STUDENTS' NARRATIVE TEXTS IN BAHASA INDONESIA AND ENGLISH : correlation and textual features.

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STUDENTS’ NARRATIVE TEXTS IN BAHASA INDONESIA AND ENGLISH: CORRELATION AND TEXTUAL FEATURES

Submitted in Partial Fulfillment of the Requirements for Master’s Degree in English Education

By : Didi Wahyudi

(0704754)

ENGLISH EDUCATION PROGRAM SCHOOL OF POSTGRADUATE STUDIES INDONESIA UNIVERSITY OF EDUCATION

BANDUNG 2009

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DECLARATION

Except where due acknowledgement has been made in the text to other materials, this

thesis comprises only original work by this writer.

Signed ………

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APPROVAL SHEET

STUDENTS’ NARRATIVE TEXTS IN BAHASA INDONESIA AND ENGLISH: CORRELATION AND TEXTUAL FEATURES

By Didi Wahyudi

0704754

Approved By Advisor I

Prof. Dr. Hj. Nenden Sri Lengkanawati, M.Pd.

Advisor II

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ACKNOWLEDGEMENT

Alhamdulillahi Robbil ‘Alamin. Praise be to Allah. It is for his blessing that the writer finally completed his thesis. However, in completing the writing of this thesis, he realizes that this thesis would not have been completed without the help of some people who have willingly directed, guided, and given suggestions as well as motivations during the process of writing the thesis. He deeply realizes that he would not be able to complete this thesis without the great help of his advisors, and the following people whom he would like to address his sincerest gratitude and appreciation.

First, the writer would like to express his deepest thanks and appreciation to Prof. Dr. Hj. Nenden Sri Lengkanawati, M.Pd., and Iwa Lukmana, M.A., Ph.D. He is deeply indebted to both of them, who have guided him throughout the thesis writing. He would also like to express his respect, appreciation, and gratitude to Dr. Emi Emilia, M.Ed., Dr. Odo Fadloely, M.A., Dr. Yoyo Surjakusumah, M. Pd., and Dr. Didi Suherdi, M.Ed.,who have given suggestions and guidance in writing research proposal.

Second, the writer would like to thank to all his friends and colleagues, especially Mahmudi, S.Ag, Sri Wahyudaningsih, S.Pd., and Asep Dudi Kurnia, S.Pd., who have helped him as the texts’ raters. Deepest gratitude also goes to Mulyadi, M.Pd. (the headmaster of MTs Pagedangan), all teachers, stuffs, and students at MTs Pagedangan who were involved in this research.

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Finally, the writer would like to give best gratitude to his beloved parents, and brothers: Dian and Yana, for their constant prayers, patience, and faith. He also would like to say thank you to everybody whose names he cannot mention one by one, but have continuously reminded him to finish his straggle.

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TABLE OF CONTENTS

Pages

DECLARATION ... ii APPROVAL SHEET ... iii ACKNOWLEDGEMENT ... iv TABLE OF CONTENTS ... Error! Bookmark not defined. LIST OF TABLES ... viii LIST OF FIGURES ... ix ABSTRACT ...x CHAPTER I: INTRODUCTION ... Error! Bookmark not defined.

1.1 Background to the Study ... Error! Bookmark not defined. 1.2 Hypothesis ... Error! Bookmark not defined. 1.3 Objectives of the Study ... Error! Bookmark not defined. 1.4 Significance of the Study ... Error! Bookmark not defined. 1.5 Definition of Terms ... Error! Bookmark not defined. 1.6 Thesis Organization ... Error! Bookmark not defined. CHAPTER II: LITERATURE REVIEW ... Error! Bookmark not defined. 2.1 Writing ... Error! Bookmark not defined. 2.1.1 General concept of writing ... Error! Bookmark not defined. 2.1.2 The process of writing ... Error! Bookmark not defined. 2.1.3 Writing Competence ... Error! Bookmark not defined. 2.2 Texts ... Error! Bookmark not defined. 2.2.1 The general concept of texts ... Error! Bookmark not defined. 2.2.2 Genre and Text Types ... Error! Bookmark not defined. 2.3 Narrative Texts ... Error! Bookmark not defined. 2.3.1 The concept of narrative texts ... Error! Bookmark not defined. 2.3.2 Social purpose and schematic structure of narrative texts ... Error! Bookmark not defined.

2.3.3 The linguistic features of narrative texts ... Error! Bookmark not defined.

2.4 Narrative Writing Assessment ... Error! Bookmark not defined. 2.4.1 Context ... Error! Bookmark not defined. 2.4.2 Discourse ... Error! Bookmark not defined. 2.4.3 Grammar ... Error! Bookmark not defined. 2.4.4 Graphic features ... Error! Bookmark not defined. 2.5 Previous Studies ... Error! Bookmark not defined. CHAPTER III: RESEARCH METHOD ... Error! Bookmark not defined.

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3.1 Research Problems ... Error! Bookmark not defined. 3.2 Research Design ... Error! Bookmark not defined. 3.3 Data Collection... Error! Bookmark not defined. 3.3.1 Population and sample ... Error! Bookmark not defined. 3.3.2 Research instrument ... Error! Bookmark not defined. 3.3.3 Phases of Data collection ... Error! Bookmark not defined. 3.4 Data Analysis ... Error! Bookmark not defined. CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION Error! Bookmark

not defined.

4.1 Students’ Competence in Writing Narrative Texts in Bahasa Indonesia ... Error! Bookmark not defined.

4.1.1 Context ... Error! Bookmark not defined. 4.1.2 Discourse ... Error! Bookmark not defined. 4.1.3 Grammar ... Error! Bookmark not defined. 4.1.4 Graphic Features ... Error! Bookmark not defined. 4.2 Students’ competence in writing narrative texts in English ... Error! Bookmark not defined.

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4.4 Correlation significance and textual features on each aspect... Error! Bookmark not defined.

4.4.1 Purpose ... Error! Bookmark not defined. 4.4.2 Stages ... Error! Bookmark not defined. 4.4.3 Field ... Error! Bookmark not defined. 4.4.4 Tenor ... Error! Bookmark not defined. 4.4.5 Mode ... Error! Bookmark not defined. 4.4.6 Lexis ... Error! Bookmark not defined. 4.4.7 Spelling ... Error! Bookmark not defined. 4.4.8 Punctuation ... Error! Bookmark not defined. 4.4.9 Presentation ... Error! Bookmark not defined. 4.4.10 Conjunction ... Error! Bookmark not defined. 4.4.11 Phases ... Error! Bookmark not defined. 4.4.13 Reference... Error! Bookmark not defined. 4.4.14 Grammar ... Error! Bookmark not defined. 4.4.15 Concluding remarks ... Error! Bookmark not defined. CHAPTER V: CONCLUSIONS AND RECOMMENDATIONS ... Error!

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REFERENCES………...E RROR! BOOKMARK NOT DEFINED.

APPENDIX 1: Research instrument

APPENDIX 2: Scores, Correlation and Statistical Computation APPENDIX 3: Pearson Table

APPENDIX 4: Students' Narrative Texts in Bahasa Indonesia APPENDIX 5: Students' Narrative Texts English

LIST OF TABLES

Table 3.3: Story assessment criteria ……….38 Table 4.3: Tests of Normality……….………...51 Table 4.4: Correlation coefficients for each aspect of narrative

assessment criteria ………..………...54 Table 4.4.1: Staging on students narrative texts in Bahasa Indonesia …………59

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LIST OF FIGURES

Figure 2.1.2: The “process wheel” of writing (Harmer 2004:4) ... ERROR! BOOKMARK NOT DEFINED.

Figure 2.4: Model of language in context (Rose, 2008:6) ... ERROR! BOOKMARK NOT DEFINED.

x ABSTRACT

Most students, not only in Madrasah Tsanawiyah (Islamic Junior High School) but also in other public schools are expected to be competent in writing in more different languages such as in Bahasa Indonesia and English. This study attempts to identify the correlation between students’ competence in writing narrative texts in Bahasa Indonesia, and their competence in writing narrative texts in English. The study was conducted at an MTsN in Tangerang, with the third grade students in 2008/2009 academic year as the subjects of the study. The objectives of this study was to answer two research problems: (1) the correlation between students competence in writing narrative texts in Bahasa Indonesia and their competence in writing narrative texts in English, and (2) whether the correlation of aspects of a narrative text in the two languages relate to its textual features.

This study employed a correlational study with the two narrative writing tests as the instrument. The students’ achievement scores in both narrative texts were statistically calculated using correlational formula. To analyze the correlation between students’ competence in writing narrative texts in Bahasa

Indonesia and their competence in writing narrative texts in English, the

Pearson-product moment formula was used. To analyze the correlation formula on each aspect of narrative texts, the correlation uses ‘spearman rho’ in non-parametric statistic since the data did not have normal distribution and linier relationships.

Based on the problems and the findings, it is concluded that: first, the correlation between students competence in writing narrative texts in Bahasa Indonesia and their competence in writing narrative texts in English is positive and significant at 0.05 (two-tailed). Second, aspects which show positive and significant correlation are purpose, stages, field, tenor, mode, lexis, spelling, presentation, and punctuation. The other aspects show positive but not significant correlation. They are phases, conjunction, reference, appraisal, and grammar. This study also found that students generally demonstrate clear performance in most aspects in narrative texts written in Bahasa Indonesia than in English. Some similarities and differences were also found in line with each aspect and textual features of the narrative texts in the two languages. The present study examines all aspects of a narrative text in Bahasa Indonesia and English. It is recommended for the further research to focus only on one of the aspects so that the study is hopefully more meaningful and interesting. Moreover, since this study involves only narrative texts, it is recommended for further research to involve more texts types and involve other varieties of languages.

1 CHAPTER I: INTRODUCTION

This chapter comprises (1) background to the study, (2) hypothesis, (3) objectives of the study, (4) significances of the study, (5) definition of terms, and (6) thesis organization.

1.1Background to the Study

Writing, as one of the four language skills, is not less important than listening, speaking, and reading in learning a language. Through the mastery of writing, the individual comes to be entirely effective in intellectual organization, not only in the management of everyday affairs, but also in the expression of ideas and arguments (Frith, 2001). Nevertheless, it also has been argued that learning to write fluently is the most difficult of macro skills for all language users, apart from whether the language in question is a first, second or foreign language (Nunan, 1989:33). Hence, learning to write effectively is a very crucial section of students’ education and the writing competence can be a great asset during their lives (Collerson, 1989:1).

Since it is a very crucial section of students’ education, writing has always been formed as part of the syllabus (curriculum) in the teaching of English (Harmer 2004:31), the fact which is also found in language curriculum and syllabus in Indonesia. The two latest curriculums in Indonesia are Kurikulum

Berbasis Kompetensi (Competence-based Curriculum) during 2004-2006 period

2 until this period. The two latest curriculums also set writing as a part of English curriculum and the curriculum of Bahasa Indonesia.

Meanwhile, for language learning, and for writing development in particular, genre is one of the most contentious topics in curriculum theory today, and important practical issues are at stake (Reid 1987:86). Recent development in writing research and pedagogy also focuses on the linguistic concept of genres (Christie, 1983; Kress, 1982; Martin, 1984a; Rothery, 1984 in Green 1987, in Reid 1987: 84). Green (1987) subsequently states that learning literacy and learning to write particularly involves a developing competence with regard to genre; that is, learning to write stands for developing the competence to recognize and use a range of written genres, or forms of writing. Genre theory and classroom research has established a typology of genres, which are valued more highly than others in education system; these valued genres need to be made explicit and taught so that all students have equal access to means for learning (Richardson 1994, in Freedman and Medway 1994:127).

In relation to the concept of genres, fiction–in which narrative is included– is usually students’ favorite in which they want to create characters in situation of their own design (Graves, 1994:287). The narrative text is the most valued in primary school where much of the early reading experience of children in primary language arts program involves reading stories, and teachers frequently ask young children to write their own stories (Couture 1986:225). Couture also points out that the narrative is the first structure for extending texts that children acquire and the only one that many basic writers handle with ease.

3 In viewing the importance of narrative, the two latest curriculums used in Indonesia, as highlighted before, also set ‘narrative texts’ as a part of the writing materials. In English syllabus, students of junior high schools are prescribed to learn narrative paragraph and text on the second semester of the second and third year of study, while in the syllabus of Bahasa Indonesia; they are prescribed to learn narrative materials (dongeng/folk story) in the first semester of the first year of study (Diknas 2006).

With reference to teaching and learning two different languages such as English and Bahasa Indonesia, native language of (every) learner is an extremely significant factor in the acquisition of a new (target) language by mean of exercising and interfering effect (Brown, 2001:65-67). However, it should not be assumed that the ability to write in the mother tongue can be transferred to the foreign language, although some global transfer, as with reading ability, often seems to take place (that is, people who are highly literate in their own language easily become literate in another) (Byrne, 1988). These views, however, indicate that students’ ability in writing narrative text in Indonesia will either negatively or positively correlate to their ability in writing narrative text in English.

In relation to the language transfer, according to the behaviorist theory of second language learning, learning could take place easily through positive transfer of the native-language pattern, but where they were different, learning difficulty arose and errors resulting from negative transfer were likely to occur (Ellis 1994:299-301). The study of learner errors (Error Analysis) showed that although many errors were caused by transferring L1 ‘habits’, many more were

4 not. In fact, learners often contributed creatively to the process of learning (Ellis 1994:19).

All the statements indicate some relation between students’ L1 and L2 learning, the case which can be identified in the process of L1 and L2 writing (composition). The more specific case can be identified in writing such a narrative text in both two languages. The present study examines and analyzes the correlation between students’ competence in writing narrative text in Bahasa

Indonesia and their competence in writing narrative text in English and the

correlation of aspects of a narrative text in the two languages relate to its textual features.

1.2Hypothesis

The present study starts from a neutral position. Therefore, the null hypothesis is preferred for this study (See Hatch and Farhady, 1982:86). The null hypothesis for this study is stated as follows:

There is no correlation between students’ competence in writing narrative text in Bahasa Indonesia and their competence in writing narrative text in English.

1.3Objectives of the Study

This study looks forward to some objectives related to the stated research problems. The first objective is to examine the correlation between the students’ competence in writing narrative text in Bahasa Indonesia and their competence in

5 writing narrative text in English. Second, this study aims to examine whether the correlation of aspects of a narrative text in Bahasa Indonesia and English relates to its textual features.

1.4Significance of the Study

The significances of this study can be viewed from two angles, i.e. theoretically and practically. Theoretically, this study is expected to enrich the horizon of relation among language competence such as L1 and L2. Practically, the present study can give information about correlation between the students’ competence in writing narrative text in Bahasa Indonesia, and their competence in writing narrative text in English to language teachers, curriculum designers, and other related parties to be a resource of evaluation, discussion, prediction, and decision making in language education.

1.5Definition of Terms

This section comprises some definitions of terms related to the study. The definitions include correlation, students’ competence in writing narrative texts in

Bahasa Indonesia, students’ competence in writing narrative texts in English, and

narrative texts.

a. Correlation, in this research, is the analysis of mutual relationship between

students’ competence in writing narrative text in Bahasa Indonesia and their competence in writing narrative text in English. This relation is

6 examined statistically (See Hatch and Farhady 1982:198, Fraenkel and Wallen, 1993:175, Coolidge, 2000:116).

b. Students’ competence in writing narrative text in Bahasa Indonesia refers

to the ability of students of selected population in producing/composing a written narrative text using Bahasa Indonesia.

c. Students’ competence in writing narrative text in English refers to the

ability of students of selected population in producing/composing a written narrative text using English.

d. Narrative texts refers to the text (from genre story) which has the basic

purpose to entertain, to gain and hold the reader’s interest in a story, (Derewianka 1990; Gibbons 2002), and has the social purpose to instruct via reflection on experience and deals with problematic events which individuals have to resolve for better or worse (Macken-Horarik 2002 in Emilia 2005).

1.6Thesis Organization

This thesis includes five chapters. The first chapter is introduction which covers background to the study, hypothesis, objectives of the study, significances of the study, definition of terms, and thesis organization. The second chapter discusses literature review which includes the discussion of writing, texts, narrative texts, narrative texts’ assessment, and previous study. The third chapter deals with research methodology, which covers research question, research design, data collection, and data analysis. The forth chapter presents research findings, and

7 discussion on students’ competence in writing narrative texts in Bahasa

Indonesia, students competence in writing narrative texts in English, correlation

analysis and hypothesis testing, and the correlation of aspects of a narrative text in the two languages relate to its textual features. The last fifth chapter sketches out conclusions and recommendations.

36 CHAPTER III: RESEARCH METHODOLOGY

This chapter discusses research methodology which covers (1) research problems, (2) research design, (3) data collection, and (4) data analysis.

3.1 Research Problems

The research problems are formulated through the following research questions:

1. What is the correlation between students’ competence in writing narrative texts in Bahasa Indonesia and their competence in writing narrative texts in English?

2. Does the correlation of aspects of a narrative text in the two languages relate to its textual features?

3.2 Research Design

This research is a correlational study which analyzes quantitative data in the form of scores. The variables to be correlated are students’ competence in writing narrative texts in Bahasa Indonesia and their competence in writing narrative texts in English. Correlation is the mutual relation of two or more things; the act or process of showing the existence of relationship between things (Burns, 1995:180). Correlation studies are designed to investigate the nature and strength of functional relationships among the variables of interest to the researcher (Brown, 1998:126, Fraenkel and Wallen, 1993:27). Frankel and Wallen (1993:28)

37 adds that correlational research is also sometimes referred to as associational research by means of studying the relationships among two or more variables without any attempt to influence them.

3.3 Data Collection

This section presents concerns related to data collection, including population and sample, research instrument, and phases of data collection.

3.3.1 Population and sample

The population of this study is the third grade students of MTsN (State Islamic Junior High School) Pagedangan Tangerang, which is located on Jl. Gunung Batu, sub-district of Pagedangan, the district of Tangerang, Banten. The population is all of the third year students of the school in 2008/2009 academic year. The way on how to take the sample of the study is the purposive sampling technique. It means that the researcher assumes he can use their knowledge of the population to judge whether a particular sample will be representative (See Fraenkel and Wallen, 1993:87). The way was preferred since the researcher had consulted the teachers who taught Bahasa Indonesia and English to the student population.

For correlational study, the minimum acceptable sample size is considered by most researchers to be no less than 30 because it may give an inaccurate estimate of the degree of relationship that exists (Fraenkel and Wallen, 1993:294). Considering the above assumptions about samples, the 72 students fulfilled the accurate sample size from 112 students (population).

38 3.3.2 Research instrument

This research uses two composition tests of students’ competence in writing narrative texts. Based on the 2006 curriculum of English, the tests have students write narrative texts both in Bahasa Indonesia and in English. The tests adapts the example of national examination specification for Sekolah Menengah

Pertama/Madrasah Tsanawiyah (Junior High School) in 2004. This test

specification was proposed by Pusat Penelitian Pendidikan Badan Penelitian dan

Pengembangan DEPDIKNAS (Center of educational research and development of

Department of National Education).

To assess students’ narrative texts, the concept of story assessment criteria proposed by Rose (2008) was utilized. Table 3.3 lists the proposed assessment criteria.

Table 3.3

Story assessment criteria (Rose 2008:10)

Purpose Is the story genre appropriate for the writer’s purpose?

Staging Does it go through appropriate stages?

Field Is the story plot imaginative, interesting and coherent?

Tenor Is the reader engaged with characters’ reactions and reflections?

Mode Is the creative use of literate descriptive language and metaphors appropriate for the level?

Phases Are story phases used creatively to build problems and reactions, and to describe, comment, reflect?

Lexis Are people, things and places followed through coherently to build

up context?

Conjunctions Are logical relations between each step clear, e.g. shifts back and forward in time, comparisons, cause?

Reference Is it clear who or what is referred to, e. g. in dialogue?

Appraisal Conscious control of appraisal, such as feelings, judgments of people and appreciation of things and places

Grammar Are grammatical conventions used appropriately?

Spelling Is spelling accurate?

Punctuation Is punctuation used appropriately?

Presentation Is the layout clear and attractive?

39 The numerical score is obtained by giving each criterion a score from 0 to 3, giving a total score out of 42 (14x3). 0 means there is no evidence of the criterion, while 3 means it is the top standard (Rose 2008:14). In assessing students’ composition in Bahasa Indonesia, the criteria above were adapted. The instruments (the tests) were enclosed in appendix 1.

3.3.3 Phases of Data collection

Data collection is carried out through some phases. The first phase is arranging the writing tests as the instrument of the study. The second is testing students with the arranged tests. The third is rating the narrative texts written by the students to obtain the data in the form of scores.

There were four raters engaged in evaluating the texts. The teacher who taught the language to the students at the selected setting firstly evaluated students’ narrative texts written in Bahasa Indonesia. The English teacher at that school also firstly evaluated students’ narrative texts written in English. Then, all students’ narrative texts were evaluated then by a student of Post-graduate studies of English Education Program at Indonesia University of Education Bandung (UPI Bandung). The university student was considered familiar with the concept of narrative assessment proposed by Rose (2008). Finally, the texts were reevaluated by the researcher himself.

40 Variable X No. S tu d en t N a m

e Scoring Indicator

Sum Score

P u rp o se S ta g in g F ie ld T en o r M o d e P h a se s L ex is C o n ju n ct io n R ef er en ce A p p ra is a l G ra m m a r S p el li n g P u n ct u a ti o n P re se n ta ti o n

1. … _{… … … … ….. …..} … … _{… … … … ….. …..} Variable Y No. S tu d en t N a m

e Scoring Indicator

Sum Score

P u rp o se S ta g in g F ie ld T en o r M o d e P h a se s L ex is C o n ju n ct io n R ef er en ce A p p ra is a l G ra m m a r S p el li n g P u n ct u a ti o n P re se n ta ti o n

1. … _{… … … … ….. …..} … … _{… … … … ….. …..}

Furthermore, the score on the two variables were calculated and analyzed by the following tabulation:

No. Sample X Y X2 Y2 XY

1. 001 …. …. …. …. ….

…. …. …. …. …. …. ….

∑ …. …. …. …. …. ….

3.4 Data Analysis

Analysis is carried out through three steps. The first step is processing the data to test the correlation. The process includes the test of linearity between the variables to be correlated (see Hatch and Farhady 1982:204, Brown

1988:136-41 137, Coolidge 2000:121-122,), and normality of each variable (See Brown 1988:136-137, Priyatno, 2008:28). The two tests are established using “SPSS 12.0 for Windows”.

When the collected data fulfil the criteria of normality and linearity . the correlation analysis uses “Pearson Product Moment” correlation formula. The formula stands as follows (See Hatch and Farhady 1982:198, Fraenkel and Wallen, 1993:175, Coolidge, 2000:116 ):

] ) ( . ][ ) ( . [ ) )( ( . 2 2 2 2 Y Y N X X N Y X XY N r_xy ∑ − ∑ ∑ − ∑ ∑ ∑ − ∑ = xy

r = correlation coefficient between X and Y

X = students’ competence in writing narrative text in Bahasa

Indonesia

Y = students’ competence in writing narrative text in English N = total number of subject

∑

X = sum of the row X scores

∑

Y = sum of the row Y scores Y

X

∑

= sum of the product of each X multiplied by each Y 2

∑

X = sum of the squares of each X scores 2

∑

Y = sum of the squares of each Y scores

(

)

2

∑

X = the squares of total sum of each X scores

( )

2

∑

Y = the squares of total sum of each Y scores

This formula is used to know whether there is a correlation between students’ competence in writing narrative text in Bahasa Indonesia and their

42 competence in writing narrative text in English. Besides manual analysis and computation using the above formula, the analysis also used “SPSS 12.0” for Windows (Priyatno, 2008:53-56).

To know the correlation between each aspect of students’ competence in writing narrative texts, the Pearson correlation will be used if the raw data of a component is normally distributed, (See Hatch and Farhady 1982:198, Brown 1988:136-137, Fraenkel and Wallen, 1993:175, Coolidge, 2000:116). On the other hand, when each raw data of a component is not normally distributed and two variables do not perform linear relationship, the correlation is analyzed using “Spearman Rho” (See Hatch and Farhady 1982:198, Cohen and Manion 1994:127, Sugiyono, 2007, 2008:244-245). For the statistical computation, the data analysis uses “SPSS 12.0 for Windows”.

Furthermore, the results of the analysis are used to test the stated hypothesis. The following are step-by-step procedures to test the hypothesis (Brown, 1998:121):

1. Look at the Ho (null-hypothesis) 2. Look at the α _level

3. Comparing the robserved and rcritical

4. a. if the robserved was less than rcritical , it accepted the null-hypothesis and stopped.

b. if the robserved was greater than rcritical , it rejects the null-hypothesis and continues.

5. Decide which alternative hypothesis was more logical 6. Making interpretation and conclusion.

The interpretations of correlation are as follow (Burns, 2000): 1. 0.90 – 1.00 is very high correlation or very strong relationship 2. 0.70 – 0.90 is high correlation or marked relationship

43 4. 0.20 – 0.40 is low correlation or weak relationship

5. less than 0.20 slight correlation or the relationship is so small as to be negligible

The second step is analyzing the textual features of the narrative texts. The textual features include purpose, stages, field, tenor, mode, phases, lexis,

conjunction, reference, appraisal, grammar, spelling, punctuation, and presentation (Rose, 2008). The analysis is concerned with the similarities and the

differences of each aspect found in the two narrative tests: narrative texts written in Bahasa Indonesia and narrative texts written in English.

The final step is analyzing relation between correlation and textual features. This step relates the significance of aspects and the analysis of textual features discussed in the above paragraph.

84 CHAPTER V: CONCLUSIONS AND RECOMMENDATIONS

Derived from the result of data analysis, research findings and discussion presented in previous chapters, some conclusions and recommendations are formulated. It is expected that observing the two variables of the present study: students competence in writing narrative texts in Bahasa Indonesia and their competence in writing narrative texts in English at the selected setting gives useful contributions to the language teachers and others who concern with language education, especially, the area of teaching writing.

5.1 Conclusions

The present study examines (1) the correlation between students’ competence in writing narrative texts in Bahasa Indonesia and their competence in writing narrative texts in English, and (2) the correlation of aspects of a narrative text in the two languages relate to its textual features.

Through this study, it has been found that there is a significant systematic correlation between students’ competence in writing narrative texts in Bahasa

Indonesia and their competence in writing narrative texts in English. The

coefficient of correlation is 0.68 correlation coefficient value. It indicates a moderate correlation or substantial relationship between the two variables.

The study also presents an outlook to the two students’ narrative texts. The study describes that most students have good performance in writing narrative

85 texts using Bahasa Indonesia as their native language. On the other hand, only a few students show good performance in writing narrative texts in English. Some of them still wrote English narrative texts below expectation.

The study also has found that some aspects of the narrative texts positively and significantly correlate in the two narrative texts. They are purpose, stages, field, tenor, mode, lexis, spelling, punctuation, and presentation. On the other hand, some aspects show positive but not significant correlation in the two narrative texts. They are phases, conjunction, reference, appraisal, and grammar.

Some similarities and differences were also found in line with each aspect of narrative texts. Students almost demonstrate clear performance in most aspects in narrative texts written in Bahasa Indonesia. The fact was also found in their texts written in English although it is not as clear as what was found in narrative texts written in Bahasa Indonesia. Besides, there were only few students performed the mentioned aspects. Some of the narrative texts were even unreadable and ungrammatical so that they were difficult to analyze.

In line with the above findings, it is reasonable that the language accuracy, however, gives a great influence on performing such a readable text. By the reason, language teaching and learning activities must be constantly not ignore language accuracy during their process to make students habitually perform good writing attitude. Moreover, language accuracy is not as simple as it is expected. It needs longer and longer practices and habitual action in writing activity.

Furthermore, quantitative and qualitative study could be harmoniously engaged in language studies. Related to the data analysis, for instance, the

86 quantitative computational should be also deserved for linguistic features analysis. How it is meaningful will be proven by certain textual or linguistic features on the texts’ when it is combined.

5.2 Recommendations

Based on the above findings, the following recommendations as the outcome of the study are put forward. Those are expected to be useful for the coming researchers, teachers of Bahasa Indonesia and English, curriculum designers, and for whom that may be concerned with language educations and particularly, teaching writing skills.

This study is aimed to correlate students’ competence in writing narrative texts in Bahasa Indonesia, and their competence in writing texts in English. It also includes the correlation of each aspect involved in the texts: purpose, stages, field, tenor, mode, phases, lexis, conjunction, appraisal, reference, spelling, punctuation, presentation, and grammar. Following the correlation analysis, the study discusses the similarity and difference among those textual features in the two different language texts. The variety of aspects in both correlations and discussions makes this study seems to be general and it does not concern with specific focus. By the reason, it is recommended for the further research to specify the study with only one of the variety aspects so that the study is hopefully more meaningful and interesting. Moreover, since this study involves only narrative texts, it is recommended for the further research to involve more texts types and involve other varieties of languages.

87 Then, teachers and students of MTsN Pagedangan Tangerang should be familiar in advance with the concept of writing assessment proposed by David Rose (2008). The proposed concept is recommended as the relevant assessment criteria for evaluating narrative texts and story writing. Unfortunately, not many teachers know this concept entirely.

The next recommendation is that, the two language teachers – teachers who teach Bahasa Indonesia and English – should intensively have certain coordination and discussion to analyze their students’ writing competence. If it is possible to carry out a collaborative teaching sometimes, it will be more useful to improve students’ writing competence in both languages.

Finally, in designing syllabus, teaching preparation, and teaching materials, language teachers and curriculum designer should consider and pay more attention on writing materials in both languages. It is hoped that the two materials in two languages are supported each other to improve students competence in writing.

88 REFERENCES

Anderson, M. and Anderson, K. (1998). Text Types in English 3. South Yarra: Macmillan Education Australia PTY Ltd.

Alwasilah, A. C. and Alwasilah, S. S. (2007). Pokonya Menulis. Bandung: PT Kiblat Buku Utama.

Arikunto, S. (1998). Prosedur Penelitian, suatu pendekatan praktek. Jakarta: Rineka Cipta.

Badger, R. and White, G. (2000). A process genre approach to teaching writing.

Oxford: ELT Journal, Vol. 54.

Brown, H. D. (2001). Teaching by Principles, an Interactive Approach to

Language Pedagogy. New York: Addison Wesley Longman, Inc.

Brown, J. D. (1988). Understanding Research in Second Language Learning, A

teacher guide’s to statistics and research design. New York: Cambridge

University Press.

Burns, R.B. (1995) Introduction to Research Method. Australia: Longman.

Byrne, D. (1988). Teaching writing skill. New ed. London: Longman Group UK Limited.

Christie, F. (2005). Language Education in the Primary Years. Sydney: UNSW Press.

Cohen, L and Manion, L (1994). Research Method in Education. Fourth ed. London: Routledge 11 New Fetter Lane.

89 Collerson, J. (1989). Writing for Life. New South Wales: Primary English

Teaching Association.

Coolidge, F. L. (2000). Statistics, A Gentle Introduction. London: SAGA Publications Ltd.

Cope, B and Kalantzis, M. (2002). The Power of Literacy, A Genre Approach to

teaching Writing. The Falmer Press.

Couture, B. (1986). Functional Approach to Writing: Research Perspectives. New Jersey: Ablex Publishing Corporation.

Crowley, B. (1989). “Writing Across the Secondary School”. In Collerson, J. (ed.), Writing for Life. New South Wales: Primary English Teaching Association.

Departemen Pendidikan Nasional, Direktorat Jendral Manajemen Pendidikan Dasar dan Menengah, Derektorat Pembinaan Sekolah Menengah Pertama (2006). Panduan Pengembangan Silabus Mata Pelajaran Bahasa Inggris

SMP. Jakarta: DEPDIKNAS.

Derewianka, B. (1990) Exploring how text work. Newtown: Primary English Teaching Association.

Eggins, S. (1994). An Introduction to Systemic Functional Linguistics. London: Pinter Publishers Ltd.

Ellis, R. (1986). Understanding Second Language Acquisition. Oxford: Oxford University Press.

Emilia, E. (2005). A Critical Genre-based Approach to Teaching Academic

Writing in a Tertiary EFL Context in Indonesia. Ph.D. Dissertation.

90 English online (1998). Features of Text Forms. Wellington: Ministry of

Education, New Zealand.

Feez, S. & Joice, H. (2000). Writing Skills: Narrative & Non-fiction Text Type. Australia: Phoenix Education Pty Ltd.)

Fitzpatrick, Marry (2005). Engaging writing: paragraphs and essays. New York: Pearson Education, Inch.

Fraenkel, J. R. and Wallen, N. E. (1993). How to Design and Evaluate Research

in Education. New York: McGraw-Hill Inc.

Freedman, A. and Medway, P. (1994). Learning and Teaching Genre. Portsmouth: Boynton/Cook Publishers.

Fuad, N. S. L. (1990). Aspek Logika dan Aspek Linguistik dalam Keterampilan

Menulis, Studi tentang Profil Komposisi Bahasa Indonesia dan Bahasa Inggris. Unpublished M.Pd Thesis, Bandung: Fakultas Pasca Sarjana IKIP

Bandung.

Frith, J. (2007). A Process Genre Approach to Writing Transactional Letters. Retrieved from:

http://www.developingteachers.com/articles_tchtraining/processgenre4_jam

es.htm.

Gavan, C. (2004). Using the Genre Approach to Teaching Suspense Short Story

Writing. Retrieved from:

http://www.cortland.edu/english/mlk/Genre%20Studies/sssuspense.htm Gibbons, P (2002). Scaffolding Language, Scaffolding Learning, Teaching Second

Language Learner in the Mainstream Classroom. Portsmouth: Heinemaun,

91 Gjadde, L. (1999). Narrative, Genre and Context in Popular Science. Journal on

Research Centre for Educational HCI, RoyalDanish School of Educational Studies, Roskilde University, Box 260, DK-4000 Roskilde, lg@dlh.dk.

Grabe, W. and Kaplan, R. B., (1996). Theory and Practice of Writing. Harlow: Addison Wesley Longman Limited.

Graves, D.H. (1994). A Fresh Look at Writing. Portsmouth: Heinemann, A division of Reed Elsevier Inc.

Hadley, A.O (2001). Teaching Language in Context. Boston: Heinle and Heinle, a division of Thomson Learning Inc.

Harmer, J (2001). The practice of English Language Teaching. Harlow: Pearson Education Limited.

Harmer, J (2004). How to teach writing. Harlow: Pearson Education Limited. Hartono, R. (2005). Genre-based Writing. Semarang: Semarang State University. Hatch and Farhdy (1982) Research Design and Statistic for Applied Linguistics.

Rowley, Massachusetts: Newbury House Publishers, Inc.

Heaton, J. B. (1988). Writing English Language Test. New York: Longman Inc. Helena, I. R., Agustien, Anugerahwati, M., Wachidah, S. (2004). Materi

Pelatihan Terintegrasi Bahasa Inggris. Jakarta: Bagian Proyek

Pengembangan Sistem dan Pengendalian Program SLTP DEPDIKNAS. Hyland, K (2002). Teaching and Researching Writing. Harlow: Pearson

Education.

Larson, Jean. (2004). Using a Genre Approach to Teaching the Reflective Essay. Retrieved from:

92 Martin, J. R. (1992). English Text, System and Structure.

Philadelphia/Amsterdam: John Benjamins Publishing Company.

Nation, P. (2003). The role of the first language in foreign language learning. 2003 Asian EFL Journal, Vol. IV.

Nunan, D. (1989). Designing Task for the Communicative Classroom. New York: Cambridge University Press.

Paltridge, Brian. (2005). Approaches to Teaching Second Language Writing. Retrieved from:

http://www2.tn.edu.tw/english/ABCF/vol131/%A5x%ABn31%B4%C1ABC

%B3q%B0T.htm.

Piolat, A. and Roussey, J. Y. (1991). Narrative and Descriptive Text Revising Strategies and Procedures. European Journal of Psychology of Education,

Vol, V1, 155-162: I.S.P.A.

Priyatno, D. (2008). Mandiri Belajar SPSS, (Statistical Product and Service

Solution) untuk Analisis Data dan Uji Statistik. Yogyakarta: MediaKom.

Pusat Penilaian Pendidikan, Badan Penelitian dan Pengembangaan DEPDIKNAS (2004). Standar Kompetensi Lulusan dan Spesifikasi Ujian Akhir

SMP/MTs, Bahasa Inggris. Jakarta: Pusat Penilaian Pendidikan.

Redaksi Lima Adi Sekawan (2007). EYD Plus. Jakarta: Limas.

Ribeiro, E. (2008). “Effectiveness of the Genre-based Approach for Graduate Students”. Reading and Writing Relationships. Retrieved from:

http://everibeiro.com/readingwriting.pdf [August 8, 2008]

Rose, D. (2008). Reading to Learn Book 4: Assessing Reading and Writing. Sydney: Office of the Board of Studies. Website:

93

Second language writing: research insights for the classroom (1990). Edited by

Barbara Kroll. New York: Cambridge University Press.

Silabus Bahasa Indonesia SMP (2008). Available online at

http://www.4shared.com/network/search.jsp?sortType=1&sortOrder=1&s ortmode=2&searchName=ktsp&searchmode=2&searchName=ktsp&searc hDescription=&searchExtention=&sizeCriteria=atleast&sizevalue=10&st art=20 (2008).

Sugiyono (2007, 2008). Statistika Untuk Penelitian. Bandung: Alfabeta.

Surjakusumah, Y. (2006). Areas of language teaching and learning research. English Department, Indonesia University of Education, unpublished. Swales, J. M. (1990). Genre Analysis. Cambridge: Cambridge University Press.

The Place of genre in Learning: Current Debates (1987), edited by Ian

Reid. Centre for Studies in Literary Education, Deakin University.

Wachidah, S. (2005). Pembelajaran Berbasis Genre. Universitas Negeri Jakarta, unpublished.

88 REFERENCES

Anderson, M. and Anderson, K. (1998). Text Types in English 3. South Yarra: Macmillan Education Australia PTY Ltd.

Alwasilah, A. C. and Alwasilah, S. S. (2007). Pokonya Menulis. Bandung: PT Kiblat Buku Utama.

Arikunto, S. (1998). Prosedur Penelitian, suatu pendekatan praktek. Jakarta: Rineka Cipta.

Badger, R. and White, G. (2000). A process genre approach to teaching writing. Oxford: ELT Journal, Vol. 54.

Brown, H. D. (2001). Teaching by Principles, an Interactive Approach to Language Pedagogy. New York: Addison Wesley Longman, Inc.

Brown, J. D. (1988). Understanding Research in Second Language Learning, A teacher guide’s to statistics and research design. New York: Cambridge University Press.

Burns, R.B. (1995) Introduction to Research Method. Australia: Longman.

Byrne, D. (1988). Teaching writing skill. New ed. London: Longman Group UK Limited.

Christie, F. (2005). Language Education in the Primary Years. Sydney: UNSW Press.

Cohen, L and Manion, L (1994). Research Method in Education. Fourth ed. London: Routledge 11 New Fetter Lane.

89 Collerson, J. (1989). Writing for Life. New South Wales: Primary English

Teaching Association.

Coolidge, F. L. (2000). Statistics, A Gentle Introduction. London: SAGA Publications Ltd.

Cope, B and Kalantzis, M. (2002). The Power of Literacy, A Genre Approach to teaching Writing. The Falmer Press.

Couture, B. (1986). Functional Approach to Writing: Research Perspectives. New Jersey: Ablex Publishing Corporation.

Crowley, B. (1989). “Writing Across the Secondary School”. In Collerson, J. (ed.), Writing for Life. New South Wales: Primary English Teaching Association.

Departemen Pendidikan Nasional, Direktorat Jendral Manajemen Pendidikan Dasar dan Menengah, Derektorat Pembinaan Sekolah Menengah Pertama (2006). Panduan Pengembangan Silabus Mata Pelajaran Bahasa Inggris SMP. Jakarta: DEPDIKNAS.

Derewianka, B. (1990) Exploring how text work. Newtown: Primary English Teaching Association.

Eggins, S. (1994). An Introduction to Systemic Functional Linguistics. London: Pinter Publishers Ltd.

Ellis, R. (1986). Understanding Second Language Acquisition. Oxford: Oxford University Press.

Emilia, E. (2005). A Critical Genre-based Approach to Teaching Academic Writing in a Tertiary EFL Context in Indonesia. Ph.D. Dissertation. Australia: University of Melbourne.

90 English online (1998). Features of Text Forms. Wellington: Ministry of

Education, New Zealand.

Feez, S. & Joice, H. (2000). Writing Skills: Narrative & Non-fiction Text Type. Australia: Phoenix Education Pty Ltd.)

Fitzpatrick, Marry (2005). Engaging writing: paragraphs and essays. New York: Pearson Education, Inch.

Fraenkel, J. R. and Wallen, N. E. (1993). How to Design and Evaluate Research in Education. New York: McGraw-Hill Inc.

Freedman, A. and Medway, P. (1994). Learning and Teaching Genre. Portsmouth: Boynton/Cook Publishers.

Fuad, N. S. L. (1990). Aspek Logika dan Aspek Linguistik dalam Keterampilan Menulis, Studi tentang Profil Komposisi Bahasa Indonesia dan Bahasa Inggris. Unpublished M.Pd Thesis, Bandung: Fakultas Pasca Sarjana IKIP Bandung.

Frith, J. (2007). A Process Genre Approach to Writing Transactional Letters. Retrieved from:

http://www.developingteachers.com/articles_tchtraining/processgenre4_jam es.htm.

Gavan, C. (2004). Using the Genre Approach to Teaching Suspense Short Story Writing. Retrieved from:

http://www.cortland.edu/english/mlk/Genre%20Studies/sssuspense.htm Gibbons, P (2002). Scaffolding Language, Scaffolding Learning, Teaching Second

Language Learner in the Mainstream Classroom. Portsmouth: Heinemaun, A division of Reed El sevrer Inc.

91 Gjadde, L. (1999). Narrative, Genre and Context in Popular Science. Journal on Research Centre for Educational HCI, RoyalDanish School of Educational Studies, Roskilde University, Box 260, DK-4000 Roskilde, lg@dlh.dk.

Grabe, W. and Kaplan, R. B., (1996). Theory and Practice of Writing. Harlow: Addison Wesley Longman Limited.

Graves, D.H. (1994). A Fresh Look at Writing. Portsmouth: Heinemann, A division of Reed Elsevier Inc.

Hadley, A.O (2001). Teaching Language in Context. Boston: Heinle and Heinle, a division of Thomson Learning Inc.

Harmer, J (2001). The practice of English Language Teaching. Harlow: Pearson Education Limited.

Harmer, J (2004). How to teach writing. Harlow: Pearson Education Limited. Hartono, R. (2005). Genre-based Writing. Semarang: Semarang State University. Hatch and Farhdy (1982) Research Design and Statistic for Applied Linguistics.

Rowley, Massachusetts: Newbury House Publishers, Inc.

Heaton, J. B. (1988). Writing English Language Test. New York: Longman Inc. Helena, I. R., Agustien, Anugerahwati, M., Wachidah, S. (2004). Materi

Pelatihan Terintegrasi Bahasa Inggris. Jakarta: Bagian Proyek Pengembangan Sistem dan Pengendalian Program SLTP DEPDIKNAS. Hyland, K (2002). Teaching and Researching Writing. Harlow: Pearson

Education.

Larson, Jean. (2004). Using a Genre Approach to Teaching the Reflective Essay. Retrieved from:

92 Martin, J. R. (1992). English Text, System and Structure.

Philadelphia/Amsterdam: John Benjamins Publishing Company.

Nation, P. (2003). The role of the first language in foreign language learning. 2003 Asian EFL Journal, Vol. IV.

Nunan, D. (1989). Designing Task for the Communicative Classroom. New York: Cambridge University Press.

Paltridge, Brian. (2005). Approaches to Teaching Second Language Writing. Retrieved from:

http://www2.tn.edu.tw/english/ABCF/vol131/%A5x%ABn31%B4%C1ABC %B3q%B0T.htm.

Piolat, A. and Roussey, J. Y. (1991). Narrative and Descriptive Text Revising Strategies and Procedures. European Journal of Psychology of Education, Vol, V1, 155-162: I.S.P.A.

Priyatno, D. (2008). Mandiri Belajar SPSS, (Statistical Product and Service Solution) untuk Analisis Data dan Uji Statistik. Yogyakarta: MediaKom.

Pusat Penilaian Pendidikan, Badan Penelitian dan Pengembangaan DEPDIKNAS (2004). Standar Kompetensi Lulusan dan Spesifikasi Ujian Akhir SMP/MTs, Bahasa Inggris. Jakarta: Pusat Penilaian Pendidikan.

Redaksi Lima Adi Sekawan (2007). EYD Plus. Jakarta: Limas.

Ribeiro, E. (2008). “Effectiveness of the Genre-based Approach for Graduate Students”. Reading and Writing Relationships. Retrieved from: http://everibeiro.com/readingwriting.pdf [August 8, 2008]

Rose, D. (2008). Reading to Learn Book 4: Assessing Reading and Writing. Sydney: Office of the Board of Studies. Website: www.readingtolearn.com.au

93 Second language writing: research insights for the classroom (1990). Edited by

Barbara Kroll. New York: Cambridge University Press.

Silabus Bahasa Indonesia SMP (2008). Available online at http://www.4shared.com/network/search.jsp?sortType=1&sortOrder=1&s ortmode=2&searchName=ktsp&searchmode=2&searchName=ktsp&searc hDescription=&searchExtention=&sizeCriteria=atleast&sizevalue=10&st art=20 (2008).

Sugiyono (2007, 2008). Statistika Untuk Penelitian. Bandung: Alfabeta.

Surjakusumah, Y. (2006). Areas of language teaching and learning research. English Department, Indonesia University of Education, unpublished. Swales, J. M. (1990). Genre Analysis. Cambridge: Cambridge University Press.

The Place of genre in Learning: Current Debates (1987), edited by Ian Reid. Centre for Studies in Literary Education, Deakin University.

Wachidah, S. (2005). Pembelajaran Berbasis Genre. Universitas Negeri Jakarta, unpublished.