AN ANALYSIS STUDENTS` WRITING ABILITY OF NARRATIVE TEXT

SECOND GRADE STUDENTS OF SMPN 8 TAMBUSAI UTARA

A THESIS

Intended to Fulfill One of The Requirement for The Award of Sarjana Degree

In English Language Teaching and Education

Universitas Islam Riau

SITI SAUDAH ELISAWATI

NPM: 186310839

ENGLISH LANGUAGE EDUCATION

FACULTY OF TEACHER TRAINING AND

EDUCATION

UNIVERSITAS ISLAM RIAU

PEKANBARU

2023
 THESIS APPROVAL

AN ANALYSIS STUDENTS’ WRITING ABILITY OF NARRATIVE TEXT

SECOND GRADE STUDENTS OF SMPN 8 TAMBUSAI UTARA

Name : Siti Saudah Elisawati

Student Number : 186310839

Study Program : English Language Education

Faculty : Teacher Training and Education

Advisor

Shalawati, S.Pd.I., M.A TESOL

NIDN. 1023027904

Head of English Language Education

Muhammad Ilyas, S.Pd., M.Pd

NIDN. 1021068802

This thesis has been accepted to be one of requirements for the award to
Sarjana Degree in English Study Program, Faculty of Teachers Training and
Education, Islamic University of Riau.

Pekanbaru, Agustus 2023

The Vice Dean of Academic

Dr. Miranti Eka Putri, S.Pd., M.Ed

NIDN. 1005068201

i
 EXAMINERS COMMITTEE

AN ANALYSIS STUDENTS’ WRITING ABILITY OF NARRATIVE TEXT

SECOND GRADE STUDENTS OF SMPN 8 TAMBUSI UTARA

Name : Siti Saudah Elisawati

Student Number : 186310839

Study Program : English Language Education

Faculty : Teacher Training and Education

THE CANDIDATE HAS EXAMINED ON

Monday, Agustus 2023

THE EXAMINER COMMITTEE

ADVISOR EXAMINERS

Shalawati, S.Pd.I., M.A TESOL Miranti Eka Putri, S.Pd., M.Ed

NIDN. 102302790 NIDN. 1005068201

Arimuliani Ahmad, S.Pd., M.Pd

NIDN. 123078901

The thesis has been approved to be one of requirments for the award as Sarjana
Degree in English Study Program, Faculty of Teachers Training and Education

Pekanbaru, Agustus 2023

The Vice Dean of Academic

Dr. Miranti Eka Putri, S.Pd., M.Ed

NIDN. 1005068201

ii
 LETTER OF NOTICE

The advisor here by notice that :

Name : Siti Saudah Elisawati
Place/date of brith : Payung Sekaki/November, 15th 1999
Student Number : 186310839
Study Program : English Language Education

Has completely written a thesis which entitle :

AN ANALYSIS STUDENTS’ WRITING ABILITY OF NARRATIVE TEXT

SECOND GRADE STUDENTS OF SMPN 8 TAMBUSI UTARA

It is ready to be examined. This letter is made to be used, as it is needed.

Pekanbaru, Agustus 2023

Advisor

Shalawati, S.Pd.I., M.A TESOL

NIDN. 1023027904

iii
 KARTU BIMBINGAN TUGAS AKHIR
SEMESTER GENAP TAHUN AJARAN 2022/2023
NPM : 186310839
Nama Mahasiswa : SITI SAUDAH ELISAWATI
Dosen Pembimbing : 1. SHALAWATI S.Pd.I., M.A TESOL 2.
Program Studi : PENDIDIKAN BAHASA INGGRIS
Judul Tugas Akhir : ANALISIS KEMAMPUAN MENULIS TEKS NARASI PADA SISWA
KELAS II SMPN 8 TAMBUSAI UTARA
Judul Tugas Akhir : AN ANALYSIS STUDENTS’ WRITING ABILITY OF NARRATIVE
TEXT SECOND GRADE STUDENTS OF SMPN 8 TAMBUSAI
UTARA
(Bahasa Inggris)
Lembar Ke : ………………………..
NO Hari/Tanggal Materi Bimbingan Hasil / Saran Bimbingan Paraf Dosen
Bimbingan Pembimbing

1. January, 26 Chapter I Revised Background of

2022 Problem, Definition of Key
Term
2. March, 26 2022 Chapter II Revised The addition of
Theory According to
Experts, Past Studies
3. April, 8 2022 Chapter III Revised Research Method,
Instrument of the Research,
Data Analysis Technique
4. April, 12 2022 Revised the references Revised the references and
and format of proposal format of proposal
5. April, 14 2022 Approved to Join Approved to Join Seminar
Seminar Proposal Proposal
June, 2 2022
6. Seminar Proposal Seminar Proposal
7. November, 28 Receiving the result of Receiving the result of
2022 student writing at school student writing at school
then the researcher then the researcher process
process the data to the data to determine the
determine the result result
8. July, 13 2023 Revised Cover and Data presentation from 2
Chapter IV Rater
9. July, 14 2023 Revised Abstract, Thesis Revised Abstract, Thesis
Approval, Letter of Approval, Letter of Notice,
Notice, Examiners Examiners Committee
Committee
10. July, 17 2023 Approved for Thesis Approved for Thesis
Examination Examination
Pekanbaru, Agustus 2023

(Dr. Miranti Eka Putri, M.Ed.)

NIDN. 1005068201

iv
 DECLARATION LETTER

My signature below :
Name : Siti Saudah Elisawati
Place/date birth : Payung Sekaki, November 15th 1999
Student Number : 186310839
Faculty : Teacher Training and Education
Study Program : English Language Education

I admit this thesis purely derived from my own and my own word, except
some theories which quoted or taken from some various sources including to
references, I am responsible for the rightness of the data and its content.

Pekanbaru, Agustus 2023

The Researchers

Siti Saudah Elisawati

NPM. 186310839

v
 ACKNOWLEDGMENT

Bismillahirohmanirrahim
Allhamdulilahirabbil` Alamin, the researcher expresses his highest
gratitude to Allah subhanahuwata`ala for blessing, love, opportunity, health, and
mercy to complete this undergraduate thesis. This undergraduate thesis entitled
“AN ANALYSIS STUDENTS’ WRITING ABILITY OF NARRATIVE
TEXT SECOND GRADE STUDENTS OF SMPN 8 TAMBUSAI UTARA“.
In arranging this thesis, a lot of people have provided motivation, advice, and
support for the researcher. In this valuable chance, the researcher intended to
express his gratitude and appreciation to all of them.

Peace and salutation always be given to our prophet Muhammad SAW

who has us from the darkness to the lightness. The researcher realizes that the
support and encouragement of this thesis. Therefore, the researcher would like to
dedicate her deepest appreciation, love and thank to my beloved parents
Muhammad Satar and Sukarsih, for my sister Sumartini, S.Pd., who give their
much love, prayer to me. And lastly a big thank you to the people who always
support me and help me Dicky Amanda. However, the researcher would like to
express deepest gratitude and thank to all people for the support, guidance, advice,
and encouragement that helped the researcher in completing this thesis. It is an
appropriate moment for the researcher to extend her deepest gratitude to:

1. Dr. Miranti Ekaputri., S.Pd., M.Ed as the Dekan of FKIP UIR and all
staff members of Teacher Training and Education Faculty of Islamic
University of Riau who had taken care of all the necessities to
complete this thesis.

2. Muhammad Ilyas, S.Pd., M.Pd as the head of English Study Program

of FKIP UIR who supported and guided the researcher to complete this
thesis. Sri Wahyuni, S.Pd., M.Pd as the secretary of English of Study
Program of FKIP UIR who has given suggestion and guidance to
complete this thesis.

vi
 3. The researcher’s one and only advisor, Shalawati, S.Pdi., M.A TESOL.
The researcher’s gratitude towards her is beyond words. Thank you for
all of the supports, advices and experience. Thank you for your patient
and countless time, without you, this thesis is mean nothing. May
Allah replace all of your kindness, and I hope you always Healthy and
happy, Amin.

4. The examiners, Dr. Miranti Ekaputri., S.Pd., M.Ed and Arimuliani

Ahmad, S.Pd., M.Pd, who gave valuable advices and suggestion in
completing this thesis.

5. All of the English lectures in English Study Program who had given
great contribution in finishing writers’ study.

6. Thanks to headmaster of SMPN 8 Tambusai Utara, Mrs. Nurmila for

giving me permission to do research.

7. Thanks for all my friends, thanks for your support.

Finally, this thesis is expected to be able to provide useful insight and

information to the readers. The researcher is pleased to accept more suggestion,
comments, and supportive feedback for the improvement of this thesis.

Pekanbaru, Agustus 2023

SITI SAUDAH ELISAWATI

vii
 ABSTRACT

Siti Saudah Elisawati, (2023): An Analysis Student’ Writing Ability of

Narrative Text Second Grade Students of SMPN 8 TAMBUSAI UTARA.

Writing is an important part of grammar, vocabulary, organization, content,

mechanical use of language. One of the problems students still face is the
application of language, especially when writing narrative texts. They don't know
how to write narrative text, they don't know what is the organization and structure
of narrative text (grammar, organization, content, mechanics or vocabulary).

This research. aims to determine the writing ability of class II students of

SMPN 8 Tambusai Utara. The design of this research is descriptive qualitative
research. It considers one variable, namely the ability to write narrative text.
Because it only works with one variable, it is characterized as a descriptive
research based on variables.

From the research data it can be seen that the students' ability in writing
narrative texts is included in the Good category. This can be seen from the
average score of students obtained in class B 74.9. The data can show that the
average level of students' writing ability is good. However, when viewed from the
individual abilities of each student, it is certainly very different. In this study,
there were 8 students in class A who had very good narrative text writing skills, or
about 38% of the total students in that class. Then 4 students have sufficient
writing ability, which is around 18%. and 2 students with poor writing skills or
around 10%. Of the 22 students who passed the test in class A, only 18 students
and 4 other students did not pass the exam. Then only 17 students out of 24 class B
students passed the narrative text test or about 68% with individual results, 9
people got very good grades, 6 other students got good grades, 1 other student got
bad grades.

Keyword: Writing Ability, Narrative Text.

viii
 ABSTRAK

Siti Saudah Elisawati, (2023): Analisis Kemampuan Menulis Teks Narasi

Pada Siswa Kelas II SMPN 8 Tambusai Utara.

Menulis adalah bagian penting dari tata bahasa, kosa kata, organisasi,
konten, penggunaan bahasa secara mekanis. Salah satu masalah yang masih
dihadapi siswa adalah penerapan bahasa, khususnya saat menulis teks naratif.
Mereka tidak tahu apa itu organisasi dan struktur teks naratif (tata bahasa, kosa
kata, organisasi, konten, dan mekanis).

Penelitian ini bertujuan untuk mengetahui kemampuan menulis siswa

kelas II SMPN 8 Tambusai Utara. Desain penelitian ini adalah penelitian kualitatif
deskriptif. Penelitian ini mempertimbangkan satu variabel, yaitu kemampuan
menulis teks naratif. Karena hanya bekerja dengan satu variabel, maka dicirikan
sebagai peneltian deskriptif berdasarkan variabel.

Dari data penelitian tersebut dapat diketahui bahwa kemampuan siswa

dalam menulis teks naratif termasuk dalam kategori Baik. Hal ini terlihat dari nilai
rata-rata siswa yang diperoleh dikelas B 74,9. Data tersebut dapat menunjukkan
bahwa rata-rata tingkat kemampuan menulis siswa adalah baik. Namun jika dilihat
dari kemampuan individu tentu masing-masing siswa sangat berbeda. Pada
penelitian ini terdapat 8 siswa dikelas A yang memiliki kemampuann menulis teks
naratif sangat baik atau sekitar 38% dari total siswa dikelas tersebut. Kemudian 4
siswa memiliki kemampuan menulis yang cukup yaitu sekitar 18%. Dan 2 siswa
dengan kemampuan menulis kurng baik atau sekitar 10%. Dari 22 siswa yang
lulus ujian dikelas A, hanya 18 siswa dan 4 siswa laiinya yang tidak lulus ujian.
Kemudian hanya 17 siswa dari 24 siswa kelas B yang lulus tes teks naratif atau
sekitar 68% dengan hasil individu, 9 orang mendapat nilai sangat baik, 6 siswa
mendapat nilai baik, dan satu siswa lainnya mendapat nilai buruk.

Kata kunci: Kemampuan Menulis, Teks Naratif.

ix
 TABLE OF CONTENTS

THESIS APPROVAL.............................................................................................i

EXAMINERS COMMITTEE............................................................................... ii

LETTER OF NOTICE......................................................................................... iii

DECLARATION..................................................................................................iv

ACKNOWLEDGMENT....................................................................................... v

ABSTRACT......................................................................................................... vi

CHAPTER I........................................................................................................... 1

INTRODUCTION................................................................................................. 1

1.1 Background of the Problem.....................................................................2

1.2 Identification of the Problem...................................................................3

1.3 Limitation of the Problem.............................................................................3

1.4 Formulation of the Problem..........................................................................4

1.5 Objective of the Research............................................................................. 4

1.6 Need of the Research.................................................................................... 4

1.7 Definition of Key Term................................................................................ 5

CHAPTER II..........................................................................................................6

REVIEW OF RELATED LITERATURE............................................................. 6

2.1 General Concept of Writing..........................................................................6

2.1.1 Definition of Writing..............................................................................7

2.1.2 Element of Good Writing....................................................................... 8

2.1.3 Component of Writing..........................................................................11

2.2 General Concept of Narrative Text.............................................................12

2.2.1 Generic Structure of Narrative Text..................................................... 13

2.2.2 Feature of Narrative Text..................................................................... 14

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 2.2.3 Language Feature of Narrative Text.....................................................15

2.2.4 Example of Narrative Text................................................................... 16

2.2.5 The Kinds of Narrative Text.................................................................17

2.3 Conceptual Framework............................................................................... 18

2.4 Review of Related Studies.......................................................................... 19

CHAPTER III.......................................................................................................22

RESEARCH METHOD.......................................................................................22

3.1 Research Design..........................................................................................22

3.2 Location and Time of the Research............................................................ 22

3.3 Population and Sample of the Research......................................................22

3.3.1 Population............................................................................................ 22

3.3.2 Sample.................................................................................................. 23

3.4 Instrument of the Research......................................................................... 23

3.5 Data Collection Technique..........................................................................24

3.6 Data Analysis Technique............................................................................ 25

CHAPTER IV...................................................................................................... 29

RESEARCH FINDINGS AND DISCUSSION................................................... 29

4.1 Data Findings.........................................................................................29

4.2 Discussion..............................................................................................32

I. Class A Data Analysis...............................................................................33

II. Class B Data Analyst.................................................................................42

CHAPTER V........................................................................................................52

CONCLUSIONS AND RECOMMENDATIONS...............................................52

5.1 Conclusion............................................................................................. 52

5.2 Suggestion............................................................................................. 53

REFERENCES.....................................................................................................55
xi
 LIST OF TABLE

Table 3.1 Population of the Research....................................................................... 24

Table 3.2 Scoring Rubric for Assessing Writing of Narrative Text..................... 26

Table3.3 The Classification of Students’ Score................................................... 29

Table 4.1 The Student’s Score in Writing Ability of Narrative Text Class A......30

Table 4.2 The Student’s Score in Writing Ability of Narrative Text Class B......31

Figure 5.1 Student’s Ability to Write Narrative Text...........................................33

xii
 CHAPTER I

INTRODUCTION

1.1 Background of the Problem

In English, there are four skills that should be mastered, they are listening,

speaking, reading, and writing. Writing skill becomes very important in education

because the student should study continuously about writing. The students need to

have writing skill in their daily life to report something. They have to put words

on the paper, to express and deliver their messages. They need to write, perform

and complete the tasks given by the teacher or instructor. In short, writing skills

are an important part of student life.

Writing is one of the important skills as it is widely used in higher

education and the workplace. If students do not know how to express themselves

in writing, they will not be able to communicate well A.S Walsh (2010). Writing

requires a long process because a piece of writing must have a logical idea so that

it is easily understood by the reader. As Nunan (2003:88) cited in Munjiah (2014:1)

stated that “writing is the mental work of inventing ideas, thinking about how to

express them, and organizing them into statements and paragraphs that will be

clear to reader”.

There are many kinds of the texts can be used in writing form such as

narrative, descriptive, explanation, recount, information, report, exposition, and

argumentation. They are very useful for the teacher to achieve the instructional

goals of teaching learning process and they can also be enjoyable for students. To

facilitate students in mastering writing skill, the researcher choose text narrative

1
because narrative as a story of human experience or describe an action in the past

time, so that the students easily to composite sentence which shows students

ability to use the language in retelling what a person or a group has experienced.

According to Haryanti (1999:54), narrative is a story about a series of

events from the beginning, middle, and end. Narrative is a story that should be

related to the story and have a function to entertain the reader. When writing a

narrative text, the story should be written in sequence, so that there is a general

follow-up structure that is directive, where the writer tells the audience about the

characters in the story, where the story is going, and when the action takes place.

Simply, the writer tells the reader about the background of the story. Next, event

complexity / sequence. The story is driven by a series of events. In the meantime,

usually expected to cause some complexity and problems.

Based on the objective, Hugo Hartig in Tarigan (2008:25) says that writing

can lead people to creative and productive people and help others, because the

information shared with the reader can add insight. In other words, we can

become human beings who are useful to others while developing our potential and

creativity by doing writing activities.

In truth, a child`s ability to write English is limited. Writing is regarded as

a tough task, despite the fact that, when assessed in terms of its benefits, it can

assist children to generate new creative ideas. However, each child`s capacity to

writing ability is different. There are children who can write swiftly, yet others

who struggle to know where to begin.

2
 Based on the explanation above, the researcher wants to conduct a

research entitled ‘’AN ANALYSIS STUDENTS` WRITING ABILITY OF

NARRATIVE TEXT SECOND GRADE STUDENTS OF SMPN 8

TAMBUSAI UTARA ‘’

1.2 Identification of the Problem

Writing is an important part of grammar, vocabulary, organization, content,

mechanical use of language. One of the problems that students still face is the

application of language, especially when writing narrative texts. These problems

they don`t know how to write a narrative text, not do they know what it is

narrative text organization (beginning, middle, end of the event) and structure

(grammar, organization, content, mechanics or vocabulary) difficulty in writing

narrative text.

Common problems encountered in learning are: most students do not

know how to tell the chronology of events, students know the story, but they don`t

know where to start the story. Students cannot explore their ides after learning the

topic, and students do not understand the narrative text clearly, when students

have studied the topic, students have studied the topic, students can explore and

rewrite the story.

1.3 Limitation of the Problem

This study is plagued by some of the issues mentioned above. As a result,

the study focused solely on narrative text using the following indicators: content,

organization, grammar, vocabulary, and mechanics.

3
1.4 Formulation of the Problem

Based on the limitation of the problem, the researcher formulates the

problem of the research as follow:

1. How are students writing ability in narrative text of SMPN 8 Tambusai

Utara?

1.5 Objective of the Research

The general objective of the research as follow:

To find out the students` writing ability of narrative text of SMPN 8 Tambusai

Utara.

1.6 Need of the Research

1. The Researcher

The researcher can obtain information about students' writing skills in

narrative text as a result of the research as a complication of meeting the

last requirement of the study at FKIP UIR's English study program.

2. The Teacher

To provide feedback and useful information to the English teacher so that

he or she may make an informed decision regarding the students' capacity

to write narrative texts.

4
 3. The Students

Sharing information about errors prompted students to write more, and it

improved their understanding of how to produce narrative material.

1.7 Definition of Key Term

To ensure that the reader understands the meaning of terms in this case,

the researcher defines the term used in this study:

1. Analysis according to Aristotle’s, is the process of breaking a complex

topic or substance into smaller parts in order to gain a better understanding

of it.

2. Writing ability according to Nunan (1998:88) writing ability is the process

of thinking to invent ideas, thinking about how to express into good

writing, and arranging the ideas into statement and paragraph clearly.

3. Narrative text according to Rebbeca (2003) narrative text is a text, which

relates a series of logically, and chronologically related events that are

caused or experience by factor. Furthermore states that a key to

comprehending a narrative is a sense of plot, of theme, of characters, and

of events.

5
 CHAPTER II

REVIEW OF RELATED LITERATURE

2.1 General Concept of Writing

When the word "writing" is stated, some individuals may associate it with

the process of picking up a pencil and making letters, either through printing or

writing them in cursive. They could consider the act of composing a piece of text

or consider writing as an act completed by someone else, as in William

Shakespearare's writing.

Reading, writing, listening, and speaking are the four language skills.

Writing and speaking are useful abilities. That is, they require the production of

language rather than the reception of it. According to Sokolik (2003), Writing is a

combination of process and product. This process refers to collecting ideas and

processing them until they are presented in a sophisticated way for the reader to

understand.

Writing is a process of creating, organizing, writing, and polishing. In the

first step of the process, you create ideas. In the second step you organize your

ideas, in the third step you write a draft, and in the final step you refine your draft

by editing and revising.

Writing is regarded as a kind of communication in and of itself. In writing,

communication usually involves a thought process. Especially academic writing,

it’s difficult. This is a skill that requires study and effort to master. It's crucial to

6
remember that writing is a process, not a result. For native speakers and new

English learners.

2.1.1 Definition of Writing

Writing is a way of communication thoughts or ideas to others. Raimes

(1983:4) says writing can impose student grammatical structure, idioms, and

vocabulary. Writing has several functions: communicating with readers,

expressing ideas without pressure on face-to-face communication, exploring the

subject, recording experiences, and written English. In the opinion of Raimes,

writing is very useful in our live because we can communicate with our readers

and express our ideas. On the other hand, Byrne (1984:1) says that writing

involves encoding some kind of message, that is, we translate or thoughts into

language. The above statement above is similar to Raimes view that writing has

the function of directing our thoughts into language for readers.

Based on the opinion of the experts above, it can be conclude that writing

can help us convey information to others, and through writing can pour our

thoughts and ideas into the language.in addition, writing involves encoding

several types of messages that are translated back into a language so that the

reader can understand the meaning of the message.

Meanwhile, Harris (1993:10) states that writing is a process that takes place

over a period of time, especially given the long period of reflection prior to the

creation of the first draft. Furthermore, he also states (1993:122) that writing is a

complex activity. It is fundamental to learning, personal development and

achievement in the education system. Teachers should constantly strive to find the

7
best way to help students realize themselves as writers. According to Hedge

(1998:19), writing is a process. In fact, it is a complex process that requires

remembering concurrent operations. Also, some writers seem to have a better idea

of how to make the process work. Understand effectively for them, and

consistently write more successful work. From the above definition, researchers

can conclude that writing is a process that involves complex activities and basics.

From all of the explanation above, it can be concluded that writing is a

complex process and activity of composing and producing written form in which

the writer uses certain conventions of linguistics aspect variables (spelling of

words, sentences structure, punctuation, etc.) to express ideas, thoughts, opinions

and feelings so that the public as readers can understand them.

2.1.2 Element of Good Writing

National Geographic Learning book (Unit 2) mention that there are five

elements of good writing, there are:

1. Purpose

When we discuss the goal of a paragraph, we are referring to the reasons

why a writer chose to write that particular paragraph. Writers must comprehend

the goal they are attempting to achieve in order to stay focused on their issue.

Academic writing has three main goals:

a. To inform the readers,

b. To persuade the reader, and

8
 c. To entertain the reader.

2. Audience

The second aspect of good writing is to write with your audience in mind.

The readers are referred to as the audience. When writing each sentence in a

paragraph, good writers keep their audience in mind.

a. Relating to your audience

When it comes to connecting with your audience, keep these two primary

components in mind.

b. Person

When writing, writers can choose from three different characters or points

of view. The speaker is referred to as the first person. First-person

pronouns (I, we, me, us, mine, ours) or first-person possessive adjectives

are used in first-person paragraphs (my, our).

The first person is frequently used in paragraphs that express personal

experience. The person to whom you are speaking is referred to as the

second person. Second-person pronouns (you, yours) and second-person

possessive adjectives are used in this paragraph (your). It's usually utilized

to deliver instructions or directions. In informal writing, the second is

frequently utilized.

The person or thing being discussed is referred to in the third person. Use

third-person in a paragraph written in the third person. Third-person

9
 pronouns (he, she, it, they, him, her, them, his, hers, theirs) and possessive

adjectives in the third person (his, her, its, their). Consider the third person

as someone who is narrating a story about someone or something else. The

third person is used in the majority of academic paragraphs.

c. Consistent pronouns usage

The transition from singular to plural nouns and pronouns in a paragraph

should be consistent with respect to person. Within a single piece of

writing, a good writer does not switch between first, second, and third

person.

3. Clarity

The reader's ability to understand your text is referred to as clarity. Good

authors make their points very apparent. Clear sentences aren't ambiguous or

indirect; they use explicit, succinct language to communicate with the reader.

Here are two methods for increasing clarity:

a. Use descriptive (or precise) terms

b. Use pronoun references that are explicit.

4. Unity

All of the sentences in a paragraph should be tied to the main sentence and

its controlling ideas. By ensuring that each supporting sentence is related to the

topic sentence, good writers keep on track.

10
 5. Coherence

When all of the ideas in a piece of writing are arranged and flow smoothly

and logically from one to the next, it is said to be coherent. When a paragraph or

article is coherent, the reader can more readily follow the key ideas.

The following factors contribute to coherence:

a. logical order;

b. repetition of crucial words; and

c. use of transitional phrases.

2.1.3 Component of Writing

Writing is one of the skills that students must acquire in order to learn

English. When writing, students must pay attention to aspects of writing. Content,

organization, vocabulary, language use, and mechanics are five aspects of writing,

according to Hughes. The following point can be explained in more detail:

1) Content

The researcher must be able to think creatively in order to come up with

new ideas. Through the formation of a thesis, the substance of the essay should be

knowledgeable, substantive, and related to the required topic.

2) Organization

Form means the organization of the content. We should clarify our idea

and make it clear. Therefore, the reader can conclude that some organization

means that there is a a connection between reader and writer.

11
 3) Grammar

The use of grammatical form and syntactic pattern is referred to as

grammar. It implies that the sentence is an additional factor to examine.

4) Vocabulary

The researcher has a large vocabulary of words and idioms with which to

communicate the desired information, attitudes, and sentiments. They can also

employ the right terms, such as prefixes, suffixes, and idioms.

5) Mechanic

The researcher has excellent spelling, grammar, capitalization, and

paragraphing abilities.

Based on the explanations above, the researcher concludes that students

used better in writing if they mastered these aspects, because these guide students

on how to organize main ideas in writing clearly, explain how to construct

sentences with other coherently and logically, and develop students' knowledge to

better control structure and mechanics in writing. If the writers wish to produce

good writing, they must first comprehend and transmit the objective from their

minds to the readers, because good writing may be judged by how well the reader

comprehends it.

2.2 General Concept of Narrative Text

A narrative is a story. A narrative text is a piece of writing that tells a story

in the past tense. We use narrative when we tell a friend about something

interesting that happened to you at work or school, when you tell someone a joke,

12
or write about the day’s event in diary or journal According to Rebbeca (2003).

Furthermore, it is argued that the key to understanding narrative text is a sense of

plot, theme, characters, events, and how they relate to each other. In addition,

Andreson and Andreson (2003) explain that stories are narrative text that entertain

the audience. There are characters, settings, and actions. Characters, setting, an

story issues are usually introduced in the beginning. The problem reaches the

highest point on the way. The ending solves the problem.

According to Widyawati (2003), In narrative, the events that make up the

story are usually told in the order in which they actually occur. The story can tell

what will happen in minutes or years. A narrative text usually contains with

features of characters, main character(s), setting. Time, problem(s), solution, and a

plot (structure).

2.2.1 Generic Structure of Narrative Text

According to the curriculum 2013, generic structure of narrative is divided

into three element, they are:

1. Orientation

It contains the text's thesis. The story's main character is presented to the

students at this level. What happened in the narrative and who was engaged in the

story. This level also used to create an atmosphere that urged the students to

follow the story. In other words, the narrative text's orientation reveals who the

character was / where the event occurred, and when it occurred.

13
 2. Complication

This section explains how the tale unfolds. The issue that the character is

dealing with. Because the character is unable to fulfill his or her desires, the

complication adds to the story's intrigue.

3. Resolution

Tells the reader (students) how the problem was solved, it is also called

problem solving .

Based on the foregoing, the researcher concludes that the generic structure

of narrative text is as follows: The first step is to get oriented. The primary

character, as well as potentially some minor characters, are introduced to the

researcher. Some indicators are often given of where the researcher explains how

the problem originates; occasionally, unanticipated events occur. Finally, there is

resolution. It's an optional event conclusion. The complication may be addressed

for the better or for the worse, but it is rarely unresolved altogether. The

researcher can deduce that the end of a story is resolution. In addition, the generic

structure of narrative text can be summarized as follows: orientation, complication,

and resolution.

2.2.2 Feature of Narrative Text

A narrative text, according to Diana (2003) frequently includes feature

descriptions as well as rhetorical steps. The following are examples of features

and rhetorical steps in narrative text:

14
 1. Plot

The plot answers the questions "what's going on in the story" and "what's

going to happen next?”. According to Rebecca (2003), plot is the sequence of

events depicting characters in action. This order is not by chance; the author has

picked it as the ideal manner to tell his or her story. The storyline will provide

conflict, tension, and action that will stimulate and hold the reader's interest if the

writer has chosen wisely.

2. Character

The characterization addresses the questions "Who are the people?" and

"Are they believable?" Characters need to be authentic in order to connect with

them, and what others say about them.

3. Setting

The setting tells the reader where the narrative is set. It provides answers

to the questions "Where am I?" and "What am I doing?" ", as well as "What will I

see if I take a stroll about here?"

2.2.3 Language Feature of Narrative Text

1) Using Past Tense

It is logical since the story typically happen in the past. They can employ

the simple past, continuous past, or perfect past tense.

15
 2) Using Action Verb

Action verbs are verbs that describe how something is done. They describe

what the sentence's subject (human, animal, natural force, or item) is doing in

detail. For example: run, scream, explode, kick, etc.

3) Using Temporal Conjunction

In the flow or sequence of events, a temporal conjunction expresses a link

with time. For instance, before, after, during/while (a period or action), since, until,

when, and so on.

2.2.4 Example of Narrative Text

The legend of Surabaya

A long time ago, there were two animals, Sura and Baya Sura was the

name of a shark and Baya was a crocodile. They lived in a sea.

Once Sura and Baya were looking for some food Suddenly, Baya saw a

goat "Yummy, this is my lunch," said Baya. "No way! This is my lunch. You are

greedy" said Sura. Then they fought for the goat. After several hours, they were

very tired.

Feeling tired of fighting, they lived in the different places Sura lived in the

water and Baya lived in the land. The border was the beach, so they would never

fight again.

16
 One day, Sura went to the land and looked for some food in the river. He

was very hungry and there was not much food in the sea Baya was very angry

when he knew that Sura broke the promise. They fought again.

They both hit each other Sura bit Baya's tail Baya did the same thing to

Sura He bit very hard until Sura finally gave up and went back to the sea. Baya

was happy.

Orientation: The story's participants are Sura and Baya. Keep in mind that a

participant might also be a character in another word.

Complication: There is a fight scene between the players. It's a battle between

Sura and Baya. The fight for food occurs multiple times throughout the novel, and

it shapes the overall plot.

Resolution: Baya is ecstatic since Sura has surrendered in the final battle.

2.2.5 The Kinds of Narrative Text

Narrative writings are divided into two kinds by Joyce and Feez (2000) : (1)

Non-fiction is the writing of a kind of story. It is often used to tell a person’s life

story, an important historical event, or a new story. This is actually a combination

of a story and information writing. (2) Fiction is a kind of story that tells an untrue

story. A story composed of writers such as short stories, manga, and novels. The

main purpose of this fiction is to entertain, or sometimes teach moral lessons.

17
2.3 Conceptual Framework

01. Figure of conceptual framework

The conceptual framework underlying in this research is given below:

WRITING OF NARRARTIVE
TEXT

Writing Ability

 Content

 Organization

 Grammar

 Vocabulary

 Mechanic.

Based on a conceptual framework, it shows the conceptual used in

research. In this study, the researcher analyzed students` writing skills and

difficulties in writing narrative texts. The researcher will focus on the analysis of

content, organization, grammar, vocabulary and mechanics.

18
2.4 Review of Related Studies

Firstly, Faizah Noor (2014) published Improving The Process of Writing

Narrative Text by Using Sequence Year 2013/2014. This was a two-cycle action

research study that employed a qualitative approach. The english teacher, the

collaborator, and the students all contributed to the research. The participants in

this study were 30 students from MAN LAB UIN Yogyakarta's X class during the

academic year 2013/2014.

The implementation of sequence pictures and other accompanying actions

(such as using classroom English, giving rewards, using a variety of media, and

providing feedback) were successful in improving students' narrative text writing

ability and their involvement in the teaching and learning process during Cycle 1.

Meanwhile, Cycle I demonstrated that conversation and other accompanying

actions (such as using classroom English, rewarding students, using a variety of

media, and involving students in the English teaching and learning process) are

effective.

Secondly, MP Ayu Retno (2007), The Use of Animation Movies for

Improving Students' Writing Skill of Narrative Text (A Case Study Of Teaching

English To Eleventh Grade Students At SMA Negeri 10 Semarang In The

Academic Year 2006/2007), Semarang State University of Art She wants to

discover how successfully the eleventh grade students at SMA Negeri 10 in

Semarang grasp language skills, particularly the capacity to write a narrative text,

in this study.

19
 The writer wants to discuss two basic issues: what are students' difficulties

understanding narrative as a text type, and to what extent teaching narrative text

writing using the film Brother Bear can improve students' writing skills,

particularly those of the eleventh grade students of SMA Negen10 Semarang in

the academic year 2006/2007. Because teaching students how to write narrative

texts using Brother Bear, a film, can help them improve their writing skills, the

author provided them extra practice composing cinema narrative texts.

An interview was also conducted to learn about the obstacles students have

when writing a narrative piece. The test results show that the pupils scored 64

percent in writing draft I and 3 percent in reading draft I. This indicates that the

test was unsuccessful. On the other hand, the students' achievements in writing the

revision II achieved 72,9%. It denotes that the test was completed successfully.

Finally, Al’imroah (2018), An Analysis On The Students’ Ability In

Writing Narrative Text At The Eighth Grade Of SMPN 1 Trimurjo In The

Academic Year Of 2017/2018. This undergraduate thesis research focuses on the

ability in writing narrative text at the Eighth Grade of SMPN 1 Trimurjo in the

Academic Year 2017/2018. This study aimed to understand students’ ability to

write narrative texts. The researchers then analyzed how well the results of the

students’ ability to write narrative text were.

The characteristic of this research was descriptive qualitative.

Corresponding data collection and documentation technique was used. The

researcher also used Donal Ary’s model of defining, organizing, coding, reducing,

interpreting, and representing data. Data were collected from SMPNN 1 Trimurjo

20
students in the Academic Year 2017/2018. The researcher took 8 students from 32

students.

The results of the research data show that the themes of writing narrative

texts are used in the texts. The characteristics of narrative text are written by

students according to their general structure. Students also wrote about the tense

used in the text. Then, students generally write conjunction. So these sentences

will be simple sentences.

21
 CHAPTER III

RESEARCH METHOD

3.1 Research Design

The design of the research is a descriptive qualitative research. It

considered of one variable that writing ability of narrative text. Because it only

works with one variable, it is characterized as descriptive study based on the

variable. According to Sugiyono (2013:222), In qualitative research, the research

tool or instrument is the researcher himself. Therefore, the researcher as a tool

must also verify the extent to which the researcher is prepared to conduct research

and then enter the field. In addition, qualitative research is a human instrument,

with the functions of identifying research priorities, selecting informants as data

sources, collecting data, interpreting data, and drawing conclusion from research

findings.

3.2 Location and Time of the Research

This research was conducted at second grade students of SMPN 8

Tambusai Utara, Rokan Hulu. The research started from November 2022.

3.3 Population and Sample of the Research

3.3.1 Population
The population in this research was second years students of SMPN 8

Tambusai Utara, Rokan Hulu. The number of population were 46 students. The

population could be seen in the following table:

22
 Table 3.1 Population of the Research

Class Population Male Female

VIII A 22 10 13

VIII B 24 11 13

3.3.2 Sample
The sample of this study using purposive sampling to obtain a sample.

According to Sugiyono (2013:85) purposive sampling is a sample study method

with specific considerations in addition to being suitable for qualitative research.

The sample for this study is a total of 47 students from SMPN 8 Tambusai Utara

in the 2021/2022 Academic Year.

3.4 Instrument of the Research

The researcher employed a writing test as the study's instrument. First, the

researcher obtained permission from the English teacher to attend the class, and

then the researcher demonstrated how to construct narratives using a generic

format. Third, the researcher presents six narrative text topics.

The following are the topics:

1. Malin Kundang

2. Timun Emas

3. Lake Toba

4. The Story of Bawang Merah and Bawang Putih

5. Sangkuriang

23
 6. Nyi Roro Kidul

The researcher next invited the students to choose a writing topic that they

enjoyed. Fourth, each student composed a narrative text. Based on the

components of writing, the researcher examined their work (Content,

Organization, Grammar, Vocabulary, and Mechanism).

3.5 Data Collection Technique

The data collection technique in this study using a writing test technique.

In order to obtain specific data on the students’ writing skills in the field of

narrative text, the following procedure was carried out:

1. The researcher came to the class by obtaining permission from the English

teacher.

2. The researcher explain the narrative text model.

3. The researcher asked the students to choose one topic.

4. The researcher asked the students to write the text of the story.

5. The researcher conducted a research and gave the test paper to all students

with time 90 minutes to finish it.

6. The researcher collected the texts written by the students.

7. The researcher analyzed the text that contains the general structure and the

scoring form.

24
3.6 Data Analysis Technique

The data for this study was gathered using a grading rubric. The pupils

were given 90 minutes to compose narrative text by the researcher. This test used

to determine the students' ability to write narrative material.

Table 3.2
Scoring Rubric for Assessing Writing of Narrative Text
Component of Score Indicators
writing
narrative text

Content (C) 4 The topic is complete and clear detail are relating to
the topic.

3 The topic is complete and clear but the details are

almost relating to the topic.

2 The topic is complete and clear but the details are

not relating to the topic.

1 The topic is not clear and the details are not relating
to the topic.

Organization 4 Identification is complete and descriptions are

(O) arranged with proper connectives.

3 Identification is complete and the description are

arranged with almost proper connectives.

2 Identifications is not complete and description are

arranged with little misuses of connectives.

1 Identifications is not complete and description are

arranged with misuse connectives.

25
 Table 3.2 (The Continuation)

Grammar (C) 4 Very few grammatical or agreement

inaccuracies.

3 Few grammatical or agreement inaccuracies but

not effect on meaning.

2 Numerous grammatical or agreement

inaccuracies.

1 Frequent grammatical or agreement

inaccuracies.

Vocabulary (V) 4 Effective choice of word and words forms.

3 Few misuse of vocabularies, word form, but not

change the meaning.

2 Limited range confusing words and form.

1 Very poor knowledge of words, word forms, and

not understable.

Mechanics (M) 4 It uses correct spelling, punctuation, and

capitalization.

3 It has occasional errors of spelling, punctuation,

and organization.

2 It has frequent errors of spelling, punctuation,

and organization.

1 It is dominated by errors of spelling,

punctuation, and organization.

26
To know the total score of students` writing the following that uses as follow:

S-3C + 2O + 2G + 1,5V +1,5M

Notes:

S = Total score

C = Content

O = Organization

G = Grammar

V = Vocabulary

M = Mechanic

To know the students` score in writing narrative text the following formulas that

uses follows:

Notes:

P = Students` score

S = Total score

N = Total score item

27
 After analyzing the true score of the second year SMPN 8 Tambusai Utara

writing narrative text, the researcher must determine the average of the students in

writing narrative text and classify their abilities in the table below:

Table 3.3
The Classification of Students` Score

No Score Range Categories

1 81-100 Excellent

2 61-80 Good

3 41-60 Sufficient

4 21-40 Low

5 0-20 Poor

Cohen (1994:328)

The researcher provided the findings in the next chapter after determining

the classification of the students' narrative text writing abilities.

28
 CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

In this chapter, the researcher presents the results of the test that the

researcher did to Grade II students of SMPN 8 Tambusai Utara, where the sample

taken was 46 students from grades A and B. In this test the researcher wanted to

see the ability of Grade II students at SMPN 8 Tambusai Utara in write narrative

text.

4.1 Data Findings

In finding the data, the researcher showed the students' ability to write

narrative texts Grade II A and B students at SMPN 8 Tambusai Utara. The

indicators measured are content, organization, vocabulary, use of language, and

mechanics. For more details, see the following table.

Table 4.1
The Student's Score in Writing Ability of Narrative Text Class A
Indicators Total Percentages
Class A Categorized
C O G V M Score (%)

S-1 85 85 85 90 90 435 87 Excellent

S-2 35 40 30 45 60 210 42 Sufficient

S-3 85 85 80 85 85 420 84 Excellent

S-4 - - - - - - - -

S-5 - - - - - - - -

S-6 - - - - - - - -

S-7 90 85 85 80 90 440 86 Excellent

S-8 85 85 80 85 85 420 84 Excellent

29
 S-9 40 45 35 40 40 200 40 Low

S-10 65 60 75 75 85 355 71 Good

S-11 - - - - - - - -

S-12 35 40 30 45 60 210 42 Sufficient

S-13 80 75 70 80 85 390 78 Good

S-14 85 85 85 85 85 425 85 Excellent

S-15 30 30 30 30 30 150 30 Low

S-16 75 85 70 80 90 400 80 Good

S-17 40 40 50 60 60 250 50 Sufficient

S-18 50 50 40 40 40 220 44 Sufficient

S-19 90 85 85 90 85 435 87 Excellent

S-20 65 68 60 70 65 328 65,6 Good

S-21 85 85 85 85 85 425 85 Excellent

S-22 80 80 85 75 85 400 81 Excellent

TOTAL 1200 1208 1160 1240 1305 6113 1221.6 -

MEAN 66,6 67,1 64,4 68.8 72.5 339.6 67,89 -

Table 4.2
The Student's Score in Writing Ability of Narrative Text Class B
Indicators Total Percentages
Class B Categorized
C O G V M Score (%)

S-1 - - - - - - - -

S-2 80 80 85 75 85 400 81 Excellent

S-3 75 85 70 80 90 400 80 good

S-4 75 85 70 80 90 400 80 good

S-5 85 85 80 85 85 420 84 Excellent

S-6 10 10 15 10 10 55 11 Poor

30
 S-7 90 85 85 90 85 435 87 Excellent

S-8 - - - - - - - -

S-9 90 85 85 80 90 440 86 Excellent

S-10 75 85 70 85 85 400 80 good

S-11 90 85 85 80 90 440 86 Excellent

S-12 - - - - - - - -

S-13 90 85 85 90 85 435 87 Excellent

S-14 40 40 30 40 40 190 38 Low

S-15 - - - - - - - -

S-16 - - - - - - - -

S-17 - - - - - - - -

S-18 - - - - - - - -

S-19 65 60 75 75 85 355 71 good

S-20 90 85 85 90 85 435 87 Excellent

S-21 - - - - - - - -

S-22 65 70 60 70 70 335 67 good

S-23 85 85 80 85 85 420 84 Excellent

S-24 75 85 70 80 90 400 80 good

TOTAL 2358 1280 1215 1280 1335 5985 1274 -

MEAN 74,4 75,3 74.5 75,3 78.5 375.5 74.9 -

31
 Figure 5.1
Students' Ability to Write Narrative Text

4.2 Discussion
Of the 22 students in class A who took the test in this study, only 18

students, and for class B, only 17 students took the test out of 24 students. From

the research data above, it can be seen that the students' ability to write narrative

texts is included in the Good category. This can be seen from the average student

score obtained Class B 74,9. The data can show that the average level of students'

writing is good.

However, when viewed from the individual abilities of each student, of

course, the results will be different, for example in class A students who have a

very good level of writing narrative text, there are 8 students or about 38% of the

total number of students in the class, 4 students have good writing skills, or

around 18%. , 4 students or 18% have the ability to write adequate narrative texts

32
and 2 students or 10% have low writing skills. Of 22 students Class A only took

the test 18 students and 4 other students did not take the test.

For class B students out of 24 students who took the narrative text writing

test, only 17 students or around 68% with individual results 9 people got very good

grades, 6 other students got good grades, 1 other student got a less good grades.

I. Class A Data Analysis

5.1.1 Students 1 (S-1)

Student 1 raised the narrative text with the title Timun Emas which has 85

points on the content aspect with Very Good criteria because it has complete

content, tells the story of Timun Emas which is complete and structured. then the

Organization gets 85 points because the content or alignment of the story is

appropriate so that the reader can understand what is written in the narrative text

even though there are still some that are not perfect. then the grammar used gets a

result of 85 because the grammar used in writing narrative text is good, it can be

seen from the results of the text that is made, the use of grammar or language

patterns is appropriate so that there is no double understanding, then vocabulary

gets a result of 90 this can seen in the narrative text that is made using the right

vocabulary and appropriate terms. finally the mechanics obtained a result of 90,

namely the accuracy in writing, both spelling, grammar and capital letters used

were very good. The results or percentages obtained are 87 in the very good

category.

5.1.2 Student 2 (S-2)

33
 Student 2 has 35 points of content aspect with content criteria with Fairly

bad criteria Level: Limited knowledge of a narrative text that is made, little

substance, inadequate topic development. So overall it is still very lacking. In the

organizational aspect, there are 40 points with less to moderate criteria: Somewhat

disjointed, loose, organized but the main ideas to be conveyed are still lacking,

limited support, inappropriate and incomplete sequences. And overall still lacking.

In the vocabulary aspect, there are 30 points with less criteria, errors often occur,

word forms/idioms are not appropriate, usage but meaning is not clear. And

overall still lacking in writing. In the aspect of using language, it has 45 points

with less criteria. Ineffective construction, minor problems in complex

construction, some agreement errors, tenses, numbers, word order/function,

articles, pronouns, prepositions but the meaning is seldom obscured. Because of

the language used, there are errors in choosing words in sentences, overall, writing

is still lacking. And the last one on the mechanical aspect has 60 points of spelling

errors, punctuation, capitalization, paragraph arrangement, bad handwriting,

confused or blurred meaning because there are errors in punctuation. But overall

he is good at writing. In conclusion he got 42 points with Sufficient level. overall

still lacking in writing. And the last one on the mechanical aspect has 60 points of

spelling errors, punctuation, capitalization, paragraph arrangement, bad

handwriting, confused or blurred meaning because there are errors in punctuation.

But overall he is good at writing. In conclusion he got 42 points with Sufficient

level. overall still lacking in writing. And the last one on the mechanical aspect

has 60 points of spelling errors, punctuation, capitalization, paragraph

arrangement, bad handwriting, confused or blurred meaning because there are

34
errors in punctuation. But overall he is good at writing. In conclusion he got 42

points with Sufficient level.

5.1.3 Student 3 (S-3)

Student 3 gets points for the content category of 85 points with the title of

the narrative text which is written with the title Timun Emas, based on the content

written explaining the content that is in accordance with the flow of the narrative

text from Timun Emas, then the content can be said to be appropriate so that it can

be categorized appropriate or very good. And for the organization in writing

narrative text on this topic, the result is 85, because in the story it explains the

relevant relationships of each plot of the text that is made so that it can be said to

be very good, for the grammar used in the story, the result is 80 points where there

are still some mistakes were made but these mistakes can still be understood so

they don't change the storyline significantly, then the vocabulary gets 85 points

because the vocabulary used is correct and good, although there are still terms that

are not quite right, it is very good, the last mechanic gets a result of 85 where the

use of spelling or punctuation is very good. And overall obtained 84 results with a

very good category.

5.1.4 Student 7 (S-7)

The last one is mechanics or spelling and punctuation which is used in

writing narrative text where it gets 90 points because the spelling and punctuation

used is very good and can be categorized perfectly. Broadly speaking, the

percentage of scores obtained is 86 with a very good category.

5.1.5 Student 8 (S-8)

35
 Student 8 in the content section of the narrative text which was made to

obtain 85 results with the title Sangkuriang, in terms of the contents of the text it is

quite complete telling the story of Sangkuriang from childhood to adulthood but

there is still not enough narrative text content but it can be said that it is very good,

apart from that for the organization in the text also gets 85 points where the story

made is clear enough so that when read it can explain the story of Sangkuriang,

then for the grammar used get a score of 80 in the Sangkuriang narrative text the

sentences used as connectors are good but still lacking in grammar a little so it can

be categorized as good.Furthermore, the vocabulary used in the Sangkuriang

narrative text that is made is very good because it uses the appropriate vocabulary

or the appropriate terms are used, and finally the mechanics, namely how to write

where the use of spelling and punctuation both commas and dots earn 85 points

because it is already very good, basically the percentage obtained from the value

obtained from the several categories above is 84 with a very good category.

5.1.6 Student 9 (S-9)

In the narrative text that is made with the title Sangkuriang, the content

that is made only gets 40 points because the content that is made is incomplete and

is only made so that it does not explain in full, besides that the organization only

gets 45 points because the content that is made does not explain narrative text is

complete and categorized very lacking,Not only that, the grammar that is used is

still very lacking and only gets 35 results. The grammar patterns used are not

structured and appropriate, so it is very unclear in the narrative text that is made,

the vocabulary used also only gets 40 points because it is still very lacking. apart

from that writing mechanics such as spelling and punctuation are also still very

36
lacking and only get 40 points a lot of spelling and punctuation that is written is

not appropriate such as the use of capital letters that are not in the right place or

punctuation that is not in the right place, if the results are presented can be 40 with

very less category.

5.1.7 Student 10 (S-10)

In writing the narrative text, the title taken by Student 7 is Sangkuriang

where the content that is made gets 65 results, this is lacking from the narrative

text because there are several plots that are not appropriate so that each is lacking,

apart from that the organization in writing also only gets 60 idea points what is

described is still lacking because the suitability of the story is still lacking, the

grammar used gets 75 points where the use of grammar is quite good, and for the

vocabulary used also obtains 75 results where the vocabulary used is also quite

good, finally the writing mechanics got a result of 85 where the use of spelling and

punctuation was very good. and if the percentage of results obtained gets 71

results with a good category.

5.1.8 Student 12 (S-12)

In the narrative text made with the title Sangkuriang the contents of the

text get 35 points, the content that is made is very lacking and made soberly so

that each is very lacking and adequate, besides that the organization also only gets

40 points where the content that is made is very inadequate. in accordance with

the narrative text and it is said that it is still very lacking, for the grammar used it

also only gets 30 points because the connectors for each sentence are still very

irregular and not appropriate besides that the vocabulary that is also in order is

still very imperfect and only gets 45 results the terms and vocabulary used are not

37
appropriate and very adequate, apart from that the mechanics of writing also only

get 60 points where the spelling and punctuation used is still lacking and if it is

concluded the results obtained are 42 percent in the adequate category.

5.1.9 Student 13 (S-13)

The narrative text made by Student 13 raises the title Sangkuriang where

the content gets 80 points, because in the text the contents of the narrative are

complete and in accordance with the story besides that the organization or content

is quite well structured and gets 75 points because you can see the storyline tells

from young Dayang Sumbi to Sangkuriang who wants to marry his mother but

other than that the grammar used is also quite good and get a result of 70 where

the grammatical patterns used are sufficient but still lacking to be able to say

perfectly different from that the vocabulary used gets 80 points or good the

narrative arena that is written already uses good and correct vocabulary besides

mechanics writing or systematic writing starting from spelling and punctuation

getting 85 which can be said to be very good and in conclusion the percentage gets

78 results with a good category.

5.1.10 Student 14 (S-14)

In the narrative text made by Student 14, it can be said that it is very good

because in each category it gets 85 points, with a final percentage of 85 or it is

included in the Very Good category. In the narrative text created by Student 10,

the content, organization, grammar, vocabulary and mechanics or systematics of

the author can already be said to be very good, the narrative text raised in this

story is Lake Toba.

5.1.11 Student 15 (S-15)

38
 In the narrative text created by Student 15, the story is about Sangkuriang

where the narrative text that is made is still very inadequate, be it content,

organization, grammar, vocabulary or even the mechanics or writing systematics

are very inappropriate and are only limited to short stories that do not has a plot

that is in accordance with the original story besides that the writing systematics

are irregular so that you only get points for each category of 30 points with a total

percentage value of 30 with low categories.

5.1.12 Student 16 (S-16)

The writing is good and meets all the criteria, for both capital letters and

punctuation. So it can be concluded that the percentage obtained is 80 in a good

category.

5.1.13 Student 17 (S-17)

The narrative text made by Student 17 with the title Sangkuriang for the

content section only gets 40 points because it does not have a complete story and

only explains a little of the story's contents while the organization in the story also

only gets 40 points while grammar gets 50 points and vocabulary and techniques

writing gets 60 points with a final percentage of 50 in the less category, this is of

course seen from the narrative text which is written not seriously because it does

not pay attention to all categories that clarify the narrative whether it is content,

grammar or other categories.

5.1.14 Student 18 (S-18)

The narrative text made by Student 18 is Sangkuriang for content

assessment, organization, grammar, vocabulary and mechanics or writing

39
systematics is still very lacking because it only gets 50 and 40 points and the

percentage is calculated to get a result of 50 or fall into the less category In the

text narration built In terms of content, it is still very lacking, as well as the

content is also very lacking, the punctuation or terms used are still very basic and

out of sync to be used as narrative text.

5.1.15 Student 19 (S-19)

Student 19 raised the narrative text with the story title Bawang Putih and

Bawang Merah. The value that S got was a percentage of 87 or included in the

very good category, because the narrative text that was made was very detailed

and had systematic story content besides the terms and spelling that were written

very well. and well understood.

5.1.16 Student 20 (S-20)

Has 65 points in the content aspect with the usual Level criteria: No. In

the organizational aspect there are 68 points with criteria Good to moderate level:

Fairly wavy, loose, organized but main ideas stand out, limited support, logical

but incomplete sequencing. And overall he is good at writing. In using the aspect

of language, there are 60 points with good to moderate criteria: effective but

simple construction, small problems in complex construction, some agreement

errors, tenses, numbers, word order/function, articles, pronouns, prepositions but

the meaning is rarely obscured. Because of the language used there are wrong

word choices in the sentences, but overall he is good at writing. And the last one

in the mechanical aspect has 65 points with Good to moderate criteria: Occasional

spelling, punctuation, capitalization, paragraph errors. But overall he is good at

writing. In conclusion he got a good level 65.6 points.

40
5.1.17 Student 21 (S-21)

Student 21 has 85 points in the aspect of content Enough is also a very

good level. In the aspect of the organization has 85 points with very good criteria

average level: Somewhat disjointed, loose, organized but the main idea stands out,

limited support, logical sequence but not complete. And overall he is good at

writing. In the aspect of vocabulary, it has 85 points with criteria from Very Good

to Very Good level: Sophisticated range, effective choice of words/idioms, and

use, mastery of tenses, appropriate register. Because he is good at writing

vocabulary and overall he is good at writing. In the aspect of language use, it has

85 points with Very Good criteria at very good level: Effective complex

construction, few agreement errors, tenses, numbers, word order/function, articles,

pronouns, prepositions. And overall he is good at writing. And the last on the

mechanical aspect has 85 points with very good criteria. In conclusion he has 85

points at a very good level.

5.1.18 Student 22 (S-22)

Student 22 has 85 points in the content aspect with very good to very good

criteria: knowledge, substantive, systematic thesis development, relevant to the

assigned topic. Because he explains based on generic, subject, and overall

structure both in writing. In the organizational aspect, it has 85 points with criteria

Very good to very good: Fluent expression, ideas are clearly stated/supported,

concise, well organized, logical sequence, cohesive. In the aspect of vocabulary

there are 85 points with very good to very good criteria: Sophisticated range,

effective choice and use of words/idioms, mastery of tenses, appropriate register.

Because he is good at writing vocabulary and overall he is good at writing. In the

41
aspect of language use, it has 85 points with criteria from very good to very good

level: Effective complex construction, slight agreement errors, tenses, numbers,

word order/function, articles, pronouns, prepositions. And overall he is good at

writing. And the last on the Mechanical aspect has 85 points with very good

criteria. And overall he is good at writing. In conclusion he has 85 points at a very

good level.

II. Class B Data Analyst

5.2.1 Student 2 (S-2)

Student 2 has 80 points in content with very good to very good criteria:

knowledge, substantive, systematic thesis development, relevant to the assigned

topic. Because he explains based on generic, subject, and overall structure both in

writing. The organizational aspect has 80 points with the criteria Very good to

very good: Fluent expression, ideas are clearly stated/supported, concise, well

organized, logically sequential, cohesive. Because he explained based on generic

structure. In terms of vocabulary, it has 85 points with very good to very good

level criteria: Sophisticated range, effective selection and use of words/idioms,

mastery of tenses, appropriate register. Because he is wrong in vocabulary but

overall he is good in writing. In the use of the language aspect has 75 points with

the criteria of Good to average level: Effective but simple construction, small

problems in complex construction, small problems, in complex construction, some

arrangement errors, time, numbers, words, sequence/function, articles, pronouns ,

a preposition but its meaning is seldom obscured. Because of the use of language

there are wrong word choices in sentences, but overall he is good at writing. And

42
the last on the mechanical aspect has 85 points with very good criteria. In

conclusion he has 81 points at a very good level. pronouns, prepositions but their

meaning is seldom obscured. Because of the use of language there are wrong

word choices in sentences, but overall he is good at writing. And the last on the

mechanical aspect has 85 points with very good criteria. In conclusion he has 81

points at a very good level. pronouns, prepositions but their meaning is seldom

obscured. Because of the use of language there are wrong word choices in

sentences, but overall he is good at writing. And the last on the mechanical aspect

has 85 points with very good criteria. In conclusion he has 81 points at a very good

level.

5.2.2 Student 3 (S-3)

The last one is mechanics or spelling and punctuation which is used in

writing narrative text which gets 80 points because the spelling and punctuation

used is very good and can be categorized perfectly. Broadly speaking, the

percentage of scores obtained is 80 with a very good category.

5.2.3 Student 4 (S-4)

The last one is mechanics or spelling and punctuation which is used in

writing narrative text where it gets 90 points because the spelling and punctuation

used is very good and can be categorized perfectly. Broadly speaking, the

percentage of scores obtained is 80 with a good category.

5.2.4 Student 5 (S-5)

Student 5 has 85 Points in the content aspect is also a very good level. In

the aspect of the organization has 85 points with very good criteria average level:

43
Somewhat disjointed, loose, organized but the main idea stands out, limited

support, logical sequence but not complete. And overall he is good at writing. In

the aspect of vocabulary, it has 85 points with criteria from Very Good to Very

Good level: Sophisticated range, effective choice of words/idioms, and use,

mastery of tenses, appropriate register. Because he is good at writing vocabulary

and overall he is good at writing. In the aspect of language use, it has 80 points

with Very Good criteria at very good level: Effective complex construction, few

agreement errors, tenses, numbers, word order/function, articles, pronouns,

prepositions. And overall he is good at writing. And the last on the mechanical

aspect has 85 points with very good criteria. In conclusion he has 84 points at a

very good level.

5.2.5 Student 6 (S-6)

The text raised by this student was The Story of Bawang Putih and

Bawang Merah but in writing the narrative text this student only wrote 2 sentences

which could not be counted in any way be it content, organization, grammar,

vocabulary or writing technique, if in the value of this student only get a score

percentage of 11 percent with a very bad category.

5.2.6 Student 7 (S-7)

Student 7 has 90 points in content aspect with very good to very good

criteria: knowledge, substantive, systematic thesis development, relevant to the

assigned topic. Because he explains based on generic, subject, and overall

structure both in writing. In the organizational aspect it has 85 points with criteria

Very good to very good: Fluent expression, ideas clearly stated / supported,

concise, well organized, logical sequence, cohesive. In the aspect of vocabulary

44
there are 85 points with very good to very good criteria: Sophisticated range,

effective choice and use of words/idioms, mastery of tenses, appropriate register.

Because he is good at writing vocabulary and overall he is good at writing. In the

aspect of language use, it has 90 points with criteria from very good to very good

level: Effective complex construction, slight agreement errors, tenses, numbers,

word order/function, articles, pronouns, prepositions. And overall he is good at

writing. And the last on the Mechanical aspect has 85 points with very good

criteria. And overall he is good at writing. In conclusion he has 87 points at a very

good level.

5.2.7 Student 9 (S-9)

Student 9 has 90 points in the aspect of content with very good to very

good criteria: knowledge, substantive, systematic thesis development, relevant to

the assigned topic. Because he explains based on generic, subject, and overall

structure both in writing. In the organizational aspect, it has 85 points with criteria

Very good to very good: Fluent expression, ideas are clearly stated/supported,

concise, well organized, logical sequence, cohesive. In the aspect of vocabulary

there are 85 points with very good to very good criteria: Sophisticated range,

effective choice and use of words/idioms, mastery of tenses, appropriate register.

Because he is good at writing vocabulary and overall he is good at writing. In the

aspect of language use, it has 90 points with criteria from very good to very good

level: Effective complex construction, slight agreement errors, tenses, numbers,

word order/function, articles, pronouns, prepositions. And overall he is good at

writing. And the last on the Mechanical aspect has 90 points with very good

45
criteria. And overall he is good at writing. In conclusion he has 86 points at a very

good level.

5.2.8 Student (S-10)

Student 10 in the narrative text can be seen that the content gets 75 points,

where the contents of the narrative text that is written is good enough because

there is a story or plot that is appropriate, besides that the organization or concept

of the story raised in the narrative text gets the highest points, namely 85 because

it explains very clearly the story about Bawang Putih and Bawang Merah so it can

be written very well, apart from that for grammar you get 70 points because the

use of grammar in writing narrative text is sufficient and can still be even better,

besides that the vocabulary used it is very good where the terms are used it is very

good apart from that the mechanics or systematics of writing both spelling and

punctuation get 90 points because they are written very well, both in capital letters

and punctuation.So it can be concluded that the percentage obtained is 80 in a

good category.

5.2.9 Student 11 (S-11)

Student 11 has 90 points in the content aspect with very good to very

good criteria: knowledge, substantive, systematic thesis development, relevant to

the assigned topic. Because he explains based on generic, subject, and overall

structure both in writing. In the organizational aspect it has 85 points with criteria

Very good to very good: Fluent expression, ideas clearly stated / supported,

concise, well organized, logical sequence, cohesive. In the aspect of vocabulary

there are 85 points with very good to very good criteria: Sophisticated range,

effective choice and use of words/idioms, mastery of tenses, appropriate register.

46
Because he is good at writing vocabulary and overall he is good at writing. In the

aspect of language use, it has 90 points with criteria from very good to very good

level: Effective complex construction, slight agreement errors, tenses, numbers,

word order/function, articles, pronouns, prepositions. And overall he is good at

writing. And the last on the Mechanical aspect has 90 points with very good

criteria. And overall he is good at writing. In conclusion he has 86 points at a very

good level.

5.2.10 Student 13 (S-130

Student 13 has 90 points in content aspect with very good to very good

criteria: knowledge, substantive, systematic thesis development, relevant to the

assigned topic. Because he explains based on generic, subject, and overall

structure both in writing. In the organizational aspect it has 85 points with criteria

Very good to very good: Fluent expression, ideas clearly stated / supported,

concise, well organized, logical sequence, cohesive. In the aspect of vocabulary

there are 85 points with very good to very good criteria: Sophisticated range,

effective choice and use of words/idioms, mastery of tenses, appropriate register.

Because he is good at writing vocabulary and overall he is good at writing. In the

aspect of language use, it has 90 points with criteria from very good to very good

level: Effective complex construction, slight agreement errors, tenses, numbers,

word order/function, articles, pronouns, prepositions. And overall he is good at

writing. And the last on the Mechanical aspect has 85 points with very good

criteria. And overall he is good at writing. In conclusion he has 87 points at a very

good level.

5.2.11 Student 14 (S-14)

47
 The narrative text made by student 14 is Sangkuriang for the assessment of

content, organization, grammar, vocabulary and mechanics or writing systematics

is still very lacking because it only gets 40 and 40 points and the percentage is

calculated to get a result of 38 or fall into the category of less In narrative text

made in terms of content is still very lacking as well as the content is also very

lacking, the punctuation or terms used are still very basic and out of sync to be

used as narrative text.

5.2.12 Student 19 (S-19)

Student 19 where the content gets 65 points, because in the text the

contents of the narrative are complete and in accordance with the story besides

that the organization or content is arranged quite well and gets 60 points because

you can see the storyline tells from young Dayang Sumbi to Sangkuriang who

wants to marry his mother but other than that the grammar used is also quite good

and get a result of 75 where the grammatical patterns used are sufficient but still

lacking to be able to say perfectly different from that the vocabulary used gets 75

points or good because the narration that is written already uses good and correct

vocabulary besides mechanics writing or systematic writing starting from spelling

and punctuation gets 85 which can be said to be very good and in conclusion the

percentage gets 71 results with a good category.

5.2.13 Student 20 (S-20)

Student 20 has 90 points in the content aspect with very good to very

good criteria: knowledge, substantive, systematic thesis development, relevant to

48
the assigned topic. Because he explains based on generic, subject, and overall

structure both in writing. In the organizational aspect it has 85 points with criteria

Very good to very good: Fluent expression, ideas clearly stated / supported,

concise, well organized, logical sequence, cohesive. In the aspect of vocabulary

there are 85 points with very good to very good criteria: Sophisticated range,

effective choice and use of words/idioms, mastery of tenses, appropriate register.

Because he is good at writing vocabulary and overall he is good at writing. In the

aspect of language use, it has 90 points with criteria from very good to very good

level: Effective complex construction, slight agreement errors, tenses, numbers,

word order/function, articles, pronouns, prepositions. And overall he is good at

writing. And the last on the Mechanical aspect has 90 points with very good

criteria. And overall he is good at writing. In conclusion he has 87 points at a very

good level.

5.2.14 Student 22 (S-22)

Student 22 in the contents of the narrative text which was made to obtain

85 results with the title Sangkuriang, in the contents of the text it is quite complete

telling the story of Sangkuriang from childhood to adulthood but there is still not

enough narrative text content but it can be said that it is very good, apart from that

for the organization of the text also get 85 points where the story made is clear

enough so that when read it can explain the Legend of Nyi Roro Kidul, then for

the grammar used get a value of 80 in the narrative text of the Legend of Nyi Roro

Kidul, the sentence used as a connector is already good but still lacking in

grammar a little so it can be categorized as good Furthermore, the vocabulary

used in the narrative text of the Legend of Nyi Roro Kidul which is made is very

49
good because it uses the appropriate vocabulary or the appropriate terms are used,

and finally the mechanics is how to write where spelling and T are used, both

commas and dots got 85 points because it was very good, basically the percentage

obtained from the scores obtained from the several categories above was 84 with a

very good category.

5.2.15 Student 23 (S-23)

Student 23 in the contents of the narrative text which was made obtained

85 results with the title Lake Toba, in the contents of the text it is quite complete

telling the story of Toba from childhood to adulthood but there is still not enough

narrative text content but it can be said that it is very good, apart from that it is for

the organization the text also gets 85 points where the story made is clear enough

so that when read it can explain the story of Toba, then for the grammar used get a

score of 80 in the Lake Toba narrative text the sentences used as connectors are

good but still lacking in grammar a little so it can be categorized as good

Furthermore, the vocabulary used in the Lake Toba narrative text that is made is

very good because it uses the appropriate vocabulary or the appropriate terms are

used, and finally the mechanics, namely how to write where the use of spelling

and punctuation both commas and dots earn points 85 because it is very good,

basically the percentage obtained from the scores obtained from the several

categories above is 84 with a very good category.

5.2.16 Student 24 (S-24)

In writing the narrative text, the title that student 24 took was Lake Toba

where the content she made obtained 75 results, the idioms of each narrative text

50
were lacking because there were several plots that did not match so that each was

lacking, besides that the organization in writing also only received 85 points the

idea that is described is still lacking because the suitability of the story is still

lacking, the grammar used gets 70 points where the use of grammar is quite good,

and the vocabulary used also gets 80 results where the vocabulary used is also

quite good, finally the writing mechanics got a result of 90 where the use of

spelling and punctuation was very good. and if the percentage of results obtained

is 80 in a good category.

CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

51
 5.1 Conclusion
After getting and analyzing the data in the previous chapter, the writer

presents the conclusion in the last part of this paper. Conclusions were drawn

based on the formulation of the research questions, as follows: The description of

the data shows that in the ability to write narrative texts of students using the

Jacob technique, there are five aspects in this technique, namely: content,

organization, vocabulary, use of language and mechanics. This technique can

make students understand narrative text in the generic structure of narrative text:

orientation, complication, and resolution. In orientation the author at least

introduces the main character, setting, and time. This is to make it easier for

students to use, who, where, and when. Generally some students make

complications and resolutions just the way and other students make their

experiences right.

From the research data above, it can be seen that the students' ability to

write narrative texts is included in the Good category. This can be seen from the

average student score obtained. B 74.9. The data can show that the average level

of students' writing is good.

However, when viewed from the individual abilities of each student, of

course, the results will be different, for example in class A students who have a

very good level of writing narrative text, there are 8 students or about 38% of the

total number of students in the class, 4 students have good writing skills, or

around 18%. , 4 students or 18% have the ability to write adequate narrative texts

and 2 students or 10% have low writing skills. Of the 22 students in class A who

took the test, only 18 students and 4 students others do not take the test. For class

52
B students out of 24 students who took the narrative text writing test, only 17

students or around 68% with individual results 9 people got very good grades, 6

other students got good grades, 1 other student got low grades.

5.2 Suggestion
From the conclusion above, there are some suggestions that are proposed that

are hopefully useful as follows:

5.1.1 Some Suggestions for English Teachers

1 The teacher should be teaching the students in writing based on their prior

knowledge.

2 The teacher should be providing writing texts to be taught that are closely

related to the students' interests.

3 Teachers should motivate students prior to teaching-learning process,

especially in writing.

5.1.2 Some Suggestions for the Students

1 Students should improve their attention on writing aspects like vocabulary,

grammar, content, organization and especially on mechanics (punctuation,

spelling and capitalization)

2 Students should study more and respond in the learning process.

3 Students should realize that writing is one of the language skills that they

must master and they have the potential to be good writers.

4 Students should usually do self-correction and self-reflection to get

improvement in writing.

5.1.3 Some suggestions for the next researcher

53
1 The writer hopes that the other researchers will continue to find the other

mediator strategies to help students' problems in writing.

2 The writer suggested to anyone who is interested in conducting research on

a similar topic of discussion that they can do better than what the writer has

done in this thesis.

54
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