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INTRODUCTION
English is the first foreign language in our country, which is taught from
addition, many books of science, technology, art and other published issues are
written in English.
Speaking, listening, reading, and Writing. As Haycraft states (1978:8) that there
students’ product that can be known clearly. Sofyan (1999:86) stated that
Narrative is a story which is connected with events based on the plot. Then why
the teachers use narrative text, it is because the narrative as a story of human
(1991:136) states that “Narrative as a story tells or describe an action in the past
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time clearly, so narrative is tried to answer the question: what had happened?”.
Narrative as a story, so it is should have the element that can make story more
The students must have good communication in both oral and written form.
Oral form is that speaking and listening, and written form is that writing in
them feel difficulties in composing narrative writing such as: stuck to get
Based on the problem above, the students must know some strategies in
composing narrative writing such as: making outline, using picture, using
certain information. Because of that the students should choose a good strategy
From the above explanation, we can infer that each student has certain
tendency and capability in using certain learning strategies, therefore the use of
and character. In order words, strategy that is useful to student might not be
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useful to others. Since students have their own strategy characteristic, they will
have different learning strategies that are useful and comfortable for them.
From the above explanation, the researcher will discuss about “the students’
follow:
Tangerang.
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2) What are the students’ reasons in choosing strategies at second year of
PGRI 13 Cikupa?
PGRI 13 Cikupa.
1.6.1 Theoretically:
2. As the support for the theory which states that composing narrative
writing.
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1.6.2 Practically:
2 As the information for all the teachers and the students to use strategies in
1.7.2 Strategy
According to Chamot (1987) strategies are often more powerful when they
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Based on those definitions above, strategies are any tools or tactics that
or deliberate the learning and recall of both linguistic and content information.
with the purpose tells about action or human experience based on the
development of time.
describes an action in the past time clearly, so narrative is tried to answer the
element that makes the story more interesting to the reader such as a conflict
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Referring on the definitions above we conduct that narrative is a story
organization of paper
Chapter two discusses about frame of theories that consist of the definition
narrative, the kinds of narrative, the different between narrative and recount,
design, place of the research, data collecting technique, data analysis technique
findings.
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CHAPTER II
LITERATURE OF THEORIES
their development process. Sometimes strategy can help the students, so the
remedy for the teacher in making system area that happened to process of
teaching learning.
Moreover, Mintzberg (1991: 5) says that strategy is the pattern or plan that
cohesive whole.
Then, Chamot (1999:32) stated that strategies are often more powerful
when they are used in appropriate combinations. Based on the statement above
strategies are any tools or tactics that learners employ to learn more effectively
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2.2 The Kinds of Strategy
There are kinds of strategies. As Brown (2000:122) states that the strategies
approaches, or deliberate the learning and recalls of both linguistic and content
are information.
a) Metacognitive strategies
b) Cognitive strategies
c) Socioaffective strategies
socioaffective strategies.
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2.2.2 Communication Strategies
a. Avoidance Strategies
language difficulties.
language difficulties.
b. Compensatory Strategies
may, if stuck for a particular word or phrase, directly ask a native speaker
action.
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3) Use of all-purpose words: extending a general, empty lexical
imitation.
10) Appeal for help; asking for aid from the interlocutor either
directly.
learning strategies are intention behavior and thoughts used by learners during
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learning, so as to better help them understand learn or remember new
information.
language learner student should be able to decide which learning strategies that
one suitable for them. Thus, they can optimize and enjoy they learning by using
their learning needs and acquire knowledge better than those who do not know
activity.
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b) Directed attention : deciding in advance to attend in general to a
aspects of language input or situational details that will cue the retention
of language input.
Cognitive strategies are more limited to specific learning tasks and involve
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a) Repetition :imitating a language model, including overt practice
and silrehearsal
second language.
sequence
otherwise resembles the new word and (2) generating easily recalled
images of some relationship between the new word and thee familiar
word
sequence
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k) Elaboration : relating new information to other concepts in
memory
more conclude to social activity or always met people to interaction with others.
The students are learning many texts. One of texts is narrative text. It is
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“Narrative is a story based on the plot, and plot consists of event, person, and
conflict”.
conversation or writing with the purpose tells about action or human experience
story tells or describes an action in the past time clearly, so narrative is tried to
the element that can make the story more interesting to the reader such as a
states that the characteristic of narrative are 1) concern to actions, 2) set in the
interest.
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Expository narrative is usually tells the information about the event based
on factual data. It also tells about the steps of the event to the reader. The object
in expository narrative is beginning the first until the end; it means that the
writer tells the story from the first until the end. The purpose of narrative is to
with the factual data, because it emphasizes the suggestive sense. So, the
purpose tell an explicit message to readers or listener so they fell that they are
Referring to the explanation above, the narrative is tells the story based
on the human experience in the first until the end to give a certain purpose tell
that have purpose to gives the information about the activity in the past.
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• Narrative is a kind of text about the activities that happened in the past
amuse and sometimes it can be have to give the moral education to the
reader. Narrative text is very general than short story, novel, film text,
legend, tales and other that tell about the experience in the past time which
• Recount is a kind of text about the activities that happened in the past time,
the main purpose is just to explain or give the information to help the
reader.
problematic human experience and resolution in the past time, but recount is
tell story about the activities that happened in the past time, end the purpose just
focused ways of thinking about writing. A writing strategy can take many
forms.
From the definition above, writing strategies are some technique it can
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30. A plan for writing
Preparing a writing plan for a specific text type from this they can put a plan
resolution)
Students describe their action plan for writing, and the actions
planning and collecting knowledge for writing different text types) and
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ideas and identify subordinate ideas; and 3) focus on developing ideas,
check that there is consistency of learning and main ideas, language use
publishing process.
http:/www.education.vic.gov.au/studentlearning/teachingresource/English/e
nglishcontinum/40writingstrategy/htm.
From the above explanation, we know that by knowing the plan of writing,
the students’ can be good written if their use strategies in make composing
narrative writing.
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CHAPTER III
RESEARCH METHODOLOGY
produces descriptive data such as word written or speed from the population
people and attitude which can analyze”. In line with that, Sugiono (2005:9)
states that Qualitative research is descriptive, the data collected is in the form of
words of pictures rather that number: Qualitative researches are concerned with
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The writer used this method to examine the events or phenomena of
that is used to describe and analyzed phenomena, event, social activity, attitude,
PGRI 13 Cikupa has facilities that support students in teaching and learning
facilities used by researcher in collecting the data, hope the result of research is
more accurate, complete, and systematic, so the process is easier. Based on that
explanation, the writer used research instrument in collecting data to support the
research.
choose the informant as source of the data, analyze the data and make
conclusion. Moreover Licon and Guba in Sugiono (2005:60) state that the
instrument of choice in naturalistic inquiry is the human. We shall see that other
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forms of instrumentation mat be used a tear phrases of the inquiry, but human
instrument can be constructed that grounded in the data that the human
research, there is no other opinion that to use human as the main research
and event the result in qualitative research are still unclear, so that there is no
SMK PGRI 13 Cikupa at Second year, which consists of three class and 102
students. Then, the writer used purposive sampling in deciding the students as
research subject. So, the writer took the students as research subject
of purposive sampling:
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3.6 The Data Collecting Technique
questionnaire.
3.6.1 Observation
In this observation the writer as an observer, just only observed and was
not involved in the teaching process. Furthermore, the writer only used
activities, the writer also observed teacher’s roles, teaching aids and students’
As far as the writer conducted a observation in the second year at SMK PGRI
13 Cikupa.
3.6.2 Interview
This instrument is the way on the method of data collection in which the
writer asks the information directly. The writer interviewed the English teacher
and students to knowing some information from her/him how the teacher give a
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material narrative writing and how the students’ using strategies in composing
Tangerang.
3.6.3 Questionnaire
second year of SMK PGRI 13 Cikupa cause the writer want to know more
Muhajir (1996:104), data analysis is a process to find out and set result data
from observes, interview, and other to increase the researcher about the study
and make easy to understand by our self and other. In this research the writer
conducted her research at second year of SMK PGRI 13 Cikupa in dividing into
three classes (Management I, and II) consist of 102 students. Then, to find out
the data, the writer used the method by L.R. Gay and Arikunto
Agreement x 100%
__________
∑ Items
1. Good : 76-100%
2. Enough : 51-75%
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3. unsatisfactory : 40% - 55%
Data reduction use for collecting the data from observation, interview,
and questionnaire. In data reduction, the writer will summarize and focus on the
important data that could eases the writer in collecting the next data.
3.7.2 Display
In data display, the writer will analyze the result from observation,
interview and questionnaire. Then the data were organized and arranged in a
describe all of the data which were still unclear in the beginning.
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To determine the validity of the data, it is needed a checking technique of
the data. According to Moleong (1993:173), there are four terms used:
a. Credibility
or applied on all contexts in the same population based on the finding obtained
b. Transferability
for providing efficient descriptive data if she wants to make a decision about
c. Dependability
The reliability is achieved if the result is equal when two or several times
d. Conformability
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on several people’ agreement toward view, opinion, and someone’s finding. So,
research with its naturalistic paradigm is completely unable to use validity and
qualitative uses the term in which certainly adjusted to inquiry force, so that the
Prolong observation means that the writer should back to the field
order to recheck whether the data, that were given before, are true or not. When
the data, that were given, are true means that the data are credible and the
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prolong observation can be ended. Furthermore, by using prolong observation
the relationship between the writer and the participants can form rapport.
give an accurate and systematic data description about the thing that is
observed. In this case, the writer observed the English teacher when her/him
3.9.3 Triangulation
use of another thing which out of data to check the necessity of the data or as a
comparison of the data. The most triangulation technique often used is checking
the writer and the other experts find the same data. When the writer and the
other research find the same data means that the data are credible.
Negative analysis means that the writer should search another data,
which are different and even contradiction with the data that had already found.
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When the writer does not find the contradiction data means the data are
credible.
Available reference is a device to cope and adopt with written critics for
evaluation necessity. Film or video tape for example, can be used to record and
compare with the result gained with the critics collected. If those mediums are
not existed, other devices can be used as a comparison critic, for example
very important to check credibility of the data. What will be checked with the
members involve are data, analytic category, assumption and conclusion. The
member involved who represent their colleague have function to give reaction
from their view sight and situation towards the data which organized by the
researcher.
the result of the research as accurate as possible which draws the research place
carried out. The description should be revealed in detail to give what the readers
needed so that they are able to understand the findings obtained. Auditing
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As Setiyadi (2002:206) states that there are five checking technique of
data display.
or verification.
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8. Identifying the credibility of the result of the observation, interview and
check technique.
CHAPTER IV
1. Result of observation
writing in the classroom, the writer measured the data, which had been
collected, so that the writer gets the result that was observed. In this research,
the writer observed four components in the teaching process, such as, students
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To know what is of students’ strategies in composing narrative writing
at second year (management) of SMK PGRI 13 Cikupa, the writer observed the
the process of composing narrative writing. The writer got students’ strategies
There are four components to get the data by observing the process of
writer got the data which has result seventy five percent it means the students’
are enough to do four activities. They are: the students listen to the teacher’s
narrative writing, the students make the outline before writing, and the students
was not done, it was the students make outline before writing, example the
students can not make outline before writing. While doing observation, the
writer found that the activities of students, such as : 1) the students listen to the
3) the students make the outline before writing, and 4) the students find
composing narrative writing such as: ordering the word, stuck to get diction and
etc.
The second component was teacher’s participant. The main reason why
the writer observed the teacher’s participation because the teacher got the
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important role in helping the students to learn narrative writing, such as: the
will understand about the material and the teacher can help the students by
The result for teacher’s participation was good because it reaches eighty
percent, from five aspects the teacher did four activities such as: teacher gives
answers the student’s question and the teacher solves their own problem in
composing narrative writing and one activity again the teacher can not prepare
learning’s aids. While doing observation, the writer found that teacher had done
some roles, such as: 1) Teacher gives motivation to the students, for instance I
teacher explains about narrative writing clearly, the teacher make groups of
the teacher gave works sheet, hand out or picture to helping the students in
learning, 4) teacher answered the student’s question, the teacher could answer
students question directly and indirectly, example the teacher answered directly
students question or the teacher answer the question in the students paper, and
5) the teacher solved their own problems in composing narrative, the students
found stuck to get diction, finally they found dictionary.. Unfortunately, while
explaining and conveying the material, the teacher only focused on the teaching
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The third component is about students’ aids was enough. Because it
reach seventy five percent, from four aspects the students used three students’
aids such as: students used a guide, students used dictionary, and students
shared among their friends, one again the students did not use picture to
compose narrative writing. It means that the students used the aids when they
compose narrative writing. The writer found that the students aids, such as: 1)
Students used a guide, the students used the hand out or work sheet in learning
writing, the students used picture sequence or picture card to compose narrative
writing, and. 4) Students share among their friends, for example the students
asked with their friend about the ordering the words into good sentences.
achievement. The result of the data is good. The students’ could do the aspects
about one hundred percent. The aspects are: 1) Students make their own
experience orally, the students can compose narrative writing based on their
experience in the last time. 2) Students are able to compose narrative writing,
the students can composing narrative writing because the students use some of
narrative writing, such as: make outline, use picture, use learning’s aids or
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The result of students’ strategies in composing narrative is the first
component is seventy five percent, the second is eighty percent, the third
percent. ( see appendix 1). So the average of table 1 is good. It can achieve
eighty two percent that doing activities of the students and teacher activities
during observation, and eighteen percent of the activities can not doing.
2. Result of interview
After analyzing the data, the writer interview was given to the students
SMK PGRI 13 Cikupa. The writer got the result that most of the students
always use strategies such as: 1) sharing with their friends, because some of
students do not believe themselves. 2) Using outline, because their stuck idea
and the result do not coherence. 3) Using dictionary, because the students lack
writing and help them in writing, because the picture can remind their
experience. 5) Using tools (audio, audio-visual), the students seldom used this
The writer saw the students could compose narrative writing well
because some of the students used metacognitive strategies such as: making
outline, using picture , using learning’s aids, using dictionary, sharing with
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friends and using tools(audio, audio-visual) to help them to compose narrative
writing.
3. Result of questioner
After analyzing the data the writer was given questioner to the students,
and it has been done in order to know the students’ activity in composing
narrative writing. It consists of ten items, there are: 1). Do you like writing? 2)
Do you write your experience in writing? 3). Do you determine outline before
compose narrative writing? 4). Do you make outline before writing? 5) Do you
use the tools to help you in writing? 6). Do you use dictionary in learning? 7)
Do you always share with your friend? 8). Does the teacher give explanation
clearly? 9). Do you find difficulties in composing narrative writing? 10). could
you get idea in compose narrative writing?. Students can answer the questions
From ten students, there were three students who answered yes.
According to those students, they like writing because they often write their
past experience on their diaries. Then, there were five students who answered
sometimes, because, they only compose if they get the task from the teacher.
There were two students who answered no because they don’t like writing,
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From the ten students, there were seven students who answered yes,
because they said it is easier to write experience their own, because writing
student who answered sometimes because he only can memorize a little bit of
his past experience. The last, there were two students who answered no because
they didn’t like writing therefore they seldom write their experience.
From ten students, first, there were six students who answered yes, they
said that the outline can help them in composing narrative writing. Second,
there were two students, who answered sometimes, because according to them
determining the outline can save the time. Third, there was one student who
answered no, she said determine the outline is difficult then compose. The last,
who answered seldom, because they seldom write by determine the outline.
From ten students, there were five students who answered yes, they said
making outline make them easier to composing narrative writing, and there are
outline can help them in writing. The last, there were three students who
answered no, because they never make outline in composing narrative writing.
From ten students, who answered yes there were seven students, they said
by using the learning aids such as: picture, book that make them easier, because
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with the picture can express their idea in composing narrative writing. There
From ten students, there were three students who answered yes, because
they said they could find the meaning of difficulty English words, and there
were five students who answered sometimes, according them dictionary doesn’t
help them much. There were two students who answered seldom, because they
From ten students, there were eight students who answered yes, because
they said sharing with friend could give idea or share the idea if their found
words difficult. There were two students who answered sometimes because
they liked writing theirselves, they enjoy writing what they like to write.
From ten students, there were four students who answered yes, because
the teacher explanation was simple and clearly, and who answered sometimes
there were five students, because the teacher voice couldn’t be listened clearly.
There was one student who answered no, they said the teacher explanation
From ten students, there were five students who answered yes, they said
they found difficulties in ordering the words and they stuck to get the diction,
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then there were three students who answered sometimes, because they
writing, and the last who answered no there were two students, because they
From ten students, there were eight students who answered yes, they
said in the composing narrative writing they could express their idea in writing
sometimes there were two students because they said sometimes they got stuck
Based on the result of questioner the writer got the data, strategies that
fifty percent of the student, because most of the students thought that share with
friends is easier and they don’t have to open dictionary if they find difficult
words, seconds, making outline. Those who use this strategy is about thirty
percent of the students, making outline make them easier than using dictionary,
because the students can not combine the words into good sentences. The third
who use this strategy was about twenty percent of the students, they said by
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4.2 Discussion
students in learning narrative writing and also express their idea. Strategies that
used by the students are: sharing with friends, make outline, using dictionary,
using picture, and using the learning aids (book, audio, or audio-visual).
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The students’ difficulty in composing narrative writing is in ordering the
words. They still confused to combine the words into good sentences. In this
case, there were two causes in composing narrative writing. They were seldom
composing narrative writing and practiced their English. The students seldom
practice to write at home. They only practiced to write narrative writing in the
class, when teacher asked them to practice. So that, they must know some
which support them, such as there is no a guide, therefore, they only wait for
CHAPTER V
5.1 Conclusion
After conducting the research and analyzing the data, the writer
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1. There were some strategies that used by the
composing narrative writing are: sharing with friends about fifty percent,
making outline about thirty percent, and using learning aids (picture,
5.2 Suggestion
such as: sharing with friends, making outline, using dictionary, using
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For the school:
REFERENCES
Ahmadi, Abu and Prasetyo, Tri, Joko. 2005. Strategi Belajar Mengajar.
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CollinsJim.2007.WritingStrategies.http://www.gse.buffalo.edu/org/writingstrate
Indonesia.
Remaja Rosdakarya
Sarasin
Yogyakarta: ANDI
4
Setiyadi, Bambang. 2002 Penelitian Dalam Pengajaran Bahasa Asing. Bandar
Sofyan, Akhmad dkk. 1999. Mari Mengangkat Martabat Bahasa kita Bahasa
Pratama
http://www.education.vic.gov.au/studetlearning/teachingresouces/english/englis
hcontinuum/40writingstrategy/htm
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APPENDICES
List of Appendices
Appendix 1 Observation
Appendix 2 Interview
Appendix 3 Questionnaire
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APPENDIX I
DATA OBSERVATION
diamati
1. Kegiatan Belajar Siswa a. Siswa
mendengarkan penjelasan
guru mengenai narrative
writing.
b. Siswa
mengerjakan tugas membuat
karangan(narrative writing).
c. Siswa
membuat kerangka
4
karangan (outline) sebelum
menulis.
d. Siswa
menemui kesulitan dalam
membuat narrative writing.
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tentang pengalaman pribadi
b. Siswa
mampu membuat karangan
(narrative writing)
c. Siswa
mengetahui taktik/cara
mudah dalam membuat
karangan.
Jumlah 13 3
Note:
Component 1 : 75%
Component 2: 80%
Component 3: 75%
Component 4: 100%
INTERVIEW GUIDE
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Teaching Experience : 6 years
Questions:
1. How long have you been teaching? I have been teaching for 6 years
PGRI 13 Cikupa? The students are not interested in studying English, they
writing? Make outline, let them use Indonesian language and then translate it
into English.
4. Have you found the difficulties in teaching narrative writing? Yes, I have
some pictures then ask them to make narrative writing based on the pictures
hope
7. What is the method used to increase the students’ ability interest in writing
8.
Interview of Student
Class or major : II PJ I
5
Questions:
1. Do you like writing (diary)? What story do you like to write? Yes.
2. Before writing, did you make out line, using tools (audio or audio-
visual) or ordering the words? Yes, I did. I make out line and ordering
writing.
Interview of Student
Class or major : II PJ I
5
Date of interview : August, 25th 2008
Questions:
1. Do you like writing (diary)? What story do you like to write? Yes.
2. Before writing, did you make out line, using tools (audio or audio-
Interview of Student
Class or major : II PJ I
5
Date of interview : August, 25th 2008
Questions:
1. Do you like writing (diary)? What story do you like to write? No, I
don’t’ like
2. Before writing, did you make out line, using tools (audio or audio-
helping me to writing.
Interview of Student
Class or major : II PJ I
5
Questions:
1. Do you like writing (diary)? What story do you like to write? Yes.
2. Before writing, did you make out line, using tools (audio or audio-
you want to writing? Why? book, because with the look of book I
4. Have you ever share with your friend? Yes, I ever share with my
friend
Interview of Student
Class or major : II PJ I
5
Date of interview : August, 25th 2008
Questions:
2. Before writing, did you make out line, using tools (audio or audio-
outline
you want to writing? Why? I use the picture, because it can help
me in writing.
APPENDIX III
QUESTIONER
Nama : ......................................................
Kelas/jurusan : ..........................................................
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Berilah tanda ( ) pada salah satu pilihan jawaban berdasarkan pendapat anda!
NO Pertanyaan Ya Kadang Tidak Jarang
-kadang
1. Apakah kamu suka menulis?