• Tidak ada hasil yang ditemukan

TEACHING WRITING DESIGN BASED ON THE STUDENTS DIFFICULTIES IN WRITING NARRATIVE TEXTS.

N/A
N/A
Protected

Academic year: 2017

Membagikan "TEACHING WRITING DESIGN BASED ON THE STUDENTS DIFFICULTIES IN WRITING NARRATIVE TEXTS."

Copied!
20
0
0

Teks penuh

(1)

TEACHING WRITING DESIGN BASED ON THE STUDENTS’

DIFFICULTIES IN WRITING NARRATIVE TEXTS

A THESIS

Submitted to the English Department, Faculty of Languages and Arts, State University of Medan, in Partial Fulfillment of the Requirements

for the Degree of Sarjana Pendidikan

By:

SRI WAHYUNI

Registration Number 2102121013

ENGLISH DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

STATE UNIVERSITY OF MEDAN

(2)
(3)
(4)
(5)
(6)

ii

ACKNOWLEDGEMENT

First of all, “Alhamdulillah” the writer would like to thank to the Almighty

God, Allah SWT for His blessings, so the writer is able to accomplish her thesis as

a partial fulfillment of the requirements for the degree of SarjanaPendidikanat the

English Department, Faculty of Languages and Arts (FBS) in State University of

Medan (UNIMED).

During the process of writing, the writer realizes that she can’t accomplish

without support from many people. The writer would like to express her sincere

gratitude to:

Prof. Dr. IbnuHajarDamanikM.Si., as theRector of State University of

Medan;

Dr. IsdaPramuniati, M.Hum., as the Dean Faculty of Languages and

Arts, Vice Dean I, II, III, and all the administrative staff;

Prof. Dr. Hj. Sumarsih, M.Pd., as the Head English Department, Faculty

of Languages and Arts;

Dra. MasitowarniSiregar, M.Ed., as the Head of English Education

Study Program;

Dr. SitiAisahGinting, M.Pd., as her Thesis Consultant;

Drs.LidimanSahatMartuaSinaga, M.Hum., as Academic Consultant;

RafikaDewiNst, S.Pd, M.Hum., as her Thesis Reviewer;

Miswandi, S.Pd, M.Pd., as the Headmaster of SMPN 2 Secanggang and

all the Teachers;

(7)

iii

 The writer’s beloved parents, Sanroji and Samini., for their endless love,, support, motivation, and prayers during the writer’s whole life, she also

thank to her brothers, Rimen, Riden, and Mukhlasin., who always give

support and motivation during the writer’s education; and for her young

brothers, AgusSalim and Muhammad Yunus, to motivate her life;

BIDIK MISI UNIMED, as her Scholarship Program;

HMJ-BSI UNIMED and KAMMI, as her beloved Organization;

 Her best(HalimatunHusnaRambe, Angrayni Dian NoviaNst,

RisqaIndina, Anisa, Liza Insyirah, Yusrumaida, RabiatulAdawiyah, DesikaRinanda, AkhyarRasyidi and AyuPebriana),her close friendsBersyebah and Rose, and all class members of Regular A, B, C

2010.

The writer realizes that the content of this thesis is still far from perfect,

but she warmly welcomes any constructive suggestions that will improve the

quality of this thesis. She hopes this thesis would be useful for those who are

interested in the field of study.

Medan,Agustus 2014

The writer,

(8)

i

ABSTRACT

SRI WAHYUNI. TEACHING WRITING DESIGN BASED ON THE STUDENTS’ DIFFICULTIES IN WRITING NARRATIVE TEXTS. A THESIS. MEDAN: ENGLISH DEPARTMENT OF LANGUAGE AND ARTS FACULTY STATE UNIVERSITY OF MEDAN

This study deals with error analysis on the use of past tense. The objective of this study is to find out the students difficulties in writing narrative texts, the dominant kinds of difficulties, and to propose the teaching writing design based on the students’ difficulties. The sample of this study was the second year students of SMPN2 Secanggang. This study used qualitative research; a case study. The data were collected by asking the students to write narrative texts based on their experiences or their favorite stories. From 35 students, there were 9 students did not face difficulty in writing narrative texts and 26 students faced difficulties. There were three kinds of difficulties made by the students, where 152 cases or 80,85% difficulties in using past tense, 26 cases or 13,83% difficulties in using conjunction, 10 cases or 5,32% difficulties in adjective. The result shows the dominant kind of difficulty was the use of past tense were 152 cases or 80,85%.

To solve the students’ difficulties in writing narrative texts, the writer propose a teaching writing design of comic strips, syllabus, and lesson plan to be applied by the teacher of English.

(9)

vi

LIST OF TABLES

Table Page

2.1 Table of Generic Structure of Narrative Text ... 17

2.2 Table of the Example of Narrative Text ... 19

4.1 The Classification of Students’ Errors ... 44

4.2 The Classification of Students’ Difficulties ... 48

(10)

vii

LIST OF APPENDIXES

APPENDIX Page

Appendix ALesson Plan ... 59

Appendix B Syllabus ... 87

(11)

1

CHAPTER I

INTRODUCTION

A. Background of the study

English gives a big influence to Indonesia education by adding English

lesson into its curriculum starting from elementary level until University.

According to National Curriculum (2004), each level of English education in

Indonesia has its own objectives. Furthermore, as states 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.

English as the most common international language functions needs some

basic skills that consist of speaking, listening, reading, and writing. From the four

basic skills mentioned above, writing is much more difficult. Moreover, Hyland

(2003: 3-14) states writing is not just arranging words into a sentence, linking the

sentences into a paragraph, and ordering the paragraphs into a text. It also requires

grammatical and lexical knowledge, understanding in applying the grammatical

knowledge into different context and purposes and knowledge of topic that are

going to be written.

As Heydari and Bagheri (2012) state that writing is a complex process

even in the first language. Undoubtedly, it is more complicated to write in a

foreign language. Consequently, lost of researchers have intended to identify the

common errors EFL students make in writing the second language. Of course, a

better understanding of the errors and the origin of such errors in the process of

(12)

2

EFL writing will help teachers know students’ difficulties in learning that

language. Moreover, it will aid in the adoption of appropriate teaching strategies

to help EFL students learn better. From this statement, the writer concludes that

the research about analyzing students’ text is very important to do because by

knowing the students’ difficulties, the teacher can solve the students’ problems.

Based on Educational Unit Level for the Junior High School students, it

states that one of the main objectives of learning English is to be able to write

various short functional text type, monologue and essay in some text genres. One

of the important genres needed to be mastered in the eighth grade syllabus is

narrative text. Narrative text is a text about story that can be in the form of:

folklore, animal story (fable), legend or short story, novels, etc. There are some

kinds of conflict, social problems amusement in narrative text (Silviana: 2008).

Furthermore, one way that can be used to find out students’ difficulties in

writing narrative text, the writer conducted the observation at second grade

students of Junior High School in Secanggang. And the result of the observation

shows that the students face difficulties in using past tense. Past tense as one of

the most important parts of language features in narrative text has a big influence

in producing a good text. It is the same as what Pardiyono (2007: 114) states that

past tense is one of the most frequently used tense to tell about past activities of

events.

Based on observation, most of the students found difficulties to write a

Narrative text not only in using past tense in making sentences but also less in

(13)

3

consider narrative as a least understood of all the genres. In this research, the

writer attempts to investigate how students’ difficulty in writing a narrative text.

The results of this study are expected to provide valuable information on what

students’ difficulty in writing a narrative text, so the teacher can choose

appropriate teaching strategy to help students to develop their narrative writing

Furthermore, if in conducting a research the writer finds the same problem

with the observation. So, to solve the students’ difficulties in writing narrative

texts, the writer proposes a solution based on the teaching and learning narrative

texts by using Comic Strips. From the series of pictures, the students are expected

to gain the ideas easily from the chronological order of the story. The students are

also able to practice grammatical rules through this media by changing direct

speech in the speech balloon into indirect speech (Megawati and Anugerahwati,

2012). On the other hand, Raimes (1983:38) states, A picture sequence, such as a

comic strip, provides the subject matter for writing narrative and for speculating

about the story beyond the pictures in the strip. It is also provides material that

offers guidance on vocabulary, sentence structure, and organization.

Beside that the writer proposes the teacher to apply Comic Strips through

the use of comics in the classroom presented by McCoy cited in (http://tht

-japan.org/proceedings/2010/002_014_mccoy.pdf). In this application of comic

strips, it can help the students to learn comprehensively, build critical thinking and

increase literacy among other skills. Therefore, the application of comic strips is

(14)

4

B. The Research Problem

The study in this research is always based on a problem since the problem

is the main case which will be discussed by the writer. A problem is a question

raised for inquiry, consideration or solution. In conducting a research, the

problems must be stated clearly so that the objectives of the study and method can

be meaningful. The problem of this study is stated as follow questions:

1. What difficulties are faced by eighth grader students in writing narrative texts?

2. What is dominant difficulty made by eighth grader students in writing narrative

text?

3. From the obtained data, what can be proposed by the writer to help students’ in

improving their writing skill?

C. The Objective of the study

To summarize the research background, this study is concerned to

accomplish the following purposes:

1. To investigate the difficulties are faced by eighth grader students in writing

narrative texts.

2. To discover a dominant difficulty made by eighth grader students in writing

narrative texts.

3. To help students of English as a Foreign Language (EFL) in improving their

(15)

5

D. The Scope of the Study

This study only focused on analyzing students’ error in writing narrative

text. The aspects that are concerned cover students’ difficulties in writing

narrative texts that focus on using past tense, conjunction, and adjective. In other

words, the writer focuses on analyzing students’ errors in making sentences.

E. The Significance of the Study

The result of this study is expected to be useful for:

1) Theoretically, the teachers of English know what the students’ difficulties in

writing narrative text, so the teacher can choose appropriate teaching strategy

in teaching narrative texts.

2) Practically, the students’ of English able to write narrative texts in a good

language features, to avoid sentences errors, and they are interested in

(16)

54

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

A. Conclusions

This study is mainly aimed at describing the students’ difficulties on the

use of past tense, conjunction and adjective in writing narrative texts by analyzing

the students’ difficulties based on the surface strategy taxonomy. After analyzing

the students’ difficulties, conclusions are drawn as: From 35 Second Grade

Students of Junior High School, there were 9 students did not face difficulty in

writing narrative text and 26 students faced difficulties in using Past tense. It was

the most dominant difficulty from all the difficulty categories.

B. Suggestions

The result of the finding showed that there are many problems faced by the

students in writing narrative texts, especially for the three types of linguistics

features of narrative texts. So, the writer would like to propose the teaching

writing design as suggestion to help the teacher solves the students’ problems in

writing narrative texts. They are:

1. Applying Comic strips

The English teacher applies comic strips in teaching narrative texts in the

classroom. The teaching strategy of comic strips is based on McCoy’s strategies.

They are: Make A Title, Add-A-Panel, Comic Jigsaw, Fill It Up, and Create

Narrative Text. It is important in order to minimize the students’ difficulties in

using past tense and to enrich the students’ knowledge in structure.

(17)

55

2. Applying Syllabus and Lesson Plan

The English teacher applies syllabus and lesson plan designed by the

writer based on the 2013 curriculum. It is important to teach students the role how

to learn English in the classroom and make the students are interested in learning

English, especially in learning how to write a good narrative texts.

3. The students should try to learn how to use past tense in writing narrative

(18)

56

REFERENCES

Aimah, S. Journal LENSA: Demonstration as a medium in the teaching of writing procedure text: An action research conducted in the seventh grade of SMP Agus Salim Semarang in the academic year 2008/2009. Vol 1. No 2. 2011.

Akbar, A. 2004. Journal Theory and Practice in Language Studies: Error Analysis and Second Language Acquisition. Iran: University of Medical

Science and Health Service. Vol. 2, No. 5. pp. 1027-1032. 2012.

Ary, Donald, et al. 2010. Introduction to Research in Education. Eight Edition. Autralia: Wadsworth Cengage Learning.

Barras, R. 2005. Student Must Write. A Guide to better writing in coursework and

examinations. Routledge.

Brown Douglas H. 2000. Principles of Language Learning and Teaching. New York: Addition Wesley.

Burke, et al,. 2005. Dissertation The Role of Teaching Learning Media in

Teaching Biology in OBE-Classes. The North-West University.

Harmer, J. 2004. How to Teach Writing. Malaysia: Longman.

Hartono, T. Ragam Jurnal Pengembangan Humaniora: The Realization of Written Texts In The Junior High School English Text Book. Vol. 11 No. 1, 2011.

Heydari, P and Baghari, S.M. 2012. Journal Theory and Practice in Language

Studies: Error Analysis: Sources of L2 Learners’ Error. Vol. 2, No. 8.pp. 1583-1589. 2012.

Hussain, Z, et al. 2013. Interdisciplinary Journal Of Contemporary Research In

Busines: An Error Analysis Of L2 Writing A Higher Secondary Level In

Multan Pakistan. Vol 4, No 11. 2013.

Hyland, K. 2002. Teaching and Researching Writing. Great Britain: Longman.

John, H.P. The Journal of Aesthethic and Art Critism: Narrative in Comics. 2009

Kafipour, R. and Khojasteh, L. Journal of CSCanada: The Study of Morphological, Syntactic, and Semantic Errors Made by Native Speakers of Persian and English Children Learning English. Vol.3. No. 2. pp. 109-114. 2011.

(19)

57

Knapp, P and Watkins M. 2005. Genre, Text, Grammar: Technology for Teaching

and Assessing Writing. New South Wales: University of New South

Wales Press.

Megawati, F and Anugrahwati, M. TEFLIN Journal : Comic Strips: A study on

the teaching of writing narrative texts to Indonesian EFL Students.. Vol

23, No 2, 2012.

Pardiyono. 2007. Pasti Bisa!! Teaching Genre-Based Writing. Yogyakarta: ANDI

Petel, M.F. and Jain, M.P. 2008. English Language Teaching: Methods, Tools &

Techniques: Jaipur; Sunrise

Raimes, A. 1983. Technique in Teaching Writing. Oxford University Press.

Saragih, A. 2013. Discourse Analysis “A study on Discourse Based on Systemic

Functional Linguistic Theory. Unimed, Medan (unpublished).

Siahaan, S. 2008. Issues in Linguistics. First Edition. Yogyakarta: GRAHA

Smith, A. 2006. Teaching With Comics. University of Lethbridge.

(20)

58

http://www.mangatank.com/manga/hack-yonkoma/v1/c5/3-1. 2014. Accessed on July 05

http://www.mangaupdates.com/series.html?category=4-koma.2014. Accessed on July 05

http://www.mangaupdates.com/series.html?category=Collection+of+Stories+%2F +Oneshots. 2014. Accessed on July 06

Referensi

Dokumen terkait

Populasi dari penelitian tentang faktor-faktor (harga, pendapatan, selera konsumen, harga barang subtitusi, gaya hidup) yang berpengaruh terhadap permintaan pada

PPL menjadi sarana untuk: (1) memberikan pengalaman kepada mahasiswa dalam bidang pembelajaran di sekolah atau lembaga, dalam rangka melatih dan mengembangkan

Data management subsystem includes: input data set composed of data set of paddy harvested area, SST anomalies and paddy production; estimation and weight data

Halaman ini merupakan halaman yang bisa diakses oleh siswa yang sudah terdaftar dalam sistem. Pada halaman ini terdapat link-link menuju beberapa halaman lain yang menjadi

logit paling negatif, berada di bagian bawah peta di sebelah kanan); sedangkan pada tiga sekolah swasta menunjukkan pola yang berbeda beda, siswa dari sekolah DT

Aplikasi pencarian file dengan menggunakan algoritma apostolico giancarlo ini mampu melakukan pencarian file pada folder atau drive yang ditentukan berdasarkan kata

[r]

Setelah mendapat penjelasan secukupnya tentang manfaat penelitian ini maka saya menyatakan SETUJU untuk ikut serta dalam penelitian ULLA DWI MUGHNY dengan judul “FORMULASI DAN UJI