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INTRODUCTION
1.1 Background
In English, there are four skills that should be mastered. They are listening,
speaking, reading, and writing. Listening and reading are receptive skills because
learners do not need to produce language to do these, they receive and
understand it, on the other hand, speaking and writing are productive skills
because learners need to do these to produce language. They are also known as
active skills.
The writing skill becomes very important in the education field. Therefore,
students need to be exercised and trained in order to have a good writing skill.
Writing is the way how to share ideas, feelings, thoughts, desires, and experiences
to the reader in written form. Writing skill is more difficult than other. It is
considered more difficult because to write well, we must have good capabilities in
writing process and aspects of writing, such as organization, vocabulary, grammar
and mechanics.
Writing has several genres that each of all has main purpose. Based on K
13, the new curriculum in our country, Students at the level of SMA/MA/SMK are
required to be able to write different genres of text like narrative, procedure,
recount, descriptive, spoof, and report. Narrative is imaginative story or personal
experience in which contains a messages or moral value for reader. A narrative
text describes an event, feeling or experience in story form or in the order the
details of the event happened. The logical arrangement of ideas and sentence
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CHAPTER II
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Related Studies
There are two researches which are almost the same as this one that have
ever been conducted by two previous researchers. The first is a study conducted
by Nurfitryah (2013) which the title is Developing Writing Skill in Narrative
Text of The Tenth Grade Students at Madrasah Aliyah Negeri Tolitoli through
Fairytale Movie. The result of her research showed that the students writing skill
in narrative text can be developed through fairytale movie. It can be see through
the value of ttable was (2.017) and the tcounted was (9.043). It shows that tcounted is
higher than ttable.
The second study is conducted by Annisa Purwaning (2014) under the title
Using Story Mapping to Teach Students Writing of Narrative Text (A Preexperimental Study at the Eleventh Grade Students of SMA Negeri 90 Jakarta).
The result of her research was story mapping technique is effective. The result of
this study show that the posttest (88,6) was higher than pretest (19.5) was higher
than ttable (2.04) and the fact that tcounted = 19,57.
The previous relevant studies above are used as a reference for researcher
to conduct this research. The result of the research above show that the students
writing narrative text can be improved by using several kinds of media.
Therefore,the researcher believe that by using story mapping the studentss
writing of narrative text can also be improved.
2.2 Literature Review
2.2.1 Writing skill
Writing is the most difficult subject in the school since the students have to
produce a text by using English. They have to write about what they think in their
mind and state it on a paper by using the correct procedure. Raimes (1983: 76)
states: writing is the skill through which we express the ideas, feelings, and
thoughts arranged in words, sentences and paragraphs. Thus, writing is basically
the process of expressing ideas and thoughts of the writer using knowledge of
structure and vocabulary to combine the writers ideas as a means of
communication.
The nature of writing is that writing cannot be a natural activity. Writing is
a complex process that allows writers to explore thoughts and ideas, and makes
them visible and concrete. Nunan (1988: 36) states:
writing is not a natural activity all physically and mentally people learn to
speak a language. Yet all people have to be taught how to write. Writing,
unlike speech, is displace in time. Indeed, this must be one reason why writing
originally evaluated since it make message can be received, stored and
referred bact to at any time.
That is why english teacher plays an important role in teaching writing in
order to improve their writing skill. He/she should motivate and guide them in
expressing their ideas, choosing the right vocabulary, and using the grammatical
patterns of language correctly. In addition, the teacher needs things or ways that
they can be used which attract students attention. Teacher as a facilitator has to
create a desirable classroom situation to provide an attractive medium to support
the teaching-learning process in order to improve the students interest in writing
activity.
From the statements above, it can be inferred that writing is more complex
than other skills. When the students get difficulties to arrange their ideas into
written form, the teacher should guide them to solve their problem. The teacher
can provide an appropriate medium in order to motivate and help them to produce
a good writing.
2.2.2 Components of writing
The writing components which are evaluated in the students writing
product is adapted from Testing ESL Composition developed by Jacobs et all,
(1981: 108). Those components are vocabulary, language use or grammar,
organization, mechanism, and content. A good writing requires some elements
such as content, organization, mechanic, language use, and vocabulary. The
primary components of writing are stated in the following categories:
2.2.2.1 Organization
Organization is concerned with the pattern to express ideas in writing.
Organization or judgment skill is the ability to write in an appropriate manner for
a particular purpose with a particular audience in mind, together with an ability to
select, organize and order relevant information. Typically, it refers to the larger
parts of a piece of writing. It also refers to how paragraphs and sentences are
written. It provides readers with the information they are looking for in an orderly
manner. Referring to the explanation above, it can be concluded that organization
is the way the writer organizes the idea in order to produce unity and coherence
sentences.
2.2.2.2 Grammar
2.2.2.4 Mechanics
Mechanics is particularly component in writing. In order to make the
writers can extend their message to readers in a clear and understandable way, it is
important to know the rules of how to use mechanics in writing. Mechanics of
writing covering: Punctuation and capitalization, and spelling.
a. Punctuation
Punctuation is needed to express the meaning of a sentence. The use of
punctuation is very important in writing. A writer uses punctuation to convey
meaning clearly and effectively. Punctuation is a signal, which is used to make
the messages of our writing understandable and have sense. Punctuation also
function as signals in written language which help the reader clarify the
meaning of sentences and interpret the correct meaning of the sentences. It
shows how the words in a sentence should be grouped together, so that
meaning may be readily understood.
Using punctuation correctly is an important skill. Many people judge the
quality of what is written not just on the content, the language, and the writers
handwriting but also on their use of punctuation. If capital letters, commas, full
stops, sentence and paragraph boundaries, and etc which are not using
correctly, this cannot only make a negative impression but can, of course, also
make a text difficult to understand.
In relation to the statement above, it is clear that punctuation is signals
writing of sentences or phrases to give clear message. Here are the concise notes
on more commonly used punctuation stated by Bram (1995:93).
1. Full Stop or Period (.)
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10
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Christian
Native American
Muslim
Asian
Russian History
computer science
French
England
First Street
f. Names of specific structures such as buildings, roads, and bridges
Ex: the White House
Highway 395
January
Ramadan
the Southwest
Eastern Europe
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Purpose
Generic
Structures
To amuse or 1. Orientation
entertain
the 2. Evaluation
readers and to 3. Complication
tell a story.
4. Resolution
5. Reorientation
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Language
Features
1. Using past tense
2. Using action
verb
3. Chronologically
arranged
Recount
Procedure
To
retell
something that
happened in the
past and to tell a
series of event.
To help readers
how to make or
to do something.
1. Orientation
2. Event(s)
3. Reorientation
1. Goal/aim
2. Materials/
Equipments
3. Steps/methods
1. Using imperative
sentences
2.Using action verb
3. Using transition
signals
4.Using
simple
present tense
1.Introducing group
or general aspect
2.Using conditional
logical connection
3. Using simple
present tense
1.Using
simple
present tense
2.Using action verb
3.Using
passive
voice
4.Using technical
terms
5.Using
general
and abstract noun
6.Using
conjunction of time
and cause-effect
7.Using noun and
adverbial phrase
Report
To
present 1.General
information
classification
about something 2. Description
as it is
Descriptive
To
describe
particular
person, place, or
thing in detail
1.General
statement
2. Explanation
3. Closing
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event, but they can almost feel it. The action, details, and dialogue put the readers
in these seem and make it happen for them.
Narrative text describes an event, feeling or experience in story form or in
the order the details of the event happened. The logical arrangement of ideas and
sentence in narrative text is constructed chronologically, they relate events
chronological order, that is time sequence in which the events took place. Each
story has the beginning, the middle and the ending. And also theme, setting,
characters, plot, problem and solution.
2.2.4.1 Generic structure of narrative text
In teaching and learning process, the teacher introduces how to construct a
narrative text. Anderson et al., (2003:8) proposes the aspects for constructing a
complete narrative text as follows.
1. An orientation (can be paragraph, a picture, or opening chapter)
It tells about who is in the story (the characters), when the story is taking
place and where the action is happening.
2. A complication
It sets off a chain of events that influences what will happen in the story or
revolves around conflict or problems that affect the setting, time, or
characters. A problem or series of problems interrupt or complicate the
lives of characters.
3. A sequence of events
In this part, the characters react to the implication. The story continues
through a series of expected and unexpected events. The sequence of
actions affects the setting, atmosphere, characters of time.
4. A resolution
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In this part, the characters finally sort out the complication. The resolution
brings the series of events to a close and resolves the main problem,
challenge or situation. The main character has to act to resolve the
situation.
5. A coda/ Reorientation
It provides a comment or moral based on what has been learned from the
story (an optional step). The teacher remind the usual pattern of narrative
based on the story given, because some narratives has a coda or
reorientation that returns the reader to the present and sums up the events.
In this following is the example of schematic structure of narrative text:
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students enable to connect story events and to perceive structure in a story and can
increase students awareness that story characters and events are interrelated.
In line with Khalaf, Sidekli (2003:290 ) states: a story map is used as a
visual tool that shows the interrelation among the important idea, nation and facts
that take place in the story. Thus, it gives the students the opportunity to
distinguish different parts of story and focus on how these parts are combined
together to make a story.
Li (2000:42) also states story mapping provides students with a birds eye
view of the basic story structure and the relationship between story elements. So
they can make clearly outline the relationships to each other. Those components of
story which frequently appears are setting, characters, goal, conflict or sequence
of events, and resolution.
Based on the definitions and concepts above, it can be concluded that story
mapping is a visual graphic map in which is provided the elements of story such
as setting, characters, problems, and resolution which are presented to help the
writers associate the whole content of the story, so that they can easily manage
their ideas as they write the story. Story mapping is useful to be used by students
as an outline of students writing. It uses in the early stages of planning a narrative
text. In writing of narrative text, story mapping can create not only writers
creativity, but also help the writers develop their thoughts appropriate with the
theme provided in writing of an imaginative story or telling their experience to the
readers.
2.2.6 Teaching writing using story mapping technique
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Firstly, the students is given the instruction about what they are going to
do and why they need to use story mapping in writing of narrative text. The
instruction might encourage the students to be more enthusiastic about what they
are going to learn and it is important that students should know what they are
going to do and give them ideas when they finish the task.
Next, an example of story mapping is given to the students that consists of
some elements of narrative text such as setting, characters, problem, and
resolution. Then, students have to complete those elements. Students are ordered
to write a narrative text, the topic is decided by the teacher. They have to fulfill
each elements of narrative text which is provided in the story mapping. In the part
of problem, they have to write the chronological of some conflicts which might
occur in their story. After they finished in completing their story mapping with
their ideas, they can start writing their story with using story mapping as their
guideline in writing process.
2.2.7 The advantages of story mapping technique
Here are several advantages of using story mapping as a technique in
teaching narrative text such as:
a. To enhance students' interpretative abilities by enabling them to visualize
story characters, events and settings.
b. To increase students' comprehension of selections by organizing and
sequencing main story events.
c. To increase students' awareness that story characters and events are
interrelated.
2.3
Theoretical framework
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2.4
Hypothesis
The hypothesis of this research is as follows: The use of story map
technique can improve the skill of the tenth grade students of SMK Negeri 1 Sarjo
in writing narrative text.
CHAPTER III
RESEARCH METHOD
3.1.
Research Design
This research is conducted through Pre-Experimental design that involve
O1
Pretest
Treatment
O2
Posttest
O2
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classes are different. The distribution and the total number of population can be
see in the following table:
Table 3.1
CLASS DISTRIBUTION
No
Classes
1
X TKJ A
2
X TKJ B
Total
Number of Students
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25
50 Students
3.2.2. Sample
Sample is an item or a subject selected from the population to be
observed and analyzed. Best (1981:8) states that: sample is a small proportion of
population selected for observation and analysis. In taking sample of this
research, the researcher used a purposive sampling technique because it
appropriate with the researcher purpose to improve students writing skill through
story mapping technique. Furthermore, the teacher of English at SMK Negeri1
Sarjo recommended to conduct the research in class A because they have problem
in learning English especially in writing.
3.3. Research Variable
Variable becomes the object or the focus of a research. Dependent variable
and independent variable are the variables manipulated in this research. The
dependent variable is the skill of the tenth grade students of SMK Negeri 1 Sarjo
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in writing narrative text, while independent variable is the use of story mapping
technique.
3.4. Research Instrument
Arikunto (2002:136) states instrumen penelitian adalah alat atau fasilitas
yang digunakan oleh peneliti dalam mengumpulkan data agar pekerjaannya lebih
mudah dan hasilnya lebih baik, dalam arti lebih cermat , lengkap, dan sistematis
sehingga lebih mudah diolah. It means that every research must has research
instrument.
In conducting this research, the researcher only used test as the main
instrument that included pre test and post test.
3.5. Technnique of Data Collection
3.5.1. Test
Test is the main instrument to gather data in this research. There are two
kinds of tests: pretest and posttest. Pretest is given before treatment. In this test,
the teacher ask the students to write narrative text based on the topic that given
by the researcher. After giving eight times treatment, the researcher will give post
test to the students in order to compare the result of each test before and after
treatment.
In scoring each part of the narrative text, the researcher use the scoring
procedure as follow:
Table 3.2
Scoring Rubric of writing
No
Writing Components
1.
Vocabulary
Score
Explanation
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1
2
3
2.
3.
Grammar
Mechanics
1
2
3
0
1
2
3
3.5.1.1 Pretest
Before conducting treatment to the students, the researcher administer
pretest in order to know the students skill in writing narrative text. In this part, the
students should make a narrative text based on the topic given.
3.5.1.2 Treatment
The treatment is given after the students got pretest. In this case, story
mapping technique will apply in the class to develop the students writing skill in
writing a narrative text. The researcher conduct the treatment for eight meetings.
Table 3.3
Teaching Outline
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Activity
Activity Description
Pre-activity
Time Allocation
10 minutes
65 minutes
3.5.1.3 Posttest
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10 Minutes
The posttest is given after the treatments. It is conduct in order to find the
significance improvement of the students writing skill, especially in making
narrative text. The kind of posttest was the same as the kind of pretest.
3.6. Technique of Data Analysis
To analyze the gain data, at the first the researcher compute the individual
score by using formula stated by Arikunto (2002:276):
0
Where:
= Students score
x = Obtain score
n = Maximum score
The second, the researcher compute the mean score of the students in pretest and post-test by using formula proposed by Best (1981:225) as follows:
Where:
M
Next, the researcher computed the mean score differences of pre-test and
post-test. The researcher appllying formula adapted from Arikunto (2002: 276) as
follows:
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Where:
Md
d
N
=
=
=
Mean Deviation
The sum of deviation
Number of students
Where:
x2d = The sum of squared deviation
d2 = The sum of deviation
N
= Number of students
The last, the researcher compute value in order to analyze the effectiveness
of the treatment by using formula proposed by Arikunto (2002:275):
t=
Where:
t
Md
Xd
= Number of students
writing skill or not. If the t-counted was higher than t-table, it means that the hypothesis
is accepted or there was significant influence. In other words, the use of guided
questions was effective to improve students writing skill. In contrast, if the t- counted
is lower than t-table, the hypothesis was rejected or there is no significant influence
to the students achievement in writing skill.
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