teacher recommendation

and they came from various backgrounds and had different experience in writing

narrative text.

C. Source of Data

In this study the researcher gathers the data from various sources. The

description of the source of data was explained below:

1. Teacher and Students

The researcher designed interview for the teacher and the students. The

researcher interviewed the teacher in order to gain information about how the

process of teaching writing narrative text using story skeleton. The result of

(47)

The researcher also interviewed the students in order to get information

about students’ reflection before using story skeleton in writing narrative text

and after using story skeleton in writing narrative text. The result of students’ interview helped to answer the second research question.

2. Lesson Plan

Lesson plan was used to know teacher’s way in teaching narrative text using story skeleton, the learning model, the material that had been taught and

the process of teaching writing text using story skeleton. It also strengthened

the interviews’ result. Therefore, the researcher got the valid data.

The lesson plan was designed for three meetings. At the first meeting,

teacher gave a material about narrative text and she asked students to write a

narrative text about the legend of a place such as Roro Jonggrang as known as

Prambanan Temple, The Legend of Banyuwangi, The Legend of Surabaya,

Sangkuriang which as known as The Legend of Tangkuban Perahu, and The

Legend of Crying Stone. Students had to choose one of the topic above as their

writing topic. At the second meeting the teacher explained about story skeleton

and asked students to analyze a narrative text about The Lake of Color using

story skeleton. At the third meeting, the teacher explained about steps to write a

good writing text and asked students to write a narrative text using story

skeleton as the outline. The theme of the writing was about personal narrative

text such as Timun Mas, The Golden Snail, Lutung Kasarung, Malin Kundang,

(48)

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id 3. Syllabus

Syllabus was one of the source data in this study. It was used to ensure

that narrative text was taught in the tenth grade students at MAN Ngawi. The

narrative text was taught in the second semester at X MIA 1 at MAN Ngawi. In

the syllabus mentioned that the material was narrative text with the legend was

the theme of the narrative text.

4. Students’ Writing Score

It consisted score of students’ writing narrative text before using story skeleton and after using story skeleton. The result helped to answer the second

research question that story skeleton was able to improve students’ writing skill in narrative text. It showed students’ different score before and after using story

skeleton so that it could be seen the improvement of students’ writing skill in

narrative text.

D. Data Collection Techniques 1. Observation

Observation is the most basic method for obtaining data in qualitative

research.3 This technique was not only communicating with people (e.g.

interview, and questionnaire) but also with other natural objects that happen in

the places of research.4_{The researcher used nonparticipant observation which}

3

DonaltAry, et. Al. Introduction to Research in Education, Sixth Edition (USA: Wadsworth Thomson Learning Group, 2002), 430.

4

(49)

meant that the researcher only came as an observer without participating in

learning narrative text using story skeleton. Observation was used to get data

about the process of teaching narrative text using story skeleton and students’ activity during the lesson

The observation was conducted on Monday, May 2nd until 16th. The

researcher came to the school and observed the process of teaching and learning

in the classroom using story skeleton.

2. Interview

Interview is a dialogue who is done by the interviewer to get information

from informant.5 According to Riduwan the interview is a way of collecting

data to take direct information from the resource. Interview is used to gather

data from people about opinions, beliefs, and feelings about situation in their

own words.6 It can be concluded that interview is communication between

interviewer and informant in order to get information which can help the

researcher completing the valid data.

The interview was done on Tuesday, May 17th until 18th. On Tuesday,

May 17th the researcher interviewed the teacher while on Wednesday, May 18th

the researcher interviewed the students.

5

Arikunto Suharsimi,ProsedurPenelitianSuatuPendekatanPraktik, Ed Revisi VI, (Jakarta: PT. Rineka Cipta, 2006), 155.

6

(50)

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id 3. Documentation

Documentation was used to gather, provide evidence of fact, and

strengthen the data. In this research the document was the written information.

Documentation consisted of score of student’s writing before using story skeleton and after using story skeleton.

E. Instrument of The Research

In this qualitative research, the instruments were used as the means to

gain the data were presented below:

1. Observation checklist

Observation checklist was made based on process and steps in teaching

writing narrative text using story skeleton. It consisted of some stages such as

preparation, teaching, media, class management, and assessment. In

preparation covered teacher preparation before she taught narrative text using

story skeleton and after using story skeleton. In teaching stages, the researcher

observed process of teaching using story skeleton. In media covered the

effectiveness and the efficient of media that used in teaching. Class

management covered classroom condition during teaching and learning using

story skeleton such as time allocation, students’ activity, and variety seating

arrangement. Then, in assessment covered how teacher assessed students’

(51)

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id 2. Interview

Interview guideline consisted of questions that intended to the teacher and

the students in order to get information about teaching and learning process of

writing narrative text using story skeleton in the classroom. It consisted of eight

questions for teacher and four questions for students. The questions for teacher

covered process of teaching and learning in the classroom, difficulty in using

the media (story skeleton), how to assess students’ writing result, and whether

story skeleton is able to improve students’ writing skill or not. Interview guideline for students consisted questions about students’ commentary during learning writing narrative text using story skeleton.

F. Data Analysis Technique

To analyze this data, the researcher used the theory from Gay and

Arasian. According to Gay and Arasian the steps of analyzing the data were: data

managing, reading and memoing, describing, classifying, and interpreting.7 The

description of each steps were below:

1. Data Managing

In this step, the researcher collected all of the data from the observation,

interview, and documentation, and checked the completeness of the data. Then,

the researcher managed all of the data in good order. The data divided into

folders according to its type (observation, interview, documentation). The

7

(52)

researcher collected all results of the observation checklist, result of interview

from teacher and students, and students’ writing score.

2. Reading and Memoing

In this step, the researcher read the result of observation checklist,

interview, and documentation. In the process of reading, the researcher also

highlighted the important sentences and made notes for the important parts of

the data that needed more explanation. The researcher highlights some

important factor in the process of learning. In addition, the researcher re-listens

and re-reads the interview’s result. Then, the researcher highlights the some important answers from the students that used to get some information about

their opinion about writing narrative text using story skeleton.

3. Describing

The researcher describes all of the data includes observation checklists,

the interview’s result, and students’ writing score. This step describes all important things about the data, such as, where the data from, how the data

taken, and so on.

4. Classifying

In classifying step, the researcher classifies the data. The observation

checklists are classified based on the categorized of the data. For the

interview’s data, the researcher classifies based on the order of the students’ interview. Then, for the documentation data, the researcher classifies the

(53)

and after using story skeleton. It is divided again based on the highest score and

the lowest score of writing score before using story skeleton and after using

story skeleton.

5. Interpreting

In this step, the researcher interprets the data into the result to make the

data understandable. The researcher makes the conclusion of the observation

checklist. In addition, the researcher also makes the conclusion based from the

interview’s result. Then the researcher makes conclusion of the documentation