An anlysis of narrative texts’ language features written by members of himpunan mahasiswa islam salatiga, ganesha commisariat - Test Repository

  

AN ANALYSIS OF NARRATIVE TEXTS’ LANGUAGE FEATURES WRITTEN

BY MEMBERS OF HIMPUNAN MAHASISWA ISLAM SALATIGA, GANESHA

COMMISARIAT

A GRADUATING PAPER

  Submitted to the Board of Examiners as a Practical Fulfillment of the Requirement for the Degree of SarjanaPendidikan (S. Pd)

  English Education Department of Teacher Training and Education Faculty of State Institute for Islamic Studies (IAIN) Salatiga

  

By:

M Eko Prasetyo

113 09 069

ENGLISH EDUCATION DEPARTMENT

  

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)

SALATIGA

  

MOTTO

I cannot teach anybody anything I can only make them think

• Socrates

  DEDICATION I dedicate this graduating paper to my parents, Ana Farida and Slamet Riyadi

  

Who have always helped me and believed that I could do it

  

ACKNOWLEDGEMENTS

  Assalamu’alaikum Wr. Wb Praise is to Allah SWT, Lord of the world. Peace and blessing be on the messenger of Allah the Almighty for His blessings leading to the completion of this graduating paper entitled “AN ANALYSIS OF NARRATIVE TEXTS’ LANGUAGE

  

FEATURES WRITTEN BY MEMBERS OF HIMPUNAN MAHASISWA ISLAM

SALATIGA, GANESHA COMMISARIAT”. There are many kinds of help received

  appreciatively from many persons. The writer would never finish this graduating paper without their helps. In this occasion the writer would like to express his sincere thanks and appreciation to:

  1. Dr. Rahmat Hariyadi, M.Pd. as the Rector of State Institute for Islamic Studies Salatiga (IAIN Salatiga).

  2. Suwardi, M.Pd., as The Dean of Teacher Training and Education Faculty.

  3. Noor Malihah, Ph.D as the head of English Education Department of State Institute for Islamic Studies (IAIN) Salatiga.

  4. Ruwandi, S.pd, M.A as counselor who has brought, espoused, and given the writer advices, suggestions and recommendations for this graduating paper from beginning until the end. Thank you for your patience and care.

  5. All lecturers in the English Education Department of IAIN Salatiga. Thank you for all guidance, knowledge, and support.

  6. My beloved mother, father, and sisters. Thank you for everything (support and

  7. All of my friends TBI’09, thank you for the cheerfull and your togetherness.

  8. The big family of Himpunan Mahasiswa Islam Salatiga, thank you for all your supports.

  Wassalamu’alaikum Wr. Wb Salatiga, 15 September 2016

  The Writer M Eko Prasetyo

  11309069

  

ABSTRACT

  M Eko Prasetyo, 2016. “an anlysis of narrative texts’ language features written by

  

members of himpunan mahasiswa islam salatiga, ganesha commisariat” A graduating

paper. Educational faculty English department state institute of Islamic studies (IAIN).

  Counselor : Ruwandi, S.Pd, M.A.

  Keywords : narrative text, language features

  The aims of the research are to find the language features of narrative text that written by the members of Himpunan Mahasiswa Islam Salatiga, Ganesha commisariat and to find out the problems faced by members of Ganesha commisariat in mastering language features of narrative text. Beside that the research is to find out the implication which should be accomplished by Pengembangan Wacana Bahasa division in Ganesha commissariat.

  The participants of the research are the members of Himpunan Mahasiswa Islam Salatiga, Ganesha commisariat. Research data are collected through the analysis the text that written by the participants, and through a questionnaire. The collected data were analyzed qualitatively. Based on the analysis, it was found that language feature of narrative text written by the participants are action verb, descriptive language, simple past tense, time sequence and verb that indicate what is perceived by the character. Division of Pengembangan Wacana Bahasa need to make more discussions or another activities to make the members of Ganesha commisariat more understand about narrative text and its language feature, because the researcher concludes that the members of Himpunan Mahasiswa Islam Salatiga, Ganesha commisariat have less understanding about the language features of narrative and the roles in narrative text.

  TABLE OF CONTENTS

  TITLE ...................................................................................................... i DECLARATION ...................................................................................... ii ATTENTIVE COUNSELORS’ NOTES ................................................... iii STATEMENT OF CERTIFICATION ...................................................... iv MOTTO ................................................................................................... v DEDICATION ......................................................................................... vi ACKNOWLEDGEMENT ........................................................................ vii ABSTRACT ............................................................................................. ix TABLE OF CONTENT ............................................................................ x

  CHAPTER I INTRODUCTION A. Background of the Study.......................................... 1 B. Limitation of the Problem ........................................ 3 C. Problems of Study ................................................... 3 D. Objectives of the Study ............................................ 3 E. Benefits of the Study................................................ 4 F. Clarification of Key Terms ...................................... 5 G. Review of Related Literatures .................................. 6 H. Graduating Paper Organization..…………………….. 9 CHAPTER II UNDERLYING THEORIES A. Writing .................................................................... 10

  C. Narrative Text ......................................................... 17

  D. Assessing Narrative Text ......................................... 19

  E. Language Features of Narrative Text ....................... 20

  CHAPTER III RESEARCH DESIGN A. Research Setting ..................................................... 22 B. Research Respondent .............................................. 22 C. Research Methodology ............................................ 22 CHAPTER IV FINDINGS AND DISCUSSIONS A. Findings……………………………………………… 27 B. Discussions..…………………………………………..28 CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion ……………………………………….... 37 B. Suggestion…………………………………………..38 REFERENCES APPENDICES

CHAPTER I INTRODUCTION In this chapter the writer tries to present the introduction of the study. This chapter

  consists of background of the study, limitation of the problem, problems of study, objectives of the study, benefits of the study, clarification of key terms and graduating paper organization

A. Background of Study

  Every culture in every countries in this world, have one product in the form of story, that often we don’t know who is the writer, when was the events in the story really happen, indeed the truth of the story itself. Usually, the story stand for real or imagined ancestors, often containing supernaturals elements. This story called folk stories. Another story is mythologi. This type of story explainingorigins, natural phenomena, or social and religious customs, often involving the supernatural. Those types of stories included Narrative discourse. (Risdianto,2012:129)

  Himpunan mahasiswa Islam Salatiga, Ganesha commisariat is one university students organization in Salatiga. The members of Ganesha commisariat are language university students. They come from arabic and english department in IAIN Salatiga. In ganesha commisariat structure of organization, there is one division that concern in members’ language (arabic and english) skill development. This division is Pengembangan Wacana Bahasa (PWB). Furthermore, help to members for understanding how to write and understanding narrative text correcctly is one of PWB duty, especially the members who come from english department in IAIN salatiga. On the research, researcher focus on the members of Himpunan Mahasiswa Islam Salatiga, Ganesha commissariat who are English Department students, because narrative text is one kind of topic in English learning.

  Narrative text is one kind of text that is made in rule and it is own patttern and language features. The pattern and its language features that were shaped in narrative text, made on purpose. For labov, narrative is not any talk about a past, or any talk about events; it is specifically talk in which a sequnce of clauses is matched to a sequence of events which (it is inferred) actually occured “ (labov, 1972:360). Interest of audience or reader becoming a focus in writing narrative text. ...”narrative more and more as a way of constructing “events” and giving them meaning...”(Johnstone, 2001).

  What can make narrative text become more important is its message that try to be delivered by the text. That some narrative text is a truth “the value of Narrative in representing reality (Mink, 1987). So, to make the message received by the readers, writing a narrative text correctly as like how narrative text should be written is a must.

  Not only following the pattern, narrative text’s language features need to be written as well.

  By conducting this research, the writer hopes to determine the extent of members of Ganesha commisariat understanding in drafting narrative text. In this study more specific about language features of the text contained in narrative, called analysis of narrative texts’ language features written by members of Himpunan Mahasiswa Islam

  B. Limitation of the Problem

  The writer limits the study only in analyzing of language features of narrative text as its lexical grammatical features written by members of Himpunan Mahasiswa Islam Salatiga, Ganesha commisariat.

  C. Problems of Study

  The following are points that become a reason why the researcher need to do this research. They are :

  1. What are the language features in narrative text that written by members of Himpunan Mahasiswa Islam Salatiga, Ganesha commisariat?

  2. What problems are found by members of Himpunan Mahasiswa Islam Salatiga, Ganesha commisariat in mastering language features of narrative text?

  D. Objectives of the Study

  1. To analyze of the language features in narrative text that written by members of Himpunan Mahasiswa Islam Salatiga, Ganesha commisariat.

  2. To find out the problems are found by members of Himpunan Mahasiswa Islam Salatiga, Ganesha commisariat in mastering language features of narrative text.

  E. Benefits of the Study

  1. For members of Ganesha commisariat The members of Himpunan Mahasiswa Islam Salatiga, Ganesha commisariat can improve their ability in writing text in english especially narrative text.

  Furthermore, they can transform what they know about language features of narrative text.

  2. For the language division in Ganesha commisariat This result of the study helps the language division management to find out their members’ weakness in writing and understanding narrative text

  3. For the writer The writer can increase his knowledge about language features in narrative text

  4. For the readers This research will be able to enlarge the readers’ knowledge about language features in text, especially narrative text.

F. Clarrification of Key Terms

  1. Narrative text Narrative is the oldest structured form of human comunication (writing in context). Stories about person or group of people overcoming problems are called Narrative (Joyce & Feez, 2000, p. 24). They also explain that narratives show how people react to experiences, explore social and cultural values and entertain the audience.Itaims to entertain, to get and retain the attention of the reader or listener of the story (Derewianka, 1990; Joyce &Feez, 2000; Anderson & Anderson, 2003; Gerot & Wignell, 1994).

  2. Language features of narrative text Joyce &Feez (2000) also suggest that narratives have some linguistic features as listed below: a. Specific often individual participants with defined identities.

  b. Mainly use action verb.

  c. Many narratives also use thinking verbs (mental processes) that gives us information about what participants are thinking or feeling.

  d. Normally use past tense e. Dialogue often includes and uses a number of saying verb.

  f. Descriptive language is use to enhance and develop the story by creating image in the reader’s mind.

  g. Can be written in the first person (I, We) or third person (he, she, they).

G. Review of Related Literatures

  1. Previous research In this study the writer reviews some report of related researches to enrich the data

  The previous research is the graduating paper entitled An Analysis Of Students’

  

Ability In Writing Narrative Texts (A Case Study At One Public Junior High Schools In

Bandung) Written by Dini Utami Mulyaningsih (English Education Study Program of

  Indonesia University of Education) Journal of English and Education (2013:16-22).

  The researcher said that her research focusing on the analysis of students’ ability in writing narrative texts in terms of schematic structure and linguistic features. A qualitative case was used in the study. The data of the study were nine junior high school students’ narrative texts that came from low, middle, and high levels of achievement. The analysis of the data indicate that the students from low and middle achievers have insufficient knowledge of writing narrative. It can be seen from the schematic structure and linguistic features of the texts. Based on the result, researcher concluded that the students from these levels of achievement still need a lot of writing guidance from the teacher. Furthermore, for high achiever student, the teacher only needs to remind the student to read again the text for several times to avoid minor mistakes.

  Second previous research is a graduating paper entitled An Analysis Of Narrative

  

Text Features In A Short Story Written By Third Grade Students (A Case Study Of

English Literature Study Program At Stiba Invada Cirebon) Written by Indra Bayu

  Segara (English Literature Study Program Sekolah Tinggi Ilmu Bahasa Asing (STIBA)

  INVADA Cirebon) that retrieved from academia.edu (2016) The research was aimed to find out narrative features that the students applied and ignored when writing narrative text and factors that made students ignored features of

  The researcher analyzed a narrative text which was written by the students and then analyzed what features applied and ignored by the students in writing it.

  The researcher conducted interview to the students about why they did not use one or more features in their narrative text. The result showed that features which mostly applied by the students such as: Time sequence/connective, Action verb, Simple past tense, Descriptive language and Verb indicating what was perceived by the characters.

  And features that ignored were Dialogue, Direct and indirect speech. From the interview, the result showed that the reason/factor why the students ignored one of the features narrative was due to purposely, actually they knew it but they were reluctant to implement it.

  The similarity between their researches with this research is that the research focus is narrative text. Then the difference between their researches with my research.

  Difference from first previous research is in research that done by Dini Utami, categorized the subject of the study into some levels achievement based on schematic structure of narrative text that were written. Difference from second previous research that was written by Indra Bayu is there is interviewing for the subject to know the factors why research subjects ignored some features of narrative text. In this research, there is no subject category based on achievement and there is no interview for the subject.

  The other differences are they hold the research in different participant and setting. Dini Utami Mulyaningsih did the research with nine grade students in One Public Junior High School in Bandung and Indra Bayu Segara took third grade students of with members of Himpunan Mahasiswa Islam Salatiga, Ganesha Commisariat, because this organization has members who are the students of language department, and developing language skill of the members is a main duty of Ganesha commissariat.

H. Graduating Paper Organization

  The graduating paper organization of the study are as follow

  Chapter I is introduction. The chapter consists of the background of the study, problem of the study, objectives of the study,benefit of the study, benefits of the study, clarification of key terms, review of related literatures and graduating paper organization.

  Chapter II is about underlying theories. It consists of term of writing, writing strategies, definition of genre, definition of narrative text, assessing the narrative text and language features of narrative text. Chapter III is about methodology of the research. This chapter consists of research setting, research respondent, research methodology that consisted of research approach, research method, data collection, and method of data analysis. Chapter

  IV is analysis and discussion, Chapter V that consist of the conclusion of the research and suggestion

CHAPTER II UNDERLYING THEORIES In this chapter the writer tries to present the underlying theories to this research. It

  consists of term of writing, writing strategies, definition about genre, definition about narrative text, assessing the narrative text and language features of narrative text.

A. Writing

1. The Term of Writing

  Writing activity is not only putting down some words in papers or any mediums. It is constructive thinking process that sown by peoples’ diction to tell their thoughts.

  According to Gaith: ‘Writing is about more than making out thoughts and ideas visible and concrete’ (Gaith, 2002). In any particular conditions, some writings’ aim is to influence the readers. Based on Ivanic that quoted by Rahmah: ‘Writing is not just about conveying content but also the representation of self. Who we are going to effects, how we write, whatever we are writing. Writing is an act of identity in which people align themselves with socio-culturally shaped subject positions and thereby play their part in reproducing or challenging dominant practices and discourses, and the values, beliefs and interest which they embody’ (Ivanic: 1998) as quoted by (Rahmah,2008: 2).

  Being understood by others, by people around is important, include when saying something in written sentences. Based on Gelb: ‘Writing began at the time when man learned how to communicate his thoughts and feeling by means of visible signs, understandable not only to himself but also to all other persons more or less initiated into the particular system’ (I J Gelb,1962: 11).

  Understandable writing has some rules that need to be obey. According to Patel: ‘Writing is a skill which must be taught and practiced. Writing is essential features of learning a language because it provides a very good means of foxing the vocabulary, spelling and sentences patterns…’ (Patel,2008; 125).

  Nunan (2003: 88) defines writing in a series of contrasts:

  a. It is about a physical and mental act. At the most of basic level, writing is the physical act of committing words or ideas the some medium, whether it is hieroglyphics inked onto parchment or an email message typed into a computer. On the other hand, writing is the mental work of inventing ideas, thinking about how to express them and organizing them into statements and paragraphs that will be clear to a reader.

  b. Its purpose is both to express and impress. Writer typically serve two masters: themselves and their own desires to express an idea or feeling, and readers, also called the audiences, who need to have ideas expressed in certain ways. Writer must then to choose the best form for their writing a shopping list, notes form a meeting, a scholarly articles, a novel or poetry are only a view of the choices. Each of this types of writing has a different level of complexity, depending on its purpose.

  c. It is both of a process and a product. The writer imagines, organizes, drafts, edits, reads and rereads. This process of writing is often cyclical and sometimes disorderly. Ultimately, what the audience sees, whether it is an instructor or a wider audience is a product an essay, letter, story or research report.

2. Writing Strategies

  Said before, writing activity is not simple expressing process. We need to know some rules to make well written ideas. Your ideas must be organized clearly and logically and your sentences must flow smoothly.

  However, in order to write well, you must be prepared to rewrite your paper several times before you end up with a paper that clearly communicates what you want to say. There is no shortcut.

  According to Oshima and Hogue: ‘whenever you write, we suggest that you use the following plan of writing, revising, rewriting, and perfecting each paragraph’ (Oshima and Hogue 1988: 89).

  a. The First Draft: Organization and Development Read over your first draft carefully to make sure that you have developed your ideas well enough so the reader clearly understand your position on the subject. Use these questions as a checklist:

  1. Have you written a clear topic sentence with controlling idea?

  2. Have you used enough details and examples to support the topic sentence?

  3. Add additional supporting details or examples to make your paragraph

  4. Does each paragraph have unity?

  5. Draw a line through any sentence that does not support the topic sentence.

  6. Does your paragraph have coherence?

  7. Can your reader follow your ideas and understand what you have written?

  8. Have you used appropriate transition signals to connect your ideas?

  9. Have you used the correct pronouns the refer back to key nouns? After you have checked these points, you are ready to write your second draft.

  b. The Second Draft: grammar and mechanics As you read over your second draft, check each sentence carefully for correctness.

  1. Have you written complete sentences?

  2. Does each sentence have a subject and a verb?

  3. Does the subject agree with the verb in each sentences?

  4. Have you used the correct verb tenses?

  5. Are there long sentences that should be divided? Then check the mechanics of your paragraph.

  6. Have you used correct punctuation?

  7. Is your spelling correct?

  Make these kinds of corrections as you write your third draft.

  c. The Third Draft: Sentence Structure and Style Read your third draft with these questions in mind:

  1. Are your sentence openings varied, or do most your sentences follow the subject-verb-complement pattern?

  2. Do you use a mixture of sentence types: simple, compound, and complex?

  3. Have you chosen words thoughtfully, maybe even tried to stretch your vocabulary? d. The Final Draft Now you are ready to write the final copy of your paragraph to hand in.

  Proofread your paper again very carefully. It might surprise you to find that you may want to make a few final changes or develop a particular idea more before you are completely satisfied (Oshima and Hogue 1988: 89, 90).

B. GENRE

  Genre is used to refer to particular text-types, not to traditional varieties of literature. It is a type or kind of text, defined in terms of its social purposes; also the level of context dealing with social purpose (Hartono 2005;4)

  For Biber, the term “genre” categorizes texts on the basis of extrenal criteria, while “text types” represent grouping of texts which are similar in linguistic form,

  The meaning of the genres intended is that students are able to understand the concept and they would be able to identify a kind of texts that students will have to write.

  There are fifteen types of genre text, (Hartono 2005:6) they are

  1. Recount is a kind of genre used to retell events for the purpose of informing or entertaining.

  2. Narrative is a kind of genre used to amuse, to entertain and to deal with actual or various experiences in different ways.

  3. News story is a factual text which informs reader’s events of the day which are considered newsworthy or important.

  4. Exemplum is a kind of genre used to deal with incidents that are in some respects out of the usual, point to some general values in the cultural context.

  5. Anecdote is a kind of genre used to share with others an account of an unusual or amusing incident.

  6. Spoof is a kind of genre used to retell an event with a humorous twist.

  7. Procedure is a kind of genre used to describe how something is accomplished through a sequence of actions or steps.

  8. Explanation is a kind of genre used to explain the processes involved in the formation or workings of natural or socio-cultural phenomena.

  9. Report is a kind of genre used to describe the way things are, with reference to arrange or natural, manmade and social phenomena in our environment.

  10. Analytical exposition is a kind of genre used to persuade the reader or listener to take action on some matter.

  11. Discussion is a kind of genre used to present (at least) two points of view about an issue.

  12. Description is a kind of genre used to describe a particular person, place or thing.

  13. Review is a kind of genre used to critique an art work or event for a public audience.

  14. Commentary is a kind of genre used to explain the processes involved in the information (evolution) of a social-cultural phenomenon, as though a natural phenomenon.

  15. Hortatory exposition is a kind of genre used to persuade the reader or listener that something should or should not be the case.

C. Narrative Text

  The narratives of the world are numberless. Narrative is first and foremost a prodigious variety of genres, themselves distributed amongst different substances – as though any material were fit to receive man’s stories. Able to be carried by articulated language, spoken or written, fixed or moving images, gestures, and the ordered mixture of all these substances; narrative is present in myth, legend, fable, tale, novella, epic, history, tragedy, drama, comedy, mime, painting (think of Carpaccio’s Saint Ursula), stained glass windows, cinema, comics, news item, conversation. Moreover, under this almost infinite diversity of forms, narrative is present in every age, in every place, in every society; it begins with the very history of mankind and there nowhere is nor has been a people without narrative. All classes, all human groups, have their narratives, enjoyment of which is very often shared by men with different, even opposing, cultural backgrounds.

  Caring nothing for the division between good and bad literature, narrative is international, transhistorical, transcultural: it is simply there, like life itself . (Barthes 1977, p.79) as quoted by (Paul Hazel in Narrative: in Introduction 2007).

  Narrative is often implicated in the functioning of memory. In oral cultures myth, poetry,and storytelling all have uses over and above mere entertainment: without writing, they are the store of the culture’s knowledge about itself (Paul, 2007). We do not only use narrative to re-present our past: Gee has described how we also use narrative to predict and plan our future actions using simulations. These simulations “help us prepare for action in the world. We can act in the simulation and test out what consequences follow, before we act in the real world” (Gee 2005, p.75) as quoted by (Paul Hazel in Narrative: in Introduction 2007)

  “From a hermeneutic point of view,” GuyWiddershoven maintains, “human life is a process of narrative interpretation,” quite independently and before any narrative analysis (Widdershoven 1993, 2). The use of narratives in social research may be characterized by three separate, butby no means straightforwardly successive moments.

  At the first stage, narratives were used as factual resources. The second moment was characterized by the study of narratives as texts with a particular form. The third moment includes a movement beyond a separate narrative text, into the study of narratives and storytelling as polymorphous phenomena in context.Barbara Herrnstein Smith (1981, 228) offers a useful, rhetorically oriented definition: “Someone telling someone else that something happened”.

D. Assessing Narrative Text Generally to assess the text, you can pay attention on its readability point.

  Readability is refers to the ease of a text to be understood the passages in it (Sakri, 1993: 135) as quoted by (Nababan1999: 62). Readability…the sum total (including the ons) of all those elements within a given piece of printed material that affects the success a group of readers have with it (in Chall in Flood, 1984: 236) as quoted by (Nababan1999: 63).

  From description above about assessing a text, can be concluded that delivered messages and ideas of the text is a main point to assess a text. In narrative text itself, to deliver the ideas in some ways. Emilia (2011:93) describes that a narrative telling the story with ways:

  a. Using the time sequence and is characterized by the use of connectives such as “once upon a time”, “after a while”, “first”, “then..” etc.

  b. Using simple past tense

  c. Many use action verbs that describe what happened, “grew”. “..passed”, “their d. Containing dialogue and use verbs saying (verbal process), like “said”, ”asked” and “replied”.

  e. Using verbs indicating what is contemplated or perceived by the actors in the story, like, 'liked, fear "as in “they never had to fear the giant again” f. Using descriptive language to describe people and things, as in: “When it was ripe, “…they found a beautiful baby in it”, “they lived happily”.

  g. Direct and indirect speeches are often used (some dialogs are used in the story and the tense can change).

E. Language Fetures of Narrative Text

  According Anderson and Anderson (2004) and Joyce and Feez (2000) propose that the structures of narratives includes orientation, complication, evaluation, resolution, and coda.

  Furthermore, like any other texts that have their own linguistic features; Joyce &Feez (2000) also suggest that narratives have some linguistic features as listed below:

  a. Specific often individual participants with defined identities. Major participants are human, or sometimes animal with human characteristic.

  b. Mainly use action verb (material processes), that describe what happens. c. Many narratives also use thinking verbs (mental processes) that gives us information about what participants are thinking or feeling, such as wondered, remembered, thought, felt, disliked.

  d. Normally use past tense

  e. Dialogue often includes and uses a number of saying verb (verbal process) such as said , asked, and replied. The tense may change to the present or future in the dialogue.

  Sometimes these saying verbs also indicate how something is said.

  f. Descriptive language is use to enhance and develop the story by creating image in the reader’s mind.

  g. Can be written in the first person (I, We) or third person (he, she, they).

CHAPTER III RESEARCH DESIGN In this chapter the writer tries to present the methodology of the research. It

  consist of research setting, research respondent, research methodology, object of the research, method of data collecting, and method of data analysis.

  A. Research Setting

  The research took place in Himpunan Mahasiswa Islam Salatiga, Commissariat of Ganesha

  B. Research Respondent

  The respondents of the research are the members of Himpunan Mahasiswa Islam Salatiga, Ganesha Commissariat

C. Research Methodology

1. Research Design

  A descriptive qualitative study was used in this study to discover meaning, investigate the processes, and to gain in-depth understanding of an individual, group, or situation (Lodico, Spaulding, Voegtle, 2006)

  It does not present the data and the result in the form of statistics but it present in the form of description. This research presented the analysis of narrative texts’ language features written by members of Himpunan Mahasiswa Islam Salatiga, Ganesha Commisariat.

  2. Object the Research

  The research object was the narrative texts which were written by members of Himpunan Mahasiswa Islam Salatiga, Ganesha commissariat. To be specific in analyzing the data in the research, the writer took 15 texts.

  3. Data Collection

  Research process is nothing without collecting data. Because research is process of analyze the data which were collected before. According to Bogdan and Taylor as quoted by Moleong (2011: 4) descriptive qualitative method employs technique of seeking, collecting, analyzing, interpretation, and finally drawing conclusion only applies the data not for generalization. In the case, the writer uses documentation study and mailed questionnaire as the way to collect data.

  a. Documentation According to Arikunto : ‘mencari data mengenai hal-hal atau variable yang berupa catatan, transkrip, buku, surat kantor, majalah, prasasti, notulen, rapat, agenda dansebagainya’ (Arikunto, 2002: 206). In this research uses the data took the text made by people, which is documented and made as research material.

  Documentation is critical to qualitative research for several reasons. It is essential for keeping track of what will be rapidly growing volume of notes, tapes and documentations. It provides a way developing and outlining the analytic process , and it encourages ongoing conceptualizing and strategizing about the text. Miles and Huberman (1994) provide a good example of a contact summary form that was used for keep track of observational sessions in qualitative study.

  The writer used documentation as data collection method to do this research. The writer took 15 texts as data of this research. All of data that collected are sent by email forwarded from Pengembangan Wacana Bahasa division of Ganesha commissariat. This division asked the members of Ganesha commissariat who are English students to write a narrative text then send to the researcher to be analyzed.

  b. Questionnaire Questionnaire requires a careful, clear statement of the problem underlying questionnaire. Otherwise, ambiguity and misinterpretation will invalidate the findings (Isaac and Michael, 1982:113).

  In this research by the questionnaire, the researcher tries to find out the problem faced by the respondent in writing narrative text. Such as have they learned narrative text before, is it difficult or not to write a narrative text or to find out their understanding about language feature of narrative text and the role.

4. Method of Data Analysis

  The researcher uses theory of qualitative data analysis from Mile and Huberman in Qualitative Data Analysis: A Sourcebook of New Methods (1984:21-22) to analyze the data. The steps are :

  a. Data reduction: the process of selecting, focusing, simplifying, abstracting, and transforming the ‘raw’ data that appear in written-up field notes. Data reduction occurs continuosly throughout the life of any qualitatively oriented project.

  On this step, researcher reduces the submitted narrative texts by the respondents. Totally there are 15 narrative texts from 15 respondents.

  Researcher assumes that need to reduce the data because some of the texts are not written by the respondents their self. The result of data reduction is only 6 narrative texts that could be continued to the next step and to be analyzed further.

  b. Data display: the second major flow of analysis activity is data display. A ‘display’ is an organized assembly of information that permits conclusion drawing and action taking. The most frequent form of display for qualitative data has been narrative text.

  c. Conclusion drawing/verification: the third stream of analysis activity is conclusion drawing and verification. Form the beginning of data collection, the qualitative analysist is beginning to decide what things mean, is noting regularities, patterns, explorations, possible configurations, causal flows, and propositions. Final conclusions may not appear until data collection is over.

CHAPTER IV FINDINGS AND DISCUSSIONS In this chapter, the writer tries to present the finding of the research. This chapter consist of data analysis and discussion. A. Findings

  

1. The Language Features Found in the Narrative Texts Written by the

Respondents

  The table below showed that features which mostly applied and ignored by the respondents.

  Narrative Features Respondents R1 R2 R3 R4 R5 R6

  Using Time Sequence √ √ √ √ √ √

  Action verb √ √ √ √ √ √

  Simple Past Tense √ √ √ √ √ √ Dialogue

• √ - Descriptive Language √ √ - - √ √

  Direct and Indirect Speech √ √ - - √ √

  Verb Indicating what is Perceived by The Character

  Respondents’ Work Result

  The table show that which features applied. They were:

  1. Action verb

  2. Descriptive language

  3. Simple past tense

  4. Time sequence

  5. Verb indicating what is perceived by the characters Based on the table as well, the features that mostly ignored. They were:

  1. Dialogue

  2. Direct and indirect speech

2. Problem Faced by the Respondents

  Researcher tries to find out the problem by the respondents in writing narrative text through questionnaire. And for the result of questionnaire given, said that all of respondents know about narrative text. They have learned about narrative text then no one of respondents said that is difficult to write a narrative text. From the questionnaire as well, all of respondents claimed that they know about language features of narrative text.

B. DISCUSSION

  

1. The Language Features Found in the Narrative Texts Written by the

Respondents

  The used of every single language features of narrative text written by the respondents in detail.

a. Use of Time Sequence

  Respondent one: a. once there lived a cheerful young man… (paragraph 1, line 1)

  b. one day he went out to…(paragraph 2, line 1) Respondent two: a. one day (paragraph 1, line 1, 5)

  b. for a couple days,…(paragraph 1, line 4) Respondent three: a. some years ago,…(paragraph 1, line 1)

  b. everyday…(paragraph 2, line 1) Respondent four: a. the day before…(paragraph 4, line 1)

  b. begun (paragraph 4, line 2, 4, and 8) Respondent five: a. once upon a time…(paragraph 1, line 1)

  b. then,…(paragraph 2, line 1) Respondent six: a. one week ago,….(paragraph 1, line 1)

  b. then…(paragraph 2, line 1)

  c. the day before,…(paragraph 2, line 1)

  d. the day after…(paragraph 3, line 1)

b. Used of Action Verb

  Respondent one: a. he went out for hunting…(paragraph 2, line 1) c. they found him…(paragraph 2, line 4)

  d. he said to them…(paragraph 2, line 4)

  d. …have to buy…(paragraph 2, line 5) respondent two: a. he asked to his...(paragraph 2, line 1) b. ran to the park…(paragraph 2, line 3) respondent three: a. I like traditional…(paragraph 1, line 1) b. touch on other…(paragraph 4, line 1)

  Respondent four: a. …make me feel like…(paragraph 1, line 9)

  b. move (paragraph 3, line 1 and paragraph 4, line 6)

  c. I met my friends…(paragraph 4, line 1)

  d. to write…(paragraph 4, line 7)

  e. I take the book…(paragraph 4, line 8) Respondent five: a. an owl stood on…(line 1)

  b. owl stared…( line 2)

  c. show…(line 10)

  d. answer (line 11)

  e. asked (line 9) Respondent six: a. I lost my wallet (paragraph 1, line 1)

  b. I forgot…(paragraph 1, line 2)

  c. I remembered that…(paragraph 2, line 1)

  d. Renata visited…(paragraph 2, line 1)

  e. I expected…(paragraph 2, line 1) g. I found my…(paragraph 3, line 2)

c. Use of Simple Past Tense

  Analyze the use of simple past tense in narrative texts that written by the respondents, the researcher checked the time signal, to be and verbs that used. Respondent one:

  a. they went to hospital…(paragraph 2, line 3)

  b. His friends were grieved to hear that (paragraph 2, line 3) Respondent two: a. this park was a greatest park in the city (paragraph 1, line 1) b. He asked to his father…(paragraph2, line 1)

  c. the government would…(paragraph 2, line 2) Respondent three: a. there were various traditional play games…(paragraph 1, line 2) b. It was seasonal play games in my culture (paragraph 3, line 1) c. All children would play the traditional play games…(paragraph 3, line 1) d. I didn’t care about the punishment…(paragraph 4, line 2)

  Respondent four: a. I set down…(paragraph 3, line 2)

  b. I met with my friends…(paragraph 4, line 1)

  c. there were so many suggestions (paragraph 4, line 2) Respondent five: a. there was an owl stood on a death tree (paragraph 1, line

  1) b. For long time the owl waited kept staring (paragraph 1, line 2) Respondent six:

  a. One week ago, I lost my wallet…(paragraph 1, line 1)

  b. I forgot where I put that…(paragraph 1, line 2)