For the purpose of this study, qualitative narrative research was used to describe and explain the lexicograms and text structure of narrative text written by high school students. the lexicogrammar and text structure. There are 15 students chosen as subjects, 5 of the students are students of grade VII (referred to as subject 1-5), 5 of the students are of grade VIII (referred to as subject 6-10) and 5 students of grade IX (referred to as topic 11-15). The students' ability to play with the words when composing the texts is also moderate.
Students' use of lexicogrammar and text structure in narrative text are influenced by two factors, they are the stages of students' cognitive development based on their age and language proficiency. In narrative writing, students are able to master general structure, language features, vocabulary, and mechanics.
The Problem of the Study
It is assumed that the difference is caused by two factors, that is the Piaget's theory of cognitive development stages which describes that there are different language development stages which are arranged based on the student's age.
The Scope of the Study
The Objective of the Study
Knowing the rules of writing, including being aware of linguistic features and having some understanding of genre, also becomes one of the factors to communicate successfully in writing (Harmer, 2017). To describe the reason why high school students use lexicogrammar and text structure in writing narrative text.
The Significance of the Study
- Writing
- Genre
- The Nature of Narrative Text
- The Elements of Narrative Texts
- The Social Function of Narrative texts
- The Generic Structure of Narrative Texts
- Language Features of Narrative Texts
- Development Text Structure
- Lexicogrammar Development
- Cognitive Process of Writing
- Relevant Studies
According to Milhorn (2006), the elements of a narrative text are divided into 6 factors. Plot, Story, Structure: Setting, Characters, Attitudes, Prose, and Theme and Subject. The social function of narrative is to amuse, amuse, and engage in various ways with actual or auxiliary experience. Cavanagh (1998) states that the purpose of a narrative text is to entertain, create, stimulate emotions, motivate, guide or teach through a story.
It shows how the whole story is, also it has become a special feature of narrative text among other text. The study that also contributes to this research is the study of genre analysis of narrative text written by students of SMPN 7 Medan in the 2012-2013 academic year (Maulana, 2013).
Conceptual Framework
The analysis was conducted by applying the genre-based approach of functional systemic linguistics to describe the language used. The research contributes to how the students' writing is analyzed and which lexicograms are used in relation to the genre. This study concerns the use of lexicograms and text structure in describing images and arranging them in one narrative text.
There are several factors underlying the use of lexicogrammar and text structure components in narrative text. Language mastery of lexicogrammar and use of text structure investigates whether higher grade level means higher level of language mastery. This study was designed to describe to what extent secondary school students acquire the lexicogrammar and text structure of narrative text and to describe how the acquisition of lexicogrammar and text structure of narrative text develops by lower secondary school students. .
The data needed to answer the first and second research tasks is a narrative text written by students. The researcher will ask the students to write a narrative text on a given topic. The researcher chooses images to describe because it is interesting and easy to describe.
The writer will analyze the lexigram and text structure that students use in their narrative text. In qualitative narrative research, the data collected will be in the form of words rather than numbers. For the purpose of this study, qualitative narrative research was used to describe and explain the lexicogrammar and text structure of narrative text written by high school students.
The Source of Data
Bogdan and Biklen (1992) state that narrative qualitative research is a research that has a natural setting and that the researcher is the key instrument, qualitative means to find out how a theory works in different phenomena, if the data collected is from words onwards for quantity. . In addition, qualitative narrative research is designed to provide a picture of a situation as it naturally occurs (Burns and Grove, 2003). Natural means that the research process takes place naturally as it is in a normal situation without process engineering, so that direct involvement of researchers in the research is required to gain insight, explore the depth, explore the depth, richness and complexity inherent in the research. the phenomenon.
Technique of Collecting Data
Technique of Analysis Data
- Data Condensation
- Data Display
- Verification or Conclusion Drawing
- Lexical Used in the Narrative Text
- Verbs used in narrative text
- Adjectives used in Narrative Text
- Adverbs used in narrative text
- Past Tense used in narrative text
- The Structure used in Narrative Text
- Complication
- Resolution
- Cognitive Development
- Language Mastery
Most of the verbs written by the students are in the past tense because narrative text uses the past tense as a language feature. However, most verbs in the student's narrative text are written in the past tense. In the data above, we can see the students used some adjectives such as beautiful and wealthy.
The adjectives written by the 8th grader should describe the character of the story. Based on the above data, we can see that the student used adverbs correctly by using the words like suddenly, quickly. In the data above, we can see that the student used the adverb correctly by using the word "unfortunately".
Adverbs are used to give more information related to the complication of the story. Based on the above data, we can see that the student used the past tense correctly in their writing. From the above data, we can see that the students used complication in their narrative text correctly.
Based on data 2 above, we can see that the student used the narrative text complication structure correctly. It shows that the student had created a crisis to describe the situation of the plot. Based on the above data, we can see that the student has used the narrative text complication structure correctly.
Based on the data above, it shows that the student correctly ended the story resolution by solving the crisis. Based on the Data 2 above, it shows that the student correctly ended the story resolution by solving the crisis.
Discussion
Related to the above findings, the first research problem of this study is answered in student narrative writing, where students used all components of lexicogramma and text structure. It allows the students to combine different ideas to create new ones and to have developed logical and systematic thinking. The previous study also analyzed the teaching-learning model to help students improve their writing skills, while this study only focuses on the analysis of the use of text structure and lexicogramma in narrative text.
The study is focused on the narrative text of 10th grade students, where the findings are that in terms of the structure of the text, most of the students are at a "good" level, and in terms of grammar, most of the students are at a "weak" level. . In this research, all students used the entire lexicogrammatical structure and text in their writing. Some past tenses in the narrative text of the students were used incorrectly and it was found that since the 7th grade, the students used three components of the structure of the narrative text, namely orientation, complication and solution.
After analyzing all the texts based on the text structure of a narrative text, it found that most of the students struggle with coda. Based on the lexicogrammatical features of a narrative text, it is found that most of the students struggle to use adverb. Cognitive development that is organized on the development of students general science development also works on the students.
Based on the above conclusion, the students had a problem in using the lexicogrammatical features of the narrative text because they did not use the lexicogrammatical features of the narrative text appropriately. It can be concluded that the quality of SFL in students' writing is not equal. Also, students' ability to play with words in the construction of texts is moderate.
Suggestion
So in writing narrative text, many students who still had lexicogrammatical problems caused by mistake were the use of past tense, verb, adverb and adjective. Almost all the texts used the common word and there was no significant diversity in each of the texts that were written. Teacher must have the best teaching strategy and method to teach writing and create an impressive teaching writing technique that can attract the students' attention for English writing activity.
The teacher should give more motivation because the student lacks knowledge about the composition or text structure of the narrative text and also about the use of language to motivate the student and prepare him to be ready to write. Because the use of resolution is low, text structure is suggested more exposure to narrative text writing in high school. Students are encouraged to review text structure, lexicogrammar of narrative text material and practice language use, especially in written production.
The English students can learn from the mistakes made by the students in this study and make writing improvements. The students should think about the problems related to their weaknesses and study hard to compensate for their weaknesses by practicing a lot. It is suggested that more exposure to adverbs should be given to secondary school students because the use of adverbs is the least used, even though it is one of the lexicogrammatical components.
For further research who want to carry out a related research to this research would be beneficial and it is suggested that from the significant reference of this.
APPENDIX
Students’ Narrative Text Writing
