c To persuade your readers, you could narrate an account of one or more of your own experiences, tell the benefits you and the residents enjoyed as a
result.
45
To sum up, actually the purpose of narration is to amuse and entertain the readers. Make them feel including in the story while they are reading and also to
inform and persuade the readers about the story.
3. Elements of Narration
Betty said that “every narrative has six elements – the who, where, when, what, why, and how of the event. The point of view from which the story is told
also influences its effect on the audience. Who was involved? Where did the action take place? When? What happened? How did it happen? Why did it
happen? Who is the narrator?”
46
It means that in writing narration, we have to consider those things. It will make us easier in writing narration. And also it
makes us easier in analyzing the narrative writing.
4. Narrative Time Signals
The writers use three methods to signal shifts in narrative time: clock time, temporal transitions, and verb tense. Those things are important to make narrative
writings are easy to understand and read.
47
a. Clock time Many writers use clock time to orient readers and to give a sense of
duration. The clock time serves the writer’s purpose by making readers aware of the speed with which actions were taken. Ex: 9: 10 P. M. John came to my house,
a split second later, within seconds, etc.
45
Barbara ,loc. Cit.
46
MattixDietsch, op. cit., p. 124.
47
Rise B. Axelrod and Cooper, op. cit., pp. 390—391.
b. Temporal transitions Temporal transitions mean the words and phrases that locate a point in
time or relate one point to another. Some familiar ones include then, when, at that time, before, after, while, next, later, first, and second.
c. Verb tense Verb tense also plays an important role in presenting time in narrative. It
indicates when the actions occur and whether they are complete or in a progress.
For example, “when my son and I arrived at the pig yard, … the pig had emerged
from his house and was standing in the middle of his yard ..”. it shows
that there are three past tenses in one sentence, simple past, past perfect, and past progressive.
5. Taking a point of view
In narrative writing, a point of view is an important part in narrative writing. It refers to the narrator’s relation to the action at hand. Basically, writers
use two points of view: a. First person
First person is used to narrate action in which the writer participated. For
instance, Tommy came at me and we talked each other. Typically, the writers use the first-person pronoun I in first person point of view.
b. Third person On the other hand, third person is used to narrate action in which people
other than the narrator were involved. The writers use the third-person pronouns he, she, and they instead of the first person I or we.
48
48
Ibid., pp. 399—400.
2
CHAPTER III RESEARCH METHODOLOGY
A. The Place and Tim
e of Research
The place of this research is SMA Dua Mei Ciputat, Jl. H. Abdul Ghani No. 135 Ciputat Timur, Tangerang Selatan. The writer chooses the first grade
students of SMA Dua Mei Ciputat to obtain the data which is used as object of this study. The research was started from 19
th
of March 2013 to the 20
th
of March 2013.
B. The Population and Sample Taking
The population of this research is the first grade students of SMA Dua Mei Ciputat, Tangsel that consists of 60 students who are distributed into two classes,
X-1 and X-2. In this research, the writer took the purposive clustering sample technique. The sample of this research is class X.2 which consists of 30 students.
The writer takes 20 students who have written texts more than 100 words because the writer gave the limitation of writing. The writer creates the writing so that the
students produce similar writing.
C. Method of the Research
In this study, the writer used the descriptive qualitative method. The writer did some procedures to have the result of the research. First, the writer gave the
written test to the students of X-2 of SMA Dua Mei; then he collected the paper test from the students as the data. Second, he identified the errors of the tenses
which are made by the students. Third, he described and classified the errors of the tenses based on types of errors from Heidi Dulay, those are Addition,
Omission, Misformation, and Misordering. The next, he counted those errors to find out which types of error which the students make the most. Last, he
interpreted the data and concluded the result of the research.
