IMPROVING STUDENTS’ NARRATIVE WRITING ABILITY

BY USING FOLKLORE AT SMAN 1 KREMBUNG

AISHAH SYAVIRA PUTRI 072084206

SURABAYA STATE UNIVERSITYLANGUAGE AND ART FACULTY

ENGLISH EDUCATION DEPARTMENT2010

IMPROVING STUDENTS’ NARRATIVE WRITING ABILITY

BY USING FOLKLORE AT SMAN 1 KREMBUNG

CLASSROOM ACTION RESEARCH

(CAR)

Diajukan kepada Universitas Negeri SurabayaUntuk memenuhi persyaratan penyelesaian

Program PPL

Oleh

AISHAH SYAVIRA PUTRI

072084206

UNIVERSITAS NEGERI SURABAYA

FAKULTAS BAHASA DAN SENI

JURUSAN BAHASA INGGRIS

PRODI PENDIDIKAN BAHASA INGGRIS

2010

HALAMAN PENGESAHAN

Penelitian Tindakan Kelas yang berjudul “Improving The Students’ Narrative

Writing Ability By Using Folklore at SMAN 1 Krembung” yang di tulis oleh

Aishah Syavira Putri telah di terima dan di setujui sebagai syarat penyelesaian

program PPL .

Mengetahui,

Kepala Sekolah SMAN 1 Krembung, Guru Bahasa Inggris,

Drs. H. Achmadi Khusnul Khotimah, S.Pd NIP. 19540420 198903 1 `001 NIP. 19700214 199702 2 004

ACKNOWLEDGEMENT

First and foremost, I would like to express my deepest gratitude to the

almighty God, Allah SWT, who continuously blesses and gives the immense gift so

that I can finally accomplish this classroom action research well.

Next, my deep gratitude goes to my headmaster and all of the teachers of

SMAN 1 Krembung who have guided kindly and patiently, and given the

encouragement in the accomplishment of this writing.

This writing has been done seriously but I realize that it may have many

mistakes. Therefore, I would be very grateful to have any readers' constructive

criticism and suggestion to the perfection of this writing.

Finally, I hope this writing will be useful for everybody.

IMPROVING STUDENTS’ NARRATIVE WRITING ABILITY BY

USING FOLKLORE AT SMAN 1 KREMBUNG

ABSTRACTThe student’s inability or difficulty in writing can be caused by several

reasons. First, it can be caused by the content of writing material. For example, the system of writing material arrangement is not constructed systematically. It does not provide enough material and information to support the students writing ability. To help the students understand and productively study academic writing materials, there are some medias that had to given to the student. The teacher has to be able to find some interesting materials. Related to it, folklore as a narrative text could be used as one of the writing material for the second grade students of Senior high school because it help the students to improve their ideas of writing better. Here, the writer analyzes the student’s writing that is produced by the first grade students of SMAN 1 Driyorejo when using folklore as their writng material. In this study, the writer focusing on the student’s text organization of narrative, the student’s text content of narrative, and the last is on the student’s text language features. It means that, she is focusing on the student’s ideas about the story based on the generic structure and the student’s writing about the content and the language features. Based on the explanation, the writer stated some research question, they are: (1). How is the student’s text organization when they are taught using folklore? (2). How is the student’s text content when they are taught using folklore? (3). How is the student’s text language features when they are taught using folklore? This study is to prove that folklore is a good material to be used in the teaching learning process of narrative writing. The writer used descriptive qualitative analysis. She gets the data from the student’s text of narrative writing which is done in three times on the learning process. Here, the writer only as an observer. She observes the teacher’s and the student’s activity in using folklore as a media, then she collects the data every meeting of the teaching learning process. The results show that most of the students had already understood about the composition of narrative text. It means that they can produce their narrative writing based on the generic structure, content, and the language features. However, few of them still have difficulties about it. But the teacher can control his students in their writing process. Based on the explanation above, the writer concludes that folklore is a good media to be used in writing process, because it is an interesting story and help the students to produce their writing better.

Key words: Writing, folklore, narrative

TABLE OF CONTENT

TITLE…………………………………………………………………………..HALAMAN PENGESAHAN………………………………………………….AKNOWLEDGEMENT……………………………………………………….ABSTRACT…………………………………………………………………….TABLE OF CONTENT………………………………………………………..LIST OF APPENDIXES……………………………………………………….

CHAPTER 1 INTRODUCTION…………………………………………….1.1 Background of the Study……………………………………………………1.2 Research Question………………………………………………………….1.3 Objective of the Study………………………………………………………1.4 Significance of the Study…………………………………………………….1.5 Scope and Limitation……………………………………………………….1.6 Definition of Key Term

CHAPTER II REVIEW OF RELATED LITERATURE…………………..2.1 Review of Writing………………………………………………………….

2.1.1 The Definition of Writing…………………………………………..2.1.2 The Importance of Writing…………………………………………2.1.3 Types of Writing……………………………………………………2.1.4 The Element of Writing…………………………………………….

2.2 Narrative Writing…………………………………………………………..2.2.1 The Definition of Writing………………………………………..

2.2.2 Text Organization of Narrative……………………………………2.2.2.1 The Organization or Generic Structure of Narrative…..2.2.2.2 The Content of Narrative………………………………..2.2.2.3 The Language Features of Narrative……………………

2.3 Folklore…………………………………………………………………….. 2.3.1 The definition of Folklore……………………………………….. 2.3.2 Types of Folklore………………………………………………… 2.3.3 The Ways of Studying Folklore………………………………….2.4 The Relationship between Folklore and Teaching Narrative Writing……..

CHAPTER III RESEARCH METHODOLOGY…………………………...3.1 Research Design……………………………………………………………3.2 Setting of the Study………………………………………………………...3.3 Subject of the Study………………………………………………………..3.4 Data and Sources of the Study……………………………………………..3.5 Data Collection Technique…………………………………………………3.6 Data Analysis Technique…………………………………………………..

CHAPTER IV RESULTS AND DISCUSSIONS…………………………..4.1 The Implementation of Folklore in Narrative Writing …………………… 4.2 The Organization of Narrative Text……………………………………….

4.2.1 The Analysis of the Students Understanding in Organization…..4.2.2 The Discussion of Finding……………………………………….

4.3 The Content of Narrative Text……………………………………………..

4.3.1 The Analysis of the Students Understanding in Organization……4.3.2 The Discussion of Finding………………………………………..

4.4 The Language Features of Narrative Text…………………………………..4.4.1 The Analysis of Student’s Understanding in Language Features…4.4.2 The Discussion of Finding…………………………………………

CHAPTER V CONCLUSIONS AND SUGGESTIONS…………………….5.1 Conclusions…………………………………………………………5.2 Suggestions………………………………………………………….

REFERENCES…………………………………………………………………APPENDIXES………………………………………………………………….

LIST OF APPENDIX

APPENDIX 1: Field Notes

APPENDIX 2: The Content of the Story

APPENDIX 3: (a) The Result of the Student’s Score for the Organization

(b) The Result of the Student’s Score for the Content

(c) The Result of the Student’s Score for the Language Features

APPENDIX 4: The ESL (English as a Second Language) Composition Profile

APPENDIX 5: The Result of the Student’s Narrative Writing in the first Meeting

APPENDIX 6: The Result of the Student’s Narrative Writing in the Second Meeting

APPENDIX 7: The Result of the Student’s Narrative Writing in the Third Meeting

CHAPTER 1

INTRODUCTION

1.1 Background of the Study

The student’s inability or difficulty in writing can be caused by several reasons. First, it can be caused by the content of writing material. For example, the system of writing material arrangement is not constructed systematically. It does not provide enough material and information to support the students writing ability. It might not be arranged from the simplest to the complicated also. The text is not interesting. It does not have a meaning for the student’s real life and it does not appropriate with experience that the student has. Second, it can be caused the condition of the students. Their feeling gives big influence toward their motivation in facing a learning process.

To help the students understand and productively study writing materials, there are some media that had to be given to the student. The teacher has to be able to find some interesting materials. Whereas meaningful materials give enough information and also improve the student’s motivation to write. When students with language limitation are asked to work with topic that do not interest them, perhaps in unfamiliar genres and without information, then production activities suffer (Harmer, 2002:252). One of these materials is folklore. The teacher can use folktale as a media to teach writing to improve the student’s skill.

There are a lot of advantages of using folklore in teaching writing, they are:

1. Folktales contain of such culture that has been passed from generation to the next, so that the students can get s knowledge about cross cultural understanding that is needed for their life.

2. Folktales are companied by colorful pictures that is illustrate special event in the stories which make them interested.

3. Folktale is written in a good chronological order, so it will be understood by the students. Moreover in writing summary, the students have to find the important ideas on the story. Of course it will be easy to do if the reading material is constructed in a good coherence of plot.

4. Folktales have many kinds of story so that the teacher can select the right one suitable with the students’ and theme’ needed. By doing this, the students’ boredom in writing learning process will be decreased because most of folktales tell interesting stories.

The result of the students understanding in narrative writing that is stated in Yudhaningtyas (2002:26) and the titled “The Use of Folktale for the Improvement of the Student’s Summary” described that seeing from all the student’s writing, it was found most of the students could find several important points of the

story and arrange them in a good chronological order based on its generic structure. It means that most of them were capable to understand the content of the story clearly. Beside still found several writings which were lack of important points of the story, means that some students could not identify the important points accurately and also could not rearrange them in a proper construction of writing. From the vocabularies that were used by the students to arrange the main ideas got from the story. There were also found the synonym of such words. Moreover their writing was founding complete conditions without ignored the main concept of the story itself. In the writing assignment, the students were asked to make summary in the past form. Since the questions were in the past form, they had to use past form also. On the other hand, some of them still made some mistakes. Most of them still found had difficulty to differentiate past tense form, especially in choosing the correct verb in such tenses. After doing four timer writing assignment most of the student’s summaries were still found having several mistake in applying pas tense and in differentiating the right verb of it.

According to above explanation, we know that by using folklore to teach writing the students can improve their creativity, and they also can make an attention for their writing. Folklore can encourage student to write. Folklore also can be used to teach English more integrated. Based on one theme, they can be used to teach the four language skills namely speaking, reading, writing, and listening. And it can also used to teach vocabulary and grammar.

1.2 Research Question

Based on the background of the study above, the investigated in this study is the use of folklore as a media to teach narrative writing. These are the main problems that developed in some questions:

1. How is the student’s text organization when they are taught using folklore?2. How is the student’s text content when they are taught using folklore?3. How is the student’s text language features when they are taught using folklore?

1.3 Objective of the Study

In accordance with the statement of the problem, the purpose of the study is:1. To describe the student’s text organization when they are taught using folklore2. To describe the student’s text content when they are thought using folklore.3. To describe the student’s text language features when they are taught using

folklore.

1.4 Significance of the Study

Hopefully this study is useful and helpful for the students who want to be a better writer. It is hoped that the teacher can use folklore as a technique to enhance

the student’s writing and enrich the teacher in teaching English especially for narrative writing.

1.5 Scope and Limitation

This study is only to analyze in teaching learning activities in writing class based on giving folklore as a media for senior high school student. The researcher will conduct this study to the second year’s student of senior high school to assess the student’s narrative writing.

1.6 Definition of Key Term

1. WritingWriting was a skill that was the exclusive domain of scribes

and scholars in educational or religious instruction. Writing skillNat rudimentary levels is a necessary condition for achieving employment in many walks of life and simply taken for granted in literate cultures.

2. FolkloreFolklore is the body of expressive culture, including tales,

music, dance, legends, oral history, jokes, popular beliefs, customs, and so for the within a particular population, comprising the tradition (including oral tradition) that culture, subculture, or group.

3. Narrative

Narrative is defined as a process, using time in order to write about an event or series of event.

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter scopes all of the stories in the background of the study. The purpose of this chapter is to support the writer’s opinion in answering the research problem.

2.1 Review of Writing

2.1.1 The Definition of Writing

Writing is by far the simple’s way to begin crossing boundaries in quest for understanding (John H. Clarke, 1997:138). It means that writing lets the students to focus in big question, and then they are allowed to find the answer by themselves. Answers may come from any source, for example personal experience, contact with others, or facts and concepts from subjects areas. Writing to learn usually starts with what students already know from personal experience. It can then reach out to incorporate ideas from other students, as well as facts and concepts from texts, observation and reflection on class discussion. A writing journal helps students and teachers keep track of what they find out about a subject, make connection to what they know already, and push on toward further questions and problems.

Unit-length student projects or short writing to learn exercises both have advantages for classroom teachers, as stated by Clarke (1997:138):

1. Empowering every student: Writing is personal enterprise. It forces every student to become active in learning, whether they are walking alone on some part of an investigation or sitting together in a class-sized group.

2. Creating common focus: Writer projects on a common theme and short writer’s exercises doing class both bring focus to the idiosyncratic process of individual learning.

3. Forcing commitment: Informal writing makes students take a stand and what they know, reducing the extent to which they remain passive while the class goes on around them.

4. Activating learning: Whenever student is writing, the center of classroom work becomes the individual mind, trying to raise question, gather facts, or purpose new ideas.

5. Making connection in content: Written language creates connection between facts and ideas, through the magic syntax. On a written page, learning becomes more than a collection of isolated facts; it becomes a process of making meaning.

6. Mirroring the work of the mind: Writing allows students to practice an enormous categorizing, logical inference, theorizing, creating, predicting, planning and problem solving.

Brown (2003:218) stated that, writing was a skill that was the exclusive domain of scribes and scholars in educational or religious instruction. Writing skill, at least at rudimentary levels is a necessary condition for achieving employment in many walks of life and simply taken for granted in literate cultures. Writing was primarily a convention for recording and speech and for reinforcing grammatical and lexical features of language. Every educated child in developed countries learns the rudiments of writing on his or her native language, but very few learn to express themselves clearly with logical, well-developed organization that accomplished and intended purpose.

According to explain above, writing is very important in our communication. We can write a lot of information that we get. Then by writing, we can decrease spoken communications that often make some mistakes.

2.1.2 The Importance of Writing

Writing has a lot of functions in many aspects. While we can not produce something is speaking, actually we use writing in showing our purpose. Writing helps us to compose meaning. It allows us to make it easy how to get an old or new idea.

Davidson (1964:13) stated, that is writing has definiteness that other kinds of communication do not have. It can be definite since both thought and words can be changed, restated, rewritten, until the writer has found away to convey his thought exactly.

From the explanation above, we can say thaw rioting can be used in get new or old ideas. We can use writing in a number of ways that we usually think when we want to speak something. The mastery of writing is very importance because not only writing is useful in our life but also it makes a special contribution to the way people think.

2.1.3 Types of Writing

Brown (2004:220) stated, that is there are four categories of written performance that capture the range of written production are considered, each categories resembles the categories defined for the three skills, they are:1. Imitative

To produce written language, the learners must attain skills in the fundamental, basic task of writing letters, words, punctuations, and very brief sentences. This category includes the ability to spell correctly system. It is a level at which learners are trying to master the mechanics of writing. As this

stage, form is the primary if not exclusive focus, while context and meaning are of secondary concern.

2. Intensive (controlled). Beyond the fundamentals of imitative writing are skills in producing appropriate vocabulary within a context, collocation and idioms, and correct grammatical features up to the length of the sentence. Meaning and context rae of some importance in determining correctness and appropriateness, but most assessment tasks are more concerned with a focus on form, and are rather strictly controlled by the test design.

3. ResponsiveAssessment tasks require learners to perform at a limited discourse level, connecting sentences into a paragraph and creating a logically connected sequence of two or three paragraph. Task respond to pedagogical directives, list of criteria, outlines, and other guidelines. Genres of writing include brief narratives and descriptions, short reports, lab reports, summaries, brief responses to reading, and interpretations of charts or graphs. Under specified conditions, the writer begins to exercise some freedom of choice among alternative forms of expression of ideas. The writer has mastered the fundamentals of sentence-level grammar and is more focused on the discourse conventions that will achieve the objectives of the written text. Form-focused attention is mostly at the discourse level, with a strong emphasis on context and meaning.

4. ExtensiveExtensive writing implies successful management of all the processes

and strategies of writing for all purpose, up to the length of an essay, a term paper, a major research project report, or even a thesis. Writers focus on achieving a purpose, organizing and developing ideas logically, using details to support or illustrate ideas, demonstrating syntactic and lexical variety, and in many cases, engaging in the process of multiple drafts to achieve a final product. Focus on grammatical form is limited to occasional editing or proofreading of a draft.

2.1.4 The Element of Writing

Harmer (2002:257) describes that in teaching of writing we can focused on the product of that writing. From this explanation we know that writing process is highly in combining some general elements, those are :1. Content

As Lado (1977:250) stated that the content of written includes the writer’s idea, the point of information, the organization and sequence, and the formal signals. The writers express their knowledge and ideas on their composition so that the reader can get it easily and dearly.

It means that, the writer has to make a good idea before the start to make their writing to be a good product.

2. GrammarZumakhsin (2005) stated, that is grammar is a section directed to

increase students understanding in grammar. According those explanation, we can conclude that grammar is the study of using language.

3. VocabularyVocabulary is one of the important role of writing. This vocabulary will

influence the writing ability to improve writing skills.According to Lado (1964:117), clarifies that the idea of the vocabulary of a second language, three level are distinguished for the reader, those are:a. Vocabulary to operate the patterns and illustrate the pronunciation of the

language.b. Vocabulary for communication in areas wide currency.c. Esthetic and technical vocabulary.

From explanation above, we can see that vocabulary will explore some of the ways vocabulary influences writing ability, and how teachers can use vocabulary development specifically to improve writing skill.

a. UnityThe other important role of writing is unity. Every good paragraph has

unity, which means that only one main idea is discussed (Oshima, 1981:18). Unity means that only one main idea in paragraph. The main idea is stated in the topic sentences, and then each supporting sentence develops that idea.

According to that explanation, we can conclude that unity is the important role of writing that has one main idea which has been discussed.

4. CoherenceCoherence in narrative is largely a matter of establishing and carefully

maintaining a physical point of view in the first or third person (Connolly and Levin, 1969:586).

In conclusion, the sentence in every paragraph has to has a relation each other. This purpose is to make a good main idea. So, it can easier the reader to understand what the writer means.

2.2 Narrative Writing

2.2.1 The Definition of Writing

“Teks Narrative adalah teks yang menceritakan sesuatu yang imajinatif atau khayalan balaka. Tujuannya untuk menghibur pembaca” (Intan Pariwara, 2008).

Another definition about narrative text is defined by Hogue (2003:286) that, narrative explains a process, using time in order to write about an event or series of event.

According the explanation above, we can conclude the narrative is text that tells about story which has imagination or a fictive only.

2.2.2 Text Organization of Narrative

2.2.2.1 Organization or generic Structure of Narrative

There are four generic structure of narrative. They are Orientation, Complication, Resolution and Reorientation. As Intan Pariwara (2008) explains about the definition of each generic structure, those are:1. Orientation: Introduces the characters, setting, and time.2. Complication: A problem that happen in this story.3. Resolution: It explains how the problem can be passed in this story.4. Reorientation : (optional)

2.2.2.2 The Content of Narrative

To make a good content in narrative text, the writers always make the main ideas according to the generic structure. It is explained by Depdiknas (2004:40) that, to construct a good writing product the students have to arrange their idea based on the generic structure of the text. It means that the generic structure make the reader easier to understand about the content. Lado (1977:250) also stated that content of writing includes the writer idea’s, the point of informations, the organization and sequence, and the formal signals. It means that the writer express their knowledge and idea on their composition, so that the reader get meaning easier.

2.2.2.3 The Language Features of Narrative

Intan Pariwara (2008) stated that, the language features (ciri-ciri teks) of narrative text as follows:- Use past tense.- Use of adverb of time, such as: long time ago, upon a time.- Use of conjunction, for example: then, often, that, before.

2.3 Folklore

2.3.1 The definition of Folklore

As Utley in Coffin (1968:3) stated that, folklore was “literature orally transmitted”. It means that the literary analysis of form and content and the study of folklore from a historical and cultural point of view.

Another definition about folklore according to Brurvanel in Danandjaya (2002:2) stated that, folklore may be defined as those materials in culture that circulate traditionally among members of any group in different version, whether in oral or by means of customary example.

“Folk yang sama artinya dengan kata kolektif (collectivity), yang berarti bahwa sekelompok orang yang memiliki cirri-ciri pengenal fisik, social dan kebudayaan, sehingga dapat dibedakan dari kelompok-kelompok lainnya (Danandjaya:2002)”.

The literary scholar treats folklore as literature or as source material for literary marker works. The historian regards folklore as data supplying folk attributed toward historical events and figures. The anthropologist sees folklore as a people’s autobiographical description of themselves, a description which helps the inquiring ethnographers to see the culture he is studying from the inside out rather than from the outside in (Dundes in Coffin, 1968:41).

Folklore-wikipedia, the free encyclopedia, folklore is the body of expressive culture, including tales, music, dance, legends, oral history, jokes, popular beliefs, customs, and so for the within a particular population, comprising the tradition (including oral tradition) that culture, subculture, or group.

2.3.2 Types of Folklore

According Brundvan un Danandjaya (2002:21) there are three types of folklore, those are :1. Verbal folklore2. Partly verbal folklore3. Non verbal folkloreDanandjaya (2002:21-22) mentioned about the definition of types of folklore:1. Folklore lisan2. Folklore sebagian lisan3. Folklore bukan lisan

Folklore can be divided into four areas study. Folklore Wikipedia the free encyclopedia: artifacts (such as voodoo dolls), describable and transmissible entity(oral tradition), culture, and behavior (rituals). These areas do not stand alone, however, as often a particular item or element may fit into more than one of those areas: Folklore as describable and transmissible entity: Folklore can contain

religious or mythic elements, it equally concern itself with the sometimes mundane tradition of everyday life. Folklore frequently ties the practical and the esoteric into one narrative package. It has often been conflated with mythology, and vice versa, because it has been assumed that any figurative story that does not pertain to the dominant beliefs of the time is not of the same status as those dominant beliefs. Thus, Roman region is

called “myth” by Christians. In that way, both “myth” and “folklore” have become catch-all terms for all figurative narratives which do not correspond with the dominant beliefs structure.

Material culture: Elements such as dolls, decorative items used in religious rituals, hand-built houses and barns, and handmade clothing and other crafts are considered to be folk artifact, grouped within the field as “material culture.” Additionally, figures that depict characters from folklore, such as statues of the three wise monkeys may be considered to be folklore artifacts, depending on how they are used within a culture. The operative definition would depend on whether the artifacts are used and appreciated within the same community in which they are made, and whether the follow a community aesthetic.

Culture as folklore: Folklorist William Bascom states that folklore has many culture aspects, such as allowing for escape from societal consequences. In addition, folklore can also serve to validate a culture (romantic nationalism), as well as transmit a culture’s morals and values. Folklore can also be the root of many cultural types of music. Folk, country, blues and bluegrass all originate from American Folklore. Examples of artist which have used folklore to produce beautiful music would be: Bill Monroe, Flatt and Seruggs, Ile Crow Medicine Show, Jim Croce, and many others. Folklore can also be used to assert social pressures, or relief them, in the case of humor and carnival.

Behavior as Folklore: many rituals can be considered folklore, whether formalized in cultural or religious system (e.g. weddings, baptism, harvest festival) or practiced within a family or secular context. For example, in certain parts of United States ( as well as other countries) one places a knife, or a pair of scissors, under the mattress to “cut the birth pains” after giving birth. Additionally, children’s counting-out games can be defined as behavioral folklore.

2.3.3 The Ways of Studying Folklore

There are some ways of studying folklore, as Dundes in Coffin (1986:45) stated, those are:

1. comparative approach: it is called historical-geographic because the dimension of time and place are both taken into account in trying to construct the original basic of form of folktale or ballad.

2. culture- reflector approach: could by examining the folklore of a group glean much of the significant ethnographic data about that group. In the culture reflector approach, the emphasis is clearly open what the love can tell the investigator about the folk.

3. Structural or formal organization approach: there can be not doubt that most forms of folklore-for example, fairy tales, children’s games, orriddles-are highly patterns precisely what these patterns are and what

their over-all importance is has only recently been the subjects of serious in quiry.According to the explanation above, we know that there are some

techniques to studying folklore. It means that we can study this folklore in interesting way. Studying folklore has been the development of courses and programs in folklore studies at senior high school.

2.4 The Relationship between Folklore and Teaching Narrative Writing

There are many ways of teaching writing to improve student’s writing skill. It is better that the teacher find a good way to teach this skill, because the students need an interesting technique to absorb their learning easier.

As one of narrative text, folklore is classified in a good material or learning process of writing because it can delight the readers; make them laugh, mystify them, and encourage thinking themselves as inside of the story

Moreover to success writing learning process teacher should give much attention toward the student’s interest, what are they wants?, how are they feeling?, and what are the target of the learning process?, it is suitable with the first grade students of senior high school as stated by Depdiknas (2004) that, the first grade students of Senior High School should be competent in writing a narrative text such as fiction story by applying the generic structure and language features of it.

As Norton (1980:324) stated that, the reason of using folklore as writing material is caused it has several good advantages, they are:

1. an understanding of cultural traditions of the non scientific mind, through folktales that deal with the mysteries of creation.

2. an understanding of relatedness of story types and motifs among people of the world, through universal tales such as Cinderella, which has variations in many cultures

3. an aesthetic appreciation for the music, art; literature, and dance of other culture

4. and understanding about cultural diffusion, through observation of how different world setting

5. an increase in knowledge about unfamiliar palaces around the world

6. a better understanding of the dialects and languages of other countries

7. the readers imaginative identification with people in another time and place

8. and understanding of conditions of a time and culture, through of heroes shapes by those conditions

9. an understanding of inherent qualities of goodness, mercy, courage, and industry which folktales heroes possess and, consequently, an intuitive grasp of the better qualities of the human spirit.

CHAPTER III

RESEARCH METHODOLOGY

This chapter covers the research type, subject of the study, data and sources of the study, data collection technique, and data analysis technique. All of these explained in turn as follows:

3.1 Research Design

As stated in chapter 1 that this study discuss about folklore a as media to teach narrative writing. This study describes the real situation where folklore is applied.

Based on explanation above, it shows that this study is descriptive qualitative. According to McMillan (1992:144), descriptive research is particularly valuable when an area is first investigated. For example, there has been much research on the nature of classroom climate and its relationship to student attitude and learning.

So in this case, the researcher (teacher) comes to the class in order to give the teaching learning process of narrative writing to Senior High School students. She also observed the class situation to see the real condition of the classroom and described the teachin learning activities.

3.2 Setting of the Study

The setting of this study is SMAN 1 Krembung which is located in Krembung -Sidoarjo. The facilities of this school are complete: there is library, science laboratory, language laboratory, computer laboratory, and soon.

3.3 Subject of the Study

The subject of this study is the student’s text composition in SMAN 1 Krembung. This text is about the student’s narrative writing that consists of the student’s text organization, the student’s text content, and the student’s text language features.

3.4 Data and Sources of the Study

The data of the study are the student’s sentences of their writing and the description of the teaching learning process of writing in the classroom. To get the data, the researcher wrote field notes to observe the student’s activities

in teaching learning process. The data had represented the whole activity of students and teacher while learning in the classroom.

3.5 Data Collection Techniques

To collect the data, the researcher used observation technique as a qualitative one.

In this research, the researcher used observation field notes. She used this observation because she wanted to find out the application of the teaching learning process in the classroom and also to watch the student’s text composition (organization, content, and language features) of their narrative writing. The researcher done this observation by writing all of the activities of the students while the narrative writing is implemented.

3.6 Data Analysis Technique

The data of the study were analyzed qualitatively by using descriptive analysis. The data in the form of notes and is used to describe what were happening in the classroom while the teaching learning process was done.

The steps of data analysis will be done during the data collection technique.

1. Organized the data during the observation, and then decided what have to be reported.

2. After analyzing the data, the researcher described the data by classifying them into parts based on the problems of the study.

3. The researcher tries to make conclusion.They would show whether the use of folklore was suitable or not with

the theory. In addition, by analyzing the data obtained, it would also observe whether the student’s text composition (organization, content, language features) when folklore is applied in the classroom.

CHAPTER IV

RESULT AND DISCUSSION

In this chapter, the writer will clarify all the result related to the teaching using folklore in narrative writing. It focused on the result of student’s narrative writing which taken from the observation during the activities. It is include the student’s text organization, the student’s text content, and the student’s text language features. But, the researcher also explains about the implementation of the teaching learning process first. This research done in 3 meetings, it started from May 14th up to May 22nd 2009. The main activity of this research, the students have to write a narrative story with their own words. In their writing, they have to make attention about their text organization, their text content, and their text language features. 4.1 The Implementation of Folklore in Narrative Writing

The implementation of the research divided into three meetings, in every meeting the research wrote everything that have done in this teaching learning process.

The first observation did on July 14th 2010. There were three sections in this meeting namely before, while, and after activity.

Before activity : In the first meeting, the teacher gave the students a material

about narrative text. The teacher used folklore as a media in this teaching learning process. She explained about the generic structure and the language features of narrative text first. She also did question-answer about it. This activity can be seen through this conversation: (1)

(1)Teacher : What do you know about narrative class?Students : It is kind of story……but not real…Teacher : What do you mean by not real?Students : Eeehhmm…..Teacher : Ok, I’ll tell you more about what narrative text is.

Narrative text is a fiction story which has function to entertain the readers. So, what is the generic structure of narrative text?

Ayuki : Orientation, complication, and resolution.Teacher : Very good. Can you explain about orientation Sandy?Sandy : Yes Sir, orientation is about the introducing of the

characters of the story. It is also states about the setting or the place where the story happened.

Teacher : Good. Orientation is the stage where the narrator gives information about the situation of the characters, where they live, the time they live and what they want. It maybe long or short. And what do you think about the complication Magus?

Magus : (silence)………..Teacher : Can you explain what complication is Magus? Chandra : I can explain sir. Complication is the problem that

happen in the storyTeacher : Thank you, I will explain more about it. Complication

is the stage where something unexpected happens or events go wrong for one of the main characters. There can be that complication event in narrative. Next, what is resolution? Can you answer Fery?

Fery : Of course sir, resolution is the solution of the problem.Teacher : Ok. Very Good. Resolution is the stage where the

earlier complication is resolved for better or worse. The last is reorientation, you missed it class. So, do you about reorientation?

Students : Ehhmmm……Teacher : Ok, I’ll explain to you. Reorientation is the stage

which returns the listeners or readers to the present and provide a kind of magic summation of the events-rather like the moral at the end of the fable. This stage is more common in spoken narrative and is optional. Now, can you tell me about the language features of narrative text?

Students : Use past tense sir….Teacher : Good. What else?Martanto : Use adverb of time sir…Teacher : Ok. Can you mention it?Students : Long time ago, one day.Teacher : another answer?Students : Eehhmm…Teacher : Ok, I’ll explain it for you. So, the language features of

narrative text are use specific characters, time words which relate events to tell when they happen, verbs to show the action which happen in the story, descriptive words to show the characters and setting, use simple past tense to tell something happened in the past, and the last is use direct speech to show the real words of the speakers in the story. Now, tell me the example about narrative story.

Students : Malin Kundang, Cinderella, Tangkuban Perahu, Romeo and Juliet.

Teacher : Very Good.

Based on the dialogue, the teacher knew that the students understood about narrative text. Through those dialogues, Narrative is a kind of text that has an aim to entertain the readers. The teacher

explained about the generic structure and language features of narrative text. The generic structure of narrative text divided into four parts, they are orientation, complication and resolution and reorientation. Orientation is the stage where the narrator gives information about the situation of the characters, where they live, the time they live and what they want. It maybe long or short. Next is complication, Complication is the stage where something unexpected happens or events go wrong for one of the main characters. There can be that complication event in narrative. The third is resolution; this is the stage where the earlier complication is resolved for better or worse. Reorientation is the stage which returns the listeners or readers to the present and provide a kind of magic summation of the events-rather like the moral at the end of the fable. This stage is more common in spoken narrative and is optional. The teacher also explain about the language features of narrative text that divided into some parts, they are use specific characters, time words which relate events to tell when they happen, verbs to show the action which happen in the story, descriptive words to show the characters and setting, use simple past tense to tell something happened in the past, and the last is use direct speech to show the real words of the speakers in the story.

While activity

The next activity, the teacher gave a text in a piece of paper. The text was about Pinocchio. While the students read the text, the teacher asked the students to write about the generic structure and language features of Pinocchio’s text. It could be seen through this dialogue: (2)

(2)Teacher : Ok class, today we are learning about narrative text. I have already explained to you about what narrative text is. I also have already explained about the generic structure and the language features of narrative text. So, now please read this text and understand about the content. Don’t forget to write the generic structure and the language feature of this text. This text is about Pinocchio, a doll boy that very naughty and lied frequently. Now, please read first and done what I asked you before.

In this section, the students were allowed to read the text. They have to pay attention about the whole parts of the text, so they could find the generic structure and the language features of this text. After activity

The main activity, they have to write the generic structure and the language features of the story. In generic structure, they must be

able to mention about the whole things in generic structure. Hey have to mention about the Orientation, complication, resolution, and the reorientation. While in the language features, the students have to mention about specific characters, time words which relate events to tell when they happen, verbs to show the action which happen in the story, descriptive words to show the characters and setting, words in past tense, and the last is direct speech that show the real words of the speakers in the story. This explanation can be showed through this dialogue: (3)

(3)Teacher : Ok, now it’s your time to done your exercise. You have to write about the generic structure and the language features of the text. Did you still remember about the generic structure itself?

Students : Yes Sir, there are four parts of generic structure. They are orientation, complication, resolution, and the last is reorientation.

Teacher : Very good. And what about the language features?Students : The language features of narrative text are always use

past tense, use time words, use direct speech to show the real words and also mention the specific characters.

The teacher gave 30 minutes to the students to do their work. While the students done their exercise, the teacher walked around to the students. He watched the student’s writing. Then after they did their exercise, the teacher asked them to submit their work. Before the teacher ended the meeting, he always reminded the students about the generic structure and the language features of narrative text.

The second observation did on July 15th 2010. In this meeting also divided into three sections.

Before activityBefore the class began, the teacher reminded the

students about the generic structure and language features of narrative text. He called the student’s name one by one, and asked them to answer about the teacher’s question. It did to convince the teacher that the students still remember about the role of generic structure.

The teacher also discussed about the student’s mistakes, how they put the problems or complication. Here, some of the students still can not choose it. So, the teacher explained the function of generic structure once more and he hoped that the students could repair their mistakes. Then, he could continue to give the students a text longer than the first meeting.

While activityIn this part, the students were given a long text about

narrative. This text told about Malin Kundang. Here, the teacher still discussed about the generic structure and the language feature of Malin Kundang’s text. The teacher did not ask the students to write the generic structure or the language feature, he only asked the students to take notes about this text. They had to understand about the organization, content, and the language features of this text. Then, through their activity in finding every part of the generic structure, content and the language features, the students could make good writing based on their own understanding.

After activityAfter the teacher discussed about the generic structure,

content, and the language features about Malin Kundang’s text, the teacher asked the students to write about this text with their own words. He allowed the students to use their dictionary, so the students could make their sentence more variety. The teacher gave the students 30 minutes to write and then they had to submit their writing to the teacher. Before the teacher asked them to submit their work, he called the student’s name in random. He asked one of the students to read their work, so the teacher and other students could understand while his or her writing was good. This conversation could be seen through these dialogues. (4)(4)Teacher : Azizah, can you read your text for us? I want

you to read your writing, so we can understand about your mistaken.

Azizah : Yes Sir, I will read my text for you. Malin Kundang.

Once upon a time there was a man called Malin Kundang. He only lived with his mother because his father had passed away when he was a baby. They lived in a village near the beach in west Sumatra. He had to live hard with his mother. He was a diligent child. He usually went to the sea to catch fish.

One day, he was a merchant’s ship which was being a small band of pirates when he was sailing as usual. He defeated the pirates with his power. After that, Malin follow sailing with the merchant. Some years later Malin come back

and became a rich merchant with a beautiful wife and many ship crews.

One day, in his journey, his ship landed on the beach in a village. The news ran fast in the town: Malin Kundang became a rich man, now he is here. His mother was happy because her son is come back. She ran to the beach to meet her son. When she came, Malin, his wife, and his ship crews denied to meet that old, like her. Then, he was sail return.

Then, she cursed Malin Kundang that he would turn into a stone if he didn’t apologize. But he was sail. In the sea, suddenly a thunderstorm came. His huge ship was wrecked and it was too late for Malin to apologize. He was thrown by the wave out of his ship, fell a small island and suddenly turned into stone.

Teacher : Very Good. Now, I am sure that all of you make a good writing like your friend.

The last observation did on July 18th 2010. It also focused on the three sections. But here, the teacher only reminds the students in a few times about the generic structure and the language features of narrative text. So, in the last meeting the students could write their writing with their own words without an example from the teacher.

Before activityBefore the teacher started the lesson, he asked the

students to tell about the orientation, complication, resolution, and reorientation of Malin Kundang’s text. He also asked the students to explain about the language features that were used in the text. (5)(5)Teacher : Class, did you still remember about the

orientation of Malin Kundang’s text?Students : Yes Sir, the first paragraph of the text was the

orientation.Teacher : Good. Ok! I am sure that all of you still

remember about the complication, resolution and reorientation. Aren’t you?

Students : Of course Sir.Teacher : So, what about the language features? What

kind of language features that was used in this text?

Students : This text used past tense, used words of time for example is long time a go, it used conjunction for example after that and then.

Teacher : Ok! Thank you.

While activityIn this activity, the teacher asked the students to write a

narrative text with their own words. In this time, the teacher only observed about the students writing. They were allowed to write a narrative text that they want. The teacher asked them to write about what they want to write, it hoped that the students could write better. After they were explained about the generic structure and the language features.

After activityIn this part, the teacher asked the students to submit

their work. Then, he still reminded about the organization, content, and the language features of narrative text.

He explained to the students why he used folklore as a media to teach narrative writing. He assumed that folklore is better to gain the students understanding about narrative text. In the other hand, the students regarded that folklore possible to be used in teaching writing because it could encourage and activate them.

Based on the three observations, the writer could conclude that the teacher should do a similar way in teaching learning process of narrative text.

In the ‘pre activity’ the teacher always discusses about the role of narrative text, which consists of generic structure, content, the language features. This activity had done to encourage the students understanding about the information of the text.

Then, in the ‘while activity’ the teacher always reminds the students about the material that has been discuss last meeting. Before the teacher started the next activity, he or she always asked the students to answer about the information that they got in a last meeting. This section was important because through their comprehension the text, they could make a narrative writing in a good way. That is why, the students had to take a lot of information that there was in the text. So by doing this activity, they could complete the component of narrative’ schematic structure.

Last is about ‘post activity’. It meant that the teacher asked the students to write a narrative text by their own words.

The students must present their ideas in narrative writing. In this part, the teacher still reminded the students about the organization, content, and the language features of narrative text. So, they could produce their writing better.

4.2 The Organization of Narrative Text

As a narrative text, folklore has orientation, complication, resolution, and reorientation. Here, the students have to identify each part of the generic structure. This section would describe the generic structure of the students in the first meeting, second, and the third meeting.

4.2.1 The Analysis of the Students Understanding in Organization

In the organization, the students could find the chronological order of the story based on the generic structure of the text. But here, some of the students still had done some mistakes. It means that some of them could not identify the generic structure of the narrative story. Below, the writer gave some examples of the student’s generic structure in the first meeting. (6)

(6)

a. Orientation: One day, there was a toy marker called Gepetto. He lived alone at his house. One day made a beautiful doll. He called Pinocchio. He wishes it could change a real boy.Complication: One day, a magician took him away. For a moment, Pinocchio was in very dangerous adventure.Resolution: Gepetto tried to rescue him. They met inside the Belly of a whale. This made Pinocchio realized that his father loved him very much and that he had caused a lot of problems for him. Pinocchio struggle and did good things.Reorientation: Finally, the fairy godmother blessed him and changed him into a real boy. Pinocchio and his father lived happily ever after.b. Orientation: One day, there was a toy marker called Gepetto. He lived

alone at his house. One day made a beautiful doll. He called Pinocchio. He wishes it could change a real boy.Complication: Pinocchio was very naughty, when he had to go to school, he played truant, and when he had to go to the marked, and he stole some food from the store. He cheated and lied frequently.Resolution: Gepetto tried to rescue him. They met inside the Belly of a whale. This made Pinocchio realized that his father loved him very much and that he had caused a lot of problems for him. Pinocchio struggle and did good things.Reorientation: Finally, the fairy godmother blessed him and changed him into a real boy. Pinocchio and his father lived happily ever after.

c. Orientation: One day, there was a toy marker called Gepetto.

Complication: Pinocchio was very naughty, when he had to go to school, he played truant, and when he had to go to the marked, and he stole some food from the store. He cheated and lied frequently.Resolution: Gepetto tried to rescue him. They met inside the Belly of a whale. This made Pinocchio realized that his father loved him very much and that he had caused a lot of problems for him. Pinocchio struggle and did good things.

Reorientation: No reorientation

Seeing from the (a) example, the writer concluded that the students were in a good understanding. They got the generic structure of the story. They wrote well about the orientation, complication, resolution, and the reorientation of the text. While in (b) example, the students missed one of the generic structures of the text. Some of them missed the complication of the text. They still did not understand about the meaning of complication. It meant that they still made a mistake about it; (1) One day, a magician took him away. For a moment, Pinocchio was in very dangerous adventure. The writer concluded that these students were in fair understanding. In the (c) example, few of the students made some mistakes of the generic structure of the text. They missed the complication and the reorientation; Complication: One day, a magician took him away. For a moment, Pinocchio was in very dangerous adventure. Reorientation: Finally, the fairy godmother blessed him and changed him into a real boy. Pinocchio and his father lived happily ever after. So, the writer concluded that these students were in poor understanding about the generic structure.

The writer also gave some example about the second meeting of the students writing in the observation. (7)

(7)

a. Orientation: long time ago in a village near the beach in west Sumatra lived a woman and her son, Malin Kundang. Malin Kundang’s father had passed away when he was a baby and he had to live hard with his mother. Malin Kundang is a diligent child. He usually went to the sea to catch fish and brought to his mother or sold it in the town. Complication: One day, when Malin Kundang was sailing as usual, he was a merchants ship which was being a small band of pirates with his brave and power. Malin Kundang defeated the pirates. The merchant was so happy, and asked Malin Kundand to sail with him. Malin Kundand agreed. Many years later Malin Kundangbecame a rich merchant, with a huge ship, loads of trading goods, many ship crews, and….Resolution: No resolutionReorientation: No reorientationb. Orientation: long time ago in a village near the beach in west Sumatra lived a woman and her son, Malin Kundang. Malin Kundang’s father had passed away when he was a baby and he had to live hard with his mother.

Malin Kundang is a diligent child. He usually went to the sea to catch fish and brought to his mother or sold it in the town. Complication: Many years later Malin Kundang became a rich merchant, with a huge ship, loads of trading goods, many ship crews, and beautiful wife. In his journey, his ship landed on in beach. The villagers recognized him, and the news ran fast in the town. Malin Kundang became a rich man, now he is here. His mother was sadness after years of lonlyness. She ran to the beach to meet her beloved son again. When the mother came, Malin Kundang in front of his well dressed wife and his crews denied meeting that old, poor and dirty woman. For three times she begged Malin Kundang and for three times she yelled at him. At last Malin Kundang said to her, enough old woman I have never had a mother like you, a dirty and ugly person. Then he ordered his crews to set sail.Resolution: No resolutionReorientation: No reorientationc. Orientation: long time ago in a village near the beach in west Sumatra lived a woman and her son, Malin Kundang. Malin Kundang’s father had passed away when he was a baby and he had to live hard with his mother. Malin Kundang is a diligent child. He usually went to the sea to catch fish and brought to his mother or sold it in the town. Complication: Many years later Malin Kundang became a rich merchant, wiyh a huge ship, loads of trading goods, many ship crews, and beautiful wife. In his journey, his ship landed on in beach. The villagers recognized him, and the news ran fast in the town. Malin Kundang became a rich man, now he is here. His mother was sadness after years of lonlyness. She ran to the beach to meet her beloved son again. When the mother came, Malin Kundang in front of his well dressed wife and his crews denied meeting that old, poor and dirty woman. For three times she begged Malin Kundang and for three times she yelled at him. At last Malin Kundang said to her, enough old woman I have never had a mother like you, a dirty and ugly person. Then he ordered his crews to set sail.Resolution: Enraged, she cursed Malin Kundang that he would turned into a stone if he did not apologize.Reorientation: In the quite sea, suddenly a thunderstorm and he was thrown by the wave out of his ship. Fell an a small island and suddenly turned into a stone.

From the example above, there was a differentiate about the student’s generic structure of the narrative story. There, the writer can conclude that there was an improvement about the student’s understanding of generic structure. In (a) example, some of the students still made a mistake about complication. (1) Many years later Malin Kundang became a rich merchant, with a huge ship, loads of trading goods, many ship crews, and beautiful wife. In his journey, his ship landed on in beach. The villagers recognized him, and the news ran fast in the town. Malin Kundang became a rich man, now he is here. His mother was sadness after years of lonlyness. She ran to the beach to meet her beloved son again. When the mother came, Malin Kundang in front of his well dressed wife and his crews denied meeting that old, poor and dirty

woman. For three times she begged Malin Kundang and for three times she yelled at him. At last Malin Kundang said to her, enough old woman I have never had a mother like you, a dirty and ugly person. Then he ordered his crews to set sail.

They also missed two points of the generic structure. They were resolution and reorientation. (1) Resolution: Enraged, she cursed Malin Kundang that he would turned into a stone if he did not apologize. (2)Reorientation: In the quite sea, suddenly a thunderstorm and he was thrown by the wave out of his ship. Fell an a small island and suddenly turned into a stone. Here, the writer concludes that these students were in a poor criteria. In example (b), the students still made some mistakes about the generic structure of the text. They missed two points of the organization, they were resolution and reorientation. (1) Resolution: Enraged, she cursed Malin Kundang that he would turned into a stone if he did not apologize. (2)Reorientation: In the quite sea, suddenly a thunderstorm and he was thrown by the wave out of his ship. Fell an a small island and suddenly turned into a stone. Here, the writer can conclude that these students were in a fair criteria. Because, they had already understood about the generic structure of nsrrstive text. But, they still made some mistakes in their writing. In example (c), the students were in a good criteria because they had already wrote their text in a good organization too. It meant that they had already understood about the generic structure of the text. The students could mention about the orientation, complication, resolution, and the reorientation of their narrative writing.

The next example is about the student’s generic structure of narrative text in the third meeting. Here, the observer asked the students to make a narrative writing in a same topic. It was about still Malin Kundang. (8)

(8)

Orientation: long time ago in a village near the beach in west Sumatra lived a woman and her son, Malin Kundang. Malin Kundang’s father had passed away when he was a baby and he had to live hard with his mother. Malin Kundang is a diligent child. He usually went to the sea to catch fish and brought to his mother or sold it in the town. Complication: Many years later Malin Kundang became a rich merchant, wiyh a huge ship, loads of trading goods, many ship crews, and beautiful wife. In his journey, his ship landed on in beach. The villagers recognized him, and the news ran fast in the town. Malin Kundang became a rich man, now he is here. His mother was sadness after years of lonlyness. She ran to the beach to meet her beloved son again. When the mother came, Malin Kundang in front of his well dressed wife and his crews denied meeting that old, poor and dirty woman. For three times she begged Malin Kundang and for three times she yelled at him. At last Malin Kundang said to her, enough old woman I have never had a mother like you, a dirty and ugly person. Then he ordered his crews to set sail.

Resolution: Enraged, she cursed Malin Kundang that he would turned into a stone if he did not apologize.Reorientation: In the quite sea, suddenly a thunderstorm and he was thrown by the wave out of his ship. Fell an a small island and suddenly turned into a stone.

From the example above, in the third meeting all of the students had already know about the generic structure of the text. They had already written their text organization in a good way. It meant that they had already understood about the generic structure of the narrative story. So, the writer can conclude these students in the good criteria.

4.2.2 The Discussion of Finding

The numbers of the students who fell in good criteria in the first, second, and third meeting were; 4, 8, 18 students. The students who fell in fair criteria were; 29, 24, 17 students. And for poor criteria were; 5, 6, 3. They were able to understand a whole story completely. In the organization of the story, the biggest number of the students for the first writing was on fair criteria and for the last writing was on good criteria. It means that the students writing of narrative text were improved. And the writer concludes that they had already understood in their text organization of narrative writing.

4.3 The Content of Narrative Text

Content is one of the important aspects of writing. Here the students had to understand about the chronological order that there were in a text based on the generic structure. To make a good content the students had to know about the organization of the story. This section would describe about the content in the first, second and third meeting.

4.3.1 The Analysis of the Student’s Understanding in Content

By seeing from the students writing, it was found that most of the students had already understood about the mean point of the text based on its generic structure. It meant that the students were capable to understand the content of the story clearly. But, some of them still did not understand about it. It meant that, they still made some mistakes about the content of the story. Here, the examples of the student’s complication in the first meeting (9)

(9)

a. Complication: One day, a magician took him away. For a moment, Pinocchio was in very dangerous adventure.b. Complication: Pinocchio was very naughty, when he had to go to school, he played truant, and when he had to go to the marked, and he stole some food from the store. He cheated and lied frequently.

c. Complication: Pinocchio was very naughty, when he had to go to school, he played truant, and when he had to go to the marked, and he stole some food from the store. He cheated and lied frequently.

From the (a) example above could be seen that it was the mean point of the text. It meant that it was the content of the story. And some of the students had already understood about it. Here, the writer can conclude that the students were in a good criteria. In example (b) and (c) example, the students missed the content of the text. They missed about the complication. They still did not understand about the conflicts that happen in the text. This complication should be like this. (1) Complication: One day, a magician took him away. For a moment, Pinocchio was in very dangerous adventure. So, the writer concludes that these students were in fair criteria.

In the second observation the writer also gave some examples about the student’s text of complication. (10)

(10)

a. Complication: One day, when Malin Kundang was sailing as usual, he was a merchants ship which was being a small band of pirates with his brave and power. Malin Kundang defeated the pirates. The merchant was so happy, and asked Malin Kundand to sail with him. Malin Kundang agreed. Many years later Malin Kundang became a rich merchant, with a huge ship, loads of trading goods, many ship crews, and….b. Complication: Many years later Malin Kundang became a rich merchant, with a huge ship, loads of trading goods, many ship crews, and beautiful wife. In his journey, his ship landed on in beach. The villagers recognized him, and the news ran fast in the town. Malin Kundang became a rich man, now he is here. His mother was sadness after years of lonlyness. She ran to the beach to meet her beloved son again. When the mother came, Malin Kundang in front of his well dressed wife and his crews denied meeting that old, poor and dirty woman. For three times she begged Malin Kundang and for three times she yelled at him. At last Malin Kundang said to her, enough old woman I have never had a mother like you, a dirty and ugly person. Then he ordered his crews to set sail.c. Complication: Many years later Malin Kundang became a rich merchant, with a huge ship, loads of trading goods, many ship crews, and beautiful wife. In his journey, his ship landed on in beach. The villagers recognized him, and the news ran fast in the town. Malin Kundang became a rich man, now he is here. His mother was sadness after years of lonlyness. She ran to the beach to meet her beloved son again. When the mother came, Malin Kundang in front of his well dressed wife and his crews denied meeting that old, poor and dirty woman. For three times she begged Malin Kundang and for three times she yelled at him. At last Malin Kundang said to her, enough old woman I have never had a mother like you, a dirty and ugly person. Then he ordered his crews to set sail.

From the example above, the writer can conclude about the student’s understanding in their organization. In (a) example, some of the students still made a mistake about the complication. Complication: One day, when Malin Kundang was sailing as usual, he was a merchants ship which was being a small band of pirates with his brave and power. Malin Kundang defeated the pirates. The merchant was so happy, and asked Malin Kundand to sail with him. Malin Kundang agreed. Many years later Malin Kundang became a rich merchant, with a huge ship, loads of trading goods, many ship crews, and…. Here, the writer said that these students were in poor criteria because they missed some of the mean point of the complication of the text. In (b) and (c) example, the students showed their text of complication in a good way. It meant that they had already known about the conflicts that happen in the text. So, the writer concludes that these students were in good criteria.

In the third meeting, the writer also gave some examples about the students text of complication. (11)

(11)

a. Complication: Many years later Malin Kundang became a rich merchant, with a huge ship, loads of trading goods, many ship crews, and beautiful wife. In his journey, his ship landed on in beach. The villagers recognized him, and the news ran fast in the town. Malin Kundang became a rich man, now he is here. His mother was sadness after years of loneliness. She ran to the beach to meet her beloved son again. When the mother came, Malin Kundang in front of his well dressed wife and his crews denied meeting that old, poor and dirty woman. For three times she begged Malin Kundang and for three times she yelled at him. At last Malin Kundang said to her, enough old woman I have never had a mother like you, a dirty and ugly person. Then he ordered his crews to set sail.

All of these students had written their text of complication in good way. It had already known about the content of the story. They wrote the conflict perfectly. So, the writer concluded that all of these students understood and they were in good criteria.

4.3.2 The Discussion of Finding

The numbers of the students who fell in good criteria in the first, second, and third meeting were; 15, 17, 8 students. The students who fell in fair criteria were; 14, 18, 20 students and for poor criteria were; 9, 3, 10. They were able to understand a whole story completely. In the content of the story, the biggest number of the students for the first writing was on good criteria and for the last writing was on fair criteria. It means that the students writing of narrative text were improved. And the writer concludes that they had already understood about the mean point that there was in the story.

4.4 The Language Features of Narrative Text

The next aspect that important in narrative writing is language features by using language features, the students would easily to write their narrative writing because the condition of the story was shown clearly. Here, the writer gave some examples about the student’s text language features in the first, second, and third meeting.

4.4.1 The Analysis of Student’s Understanding in Language Features

Almost all of the students could construct their writing by using language features of narrative text such as, time signal: one day, long time ago, then, at last, one night, etc; use past tense: lived, made, called, brought, ran, etc. It made their writing was easily to be read and understood because the condition of the story was shown clearly by using their language features. The example of the first meeting of the student’s text language features are as follows: (12)

(12)

a. - Use past tense: he lived alone at his house, he made a beautiful doll, he called Pinocchio, he wished it could change into a real boy. - Use time words: one day, one night - Show Characteristic: Pinocchio was very naughty - Show the words action: he stole some food from the store.

In the second and third meeting, the writer also gave the example of the student’s text language features of their narrative writing. (13)(13) a. lived a woman and her son.b. he had to live hard with his motherc. he usually went to the sead. one day, when Malin Kundang sailing as usual…e. Malin became a rich merchantf. the villagers recognized himg. the news ran fast in the town.h. his mother was sadnessi. Malin Kundang in front of his well dressed wife and his crews denied to meet that old, poor, and dirty woman.j. I have never had a mother like you.k. then, he ordered his crews to set sail.l. She cursed Malin Kundang that he would turn into a stone.m. His huge ship was wrecked.n. He was thrown by the wave out of his ship.

4.4.2 The Discussion of Finding

The numbers of the students who fell in good criteria in the first, second, and third meeting were; 14, 20, 28 students. The students who fell in fair criteria were; 15, 12, 5 students. And for poor criteria were; 9, 6, 5. This

condition said that, most of the students were understood about the language features of the story. In good criteria, the students improved their writing. It means that, most of the students were capable in their narrative writing. While the students in fair criteria, it was started from the amount numbers and ended from the few. It showed that the language features of their writing were improved too. In poor criteria also can be showed that the numbers of the students were improve, because in this section the students who got mistake in their language features decrease. It means that, most of them had already understood about the language features of the narrative story.

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

The last chapter of this study is conclusions and suggestions. This chapter describes some conclusions as well as some suggestion based on the result of the study discussed in the previous chapter.

5.1 Conclusions

In this study, the researcher do not mention about the students improvement in the question research. But here, the researcher can conclude that this study had already got some improvements. For example in the first activity, the students got high score. It means that they had already understood about the composition of the narrative story. While in the last activity, they also got improvements. It means that the numbers of the students were improving, because most of them had already known about it.

This study is to describe and to analyze the student’s text composition of narrative story. It was include the student’s text organization, the student’s text content, and the last were the student’s text language features. After three times meeting, the writer concludes that most of the students had already understood about the composition of the narrative text. It can be showed from the student’s improvement in the first, second, and the third meeting in this chapter, they are:

The numbers of the students who fell in good criteria in the first, second, and third meeting were; 4, 8, 18 students. The students who fell in fair criteria were; 29, 24, 17 students. And for poor criteria were; 5, 6, 3. They were able to understand a whole story completely. In the organization of the story, the biggest number of the students for the first writing was on fair criteria and for the last writing was on good criteria. It means that the students writing of narrative text were improved. And the writer concludes that they had already understood in their text organization of narrative writing (see appendix).

The numbers of the students who fell in good criteria in the first, second, and third meeting were; 15, 17, 8 students. The students who fell in fair criteria were; 14, 18, 20 students and for poor criteria were; 9, 3, 10. They were able to understand a whole story completely. In the content of the story, the biggest number of the students for the first writing was on good criteria and for the last writing was on fair criteria. It means that the students writing of narrative text were improved. And the writer concludes that they had already understood about the mean point that there was in the story (see appendix).

The numbers of the students who fell in good criteria in the first, second, and third meeting were; 14, 20, 28 students. The students who fell in fair criteria were; 15, 12, 5 students. And for poor criteria were; 9, 6, 5. This condition said that, most of the students were understood about the language features of the story. In good criteria, the students improved their writing. It means that, most of the students were capable in their narrative writing. While the students in fair criteria, it was started from the amount numbers and ended from the few. It showed that the language features of their writing were improved too. In poor criteria also can be showed that the numbers of the students were improve, because in this section the students who got mistake in their language features decrease. It means that, most of them had already understood about the language features of the narrative story.

Folklore is a material that can make the students interesting in their narrative writing. It gives the students more ideas by knowing the composition of the narrative text. By using folklore, the students could express their ideas, and knowledge clearly in their narrative writing and produce them with good understanding. As the result, the students understanding in their narrative writing got improvement. They could write easily by using folklore, although few of the students still did not understand about the composition of narrative text. But, by using folklore the writer believes that this media would help few of the students who were lack ability in their narrative writing. It could be proved of the student’s condition on each writing.

5.2 Suggestions

There are some suggestions that the writer wrote in this chapter, it is hoped that the students more understand about the composition of narrative story. So, by using folklore their narrative writing would better that before. They are:1. The teacher should creative in giving the teaching for the students.2. The material that is given to the students has to suitable of the curriculum.3. The teacher has to explain the material up to the students has already

understood.4. The teacher has to stimulate and give the students motivate in the teaching

learning process of narrative writing.5. The teacher has to always give them a correction in their homework of

writing. So, they will give responds on their writing.

REFERENCES

Abbot, Garry and John Greenwood. 1981. The teaching of English as an International Language (A Practical Guide ). London: Collin sons and co Ltd.

Brown, H. Douglas. 2003. Language Assessment. United State of America. San Francisco University.

Clarke, John. H and Agne, Russel M. 1997. Interdiciplinary High School Teaching. (Strategies for Integrated Learning). USA. University of Vermont.

Coffin, Tristram P. 1968. American folklore. Philadelphia, Pensylvania

Danandjaja, James. 2002. Folklore Indonesia. Jakarta. PT. Pustaka Utama Grafiti.

Departemen Pendidikan Nasional. 2004. Kurikulum 2004 Standar Kompetensi (Mata Pelajaran Bahasa Inggris Sekolah Menengah Atas dan Madrasah Aliyah). Jakarta.

Harmer, Jeremy. 2002. The Practice of English Language Teaching (3rd). England: Longman

Hogue, Ann. 2003. The Essential of English: a handbook. New York. Education Inc..Lado Robert.1964. Language Teaching ( A Scientific Approach). Bombay New- Delhi: Tata MC Graw-Hill Publishing.

McMillan, James H. 1992. Educational Research. United State of America. Virginia Commonwealth University.

Oshima Alice, Ann Hogue. 1997. Introduction to Academic Writing Second Edition. New York. Addison Wesley.

Pariwara, Intan. 2008. Rangkuman Materi dan Soal-soal untuk Siswa SMU. Surabaya.

Yudhaningtyas, Ferianika. 2006. The Use of Folktale for the Improvement of the Student’s Summary. S-1 Thesis. Surabaya State University.

Appendix 1

FIELD NOTES

Meeting : 1st meeting

Date : July 14th 2010

THE TEACHING LEARNING PROCESS

(Pre-activity)

1. The teacher asked the students about the meaning of narrative text.

2. The students discussed about it.

3. The teacher gave more explanation about the meaning and the function of

narrative text.

4. The teacher explained about the organization, the content, and the language

features of narrative text

5. The teacher asked the students to gave some examples about narrative story.

(While-activity)

1. The teacher gave a short text about narrative story.

2. The students learnt about the composition of the text.

(Post-activity)

1. The teacher asked the students to write generic structure, the content, and the

language features about the story.

2. The students submit their work.

FIELD NOTES

Meeting : 2nd meeting

Date : July 15th 2010

THE TEACHING LEARNING PROCESS

(Pre activity)

1. The teacher review about the narrative text.

2. The teacher called one of the students and asked his/her to explain about the

generic structure of narrative story.

3. The teacher called one of the students and asked his/her to explain about the

content of narrative story.

4. The teacher called one of the students and asked his/her to explain about the

language features of narrative story.

(While activity)

1. The teacher gave a story of narrative text longer than the first meeting.

2. The students discussed about the composition of the story.

(Post activity)

1. The teacher asked the students to write about the story that had been given by

using their own words.

2. The students submit their work.

FIELD NOTES

Meeting : 3rd meeting

Date : July 18th 2010

THE TEACHING LEARNING PROCESS

(Pre-activity)

1. The teacher asked the student’s misunderstanding about the composition of

narrative text.

2. The students asked the teacher to give them more examples about narrative

story.

(While activity)

1. The teacher asked the students to write about the story in the second meeting

better.

(Pos-activity)

1. The teacher walked around the students to watch the student’s work.

2. The students submit their work in the end of the meeting.

Appendix 2

The Content of the First StoryOrientation: One day, there was a toy marker called Gepetto. He

lived alone at his house. One day made a beautiful doll. He called Pinocchio. He wishes it could change a real boy. One night, a fairy Godmother came and made the doll became alive. However, Pinocchio was very naughty, when he had to go to school, he played truant, and when he had to go to the marked, and he stole some food from the store. He cheated and lied frequently

Complication: One day, a magician took him away. For a moment, Pinocchio was in very dangerous adventure.

Resolution: Gepetto tried to rescue him. They met inside the Belly of a whale. This made Pinocchio realized that his father loved him very much and that he had caused a lot of problems for him. Pinocchio struggle and did good things

Reorientation: Finally, the fairy godmother blessed him and changed him into a real boy. Pinocchio and his father lived happily ever after.

The Content of the Second StoryOrientation: Long time ago in a village near the beach in west Sumatra

lived a woman and her son, Malin Kundang. Malin Kundang’s father had passed away when he was a baby and he had to live hard with his mother. Malin Kundang is a diligent child. He usually went to the sea to catch fish and brought to his mother or sold it in the town.

Complication: Many years later Malin Kundang became a rich merchant, with a huge ship, loads of trading goods, many ship crews, and beautiful wife. In his journey, his ship landed on in beach. The villagers recognized him, and the news ran fast in the town. Malin Kundang became a rich man, now he is here. His mother was sadness after years of lonlyness. She ran to the beach to meet her beloved son again. When the mother came, Malin Kundang in front of his well dressed wife and his crews denied meeting that old, poor and dirty woman. For three times she begged Malin Kundang and for three times she yelled at him. At last Malin Kundang said to her, enough old woman I have never had a mother like you, a dirty and ugly person. Then he ordered his crews to set sail.

Resolution: Enraged, she cursed Malin Kundang that he would turned into a stone if he did not apologize.

Reorientation In the quite sea, suddenly a thunderstorm and he was thrown by the wave out of his ship. Fell an a small island and suddenly turned into a stone.

Appendix 3a

THE RESULTS OF THE STUDENT’S SCORE FOR THE ORGANIZATIONName 1st Writing 2nd Writing 3rd Writing

Score Criteria Score Criteria Score CriteriaAchmad M 15 P 13 P 17 FAdya S 18 F 18 F 22 GAgung W 19 F 18 F 22 GAngga B 18 F 18 F 22 GAris S 17 F 18 F 19 FAris Sucipto 17 F 16 P 20 FAyuki K 22 G 22 G 22 GAzizah Z 18 F 21 F 19 FChandra W 23 G 25 G 23 GDedy S 20 F 21 F 19 FDeny P 20 F 21 F 20 FDessy A 21 F 24 G 23 GDevi P 21 F 22 F 22 FDewi W 21 F 22 F 22 FElys O 21 F 22 F 21 FFajar A 18 F 23 G 24 GFarin T 19 F 21 F 22 FFeri L 19 F 21 F 21 FFery F 19 F 21 G 23 GGanies P 20 F 20 G 23 GGinanjar J 21 F 20 F 16 PJuwita 21 F 20 F 23 GLina W 21 F 21 F 23 GMagus C 16 P 17 P 16 PMariyana 15 P 17 F 18 FMartanto 15 P 16 P 18 FM. Nas 19 F 21 F 19 FNita P 19 F 21 F 20 FPambajeng 20 F 21 P 23 GPutri K 20 F 20 F 23 GSandi M 20 F 19 F 24 GSandi S 25 G 25 G 24 GSeptian D 16 P 16 P 16 PSiti M 21 F 19 F 18 FSurya P 21 F 19 F 23 GVictor Y 24 G 24 G 23 GWifi A 19 F 20 F 24 GWindi A 20 F 19 F 20 F

Appendix 3b

THE RESULTS OF THE STUDENT’S SCORE FOR THE CONTENTName 1st Writing 2nd Writing 3rd Writing

Score Criteria Score Criteria Score CriteriaAchmad M 22 G 24 G 20 FAdya S 23 G 22 G 20 FAgung W 22 G 22 G 20 FAngga B 16 P 21 F 19 FAris S 19 F 19 F 21 FAris Sucipto 19 F 16 P 21 FAyuki K 22 G 23 G 23 GAzizah Z 16 P 20 F 19 FChandra W 23 G 23 G 22 GDedy S 23 G 21 F 18 FDeny P 25 G 19 F 17 FDessy A 24 G 22 G 23 GDevi P 15 P 19 F 19 FDewi W 19 F 19 F 17 FElys O 22 G 23 G 19 FFajar A 14 P 25 G 23 GFarin T 23 G 23 G 19 FFeri L 23 G 24 G 19 FFery F 26 G 22 G 22 GGanies P 22 G 22 G 23 GGinanjar J 13 P 21 F 16 PJuwita 19 F 19 F 23 GLina W 20 F 20 F 22 GMagus C 15 P 16 P 15 PMariyana 15 P 23 G 19 FMartanto 15 P 15 P 15 PM. Nas 20 F 20 F 20 FNita P 21 F 19 F 14 PPambajeng 21 F 21 F 21 FPutri K 21 F 23 G 21 FSandi M 20 F 19 F 16 PSandi S 24 G 24 G 19 FSeptian D 16 P 17 F 14 PSiti M 20 F 19 F 16 PSurya P 20 F 23 G 19 FVictor Y 22 G 24 G 20 FWifi A 21 F 19 F 16 PWindi A 20 F 20 F 16 P

Appendix 3c

THE RESULTS OF THE STUDENT’S SCORE FOR THE LANGUAGE FEATURES

Name 1st Writing 2nd Writing 3rd WritingScore Criteria Score Criteria Score Criteria

Achmad M 16 P 18 F 22 GAdya S 19 F 21 F 22 G

Agung W 16 P 20 F 16 PAngga B 15 P 20 F 23 G

Aris S 18 F 19 F 19 FAris Sucipto 18 F 22 G 22 G

Ayuki K 25 G 25 G 23 GAzizah Z 18 F 23 G 19 F

Chandra W 22 G 24 G 24 GDedy S 23 G 18 F 24 GDeny P 23 G 19 F 25 GDessy A 15 P 15 P 25 GDevi P 14 P 23 G 15 P

Dewi W 14 P 16 P 19 FElys O 24 G 23 G 22 GFajar A 24 G 25 G 23 GFarin T 14 F 23 G 22 GFeri L 13 P 22 G 19 FFery F 23 G 22 G 25 G

Ganies P 16 P 15 P 22 GGinanjar J 19 F 16 P 18 F

Juwita 14 P 20 F 24 GLina W 22 G 20 F 22 G

Magus C 19 F 15 P 16 PMariyana 23 G 23 G 23 GMartanto 19 F 16 P 15 PM. Nas 24 G 19 F 22 GNita P 18 F 25 G 24 G

Pambajeng 18 F 23 G 24 GPutri K 18 F 25 G 24 GSandi M 25 G 24 G 23 GSandi S 26 G 24 G 25 G

Septian D 19 F 19 F 16 PSiti M 18 F 22 G 22 G

Surya P 23 G 22 G 22 GVictor Y 24 G 23 G 23 GWifi A 20 F 22 G 24 G

Windi A 20 F 19 F 23 G

Appendix 4

The ESL (English as a Second Language) Composition ProfileAspect Level CriteriaOrganization

Content

Language Features

26-22

21-17

16-13

26-22

21-17

16-13

26-22

21-17

16-13

Good : The students complete the schematic structure

including orientation, complication, and

resolution.

Fair : The students mention incomplete schematic

structure.

Poor : The students could not complete the schematic

structure of narrative text, or the students

produce unclear composition without completing

the schematic structure of narrative text.

Good : Adequate important ideas and understandable

Fair : Lack of important ideas, not accurate but

communicate.

Poor : Wrong ideas, not accurate.

Good : The students be able to state the consistent simple

past tense, mention linking words, mental

process, and state the action verb.

Fair : The students state consistent simple past tense,

action verb, and linking words.

Poor : The students state inconsistent simple past tense

and cannot mention the linking verb.

Appendix 5

The Result of the Student’s Narrative writing in the First Meeting

Appendix 6

The Result of the Student’s Narrative writing in the Second Meeting

Appendix 7

The Result of the Student’s Narrative writing in the Third Meeting