The Effect of Summary Pyramid Strategy o

ABSTRACT

Lase, Sefri Rosniat, 2015, The Effect of Summary Pyramid Strategy on the Students’ Ability in Writing Narrative Text at the eighth grade of

SMP Negeri 5 Namohalu Esiwa. Thesis advisors (1) Adieli Laoli, S.Pd., M.Pd, (2) Yasminar Amaerita Telaumbanua, M.Pd.

Key words: Summary Pyramid Strategy, Writing Narrative Text

Writing is a process of expressing ideas or thoughts in words should be done at all leisure. In other words that writing is the expression of thinking indirectly in written form. Writing is one skill that should be mastered by the students at the eighth grade of SMP Negeri 5 Namohalu Esiwa. In fact, the students can not write well. Thereby, the researcher implemented Summary Pyramid Strategy on the students’ ability in writing narrative text.

The researcher’s purpose in the research is to know whether there is a significant effect of Summary Pyramid Strategy on the students’ ability in writing narrative text at the Eighth Grade of SMP Negeri 5 Namohalu Esiwa in 2015/2016. The research was done through quasi-experimental design. The population of the research was the eighth grade of SMP Negeri 5 Namohalu Esiwa which consisted of 120 students. Then, by using Cluster Sampling the researcher selected the sample of the research which consisted of 60 students.

Before doing the treatment, the researcher did the pretest for both of groups to find the normality and homogeneity of the data. The students’ mean score computations of experimental ’s pretest was 54.8 with L count = -0.0894 and the control’s pretest was 46.53 with L count = -0.1874, and L table = 0.161. So, the pre test for both of the groups was stated Normal Distribution. Then, the researcher examined homogeneity. Pre test computation indicates that F count = 2.1 and F table = 1.846. The pre test was stated Homogenous.

After doing a treatment, the researcher did post test in experimental and control group. Based on the result of the data indicated that (1) the average of the students’ ability in experimental group was 74.1. (2) the average of the students’ writing ability in control group was 70.57. Based on the result of examining

hypothesis, it was obtained t count = 1.62 and t table = 1.45. Because t table <t count > t table :

1.45 < 1.62 > 1.45, so Ha is acceptable and H 0 is unacceptable. It can be concluded that there is a significant effect of Summary Pyramid Strategy on the students’ ability in writing narrative text at the eighth grade of SMP Negeri 5 Namohalu Esiwa in 2105/2016.

Based on the result, the researcher gives suggestions, namely (a) The English teacher of SMP Negeri 5 Namohalu Esiwa should apply Summary Pyramid Strategy in teaching writing; and (b) the researcher expects that the next researchers use Summary Pyramid Strategy in teaching writing skill especially in narrative text.

ACKNOWLEDGEMENTS

First of all the researcher wants to thank to Jesus Christ for His almighty, love, and blessing to the researcher to finish the thesis entitled “ The Effect of Summary Pyramid Strategy on the Students’ Ability in Writing Narrative Text at the Eighth Grade of SMP Negeri 5 Namohalu Esiwa in 2015/2016”. In finishing the research, the researcher faces many problems. But thanks to God, He gives the researcher much power and spirit to overcome those problems.

During studying in IKIP Gunungsitoli until graduating from the institute, the researcher has been supported by many sides, which help her and always motivate her. Hence, the researcher wants to express her sincere appreciation and thanks to:

1. Mr. Drs. Bezisokhi Laoli, M.M., as the Rector of IKIP Gunungsitoli for his best service for the students of IKIP Gunungsitoli.

2. Mr. Adieli Laoli S.Pd., M.Pd as the Dean of the Faculty of Language and Arts, and as the first advisor, who always guides and gives her motivation and ideas in arranging the thesis.

3. Miss Yasminar Amaerita Telaumbanua, M.Pd as the Chair of English Education Study Program, and as the second advisor, who also supports, guides, gives motivation, correction and ideas as input in finishing the thesis.

4. Mr. Afore Tahir, S.Pd., M.Hum as the Secretary of English Education Study Program and as the examiner of education who guides her by giving ideas and suggestions to completely the thesis correctly.

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5. Mr. Drs. Ellyanus, M.Pd as the examiner of research method who always gives her motivation and ideas to process the data in finishing the thesis.

6. Mrs. Dra. Nursayani Maru’ao M.Pd as the examiner of study who always gives her suggestion and motivation in finishing the thesis.

7. Mrs. Dra. Sulasmi as the validator, who gives correction and ideas as input in finishing the thesis.

8. All the lecturers of the English department of IKIP Gunungsitoli who have taught her well during studying at IKIP Gunungsitoli.

9. Chief and secretary of education department of North Nias Regency who gives permission to conducting the research in his government surroundings.

10. Mr. Ariziduhu Zega, A.Md, as the Headmaster of SMP Negeri 5 Namohalu Esiwa, and all the students of the eighth grade of SMP Negeri 5 Namohalu Esiwa who helps her in getting the data during carrying out her research.

11. Miss. Agusmin Telaumbanua, S.Pd as the teacher-collaborator who also helps her to succeed the research and gives her motivation in finishing the thesis.

12. Mr. Elfriman Gea, S.Pd and Mrs. Listina Lase S.Pd as her validator, who always gives her motivation, correction, and supports her in finishing the research.

13. Her beloved parents (A/I Titi Lase) and also her brothers and sisters Mei S. Lase, S.Th, Theodore R. Lase, S.Pd, Syukur N. Lase, Fajar Abadi Lase who have sacrificed for funding mission and pray, all of her families

A. Eva Lase’s families,

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A. Sri Lase’s families, A. Eni Lase’s families, A. Alfred Lase’s families, I. Eka Waruwu’s families who always share to support the researcher and motivate her during studying in IKIP Gunungsitoli.

14. Special thanks for her beloved F. Firman Jaya Waruwu for his kindness, patience, support and who shares happiness during finishing the thesis.

15. Her close friends: Yalinar Hondro, Dewiman J. Mendrofa, Yuniati Zebua, Sokhiziduhu Zebua, Juris Rahyu P. Zendrato, Defianus Gulo, and Omeldarisman Zai who always support, give motivation and help her.

16. All of her friends in the English Department of IKIP Gunungsitoli, especially class B generation 20011.

Finally, the researcher expects the suggestion and criticism for improving the research that it could be better and useful for everybody.

Gunungsitoli, December 2015 The Researcher

Sefri Rosniat Lase

Reg. Number 112108084

Table 15 The Standard Deviation of the Students’ Ability in Writing Narrative Text (Pre Test for Control Group) …………………………………….. 118

Table 16 The Standard Deviation of the Students’ Ability in Writing Narrative Text (Post Test for Experimental Group) ……………………………… 120

Table 17 The Standard Deviation of the Students’ Ability in Writing Narrative Text (Post Test for Control Group) ……………………………….…… 122

Table 18 The Normality of the Sample Data of the Students' Ability in Writing Narrative Text (Pre Test for Experimental Group) ……..…….. 124

Table 19 The Normality of the Sample Data of the Students' Ability in Writing Narrative Text (Pre Test for Control Group) …...…………….. 126

Table 20 The Normality of the Sample Data of the Students' Ability in Writing Narrative Text (Post Test for Experimental Group) ………….. 128

Table 21 The Normality of the Sample Data of the Students' Ability in Writing Narrative Text (Post Test for Control Group) ………………....130

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LIST OF FIGURE

Page

Figure 1. The Conceptua l Framework …………………………………………… 32

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Appendix 8a The Students’ Presence List During Conducting the Research at

the Eighth Grade (Experimental Group) of SMP Negeri 5 Namohalu Esiwa in 2015/2016 ……………………………………. 104

Appendix 8b The Students’ Presence List During Conducting the Research at the Eighth Grade (Control Group) of SMP Negeri 5 Namohalu Esiwa in 2015/2016 ……………………………………. 106

Appendix 9 The Students' Ability in Writing Narrative Text (Pre Test for Experimental Group) …………………………………….. 108

Appendix 10 The Students' Ability in Writing Narrative Text (Pre Test for Control Group) ……………………………………………………. 110

Appendix 11 The Students’ Ability in Writing Narrative Text (Post Test for Experimental Group)……………………………………... 112

Appendix 12 The Students’ Ability in Writing Narrative Text (Post Test for Control Group )…………………………………………………….. 114

Appendix 13 The Standard Deviation of the Students’ Ability in Writing Narrative Text (Pre Test for Experimental Group) ………………... 116

Appendix 14 The Standard Deviation of the Students’ Ability in Writing Narrative Text (Pre Test for Control Group )……………………… 118

Appendix 15 The Standard Deviation of the Students’ Ability in Writing Narrative Text (Post Test for Experimental Group) ………………. 120

Appendix 16 The Standard Deviation of the Students’ Ability in Writing Narrative Text (Post Test for Control Group) …………………….. 122

Appendix 17 The Normality of the Sample Data of the Students' Ability in Writing Narrative Text (Pre Test for Experimental Group) ………. 124

Appendix 18 The Normality of the Sample Data of the Students' Ability in Writing Narrative Text (Pre Test for Control Group) …………….. 126

Appendix 19 The Normality of the Sample Data of the Students' Ability in Writing Narrative Text (Post Test for Experimental Group) ……… 128

Appendix 20 The Normality of the Sample Data of the Students' Ability in Writing Narrative Text (Post Test for Control Group) ……………. 130

Appendix 21 The Homogeneity of the Sample in Pre Test ……………………… 132

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Appendix 22 The Homogeneity of the Sample in Post Test ……………………. 134 Appendix 23 Examining the Hypothesis ……………………………………….. 136 Appendix 24 The Picture of All Activities ……………………………………... 138

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CHAPTER I INTRODUCTION

A. The Background of the Problem

Writing is very important in daily life because it can express feeling, ideas and thought. Crimmon (1986 :6) says, “Writing is an opportunity to convey something about yourself, to communicate ideas to people beyond your immediate vicinity, and to learn something you did not know”. It can be said that writing is a tool of communication which can be used to convey our opinions, beliefs, ideas to other people. Furthermore, Harfel l and his friends (1985:1) say, “Writing is the primary means of conveying information, ideas, belief, and impression”. In other words writing is very important in human life to communicate with others even though they do not meet by face to face, but they are able to know the condition one another.

There are many kinds of writing. One of them is writing narrative text. William and his friends (1983:91) state , “Narrative tells a story or relates a series of incidents or step in writing”. Also, Perin (1959:76) says, “Narrative is recount an incident or series of incidents or the step in process”. It can be comprehended that narrative text is type of writing which tells about the event from the beginning until the end. One kind of narrative text is short story, and it is a focus for the researcher in the research. Mifflin (2007:23) says “Short story is a piece of fiction that has a limited number of words, only a few character s and one theme”. So, by the short There are many kinds of writing. One of them is writing narrative text. William and his friends (1983:91) state , “Narrative tells a story or relates a series of incidents or step in writing”. Also, Perin (1959:76) says, “Narrative is recount an incident or series of incidents or the step in process”. It can be comprehended that narrative text is type of writing which tells about the event from the beginning until the end. One kind of narrative text is short story, and it is a focus for the researcher in the research. Mifflin (2007:23) says “Short story is a piece of fiction that has a limited number of words, only a few character s and one theme”. So, by the short

Curriculum of Indonesia Education System (KTSP, 2006) for the Junior High School level hopes the students to achieve competence in understanding oral and written form. In the competence standard expects the students to have ability to express the meaning of short functional written text and simple essay in recount and narrative to interact in the close environs. Also, the basic competence states that the students express the meaning and rhetoric step in essay by using the variety of language accurately, fluently, and acceptable to interact in the close environs in recount and narrative forms. It affirms that one of the basic competences that should

be mastered by the students is writing narrative. One of the indicators is the students write simple and short text in narrative form. The Minimum Competence Criterion in the school is 65.

In fact, when the researcher did an observation at the eighth grade of SMP Negeri 5 Namohalu Esiwa, many students are unable to arrange their opinions or ideas into writing narrative text cohesively and coherently. When the teacher in the school asked the students to write simple narrative text, the students still found difficulties to write it and the result was not satisfying and average of the students‟ mark is 50. The researcher concludes as the students‟ problem that is caused by some factors such as the students are unable to identify the generic structure of the text, the students are unable to determine the most important idea from the text and rank it In fact, when the researcher did an observation at the eighth grade of SMP Negeri 5 Namohalu Esiwa, many students are unable to arrange their opinions or ideas into writing narrative text cohesively and coherently. When the teacher in the school asked the students to write simple narrative text, the students still found difficulties to write it and the result was not satisfying and average of the students‟ mark is 50. The researcher concludes as the students‟ problem that is caused by some factors such as the students are unable to identify the generic structure of the text, the students are unable to determine the most important idea from the text and rank it

In teaching and learning process, the teacher ‟s role in teaching is needed to help the students to solve their problems. The teacher should view him/herself as a facilitator and guide. S/he has the duty to find out ways to increase the students‟ ability in learning English. As Battle (1968: 90) says, “As a teacher, it is our responsibility to help our students to think and to act as total human beings on the great problems or present their life”. Related in the research, it can be understood that in teaching and learning process, the researcher should be active and creative to find the effective instructions to teach the students by using method, approach, strategy and also technique.

To overcome the problems above, the researcher applies a strategy to find whether the strategy implemented affects the students‟ skill in writing narrative text is better or less by using Summary Pyramid Strategy. Metzker (2006:22) says that Summary Pyramid is a strategy that helps students prioritize ideas according to what they believe is most important. It can be said that, by using Summary Pyramid Strategy will make the students write Narrative Text by selecting the most important main idea from the text.

Based on the explanations from the previous page, the researcher is interested to do a research entitled “ The effect of Summary Pyramid Strategy on the Students‟

Ability in Writing Narrative Text at the eighth grade of SMP Negeri 5 Namohalu Esiwa in 2015/2016”.

B. The Identification of the Problems

The identification of the problems of the research as follows:

1. The students are unable to identify the generic structure of the text.

2. The students are unable to determine the most important idea from the text and rank it according to the placed in Summary Pyramid Chart.

3. The students are unable to fill Summary Pyramid Chart.

C. The Limitation of the Problems

Because the problems of the research are too large, the researcher limits the research problems as follows: “The effect of Summary Pyramid Strategy on the Students‟ Ability in Writing Narrative Text at the eighth grade of SMP Negeri 5 Namohalu Esiwa in 2015/2016”.

D. The Formulation of the Problem

Based on the limitation of the problems above, the researcher wants to formulate the problems, as follows: “Is there a significant effect of Summary Pyramid

Strategy on the Students‟ Ability in Writing Narrative Text at the eighth grade of SMP Negeri 5 Namohalu Esiwa in 2015/2016 ?”

E. The Purposes of the Research

The purpose of the research is to know whether there is a significant effect of Summary Pyramid Strategy on the Students‟ Ability in Writing Narrative Text at the eighth grade of SMP Negeri 5 Namohalu Esiwa in 2015/2016.

F. The Research Hypothesis

As the purpose of the research, the researcher composes the hypothesis is: Ha : There is a significant effect of Summary Pyramid Strategy on the Students‟

Ability in Writing Narrative Text at the eighth grade of SMP Negeri 5 Namohalu Esiwa in 2015/2016.

Ho : There is no a significant effect of using Summary Pyramid Strategy on the Students‟ Ability in Writing Narrative Text at the eighth grade of SMP Negeri

5 Namohalu Esiwa in 2015/2016.

G. The Significances of the Research

The findings of the research are expected to give significant contributions for:

1. The researcher herself, as the way to enrich her knowledge and experience in teaching writing narrative text.

2. The students, as contribution to motivate them to write narrative texts.

3. The English teacher, as a guideline in their teaching development.

4. The next researchers, as a comparative and reference for their own researches.

5. The readers, as a source of the new knowledge in learning writing narrative text through Summary Pyramid Strategy.

H. The Assumptions of the Research

The researcher has assumptions in the research, they are:

1. Writing is one of the skills that should be mastered by the students.

2. Narrative Text is the kind of writing that tells a story or relates an event in the past.

3. Summary Pyramid is a strategy that helps students prioritize ideas according to what they believe is most important.

I. The Research Limitation

In doing the research, there is some limitation, they are:

1. The population of the research is limited at the eighth grade of SMP Negeri 5 Namohalu Esiwa. Then, by using Cluster Sampling the researcher selects the sample that consists of two classes. Class VIII-a as Experimental Group and VIII-b as Control Group.

2. The object of the research is the students‟ ability in writing narrative text.

3. The material is Narrative Text and the type is short story.

4. In the research the researcher uses Quantitative Research Method and the type is Experimental Research by using Quasi Experimental Design and its design is pre test and post test design for both control and experimental groups.

J. The Key Terms Definitions of the Research

To avoid misunderstanding about the definition of the research title, the researcher classifies some terms, they are:

1. Writing narrative text is an activity of the students to convey something about him/herself in written language that can express, tell and inform feeling, idea to the readers that happened in the past time.

2. Summary Pyramid is a strategy that can help the students to convey about their self and their experience in writing a short narrative text that invites them to prioritize ideas according to what they believe is most important into the text that they will write.

CHAPTER II REVIEW OF RELATED LITERATURE

A. Theoretical Framework

1. Summary Pyramid Strategy

a. The Definition of Summary Pyramid Strategy

There are many kinds of strategies that can be used in teaching writing. Each strategy has the characteristics which differ from others. The strategy is used by the teacher in conducting teaching and learning process to help the students in studying. Since the strategy is important in teaching and learning process, the researcher applies Summary Pyramid Strategy to teach the students in writing narrative text. Evers (2004:50) states Summary Pyramid Strategy is the learning strategy to combine synthesize the important parts of the text.

Furthermore, Frank and his friends (2003:39) assert that Summary Pyramid Strategy is for the students use the frame to summarize and reflect on what they have learned about a topic. In addition, Hyland (2003:2) affirms that Summary Pyramid Strategy is the graphic organizer for the students to use to move beyond the basic understanding of a text to deeper levels of understanding. So, by the strategy it can help the students to extend their thinking and it makes the students more active to use their own words to write narrative text by applying Summary Pyramid Strategy.

Based on the explanation of the theories on previous page, the researcher concludes that the strategy helps students to create their individual writing by using Summary Pyramid Strategy.

b. The Procedure of Implementing Summary Pyramid Strategy

Thatchenkery and Metzker (2006:22) assert that, there is a procedure to apply Summary Pyramid Strategy as follows:

1) Teacher provides the students with a pyramid organizer.

2) The teacher provides a list of ideas (or the students can select their own ides). The teacher explains that the most important idea is placed at the top of the pyramid followed by the next idea, etc. So that the least important ideas is at the base.

3) Students examine items on the list or in the text and rank them according to importance.

4) Students reflect upon their choices and establish the criteria they used to determine the rankings.

Miller (2007:91) also provides the procedure and chart to apply Summary Pyramid Strategy as follows:

1) Have students complete the reading assignment.

2) Instruct students to select one word that describes or renames the topic and enter that word on the first line of the backline master.

3) On the next two lines, students select two words to describe subjects of the topic.

4) On the three lines following, have students choose three words to describe the objects of the topic.

5) On the next four lines, tell students to pick four words to summarize the interesting thing that they gained from the text.

6) On the last five lines, instruct students to select five words about describe situation that have just gained.

7) In the box at the bottom of the page, have students summarize the most important ideas or concepts they learned from the reading.

The Summary Pyramid chart as follows:

SUMMARY PYRAMID

Direction: Follow the directions below each line to complete your summary.

________________ One word to describe a topic _____________________________ Two word to describe subject of the topic _________________________________________ Three words to describe the object of the topic __________________________________________________ Four words to summarize the interesting thing that gained from the text ________________________________________________________ Five words that describe of situation of the text that have just gained

Conclusion:

Based on the procedures on the previous page, it can be known and it can be applied in the teaching-learning process especially in writing narrative text. The procedure that is provided by the experts above is modified by the researcher with the aim to adjust the theory with the students‟ needs. So the procedure that is applied in the Experimental Group by the researcher in conducting the research as follows:

1) The researcher explains the material and Summary Pyramid Strategy.

2) The researcher distributes a text (narrative text) to the students.

3) The researcher divides the students into group that consists of three persons.

4) The researcher identifies the generic structure of the text to the students.

5) The researcher provides the students with a Summary Pyramid Chart.

6) The researcher asks the students to read a text with their small groups.

7) After the students complete reading assignment, the researcher asks the students to fill the Summary Pyramid Chart based on their comprehension from the text that they have read.

8) In filling Summary Pyramid Chart, the researcher asks the students to determine the most important ideas from the text based on the direction of the Summary Pyramid Chart. The most important ideas is rankings and placed at the top of the pyramid, then following by the next idea until the last idea is placed in the base of Summary Pyramid Chart.

9) After the students complete to fill Summary Pyramid Chart, the researcher asks the students to write the conclusion of the text based on the placed of the most important idea from the Summary Pyramid Chart.

10) The researcher concludes the material and closes the meeting. The procedures from the previous page are provided by some experts that describe the strategy can solve the students‟ problem in writing narrative text at the eighth grade of SMP Negeri 5 Namohalu Esiwa in 2015/2016.

c. The Advantages and Disadvantages of Summary Pyramid Strategy

Campanelli (1985:16), affirms some advantages using Summary Pyramid Strategy, as follows:

1) Flexible, codes can be tailored to the specific needs of the students.

2) Focus on a variety of essential elements.

3) It also helps to avoid the competitive classroom situation that occurs when one child offers a response, which is then challenged by other students.

4) Summary Pyramid Strategy gives students‟ opportunity to think about and share their ideas.

There are also some disadvantages as consideration of using Summary Pyramid Strategy as follows:

1) The students have limited vocabulary in English.

2) Small group dynamics must be appropriately controlled or results will have limited value and could create a noisy situation in the classroom.

Based on the advantages of Summary Pyramid Strategy on the previous page, it gives the power of the strategy why is used in the classroom as the strategy especially in writing narrative text for the students. Then, the researcher overcame the disadvantages by using narrative text as the teaching material, and the researcher asked them to write narrative text (short story) individually to avoid the students ‟ dependence to other students and noisy situation although they work in group.

d. Conventional Strategy

Conventional Strategy is a traditional strategy which it more emphasizes to expository method. as writen in Oxford Dictionary (2008:95), “Conventional Strategy is normal and ordinary and perhaps not very interesting strategy.” In short, Conventional Strategy is designed in ordinary and uninteresting strategy in the teaching-learning process. The step of conventional strategy is gotten from lesson plan that has been provided by the English teacher in teaching writting, as elaborated below:

1) The English teacher introduces the teaching material to the students.

2) The English teacher writes the topic of the material on the blackboard.

3) The English teacher distributes the teaching material to the students.

4) The English teacher explains the definition of narrative text to the students.

5) The English teacher tells the students generic structure of narrative text.

6) The English teacher gives example of narrative text to the students

7) The English teacher asks the students to write a narrative text.

8) The English teacher concludes the teaching-learning activity. However, Conventional Strategy shows that the teacher is more active than

the students. The role of the students is limited because of the teacher‟s role. So, the students always depend on the teacher to begin teaching-learning process.

e. Advantages and Disadvantages of Conventional Strategy

According to Sinarno in Suryobroto (2009), there are some advantages in applying Conventional Strategy in teaching material to the students, namely:

1) The teacher can control the class easily.

2) Easy to org anize the students‟ place in the classroom.

3) It can be followed by the large students.

4) It is easy for the teachers to conduct the teaching-learning activity.

5) Make the teacher easily explain the teaching material. Besides some advantages which have been stated by Sinarno in Suryobroto (2009), there are some disadvantages in applying Conventional Strategy in teaching material to the students too, namely:

1) Execution of the method is dominant to define words by words.

2) If the method always used, it makes the teacher and the students feel bored.

3) The method makes the students are passive.

4) The teacher does not know whether the students understand about the teaching material or not. Based on the elaboration of advantages and disadvantages of Conventional Strategy, it shows that applications of the strategy makes teachers are active and the students are passive during the teaching-learning process. The students just hope from the teacher of materials which are explained

2. Writing

a. The Definition of Writing

Writing is an activity of someone that can express ideas, opinion, or feeling to the other people in written form. Flower and Hayes (1981:86) say, “writing is a

cyclical process in which writers move back and forth between generating ideas, formulating the se ideas into language and transcribing these ideas into writing”.

In addition Leo (2007:1) says, “Writing is a process of expressing ideas or thoughts in words should be done at all leisure. It can be said that writing is a process

of someone to generate or expressing ideas and thoughts into written form. Furthermore, Nunan (2003: 88) defines writing based on the series of contrast, as follows:

1) It is both a physical and a mental act. All the most basic level, writing is the physical act of committing words or ideas to some medium. On the other hand, writing is the mental work of inventing ideas, thinking about how to express them and organize them into statements and paragraphs that must be clear to a reader.

2) Its purpose is both of to express and impress. Writer typically serves two masters: themselves, and their own desire to express an idea or feeling, and reader, also called the audience, who need to have ideas expressed in certain ways.

3) It is both a process and product. The writer imagines, organizes, drafts, edits, reads, and rereads.

Regarding to those opinions from previous page, the researcher takes a conclusion that writing is a physical and a mental act to express an impress by ideas, feeling, and thought to the readers and pour out it into written language form. Thus, the reader or the students can read, feel and understand what in the writer‟s mind is.

b. The Processes of Writing

Ghazi (2002:1) explains “Writing is a complex process that allows writers to explore thoughts and ideas, and make them visible and concrete”. In other words, writing encourages thinking and learning for it motivates communication and make thought available for reflection. When thought is written down, ideas can be examined, reconsidered, added to, rearranged, and changed.

Furthermore, Richards (2003:315-320) explains that the writing process as a private activity may be broadly seen as comprising four main stages: planning, drafting, revising, and editing. And there are three others stages externally imposed on the students by teachers, namely: responding, evaluating and post writing. Then, Shih (986) in Brown (2001:335) shows the process of writing is:

1) Focus on the process of writing that leads to the final written product.

2) Help the student writers to understand their own composing process.

3) Help them too build repertoires of strategies for prewriting, drafting, rewriting.

4) Give time to write and write.

5) Place central important on the process revision.

6) Let the students discover what they want to say as they write.

7) Give the students feedback trough the composing process as they attempt to bring their expression closer and closer to intention.

8) Encourage feedback from both of the instructor and peers.

9) Include individual conference between teacher and students during the process of composition.

In conclusion, the process of writing from the previous page is provided by the researcher as addition to teach writing narrative text to the students at the eighth grade of SMP Negeri 5 Namohalu Esiwa.

c. The Types of Writing

Cohen (1994:304) elaborates four types of writing, as follows:

1) Expository writing The expository writing has a function to explain or inform something to the readers. Expository writing also reveals what you know, what you have discovered and what you believe. The expository writing can be found to answer essay examination, to present reports, to write term paper, to compose letters.

2) Persuasive writing The persuasive writing wants to convince the readers. Persuasive writing gives the writers an opportunity to make their voice to express the opinion on the issue about which the writer feels strongly.

3) Narrative writing The narrative writing wants to tell the story of events to the readers, the writer aims to create a powerful impression on the readers. Narrative writing has to do with movement trough time. The writer should aware of action that happens now, and then what happens next, and this way we keep moving.

4) Descriptive writing The descriptive writing wants to offer a sensory impression of an object or feeling. Description tells how something looks, sound, smells or feels. A good way how to write a descriptive text is to start with a definition. A definition is

really a brief description in answer to the questions, „what do you mean?” it is shared experience.

Based on the opinion above, the researcher concludes that types of writing text consist of Expository writing, Persuasive writing, Narrative writing, and

Descriptive writing. In the research, the researcher focuses on Narrative writing to be

a material for the students in teaching-learning process.

d. Micro Skills of Writing Skill

Micro skills of writing is very important for the students to develop their ability to express their ideas, opinions in a good writing form, then as the guidelines for the researcher in teaching writing especially in writing narrative text. Brown (2001:343) identifies and enumerates micro skills of writing as follows:

1) Produce graphemes and orthographic patterns of English.

2) Produce writing at an efficient rate of speed to suit the purpose.

3) Produce an acceptable core of words and use appropriate word order patterns.

4) Use acceptable grammatical systems (tense, agreement, and pluralization), patterns and rules.

5) Express a particular meaning in different grammatical forms and use cohesive devices in written discourse.

6) Use rhetorical forms and conventions of written discourse.

7) Appropriately accomplish the communicative functions of written texts according to form and purpose.

8) Convey links and connections between events and communicate such relation as main idea, supporting idea, new information, given information, generalization, and exemplification.

9) Distinguish between literal and implied meanings when writing.

10) Correctly convey culturally specific references in the context of written text.

11) Use a battery of writing strategies such as accurately assessing the audience‟s interpretation.

12) Using prewriting devices, writing with fluency in the first drafts, using paraphrases and synonyms, soliciting peer and instructor feedback, and using feedback for revising and editing.

Based on the opinion above, the micro skill of writing narrative text for the research are using acceptable grammatical systems example tense, expressing a particular meaning in different grammatical forms, using rhetorical forms and Based on the opinion above, the micro skill of writing narrative text for the research are using acceptable grammatical systems example tense, expressing a particular meaning in different grammatical forms, using rhetorical forms and

e. The Purposes of Writing

Writing is not only use as a tool of communication, writing also has some purposes. As Haliday in Nunan (1999: 275) says that written language is used for the purposes as follows:

1) For actions (for example, public signs, product labels, television, and radio guides, bills, menus, telephone directories, ballot papers, computer manuals).

2) For entertainment (for example, comic ships, fiction books, poetry and drama, newspaper features, film subtitles).

3) For information (for example, newspaper, current affairs magazines, advertisements, political papers).

Of the opinions above, it can be said that writing is a skill that is very important to be mastered by the students. In this case, the student has to be able to express her/his thought in writing in order that the reader can understand and get message easily.

In addition, O‟Malley and Pierce (1996:137-138) indicate that there are at least three purposes in writing, namely:

1) The writers use expository or informative writing to share knowledge and give information, direction, or ideas.

2) Narrative writing is a personal or imaginative expression in which the writer produces stories or essays.

3) In persuasive writing, the writers attempt to influence others and initiate action or change.

In conducting the research, the researcher teaches narrative texts to the students as the material that is learnt at the eighth grade of SMP N 5 Namohalu Esiwa in 2015/2016. Summary Pyramid Strategy is implemented to teach narrative text to In conducting the research, the researcher teaches narrative texts to the students as the material that is learnt at the eighth grade of SMP N 5 Namohalu Esiwa in 2015/2016. Summary Pyramid Strategy is implemented to teach narrative text to

f. Teaching Writing

In writing, many students get difficulties in learning language. It is supported by Crimmon (1984:6) saying that writing is a hard work. As a good teacher, s/he should be responsible to make their students write in English correctly. The teacher should find a good strategy to make their students understand. The teacher should constantly and systematically record, ponder and analyze what they have done in the classroom and use their reflective experience as the basis for improving their instructional practice. Brown (2001:169) says, “The most important key to creating and interactive language in classroom is the initiation or interaction by the teacher, without such ongoing teacher guidance”. In addition, Richard and Renandya (2 002:46) say, “Teacher is the most powerful player in classroom dynamic and determines the class structur e”.

Based on the explanation above, the researcher as a teacher in the research should be an idol figure of the students by creating the interesting strategy in the teaching-learning process like the expert opinion above. The researcher does not let the students enjoy their mistake, and therefore the aim of the researcher can reach a satisfying result.

Nunan (2003:92) says, “Every teacher should consider a few principles in writing course”, as follows:

1) Understand your students‟ reason for writing. The teacher‟s goal must match in which the students work. It is important to understand and convey goals to students in ways that make sense to them.

2) Provide many opportunities for students write. Writing usually improves with practice. Practice writing usually improves with the different type of writing as well. Any types of writing that you can find in your class should be practiced in class.

3) Make feedback helpful and meaningful. Students crave feedback in their writing, yet it does not always have to intended effect. If the teacher write comments on students‟ paper make sure the students understand the vocabulary or symbol you see. Take time to discuss in the class.

4) Clarify yourself and for students how their writing skill will be evaluated. Students often feel than then evaluation of their writing is completely objectives. So that, as the teacher must consider what is valued in students writing, either in the classroom as a whole.

Based on the statements and the explanation from the previous page, the researcher concludes that she must prepare herself before teaching the students and motivates the students to make them interesting and develop their ability in writing narrative text through practices in the class.

3. Narrative Text

a. The Definitions of Narrative Text

According to William and his friends (1983:91) that narrative tells a story or relates a series of incidents or step in writing. Cobb (1985:23) explains that narrative is the kind of writing that tells a story or relates an event. It can be said that narrative text is talking about incident or event chronologically that is presented in various time sequences.

A good narrative contains specific details and action verb to relate the story or series of events. The story may be very short to present a single incident or longer to present a more detailed account of event. It may be many pages long to tell about the life of a person or the history of a country. Furthermore, Perrin (1959:76) says, “Narrative is recount an incident or series of incidents or the step in process”. It can

be said that narrative is a story telling of incident or event that has function to amuse or entertain the readers with actual or imaginary experience in different ways. Regarding to explanation from previous page, it is concluded that narrative is the story that tells an incident or event.

b. The Kinds of Narrative Text

Keraf (1991:139) divides two kinds of Narrative Text, namely:

1) Expository Narrative It tells the story to give information for the readers to make the knowledge of the readers larger. For example: How to make a ship, a house, etc.

2) Suggestive Narrative In suggestive narrative tells sequences of event that is presented variously in order that the reader can imagine it. For example novel, roman, short story, etc.

Furthermore, Regina and her friends (2001:44) divide three terms of narrative text, they are:

1) Past narration (the events happen in the past time).

2) Typical experience (what people usually do).

3) Present narration (it is going now).

Regarding to opinion above, the researcher limits herself to choose the kind of narrative text that is Suggestive Narrative especially Short Story that happened in Regarding to opinion above, the researcher limits herself to choose the kind of narrative text that is Suggestive Narrative especially Short Story that happened in

Furthermore, Wiley (2011:14) says “Short story is a short piece of prose fiction, having few characters and aiming at unit y of effect”. It can be comprehended that short story is a story fiction that has a few character, a single plot and aiming at unity of effect. Short story focuses on one incident. Therefore the researcher chooses it in her research because it is suitable for the students to write and it makes students able to comprehend the plot of the story and also makes students more active to implement Summary Pyramid Strategy in their writing.

c. The Purpose of Narrative Text

Ruby (2001:18) asserts that the purpose of narrative text is to amuse or entertain the readers with actual or imaginary experiences in difference ways. In addition, Cobb (1985:7) says that narrative purposes to entertain, create, stimulate emotions, motivate, give and teach readers. It can be said that the purpose of narrative text is to entertain and amuse the readers with imaginary experiences that can give the morals value for the readers.

Concerning to the research, the researcher wants to entertain, amuse the students, and make them interest to write a short narrative based on their experience happened to them, the story that they have ever read, or series of picures given.

d. The Structure of Narrative Text

Shrier (2009:2) divides the generic structure of narrative text into three parts as follows:

1) Orientation (who was involved, when and where was it happened).

2) Complication (a problem arises and followed by other problems)

3) Resolution (provide solution to the problem). Based on the opinion above, the researcher concludes that the generic

structure of narrative text is orientation, complication, and resolution. The generic structure helps the students to apply Summary Pyramid Strategy in writing narrative text.

e. The Characteristics of Narrative Text

According to Shrier (2009:2) narrative text has some languages characteristics, they are:

1) Use of noun phrases (a beautiful girl).

2) Use of adverbial phrases of time and place (in the garden).

3) Use of simple past tense (he walked away from the village).

4) Use of adjectives phrases (long black hair).

In addition, Cohen (1994:23) states the general characteristics of narrative writing, namely:

1) Real something of importance-narratives make a point and that point is usually defined in the first sentence in the first paragraph.

2) Depicting characters and setting vividly-bring the story to life by using your senses to depict the events of the story: how does it look, sound, feel, smell.

3) Showing not telling-use vivid and precise verbs when describing your events.

4) Presenting events in clear, chronological order-use a logical progression with good transitions when moving from point to point,

5) Usually written in the first person, that is using, “I”. However, third person can also be used.

Also, Carrol (2001:77) adds that a short story is particular kinds of narrative. Most short stories contain a main character who undergoes a change or learners something during the course of the story, a setting is the time and location in which the story takes place, single plot or series of events which leads to a climax or high

point of interest, and a theme or main message that is revealed by the story‟s end. Example of Narrative Text:

SNOW WHITE

Once upon a time, in earlier times there lived a who named Snow White. He lived with his aunt and uncle because his parents died. One day she heard her uncle and aunt talking about leaving Snow White in the castle because they wanted to go to America and they did not have enough money to take Snow White with them. Princess Snow White did not want her uncle and aunt to do this. So he decided to escape.

The next day she ran away from home when her aunt and uncle were having breakfast, she fled into the wood. In the wood she felt very tired and hungry. Then she saw this cottage. She knocked, but no one answered her so she went inside and fell asleep meanwhile, seven dwarfs came home from his work. They get into. There, they found Snow White woke up from his sleep. She saw the dwarfs. The dwarf said: “What is your name? Snow White said, "My name is Snow White". One dwarf said, "If you want, you can stay here with us”.' Snow White tells all about her story. Then daughter snow and the seven dwarves are now living happily ever after. (Taken from: Contextual teaching and learning Bahasa Inggris Sekolah Menengah Pertama Kelas VIII )

The example of narrative text above is one of the materials that is taught by the researcher through the research. For further material, the researcher explains it in Appendix 4.