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1.2 Reasons for Choosing the Topic
In accordance with the Government Regulation Number 19 Year 2005 about National Education Standard, formal English teaching is emphasized on
reading and writing. In learning English, students are supposed to be able to produce texts both in the spoken and written forms. When we speak or write an
English text, we have to consider its context of situation and its context of culture. Genre as the product of context of situation and context of culture is quite difficult
for foreign learners. It requires more knowledge and practice. Writing is the goal of every plan in teaching learning process. Hence, writing in certain genre should
consider the rules used in that genre. Narrative is one of important genres, which has been known by SMP
students but many of them have not understood its generic structure and its linguistic features. Fairy tales belong to narrative. They are usually quite long.
However, they give us broader view about its linguistic features since there are various verbs and expressions used in fairy tales. The students also have been
familiar with the plot of the stories which can be good and easy models of narrative generic structure. Furthermore, the students learn many things such as
direct and indirect speech, punctuation and capitalization, and so on from the written texts given. They will be useful for the students as the models in
constructing narrative written texts.
1.3 Statements of the Problem
In this research, I present two problems concerning the use of fairy tales in teaching narrative writing. These two problems are:
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1 To what extent the teaching of linguistic features characterizing narrative text
through fairy tales contributes to the students’ improvement in writing narrative?
2 To what extent the teaching of narrative generic structure through fairy tales
contributes to the student’s improvement in writing narrative?
1.4 Objectives of the Study
The objectives of this research are as follows: 1
To describe to what extent the teaching of linguistic features characterizing narrative text contributes to the students’ improvement in writing narrative.
2 To describe to what extent the teaching of narrative generic structure
contributes to the student’s improvement in writing narrative.
1.5 Significance of the Study
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