In this section, the researcher discussed about finding. There are two important points from the research question:
1. The student’s ability in writing summarizing narrative text at eleventh grade of MA Wahid Hasyim Balung Jember.
Based on the data above, the researcher had analyzed the students worksheet in writing summarizing narrative text from five aspect of writing.
Those are, vocabulary. Grammar, mechanic, content, and organization of idea. There were two aspect of writing that the most dominant student‟s difficulties in composing this summarizing paragraph, both are grammar and mechanic. Vocabularies, content, and organization of ideas were minimum mistakes found in the student‟s worksheets.
First, vocabularies. A writer should choose the word carefully in writing, moreover in summarize a writer should using their own word. It means that students need pay attention to the words that they use because each word may represent different meaning. Raymond murphy clarifies words into eight different words that are familiar to most people. 34 Those
34 Raymond Murphy, English Grammar in Use, 68-120.
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were noun, verb, adverb, determiner, adjective, pronoun, preposition, and conjunction. In this research, most of the student had known many vocabulary and what part of speech from the vocabularies that they had written in the paragraph.
Second, the grammar. Grammar was the difficult part which hard to understanding during English learning. Grammar is a theory of language, of how language is put together and how it works.35 This element consist of the discussion of grammatical form and syntactic pattern. In measuring the writing ability, a teacher test the sensitivity to the grammatical patterns appropriate to the writing genre, such as Simple Present Tense for descriptive text, report text and procedure text. Simple Past Tense for narrative text and recount text. Most of grammar mistakes found in this research, they confused in using syntactic pattern of grammar while they were composing the paragraph. Some of them also wrong in adjusting pronoun with the auxiliary verb. For example pronoun „she‟ used auxiliary verb „have‟, usually it should use auxiliary verb „has‟. They also confused in using languange feature. For example they using Simple Present Tense, meanwhile in narrative text they should use Simple Past Tense.
Third, the mechanic aspect. Mechanic is the use of the graphic conventions of the language. It refers to the appereance of words, to how they are spelled or arranged on paper. The mechanic represent the economic and efficient way of writing. Mechanic in this research refers to the correct
35Gerot, L and Wignell, P, Making Sense of Fungsional Grammar. 30
punctuation, spelling and capitalization enable the reader to recognize what the writer intends. In this research there were many mistakes in mechanic aspect, in punctuation students wrong in adjusting punctuation especially comma after they mentioned more that three nouns, and point after arrange a sentence. They also wrong in capitalization for name of person and for the first letter in the early words in a sentence. They also wrong in spelling some letter in a word that sometimes it could caused different meaning.
Fourth, the content aspect. Content in writing deals with the ability to give clear information related to the topic of writing and it should be noticed by students when they are writing. Good content means the writer need to write clearly by completing their explanation with additional information to make the readers more understanding of the writer‟s idea.
There were no mistakes in content aspect, they were able to compose summarizing of narrative text that relevant to the assigned topic. For example, the student had chosen the narrative text under the tittle of story of Beauty and The beast, would summarized paragraph that relevant to the topic.
Fifth, organization of ideas. Organization of ideas means the ability to organize the ideas in a logical sequence paragraph. Organization of ideas aspect in this research are good, most of students composed summarizing narrative text with complete organization of ideas those were tittle, orientation, complication, and resolution. Some of student were false in composed summarizing narrative text, there was found several incoherent
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sentences that makes illogical. Besides that, most of them had known that a good narrative text consisted of tittle, orientation, complication, and resolution.
The result of the finding above, there were 3 students were excelent level classification, 16 students were good level classification, and 7 students were adequate level classification. Based on the student‟s worksheet, the researcher have analyzed using Brown‟s theory, those are;
vocabulary, grammar, mechanic, content and organization of idea. In vocabulary aspect, most of vocabularies familiar to them and they are very good in compossing summarizing narrative text. In the grammar aspect, most of students have difficulty in grammatical pattern as languange feature.
The languange feature in narrative text is Simple Past Tense, but many of them used Simple Present Tense. In the mechanic aspect, especially in the punctuation, spelling and capitalization, the mistakes were found the most.
In punctuation, some of students were wrong in adjusting comma and point.
Some of them also wrong in spelling some letter in a word, and also they wrong in capitalization for name of person and for the letter in the early words in a sentence. In content aspect, there were no mistakes in content aspect, they were able to compose summarizing text that relevant to the assigned topic. In the aspect of organization of ideas, most of the students composed summarizing narrative text with complete organization of ideas those were tittle, orientation, complication and resolution. Some of them also less paying attention in arranging sentences, so that the paragraph
became illogical and doesn‟t make sense. However, this research on student‟s worksheets related to student‟s ability in writing summarizing narrative text based on Brown‟s theory has been succesffully carried out.
For the result, the student‟s ability in summarizing narrative text in MA Wahid Hasyim Balung Jember was in a good level classification.
2. Types of narrative text are represented in the students worksheet at eleventh grade of MA Wahid Hasyim Balung Jember
In this section, the researcher discussed two types of narrative text were represented in the student‟s worksheet. Those were:
a. Fairy tale
The finding showed, there were 15 student‟s worksheet were summarizing of narrative text types fairy tale under the tittle “Beauty and The Beast”. According to Hanlon fairy tales are enjoyable and meaningful. They stress human experience, history and values.36 Fairy tales have universal values and plots which add familiarity to students, and also the students usually know some story of fairy tales. Most of them still often to reading and listening of fairy stories. Thus, their knowledge about fairy tales can facilitate them to learn more about narrative text.
b. Fable
The finding showed, there were 11 student‟s worksheet were summarizing of narrative text types under the tittle “The Ant and the
36 Hanlon, T.L, General Guidelines for Teaching with folk tales, fairy tales, fables, ballads, and
other short works of folklore (2014)
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grasshopper”. Clayton states that the fable as text that has a persuasive text. the moral values in the story can help readers because of the symbolization of values involves two things at once, description events and stories that are drawn on end of story.37 Besides being interesting, easier for the reader to understand so that the reader does not feel bored, fable also teach many moral values that can educate their behavior.
However, Fairy tales and fable are interesting literary works and contain educational and moral values which are very suitable to be told to students. Fairy tale and fable will help the students to improve their language and literacy development, understanding about narrative text and it also help the student‟s to improve their skills in narrative writing.
37 Clayton, E. Aesop's, Aristotle, and animals: the role of fables in human life. Humanitas 21, 179-
200 (2018)
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Based on the finding and discussion in the chapter IV, there were two conclussions that could be drawn as follow:
1. Student‟s ability in writing summarizing narrative text at eleventh grade of MA Wahid Hasyim Balung Jember.
In this research, the researcher had analyzed the students worksheet in writing summarizing narrative text from five aspect of writing. Those are, vocabulary. Grammar, mechanic, content, and organization of idea. There were two aspect of writing that the most dominant student‟s difficulties in composing this summarizing paragraph, both are grammar and mechanic. In grammar they confused in using syntactic pattern of grammar. Some of them also wrong in adjusting pronoun with the auxiliary verb. In the mechanic aspect, especially in the punctuation, capitalization, and spelling, the mistakes were found the most. There were no mistakes in content, they were able to composed summarizing narrative text that relevant to the assigned topic. In the organization of ideas, most of them compose summarizing narrative text with complete organization of ideas, those were tittle, orientation, complication, and resolution.
Based on the analysis result, 3 students belonging to the excellent level, 16 students belonging to the good level, and 7 students belonging to adequate level. So the conclusion, the student‟s ability in writing
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summarizing narrative text at eleventh grade of MA Wahid Hasyim Balung Jember was good level classification.
2. Types of narrative text are represented in the students worksheet at eleventh grade of MA Wahid Hasyim Balung Jember
There were 2 types of narrative text found in student‟s worksheet. Both were fairy tale and fable. For fairy tale type there was under the tittle “Beauty and The Beast”, and for fable type there was under the tittle “The Ant and The Grasshopper”. Based on the analysis result, fairy tale was the most dominant types of narrative text represented. It was represented from 15 student‟s worksheet. While the fable types was represented from 11 student‟s worksheet.