Narrative Paragraph Research Articles

The Comparison between Individual and Collaborative Writing on Narrative Paragraphs Achievement

The main objective of the study was to find out the difference of writing on narrative paragraphs achievement between students writing individually and collaboratively. This study was a comparative research which was intended to find out the difference between individual and collaborative writing narrative paragraphs achievement. The participants of the study comprised 54 students found in 2 classes randomized from eight classes. Individual writing was implemented on the first class (n=30) and collaborative writing was implemented on the second class (n=30). Data were collected using writing test. Quantitative data were analyzed using descriptive and inferential statistics. The findings showed that there was a significant difference between Individual and Collaborative Writing on Narrative Paragraphs Achievement of the Second Year Students at MAN 1 Pekanbaru.

The Effect of Using Wordless Picture Books Strategy on Students’ Ability in Writing Narrative Paragraph

Many problems in learning English especially writing narrative paragraph are faced by most of the eight grade students of MTs Desa Sawah of Kampar Regency. The students were unable to express ideas in writing narrative paragraph. They were also unable to use good grammatical features, use generic structure clearly, and use vocabulary appropriately. Therefore, the writer was interested in conducting this research. The purpose of this research was to find out students’ ability in writing narrative paragraph taught by using wordless picture books strategy, to find out students’ ability in writing narrative paragraph taught without using wordless picture books strategy, and to find out whether there was any significant difference of students’ ability in writing narrative paragraph taught by using and without using wordless picture books strategy at Islamic Junior High School of Desa Sawah of Kampar Regency. This research is an experimental research, precisely a quasi-experimental research. The total sample of the research was 48 students. The instrument of the research was test. The data were analyzed by using independent sample t-test. It was used to find out whether there is any significant difference of students’ ability in writing narrative paragraph by using and without using Wordless Picture Books strategy to the eight grade students of Islamic Junior High School of Desa Sawah of Kampar Regency. Based on the data analysis by using SPSS 16 version, the writer found that the score of t-test is 9.543 which it is higher than t-table in level significant of 5% (2.02), and in level significant of 1% (2.69). It could be read 2.02 2.69. It can be stated that H o is rejected and H a is accepted. It means that there is significant difference of students’ ability in writing narrative paragraph taught by using and without using Wordless Picture Books strategy at the eight grade students of Islamic Junior High School of Desa Sawah of Kampar Regency.

The EFL Students' Narrative Paragraph Writing of The Second Semester Students of State Institute of Islamic Studies (IAIN) Samarinda: A Syntactic Analysis

<p>Abstract</p><p>This study concerned on the EFL students' ability and analyzed the sentence patterns of syntax on the narrative paragraph writing. The QUANT-QUAL of mixed methods design was used in this study. The quantitative data gathered from the test of narrative paragraph writing by involving 30 EFL students of IAIN Samarinda. The qualitative data gathered from the 10 selected documents of narratibe paragraph writing that met the criteria. The findings shoed that the EFL students' ability of narrative paragraph was categorized excellent (80.33). The highest ablity was the writing aspect of organization (86.65%) followed by vocabulary (84.00%), content (83.33%), mechanics (78.60%), and language use (69.08%). The sentence patterns of syntax found on the EFL students' narrative paragraph writing; its verbs were followed by direct object, infinitive, pronoun, present participle, adverbial phrase, that-clause, conjunctive-clause, gerund, direct object-preposition-prepositional object, complement of distance and time, verb alone, predicative and preposition-prepositional object.</p><p>Keywords: Writing, Narrative Paragraph, and Sentence Patterns of Syntax</p>

THE USE OF VIDEO-CAST TO IMPROVE IMPROVE STUDENTS’ ABILITY IN WRITING NARRATIVE PARAGRAPH OF THE SECOND GRADE STUDENTS

The objective of this research is to find out whether the use of video-cast in writing narrative paragraph at the second grade students of SMA Negeri 1 Biromaru can be improved or not. This research used pre-experimental research with intact group design, in which it took two groups as control group and experimental group. Thepopulation was the second grade students of SMA Negeri 1 Biromaru. The samples were Class XI IPA Model as the experimental group consisting of 18 students and Class XI IPA 1 as the control group consisting of 17 students. In collecting the data, the writer used test. The test was used once as the post-test. Then, the data were analyzed statistically. Having analyzed the data, there were different scores obtained from the control group and the experimental group. In other words, the t-counted (5.22) was greater than the t-table (2.0357). It could be concluded that the research hypothesis is accepted. In conclusion, the use of video-cast in English teaching is effective to improve students’ ability in writing narrative paragraph to the second grade students of SMA Negeri 1 Biromaru. Keywords: Video-cast; Narrative paragraph; Writing

LAGU “KALI KEMIRI” DAN “PANTAI PASIR DUA” DALAM ALBUM BLACK BROTHERS PAPUA SEBAGAI MEDIA PEMBELAJARAN KONTEKSTUAL

The paper aims at revealing contextual learning obtained from songs. “Kali Kemiri” and “Pasir Dua” song in Papuan Black Brothers' album is one source of learning media. Contextual learning helps the teacher to ties lesson materials with their application in life as family and society members.The current facts show that students only memorize the concepts and are less able to use the concepts if they find problems in real life that has relation with the concepts they have. Beside that, students are also less able to detemine and formulate problems. Many critics were sent to teachers who taught by only focussing on mastery of information and bare concepts. Therefore, it is hoped that contextual learning model will pay more attention in serving meaningful subjects in natural forms which can be experienced not knowledge-transferred from teachers to students.The paper focuses on revealing efforts of “Kali Kemiri” and “Pantai Pasir Dua” song in Papuan Black Brothers' Album by projecting problems including: (i) Interest and ability of preliminary writing, (ii) theapplication of contextual learning model, and (iii) ability and completeness of writing narrative paragraph.

Improving the Second Year Students Ability in Writing Narrative Paragraphs by Using Picture Series

This collaborative classroom action research was directed to obtain information about how the second grade students ability in writing a narrative paragraph improved by using picture series. Specifically, it was intended to develop the strategy of using picture series to improve the students ability in writing narrative paragraphs. The result shows that the appropriate model of using picture series in the teaching of writing narrative paragraphs contains some procedures and has some strengths in improving the students ability in writing narrative paragraphs. The improvements resulted from the use of series of pictures in the form of cartoon and series of questions related to the pictures.

Critical Reflection of an Iranian EFL Classroom: Effective Ploys in Narrative Paragraph Writing Development

This article describes a qualitative study that investigated critical reflection in the hope that effective learning is objectified. It is the fruit of rumination on how critical reflection approach would affect learners’ performance in narrative writing. The idea for this paper arose when the researchers consistently utilized ploys effective for five EFL students’ learning of narrative writing in critical reflection process in an institute. Later, these ploys were categorized in three themes under three categories in teaching narrative writing. Data were gathered via students’ reflective writings. Gathered data were interpreted in the real setting by small scale grounded theory analysis. The final upshot demonstrated the criticality of students’ thoughts in their paper. The findings reveal the significance of optimal rapport and intimacy in which participants move ahead from mechanical learning to more cooperative approach in language learning with thorough reflection in their narrations for effective learning to take place. Keywords: Critical Reflection, Narrative Paragraph Writing, Effective Learning, Ploys, Improvisation, Reverse Position, Social Camaraderie

Unsur-unsur Paragraf Narasi dalam Bahasa Jawa

Every human being involves in story activity. Therefore, the elements of NP (narrative paragraph) in Javanese should be investigated. The aim of investigation is to describe every element based on the character and the chronological event, its direct utterance, and the writer’s point of view. The scope of narrative paragraph study covers lingual unit of paragraph, sentence, clause, phrase, and word. The approach used is structural descriptive. The data is obtained by using listening and noting technique. The analysis uses orthografic method and distributional method, by using direct element division technique and then omission, substitution, insertion, and reversion. Narrative paragraph (NP) elements are participant and event. Participant element is filled with a character or more. Event element comprises of act, process, or state verb that relates to each other as stimulus-responsse. NP usually has direct utterance that is unmarked and marked. The mark is located in the beginning, middle, and the ending. NP is written based on the point of view, both the first and third person. In the first point of view, the character is central character or an observer, which is marked by using I (aku, saya) pronoun; meanwhile, in the third person point of view is marked by he/ she (ia/dia/dheweke) pronoun.

Sounding gay and sounding straight

This paper presents a performance-based approach to the study of the phonetic encoding of sexual identity in Italian. Six male speakers were recruited after being controlled for familiarity, interaction, and comfort with members of both hetero- and homosexual communities. They were recorded reading introductory, scientific, and narrative paragraphs with the goals of conveying straight and gay identities, respectively, as well as in an unmarked style. Analysis focused on segmental (vowels, /s/, liquids), suprasegmental, and pragmatic components of performances, the results of which suggest that speakers use a combination of phonetic features to instantiate socially salient identities.

Improve Students’ Narrative Writing Achievement Through Film at SMA NEGERI I PALIPI

This study attempted to improve students’ English Narrative writing achievement through Film. The objective of study was to find out whether film can improve students’ achievement in writing Narrative Paragraphs. This study was conducted by applying classroom action research which was done in 6 meeting of their English subject. The subject of this study was the second year students (XI –IPA – 2) of SMA Negeri 1 Palipi - Samosir Indonesia. One class was taken as the subject of the study. The number of the students was 30 students. The data of this research were obtained in two cycles, namely cycle 1 and cycle 2. Each cycle consisted of the four steps of an action Research: planning, action, observation and reflection. The instrument for collecting data used writing test from students’ paper writing to write the film talk about as writing tests for the quantitative data and used diary notes, questionnaire sheet, observation sheet and interview for the qualitative data. Based on the writing test result, the students’ score kept improving in every test. The findings indicated that the using of film as a media of learning improved students’ writing achievement. The students’ score significant was improved; the mean of second cycle i.e. 84.3 was higher than the mean of the first cycle i.e. 76.1. Based on diary notes, questionnaire sheet, observation sheet and interview, it was found that teaching learning process ran well. The conclusion was that using of film as a media of learning improved students’ writing achievement.

The Effectiveness of Collaborative Learning in Improving the Ability of Eleventh Grade Students in Writing Narrative Paragraph

The objective of this research is to find out whether or not collaborative learning can improve students ability in writing narrative paragraph of the eleventh grade students of MA. Alkhairaat Pusat Palu. The researcher applied a pre– experimental research design which was conducted by using pre-test and post-test. The population of this research was the eleventh grade students of Madrasah Aliyah Alkhairaat Pusat Palu and its sample was XI IPA 1. The data was analyzed by using statistic. The result of data analysis showed that the value of the t-counted 14(> 15,80) with degree of freedom (df) of 27-1= 26 and 0,05 of critical value was higher than t-table (2,056). It showed that the hypothesis was accepted. Therefore, it could be proved that collaborative learning can improved the students’ ability in writing narrative paragraph of the eleventh grade students of MA. Alkhairaat Pusat Palu. Keywords: Collaborative Learning, Narrative Text, Writing

An integrated approach to enhancing prospective English language teachers’ writing skills

This study reports on the experience of a group of pre-service teachers of English in a compulsory writing course in the preparatory program of an English language teaching department in the Turkish context. This study specifically attempts to investigate to what extent the writing course contributes to the acquisition of basic conventions of written discourse in English when prospective teachers of English are involved in an extensive writing practice which is based upon integration of product, process and genre based approaches to writing. The study lasted for a period of 28 weeks with fifty-nine pre-service teachers of English who participated in the study. The participants studied the basic genre types which included expository writing such as classification, process, argumentation, opinion, cause and effect, compare and contrast, and narrative paragraphs and essays. The participants specifically received instruction as to the basic constituents of paragraph and essays writing; namely, organization, process, unity, coherence, word choice, language use, grammar, and mechanics which were further put into 49 observable competencies. Data were collected through an analytic assessment rubric applied to participants’ pre-study and post-study essays. In addition, participants were distributed a pre-study and a post-study self-perception questionnaire in order to evaluate any possible improvements in their writing competence. The results of the study suggest that exposing pre-service teachers of English to various genres by involving them in an extensive writing practice adds to their writing competency positively in learning the process of writing practice, organizing the text, including relevant content in the text, using language appropriately, producing correct grammar, coming up with relevant vocabulary, and following correct mechanical conventions.

IMPROVING GRADE X STUDENTS’ ACHIEVEMENT IN WRITING NARRATIVE PARAGRAPH THROUGH ANIMATION MOVIE

The objectives of this Classroom Action Research (CAR) was to discover the application of animation movie in writing a narrative paragraph of Grade X students State Islamic Senior High School (Madrasah Aliyah Negeri: MAN), Pematangsiantar. The study was conducted in two cycles, i.e. cycle I and II, following the four steps of CAR, are: (1) Planning, (2) Action, (3) Observation, and (4) Reflection. The Instruments used for qualitative data were: observations, diary notes, and interview. The writing test was used as quantitative data. The results of the data analysis showed that the teaching-learning process was satisfactory the mean of the orientation test score was 61.85 while the mean of students’ score in cycle I was 74.31 and cycle II 80.28 in conclusion, it can be said that animation movie has shown the students’ interest and Thus English teachers are suggested to apply media in the teaching-learning process.

Discourse-level structuring of information in narrative:Signalling structural, interactional and cognitive shifts

Discourse-level structuring of information is explored in narrative in the light of three parameters subsumed under this umbrella notion: (i) the structural concepts of “theme-rheme”, connected to “position”; (ii) the interaction-oriented pair of concepts “topic-comment”, grounded in the notion of “aboutness”; and (iii) the cognitively motivated gradient from “given” to “new” information, related to interlocutors’ assumptions of their memory constraints as well as those of others. In each pair/gradient of concepts one member/pole – “theme”, “comment”, and “new” – is argued to constitute the Figure, against the (necessary) Ground of the other. The linguistic signalling of the structural, interactional and cognitive shifts in information structuring is examined in two different kinds of narratives in written French. The analysis of a short legend, in its entirety, and a narrative paragraph from a news story both point to high context-sensitivity in the signalling of the three parameters of discourse-level structuring of information, with that of the discourse level “newness” differing most markedly from the others.

Metacomprehension and Negation: Assessing Readers’ Awareness of the Difficulty of Negated Text

The present research explored the awareness that readers have of the difficulty of negative text and the impact that awareness has on their comprehension of that text. Participants read narrative and expository paragraphs, rated their comprehension, and answered a comprehension question. The present research established detrimental effects of negation, as well as demonstrated the readers’ awareness of the difficulty of expository, negative text. However, there were no consistencies in the relationship between readers’ metacomprehension judgments and their actual comprehension performance, suggesting that readers may be unable to use their metacomprehension effectively to adjust their reading strategies when processing negation during reading.

Responding to student writing: A taxonomy of response styles; When language (accuracy) matters too much

This article describes a taxonomy, which was developed as an analytical instrument to classify tutorial commentary written in response to student writing. It includes categories taken from the research of Connors and Lundsford (1993), Greenhalgh (1992), Newkirk (1984b), Perry (1970), Straub (1996) and Warnock (1989) and is descriptive rather than evaluative in nature. It is a consciousness-raising tool designed to identify responses to student writing in terms of the axiological assumptions on which they are based. The students in the empirical study were registered at the University of South Africa (Unisa), a distance-teaching institution, for an entry-level, English for specific purposes module. The task was a narrative paragraph that required a student to describe a specific childhood incident and reflect on its significance. The experiment involved analysis of the global comments given by tutors at the end of 50 randomly selected ‘marked’ assignments.

Promoting Effective Task Interpretation as an Important Work Habit: A Key to Successful Teaching and Learning

In this article we argue that to be successful in an academic arena, students must adopt a consistent approach to completing academic work (i.e., a work habit) that includes very carefully interpreting the demands of tasks that are presented to them in schools. To clarify why task interpretation is so critical to student success, and is thus an important instructional objective for teachers, we begin by presenting two vignettes illustrating links between task interpretation and students’ successful engagement in academic work. Then, we take a step back to describe what we mean by academic work and engagement and to explain how and why students’ knowledge about, conceptions of, and interpretations of tasks are so foundational to performance. We also describe how students’ task interpretation breaks down and why such breakdowns often occur. Finally, we close by advancing practical suggestions for teachers regarding how to structure activities, instruction, and evaluation to promote students’ adoption of task interpretation as an important work habit in the pursuit of effective learning. Sally is teaching a ninth grade English class. Her goal is for students to learn how to write various kinds of paragraphs. After showing some examples and talking with the class about the structure of a narrative paragraph, Sally asks the students to write one themselves. She writes the assignment on the chalkboard as she explains it to the class but notices that quite a number of students start talking to each other while her back is turned. As students work on the assignment, Sally circulates around the room. She reexplains the task to some students and reminds others to focus on their work. She notices that many students seem lost and that only a few students are doing a good job of following her very detailed instructions. Amy is an eighth grade student taking science. One day, Amy arrives home with her science textbook and instructions to answer the questions at the end of Chapter 6. Amy sits down, turns her book to the end of the chapter, finds the first question and looks for key words. She then searches for those key words in the chapter to find information relevant to the question. She copies the information word for word onto a piece of paper, then moves onto the remaining questions. When she is challenged by her teacher the next day, who asks if she has answered the questions in her own words, Amy replies that she does not need to understand the information. She shows her teacher how she has received 100% on each of her previous homework assignments, which she completed in the same way.

Promoting Effective Task Interpretation as an Important Work Habit: A Key to Successful Teaching and Learning

In this article we argue that to be successful in an academic arena, students must adopt a consistent approach to completing academic work (i.e., a work habit) that includes very carefully interpreting the demands of tasks that are presented to them in schools. To clarify why task interpretation is so critical to student success, and is thus an important instructional objective for teachers, we begin by presenting two vignettes illustrating links between task interpretation and students’ successful engagement in academic work. Then, we take a step back to describe what we mean by academic work and engagement and to explain how and why students’ knowledge about, conceptions of, and interpretations of tasks are so foundational to performance. We also describe how students’ task interpretation breaks down and why such breakdowns often occur. Finally, we close by advancing practical suggestions for teachers regarding how to structure activities, instruction, and evaluation to promote students’ adoption of task interpretation as an important work habit in the pursuit of effective learning. Sally is teaching a ninth grade English class. Her goal is for students to learn how to write various kinds of paragraphs. After showing some examples and talking with the class about the structure of a narrative paragraph, Sally asks the students to write one themselves. She writes the assignment on the chalkboard as she explains it to the class but notices that quite a number of students start talking to each other while her back is turned. As students work on the assignment, Sally circulates around the room. She reexplains the task to some students and reminds others to focus on their work. She notices that many students seem lost and that only a few students are doing a good job of following her very detailed instructions. Amy is an eighth grade student taking science. One day, Amy arrives home with her science textbook and instructions to answer the questions at the end of Chapter 6. Amy sits down, turns her book to the end of the chapter, finds the first question and looks for key words. She then searches for those key words in the chapter to find information relevant to the question. She copies the information word for word onto a piece of paper, then moves onto the remaining questions. When she is challenged by her teacher the next day, who asks if she has answered the questions in her own words, Amy replies that she does not need to understand the information. She shows her teacher how she has received 100% on each of her previous homework assignments, which she completed in the same way.

Contextual influences on auditory comprehension of reversible passive sentences in aphasia

Abstract Stimuli reported by Hough et al. (1989) were employed to assess aphasic subjects' auditory comprehension of reversible passive sentences presented in isolation, and at the ends of narrative paragraphs that either strongly predicted or did not predict the specific subject—object relationships portrayed in the target sentences. Verbal stimuli were presented under two pictorial conditions, wherein pictured response choices were exposed either before or after presentation of the auditory stimuli. Results indicated no significant effect of pictorial condition; however, a significant advantage was observed for sentences following predictive paragraphs. Absence of a facilitative effect for non-predictive paragraphs disagreed with previous findings of Hough et al. (1989). Retrospective analysis of the combined data from the present and previous studies demonstrated that contextual facilitation for both types of paragraphs increased as a positive function of stage of recovery from aphasia. Subjects in the...

Inferential abilities of normal and right hemisphere damaged adults

There were two aims of this study. The first was to compare indirect inferencing abilities by nine right hemisphere brain-damaged (RHD) adults with 18 matched normal controls. The second purpose was to determine the best condition in which to present information to the RHD individuals for the purpose of forming these inferences. Three conditions were evaluated: (1) Auditory-Only, (2) Orthographic-Only, and (3) Combined Auditory/Orthographic. It was hypothesized that right hemisphere damaged persons would perform most successfully when the materials (narrative paragraphs) were presented using the combined condition. Both groups performed significantly better in the combined Auditory/Orthographic condition. There were no significant differences in the performances of the RHD group as compared to the normal controls. This suggested that the RHD group did not exhibit an inference impairment on this type of linguistic task.