The aim of this study is to identify and explore a teacher's strategy in teaching narrative text writing that can improve students' writing ability. The researcher used a qualitative descriptive design with the help of a structured interview, which is one of the main points to determine the implementation of the teacher's strategy. Alhamdulillah Rabbil A‟lamin, the researcher thanks you most for the gratitude to Allah Subhaanahu Wa Ta’ala for the blessing and mercy of the researcher during the process of completing this thesis.
The researcher would like to express deep gratitude to her beloved mother, her stepfather and her sister, her stepfather is Arman and her mother Nursia for their blessings, prayers, financial, motivation and sacrifices and also to her entire extended family for their support, love and care. The researcher realized that many people had given their helpful and useful suggestions for the completion of this thesis. The researcher greatly appreciates and is very grateful to Ummy Khaeraty Syam, S.Pd., M.Pd, as the first consultant and Nunung Anugrawati, S.Pd.,M.Pd, as the second consultant, for giving their valuable time and guidance to finish this thesis.
Special thanks to all the lecturers of FKIP Muhammadiyah University of Makassar, especially from the English Department, for their guidance during her studies. Especially for her best friends who always motivated and entertained the researcher when she fell, of course for these good friends (Mely Ambarwati, Fira Afriani, Avianti and aufit).
INTRODUCTION
- Problem Statement
- Objective of the Research
- Significance of the Research
- Scope of the Research
Therefore, in this research, the researcher was interested in knowing what strategy that teacher used, and the researcher focused on the teacher's side. The strategy used by the English teacher to improve students' writing ability on narrative text”. What teaching strategies does the English teacher use in teaching writing narrative text.
What is the teaching strategy that the English teacher uses to improve students' writing of narrative text. For the teacher, this research expected the teacher to know which strategies are best suited to be used in the teaching of writing, especially in narrative. For students, this research expected that the students could be more active in developing their written activity.
For a researcher, she expected this research to be a great experience to face the future when he becomes a real teacher. The scope of this research was focused on the strategies of teachers, namely on pedagogical competences.
REVIEW OF RELATED LITERATURE
- Teaching
- Writing
- Strategy
- Conceptual Framework
In teaching writing, the teacher must be able to make the students write their ideas well. The ways that will be used by the teacher to select the learning activities that will be used during the learning process. The teacher begins the instructional writing by having the students assemble an easel and initiates a discussion about a shared experience.
This means that students will enjoy the learning process of teaching when the teacher uses animation because it is more interesting. Linked and captured related theories that guide the conceptual strategy of teaching writing used by the teacher. A writing instructional strategy is planned that the teacher uses to teach student writing.
In the teaching and learning process, the researcher would observe the teacher teaching narrative text writing. Next, the researcher would be interviewed about the teacher's strategy used in teaching writing.
RESEARCH METHOD
- Research Subject
- Research Instrument
- Technique of Data Collection
- Technique of Data Analysis
The above explanation the researcher can say that this strategy has not improved the ability of the students. Students who write the above result can be said to have only written a few words wrong. Collaborative writing almost the same as the second strategy, helped students to add and develop their knowledge.
The teacher strategy improved student performance in narrative texts. According to the observation result, the teacher said that the students. The purpose of her action was to give the students a description of narrative text. The time was up, the students were asked to pay attention to the teacher as they were going to discuss the task.
The purpose of her action was to provide students with a description of narrative text. Furthermore, the teacher decided on an appropriate text form with the way in which he discussed with the students how to step the narrative text. The teacher sometimes mixed his method with one strategy if one method did not motivate the students' activities in the classroom.
Although the teacher said that only the shared writing strategy can improve the students' ability, but the researcher thinks that the animated short story can also improve the students' writing ability. These strategies help the teacher in teaching writing, which is providing clear cognitive stages for students. What do you do when some of the students just don't finish their work, every now and then.
How do students process in terms of the elements of writing the narrative text they have made. Interviewer: what do you do when some of the students just don't finish their work, every now and then. Interviewer: How do the students process in terms of the elements of writing the narrative text they have done.
FINDINGS AND DISCUSSION
Discussion
There was no interest in students studying while students were persistent in doing what the teacher asked. After listening to the short explanation, the students were given the task of finding some words and the meaning of those words in the text. She then led the students to discuss which parts were the orientation, the complication, and the solution.
Every student has a fear when it comes to writing which is in the use of grammar and lack of vocabulary, well here it is our duty as teachers and facilitators to develop students' skills. I also asked the students to pay attention to some new information that their friends wrote in their work. From the details above it can be seen that the shared writing strategy also helped the students to imagine their ideas because the teacher worked directly together with the students.
As an example in the Cinderella story topic we will bring a short video about that story to bring the imagination of the students so that the students are motivated to write". After the students' ideas started to emerge, I usually give them a precise motivation to support the students so that they can develop their ideas and express them on paper. 34; Sometimes in a regular meeting I use some method and method that I have used based on the students.
However, he believes that the strategy that was suitable for teaching the narrative was the collaborative writing strategy because the students preferred this strategy to the other strategy. Therefore, the researcher suggests that the teacher must activate the valuable experience to achieve the appropriate teaching strategy for the students. When students' ideas start to emerge, I usually give specific motivation to support students to develop their ideas and express them in a paper.
Teacher: sometimes in a regular meeting I use some method and method that I used based on the students. As an example in the Cinderella Story topic we will bring a short video about that story to bring students' imaginations so that students are motivated to write. Teacher: Every student has a fear in terms of writing which is in the use of grammar and lack of vocabulary, here it is our duty as a teacher and facilitator to develop students' skills.
CONCLUSION AND SUGGESTION
Suggestion
For the future teacher, the implementation of a certain strategy in writing education is necessary. Apparently, short animated stories and shared writing strategy are good for learning how to write, especially in narrative text. The stages include planning before writing, collaborating with the students during the writing process, and evaluating the writing product.
The implementation of Shared Writing Strategy in teaching must be applied continuously with some modifications. Getting deeply involved in the participant's life story makes the researcher realize that the researcher must broaden her perspective on the teaching of writing with the help of Shared Writing Strategy. The implementation of picture series as media in the teaching of writing a narrative text of the tenth graders of the Senior High School.
What do you do with the student who has good ideas, but writes sloppily, spells badly and does not use many conventions? How can you keep students active in learning narrative writing skills? If students still need an explanation of what narrative text is, I used the teaching method in the first step and then move on to another method, such as the question-and-answer method, the role-playing method, and the assignment method.
Interviewer: What do you do with the student who has good ideas but writes sloppily, spells badly and uses few conventions. Interviewer: How can you keep students active in learning narrative texts in writing skills. Interviewer: If you had to choose one thing the teacher should do when teaching writing.
