\ e Prefabricated Patterns
In prefabricated patterns, learners use memorized stock phrases. These phrases can be found in pocket bilingual phrase books.
B. Theoretical Framework
Senior high school students should be able to produce texts. The latest curriculum named KTSP Kurikulum Tingkat Satuan Pendidikan Curriculum at
the School Level, shows that senior high school students should be able to write many genres in English. A genre is the type of a text. There are many genres, each
of which has its own characteristic. A genre is characterized by its textual features including generic structure and linguistic features.
A narrative genre is important for senior high school students to master. Meanwhile, the tenth grade students of SMU N 2 Klaten actually have difficulty in
developing a narrative text. Thus, the narrative texts written by the tenth grade students of SMU N 2 Klaten become the focus of this study.
To be able to write a narrative text, students should understand the narrative text’s characteristics shown in its textual features. This study wants to
describe the student’s textual features of a narrative text. To describe it, the writer needs to construct checklists to check the students’ textual features. The theories
on textual features that are described by, as presented in Theoretical Description section, Hardy and Klarwein, the Ministry of Education, Wellington, New
Zealand and CSWE are used as references to construct the checklists of the students’ textual features.
23 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
\ The theories presented by Hardy and Klarwein, the Ministry of Education,
Wellington, New Zealand and CSWE state that the textual features of a narrative text are the generic structure and linguistic features. The theories state that generic
structure of a narrative text includes orientation, complication, and resolution. While the linguistic features of a narrative text comprise vocabulary that is
relevant to the subject matter, past tense, adjectives to describe characteristic andor appearances of the characters in the text and time transitions.
This study also investigates the possible causes of the most frequent error in applying textual features of a narrative text. Questionnaires would be
constructed based on the analysis of the students’ texts. Knowing the most frequent errors occur in the students’ narrative texts, the writer constructs and
distributes questionnaires to the tenth grade teachers and the students. After gathering the data from the questionnaires, the writer also conducts interview with
some students to reveal the possible causes of the most frequent errors occurred in the narrative texts.
Referring to Brown 2000: 224 – 227, here are the possible sources of errors: interlingual transfer, intralingual transfer, context of learning and
communication strategies. Interlingual transfer is resulted from the native language while the intralingual transfer is resulted from the target language.
Context of learning can be the cause of the students’ errors when the students are mislead by the teacher andor the book. Communication strategies can also be the
possible causes of a student’s errors in his narrative text. 24
\ CHAPTER III
METHODOLOGY
This chapter discusses the methodology used in the study. The discussion includes those related to research method, research participants, research
instruments, data gathering technique, data analysis technique, and research procedure.
A. Research Method
