IMPROVING THE STUDENTS ACHIEVEMENT IN WRITING NARRATIVE TEXT THROUGH TIMELINE STRATEGY.
DECLARATION
Except where appropriately acknowledged, this thesis is my own work, has been
expressed in my own words and has not previously been submitted for
assessment. I understand that this thesis may be screened electronically or
otherwise for plagiarism.
Medan,
February 2014
Susani Tanjung
NIM. 208321064
ACKNOWLEDGMENT
Alhamdulillahirabbil’alamin. First of all, the writer would like to praise
Allah SWT the Almighty for the blessing and mercy given to the writer during her
studying and completing this final project to accomplish the completion of her
thesis as a partial fulfillment of the requirements to achieve the academic in
education degree (Sarjana Pendidikan) from the English Department of the
Faculty of Languages and Arts of the State University of Medan. The writer also
would like to express her praise and gratitude to The Holy Prophet Muhammad
SAW who has brought the human race out of the darkness into the brightness.
During the writing process, the writer has received much help, support and
encouragement from a great number of people without whom the writer would not
manage to finish her thesis. Hereby she would like to express her sincere gratitude
to the following individuals:
Prof. Dr. Ibnu Hajar Damanik, M.Si., the Rector of the State University
of Medan.
Dr.Isda Pramuniati, M.Hum., The Dean of the Faculty of Languages
and Arts.
Prof. Dr. Hj. Sumarsih, M.Pd., The Head of English Department of
Faculty of Languages and Arts.
Rika S.Pd., the Secretary of English Department of Faculty of
Languages and Arts.
Dra. Masitowarni Siregar, M.Ed., the Head of the English Education
Study Program of the English Department as well as the writer’s thesis
advisor, for her guidance, constructive inputs, excellent advises and
suggestions and also kind support during the completion of this thesis.
Maam Euis, the administrative assistant from the English Department
for being admirably patient, kind, friendly and ever so helpful.
Her beloved family- her single parent; mother whose loves, prays,
works hard and endless motivation and always supports that never will
ii
be able to repay, her aunts, uncles, cousins and sister-in-law also for
their love, prayers and endless support and also her only one sibling or
younger sister: Chairiani Tanjung (Ria) for being there to be her voice
of reason when she wavered.
Great thanks to the chairman’s daughter of the owner of Perguruan
Gajah Mada, the headmaster and English teacher and also the eleventh
grade science (XI –IPA) of Senior High School (SMA) students in
Perguruan Gajah Mada, Medan for allowing the writer to carry out the
investigation in their school and giving the contribution while the writer
was conducting the research there.
Her dear lovely friends, college friends, the Kindergarten fellow
teachers at Perguruan Gajah Mada, Medan and also the fellow teachers
at Batari School (Yayasan Sri Batari) who always give many supports.
Thank you.
Medan,
Februari 2014
Susani Tanjung
NIM. 208321064
iii
ABSTRACT
Tanjung, Susani. 208321064. Improving The Students’ Achievement in
Writing Narrative Text Through Timeline Strategy. A Thesis. Medan:
English Department, Faculty of Languages and Arts, State University of
Medan. 2014.
This study dealt with the improvement of students’ writing narrative achievement
through Timeline Strategy. The objective of study was to find out whether
students’ achievement in writing narrative can be improved if the students’ are
taught by using Timeline Graphic as the strategy. This study was conducted by
using classroom action research. The subject of this study was class XI-IPA of
SMA Perguruan Gajah Mada, Medan, consisted of 33 students. The research was
conducted two cycles; each cycle consisted of three meetings. The instruments of
Data collections were writing tests for the primary data and observation sheets and
also diary notes for the secondary data. The mean of the students’ test scores in
Cycle I was 65.46 and the mean increased to 78.18 in Cycle II. By the end of the
cycle, there was an improvement as much as 36.37 points higher than the
preliminary test. The observation sheets and diary notes showed that the research
was conducted according to plan and the teaching and learning process ran well.
The research findings proved that Timeline Strategy can significantly improve
students’ achievement in writing narrative.
i
TABLE OF CONTENTS
Page
ABSTRACT .................................................................................................... i
ACKNOWLEDGEMENT ............................................................................. ii
TABLE OF CONTENTS............................................................................... iv
LIST OF APPENDICES ............................................................................... vizi
CHAPTER I: INTRODUCTION ................................................................. 1
A. The Background of the Study ......................................................... 1
B. The Problem of the Study ............................................................... 3
C. The Scope of the Study ................................................................... 3
D. The Objective of the Study ............................................................. 3
E. The Significance of the Study ......................................................... 4
CHAPTER II REVIEW OF LITERATURE .............................................. 5
A. Theoretical Framework .................................................................. 5
1. Students’ Achievement in Writing ............................................ 5
1. Writing .................................................................................. 6
2. Process Writing Approaches ................................................. 7
3. Genre in Writing.................................................................... 8
a.Theory of Narrative Text .................................................... 9
b. Kinds of Narrative ............................................................. 11
c. Purposes of Narrative Writing ........................................... 13
d. The Generic Structure of Narrative Text........................... 13
e. Linguistic Features ............................................................ 15
4. Approach, Strategy, Method and Technique ................................... 15
5. Strategy ............................................................................................ 16
a. Metacognitive Strategies ....................................................... 16
b. Cognitive Strategies .............................................................. 16
c. Socioaffective Strategies ....................................................... 16
6. Kinds of Teaching Writing Strategy ................................................ 17
a. Definition of Graphic Organizer .......................................... 17
b. Kinds of Graphic Organizer ................................................. 18
7. Timeline ........................................................................................... 21
a. Kinds of Timeline .................................................................. 22
b. Steps of Timeline .................................................................. 24
8. The Advantages and Disadventages of Timeline ............................. 25
B. Conceptual Framework.................................................................... 27
CHAPTER III RESEARCH DESIGN ......................................................... 29
A. Research Design .............................................................................. 29
B. Subject of Research ......................................................................... 32
C. The Procedural of Collecting Data .................................................. 33
CHAPTER IV RESEARCH FINDINGS AND DATA ANALYSIS .......... 43
A. Research Findings ........................................................................... 43
B. Data Analysis .................................................................................. 50
1. Analysis of the Test Results ...................................................... 50
iv
2. The Improvement Students’ Narrative Writing Achievement .. 52
C. Discussion ........................................................................................ 55
CHAPTER V CONCLUSIONS AND SUGGESTIONS............................. 57
A. Conclusions ..................................................................................... 57
B. Suggestions ...................................................................................... 58
REFERENCES ............................................................................................... 59
APPENDICES ................................................................................................ 61
v
1
CHAPTER 1
INTRODUCTION
A. The Background of The Study
Nowadays, English is one of the subject matters learned by students. It is
taught in any educational levels and started from the lowest level up to
academic level. It covers four language skills that must be mastered for those
who want to be successful in English: listening, speaking, reading and
writing.
Writing plays in the last sequence after the other language skills, but it
should not be underestimated. As one of the language skills, writing has
always occupied a place in most English language course. In many language
courses, the emphasis is in a whole on the written language. People need a
communications besides using spoken language in the form of conversation
but also using as a written language. It shows that the writing skill has an
important role in the daily life as a communication tool. Besides one of the
reasons is that more need to learn to write English for occupational or
academic purposes that can support their carrier in the future. For the reasons,
students should master writing skill.
Based on the writer’s observation at SMA Swasta Perguruan Gajah Mada,
Medan through interviewed the teacher and some students of the eleventh
grade still get difficult to write. The writer found some reasons during writing
a paragraph or text, such as the lack of students’ interested in writing, the lack
of students’ knowledge about kinds of the genre (text) and their generic
structures to construct their writing skill well and also almost of them still got
insufficient in writing skill. The lack of students’ writing skill could be
caused by following reasons.
The first reason was the length of process which induced anxiety and
frustration and also caused less motivation to write English.
The second reason was most of the students regard that writing was
difficult task. They were not ready to write their ideas when they were writing
1
2
a story. They needed a long time to express their ideas in the written text.
They also produced the complicated series of mental process when they were
represented in written text. The last reason was the students made
fundamental errors in English usage when they were writing, such as
grammatical mistakes, wrong word choices, missed spelling and leaking of
vocabulary or ideas.
Based on the explanation above, it seemed clear that there were many
problems in English teaching writing learning process. It is English teachers’
task to solve the problems. There were many ways to solve the problems. The
teacher could apply some strategies to improve students’ achievement in
writing English. One of them was applying timeline as one of the most
prevalent strategies in teaching writing based on one kind of genres, such as
narrative. Narrative is one of interesting genres and easy to study because
narrative tells students about an amusing story that involve students in it. It
can attract students to be more creative in writing narrative either fiction or
non-fiction.
In this paper, the writer would use timeline as the strategy to improve
students’ achievement in writing narrative because there were a lot of
advantages by using this strategy.
Timeline is a graphic representation of the chronology of an event or
process in time. It is a typical graphic design showing a long bar labelled
with dates alongside itself and (usually) events labelled on points where they
would have happened. Timelines are often used in education to help students
and researchers with understanding events and trends for a particular subject.
They are mostly used to show periods of time among the events. It also
expands students’ mind to plan some good ideas based on the sorts of
chronological order or time to start writing at the beginning to the end to
improve students’ achievement in writing narrative.
3
Finally, using through this strategy, students could get the goal of
achievement in developing their ideas better in writing narrative as the
competence in communication using English.
B. The Problem of the study
Based on the background of study, the problem of the study was
formulated as follow:
“Does timeline strategy significantly improve the students’ achievement in
writing narrative text?”
C. The objective of the study
The objective of the study was investigated whether or not applying of
timeline strategy could improve students’ achievement in writing narrative
text.
D. The Scope of the Study
There were many strategies that could be applied to improve students’
writing achievement. One of them is implementing the writing process that
include graphic organizer, such as; brainstorming, timeline, flow chart, 5 W's:
who, when, where, what, and why of a story map, story boards, summarize
the beginning, middle and end of a story as the students’ ideas organizing for
specific writing genres during the prewriting stage. To give the best result of
the research, the scope of the study was limited on investigating the student’s
on writing narrative text will focus on the use of timeline strategy in teaching
writing narrative text. The writer focused on timeline strategy because there
were many benefits that students got by using timeline strategy and also
helped students to develop their critical writing skill, encouraged the students
to be an active writing and activate the students’ prior knowledge.
4
E. The Significance of the Study
The findings of the study were expected to be useful and relevant both
theoretically and practically.
Theoretically the findings were expected to:
1. The horizons on theories of language learning.
2. Applied the theories on the foreign language learning, and
3. Be the reference for those who want to conduct a further research in
English teaching learning process.
Practically the findings were relevant and useful for:
1. The English teacher could improve their ability to conduct a better and
interesting technique in teaching writing.
2. The students were helped in improving their ability in writing narrative
text through timeline strategy based on chronological happened.
3. For writer, valuable input in the conduction of a more in depth research
in improving students’ achievement in writing narrative text through
timeline.
57
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. CONCLUSIONS
Based on the explanation in the previous chapter it can be concluded that the
Time line Strategy is effective in significantly improving students’ narrative
writing achievement.
In details, the research findings can be broken into several points as
following:
1.
At the beginning (the Preliminary Test) 69.69% (30) of the students
scored lower than 75; 6.07% (2 students) scored between 75-89; and
3.03% % (1 student) scored above 89, so the total percentages between
excellent and good are 9% .
2. In the end of Cycle I (Test I) 75.76% (25 students) scored lower than 75;
18.19% (6 students) scored between 75-89; and 6.06% (2 students) scored
above 89, so the total percentages between excellent and good are
24,24%. The mean of the students’ scores increased as much as 24.33
points from the Preliminary Test.
3. In the end of Cycle II (Test II) only 18.19% (6 students) scored lower
than 75; 66.67% (22 students) scored between 75-89; and 15.16% (5
students) scored above 89, so the total percentages between excellent and
good are 81,81%. The mean of the students’ scores increased as much as
12.72 points from the Test. From the beginning of the cycle (after the
Preliminary Test) to the end of Cycle II (Test II), the students’ narrative
writing score increase as much as 36.37 points.
57
58
B. SUGGESTIONS
In regards to the findings of this research, the researcher would like to suggest
several things, as following:
1. English teachers and fellow English teachers in training to apply the
Timeline Strategy to develop the students’ narrative writing skills,
because this strategy is effective to help the students, especially for those
who are at the beginners’ level, learn to write good narratives by helping
them transform their personal narrative story into a learning event using
Timeline grafic as the strategy in learning process.
2. English learners, especially for those who are interested in writing
narratives but still having troubles in communicating and expressing
themselves in writing, to practice using this strategy because the
Timeline Strategy guides learners to transform their ideas into a leaning
event based on the chronological order so learners can feel more involved
in the learning process.
3. The other researchers who intend to conduct researchers regarding
students’ narrative writing to further refine this research using the
Timeline Strategy.
59
REFERENCES
Blake, M. 2012. Writing Rites: Improve Your Writing Skills. Elementary Level.
Marshal Candevish Education. Singapore.
Brown, H.D. 2000. Principle of Language Learning and Teaching 4th edn.
Pearson Education, Ltd.
Carr, W. and Kemmis, S. (1986) Becoming Critical: Education, Knowledge and
Action Research. London: Falmer.
Enchanted
Learning,
2013.
Kinds
of
Timeline
Graphic.
http://www.enchantedlearning/graphicorganizer/timelineprintout.com
Assessed on March 2013.
Gennete, G. 1980. Narrative Discourse in Hay and Julie’s Theory of Narrative
Journal. Oxford Blackwell.
Gerot, L, and Wignell, P. 1994. Making Sense of Functional Grammar, Sydney:
Gerd Stabler.
Harmer, J. 2004. How To Teach English. Harlow: Pearson Education.
Harmer, J. 2004. How To Teach Writing. England: Longman.Pearson Education.
Hornby, AS, 1989. Oxford Advanced Learner’s Dictionary of Current English.
Limited London: Oxford University Press.
Indonesia Curriculum. 2004. Belajar Bahasa Inggris Berdasarkan Genre.
Depdiknas, Jakarta.
Inness, P. 1997. Narratology. A Dictionary of Culture and Critical Theory. M.
Payne. Oxford. Blackwell.
Action Research, 2010. http://www.action reserach. 36584_01_ Koshy_et_
al_ch.com/journal.pdf. Accessed on September 2010.
Intan, F. 2010. The Application of Fieldtrip Plus Picture in Improving Students’
Achievement Teaching Writing Narrative, Medan: Universitas Negeri
Medan (UNIMED).
Intan. Teaching Narrative Text in Improving Writing to the Tenth Grade Students
of SMA Negeri 1 Petarukan, Pemalang. http://www.ptk-teachingnarrative-sma-petaruan/journal.pdf. Accessed on March 2006.
Genre Theory of Writing. Genre-theory-writing-as-a-processs-and-writing-as-aproduct-in-a-zambian-language. http://sitwe.wordpress.com. Accessed
December 12, 2010.
Jacobs, H.J. et al., 1981. Testing ESL Composition: A Practical Approach.
Newbury House, Rowley, MA
Jean, Gail & Girard. 2002. The Primary English Teacher’s Guide, New Edition.
England: Penguin English Guide. Pearson Education Limited.
60
Julie, W. & Hay, T. 2004. Local Knowing: Narrative Inquiry and the TeacherResearcher Invitation and Inspiration: Pathways to Succesful Teaching.
Melbourne. Curriculum Cooperation.
Kim. 1999. Timeline Article. http://www.essaylib.com/blog/tag/writing processterm-paper. Accessed on March 2010.
Kim, Y. & Kim, J. 2005. Teaching Korean University Writing Class: Balancing
the Process and the Genre Approach (Electronic Version). Asian EFL
Journal, 7(2) 1-15.
Kurt Lewin. 1947. Definition of Action Research. http://www.state of NSW
Department of Education and Training. Accessed on July 2010.
LearZillion. Create A Timeline of An Important Event in Your Life-for Teachers,
2013. www.LearnZillion.com. Accessed on April 2013.
Lucy Calkins. Personal Narrative Detailed, Day 12: Timeline as Tools for
Planning Stories. http://www.austinschools.org/journal.pdf. Accessed on
March 2013
Mervyn. 2012. Writing Rites: Improve Your Writing Skills. Elementary Level.
Singapore: Marshall Cavendish Education.
Mills, G.E. 2007 Action Research: A Guide for the Teacher Research. Pearson
Education, USA.
NarrativeEssay,2013.http://www.elc.byu.edu/classes/buck/w_garden/students/stud
ents_narrative.html#martha.
National Literacy Strategy, Writing Narrative, pages: 4-7 & Timeline Project,
pages:13-14.
Accessed
March
2013
from
http://www.standards.dfes.gov.uk/literacy.pdf.
New South Wales, Department of Education and Training, 2010. http://www.
fhs.usyd.edu.au/arow/actreguide.pdf. Accessed on September 2010
Riswanto & Pebri. The use of Mind Mapping Strategy in Teaching of Writing at
SMAN 3 Bengkulu, Indonesia.. Vol:2 from http://www.International
Journal of Humanities and Social Science.pdf. Accessed on November
2012.
Sagor, R. 2005. The Action Research Guide Book: A Four Step Process for
Educator and School Terms. Thoousands Oaks, CA:Corwin.
Swalles, J.M. 1990. Genre Analysis: English Academic and Research Settings.
UK: Cambridge University Press. http://www.action research.
36584_01_ Koshy_ et_ al_ ch.com/journal.pdf. Accessed on September
2010.
Strategy
guides,
2014.
http://www.
Readwritethink.org./professionaldevelopment/strategy-guides/implementing-writing-process-30386.html.
Accessed on January 2014.
Except where appropriately acknowledged, this thesis is my own work, has been
expressed in my own words and has not previously been submitted for
assessment. I understand that this thesis may be screened electronically or
otherwise for plagiarism.
Medan,
February 2014
Susani Tanjung
NIM. 208321064
ACKNOWLEDGMENT
Alhamdulillahirabbil’alamin. First of all, the writer would like to praise
Allah SWT the Almighty for the blessing and mercy given to the writer during her
studying and completing this final project to accomplish the completion of her
thesis as a partial fulfillment of the requirements to achieve the academic in
education degree (Sarjana Pendidikan) from the English Department of the
Faculty of Languages and Arts of the State University of Medan. The writer also
would like to express her praise and gratitude to The Holy Prophet Muhammad
SAW who has brought the human race out of the darkness into the brightness.
During the writing process, the writer has received much help, support and
encouragement from a great number of people without whom the writer would not
manage to finish her thesis. Hereby she would like to express her sincere gratitude
to the following individuals:
Prof. Dr. Ibnu Hajar Damanik, M.Si., the Rector of the State University
of Medan.
Dr.Isda Pramuniati, M.Hum., The Dean of the Faculty of Languages
and Arts.
Prof. Dr. Hj. Sumarsih, M.Pd., The Head of English Department of
Faculty of Languages and Arts.
Rika S.Pd., the Secretary of English Department of Faculty of
Languages and Arts.
Dra. Masitowarni Siregar, M.Ed., the Head of the English Education
Study Program of the English Department as well as the writer’s thesis
advisor, for her guidance, constructive inputs, excellent advises and
suggestions and also kind support during the completion of this thesis.
Maam Euis, the administrative assistant from the English Department
for being admirably patient, kind, friendly and ever so helpful.
Her beloved family- her single parent; mother whose loves, prays,
works hard and endless motivation and always supports that never will
ii
be able to repay, her aunts, uncles, cousins and sister-in-law also for
their love, prayers and endless support and also her only one sibling or
younger sister: Chairiani Tanjung (Ria) for being there to be her voice
of reason when she wavered.
Great thanks to the chairman’s daughter of the owner of Perguruan
Gajah Mada, the headmaster and English teacher and also the eleventh
grade science (XI –IPA) of Senior High School (SMA) students in
Perguruan Gajah Mada, Medan for allowing the writer to carry out the
investigation in their school and giving the contribution while the writer
was conducting the research there.
Her dear lovely friends, college friends, the Kindergarten fellow
teachers at Perguruan Gajah Mada, Medan and also the fellow teachers
at Batari School (Yayasan Sri Batari) who always give many supports.
Thank you.
Medan,
Februari 2014
Susani Tanjung
NIM. 208321064
iii
ABSTRACT
Tanjung, Susani. 208321064. Improving The Students’ Achievement in
Writing Narrative Text Through Timeline Strategy. A Thesis. Medan:
English Department, Faculty of Languages and Arts, State University of
Medan. 2014.
This study dealt with the improvement of students’ writing narrative achievement
through Timeline Strategy. The objective of study was to find out whether
students’ achievement in writing narrative can be improved if the students’ are
taught by using Timeline Graphic as the strategy. This study was conducted by
using classroom action research. The subject of this study was class XI-IPA of
SMA Perguruan Gajah Mada, Medan, consisted of 33 students. The research was
conducted two cycles; each cycle consisted of three meetings. The instruments of
Data collections were writing tests for the primary data and observation sheets and
also diary notes for the secondary data. The mean of the students’ test scores in
Cycle I was 65.46 and the mean increased to 78.18 in Cycle II. By the end of the
cycle, there was an improvement as much as 36.37 points higher than the
preliminary test. The observation sheets and diary notes showed that the research
was conducted according to plan and the teaching and learning process ran well.
The research findings proved that Timeline Strategy can significantly improve
students’ achievement in writing narrative.
i
TABLE OF CONTENTS
Page
ABSTRACT .................................................................................................... i
ACKNOWLEDGEMENT ............................................................................. ii
TABLE OF CONTENTS............................................................................... iv
LIST OF APPENDICES ............................................................................... vizi
CHAPTER I: INTRODUCTION ................................................................. 1
A. The Background of the Study ......................................................... 1
B. The Problem of the Study ............................................................... 3
C. The Scope of the Study ................................................................... 3
D. The Objective of the Study ............................................................. 3
E. The Significance of the Study ......................................................... 4
CHAPTER II REVIEW OF LITERATURE .............................................. 5
A. Theoretical Framework .................................................................. 5
1. Students’ Achievement in Writing ............................................ 5
1. Writing .................................................................................. 6
2. Process Writing Approaches ................................................. 7
3. Genre in Writing.................................................................... 8
a.Theory of Narrative Text .................................................... 9
b. Kinds of Narrative ............................................................. 11
c. Purposes of Narrative Writing ........................................... 13
d. The Generic Structure of Narrative Text........................... 13
e. Linguistic Features ............................................................ 15
4. Approach, Strategy, Method and Technique ................................... 15
5. Strategy ............................................................................................ 16
a. Metacognitive Strategies ....................................................... 16
b. Cognitive Strategies .............................................................. 16
c. Socioaffective Strategies ....................................................... 16
6. Kinds of Teaching Writing Strategy ................................................ 17
a. Definition of Graphic Organizer .......................................... 17
b. Kinds of Graphic Organizer ................................................. 18
7. Timeline ........................................................................................... 21
a. Kinds of Timeline .................................................................. 22
b. Steps of Timeline .................................................................. 24
8. The Advantages and Disadventages of Timeline ............................. 25
B. Conceptual Framework.................................................................... 27
CHAPTER III RESEARCH DESIGN ......................................................... 29
A. Research Design .............................................................................. 29
B. Subject of Research ......................................................................... 32
C. The Procedural of Collecting Data .................................................. 33
CHAPTER IV RESEARCH FINDINGS AND DATA ANALYSIS .......... 43
A. Research Findings ........................................................................... 43
B. Data Analysis .................................................................................. 50
1. Analysis of the Test Results ...................................................... 50
iv
2. The Improvement Students’ Narrative Writing Achievement .. 52
C. Discussion ........................................................................................ 55
CHAPTER V CONCLUSIONS AND SUGGESTIONS............................. 57
A. Conclusions ..................................................................................... 57
B. Suggestions ...................................................................................... 58
REFERENCES ............................................................................................... 59
APPENDICES ................................................................................................ 61
v
1
CHAPTER 1
INTRODUCTION
A. The Background of The Study
Nowadays, English is one of the subject matters learned by students. It is
taught in any educational levels and started from the lowest level up to
academic level. It covers four language skills that must be mastered for those
who want to be successful in English: listening, speaking, reading and
writing.
Writing plays in the last sequence after the other language skills, but it
should not be underestimated. As one of the language skills, writing has
always occupied a place in most English language course. In many language
courses, the emphasis is in a whole on the written language. People need a
communications besides using spoken language in the form of conversation
but also using as a written language. It shows that the writing skill has an
important role in the daily life as a communication tool. Besides one of the
reasons is that more need to learn to write English for occupational or
academic purposes that can support their carrier in the future. For the reasons,
students should master writing skill.
Based on the writer’s observation at SMA Swasta Perguruan Gajah Mada,
Medan through interviewed the teacher and some students of the eleventh
grade still get difficult to write. The writer found some reasons during writing
a paragraph or text, such as the lack of students’ interested in writing, the lack
of students’ knowledge about kinds of the genre (text) and their generic
structures to construct their writing skill well and also almost of them still got
insufficient in writing skill. The lack of students’ writing skill could be
caused by following reasons.
The first reason was the length of process which induced anxiety and
frustration and also caused less motivation to write English.
The second reason was most of the students regard that writing was
difficult task. They were not ready to write their ideas when they were writing
1
2
a story. They needed a long time to express their ideas in the written text.
They also produced the complicated series of mental process when they were
represented in written text. The last reason was the students made
fundamental errors in English usage when they were writing, such as
grammatical mistakes, wrong word choices, missed spelling and leaking of
vocabulary or ideas.
Based on the explanation above, it seemed clear that there were many
problems in English teaching writing learning process. It is English teachers’
task to solve the problems. There were many ways to solve the problems. The
teacher could apply some strategies to improve students’ achievement in
writing English. One of them was applying timeline as one of the most
prevalent strategies in teaching writing based on one kind of genres, such as
narrative. Narrative is one of interesting genres and easy to study because
narrative tells students about an amusing story that involve students in it. It
can attract students to be more creative in writing narrative either fiction or
non-fiction.
In this paper, the writer would use timeline as the strategy to improve
students’ achievement in writing narrative because there were a lot of
advantages by using this strategy.
Timeline is a graphic representation of the chronology of an event or
process in time. It is a typical graphic design showing a long bar labelled
with dates alongside itself and (usually) events labelled on points where they
would have happened. Timelines are often used in education to help students
and researchers with understanding events and trends for a particular subject.
They are mostly used to show periods of time among the events. It also
expands students’ mind to plan some good ideas based on the sorts of
chronological order or time to start writing at the beginning to the end to
improve students’ achievement in writing narrative.
3
Finally, using through this strategy, students could get the goal of
achievement in developing their ideas better in writing narrative as the
competence in communication using English.
B. The Problem of the study
Based on the background of study, the problem of the study was
formulated as follow:
“Does timeline strategy significantly improve the students’ achievement in
writing narrative text?”
C. The objective of the study
The objective of the study was investigated whether or not applying of
timeline strategy could improve students’ achievement in writing narrative
text.
D. The Scope of the Study
There were many strategies that could be applied to improve students’
writing achievement. One of them is implementing the writing process that
include graphic organizer, such as; brainstorming, timeline, flow chart, 5 W's:
who, when, where, what, and why of a story map, story boards, summarize
the beginning, middle and end of a story as the students’ ideas organizing for
specific writing genres during the prewriting stage. To give the best result of
the research, the scope of the study was limited on investigating the student’s
on writing narrative text will focus on the use of timeline strategy in teaching
writing narrative text. The writer focused on timeline strategy because there
were many benefits that students got by using timeline strategy and also
helped students to develop their critical writing skill, encouraged the students
to be an active writing and activate the students’ prior knowledge.
4
E. The Significance of the Study
The findings of the study were expected to be useful and relevant both
theoretically and practically.
Theoretically the findings were expected to:
1. The horizons on theories of language learning.
2. Applied the theories on the foreign language learning, and
3. Be the reference for those who want to conduct a further research in
English teaching learning process.
Practically the findings were relevant and useful for:
1. The English teacher could improve their ability to conduct a better and
interesting technique in teaching writing.
2. The students were helped in improving their ability in writing narrative
text through timeline strategy based on chronological happened.
3. For writer, valuable input in the conduction of a more in depth research
in improving students’ achievement in writing narrative text through
timeline.
57
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. CONCLUSIONS
Based on the explanation in the previous chapter it can be concluded that the
Time line Strategy is effective in significantly improving students’ narrative
writing achievement.
In details, the research findings can be broken into several points as
following:
1.
At the beginning (the Preliminary Test) 69.69% (30) of the students
scored lower than 75; 6.07% (2 students) scored between 75-89; and
3.03% % (1 student) scored above 89, so the total percentages between
excellent and good are 9% .
2. In the end of Cycle I (Test I) 75.76% (25 students) scored lower than 75;
18.19% (6 students) scored between 75-89; and 6.06% (2 students) scored
above 89, so the total percentages between excellent and good are
24,24%. The mean of the students’ scores increased as much as 24.33
points from the Preliminary Test.
3. In the end of Cycle II (Test II) only 18.19% (6 students) scored lower
than 75; 66.67% (22 students) scored between 75-89; and 15.16% (5
students) scored above 89, so the total percentages between excellent and
good are 81,81%. The mean of the students’ scores increased as much as
12.72 points from the Test. From the beginning of the cycle (after the
Preliminary Test) to the end of Cycle II (Test II), the students’ narrative
writing score increase as much as 36.37 points.
57
58
B. SUGGESTIONS
In regards to the findings of this research, the researcher would like to suggest
several things, as following:
1. English teachers and fellow English teachers in training to apply the
Timeline Strategy to develop the students’ narrative writing skills,
because this strategy is effective to help the students, especially for those
who are at the beginners’ level, learn to write good narratives by helping
them transform their personal narrative story into a learning event using
Timeline grafic as the strategy in learning process.
2. English learners, especially for those who are interested in writing
narratives but still having troubles in communicating and expressing
themselves in writing, to practice using this strategy because the
Timeline Strategy guides learners to transform their ideas into a leaning
event based on the chronological order so learners can feel more involved
in the learning process.
3. The other researchers who intend to conduct researchers regarding
students’ narrative writing to further refine this research using the
Timeline Strategy.
59
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