TEACHING WRITING DESIGN BASED ON THE STUDENTS DIFFICULTIES IN WRITING NARRATIVE TEXTS.
TEACHING WRITING DESIGN BASED ON THE STUDENTS’
DIFFICULTIES IN WRITING NARRATIVE TEXTS
A THESIS
Submitted to the English Department, Faculty of Languages and Arts,
State University of Medan, in Partial Fulfillment of the Requirements
for the Degree of Sarjana Pendidikan
By:
SRI WAHYUNI
Registration Number 2102121013
ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2014
ACKNOWLEDGEMENT
First of all, “Alhamdulillah” the writer would like to thank to the Almighty
God, Allah SWT for His blessings, so the writer is able to accomplish her thesis as
a partial fulfillment of the requirements for the degree of SarjanaPendidikanat the
English Department, Faculty of Languages and Arts (FBS) in State University of
Medan (UNIMED).
During the process of writing, the writer realizes that she can’t accomplish
without support from many people. The writer would like to express her sincere
gratitude to:
Prof. Dr. IbnuHajarDamanikM.Si., as theRector of State University of
Medan;
Dr. IsdaPramuniati, M.Hum., as the Dean Faculty of Languages and
Arts, Vice Dean I, II, III, and all the administrative staff;
Prof. Dr. Hj. Sumarsih, M.Pd., as the Head English Department, Faculty
of Languages and Arts;
Dra. MasitowarniSiregar, M.Ed., as the Head of English Education
Study Program;
Dr. SitiAisahGinting, M.Pd., as her Thesis Consultant;
Drs.LidimanSahatMartuaSinaga, M.Hum., as Academic Consultant;
RafikaDewiNst, S.Pd, M.Hum., as her Thesis Reviewer;
Miswandi, S.Pd, M.Pd., as the Headmaster of SMPN 2 Secanggang and
all the Teachers;
Mr. Rukiatno, S.Pd., as her English Teacher;
ii
The writer’s beloved parents, Sanroji and Samini., for their endless love,,
support, motivation, and prayers during the writer’s whole life, she also
thank to her brothers, Rimen, Riden, and Mukhlasin., who always give
support and motivation during the writer’s education; and for her young
brothers, AgusSalim and Muhammad Yunus, to motivate her life;
BIDIK MISI UNIMED, as her Scholarship Program;
HMJ-BSI UNIMED and KAMMI, as her beloved Organization;
Her
best(HalimatunHusnaRambe,
Angrayni
Dian
NoviaNst,
RisqaIndina, Anisa, Liza Insyirah, Yusrumaida, RabiatulAdawiyah,
DesikaRinanda,
AkhyarRasyidi
and
AyuPebriana),her
close
friendsBersyebah and Rose, and all class members of Regular A, B, C
2010.
The writer realizes that the content of this thesis is still far from perfect,
but she warmly welcomes any constructive suggestions that will improve the
quality of this thesis. She hopes this thesis would be useful for those who are
interested in the field of study.
Medan,Agustus 2014
The writer,
Sri Wahyuni
iii
ABSTRACT
SRI WAHYUNI. TEACHING WRITING DESIGN BASED ON THE
STUDENTS’ DIFFICULTIES IN WRITING NARRATIVE TEXTS. A
THESIS. MEDAN: ENGLISH DEPARTMENT OF LANGUAGE AND
ARTS FACULTY STATE UNIVERSITY OF MEDAN
This study deals with error analysis on the use of past tense. The objective of this
study is to find out the students difficulties in writing narrative texts, the dominant
kinds of difficulties, and to propose the teaching writing design based on the
students’ difficulties. The sample of this study was the second year students of
SMPN2 Secanggang. This study used qualitative research; a case study. The data
were collected by asking the students to write narrative texts based on their
experiences or their favorite stories. From 35 students, there were 9 students did
not face difficulty in writing narrative texts and 26 students faced difficulties.
There were three kinds of difficulties made by the students, where 152 cases or
80,85% difficulties in using past tense, 26 cases or 13,83% difficulties in using
conjunction, 10 cases or 5,32% difficulties in adjective. The result shows the
dominant kind of difficulty was the use of past tense were 152 cases or 80,85%.
To solve the students’ difficulties in writing narrative texts, the writer propose a
teaching writing design of comic strips, syllabus, and lesson plan to be applied by
the teacher of English.
Key word: Students’ Difficulties, Teaching Writing Design
i
LIST OF TABLES
Table
Page
2.1
Table of Generic Structure of Narrative Text ...........................................
17
2.2
Table of the Example of Narrative Text .....................................................
19
4.1
The Classification of Students’ Errors ........................................................
44
4.2
The Classification of Students’ Difficulties ..............................................
48
4.3
Percentage of Students’ Difficulties ............................................................
50
vi
LIST OF APPENDIXES
APPENDIX
Page
Appendix ALesson Plan .............................................................................................
59
Appendix B Syllabus ...................................................................................................
87
Appendix C Students’ Work Sheets........................................................................
101
vii
1
CHAPTER I
INTRODUCTION
A. Background of the study
English gives a big influence to Indonesia education by adding English
lesson into its curriculum starting from elementary level until University.
According to National Curriculum (2004), each level of English education in
Indonesia has its own objectives. Furthermore, as states in English standard
competence and basic competence of KTSP curriculum the first objective of
English teaching for Junior High School, students are expected to develop
communication competence both in speaking and writing to achieve functional
literacy stage.
English as the most common international language functions needs some
basic skills that consist of speaking, listening, reading, and writing. From the four
basic skills mentioned above, writing is much more difficult. Moreover, Hyland
(2003: 3-14) states writing is not just arranging words into a sentence, linking the
sentences into a paragraph, and ordering the paragraphs into a text. It also requires
grammatical and lexical knowledge, understanding in applying the grammatical
knowledge into different context and purposes and knowledge of topic that are
going to be written.
As Heydari and Bagheri (2012) state that writing is a complex process
even in the first language. Undoubtedly, it is more complicated to write in a
foreign language. Consequently, lost of researchers have intended to identify the
common errors EFL students make in writing the second language. Of course, a
better understanding of the errors and the origin of such errors in the process of
1
2
EFL writing will help teachers know students’ difficulties in learning that
language. Moreover, it will aid in the adoption of appropriate teaching strategies
to help EFL students learn better. From this statement, the writer concludes that
the research about analyzing students’ text is very important to do because by
knowing the students’ difficulties, the teacher can solve the students’ problems.
Based on Educational Unit Level for the Junior High School students, it
states that one of the main objectives of learning English is to be able to write
various short functional text type, monologue and essay in some text genres. One
of the important genres needed to be mastered in the eighth grade syllabus is
narrative text. Narrative text is a text about story that can be in the form of:
folklore, animal story (fable), legend or short story, novels, etc. There are some
kinds of conflict, social problems amusement in narrative text (Silviana: 2008).
Furthermore, one way that can be used to find out students’ difficulties in
writing narrative text, the writer conducted the observation at second grade
students of Junior High School in Secanggang. And the result of the observation
shows that the students face difficulties in using past tense. Past tense as one of
the most important parts of language features in narrative text has a big influence
in producing a good text. It is the same as what Pardiyono (2007: 114) states that
past tense is one of the most frequently used tense to tell about past activities of
events.
Based on observation, most of the students found difficulties to write a
Narrative text not only in using past tense in making sentences but also less in
vocabulary. This condition is in line with Knapp and Watskin (2005: 220) which
3
consider narrative as a least understood of all the genres. In this research, the
writer attempts to investigate how students’ difficulty in writing a narrative text.
The results of this study are expected to provide valuable information on what
students’ difficulty in writing a narrative text, so the teacher can choose
appropriate teaching strategy to help students to develop their narrative writing
Furthermore, if in conducting a research the writer finds the same problem
with the observation. So, to solve the students’ difficulties in writing narrative
texts, the writer proposes a solution based on the teaching and learning narrative
texts by using Comic Strips. From the series of pictures, the students are expected
to gain the ideas easily from the chronological order of the story. The students are
also able to practice grammatical rules through this media by changing direct
speech in the speech balloon into indirect speech (Megawati and Anugerahwati,
2012). On the other hand, Raimes (1983:38) states, A picture sequence, such as a
comic strip, provides the subject matter for writing narrative and for speculating
about the story beyond the pictures in the strip. It is also provides material that
offers guidance on vocabulary, sentence structure, and organization.
Beside that the writer proposes the teacher to apply Comic Strips through
the use of comics in the classroom presented by McCoy cited in (http://thtjapan.org/proceedings/2010/002_014_mccoy.pdf). In this application of comic
strips, it can help the students to learn comprehensively, build critical thinking and
increase literacy among other skills. Therefore, the application of comic strips is
expected to be able to solve the students’ difficulties in writing narrative texts.
4
B. The Research Problem
The study in this research is always based on a problem since the problem
is the main case which will be discussed by the writer. A problem is a question
raised for inquiry, consideration or solution. In conducting a research, the
problems must be stated clearly so that the objectives of the study and method can
be meaningful. The problem of this study is stated as follow questions:
1. What difficulties are faced by eighth grader students in writing narrative texts?
2. What is dominant difficulty made by eighth grader students in writing narrative
text?
3. From the obtained data, what can be proposed by the writer to help students’ in
improving their writing skill?
C. The Objective of the study
To summarize the research background, this study is concerned to
accomplish the following purposes:
1. To investigate the difficulties are faced by eighth grader students in writing
narrative texts.
2. To discover a dominant difficulty made by eighth grader students in writing
narrative texts.
3. To help students of English as a Foreign Language (EFL) in improving their
English writing skill.
5
D. The Scope of the Study
This study only focused on analyzing students’ error in writing narrative
text. The aspects that are concerned cover students’ difficulties in writing
narrative texts that focus on using past tense, conjunction, and adjective. In other
words, the writer focuses on analyzing students’ errors in making sentences.
E. The Significance of the Study
The result of this study is expected to be useful for:
1) Theoretically, the teachers of English know what the students’ difficulties in
writing narrative text, so the teacher can choose appropriate teaching strategy
in teaching narrative texts.
2) Practically, the students’ of English able to write narrative texts in a good
language features, to avoid sentences errors, and they are interested in
learning English.
54
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. Conclusions
This study is mainly aimed at describing the students’ difficulties on the
use of past tense, conjunction and adjective in writing narrative texts by analyzing
the students’ difficulties based on the surface strategy taxonomy. After analyzing
the students’ difficulties, conclusions are drawn as: From 35 Second Grade
Students of Junior High School, there were 9 students did not face difficulty in
writing narrative text and 26 students faced difficulties in using Past tense. It was
the most dominant difficulty from all the difficulty categories.
B. Suggestions
The result of the finding showed that there are many problems faced by the
students in writing narrative texts, especially for the three types of linguistics
features of narrative texts. So, the writer would like to propose the teaching
writing design as suggestion to help the teacher solves the students’ problems in
writing narrative texts. They are:
1.
Applying Comic strips
The English teacher applies comic strips in teaching narrative texts in the
classroom. The teaching strategy of comic strips is based on McCoy’s strategies.
They are: Make A Title, Add-A-Panel, Comic Jigsaw, Fill It Up, and Create
Narrative Text. It is important in order to minimize the students’ difficulties in
using past tense and to enrich the students’ knowledge in structure.
54
55
2.
Applying Syllabus and Lesson Plan
The English teacher applies syllabus and lesson plan designed by the
writer based on the 2013 curriculum. It is important to teach students the role how
to learn English in the classroom and make the students are interested in learning
English, especially in learning how to write a good narrative texts.
3.
The students should try to learn how to use past tense in writing narrative
texts.
56
REFERENCES
Aimah, S. Journal LENSA: Demonstration as a medium in the teaching of writing
procedure text: An action research conducted in the seventh grade of SMP
Agus Salim Semarang in the academic year 2008/2009. Vol 1. No 2. 2011.
Akbar, A. 2004. Journal Theory and Practice in Language Studies: Error
Analysis and Second Language Acquisition. Iran: University of Medical
Science and Health Service. Vol. 2, No. 5. pp. 1027-1032. 2012.
Ary, Donald, et al. 2010. Introduction to Research in Education. Eight Edition.
Autralia: Wadsworth Cengage Learning.
Barras, R. 2005. Student Must Write. A Guide to better writing in coursework and
examinations. Routledge.
Brown Douglas H. 2000. Principles of Language Learning and Teaching. New
York: Addition Wesley.
Burke, et al,. 2005. Dissertation The Role of Teaching Learning Media in
Teaching Biology in OBE-Classes. The North-West University.
Harmer, J. 2004. How to Teach Writing. Malaysia: Longman.
Hartono, T. Ragam Jurnal Pengembangan Humaniora: The Realization of
Written Texts In The Junior High School English Text Book. Vol. 11 No.
1, 2011.
Heydari, P and Baghari, S.M. 2012. Journal Theory and Practice in Language
Studies: Error Analysis: Sources of L2 Learners’ Error. Vol. 2, No. 8. pp.
1583-1589. 2012.
Hussain, Z, et al. 2013. Interdisciplinary Journal Of Contemporary Research In
Busines: An Error Analysis Of L2 Writing A Higher Secondary Level In
Multan Pakistan. Vol 4, No 11. 2013.
Hyland, K. 2002. Teaching and Researching Writing. Great Britain: Longman.
John, H.P. The Journal of Aesthethic and Art Critism: Narrative in Comics. 2009
Kafipour, R. and Khojasteh, L. Journal of CSCanada: The Study of
Morphological, Syntactic, and Semantic Errors Made by Native Speakers
of Persian and English Children Learning English. Vol.3. No. 2. pp. 109114. 2011.
56
57
Knapp, P and Watkins M. 2005. Genre, Text, Grammar: Technology for Teaching
and Assessing Writing. New South Wales: University of New South
Wales Press.
Megawati, F and Anugrahwati, M. TEFLIN Journal : Comic Strips: A study on
the teaching of writing narrative texts to Indonesian EFL Students.. Vol
23, No 2, 2012.
Pardiyono. 2007. Pasti Bisa!! Teaching Genre-Based Writing. Yogyakarta: ANDI
Petel, M.F. and Jain, M.P. 2008. English Language Teaching: Methods, Tools &
Techniques: Jaipur; Sunrise
Raimes, A. 1983. Technique in Teaching Writing. Oxford University Press.
Saragih, A. 2013. Discourse Analysis “A study on Discourse Based on Systemic
Functional Linguistic Theory. Unimed, Medan (unpublished).
Siahaan, S. 2008. Issues in Linguistics. First Edition. Yogyakarta: GRAHA
ILMU.
Silviana, E. 2008. Journal An Analysis on Students Difficulties in Translating
Narrative Texts. (online).
(http://publikasi.stkipsiliwangi.ac.id/files/2012/12/08220072-erry-s.pdf).
Accessed on February, 09. 2014.
Smith, A. 2006. Teaching With Comics. University of Lethbridge.
http://www.nextthinking.blogspot.com/narrative-text.2014.
Accessed on February 10.
http://www.rachmatwahidi.wordpress.com/genre-of-the-text.2014.
Accessed on February 15.
http://www.politness.ac.id/narrative-text-linguistic-features.2014.
Accessed on March 25.
http://thtjapan.org/proceedings/2010/002_014_mccoy.pdf/comic-strips-in-theclassroom.2014.Accessed on March 27.
http://www.profdurv.com/Magazine/article.aspx?i=139/the-nature-ofmeasurement:part2-mistakes-and-errors.2014 Accessed on March 27.
http://www.slideshare.net/MelissaFerrer/learner-errors-and-error-analysis.2014.
Accessed on April 01.
58
http://www.mangatank.com/manga/hack-yonkoma/v1/c5/3-1. 2014.
Accessed on July 05
http://www.mangaupdates.com/series.html?category=4-koma.2014.
Accessed on July 05
http://www.mangaupdates.com/series.html?category=Collection+of+Stories+%2F
+Oneshots. 2014. Accessed on July 06
http://www.slideshare.net/guruonline/pedoman-implementasi-kurikulum-2013final-17907802. 2014. Accessed on July 06
DIFFICULTIES IN WRITING NARRATIVE TEXTS
A THESIS
Submitted to the English Department, Faculty of Languages and Arts,
State University of Medan, in Partial Fulfillment of the Requirements
for the Degree of Sarjana Pendidikan
By:
SRI WAHYUNI
Registration Number 2102121013
ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2014
ACKNOWLEDGEMENT
First of all, “Alhamdulillah” the writer would like to thank to the Almighty
God, Allah SWT for His blessings, so the writer is able to accomplish her thesis as
a partial fulfillment of the requirements for the degree of SarjanaPendidikanat the
English Department, Faculty of Languages and Arts (FBS) in State University of
Medan (UNIMED).
During the process of writing, the writer realizes that she can’t accomplish
without support from many people. The writer would like to express her sincere
gratitude to:
Prof. Dr. IbnuHajarDamanikM.Si., as theRector of State University of
Medan;
Dr. IsdaPramuniati, M.Hum., as the Dean Faculty of Languages and
Arts, Vice Dean I, II, III, and all the administrative staff;
Prof. Dr. Hj. Sumarsih, M.Pd., as the Head English Department, Faculty
of Languages and Arts;
Dra. MasitowarniSiregar, M.Ed., as the Head of English Education
Study Program;
Dr. SitiAisahGinting, M.Pd., as her Thesis Consultant;
Drs.LidimanSahatMartuaSinaga, M.Hum., as Academic Consultant;
RafikaDewiNst, S.Pd, M.Hum., as her Thesis Reviewer;
Miswandi, S.Pd, M.Pd., as the Headmaster of SMPN 2 Secanggang and
all the Teachers;
Mr. Rukiatno, S.Pd., as her English Teacher;
ii
The writer’s beloved parents, Sanroji and Samini., for their endless love,,
support, motivation, and prayers during the writer’s whole life, she also
thank to her brothers, Rimen, Riden, and Mukhlasin., who always give
support and motivation during the writer’s education; and for her young
brothers, AgusSalim and Muhammad Yunus, to motivate her life;
BIDIK MISI UNIMED, as her Scholarship Program;
HMJ-BSI UNIMED and KAMMI, as her beloved Organization;
Her
best(HalimatunHusnaRambe,
Angrayni
Dian
NoviaNst,
RisqaIndina, Anisa, Liza Insyirah, Yusrumaida, RabiatulAdawiyah,
DesikaRinanda,
AkhyarRasyidi
and
AyuPebriana),her
close
friendsBersyebah and Rose, and all class members of Regular A, B, C
2010.
The writer realizes that the content of this thesis is still far from perfect,
but she warmly welcomes any constructive suggestions that will improve the
quality of this thesis. She hopes this thesis would be useful for those who are
interested in the field of study.
Medan,Agustus 2014
The writer,
Sri Wahyuni
iii
ABSTRACT
SRI WAHYUNI. TEACHING WRITING DESIGN BASED ON THE
STUDENTS’ DIFFICULTIES IN WRITING NARRATIVE TEXTS. A
THESIS. MEDAN: ENGLISH DEPARTMENT OF LANGUAGE AND
ARTS FACULTY STATE UNIVERSITY OF MEDAN
This study deals with error analysis on the use of past tense. The objective of this
study is to find out the students difficulties in writing narrative texts, the dominant
kinds of difficulties, and to propose the teaching writing design based on the
students’ difficulties. The sample of this study was the second year students of
SMPN2 Secanggang. This study used qualitative research; a case study. The data
were collected by asking the students to write narrative texts based on their
experiences or their favorite stories. From 35 students, there were 9 students did
not face difficulty in writing narrative texts and 26 students faced difficulties.
There were three kinds of difficulties made by the students, where 152 cases or
80,85% difficulties in using past tense, 26 cases or 13,83% difficulties in using
conjunction, 10 cases or 5,32% difficulties in adjective. The result shows the
dominant kind of difficulty was the use of past tense were 152 cases or 80,85%.
To solve the students’ difficulties in writing narrative texts, the writer propose a
teaching writing design of comic strips, syllabus, and lesson plan to be applied by
the teacher of English.
Key word: Students’ Difficulties, Teaching Writing Design
i
LIST OF TABLES
Table
Page
2.1
Table of Generic Structure of Narrative Text ...........................................
17
2.2
Table of the Example of Narrative Text .....................................................
19
4.1
The Classification of Students’ Errors ........................................................
44
4.2
The Classification of Students’ Difficulties ..............................................
48
4.3
Percentage of Students’ Difficulties ............................................................
50
vi
LIST OF APPENDIXES
APPENDIX
Page
Appendix ALesson Plan .............................................................................................
59
Appendix B Syllabus ...................................................................................................
87
Appendix C Students’ Work Sheets........................................................................
101
vii
1
CHAPTER I
INTRODUCTION
A. Background of the study
English gives a big influence to Indonesia education by adding English
lesson into its curriculum starting from elementary level until University.
According to National Curriculum (2004), each level of English education in
Indonesia has its own objectives. Furthermore, as states in English standard
competence and basic competence of KTSP curriculum the first objective of
English teaching for Junior High School, students are expected to develop
communication competence both in speaking and writing to achieve functional
literacy stage.
English as the most common international language functions needs some
basic skills that consist of speaking, listening, reading, and writing. From the four
basic skills mentioned above, writing is much more difficult. Moreover, Hyland
(2003: 3-14) states writing is not just arranging words into a sentence, linking the
sentences into a paragraph, and ordering the paragraphs into a text. It also requires
grammatical and lexical knowledge, understanding in applying the grammatical
knowledge into different context and purposes and knowledge of topic that are
going to be written.
As Heydari and Bagheri (2012) state that writing is a complex process
even in the first language. Undoubtedly, it is more complicated to write in a
foreign language. Consequently, lost of researchers have intended to identify the
common errors EFL students make in writing the second language. Of course, a
better understanding of the errors and the origin of such errors in the process of
1
2
EFL writing will help teachers know students’ difficulties in learning that
language. Moreover, it will aid in the adoption of appropriate teaching strategies
to help EFL students learn better. From this statement, the writer concludes that
the research about analyzing students’ text is very important to do because by
knowing the students’ difficulties, the teacher can solve the students’ problems.
Based on Educational Unit Level for the Junior High School students, it
states that one of the main objectives of learning English is to be able to write
various short functional text type, monologue and essay in some text genres. One
of the important genres needed to be mastered in the eighth grade syllabus is
narrative text. Narrative text is a text about story that can be in the form of:
folklore, animal story (fable), legend or short story, novels, etc. There are some
kinds of conflict, social problems amusement in narrative text (Silviana: 2008).
Furthermore, one way that can be used to find out students’ difficulties in
writing narrative text, the writer conducted the observation at second grade
students of Junior High School in Secanggang. And the result of the observation
shows that the students face difficulties in using past tense. Past tense as one of
the most important parts of language features in narrative text has a big influence
in producing a good text. It is the same as what Pardiyono (2007: 114) states that
past tense is one of the most frequently used tense to tell about past activities of
events.
Based on observation, most of the students found difficulties to write a
Narrative text not only in using past tense in making sentences but also less in
vocabulary. This condition is in line with Knapp and Watskin (2005: 220) which
3
consider narrative as a least understood of all the genres. In this research, the
writer attempts to investigate how students’ difficulty in writing a narrative text.
The results of this study are expected to provide valuable information on what
students’ difficulty in writing a narrative text, so the teacher can choose
appropriate teaching strategy to help students to develop their narrative writing
Furthermore, if in conducting a research the writer finds the same problem
with the observation. So, to solve the students’ difficulties in writing narrative
texts, the writer proposes a solution based on the teaching and learning narrative
texts by using Comic Strips. From the series of pictures, the students are expected
to gain the ideas easily from the chronological order of the story. The students are
also able to practice grammatical rules through this media by changing direct
speech in the speech balloon into indirect speech (Megawati and Anugerahwati,
2012). On the other hand, Raimes (1983:38) states, A picture sequence, such as a
comic strip, provides the subject matter for writing narrative and for speculating
about the story beyond the pictures in the strip. It is also provides material that
offers guidance on vocabulary, sentence structure, and organization.
Beside that the writer proposes the teacher to apply Comic Strips through
the use of comics in the classroom presented by McCoy cited in (http://thtjapan.org/proceedings/2010/002_014_mccoy.pdf). In this application of comic
strips, it can help the students to learn comprehensively, build critical thinking and
increase literacy among other skills. Therefore, the application of comic strips is
expected to be able to solve the students’ difficulties in writing narrative texts.
4
B. The Research Problem
The study in this research is always based on a problem since the problem
is the main case which will be discussed by the writer. A problem is a question
raised for inquiry, consideration or solution. In conducting a research, the
problems must be stated clearly so that the objectives of the study and method can
be meaningful. The problem of this study is stated as follow questions:
1. What difficulties are faced by eighth grader students in writing narrative texts?
2. What is dominant difficulty made by eighth grader students in writing narrative
text?
3. From the obtained data, what can be proposed by the writer to help students’ in
improving their writing skill?
C. The Objective of the study
To summarize the research background, this study is concerned to
accomplish the following purposes:
1. To investigate the difficulties are faced by eighth grader students in writing
narrative texts.
2. To discover a dominant difficulty made by eighth grader students in writing
narrative texts.
3. To help students of English as a Foreign Language (EFL) in improving their
English writing skill.
5
D. The Scope of the Study
This study only focused on analyzing students’ error in writing narrative
text. The aspects that are concerned cover students’ difficulties in writing
narrative texts that focus on using past tense, conjunction, and adjective. In other
words, the writer focuses on analyzing students’ errors in making sentences.
E. The Significance of the Study
The result of this study is expected to be useful for:
1) Theoretically, the teachers of English know what the students’ difficulties in
writing narrative text, so the teacher can choose appropriate teaching strategy
in teaching narrative texts.
2) Practically, the students’ of English able to write narrative texts in a good
language features, to avoid sentences errors, and they are interested in
learning English.
54
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. Conclusions
This study is mainly aimed at describing the students’ difficulties on the
use of past tense, conjunction and adjective in writing narrative texts by analyzing
the students’ difficulties based on the surface strategy taxonomy. After analyzing
the students’ difficulties, conclusions are drawn as: From 35 Second Grade
Students of Junior High School, there were 9 students did not face difficulty in
writing narrative text and 26 students faced difficulties in using Past tense. It was
the most dominant difficulty from all the difficulty categories.
B. Suggestions
The result of the finding showed that there are many problems faced by the
students in writing narrative texts, especially for the three types of linguistics
features of narrative texts. So, the writer would like to propose the teaching
writing design as suggestion to help the teacher solves the students’ problems in
writing narrative texts. They are:
1.
Applying Comic strips
The English teacher applies comic strips in teaching narrative texts in the
classroom. The teaching strategy of comic strips is based on McCoy’s strategies.
They are: Make A Title, Add-A-Panel, Comic Jigsaw, Fill It Up, and Create
Narrative Text. It is important in order to minimize the students’ difficulties in
using past tense and to enrich the students’ knowledge in structure.
54
55
2.
Applying Syllabus and Lesson Plan
The English teacher applies syllabus and lesson plan designed by the
writer based on the 2013 curriculum. It is important to teach students the role how
to learn English in the classroom and make the students are interested in learning
English, especially in learning how to write a good narrative texts.
3.
The students should try to learn how to use past tense in writing narrative
texts.
56
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