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STUDENTS’ NARRATIVE TEXTS IN BAHASA INDONESIA AND ENGLISH: CORRELATION AND TEXTUAL FEATURES
Submitted in Partial Fulfillment of the Requirements for Master’s Degree in English Education
By : Didi Wahyudi
(0704754)
ENGLISH EDUCATION PROGRAM SCHOOL OF POSTGRADUATE STUDIES INDONESIA UNIVERSITY OF EDUCATION
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DECLARATION
Except where due acknowledgement has been made in the text to other materials, this
thesis comprises only original work by this writer.
Signed ………
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APPROVAL SHEET
STUDENTS’ NARRATIVE TEXTS IN BAHASA INDONESIA AND ENGLISH: CORRELATION AND TEXTUAL FEATURES
By Didi Wahyudi
0704754
Approved By Advisor I
Prof. Dr. Hj. Nenden Sri Lengkanawati, M.Pd.
Advisor II
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ACKNOWLEDGEMENT
Alhamdulillahi Robbil ‘Alamin. Praise be to Allah. It is for his blessing that the writer finally completed his thesis. However, in completing the writing of this thesis, he realizes that this thesis would not have been completed without the help of some people who have willingly directed, guided, and given suggestions as well as motivations during the process of writing the thesis. He deeply realizes that he would not be able to complete this thesis without the great help of his advisors, and the following people whom he would like to address his sincerest gratitude and appreciation.
First, the writer would like to express his deepest thanks and appreciation to Prof. Dr. Hj. Nenden Sri Lengkanawati, M.Pd., and Iwa Lukmana, M.A., Ph.D. He is deeply indebted to both of them, who have guided him throughout the thesis writing. He would also like to express his respect, appreciation, and gratitude to Dr. Emi Emilia, M.Ed., Dr. Odo Fadloely, M.A., Dr. Yoyo Surjakusumah, M. Pd., and Dr. Didi Suherdi, M.Ed.,who have given suggestions and guidance in writing research proposal.
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Finally, the writer would like to give best gratitude to his beloved parents, and brothers: Dian and Yana, for their constant prayers, patience, and faith. He also would like to say thank you to everybody whose names he cannot mention one by one, but have continuously reminded him to finish his straggle.
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REFERENCES………...E RROR! BOOKMARK NOT DEFINED.
APPENDIX 1: Research instrument
APPENDIX 2: Scores, Correlation and Statistical Computation APPENDIX 3: Pearson Table
APPENDIX 4: Students' Narrative Texts in Bahasa Indonesia APPENDIX 5: Students' Narrative Texts English
LIST OF TABLES
Table 3.3: Story assessment criteria ……….38 Table 4.3: Tests of Normality……….………...51 Table 4.4: Correlation coefficients for each aspect of narrative
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LIST OF FIGURES
Figure 2.1.2: The “process wheel” of writing (Harmer 2004:4) ... ERROR! BOOKMARK NOT DEFINED.
x ABSTRACT
Most students, not only in Madrasah Tsanawiyah (Islamic Junior High School) but also in other public schools are expected to be competent in writing in more different languages such as in Bahasa Indonesia and English. This study attempts to identify the correlation between students’ competence in writing narrative texts in Bahasa Indonesia, and their competence in writing narrative texts in English. The study was conducted at an MTsN in Tangerang, with the third grade students in 2008/2009 academic year as the subjects of the study. The objectives of this study was to answer two research problems: (1) the correlation between students competence in writing narrative texts in Bahasa Indonesia and their competence in writing narrative texts in English, and (2) whether the correlation of aspects of a narrative text in the two languages relate to its textual features.
This study employed a correlational study with the two narrative writing tests as the instrument. The students’ achievement scores in both narrative texts were statistically calculated using correlational formula. To analyze the correlation between students’ competence in writing narrative texts in Bahasa
Indonesia and their competence in writing narrative texts in English, the
Pearson-product moment formula was used. To analyze the correlation formula on each aspect of narrative texts, the correlation uses ‘spearman rho’ in non-parametric statistic since the data did not have normal distribution and linier relationships.
1 CHAPTER I: INTRODUCTION
This chapter comprises (1) background to the study, (2) hypothesis, (3) objectives of the study, (4) significances of the study, (5) definition of terms, and (6) thesis organization.
1.1Background to the Study
Writing, as one of the four language skills, is not less important than listening, speaking, and reading in learning a language. Through the mastery of writing, the individual comes to be entirely effective in intellectual organization, not only in the management of everyday affairs, but also in the expression of ideas and arguments (Frith, 2001). Nevertheless, it also has been argued that learning to write fluently is the most difficult of macro skills for all language users, apart from whether the language in question is a first, second or foreign language (Nunan, 1989:33). Hence, learning to write effectively is a very crucial section of students’ education and the writing competence can be a great asset during their lives (Collerson, 1989:1).
Since it is a very crucial section of students’ education, writing has always been formed as part of the syllabus (curriculum) in the teaching of English (Harmer 2004:31), the fact which is also found in language curriculum and syllabus in Indonesia. The two latest curriculums in Indonesia are Kurikulum
Berbasis Kompetensi (Competence-based Curriculum) during 2004-2006 period
2 until this period. The two latest curriculums also set writing as a part of English curriculum and the curriculum of Bahasa Indonesia.
Meanwhile, for language learning, and for writing development in particular, genre is one of the most contentious topics in curriculum theory today, and important practical issues are at stake (Reid 1987:86). Recent development in writing research and pedagogy also focuses on the linguistic concept of genres (Christie, 1983; Kress, 1982; Martin, 1984a; Rothery, 1984 in Green 1987, in Reid 1987: 84). Green (1987) subsequently states that learning literacy and learning to write particularly involves a developing competence with regard to genre; that is, learning to write stands for developing the competence to recognize and use a range of written genres, or forms of writing. Genre theory and classroom research has established a typology of genres, which are valued more highly than others in education system; these valued genres need to be made explicit and taught so that all students have equal access to means for learning (Richardson 1994, in Freedman and Medway 1994:127).
3 In viewing the importance of narrative, the two latest curriculums used in Indonesia, as highlighted before, also set ‘narrative texts’ as a part of the writing materials. In English syllabus, students of junior high schools are prescribed to learn narrative paragraph and text on the second semester of the second and third year of study, while in the syllabus of Bahasa Indonesia; they are prescribed to learn narrative materials (dongeng/folk story) in the first semester of the first year of study (Diknas 2006).
With reference to teaching and learning two different languages such as English and Bahasa Indonesia, native language of (every) learner is an extremely significant factor in the acquisition of a new (target) language by mean of exercising and interfering effect (Brown, 2001:65-67). However, it should not be assumed that the ability to write in the mother tongue can be transferred to the foreign language, although some global transfer, as with reading ability, often seems to take place (that is, people who are highly literate in their own language easily become literate in another) (Byrne, 1988). These views, however, indicate that students’ ability in writing narrative text in Indonesia will either negatively or positively correlate to their ability in writing narrative text in English.
4 not. In fact, learners often contributed creatively to the process of learning (Ellis 1994:19).
All the statements indicate some relation between students’ L1 and L2 learning, the case which can be identified in the process of L1 and L2 writing (composition). The more specific case can be identified in writing such a narrative text in both two languages. The present study examines and analyzes the correlation between students’ competence in writing narrative text in Bahasa
Indonesia and their competence in writing narrative text in English and the
correlation of aspects of a narrative text in the two languages relate to its textual features.
1.2Hypothesis
The present study starts from a neutral position. Therefore, the null hypothesis is preferred for this study (See Hatch and Farhady, 1982:86). The null hypothesis for this study is stated as follows:
There is no correlation between students’ competence in writing narrative
text in Bahasa Indonesia and their competence in writing narrative text in
English.
1.3Objectives of the Study
5 writing narrative text in English. Second, this study aims to examine whether the correlation of aspects of a narrative text in Bahasa Indonesia and English relates to its textual features.
1.4Significance of the Study
The significances of this study can be viewed from two angles, i.e. theoretically and practically. Theoretically, this study is expected to enrich the horizon of relation among language competence such as L1 and L2. Practically, the present study can give information about correlation between the students’ competence in writing narrative text in Bahasa Indonesia, and their competence in writing narrative text in English to language teachers, curriculum designers, and other related parties to be a resource of evaluation, discussion, prediction, and decision making in language education.
1.5Definition of Terms
This section comprises some definitions of terms related to the study. The definitions include correlation, students’ competence in writing narrative texts in
Bahasa Indonesia, students’ competence in writing narrative texts in English, and
narrative texts.
a. Correlation, in this research, is the analysis of mutual relationship between
6 examined statistically (See Hatch and Farhady 1982:198, Fraenkel and Wallen, 1993:175, Coolidge, 2000:116).
b. Students’ competence in writing narrative text in Bahasa Indonesia refers
to the ability of students of selected population in producing/composing a written narrative text using Bahasa Indonesia.
c. Students’ competence in writing narrative text in English refers to the
ability of students of selected population in producing/composing a written narrative text using English.
d. Narrative texts refers to the text (from genre story) which has the basic
purpose to entertain, to gain and hold the reader’s interest in a story, (Derewianka 1990; Gibbons 2002), and has the social purpose to instruct via reflection on experience and deals with problematic events which individuals have to resolve for better or worse (Macken-Horarik 2002 in Emilia 2005).
1.6Thesis Organization
7 discussion on students’ competence in writing narrative texts in Bahasa
Indonesia, students competence in writing narrative texts in English, correlation
36 CHAPTER III: RESEARCH METHODOLOGY
This chapter discusses research methodology which covers (1) research problems, (2) research design, (3) data collection, and (4) data analysis.
3.1 Research Problems
The research problems are formulated through the following research questions:
1. What is the correlation between students’ competence in writing narrative texts in Bahasa Indonesia and their competence in writing narrative texts in English?
2. Does the correlation of aspects of a narrative text in the two languages relate to its textual features?
3.2 Research Design
37 adds that correlational research is also sometimes referred to as associational research by means of studying the relationships among two or more variables without any attempt to influence them.
3.3 Data Collection
This section presents concerns related to data collection, including population and sample, research instrument, and phases of data collection.
3.3.1 Population and sample
The population of this study is the third grade students of MTsN (State Islamic Junior High School) Pagedangan Tangerang, which is located on Jl. Gunung Batu, sub-district of Pagedangan, the district of Tangerang, Banten. The population is all of the third year students of the school in 2008/2009 academic year. The way on how to take the sample of the study is the purposive sampling technique. It means that the researcher assumes he can use their knowledge of the population to judge whether a particular sample will be representative (See Fraenkel and Wallen, 1993:87). The way was preferred since the researcher had consulted the teachers who taught Bahasa Indonesia and English to the student population.
38 3.3.2 Research instrument
This research uses two composition tests of students’ competence in writing narrative texts. Based on the 2006 curriculum of English, the tests have students write narrative texts both in Bahasa Indonesia and in English. The tests adapts the example of national examination specification for Sekolah Menengah
Pertama/Madrasah Tsanawiyah (Junior High School) in 2004. This test
specification was proposed by Pusat Penelitian Pendidikan Badan Penelitian dan
Pengembangan DEPDIKNAS (Center of educational research and development of
Department of National Education).
To assess students’ narrative texts, the concept of story assessment criteria proposed by Rose (2008) was utilized. Table 3.3 lists the proposed assessment criteria.
Table 3.3
Story assessment criteria (Rose 2008:10)
Purpose Is the story genre appropriate for the writer’s purpose?
Staging Does it go through appropriate stages?
Field Is the story plot imaginative, interesting and coherent?
Tenor Is the reader engaged with characters’ reactions and reflections?
Mode Is the creative use of literate descriptive language and metaphors appropriate for the level?
Phases Are story phases used creatively to build problems and reactions, and to describe, comment, reflect?
Lexis Are people, things and places followed through coherently to build
up context?
Conjunctions Are logical relations between each step clear, e.g. shifts back and forward in time, comparisons, cause?
Reference Is it clear who or what is referred to, e. g. in dialogue?
Appraisal Conscious control of appraisal, such as feelings, judgments of people and appreciation of things and places
Grammar Are grammatical conventions used appropriately?
Spelling Is spelling accurate?
Punctuation Is punctuation used appropriately?
Presentation Is the layout clear and attractive?
39 The numerical score is obtained by giving each criterion a score from 0 to 3, giving a total score out of 42 (14x3). 0 means there is no evidence of the criterion, while 3 means it is the top standard (Rose 2008:14). In assessing students’ composition in Bahasa Indonesia, the criteria above were adapted. The instruments (the tests) were enclosed in appendix 1.
3.3.3 Phases of Data collection
Data collection is carried out through some phases. The first phase is arranging the writing tests as the instrument of the study. The second is testing students with the arranged tests. The third is rating the narrative texts written by the students to obtain the data in the form of scores.
There were four raters engaged in evaluating the texts. The teacher who taught the language to the students at the selected setting firstly evaluated students’ narrative texts written in Bahasa Indonesia. The English teacher at that school also firstly evaluated students’ narrative texts written in English. Then, all students’ narrative texts were evaluated then by a student of Post-graduate studies of English Education Program at Indonesia University of Education Bandung (UPI Bandung). The university student was considered familiar with the concept of narrative assessment proposed by Rose (2008). Finally, the texts were reevaluated by the researcher himself.
40
Furthermore, the score on the two variables were calculated and analyzed by the following tabulation:
1988:136-41 137, Coolidge 2000:121-122,), and normality of each variable (See Brown 1988:136-137, Priyatno, 2008:28). The two tests are established using “SPSS 12.0 for Windows”.
When the collected data fulfil the criteria of normality and linearity . the correlation analysis uses “Pearson Product Moment” correlation formula. The formula stands as follows (See Hatch and Farhady 1982:198, Fraenkel and
r = correlation coefficient between X and Y
X = students’ competence in writing narrative text in Bahasa
Indonesia
Y = students’ competence in writing narrative text in English
42 component is normally distributed, (See Hatch and Farhady 1982:198, Brown 1988:136-137, Fraenkel and Wallen, 1993:175, Coolidge, 2000:116). On the other hand, when each raw data of a component is not normally distributed and two variables do not perform linear relationship, the correlation is analyzed using “Spearman Rho” (See Hatch and Farhady 1982:198, Cohen and Manion 1994:127, Sugiyono, 2007, 2008:244-245). For the statistical computation, the data analysis uses “SPSS 12.0 for Windows”.
Furthermore, the results of the analysis are used to test the stated hypothesis. The following are step-by-step procedures to test the hypothesis (Brown, 1998:121):
1. Look at the Ho (null-hypothesis) 2. Look at the α level
3. Comparing the robserved and rcritical
4. a. if the robserved was less than rcritical , it accepted the null-hypothesis and stopped.
b. if the robserved was greater than rcritical , it rejects the null-hypothesis and continues.
5. Decide which alternative hypothesis was more logical 6. Making interpretation and conclusion.
The interpretations of correlation are as follow (Burns, 2000): 1. 0.90 – 1.00 is very high correlation or very strong relationship 2. 0.70 – 0.90 is high correlation or marked relationship
43 4. 0.20 – 0.40 is low correlation or weak relationship
5. less than 0.20 slight correlation or the relationship is so small as to be negligible
The second step is analyzing the textual features of the narrative texts. The textual features include purpose, stages, field, tenor, mode, phases, lexis,
conjunction, reference, appraisal, grammar, spelling, punctuation, and
presentation (Rose, 2008). The analysis is concerned with the similarities and the
differences of each aspect found in the two narrative tests: narrative texts written in Bahasa Indonesia and narrative texts written in English.
84 CHAPTER V: CONCLUSIONS AND RECOMMENDATIONS
Derived from the result of data analysis, research findings and discussion presented in previous chapters, some conclusions and recommendations are formulated. It is expected that observing the two variables of the present study: students competence in writing narrative texts in Bahasa Indonesia and their competence in writing narrative texts in English at the selected setting gives useful contributions to the language teachers and others who concern with language education, especially, the area of teaching writing.
5.1 Conclusions
The present study examines (1) the correlation between students’ competence in writing narrative texts in Bahasa Indonesia and their competence in writing narrative texts in English, and (2) the correlation of aspects of a narrative text in the two languages relate to its textual features.
Through this study, it has been found that there is a significant systematic correlation between students’ competence in writing narrative texts in Bahasa
Indonesia and their competence in writing narrative texts in English. The
coefficient of correlation is 0.68 correlation coefficient value. It indicates a moderate correlation or substantial relationship between the two variables.
85 texts using Bahasa Indonesia as their native language. On the other hand, only a few students show good performance in writing narrative texts in English. Some of them still wrote English narrative texts below expectation.
The study also has found that some aspects of the narrative texts positively and significantly correlate in the two narrative texts. They are purpose, stages, field, tenor, mode, lexis, spelling, punctuation, and presentation. On the other hand, some aspects show positive but not significant correlation in the two narrative texts. They are phases, conjunction, reference, appraisal, and grammar.
Some similarities and differences were also found in line with each aspect of narrative texts. Students almost demonstrate clear performance in most aspects in narrative texts written in Bahasa Indonesia. The fact was also found in their texts written in English although it is not as clear as what was found in narrative texts written in Bahasa Indonesia. Besides, there were only few students performed the mentioned aspects. Some of the narrative texts were even unreadable and ungrammatical so that they were difficult to analyze.
In line with the above findings, it is reasonable that the language accuracy, however, gives a great influence on performing such a readable text. By the reason, language teaching and learning activities must be constantly not ignore language accuracy during their process to make students habitually perform good writing attitude. Moreover, language accuracy is not as simple as it is expected. It needs longer and longer practices and habitual action in writing activity.
86 quantitative computational should be also deserved for linguistic features analysis. How it is meaningful will be proven by certain textual or linguistic features on the texts’ when it is combined.
5.2 Recommendations
Based on the above findings, the following recommendations as the outcome of the study are put forward. Those are expected to be useful for the coming researchers, teachers of Bahasa Indonesia and English, curriculum designers, and for whom that may be concerned with language educations and particularly, teaching writing skills.
87 Then, teachers and students of MTsN Pagedangan Tangerang should be familiar in advance with the concept of writing assessment proposed by David Rose (2008). The proposed concept is recommended as the relevant assessment criteria for evaluating narrative texts and story writing. Unfortunately, not many teachers know this concept entirely.
The next recommendation is that, the two language teachers – teachers who teach Bahasa Indonesia and English – should intensively have certain coordination and discussion to analyze their students’ writing competence. If it is possible to carry out a collaborative teaching sometimes, it will be more useful to improve students’ writing competence in both languages.
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