The purpose of writing instruction is to help students' writing express their idea. According to Weigle in Jacobs et al. that "there are five aspects of writing; content, organization, vocabulary, language use and mechanics". The difficulties found in writing narrative text by eight students at SMP Swasta Betania Medan?”.
Writing is a means of human communication that represents language and emotions with signs and symbols. Writing is also a process of self-discovery about who you are and what you think. D (2003:88) that "writing is the mental work of coming up with ideas, thinking about how to express these ideas and organizing words into statements and paragraphs that will be clear to a reader".
Writing is therefore the way to share ideas and experiential information in written form. Based on the above explanation, the writer concludes that writing is a method of representing language in visual or tactile form. Writing is a system that uses sets of symbols to represent the sounds of speech, and can also include symbols for things like punctuation and numbers.
Writing for Learning
This means that when the whole class is asked to talk about going to parties, they can either read what they wrote, or use what they thought as they wrote, to make their points. Another technique, when a discussion topic is given to a class, is to have students speak in groups to prepare their arguments. Students must be able to write to do these activities, but the activity does not teach students to write.
Writing for Writing
The Task of Teacher in Writing
Writing is used to help students complete another type of activity (in this case speaking and listening). Demonstration - Students should be aware of writing conventions and genre construction in particular types of writing. Either way, students become aware of issues of presentation or the language used to perform certain written functions.
The important issue is that they are made aware of these things - that these things are brought to their attention.2 2. This is where the teacher can help, provoke the students to have ideas, inspire them with the value of the task, and persuade them. Time spent preparing amusing and engaging ways to engage students in a particular writing task will not be wasted.
Support - Closely related to the teacher's role as a motivator and provocateur is support. Students need a lot of help and reassurance when they start working, both with ideas and the means to implement them. Teachers must be extremely supportive of students when they are writing in class, always available (except when writing an exam, of course) and ready to help students overcome difficulties.
Response - the way we respond to students' written work can be divided into two main categories, response and assessment. When responding, we respond supportively to the content and construction of the work and often (but not always) make suggestions for improvements. When studying English, we respond to the student's work in various drafts, we will not evaluate the work or judge that it is the final product.
Assessment – When we assess your students' writing for a test, we can point out where they have written well and where they have made mistakes, and we can reward them. Based on the above explanations, the writer concludes that some writing processes exist in the language classroom; writing for learning, writing for writing and an assignment for the teacher.
Writing Difficulties
Psychological Problem
Linguistic Problem
Cognitive Problem
Based on the above explanation, the writer concludes that some people just can't write, the kind of thing with a square peg and round holes, some people don't have the gift but think writing is easy, some people don't want to take the time and the effort it takes to write, edit, and revise their work.
Teach Writing
Exposure to the foreign language through more than one medium is likely to be more effective than relying on a single medium. Writing also adds variety to classroom activities, serves as a break from oral work, and increases the amount of language contact through work that can be done outside the classroom. Although oral proficiency should generally be measured through an oral test, in practice circumstances such as the amount of time and the number of students in the class often require students to use some form of written test .
Of course, in some cases a written test may even be appropriate: for example, taking notes while listening. So, based on the statements above, the author concluded that teaching writing is important to make our thinking and learning visible and permanent.
Scoring Procedures for Writing Assessment
Holistic scoring rubrics can be designed to focus readers' attention on certain aspects of writing, depending on what is deemed most important in the context, and can therefore provide important information about those aspects in an efficient manner. Analytical scoring provides scripts that assess multiple aspects of writing or criteria rather than giving a single score. Depending on the purpose of the assessment, scripts may be used on features such as content, organization, coherence, register, vocabulary, grammar or mechanics.
Genres of Writing
Spoof
Recount
Narrative
Procedure
Hortatory
Anecdote
Descriptive
Report
Analytical exposition
Explanation
Discussion
News item
Narrative Text
- Generic Structure of Narrative
- Dominant Grammatical Aspects
- Grammar in the Writing
- Writing Narrative Text
Narrative text is a piece of text that tells a story and entertains the reader or listener. Narrative is actual or vicarious experience that deals with problematic events and ultimately resolves them. The three steps of writing narrative text are social functions, text structure and grammatical lexical features.
Text structure is used to make narrative text writing steps well and lexical grammatical features are looked at to know which grammars are used to make narrative text. Meanwhile, to write a good narrative text or narrative text you need to learn the three steps in depth. From the above explanations, the writer concludes that the narrative text is a social function is to entertain, amuse and treat the actual or substitute experience in different ways.
One day she heard her aunt and uncle talking about leaving Snow White in the castle because they wanted to go to America and didn't have enough money to take Snow White with them. Then Snow White told the whole story to the dwarfs and Snow White and the seven dwarfs lived happily ever after. You and your colleagues will need to think through several iterations of the project's definition.
Reviewers want details about project organization, course content, laboratory and other research-based experiments, and participant activities to demonstrate that the foundation has been laid and to help them understand why the specific ideas you represents being better than others. Careful writing should enable writers, in the limited space available, to describe enough about their project to give reviewers a clear idea of exactly what you plan to do and why your plan is good. The writer should demonstrate in the story that you have a broad knowledge of current science and activities in your field and how this is relevant to the design of your project.
The project description/narrative of the proposal must be written by the person(s) in the science, engineering, or mathematics departments who will be the principal investigator(s). The submitting institution's sponsored research office or grant administration expert can assist with some areas of proposal writing, e.g.
Previous Research
Conceptual Framework
It is difficult for students to apply whatever idea comes from their minds and then arrange them into a related story. So the writer wants to see the students' results in writing narrative text based on five aspects of writing such as narrative text. The writer therefore expects that the students will later be smarter in creating a narrative text.
The students will be able to organize their ideas and convey their information in a good piece of writing and most importantly understand how to write narrative text with five aspects well.
Organization 3. Vocabulary
- Research Design
- The Population and Sample
- The Instruments of Collecting Data
- The Technique of Collecting Data
- Scoring Rubric of Writing
- Technique of Analysis Data
This chapter describes the research design in this study, action research step, population and sample, study setting, data collection technique, data collection instrument and data analysis technique. To have a clearer picture of the above issues, each of them is elaborated in the description below. According to Best and Khan (2003:22) that "descriptive qualitative research uses systematic procedures to discover non-measurable relationships between existing variables".
The population of this research is the eighth grade students at SMP Swasta Betania Medan. The test is made to get the result about the difficulty of writing narrative text based on five components or content of narrative text and then observe students' paper after their result or paper is collected. In this part, the teacher will explain about narrative text, then give the key of the test, and then the teacher will analyze the test.
In addition, the data will be analysis from the students' scores that they got from the written narrative test according to language use, social functions, general identifications. Good to average Some knowledge of the topic, sufficient scope, limited development of the thesis, most relevant to the topic, but lacks detail. 16-13 points Very poor Does not show knowledge of the subject, not in terms of content, not relevant, brave enough to assess.
10-5 points Very poor Virtually no mastery of sentence construction rules, dominated by errors, does not communicate, not enough to evaluate. 17-14 points Good to average Somewhat choppy, loosely organized but main ideas stand out, limited support. 13-10 points Fair to Poor Non-fluent, ideas confused or disconnected, lacking logical sequencing and development.
17-14 points Good to average Adequate range, occasional word errors 13-10 points Fairly poor Limited range, frequent word errors.