THE USE OF "STORY SKELETON" TO IMPROVE STUDENTS' WRITING SKILL IN NARRATIVE TEXT AT THE TENTH GRADE STUDENTS AT MAN NGAWI.

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THESIS

Submitted in partial fulfillment of the requirement for the degree of Sarjana Pendidikan (S.Pd) in Teaching English

By:

Lucky Amatur Rohmani

NIM D05212019

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TARBIYAH AND TEACHERS TRAINING

SUNAN AMPEL STATE ISLAMIC UNIVERSITY

SURABAYA

2016

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LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Sebagai sivitas akademika UIN Sunan Ampel Surabaya, yang bertanda tangan di bawah ini, saya:

Nama : LUCKY AMATUR ROHMANI

NIM : D05212019

Fakultas/Jurusan : FTK/ PENDIDIKAN BAHASA INGGRIS E-mail address : luckyamatur@gmail.com

Demi pengembangan ilmu pengetahuan, menyetujui untuk memberikan kepada Perpustakaan UIN Sunan Ampel Surabaya, Hak Bebas Royalti Non-Eksklusif atas karya ilmiah :

Sekripsi Tesis Desertasi Lain-lain (………)

yang berjudul :

THE USE OF “STORY SKELETON” TO IMPROVE STUDENTS’ WRITING SKILL IN NARRATIVE TEXT AT THE TENTH GRADE STUDENTS AT MAN NGAWI

beserta perangkat yang diperlukan (bila ada). Dengan Hak Bebas Royalti Non-Ekslusif ini Perpustakaan UIN Sunan Ampel Surabaya berhak menyimpan, mengalih-media/format-kan, mengelolanya dalam bentuk pangkalan data (database), mendistribusikannya, dan menampilkan/mempublikasikannya di Internet atau media lain secara fulltext untuk kepentingan akademis tanpa perlu meminta ijin dari saya selama tetap mencantumkan nama saya sebagai penulis/pencipta dan atau penerbit yang bersangkutan.

Saya bersedia untuk menanggung secara pribadi, tanpa melibatkan pihak Perpustakaan UIN Sunan Ampel Surabaya, segala bentuk tuntutan hukum yang timbul atas pelanggaran Hak Cipta dalam karya ilmiah saya ini.

Demikian pernyataan ini yang saya buat dengan sebenarnya.

Surabaya, 31 Agustus 2016

Penulis

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ABSTRACT

Rohmani, Lucky Amatur. 2016. The Use of “Story Skeleton” to Improve Students’ Writing Skill in Narrative Text at the Tenth Grade Students at MAN Ngawi. A Thesis. English Education Department, Faculty of Education and Teacher Training, Sunan Ampel State Islamic University, Surabaya.

Advisor: Dra. Hj. Arba’iyah YS., MA

Key Words : Story Skeleton, Improve, Writing Skill

Writing is one of skills in English that should be mastered by students in Senior High School. Most of students who study English feel that writing is the most difficult skill in English. There are some reasons why writing is the most difficult skill in English such as: generate and organize ideas and put those ideas into coherent, logically ordered, sentence and paragraph organization, appropriate vocabulary, grammar, etc. While narrative text is a text that is taught often and it has quite simple generic structure. Sometimes students still face difficulties if they write a narrative text. In MAN Ngawi, teacher uses a media, story skeleton, in teaching writing narrative text. It is aimed to improve students’ writing skill in narrative text.

This study is focused on how story skeleton is used to teach writing narrative text and whether or not the use of story skeleton is able to improve students’ writing skill in narrative text. Descriptive qualitative was used as research method in this study. To know how story skeleton was used to teach narrative text, the researcher observed the teacher. To know whether or not the use of story skeleton was able to

improve students’ writing skill in narrative text, the researcher analyzed students’ writing score after and before using story skeleton. The subject of this study is 33 students from tenth grade students MIA 1 of MAN Ngawi.

The result of the research shows that the use of story skeleton to teach writing using story skeleton has been going well. It was proven that teacher did not face many problems in the process of teaching using story skeleton. Besides, students’

written text was getting better and students’ ability in writing narrative text increased. In all assessment criteria, students score increased. Structure 13%, paragraphing 12%, ideas 11%, vocabulary 11%, audience 3%, spelling 2%, character and setting 2%, sentence structure 1%, punctuation 1%, and cohesion 1%. Teacher can use story skeleton to teach writing narrative text and it may use to teach other skills.

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TABLE OF CONTENT

TITLE SHEET ... i

ADVISOR APPROVAL SHEET ... ii

ADVISOR SHEET ... iii

MOTTO ... iv

DEDICATION SHEET ... v

ABSTRACT ... vi

ACKNOWLEDGEMENT ... vii

PERNYATAAN KEASLIAN TULISAN ... ix

TABLE OF CONTENT ... x

LIST OF APPENDICES ... xiv

LIST OF TABLE ... xii

CHAPTER I: INTRODUCTION ... 1

A. Background of Study ... 1

B. Statement of Problem ... 4

C. Objective of Study ... 5

D. Significance of Study ... 5

E. Scope and Limit of Study ... 6

F. Definition of Key Terms ... 6

CHAPTER II: REVIEW OF RELATED LITERATURE ... 8

A. Relevant of Previous Studies ... 8

B. Literature Review ... 12

1. Writing ... 12

a. The Nature of Writing ... 12

b.Problems of Writing ... 13

c. Steps of Writing ... 14

d.Teaching Writing ... 17

2. Narrative Text ... 20

a. Definition of Narrative Text ... 20

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3. Media ... 23

a. The Nature of Media ... 23

b.Kinds of Media ... 24

4. Teaching Writing Narrative Text Using Story Skeleton ... 25

CHAPTER III: RESEARCH METHODOLOGY ... 34

A. Research Design ... 35

B. Subject of the Study ... 35

C. Source of Data ... 35

D. Data Collection Technique ... 37

E. Instrument of the Research ... 39

F. Data Analysis Technique ... 40

CHAPTER IV: RESEARCH FINDING AND DISCUSSION ... 43

A. Research Findings ... 44

1. The Use of Story Skeleton to Teach Writing Narrative Text ... 45

2. The Story Skeleton Improve Students’ Writing Skill in Narrative Text ... 53

B. Discussion ... 63

1. The Use of Story Skeleton to Teach Writing Narrative Text ... 63

2. The Story Skeleton Improve Students’ Writing Skill in Narrative Text ... 64

CHAPTER V: CONCLUSION AND SUGGESTION ... 66

A. Conclusion ... 66

B. Suggestion ... 67

BIBLIOGRAPHY ... xv

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CHAPTER I INTRODUCTION

This study focuses on the use of story skeleton to improve students’ writing skill in narrative text at the tenth grade students at MAN Ngawi. This chapter discusses: the background of study, the problem of study, the objective of study, the significances of study, scope and limitation of study, and the definition of key terms.

A. Background of the Study

English is learned as a foreign language started from elementary school to University. English itself is divided into two skills. The first one is receptive skill which is consisting of listening and reading. The second is productive skill which is consisting of speaking and writing. Those skills are very important for students to master it all. Harmer states1:

“...we use language in terms of four skills- reading, writing, speaking and listening. These are often divided into two types. Receptive skill is a term used for reading and listening, skills where meaning is extracted from the discourse. Productive skill is the term for speaking and writing, skills where students actually

have to produce language themselves.”

According to A.S. Hornby, writing is the activity occupation of writing for examples: books, stories or articles.2 In addition Harmer states that writing is

Jeremy Harmer, How to Teach Writing, (New York: Pearson Education Limited, 2007), 265. 2

A.S. hornby,Oxford Advanced Learner’s Dictionary of Current English Sixth Edition, (London: Oxford University Press, 2000),1383.

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a form of communication to deliver or to express feeling through written form.3

So, writing is one way for students to express their idea, thought and moreover feeling in the form of written language.

Writing is the most difficult language skill to master. There are many reasons why writing is regarded difficult. According to Simpson, the difficulty is due to the fact that a writer needs to have enough language and general intellectual skills to generate and organize ideas and put those ideas into coherent, logically ordered, intelligible sentences, paragraphs and essays.4 Besides, Richard and Renandya state that the difficulty lies on how to generate and organize ideas using an appropriate choice of vocabulary, sentence and paragraph organization, and translate these ideas into a readable text.5

Senior High School students should be able to write narrative text. It is not such an interesting and pleasure activities for them to write narrative text although the purpose of narrative text is to entertain the reader. They know many stories related to narrative text. But, if they should produce a narrative text, they still get many difficulties such as getting and generating ideas, grammatical errors, choosing appropriate words, spelling and punctuation, etc.

Jeremy Harmer, The Practice of English Language Teaching, 3rd Ed, (New York:Pearson Education Limited, 2001), 79.

Simpson.1998.Research in LanguageTeachhttp://exchanges.state.gove/forum/vols/136/no2

Vol. 36 no 2, April- June p. 34. Accessed on June 5th, 2016 5

Jack C. Richard and Willy A. Renandya, Metodology in Language Teaching: An Anthology of current Practice, (New York, Cambridge University Press:2002), 303.

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Based on preliminary research on Monday, March 28th 2016, students of

X MIA 1 admitted that they get difficulties writing especially writing narrative text. Those difficulties are getting and generating idea, compose a story sequence, vocabulary. Besides they also admitted that they just know the generic structure of narrative text but they do not really understand its part. Thus make students reluctant to write a narrative text even they have known many stories relate to narrative tezt.

Due to students’ problems in writing, the English teacher at MAN Ngawi implements a learning media for teaching writing narrative text that is story skeleton. Story skeleton provides a sequence plot structure which can be used as guidance in writing narrative text. Moreover story skeleton covers all components in narrative text such as the character, problem, problem solving, moral value, etc. Story skeleton is used as an outline before students write a narrative text. Students are guided to organize a narrative text in good order. Therefore students can solve their problem. Furthermore, students’ writing skill in narrative text improves.

There are some reasons for choosing this school as the research site. The first one is that this school is locally well-known for its good reputation in the town. It is one of the favorite schools in Ngawi. The second is that the English teacher implements story skeleton in teaching writing narrative text. While the tenth grade of MIA 1 is chosen as subject of the research because the tenth grade

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is the fresh students which come from different school and also different ability, especially in writing skill.

Narrative text is one of the texts in English that will be taught often and it has quite simple generic structure. Sometimes students still face some difficulties if they write a narrative text. While writing is the most difficult skill in English language. Hence, the researcher is eager to study on THE USE OF

“STORY SKELETON” TO IMPROVE STUDENTS’ WRITING SKILL IN

NARRATIVE TEXT AT THE TENTH GRADE STUDENTS AT MAN NGAWI. This study is conducted to find out how the use of story skeleton to teach writing narrative text and whether the use of story skeleton is able to

improve students’ writing skill in narrative text. The researcher analyzes the process of teaching writing narrative text using story skeleton and whether or not the use of story skeleton is able to improve students’’ writing skill in narrative text.

B. Problem of the Study

Based on the background of the problem, the research questions of this study are formulated as follow:

1. How is “story skeleton” used to teach writing narrative text at the tenth grade students at MAN Ngawi?

2. Is the use of “story skeleton” able to improve students’ writing skill in narrative text at the tenth grade students at MAN Ngawi?

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C. Objective of the Study

Based on the problem study above, the objective of this study are:

1. To know the use of “story skeleton” to teach writing narrative text at the tenth grade students at MAN Ngawi.

2. To know whether or not the use of “story skeleton” is able to improve students writing skill in narrative text at the tenth grade students at MAN Ngawi.

D. Significance of the Study

The finding of this study is expected to give a reference for teacher for innovation in developing teaching writing. Also it can be a consideration for teacher to implement the media which is useful to improve the quality of English teaching and learning process. Interesting learning media is expected to help students to understand the learning materials. Besides, it will give experience and new challenges for students as an effort to write a good narrative text. In addition it help students to memorize the story through imagine the part of story skeleton in their head. Therefore, by using this media English the students understand about narrative text, either the generic structure or the whole content of the text.

E. Scope and Limitation of the Study

Due to the topic discussion as the problems have been identified above, the scope and limitation of this study is the use of story skeleton in

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teaching writing narrative text to improve students’ writing skill. And the

respondent of this research is tenth grade students of MIA 1 at MAN Ngawi at the first semester 2015/2016 academic year. This study focuses on the use of story skeleton in writing activities which used by teacher to teach writing narrative text.

F. Definition of Key Terms 1. Story Skeleton

According to Oxford Dictionary, story is description of past or imaginary events, whereas skeleton is basic outline of a plan. So, story skeleton is organization of a story which involves the identification of the characters, the place, the problem, the goal, as well as the delineation of the sequence of events leading to the resolution of the previously stated problem.6

In this study what the researcher means of the story skeleton is a teaching media for narrative text which formed as human body and contained the detail of the story such as the characters, the setting, the problem, the problem solving, the goal, and the sequence of events in the story.

Public School of North calorina, NC Department of Public Instruction, Second Language Studies: Standart Course of Study and Grade Leves Competencies. (North Calorina: NC Department of Public Instruction, 2004), 201.

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2. Improve

According to Oxford Dictionary, improve is to become better than before.7 In this study the researcher means of improve is to increase the good

quality of students’ writing in narrative text. 3. Writing Skill

Writing skill is a person’s ability to express his/her mind and feeling

which is expressed in a written language, in graphic symbols so that the readers are able to understand the message inside.8 In this study the researcher

means of writing skill is students’ ability to express their idea in written

language which every student has their own ability level.

A.S. hornby,Oxford Advanced Learner’s Dictionary of Current English Sixth Edition, (London: Oxford University Press, 2000),652.

Sudaryanto. “Peningkatan Keterampilan Menyusun Wacana Narasi Melalui Penerapan Pendidikan

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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter reviews theoretical framework that deals with the current study. This review is divided into two main parts: the first part concern to the relevant studies, then continuing with literature review. The elaboration on each part is presented as follows.

A. Relevant of Previous Studies

There are some researches that conducted by the researchers related to this research. The following are the previous study relates to this research:

The first is a research conducted by Intan Karolina with the title

“Teaching Narrative Text in Improving Writing to The Tenth Grade Students of

SMA Negeri 1 Petarukan, Pemalang”.1 Her research attempted to investigate

what are the students’ ability and difficulties in writing narrative text as a

“natural” text genre. Her study also focuses on revealing what kinds of processes and circumstances that students use in their narrative seen from the transitivity

system. The finding shows that the students’ errors on their writing are verb

pattern error, sentence sprawl, and punctuation. These errors are mainly caused by over-generalization and ignorance of rule restriction that students do.

Intan Karolin. Undergraduate Thesis: Teaching Narrative Text in Improving Writing To The Tenth Grade Students of SMA Negeri 1 Petarukan, Pemalang. Semarang: Universitas Negeri Semarang, 2006.

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The similarity of this research and Intan’s research are the teaching

material is narrative text and the skill is writing. The difference between her research and this research is, this research uses media that is story skeleton to teach writing narrative text and what the result of using story skeleton to teach writing narrative text.

The second is a research conducted by Devigantari Agusta with the title is

“Improving Students’ Ability in Writing Narrative Texts Using Short Animated

Stories”.2_{Her research is aimed at improving students’ ability in w}

riting narrative texts using short animated stories. The result indicated that students made considerable improvement in some aspects of writing skills such as content, organization, vocabulary and grammar and mechanics.

The similarity between this study and her study is the use of media to teach writing narrative text. Besides there have differences between this study and

Devigantri’s study. Those are media that is used is different, she used short animated story while in this research used story skeleton. The, the aim of the her

research is to know the improving students’ ability while this research focuses on

how the use story skeleton to teach writing narrative text and what the result of the use story skeleton in teaching narrative text.

The third is a bachelor thesis written by Hana Skrivankova with the title is

“Storytelling in a Classroom and Its Usage for Development of Listening and

Devigantari Agusta. Undergraduate Thesis: Improving Students’ Ability in Writing Narrative Texts Using Short Animated Storiesat Class VIIC at SMPN, Sanden Bantul in Academic Year of 2013/2014. Yogyakarta: Universitas Negeri Yogyakarta, 2015.

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Speaking Skill”.3 In her research, she discusses about the use of story skeleton as

a preparation for telling a story. She describes that story skeleton helps the teacher remember the main points of the story and subsequently tell the whole story without any confusing pieces of information. The preparation means writing down a plot outline and major information about the characters in minimal form. It provides a bare frame of the story, records the essential parts, whereas the teacher task is focus on the development of such elements.

The similarity with this study is the media that is story skeleton. In this study story skeleton is used as media for teaching writing narrative text whereas

in Hana’s thesis, story skeleton is used by the teacher as his/her preparation before telling a story. Story skeleton is suitable for teaching writing narrative text because it shaped as an outline of a story. In writing a story, the author requires an outline that contains detailed information even outline of a story to be written. Therefore the story skeleton can be used to assist the process of writing a story.

The fourth is a bachelor thesis conducted by Tatum Ariesya Akmala

entitled “The Use of Animated Film to Improves Students’ Ability in Writing

Narrative Text”.4

Her research is aimed to know the implementation of animated film in teaching narrative text, how is the ability of students in writing narrative

Hana Skivankova. Bachelor thesis: Storytelling in A Classroom and Its Usage for Development of Listening and Speaking Skill. Czechoslovakia: Masaryk University Brno. 2008. 4

Tatum Ariesya Akmala. Undergraduate thesis: The Use of Animated Film to Improves Students’

Ability in Writing Narrative Text (A Classroom Action Research at The 10thGrade of Madrasah Aliyah Negeri Pemalang in The Academic Year of 2010/2011. Semarang: Wali Songo State of Institute for Islamic Studies, 2011.

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text, how can animated film improve students’ ability in writing narrative text.

The result of her research is the ability of students to write narrative text improves. It is because they can catch the idea because they watch and know the

plot. The similarity between this study and Tatum’s research is the use of a media in teaching writing narrative text. Whereas the difference is the media used in this study is story skeleton.

The fifth is a journal written by Shutta Crum with the title is “Story

Skeleton: Teaching Plot structure with Picture Books”.5

She discusses about teaching plot structure using story skeleton. She stated that story skeleton can help students to master the sequence of the action in a story. Sometimes students are falter which items of the story that should go first, second, and third of the action in a story. Story skeleton provides a sequence of event which occurs in the story. It guides students to place the plot structure correctly.

The similarity with this study is the media that is story skeleton. In this study story skeleton is used as media for teaching writing narrative text whereas Shutta Crum used story skeleton to teach plot structure with picture books.

B. Literature Review 1. Writing

a. The Nature of Writing

Shutta Crum. Article: Story Skeletons: Teaching Plot Structure with Picture Books. (Michigan: Library of Michigan, 2005), 1-8.

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Harmer states that writing is a process that we write is often heavily influenced by constraints of genres then these elements have to be present in learning activities.6 Boardman states that writing is a continuous process of thinking and organizing, rethinking, and reorganizing.7 Writing is a powerful tool to organize overwhelming events and make them manageable. Writing is really a form of thinking using the written word.

Furthermore, according Essay writing can be specified into four categories. The first is expository. Its writing gives information or explains something through a carefully crafted mix of key points and critical support. The second is persuasive. It attempts to convince the reader that a point of view is valid, or to persuade the reader to take specific action. The third is narrative. It recounts a personal experience that all details work together in an integrated way to create a complete story with beginning, development and turning point, and resolution. And the fourth is imaginative. It invents a situation, perspective or story based on the writer's imagination.

Thus, it can be noted that the writing can be classified into cognitive domain and affective domain. Cognitive domain from the opinions which can be based on facts and reality such as recount,

Jeremy Harmer, The Practice of English Language Teaching, 3rd Ed, (New York: Pearson Education Limited, 2004), 86.

Cynthia A Boardman. Writing to Communicate: Paragraph and Essay. (New York: Longman, 2002), 11.

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exposition, articles, reports, etc. Whereas the affective domain from the imagination which can be based on fiction such as story, spoof, poetry, dramas, etc.

b. Problems of Writing

According to Msanjila there are six common problems that may occur when doing writing.8 Those problems are capitalization problem, punctuation problem, inexplicitness or fuzziness, poor organization or illogical sequence, spelling problem, and the last is grammatical errors. The students should pay attention on those six points to be able to make good writing text.

c. Steps of Writing

Writing is one of productive skills that need a process. To have a good product of writing, the writer should have a good process of writing. The writer should have a good plan and a clear purpose to make the readers understand the message.

According to Harmer writing process is the stages that a writer goes through in order to produce something in its final written form. There are four steps in writing processes: 9

Y. P. Msanjila. 2005. Problems of Writing in Kiswahili: A Case Study of Kigurunyembe and Morogoro Secondary Schools in Tanzania. Nordic Journal of African Studies, Vol 14(1) , 15–25.

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1) Planning

When planning, the writer has to think about three main issues. In the first place, they have to think about purpose of their writing since this will influence not only the type of text the wish to produce, but also the language they use and the information they choose to include. Secondly, they have to think about the audience, they are writing for, since this will influence not only the shape of writing, but also the choice of language. Thirdly, writer has to consider the content of the structure of the piece that is how best to sequence the fact, idea or argument which they have decided. This stage called pre-writing.

2) Drafting

The first version of writing called draft. The writer must use the idea that he generated in the planning as a guide. This stage needs an editing for checking the text.

3) Editing

It is almost impossible to write a perfect paragraph on the first try. The first try is called first draft. Perhaps the order of information is not clear enough or the discourse marker is wrong. The way to revise and improve the first draft is called editing.

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Editing is essential part of preparing a piece of writing for public

reading or publication. Richards and Willy stated that “in editing,

the writers check grammar, spelling, punctuation, diction, sentence structure, and accuracy of supportive textual material such as

quotations, examples and the like”.

4) Final Version (Final draft)

Writers have edited their draft, making the changes they consider to be necessary, they produce their final version. This may look considerably different from both the original plan and the first draft, because things have changed in the editing process. But the writer is now ready to send the written text to its intended audience.

Ramirez states that writing can be done through some phases as the following quotes:10

“Writing activities can be structured along developmental, process-oriented, and proficiency-based models. A process oriented approach would call for a prewriting phase, a drafting or writing stage, and a revising phase. Each phase would enable students to focus their attention on different aspects of written communication: content, organization, purpose, audience, and grammatical accuracy.”

A.G.Ramirez, Creating Context for Second Language Acquisition. (New York: Longman, 1995), p.300

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Thus, it can be concluded that writing needs a process. The first is planning, in this stage students write list of their ideas, the structure and the purpose of the text. The second is drafting. After they choose the topic, the structure and the purpose of the text, they generate it all into paragraph. The third is editing. In this phase, students check grammar, spelling, punctuation, diction, sentence structure, organization of the paragraph, etc. The fourth is revising. Students do final check of the text. They can read the text and recheck. If it necessary they can make changes, and produce a final version of the written text. Therefore, they need to check the text twice in order to make sure that there are no mistakes.

d. Teaching Writing

Harmer states that teaching means to give (someone knowledge) or to instruct or train (someone).11 This means that the teacher performs a specific task or activity intention to encourage students to learn. So, teaching writing means that the teacher gives some knowledge about writing activity to students so that they can write a text well. Teaching writing is important because

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digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id Writing is a skill which is important in school and after school; writing for many students is a skill which can unlock the language arts. Students who have never read before often begin to read in the writing program. They have to read their own words to find out what they have said and decide how to say it more effectively; writing is thinking; writing is an ethical act, because the most important quality in writing is honesty; writing is a process of self-discovery; writing satisfies man’s primitive hunger to communicate; writing is an art, and art is profound play...(Abridged from Donald Murray 1973: 1234:1237). Brown classifies linguistics aspects into micro skills and communicative aspects into macro skills of writing. The list of micro and macro skills of writing is presented as follows.

1) Micro skills of writing

a) Produce writing at an efficient rate of speed to suit the purpose. b) Use acceptable grammatical systems, such as tense, agreement,

pluralization, pattern and rules

c) Express a particular meaning in different grammatical forms.

d) Produce graphemes and orthographic patterns of English.

e) Produce an acceptable core of words and use appropriate word order patterns.

2) Macro skills of writing

a) Use the rhetorical forms and conventions of written discourse.

b) Appropriately accomplish the communicate functions of written

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c) Convey links and connection between events, and communicate

such relations as main idea, supporting idea, new information, given information, generalization and exemplification.

d) Distinguish between literal and implied meanings when writing.

e) Develop and use battery of writing strategies, such as accurately

assessing the audience„s interpretation, using prewriting

devices, writing the fluency in the first drafts, using paraphrases and synonyms, soliciting peer and instructor feedback, and using feedback for revising and editing.

Teaching writing well is not easy. It must be several steps to be successful in teaching writing. Harmer states that there must be five steps at least in teaching writing.12 The first step is demonstrating. In this stage, teachers give students examples of a text type that is going to be learned. They are explained in details, like its purpose, social functions, and grammatical feature. Students are given an understanding related to the differences among text types. The second step is motivating and provoking. In this phase, teachers are about to provoke and motivate students in finding ideas with fun ways. Teacher can construct an eliciting stage, for example, teacher prepares some jumble pictures to be shown.

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From the pictures, students can find their ideas. They can ask teachers for the correct sentences after they get ideas.

The third step is supporting. In writing process, students often have many questions to ask. It indicates that they need a lot of help from the teacher. Mostly they ask about language features, such as vocabulary, grammar, punctuation, and many others. Here, teacher should be available to help students in classroom. The fourth is responding. Responding here means the teacher only gives comments and suggestions without giving

full correction on students’ work. The last step is evaluating. It is

considered as a must in every task or activity. In this phase, teacher

judges students’ final product and gives score. Teacher gives correction

on each mistake so that students know their mistakes and further it can be a reflection for them. They can learn from those mistakes.

2. Narrative Text

a. Definition of Narrative Text

Meyers states that narrative is one of the most powerful ways of communicating with others.13 A good written story lets your reader response to some event in your life as if it were own. They not only understand the event, but they can almost feel it. The action, details, and dialogue put the readers in these seem and make it happen for them.

Alan Meyers.Gateways to Academic Writing: Effective Sentence, Paragraph, and Essays. (New York: Pearson Education Inc.2005), 52.

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Moreover, Anderson states that narrative is a piece of text tells a story and, in doing so, entertains or informs the reader or listener.14

According to Thomas S. Kane narrative is a meaningful sequence of events told in words. Sequence involves an arrangement in time for example the movement from the first event to the last event constitutes the simplest chronology. However, chronology is sometimes complicated by presenting the events in another order: for example, a story may open with the final episode and then flash back to all that preceded it.

From these opinions, it can be said that a narrative text is usually a product of writing in the form of a story which happened in the past in a certain time. The story is ordered in chronological plot which can be enjoyed by the readers. It also contains a moral value. The purpose of narrative story is to entertain and give a moral value for the reader.

b. Generic Structure of Narrative Text

Derewianka states that the steps for constructing a narrative are:15

1) Orientation, in which the writer tells the audience about who the character in the story are, where the story is taking place, and when the action is happen.

Mark Anderson and Kathy Anderson.Text Types in English 2.(SouthYarra: MacmillanEducation Australia PIY LTD, 1997), 8.

Beverly Derewianka.Exploring How Texts Work. (London: Primary EnglishTeachingAssociation, 1990), 32.

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2) Complication, where the story is pushed along by a series of events, during which we usually expect some sort of complication or problem to arise. It just would not be so interesting if something unexpected did not happen. This complication will involve the main character(s) and often serves to (temporally) toward them, for reaching their goal. Narratives mirror the complications we face in life and tend to reassure us that they are resolvable.

3) Resolution

In a satisfying narrative, a resolution of the complication is brought about. The complication may be resolved for better or for worse, but it is rarely left completely unresolved (although this is of course possible in certainly types of narrative, which leave us wondering (how is the end?).

In addition, Coffman and Reed state that narratives have been described as having several common components including a setting, plot (series of episodes based on goals, attempts, outcomes), resolution or story ending.16

Gerry A. Coffman and Melissa D Reed.2010.The True Story of Narrative Text: From Theory to Practice(http://www.emporia.edu/teach/ncate/documents/CoffmanandReed.pdf , 20 April 2016)

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Meanwhile, Anderson shows the steps for constructing a narrative text. They are: (1) Orientation, it is the opening story which tells about the characters, the setting of time and the setting of place. (2) Complication, that containing some events of the story. (3) Sequence of events, where the characters react to the complication. (4) Resolution, where the characters finally solve the problem in the complication. (5) Coda contains a comment or moral values which can be learned from the story, but this is an optional step.17

Based on the statements above, it can be concluded that narrative text has three generic structures those are: (1) Orientation which introduces the characters of the story (the main character and perhaps the minor character), where the story takes place, and time when the story happened, (2) Complication which contains of the problem that faced by the characters and sometimes unexpected event happened, (3) Resolution which tells how the problem is solved. So this part is the end of the story.

3. Media

a. The Nature of Media

Media are the means for transferring or delivering messages. It is called the educational medium when the medium transfers message for the

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purpose of teaching.18In addition, Gagne and Briggs cited on Azhar’s book

stated that medium is device used to deliver content of material which includes some of books, recorder, video, film, photograph, picture, television, and computer. Moreover, Azhar states that medium is a component of learning source or physical vehicles that consists of

instructional material in students’ environment which can motivate students

to learn.

Thus, it can be concluded that media is a tool used in teaching process to help teacher transfer the message to the students. Media will help students to gain knowledge, skill, moreover attitude. It is hoped that teaching using media, the students will be motivated in learning especially English. So that students will be easy in receiving the materials.

b. Kinds of Media

In general, there are three kinds of media. They are audio, visual, and audio visual media. Audio media are media that can be listened to, while visual media are media that can be seen. Kasbolah states media that involve the senses of sight and hearing are named as audio visual media.19Furthermore, he states that there are some visual media in general,

Christine.1991.The Importance of Educational Media in Teaaching. Bulettin of Social Education. Vol.20, pp.61-88. from http://www.fed.cuhk.edu.hk/en/bse/9120/9120061.html accessed on 02/052016 10:30.

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and they are (1) still pictures, (2) realia, (3) drawing or teacher-made drawing, and (4) charts, posters, cartoons, and real objects.

Based on Oxford Learner’s Dictionary visual media are a picture, map, piece of film, video, map, etc. used in teaching to help people to learn or understand something.20 It can be also defined as things that can be seen which are used as teaching aids.

Heinich and Molenda mention that the primary function of visual media is to serve as more concrete referent to meaning than to spoken or written words.21 Furthermore, they stated that visual media could also motivate learners by increasing their interest in a text or presentation. They attract attention, sustain attention, and generate emotion. Re-interaction is another function of visual. They can underscore the information in printed material or verbal narration by presenting it in a different form. Visual can simplify information that is difficult to understand and remember. It is better for teacher to use visual media in their teaching activity. In addition, they state that a chart should have a clear, well-defined instructional purpose.

Story skeleton is composed of mixture of chart and picture. Chart forms in human body and picture shows the characters of the story. It expresses only one story concept that is narrative story. Story skeleton

20_{Oxford Learner’s Dictionary}

, 2002, 1446. 21

Robert Heinich, Michael Molenda, and James Russel.1993.Instructional Media: and The New Technologies of instruction. Canada: John Willey & Sons, Inc.

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highlights the important points of a story such as brief description of introduction, complication, and resolution. It is presented on different part of the chart (human body) which on each part of the body has its purpose. The students write a story with the guidance from the story skeleton as their story outline. It helps students to write the story simple and understandable.

4. Teaching Writing Narrative Text Using Story Skeleton

According to Oxford Dictionary, story is description of past or imaginary events while skeleton is basic outline of a plan, piece of writing, etc. Story skeleton is organization of a story which involves the identification of the characters, the place, the problem, the goal, as well as the delineation of the sequence of events leading to the resolution of the previously stated problem.22 Story skeleton is only drawn in the form of human body.

Many teachers use a variety of story-mapping techniques to help children see relationships between ideas, including clustering, webbing, and listing items and actions that belong to the beginning, middle, or end of a story but how a student knows which items listed in the "middle" section of a story map should go first, second, third? Sometime it is the sequencing

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of the action in a story that can cause the student to falter.23 Furthermore she says that his step can be mastered through the use of visual and textual examples of standard plot structures. Stories have internal structures that hold them up, too. Knowing what the skeleton of a story looks like early in the process makes knowing what to write next in the drafting and revising steps a lot easier.

Story skeleton can be used for teaching reading, speaking, and writing. In teaching reading using story skeleton, the story skeleton is used as a book report. The students are given a mystery book of a story. They analyze contain of the story book. In this project, students read about the story. Use the pieces of the body that are provided. Put the skeleton together with brass fasteners, string, or yarn. All sentences need to be typed, cut out, and glued to the part of the body in which it belongs. The direction of each part is below:

Picture 2.1 Story Skeleton Book Report

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1. Head : draw and color the face of the main character. Write

your name on the back of the head.

2. Chest : draw and color the setting where and when the story

takes place.

3. Hips : write 1-3 sentence in your best writing that explain

the main problem or adventure in the book.

4. Upper Arms: write the names of other important characters. Add

how each relates to the problem or main character. 5. Lower Arms: write interesting details from the book.

6. Thighs : write other problems that the character must solve on

the way to solving the main problem.

7. Lower Legs : write ways the character gets out of the adventure or solves the main problem – the climax and solution.

8. Feet : write one thing you like about the book on each foot.

Concerning to the use of story skeleton to teach reading, story skeleton is used in telling story. Teacher and students can use story skeleton before they tell a story. Sometimes, teacher needs to tell a story in

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teaching process. It is quite obvious that before telling a story the teacher should spend certain time with preparation. Teacher should be confident of the storyline and know exactly how to begin and finish the story. Besides, Wright states that careful preparation provides teachers and students with great amount of confidence within telling story, it contributes to the fact

that learners grasp the teacher’s narration clearly, and it enables the

teachers to concentrate on the pupils as well, not solely on the story.24 The preparation of the skeleton means writing down a plot outline and major information about the characters in minimal form. The skeleton then provides a bare frame of the story, records the essential parts, whereas

the teacher’s task is to focus on the development of such elements. The skeleton enables teacher to look occasionally into it during narrates a story. Teacher should avoid memorizing the story except from the expressions and phrases typical for the particular story or fairy-tale. Hence, making a story skeleton helps teacher remember the main points of the story and subsequently tell the whole story clearly, without any confusing pieces of information.

For the students, they need to make an outline of a story before presenting telling story. They are not suggested to memorize all the content of the story moreover each word. They have to remember the main point of

Andrew Wright.Pictures for Language Learning (5th ed.). (Australia: Cambridge University Press, 1989), 78.

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the story such as the characters, setting (place and time), the problem and problem solving, and others which have been placed in story skeleton. It helps students to memorize the story. So that the students telling a story clearly without any confusing information.

Furthermore, story skeleton is used to help students to make scaffolding first for their writing before they construct it completely. It helps them to keep their idea of their writing. In this study the teacher adapts story skeleton from teaching book report and telling story to teach writing with the purpose is students are able to make a story. Here is the story skeleton for writing:

Picture 2.2 Story Skeleton for Writing

1. Head : Writes the main character and the title on the head

2. Upper body: writes the setting where and when the story take 4

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place.

3. Upper arms: writes the other important characters. Gives the character’s name and why they are important.

4. Hips : Writes the main problem and one paragraph about

Summary of the story.

5. Lower arms: Provides interesting details from the story.

6. Thighs : Write other problems that the character must solve on

the way to solving the main problem.

7. Legs : Explain how the main character solves the main

problem.

8. Feet : State the moral value that can be taken on each foot.

The collaboration between story skeleton and steps of a good writing is good to guide students to write narrative text. Teacher explains the steps to use story skeleton. Firstly teacher asks students to choose one story about legend as the topic. It is called as planning. Secondly teacher guides students to make an outline of their story using story skeleton. This phase is called as drafting step. In this step teacher asks students to write the title and the main character on the head of the skeleton. Then, students write the setting of the story on the part of story skeleton number 2. Then, students write the supporting characters or other important characters and give the reason why they are important in the part number 3. After that, students

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write the main problem and also one paragraph about summary of the story in the part number 4.

The next is, students write the interesting thing from the story in the part number 5. It represents the reason why they choose this story. In the part number 6, students write other problem that occurs. A story may have more than one problem. Afterwards, students explain how the main character solves the main problem. It is placed in the part number 7. The last part, students provide moral value which can be learned from the story. This phase can be stated as drafting step.

After students finish in making outline, they start to write and develop the story skeleton into paragraphs. When they have done, they should re-read the text in order to check whether or not there is a mistake. This also means students do editing step. The next step is revising. Students re-read one more to make sure that there are no other mistakes on their writing.

The story skeleton is suitable for teaching writing narrative text. There are some considerations that make story skeleton suitable for teaching writing narrative text. Story skeleton provides detail part of a story. In the body skeleton consist of story plot. Students are guided to write a story in sequence. The sequence of the story that shown in body skeleton, starts from the introduction of character, place and time. The next sequence of events shows where the characters face problems. And the last is how the characters

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resolve the problems faced. Beside that students allow to expand the story such as the events or problems and the character. But it should be underlying the theme.

Bill states that skeleton gives the basic sequence of characters and events without the embellishments.25 Furthermore he states that story skeleton is the bones of the story which allows students to focus or expand the story. Also story skeleton allows students to add description and movement to a character that was barely mentioned in original.

Bill Gordh. Stories in Action: interactive tales and learning activities to promote early literacy.

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digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id CHAPTER III

RESEARCH METHOD

The research method has some elements that cover in some headings: research design, subjects of the study, source of data, data collection technique, instrument of the research, and data analysis technique.

A. Research Design

Hatch stated that qualitative study is intended to explore reality about human behaviors within natural setting and context.1_{In addition a qualitative study}

does not start with hypothesis, so there is no interference in the form of control or treatment in the participants (the students and the teacher). According to Wiersma qualitative research investigates the complex phenomena experienced by the participants by the examining peoples’ words and action in descriptive ways.2

Due to the goal of this study was to know the use of story skeleton and whether or not the story skeleton is able to improve students’ writing skill in narrative text, the researcher focus on how to teach writing narrative text using story skeleton and to know whether or not story skeleton is able to improve

students’ writing skill in narrative text. There was no treatment managed by the researcher into the setting and participants so it runs naturally without any obtrusive from the researcher.

J.A.Hatch. Doing Qualitative Research in Education Setting. (Albany, New York: SUNY Press, 2002), 65.

Wiersma.ResearchMethodsinEducation:AnIntroduction. (NewYork:lBLippincottCompany, 1989), 120.

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digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id B. Subjects of the Study

This study took place in a senior high school in MAN Ngawi. There were some reasons for choosing this school as the research site. The first one was that this school is locally well-known for its good reputation in the town and one of the favorite schools in Ngawi. The second was that this school had complete facilities to support teaching and learning process such as LCD, projector, speaker, and multimedia room. It made the teacher easier to implement various teaching model in teaching English especially writing narrative text.

33 students of X MIA 1 in academic year 2015/2016 were chosen as the subject of the study. This class consists of 27 females and 6 males. The reason of choosing X MIA 1 as the subject of study was based on teacher recommendation and they came from various backgrounds and had different experience in writing narrative text.

C. Source of Data

In this study the researcher gathers the data from various sources. The description of the source of data was explained below:

1. Teacher and Students

The researcher designed interview for the teacher and the students. The researcher interviewed the teacher in order to gain information about how the process of teaching writing narrative text using story skeleton. The result of interview helped to answer the first research question.

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The researcher also interviewed the students in order to get information

about students’ reflection before using story skeleton in writing narrative text

and after using story skeleton in writing narrative text. The result of students’ interview helped to answer the second research question.

2. Lesson Plan

Lesson plan was used to know teacher’s way in teaching narrative text using story skeleton, the learning model, the material that had been taught and the process of teaching writing text using story skeleton. It also strengthened the interviews’ result. Therefore, the researcher got the valid data.

The lesson plan was designed for three meetings. At the first meeting, teacher gave a material about narrative text and she asked students to write a narrative text about the legend of a place such as Roro Jonggrang as known as Prambanan Temple, The Legend of Banyuwangi, The Legend of Surabaya, Sangkuriang which as known as The Legend of Tangkuban Perahu, and The Legend of Crying Stone. Students had to choose one of the topic above as their writing topic. At the second meeting the teacher explained about story skeleton and asked students to analyze a narrative text about The Lake of Color using story skeleton. At the third meeting, the teacher explained about steps to write a good writing text and asked students to write a narrative text using story skeleton as the outline. The theme of the writing was about personal narrative text such as Timun Mas, The Golden Snail, Lutung Kasarung, Malin Kundang, Jaka Tarub and Nawang Wulan, and Bawang Putih dan Bawang Merah.

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digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id 3. Syllabus

Syllabus was one of the source data in this study. It was used to ensure that narrative text was taught in the tenth grade students at MAN Ngawi. The narrative text was taught in the second semester at X MIA 1 at MAN Ngawi. In the syllabus mentioned that the material was narrative text with the legend was the theme of the narrative text.

4. Students’ Writing Score

It consisted score of students’ writing narrative text before using story skeleton and after using story skeleton. The result helped to answer the second research question that story skeleton was able to improve students’ writing skill in narrative text. It showed students’ different score before and after using story

skeleton so that it could be seen the improvement of students’ writing skill in

narrative text.

D. Data Collection Techniques 1. Observation

Observation is the most basic method for obtaining data in qualitative research.3 This technique was not only communicating with people (e.g. interview, and questionnaire) but also with other natural objects that happen in the places of research.4_{The researcher used nonparticipant observation which}

DonaltAry, et. Al. Introduction to Research in Education, Sixth Edition (USA: Wadsworth Thomson Learning Group, 2002), 430.

Sugiyono. Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif, dan R&D. (Bandung: CV. ALVABETA, 2009), 203.

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meant that the researcher only came as an observer without participating in learning narrative text using story skeleton. Observation was used to get data about the process of teaching narrative text using story skeleton and students’ activity during the lesson

The observation was conducted on Monday, May 2nd until 16th. The researcher came to the school and observed the process of teaching and learning in the classroom using story skeleton.

2. Interview

Interview is a dialogue who is done by the interviewer to get information from informant.5 According to Riduwan the interview is a way of collecting data to take direct information from the resource. Interview is used to gather data from people about opinions, beliefs, and feelings about situation in their own words.6 It can be concluded that interview is communication between interviewer and informant in order to get information which can help the researcher completing the valid data.

The interview was done on Tuesday, May 17th until 18th. On Tuesday,

May 17th the researcher interviewed the teacher while on Wednesday, May 18th

the researcher interviewed the students.

Arikunto Suharsimi,ProsedurPenelitianSuatuPendekatanPraktik, Ed Revisi VI, (Jakarta: PT. Rineka Cipta, 2006), 155.

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digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id 3. Documentation

Documentation was used to gather, provide evidence of fact, and strengthen the data. In this research the document was the written information. Documentation consisted of score of student’s writing before using story skeleton and after using story skeleton.

E. Instrument of The Research

In this qualitative research, the instruments were used as the means to gain the data were presented below:

1. Observation checklist

Observation checklist was made based on process and steps in teaching writing narrative text using story skeleton. It consisted of some stages such as preparation, teaching, media, class management, and assessment. In preparation covered teacher preparation before she taught narrative text using story skeleton and after using story skeleton. In teaching stages, the researcher observed process of teaching using story skeleton. In media covered the effectiveness and the efficient of media that used in teaching. Class management covered classroom condition during teaching and learning using

story skeleton such as time allocation, students’ activity, and variety seating

arrangement. Then, in assessment covered how teacher assessed students’

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digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id 2. Interview

Interview guideline consisted of questions that intended to the teacher and the students in order to get information about teaching and learning process of writing narrative text using story skeleton in the classroom. It consisted of eight questions for teacher and four questions for students. The questions for teacher covered process of teaching and learning in the classroom, difficulty in using the media (story skeleton), how to assess students’ writing result, and whether

story skeleton is able to improve students’ writing skill or not. Interview guideline for students consisted questions about students’ commentary during learning writing narrative text using story skeleton.

F. Data Analysis Technique

To analyze this data, the researcher used the theory from Gay and Arasian. According to Gay and Arasian the steps of analyzing the data were: data managing, reading and memoing, describing, classifying, and interpreting.7 The description of each steps were below:

1. Data Managing

In this step, the researcher collected all of the data from the observation, interview, and documentation, and checked the completeness of the data. Then, the researcher managed all of the data in good order. The data divided into folders according to its type (observation, interview, documentation). The

L. R. Gay and Peter Airasian. Educational Research: Competencies for Analysis and Application (6th ed). (Saddle River, New Jersey: Prentice Hall, 2000), 239-241.

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researcher collected all results of the observation checklist, result of interview

from teacher and students, and students’ writing score.

2. Reading and Memoing

In this step, the researcher read the result of observation checklist, interview, and documentation. In the process of reading, the researcher also highlighted the important sentences and made notes for the important parts of the data that needed more explanation. The researcher highlights some important factor in the process of learning. In addition, the researcher re-listens and re-reads the interview’s result. Then, the researcher highlights the some important answers from the students that used to get some information about their opinion about writing narrative text using story skeleton.

3. Describing

The researcher describes all of the data includes observation checklists,

the interview’s result, and students’ writing score. This step describes all important things about the data, such as, where the data from, how the data taken, and so on.

4. Classifying

In classifying step, the researcher classifies the data. The observation checklists are classified based on the categorized of the data. For the

interview’s data, the researcher classifies based on the order of the students’ interview. Then, for the documentation data, the researcher classifies the writing result based on the result of writing score before using story skeleton

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and after using story skeleton. It is divided again based on the highest score and the lowest score of writing score before using story skeleton and after using story skeleton.

5. Interpreting

In this step, the researcher interprets the data into the result to make the data understandable. The researcher makes the conclusion of the observation checklist. In addition, the researcher also makes the conclusion based from the

interview’s result. Then the researcher makes conclusion of the documentation

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CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter demonstrates about finding and discussion. In the finding draws result of the research about how the story skeleton used to teach writing narrative text and whether story skeleton is able to improve students’ writing skill in narrative text or not. While other parts, discussion explains about information that get from finding.

A. RESEARCH FINDINGS

This research is an observation research on the use of story skeleton to teach writing narrative text. It is aimed to know how story skeleton is used to teach writing narrative text and what the result of using story skeleton to teach writing narrative text at the tenth grade students of MAN Ngawi specially class X MIA 1 in the academic year of 2015/2016.

The research had been conducted on May 2nd - 18th 2016. On May May 2nd

- 16th 2016 the researcher did the observation of teaching and learning in the classroom using story skeleton. While May 17nd - 18th 2016 the researcher interviewed the teacher and students. The researcher interviewed the teacher about the use of story skeleton to teach writing narrative text. The researcher also interviewed the students to know their comment about writing narrative text using story skeleton. Then, the researcher checked the observation checklist based on the result of interview on teacher. After that, the researcher asked the

teacher about the data of students’ writing score before using story skeleton and

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after using story skeleton. After wards, the researcher interviewed the students in order to know their comments about writing narrative text using story skeleton. The descriptions of results are as follow:

1. The Use of Story Skeleton to Teach Writing Narrative Text

The use of story skeleton to teach writing narrative text covers some aspect. The descriptions of the results are explained below:

Table 4.1 The Result of Observation on Teaching Narrative Text Using Story Skeleton

Rated Aspects Yes No Note

A. Preparation

1. Syllabus in accordance with the curriculum √

2. Lesson plan in accordance with the syllabus √

3. Learning materials in accordance with the objective of lesson

√

4. Learning materials in accordance with

students’ level √

5. Teaching technique in accordance with the objective of the lesson

√

B. Teaching

1. Follow a sequence of learning materials using story skeleton

√

a. Pre-learning

1. Conducts apersepsi activity (such

as showing a figure of story skeleton and ask students to guess what this means)

√

2. Delivers competency standards

and learning objectives

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b. Main learning

1. Provides observing activity (such

as pay attention when teacher explain the material)

√

2. Provides asking activity (such as

teacher stimulates students to ask about the story skeleton or the material)

√

3. Provides exploring activity (such

as students analyze a story using story skeleton and wite a narrative text using story skeleton)

√

4. Provides associating activity (such as student presents the result of their discussion in their group and student check his/her friend task)

√

5. Provides communicating activity

(such as student persents their result of gorup discussion in front of class)

√

c. Closing

1. Involves students in a reflection or summary

√

2. Provides closing activity or task as remedial or enrichment

√

2. Variety of learning activity in teaching using story skeleton

√

3. Provides the opportunity for students to ask question to teacher

√

4. Provides the opportunity for students to interact with other students

√

C. Media

1. Effective and efficient

a. Raises students interest of the lesson √

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c. Helps students to understand the

lesson

√

d. In simple shape √ For some students

it was bored because the shape only human body.

e. Is cheap √

f. Is easily obtained √

2. Engages students in the use of media √

3. Interesting

a. Makes the learning process fun and

not boring

√

b. Has unique design and colorful √ For some students

the design was monotonous.

D. Class Management

1. Time allocation in accordance with the lesson plan

√ Teacher need

5-10 minutes in the second and third meeting

2. Involves individual and group activities √

3. Variety seating arrangement √ Only in group

activity that students seat with their group while the desk was united.

E. Assessment

1. Conducts final assessment √

2. Rubric in accordance with the objectives √

Based on the research findings, the descriptions of the use of story skeleton to teach writing narrative text are described as follow:

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Based on the observation, the syllabus is in accordance with the curriculum. Then, the objectives of the teaching and learning of writing narrative text using story skeleton has been related to the standard competency and base competency stated in the syllabus. Learning material

is in accordance with the objectives of the lesson and students’ level. The

teaching technique is also in accordance with the objectives of the lesson. The teacher taught writing narrative text in three meeting. The first meeting was not used story skeleton while the second and third meeting, teacher used story skeleton. In the first meeting teacher asked students to write a narrative text with the theme was about the legend of a place.

Teacher provided some title such as: Roro Jonggrang as known as

Prambanan Temple, The Legend of Banyuwangi, The Legend of Surabaya, Sangkuriang which as known as The Legend of Tangkuban Perahu, and The Legend of Crying Stone.1

In the second meeting, teacher asked students to analyze narrative text about The Legend of Lake Color using story skeleton. It was a group work. While in the last meeting, teacher asked students to write narrative text using story skeleton as the outline. The text that students wrote was

about personal legend. Teacher provided some titles such as: Timun Mas,

The Golden Snail, Lutung Kasarung, Malin Kundang, Jaka Tarub and Nawang Wulan, and Bawang Putih dan Bawang Merah.

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digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id skeleton. It can be seen on the table 4.5. Moreover, students’ ability in writing narrative text increases. It can be seen on chart 4.1.

The highest criterion which increases is structure. This is in accordance with Shutta Crum that story skeleton can help students to master the sequence of the action in a story.5 It provides a sequence of event which occurs in the story. It guides students to place the plot structure correctly.

Besides useful in writing a story, these media can help students to remember or memorize a story. As Bill states in his book that story skeleton sets students up to tell the story depend on what students’ need.6

It is because the skeleton gives the basic sequence of character and events.

www.shuttacrum.com accessed on April, 3rd 2016

Bill Gordh. Stories in Action: interactive tales and learning activities to promote early literacy.

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CHAPTER V

CONCLUSION AND SUGGESTION

This chapter presents conclusion and suggestion related to the research findings and discussion.

A. Conclusion

Based on the research findings, the conclusion can be drawn as follows:

1. The used of story skeleton to teach writing narrative text follows some steps.

The first is planning. Students’ choose the topic and think about the

structure. In this step students used story skeleton as the outline. Students fill

all skeleton’s body which has represented the content of a story. The second

is drafting. Here students generate the ideas and the structure into all paragraphs (orientation, complication, resolution). Students write a paragraph which refers to the points on story skeleton. They place in accordance with the generic structure of the text. The third step is editing. Here students check the organization of the paragraph, grammar, vocabulary etc. Then the last step is revising. Students re-read and re-check whether

there is a change or not. Here the students’ written text is ready to be read.

Story skeleton can be used for teaching writing narrative text as an outline before students write a narrative text. And it all was going well.

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2. The story skeleton improves students’ writing skill in narrative text are explained in two categories. The first one is based on their writing score. Story skeleton can increase students’ writing ability. It can be seen on the results are the structure criterion increases 13%. The paragraphing criterion increases 12%. Ideas criterion also increases 11%. Vocabulary criterion increases 6% while audience criterion increases 3%. Then spelling criterion and character and setting criterion increase 2% of each criterion. Sentence structure, punctuation, and cohesion increase about 1% of each criterion. The second is students’ commenter about the use of story skeleton in writing narrative text. Story skeleton is an effective media for teaching narrative text.

It raises students’ interest to the lesson, leads students’ attention, and helps

students to understand the lesson. On the other hand, they feel confuse to determine the other problems that occur in the story. Then they hope there is another form of story skeleton. So it is not only form as human body.

B. Suggestion

The findings and discussion in chapter IV encourages the researcher to give some advices as a result of this study.

1. For students

This research can be used to motivate students to learn and to make students remember or memorize a story. Moreover it can be taken many

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advantages of the activities that have been designed by the teacher to decrease students’ difficulty in writing narrative text.

2. For teacher

From the results of the study, the researcher suggests that teacher would better use audio as supporting media in teaching process because the school has complete facility which can be used in teaching and learning English. It will make the learning process more attractive by the use of audio-visual learning. It will help students to improve students’ skill.

Also, teacher should better provide activity which can enrich

students’ vocabulary. It can be designed as a mini game in warming up session. It will attract students’ interest into the lesson. They will get ready to accept the material with a pleasure. It will help students to improve their skill.

3. For other researchers

The findings of this study are expected to be used as consideration for other researchers who plan to study related to the use of story skeleton in teaching other language skill such as reading, listening, and speaking.

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THE USE OF "STORY SKELETON" TO IMPROVE STUDENTS' WRITING SKILL IN NARRATIVE TEXT AT THE TENTH GRADE STUDENTS AT MAN NGAWI.

THESIS

By:

Lucky Amatur Rohmani

NIM D05212019

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TARBIYAH AND TEACHERS TRAINING

SUNAN AMPEL STATE ISLAMIC UNIVERSITY

SURABAYA

2016

CHAPTER II

REVIEW OF RELATED LITERATURE

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The Use of Diary Writing to Improve Eight Grade Students' Writing Skill at SMPN 3 Malang

THE USE OF ANIMATION MOVIES TO IMPROVE STUDENTS’ WRITING SKILL OF NARRATIVE TEXT (AN ACTION RESEARCH CONDUCTED AT THE ELEVENTH GRADE OF SMAN 1 TERAS IN 2010 2011)

The use of edmodo to improve the eighth grade students` writing skill in SMPN 1 Yogyakarta

THE USE OF THINKING MAPS TO IMPROVE THE WRITING SKILL OF GRADE VIII STUDENTS AT SMPN 2 SRANDAKAN IN THE ACADEMIC YEAR OF 2014/2015.

The use of SWELL to improve the students writing ability of narrative text at eleven grade of SMA GIKI 2 Surabaya.

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Dukungan

Links

THE USE OF "STORY SKELETON" TO IMPROVE STUDENTS' WRITING SKILL IN NARRATIVE TEXT AT THE TENTH GRADE STUDENTS AT MAN NGAWI.

THESIS

By:

Lucky Amatur Rohmani

NIM D05212019

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TARBIYAH AND TEACHERS TRAINING

SUNAN AMPEL STATE ISLAMIC UNIVERSITY

SURABAYA

2016

CHAPTER II

REVIEW OF RELATED LITERATURE

Parts

Dokumen yang terkait

THE USE OF PEER REVIEW IN FACEBOOK GROUP TO IMPROVE STUDENTS’ WRITING SKILL AT THE SECOND YEAR STUDENTS OF SMAN 2 GENTENG

The effectiveness of clustering technique in teaching writing of narrative text at the tenth grade students of SMA PGRI 56 Ciputat

The Use of Diary Writing to Improve Eight Grade Students' Writing Skill at SMPN 3 Malang

THE USE OF ANIMATION MOVIES TO IMPROVE STUDENTS’ WRITING SKILL OF NARRATIVE TEXT (AN ACTION RESEARCH CONDUCTED AT THE ELEVENTH GRADE OF SMAN 1 TERAS IN 2010 2011)

The use of edmodo to improve the eighth grade students` writing skill in SMPN 1 Yogyakarta

THE USE OF THINKING MAPS TO IMPROVE THE WRITING SKILL OF GRADE VIII STUDENTS AT SMPN 2 SRANDAKAN IN THE ACADEMIC YEAR OF 2014/2015.

The use of SWELL to improve the students writing ability of narrative text at eleven grade of SMA GIKI 2 Surabaya.

USING THE MIND MAPPING TECHNIQUE TO IMPROVE THE ENGLISH WRITING SKILL OF THE TENTH GRADE STUDENTS AT MAN YOGYAKARTA III IN THE ACADEMIC YEAR OF 2012/2013.

The Use of Clustering Technique to Improve Students Writing Skill on Narrative Text for the Eighth Grade Students of SMP Nusantara Tuntang in the Academic Year 2017/2018 - Test Repository

The Use of Poem to Improve Students’ Ability in Writing Descriptive Text at the Tenth Grade of Ummul Mukminin Islamic Boarding School Makassar - Repositori UIN Alauddin Makassar

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