\
Table 3.2 Linguistic Features Checklist
Linguistic Features Vocabulary that is
relevant to the subject matter
events, context, setting and
characters Use past
tense Use time
transitions Use adjectives
to describe setting,
characteristic and
appearances
1 2
3 4
5
S tude
nt ’s
T ext
N um
be r
… Total
Percentage The writer analyzed the students’ textual features and put the data in the two
checklists. The result of each table was also counted and presented in a percentage data as supplementary information using the following formula:
Percentage = X 100
After the writer analyzed the texts, the writer constructed questionnaires. The results of the questionnaires were also analyzed and described. Having the
results of the questionnaires, the writer conducted interviews with some students. The results of the interviews were then analyzed and described to verify the result
of the questionnaires.
F. Research Procedure
The procedure of this study contained 8 steps. They were preparing the research, gathering the students’ narrative texts, analyzing the textual features,
The sum of the present and correct features Total samples
31 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
\ constructing questionnaires and distributing them, analyzing the questionnaires,
conducting interview, analyzing the interview and writing down the report. 1 Preparing the research
The writer asked permission to SMU N 2 Klaten and to the Head of English Language Education Study Program to conduct the research. The writer
also observed the students’ ability in developing a text by asking the teacher about the students’ text.
2 Gathering the students’ narrative texts The writer gathered the students’ narrative texts as the data of this study.
The data were in the form of documents. 3 Analyzing the textual features of the texts
There were two checklists used to analyze the students’ textual features. They were the generic structure checklist, which consisted of the generic structure
items, and the linguistic features checklist, which consisted of linguistic feature items. The writer described the presence or absence and the correctness or
incorrectness of the generic structure and linguistic features of the students’ narrative texts. The result of each checklist was then also counted and presented in
a percentage data. The description of the students’ generic structure and linguistic features of their narrative texts answered the first question formulated in the
problem formulation of this study. 4 Constructing questionnaires and distributing them
Finding the frequency of the errors in applying textual features of a narrative text, the writer constructed questionnaire whose items reveal the
32 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
\ possible causes of the most frequent errors. The questionnaires were then
distributed to the students and the teachers. 5 Analyzing the questionnaires
The response of the questionnaire were then analyzed and described. 6 Conducting interview
Describing the result of the questionnaire, the writer conducted interview. The writer interviewed ten students to substantiate the result of the questionnaire.
7 Analyzing the interview The result of the interview was then analyzed and described. The result of
the questionnaire and interview answered the second question formulated in the problem formulation of this study.
8 Writing down the report After making preparation, gathering the students’ narrative texts,
analyzing the textual features, constructing questionnaires and distributing them, analyzing the questionnaires, conducting interview and analyzing the interview,
the writer wrote down the report. 33
\ CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
This chapter presents the result of this study which answers the questions in the problem formulation in chapter 1. The questions in the problem formulation
are 1 what textual features do the tenth grade students’ narrative texts have? and 2 what are the possible causes of the most frequent errors in the textual features
of the tenth grade students’ narrative texts? The first instrument, the tenth grade students’ texts, was analyzed to answer the first question. The second and the
third instrument, which are the questionnaire and interview, were used to answer the second question. The writer, firstly, presents the result of the tenth grade
students’ narrative texts analysis to answer the first question. Secondly, the writer presents the result of the questionnaire and the interview analysis to answer the
second question. Thirdly, the writer also presents other findings that are worth to be discussed.
A. The Textual Features of the Students’ Narrative Texts
