Writing Narrative Text Research Articles

THE EFFICACY OF PIE (POINT, ILLUSTRATION, EXPLANATION) STRATEGY IN TEACHING WRITING NARRATIVE TEXT

This research aimed at finding out the students writing ability in term of narrative text through using PIE (point, illustration, explanation) strategy. Pre-experimental method was applied in this research. The research had conducted with treatment, where the class consisted of four meetings. The location of this research was done at the second grade students of one of state junior high schools with 20 students and stand by one class using pre-test and post-test design. The instrument was used written test as pre-test and post-test. In pre-test the students made the material about narrative text that they had read or listened without involving PIE (point, illustration, explanation) strategy. While in the post-test students also made the material about narrative text that they had read or listened which was involved PIE (point, illustration, explanation) strategy. The findings indicated that the application of PIE (point, illustration, explanation) strategy was significant to improve the students’ writing ability and it was proved by means score in pre-test was 51.75 and the post-test was 75.25. it means that the means score of post-test is greater then the pre-test, and also there was significant because the result of t-test was 6.94 and t-table was 2.093. It means that was significant because t-table was smaller than t-test. Thus, can be concluded that the use of PIE (Point, Illustration, Explanation) Strategy improved the students’ writing achievement.

THE USE OF TRANSLATION IN TEACHING WRITING NARRATIVE TEXT

THE USE OF TRANSLATION IN TEACHING WRITING NARRATIVE TEXT *Esterina Sipahutar **Masitowarni Siregar **Anni Holila Pulungan Universitas Negeri Medan ABSTRACT Sipahutar, Esterina. Registration Number: 214332101. The Use of Translation in Teaching Writing Narrative Text. A Thesis. English Educational Program, State University of Medan, 2020. This study aimed at describing the use of translation and investigating the reasons of using translation in teaching writing narrative text grade ten at SMK Broadcasting Bina Creative Medan. This study was qualitatively conducted that taken 2 English teachers of SMK Broadcasting Bina Creative Medan. The data were collected by using an interview and observing the whole process of the online teaching writing narrative text. The findings of this study showed that there were 73 times of using translation found during three processes that they were conveying and checking meaning of words or sentences, explaining grammar and classroom management. The reasons of using translation in teaching writing narrative text were facilitating communication, teacher-student relationship and the L2 learning. The findings of this study revealed that translation contributed to the study of foreign language teaching especially teaching writing skill. Keywords: translation, teaching and narrative text.

IMPROVING STUDENTS’ ABILITY IN WRITING NARRATIVE TEXT BY USING WALT DISNEY MOVIE TRAILER

ABSTRACT
 The purpose of this research was to find out the improvement of the students’ writing narrative text by using Walt Disney Movie Trailer and to investigate the process of writing narrative text by using Walt Disney Movie Trailer. The sample of this research took one class, the third grade of SMP Negeri 38 Medan by using applying Classroom Action Research is done in two Cycles. To collect the data, the researcher took Quantitative and Qualitative data. The quantitative data was collected by giving writing Essay test. The qualitative data was taken from observation sheet to investigate the situation and the problems found during the teaching and learning process and diary notes aimed to note personal evaluation about the situation of the class when teaching and learning process in each Cycles, and interview sheet to interview the English teacher and students before and after conducting the research. The result of the students’ mean score for Cycle I was 71,35 , and the students’ mean score for Cycle II was 85,6. It also could be seen from the percentage of the students who got score 75. In the Cycle I was 60% got the score 75 and the Cycle II was 100%. During the research in every meeting the students present in the class and the students write narrative text based on steps in writing. It can be concluded that Walt Disney Movie Trailer significantly improve the students’ writing narrative text. It is suggested that English teachers to apply Walt Disney Movie Trailer in teaching writing especially in writing narrative text.
 Key words: Writing Narrative Text, Walt Disney Movie Trailer.

TEACHING WRITING NARRATIVE TEXT USING TWO STAY TWO STRAY (TSTS) METHOD

Writing is part important of language. One important skill that should be mastered by the students. The fact show that most of the student find the difficulties in writing. The problems are related to their motivation and technical problem. The method is belief to be able to improve students writing skill. Therefore, the aims of the research is to investigate the application of Two Stay Two Stray (TSTS) method to improve students writing ability.This research used quantitative method.The population of this research was all tenth grade students at one of vocational schools in Cimahi. The sample was eightheen students of class X TKJ. The instrument used test.The result showed that the mean scores of pretest was 63.94 and of posttest was 73.88. From this data it can be concluded after students learned writing narrative text using Two Stay Two Stray (TSTS) method, their writing skill were improved.

TEACHING WRITING NARRATIVE TEXT BY USING COLLABORATIVE LEARNING

Writing is an important skill that should be mastered by English learner. This research deals with teaching writing narrative text by using Collaborative Learning Approach (round table technique) and Scientific Approach. The subjects of this research were X RPL 1 as experimental class and X RPL 3 as control class. Both classes consist of 33 students. The objectives of this research are to know wheter or not the difference between students’ writing ability who were taught by using Collaborative Learning. This research employs the quasi experimental design. The instrument of this ressearch are writing test (pre-test and post test), observation, and interview. The data were analyzed by using statistical product and service solution (SPSS) 25 which through the normality and mann whitney process. The findings showed that the calculation result of gain score showed that the significance value was lower than 0.05 (0.0049 < 0.05) which means there is a difference between students who were taught by Collaborative Learning and those who were taught by using Scientific Approach. Keywords: Writing, Narrative, Collaborative Learning, Round Table Technique

Written verb use and diversity in children with Developmental Language Disorder: stepping stones to academic writing

Verb use and the production of verb argument structure in the written texts of children in elementary school is a key stepping stone towards academic writing success that has remained relatively unexplored and is a notable gap in our understanding of writing development. To evaluate the role of verbs in the written narrative texts of children, we compared verb use in 10 year old children that had specific weaknesses in oral language, those with Developmental Language Disorder (DLD), and samples of children of the same age (CA) and the same raw scores on an oral language task (language ability or LAb). Standardised measures of oral language, reading fluency, and spelling were completed. Participants then completed a standardised writing task and the texts were examined for verb argument structure, verb production and verb diversity. No between-group differences were found in the written narrative texts in relation to the production of verb argument structures. By contrast, the number of verbs produced, and the number of different verbs used differed significantly. The total number of verbs and number of different verbs produced by the children with DLD was commensurate with their LAb peers but not their CA matched peers. All children relied on a small group of high frequency verbs in their writing, although there was evidence of greater verb diversity in the older typically developing children. Verbs produced and their diversity in narrative writing was predicted by both an oral language formulated sentences task and reading fluency, thus demonstrating the close links between expressive oral language, reading, and writing production in all children.

NURTURING STUDENTS' WRITING NARRATIVE INTEREST THROUGH MIND MAPPING AND COOPERATIVE INTEGRATED READING AND WRITING

This study aims to investigate the motivation of senior high school students at 11st grade in reading and writing English texts, especially narrative text.� The study also explores the insight toward the use of mind mapping and cooperative integrated reading and writing in nurturing students� interest and motivation in writing narrative text. The study used qualitative case study to learn and pay attention to phenomena that the students� motivation in reading and writing narrative text are needed to be nurtured. There were 36 students of 11st grade in senior high school in Bandung were involved in this study. Questionnaire and interview were given to the students. The results show that the students who show positive view toward reading and writing narrative texts are 74% students. They interest and willingness in making mind mapping of the narrative, because they know that narratives texts are full of information and moral value. While only 26% students who seem force to read and write narratives text to compose mind mapping. Eventually, integrating reading and composition in the classroom can nurture their reading interest and increase their willingness to read narrative text. Since, many students can understand the moral value of the narrative text through discussing with their friends at the class and making a mind mapping through cooperative learning about the narrative text is very useful to develop their mind.

Improving Students’ Ability in Writing Narrative Text through Picture Series in the Twelfth Grade Students of Vocational School

Writing is one of productive skills, and teaching writing needs to concern many aspects. One of them is teaching aid. Appropriate teaching aid, like picture series, can help students optimize their learning process in writing. The research objective is to discover the effectiveness of picture series in improving students’ writing ability of narrative text. The writer used an experimental method. The population of this research was the students of SMKN 2 Tangerang Selatan. The samples were taken from two classes of the twelfth graders majoring in Accounting. The writer took 31 students for the samples in experiment class and 32 students in control class. The data that the writer got from the research were using the t-test formula. The findings show that using picture series is effective in improving students’ writing ability. The result is tobserved = 2.73 and ttable = 1.67. Because to > tt , it means there is a significant effectiveness to improve in students’ writing ability using picture series. The findings are expected to be useful for the students to help them improve their English writing ability of narrative text. Additionally, it gives information to the teachers to know appropriate teaching aids to teach writing ability for the students.

The Designing Syllabus in Teaching Writing Narrative Text Putri Mandalika at MA Central Lombok

Talking about syllabus, each school must have got it based its subject matter. It is generally translated from the curriculum each school unit own. Type of the syllabus each school unit chooses depends on the learning approach it uses. English learning approach used at MA level in the context of School-based. Relating to what Fraenkel and Wallen state of steps in a qualitative research, the researcher identified the phenomenon to be investigated and it was the need of syllabus for the teaching narrative text Putri Mandalika folklore. The researcher collected data through observation, field notes, literature study, interview, and questionnaire. The researcher then analyzes the data and he then formulates the product as the implementation of his interpretation and conclusion of the data. Syllabus is inseparable from language teaching program. It is required not only by the teachers but also the students. For the teachers, a syllabus (i) serves as a guide to select or create appropriate learning materials for their student; (ii) provides a planning and communication tool with which to set realistic expectation for teachers and their students; (iii) organizes their thoughts and their approach to the subject; and (iv) helps them and their students to stay focused on the course objectives and exit outcomes

Improving Students’ Ability in Writing Narrative Texts by Implementing Picture Series

This study was aimed at finding out whether the implementation of picture series strategy can improve the ability of the students in writing narrative text. The research design was collaborative action research which consisted of two cycles, in where cycle 1 consisted of three meetings and cycle 2 consisted of four meetings. A cycle consisted of four steps namely: planning the action, acting on the plan, observing the action and reflecting on the observation. The subject of the study was the 34 students. The instruments used to collect data were observation checklist, field notes, questionnaires, scoring rubrics and the students’ writings. The data from the observation, scoring rubrics and questionnaires were analyzed and the results are presented in the form of tables and description, while the data gained from the field notes and the students’ writings were analyzed and reported descriptively. The result of the study showed that the picture series effectively improved the students’ ability in writing narrative texts. All students had reached the minimum score of 3. Moreover, the majority of the students gave positive responses towards the implementation of picture series, in the case that 70% of the students showed excitement. Furthermore, they found that picture series is interesting, easy to understand, moreover, it helped them to organize paragraphs and develop ideas in writing narrative texts.
 Keywords: Picture Series, Writing Ability, Narrative Text.

AN ANALYSIS OF ERRORS ON THE USING SIMPLE PAST IN WRITING A NARRATIVE TEXT

This study aimed to examine errors on past tense in a writing a narrative text of by 12 participants. The participantswere second semester students of English Education Department of STKIP Paracendekia NW Sumbawa in theacademic year 2014/2015. This research was a descriptive qualitative research. The instrument used for this studywas participants’ written narrative texts. The results of the study show that there were errors committed by theparticipants on using past tense. All of the errors on using past tense in the written narrative texts was identified andclassified; these were addition, omission, and misformation.These aspects of writing in English pose the most difficultproblems to participants. This study has shed light on the manner in which students internalize the rules of the targetlanguage, which is English. Such an insight into language learning problems is useful to lecturers because it providesinformation on common trouble-spots in language learning which can be used in the preparation of effective teachingmaterials.

Improving the Achievement on Writing Narrative Text through Discussion Starter Story Technique

The objective of this study is to find out whether discussion starter story significantly improves the achievement on narrative text of the first grade students of Senior High School. This study was conducted by applying Clasroom Action Research (CAR). The subject of this study is the first grade students of SMA Negeri 2 Pangururan in academic year of 2016/2017. The sample of this study is the students X-4 consisting 30 students. There were two kinds of collected data, quantitative and qualitative data. The technique for collecting the quantitative data was writing test while with qualitative data were gathered through interview, diary notes, and observation sheet. Qualitative data showed the students were interested in discussion starter story technique. Based on quantitative data it is found that students’ writing achivement improved from pre-test to post-test cycle I and post-test cycle II. It can be seen from the students’ mean scores and the percentage of the students who got score up to 75. The mean of the students’ scores who got score up to 75 for pre-test is 51.4 , for the post-test cycle I is 74 and post-test cycle II is 80.2. There was an improvement of the application of discussion starter story technique to teach writing narrative.

Increasing the Students’ Writing Narrative Text Ability Through Brainstorming Technique

This script discusses the increasing students’ ability through brainstorming technique in teaching writing, especially in increasing students’ writing narrative text ability. This study is aimed at responding the following questions: (1) Can brainstorming as a technique increase the students’ Narrative paragraph writing Performance? (2) Can brainstorming as a technique improve the learning process?. The population of this research is the eighth grader of SMPN 3 BatanghariNuban. The number of population is 152 students. The researcher used sampling random technique to take sample. The research design was Classroom Action Research design. The instrument used to collect data was writing test because the students’ scores can be the basic data. The finding result shows that: (1) Brainstorming technique can make good students’ score in writing narrative text ability. (2) Brainstorming technique is effective in teaching writing, especially in writing narrative text.

“What Happen Next?” Strategy to Improve Students Skill on Writing Narrative Text

Most of the EFL learners, especially at senior high schools, frequently consider that writing is the most difficult skill compared to the three other language skills. This difficulty was also faced by the second year students of Madrasah Aliyah Muhammadiyah Malang . The results of their writing performance at the preliminary research indicated that on average they achieved low grades in writing narrative texts. Moreover, the students in this school were not motivated in writing. For this case, the writer applied a strategy “what happen next?” which can improve the skill in writing narrative texts. The strategy was implemented in action research through four steps: planning, implementing, observing, and reflecting. The action research was conducted in two cycles and involves 24 students. The results of the findings showed the improvement of the students’ skill in writing narrative texts and also the improvement of the students’ involvement in the writing activities during the teaching and learning process.

THE EFFECT OF MIND MAPPING TECHNIQUE ON STUDENTS’ ACHIEVEMENT IN WRITING NARRATIVE TEXT

This study deals with The Effect of Mind Mapping Technique on Students’ Achievement in Writing Narrative Text at SMAN 4 Medan. The objective of this study was to find out if there was a significant effect of mind mapping technique on students’ achievement in writing narrative text. It was conducted by using experimental research. The population of this study was the eleventh grade students of SMAN 4 Medan which consists of six parallel classes. Two classes were taken as the sample of the research, XI-1 IPA and XI-5 IPA. The class XI-1 IPA was an experimental group and class XI-5 IPA was a control group. The experimental group was taught by Mind Mapping Technique, otherwise the control group was taught by using lecturing technique or without used Mind Mapping Technique. The instrument for collecting the data was writing test. The data were analyzed by using t-test formula. It was found that t-observed (5.63) higher than t-table (2.00). It means that there was a significant effect on students’ achievement in writing narrative text at SMAN 4 Medan by using mind mapping technique.

The Effectiveness of Dialogue Journals in Improving the Skill in Writing Narrative Texts

ABSTRACT This study was conducted to investigate the effectiveness of dialogue journals technique in improving students’ skill in writing narrative texts. The subjects were the year-12 of IPA students of MAN 3 Malang in the academic year 2008-2009. This study involved two intact groups of students. The experimental group was given weekly journal writing, while the control group followed the regular writing. At the end of the treatment, a writing test on narrative was assigned and the students’ works were scored using ESL Composition Profile. The result of analysis using ANCOVA indicated that not all of the mean score of writing components of the two groups were significantly different. However, the mean score of holistic aspects was significantly different. Besides, students’ responses showed a positive evaluation on the implementation of dialogue journals technique. ABSTRAK Penelitian ini dilakukan untuk meneliti keefektifan teknik dialogue journal dalam meningkatkan keterampilan siswa menulis teks naratif. Subyek penelitian ini adalah siswa kelas XII IPA MAN 3 Malang tahun pelajaran 2008-2009. Penelitian ini melibatkan dua kelompok siswa. Kelompok eksperimen diminta untuk menulis dan mengumpulkan jurnal tiap pekan sementara kelompok control tetap mengikuti pelajaran menulis seperti biasa. Pada akhir perlakuan, kedua kelompok siswa diminta menulis teks naratif yang kemudian dinilai menggunakan ESL Composition Profile. Setelah dianalisa menggunakan ANCOVA, hasilnya menunjukkan bahwa tidak semua nilai rerata dari tiap komponen menulis kedua kelompok berbeda secara signifikan. Akan tetapi, nilai rerata aspek secara keseluruhan berbeda secara signifikan. Disamping itu, siswa menanggapi positif terhadap penggunaan teknik dialogue journal. How to Cite: Mukti, A. (2016). The Effectiveness of Dialogue Journals in Improving the Skill in Writing Narrative Texts. IJEE (Indonesian Journal of English Education), 3(1), 1-14 doi:10.15408/ijee.v3i1.4064 Permalink/DOI: http://dx.doi.org/10.15408/ijee.v3i1.4064

THE EFFECT OF ENGAGE, STUDY, ACTIVATE TECHNIQUE ON STUDENTS’ ACHIEVEMENT IN WRITING NARRATIVE TEXT

This study is aimed at finding out the effect of Engage, Study, Activate technique on students’ achievement in writing narrative text. This research applied experimental design. The instrument used to collect the data was a written test. The population was the 2015/2016 second year students (grade VIII) of SMP N 1 Sei Rampah. There were nine paralel classes that consisted of 30 students. The total number of the population were 270 students. The total number of the sample were 60 students. The researcher selected the sample by choosing only 2 classes by using sampling technique. The sample was divided into two groups, experimental group and control group. The experimental group was taught by applying Engage, Study, Activate technique while the control group was taught without applying Engage, Study, Activate technique. The data were taken by administering the pre-test and post-test to both control and experimental groups. These data were analyzed by using t-test. The result of computing the t-test obviously showed that t-observed (4.383) is higher than t-table (1.671) with the degree of freedom (df= 58) at the level significance 0.05 one tail test. It means that alternative hypothesis stating that there is a significant effect of Engage, Study, Activate technique on students’ achievement in writing narrative text is accepted. Keywords : ESA Technique, Writing Narrative Text

Mistakes in Writing Narrative Texts Made by The Students of Senior High School

Abstract : This study was aimed at describing the errors in writing narrative texts made by the stu-dents of SMAN 2 Lamongan. The study employed descriptive cross-sectional quantitative research design. The subjects of this study were students from grade X, XI, and XII of SMAN 2 Lamongan. The main instruments of the study were the writing prompt and narrative guidelines. The students’ writings were scored based on the scoring scale adapted from Cohen and Coffin, et.al; Hyland. The findings showed that the students made errors in moral value, content, organization, grammar, and vocabulary. Grammar is a dominant error because it is found in each grade and each program. The most dominant error in grammar was simple past tense. Key Words : error, narrative writing Abstrak : Penelitian ini bertujuan untuk menggambarkan kesalahan dalam menulis teks naratif yang dibuat oleh siswa SMAN 2 Lamongan. Penelitian ini menggunakan desain penelitian cross-sectional kuantitatif deskriptif. Subyek penelitian ini adalah siswa dari kelas X, XI, dan XII SMAN 2 Lamongan. Instrumen utama dari penelitian ini adalah writing prompt dan narrative guidelines. Tulisan-tulisan siswa dinilai berdasarkan skala penilaian yang diadaptasi dari Cohen dan Coffin, dkk.; Hyland. Te-muan menunjukkan bahwa siswa membuat kesalahan pada nilai moral, isi, organisasi, tata bahasa, dan kosa kata. Tata bahasa merupakan kesalahan yang paling dominan karena ditemukan di setiap kelas dan setiap program. Kesalahan yang paling dominan dalam tata bahasa adalah kesalahan ben-tuk simple past tense. Kata kunci : kesalahan, tulisan naratif

IMPROVING STUDENTS ACHIEVEMENT IN WRITING NARRATIVE TEXT BY APPLYING SPORE STRATEGY

This study aims to discover the improvement of the students’ achievementin writing narrative text by applying Spore Strategy. The objective of this study isto find out whether the Spore strategy can improve students’ achievement inwriting narrative text or not. This study was conducted by using classroom actionresearch. The subject of the research was class XI IPA 2 of SMA Negeri 6 Medanwhich consists of 34 students. This study applied quantitative and qualitative data.The data of this study were obtained quantitatively through writing test whichshow that the students score kept improving in every test and qualitatively basedon diary notes, observation sheet and interview sheet which show that teachinglearning process ran well, the students were active, enthusiastic, and interested inwriting. In the first test, the mean score was 56.8. In the second test, the meanscore was 67.2, and in the third test the mean score was 81.2.The researchfindings indicated that Spore Strategy significantly improved students’achievement in writing narrative text.

IMPROVING STUDENTS ACHIEVEMENT IN WRITING NARRATIVE TEXT BY APPLYING SPORE STRATEGY

This study aims to discover the improvement of the students’ achievement in writing narrative text by applying Spore Strategy. The objective of this study is to find out whether the Spore strategy can improve students’ achievement in writing narrative text or not. This study was conducted by using classroom action research. The subject of the research was class XI IPA 2 of SMA Negeri 6 Medan which consists of 34 students. This study applied quantitative and qualitative data. The data of this study were obtained quantitatively through writing test which show that the students score kept improving in every test and qualitatively based on diary notes, observation sheet and interview sheet which show that teaching learning process ran well, the students were active, enthusiastic, and interested in writing. In the first test, the mean score was 56.8. In the second test, the mean score was 67.2, and in the third test the mean score was 81.2.The research findings indicated that Spore Strategy significantly improved students’ achievement in writing narrative text. Keywords: Writing, Spore Strategy, Test, Data, Classroom Action Research.