AN ANALYSIS OF STUDENTS’ DIFFICULTIES IN WRITING

NARRATIVE TEXT

A Thesis
Submitted as a Partial Fulfillment of the Requirements for S1-Degree

By:
MEGA TRI JUNITA
1611040412

Study Program: English Study program

TARBIYAH AND TEACHER TRAINING FACULTY

STATE ISLAMIC UNIVERSITY RADEN INTAN
LAMPUNG
2021
AN ANALYSIS OF STUDENTS’ DIFFICULTIES IN WRITING
NARRATIVE TEXT

A Thesis
Submitted as a Partial Fulfillment of the Requirements for S1-Degree

By:

MEGA TRI JUNITA

NPM. 1611040412

Study Program: English Study program

Advisor : Dewi Kurniawati, M.Pd

Co-Advisor : Satria Adi Pradana, M.Pd

TARBIYAH AND TEACHER TRAINING FACULTY

STATE ISLAMIC UNIVERSITY RADEN INTAN
LAMPUNG
2021
 ABSTRACT

The aims of the research were to know students‟ difficulties and causes of
students‟ difficulties in writing narrative text at the second semester of the eight
grade of MTs Mathla‟ul Anwar Rawa Selapan in academic year of 2020/2021.
Based on interview with the English teacher, it was found that the students had
difficulties in writing narrative text.

The research methodology was a descriptive qualitative research. The subject was
35 students of C class at the second semester of the eight grade. In collecting the
data, this research used documentation, interview and questionnaire. To analyze
the data, it used three steps by Miles and Huberman, they were data reduction,
data display and conclusion drawing or verification.

The result showed that there were some types of students‟ difficulties in writing
narrative text such as: grammar (misuse of tense 17.1%, subject-verb agreement
16.1%, article 11.1%, word order 3%, identifying sentences pattern 5%, types of
sentences 5%), vocabulary 17%, spelling (word spelling 8.1% and confusing
sound and letters 2.1%), and punctuation (misuse of capitalization 9.3%, misuse
of fullstop 8.6% and misuse of commas 7.6%). Broadly, in generic structures,
most of students did not write coda part, because they are only required to write,
so they they did not draw the conclusion of the story. In addition, only some
students did not write sequence of the event, complication and resolution. Beside
that the causes of students‟ difficulties in writing narrative were less learner
motivation, lack of practice, and inadequate time. From the conclusion of this
research, the writer suggests that the readers who want to make better their writing
especially in writing narrative text, they should pay attention in the correct rules
of writing in every detail.

Keywords: Descriptive Qualitative Research, Narrative Text, Students’

Difficulties.

ii
 MOTTO

ِ ‫﴿ إِن َم َع ْال ُعس‬٥ ۗ ‫ْر يُ ْسرً ا‬

﴿٦ ‫ْر ۗيُ ْسرً ا‬ ِ ‫فَإِن َم َع ْال ُعس‬
“So verily, with the hardship, there is relief. Verily, with the hardship, there is
relief.” (Al-Insyirah 5-6)1

1
Abdullah Yusuf „Ali, al-jumanatul „ali, J-Art, Bandung, 2004
iii
 DECLARATION

I hereby declare that this thesis entitled “An Analysis of Students‟

Difficulties in Writing Narrative Text at the Second Semester of the Eight Grade

of MTs Mathla‟ul Anwar in South Lampung in Academic Year 2020/2021” is

completely my own work. I am fully aware that I have quoted some statements,

references, and ideas from various sources and those are properly acknowledge in

the text.

Bandar lampung, March 2021

Declared by,

Mega Tri Junita

NPM 1611040412

iv
 DEDICATION

From the depth of my heart, this thesis is dedicated to everyone who cares,

supports and loves me. I would like to dedicate this thesis especially to:

1. Allah SWT who always gives everything that I need and keeps everytime.

2. My beloved parents, Mr. Edi Khoirudin and Ms. Purwanti. Thank you for

all generosity, finance, encouragement, and also thank you for your love,

motivation, trust and everlasting praying for my life and success.

3. My beloved sisters and brother, Mita Susanti, Nina Indah Lestari and

Tubuh Handika who always support me and cheer me up until completion

of this thesis.

4. My friends of tokek rebahan (Putri Ayu Imayatul Utami, Dian Lutfita

Aini, Ratih Henisah, Zaenur Rofiah, Ayu Septiani, Tanti Wahyuni,

Yulianti Ranikasari, Syifaurrahma, Dwi Anti Elfin Anatun, Reliska Yulita

Putri) who always support me.

5. My future husband, Firman Wahyu Susila who always supports and helps

me in any condition.

6. My beloved friends of PBI H 2016.

7. My lecturers in English Education Study Program and almamater Raden

Intan State Islamic University Lampung, who made me grow up and give

me much contribution for my self-development.

v
 CURRICULUM VITAE

Mega Tri Junita was born in Mumbang Jaya, East Lampung, on June 22 th 1997.

Mega is the third child of Mr. Edi Khoirudin and Ms. Purwanti. She has two

sisters and one brother, their names are Mita Susanti, Nina Indah Lestari and

Tubuh Handika.

She began her formal education at SDN 1 Mumbang Jaya in 2004 and graduated

in 2010. Then she continued her study at SMPN 1 Jabung and graduated in 2013.

Moreover, she continued her study at MAN 1 Lampung Timur and graduated in

2016. After finishing her study, she decided to continue her study at State Islamic

University Raden Intan Lampung, and as a student of English Education Program

of Tarbiyah and Teacher Training Faculty.

The researcher,

Mega Tri Junita

NPM 1611040412

vi
 ACKNOWLEDGEMENT

In the name of Allah, the most meaningful, the most beneficient. All praises be to

Allah, who has given me mercy and blessing to finish this thesis. The peace and

salutation always be given to our prophet Muhammad SAW, with his family and

his followers.

This thesis entitled “An Analysis of Students‟ Difficulties in Writing Narrative

Text at the Second Semester of the Eight Grade of MTs Mathla‟ul Anwar in South

Lampung in Academic Year of 2020/2021” is submitted as compulsory fulfillment

of the requirements for S1-degree of English Education Study Program of

Tarbiyah and Teacher Training Faculty State Islamic University Raden Intan

Lampung.

Then, this thesis cannot be completed without help from others. She has obtained

a lot of help, ideas, time and guidance from many people during writing this thesis

and it would be impossible to mention all of them. She would like to give her

sincerest gratitude and appreciation to:

1. Prof. Dr. Hj. Nirva Diana, M.Pd, the dean of Tarbiyah and Teacher

Training Faculty, Raden Intan State Islamic University Lampung with all

staff, who give me opportunity to finish my thesis.

2. Meisuri, M.Pd as the chairperson of English Education Study Program of

Raden Intan State Islamic University Lampung.

vii
 3. Dewi Kurniawati, M.Pd as the first advisor and also the academic advisor

who always gives me guidance and countless time to finish this thesis.

4. Satria Adi Pradana, M.Pd as the second advisor who has spent countless

hours correcting this thesis for its betterment.

5. Julianto, M.Pd as the headmaster of MTs Mathla‟ul Anwar Rawa Selapan

in South Lampung who has given permission to the research process.

6. Nurmawati, S.Pd as the English teacher of MTs Mathla‟ul Anwar Rawa

Selapan in South Lampung for being helpful during the research process.

7. Class VIII C students of MTs Mathla‟ul Anwar Rawa Selapan in South

Lampung who have giving contribution for this thesis.

8. All Lecturers of English Education Study Program of Raden Intan State

Islamic University Lampung, who have though me since the first year of

my study.

9. All friends of the English Department of Raden Intan State Islamic

University Lampung 2016, especially for H class that cannot to be

mentioned one by one but you are always in my pray who always give me

suggestion and support in finishing my thesis.

Finally, this thesis still had a lot of weaknesses. For this, the readers are truthfully

expected to give a criticism and suggestion to enhance the quality of this thesis.

Bandar Lampung, March 2021

The researcher
NPM 1611040412
viii
 TABLE OF CONTENTS

Page

COVER ....................................................................................................................i
ABSTRACT ..............................................................................................................ii
MOTTO ....................................................................................................................iii
DECLARATION ......................................................................................................iv
DEDICATION ..........................................................................................................v
CURRICULUM VITAE ..........................................................................................vi
ACKNOWLEDGEMENT .......................................................................................vii
TABLE OF CONTENTS .........................................................................................ix
LIST OF TABLES ...................................................................................................xiii
LIST OF APPENDICES..........................................................................................xiv
LIST OF FIGURE....................................................................................................xv
CHAPTER I INTRODUCTION
A. Background of the Problem ......................................................1
B. Identification of Problem ..........................................................6
C. Limitation of Problem ...............................................................7
D. Formulation of the Problem ......................................................7
E. Objective of the Research..........................................................8
F. Use of the Research ..................................................................8
G. Scope of the Research ...............................................................9

CHAPTER II THEORETICAL FRAMEWORK

A. Concept of Teaching English as a Foreign Language ..............11
B. Concept of Writing.....................................................................12
1. Definition of Writing .........................................................12
2. Writing Process ...................................................................15
a. Pre-Writing...................................................................15
b. Drafting .......................................................................16
ix
 c. Revising ......................................................................17
C. Concept of Teaching and Learning Writing .............................18
D. Concept of Students‟ Writing Ability ........................................19
E. Types of Text .............................................................................20
F. Concept of Narrative Text ..........................................................22
1. Definition of Narrative Text ...............................................22
2. Purpose of Narrative Text ...................................................23
3. Generic Structure of Narrative Text....................................24
4. Language Features of Narrative Text..................................25
G. Concept of Students‟ Difficulties ...............................................27
H. Concept of Students‟ Difficulties in Writing .............................27
I. Types of Students Difficulties in Writing .................................30
J. Causes of Students‟ Difficulties in Writing ...............................48
a. The Nature of Writing .................................................49
b. Lack Learners‟ Motivation ..........................................49
c. Inadequate Time ..........................................................50
d. Lack of Practice ...........................................................50
e. Teacher‟s Feedback .....................................................50
K. Conceptual Framework ............................................................51

CHAPTER III RESEARCH METHODOLOGY

A. Research Design .........................................................................53
B. Research Subject .......................................................................54
C. Sampling Technique...................................................................54
D. Data Collecting Technique .........................................................55
1. Interview ............................................................................55
2. Questionnaire ......................................................................55
3. Documentation ....................................................................56
E. Research Instrument ...................................................................56
1. Interview ............................................................................57
x
 2. Questionnaire ......................................................................59
3. Documentation ....................................................................60
F. Research Procedure ....................................................................61
G. Trustworthiness of the Data .......................................................62
1. Time Triangulation .............................................................63
2. Place Triangulation .............................................................63
3. Theory Triangulation ..........................................................63
4. Method Triangulation .........................................................63
5. Researcher Triangulation ....................................................63
H. Data Analysis. ............................................................................64
1. Data Condensation ..............................................................64
2. Data Display........................................................................65
3. Conclusion Drawing or Verification ...................................69

CHAPTER IV RESEARCH FINDING AND DISCUSSION

A. Data Analysis .............................................................................71
1. Data condensation ...............................................................71
a. Documentation .............................................................71
b. Interview ......................................................................72
c. Questionnaire ...............................................................72
2. Data Display........................................................................73
a. Documentation .............................................................73
b. Interview ......................................................................90
c. Questionnaire ...............................................................95
3. Conclusion and Drawing Verification ................................102
a. Students‟ Difficulties in Writing Narrative Text ..........103
b. The Causes of Students Difficulties in Writing
Narrative Text ..............................................................105
B. Discussion ..................................................................................107

xi
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion..................................................................................110
B. Suggestion ..................................................................................111
REFERENCES .........................................................................................................113
APPENDICES ..........................................................................................................118

xii
 LIST OF TABLES

Page

Table 1 The Writing Score at the Eight Grade of MTs Mathla‟ul Anwar Rawa
Selapan in Academic Year of 2019/2020 ....................................................4

Table 2 Specification of Interview of the Teacher ....................................................59

Table 3 Specification of Questionnaire for Students ................................................59

Table 4 The Type of Students‟ Difficulties in Writing Narrative Text .....................67

Table 5 The Students Difficulties in Writing Narrative Text ....................................73

Table 6 Interview Report ...........................................................................................90

Table 7 Questionnaire Report....................................................................................95

xiii
 LIST OF APPENDICES

Page

Appendix 1 Transcript of Interview of the Teacher .................................................119

Appendix 2 Students‟ Writing Score of the Eight Grade ..........................................125

Appendix 3 Validation Form of Questionnaire for Students ....................................128

Appendix 4 Validation Form of Interview for English Teacher ...............................135

Appendix 5 Transcript of Interview of English Teacher of the Research.................139

Appendix 6 Result of Analysis by Researcher ..........................................................144

Appendix 7 Result of Analysis by Teacher ...............................................................146

Appendix 8 Syllabus .................................................................................................148

Appendix 9 Lesson Plan ............................................................................................154

Appendix 10 Photo Documentation of the Research ................................................163

Appendix 11 Students‟ Worksheet ............................................................................165

Appendix 12 Students‟ Questionnaire.......................................................................170

Appendix 13 Response Letter ...................................................................................178

xiv
 LIST OF FIGURE

Figure 1 Data Analysis by Miles and Hurberman .....................................................70

xv
 CHAPTER I

INTRODUCTION

A. Background of the Problem

Writing is one of the basic tools of civilization. Patel and Jain stated

that writing is a skill that must be taught and practiced.2 It means that writing

is skill that needs many practices to be mastered.

Dorothy and Lisa defined that writing was a very important part of your

university study. You would write assignments that might range from one

paragraph to several pages long, and would write answers on tests and exams

that might be a few sentences long or a complete essay.3 In addition,

Finnochiaro said that writing had been characterized as written thinking. 4 It

means that writing places a way to produce language that comes from our

thought. In the writing process, students‟ ideas and feeling should be

developed by the students to try producing a good sentence, in order to

inform the other.

Richards and Renandya explained that written language was complex at

the level of the clause. Writing consists of many constituent parts: content,

organization, originality, style, fluency, accuracy, or using appropriate

2
M.F. Patel and Praveen M. Jain. English Language Teaching (Methods, Tools &
Techniques, 2008.p.125.
3
Dorothy E. Zemach and Lisa A Rumisek. Academic Writing From Paragraph
Essay.2003.p.5.
4
Mary Finnochiaro. English as a Second Language: From Theory To Practice, (New
York:Regents Publishing Company, Inc,1974), p.86.

1
 2

rhetorical forms of discourse.5 It means that students should understand about

the aspect in writing process, when they knew the point of writing, it could be

easy to get a good paragraph.

Yakhontova stated that writing was a complex process that requires a

number of variuos skills.6 Some people like writing, and as a result, practice

their writing whenever they write. For example, you may enjoy with writing

entries in a personal diary, you might keep a blog on the web, post lots of

comments on Facebook, or even Tweet regularly. Some people enjoy writing

poetry and creative stories, eiter as a hobby or with the intention to publish.

You may identify yourself as one of those persons who enjoys writing, as

exemplified above or you may be among the majority of students who

actually do not like writing at all or has lost the passion to write.

Writing is a tradition that Muslims must have. The consequence of

being Muslim is as the Prophet said. It is required to study from the cradle to

the grave. Allah wrote the human charity that was done during his lifetime,

and wrote the former (atsar) from his practice after his death.

َ ‫سطُ ُر‬
َۚ‫ون‬ ْ َ‫ن َوا ْلقَلَ َِۚم َو َما ي‬
“Nun, for the sake of word and what they write.” (Surat al-Qolam: 1).7

In this verse Allah swears by two things namely pen (kalam) and what

was written encourage people to learn, read and write. Al-Qur‟an can be

guaranteed its authenticity because the friends wrote it as soon as the

5
Richards, J. And Renandya, W. Methodology in Language Teaching. (Cambridge:
Cambridge University Press, 2002), p.309.
6
T.V.Yakhontova. English Academic Writing (For Students and Researchers),
2003.p.18.
7
Mushaf Al-Azhar Al-Qur‟an Terjemahan dan Tafsir A6-Jabal (Surat Al-Qolam:1)
 3

revelation comes and to this day people can feel it. Consequently, there was

no changing until now.8 That means al-Qur‟an is always awake and muslims

can read and learn it as a guide to life.

Difficulty is a bad situation which something hard to do and stuck in

our mind. The students are known that they get difficulty in writing, when

they practice to write on paper. Koutsoftas and Gray in Solagha explained

that the student has often difficulties dealing with the areas of productivity,

complexity and grammar.9 It means that writing is not an easy task.

Moreover, writing is productive skills which affects in written

communication and it needs good organization to result meaningful

sentences. The students will face some difficulties in building and developing

their imagination. Thus, they should produce their thought with the rules of

how to communicate in written communication then express it in the

meaningfully written form.

Narrative is one of text types that should be understood by the students.

Hastuti stated that narrative text that tell a story that is used to inform,

entertain, motivate or to teach the readers.10 It means that narrative is the text

which tell about the story or past event from the beginning until the end and it

has some purpose for the readers.

Further, based on the preliminary research that was conducted in MTs

Mathla‟ul Anwar Rawa Selapan In South Lampung, the data was gotten by

8
Muhammad Jawad Balaghi ‫القرآنتفسیرفالرحمنآالء‬1351H/1933
9
Omta Zoi Solagha, Writing Difficulties in the Swedish ESL-Classroom, How teachers
of English deal with Students‟ writing Difficulties, (Stockholms Universitet, 2013), p.4
10
Dwi Hastuti, Narrative versus Recount. (Jakarta Timur: PT. Multazam Mulia Utama,
2010). p.7.
 4

interviewing an English teacher of MTs Mathla‟ul Anwar Rawa Selapan Mrs.

Nurmawati, S.Pd. She said that the students sometimes still feel difficult in

distinguishing the correct tenses in writing narrative and composing sentences

correctly. Thus, the frequency in practicing writing is not enough and

students‟ writing score is also still low, because many students still got score

under criteria of minimum mastery (KKM), which KKM of MTs Mathla‟ul

Anwar is 75. It means that students have difficulties in writing narrative text.

Table 1
The Students’ Writing Narrative Score in the Second Semester of
The Eight Grade at Mts Mathla’ul Anwar Rawa Selapan in South
Lampung in Academic Year of 2020/2021.
Students’ score Number of
No. Class
students
≤75 ≥75
1. VIII A 9 11 20
2. VIII B 20 15 35
3. VIII C 25 10 35
Total 54 36 90
Percentage 60 % 40 % 100%
Source: Scoring book of English Teacher (Nurmawati, S.Pd)

Based on the table above, there are 36 students of 90 students who

passed the writing test based on criteria of minimum mastery (KKM) and the

score of KKM in MTs Mathla‟ul Anwar Rawa Selapan is 75. The data also

shows that 54 or 60 % students still get score under KKM. It means that the

students have difficulties in writing narrative text.

Writing narrative text is one of basic competences that student should

be able to write good narrative text based on the criteria in writing. However,

we can see from the data above that many students still get score under the
 5

criteria minimum mastery (KKM) so this research will analyze the difficulties

that faced by students.

Ericson in Husna mentioned that writing words in corrected spelling

when discussing the term writing difficulties.11 The term writing difficulties

is used when talking about students who do not have the qualifications in

order to be able to write in the way that is expected of the student, due to their

age.12 It means that the students must take into account many types at the

time of writing narrative text such as: grammar, spelling, punctuation,

vocabulary, and the students might face difficulties when forming the letters

or when connecting their mind to writing, therefore to create adequate

compositions students must take into account every single detail.

Sembiring in her thesis, entitled “Students‟ Difficulties in Writing

Recount Text for Second Grade of Junior High School at SMP Negeri 3

Perbaungan.”13 The aim of this research was to know students‟ difficulties

faced by students and to find out a dominant difficulty by students. The result

of her research were students face difficulties in using past tens 90 cases or

80.36%, difficult in using sequence of marker 14 cases or 12.5%, and the last

in using pronoun 8 cases or 7.14%. the dominant types of difficulties was in

using past tense.

11
Atikasari Husna and Akhmad Multazim, Students‟ Difficulties in Writing Recount
Text at Inclusion Classes, Let: Linguistics, Literature and English Teaching Journal Vol. 9
Issue 1 (University of Ahmad Dahlan, Yogyakarta, 2019), p.57
12
Omta Zoi Solagha, Writing Difficulties in the Swedish ESL-Classroom........, p.4
13
Santi Monika Sembiring. Students‟ Difficulties In Writing Recount Text for Second
Grade of Junior High School at SMP Negeri 3 Perbaungan. (Medan: State University
Medan, 2017)
 6

In addition, other research was done in 2017 conducted by Sari, entitled

“An Analysis of Students‟ Problem in Writing Recount Text.”14 The objective

of this research was to find out the problem of the students in writing recount

text. The result of her research were students faced problem of capitalization

(32%), punctuation (24%), and inexpliciteness/ fuziness problem (8%), poor

organization illogical sequence (12%), spelling (8%) while grammatical

errors in less percentage (4%).

Based on the previous above, there are several similarities and

differences with this research. The similarities are the researches used

descriptive qualitative research and analyze the students‟ difficulties.

However, the differences are both of the previous research analyzed recount

text, objective of the research and types of students‟ difficulties.

Thus from the explanation above, this research would analyze the

students‟ difficulties in writing narrative text at the second semester of the

eight grade of MTs Mathla‟ul Anwar Rawa Selapan in the academic year of

2020/2021.

B. Identification of the Problem

Based on the background above, it could be identified that the problems

in this research were:

1. Students sometimes still felt difficult to use the correct tenses in writing

narrative, especially in distinguishing past tense with other tenses.

14
Mezia Kemala Sari. An Analysis of Students‟ Problem in Writing Recount Text.
Journal Educative: Journal of Educational Research Vol 2, No 3, (University Muhammadiyah
Sumatera Barat, 2017)
 7

2. Students got difficult in composing sentences correctly.

3. The students‟ score in writing was still low.

C. Limitation of Problem

Based on the identification of the problem, this research focused on

types of students‟ difficulties in writing narrative text (grammar, vocabulary,

spelling, and punctuation) and the causes of students‟ difficulties in writing

narrative text at the second semester of the eight grade of MTs Mathla‟ul

Anwar Rawa Selapan in South Lampung.

D. Formulation of the Problem

Based on the identification and limitation of the research, the

formulations the problems of this research as follows:

1. What are the students‟ difficulties in writing narrative text at the second

semester of the eight grade of MTs Mathla‟ul Anwar Rawa Selapan in

South Lampung?

2. What are the causes of the students‟ difficulties in writing narrative text at

the second semester of the eight grade of MTs Mathla‟ul Anwar Rawa

Selapan in South Lampung?

 8

E. Objective of the Research

The objectives of this research were:

1. To describe the students‟ difficulties in writing narrative text at the

second semester of the eight grade of MTs Mathla‟ul Anwar Rawa

Selapan in South Lampung.

2. To know the causes of students‟ difficulties in writing narrative text at the

second semester of the eight grade of MTs Mathla‟ul Anwar Rawa

Selapan in South Lampung.

F. Use of the Research

This study would be advantageous for the students, teacher and

educational practitioners and researches.

1. Theoretically

a) To provide an overview about causes of students‟ difficulties in

narrative writing class.

b) To make a contributions students‟ difficulties test for students to be

aware about their writing performance.

2. Practically

a) For students

To motivate students and to make better their writing especially in

writing narrative text at the second semester of the eight grade of

MTs Mathla‟ul Anwar Rawa Selapan in South Lampung.

 9

b) For the Teacher

To give a deeper information and knowledge about major causes of

students‟ difficulties in teaching and learning process of writing

narrative text at the second semester of the eight grade of MTs

Mathla‟ul Anwar Rawa Selapan in South Lampung.

c) For the School

As the consideration for improving teacher performance and as an

effort to improve the quality of teaching management.

d) For the Other Researcher

This research was expected to be reference for those who were

interesting in doing a similar field of research.

G. Scope of the Research

The scope of the research was divided into four parts that were:

1. Subject of the Research

The subject of the research was students at the second semester of

the eight grade of MTs Mathla‟ul Anwar Rawa Selapan in South

Lampung.

2. Object of the research

The objects of the research were the students‟ difficulties and the

causes of students‟ difficulties in writing narrative text at the second

semester of the eight grade of MTs Mathla‟ul Anwar Rawa Selapan in

South Lampung.
 10

3. Time of the research

The research was conducted at the second semester of the eight

grade of MTs Mathla‟ul Anwar Rawa Selapan in South Lampung in the

academic year of 2020/2021.

4. Place of the Research

The research was conducted at MTs Mathla‟ul Anwar Rawa

Selapan in South Lampung.

 CHAPTER II

THEORETICAL FRAMEWORK

A. Concept of Teaching as a Foreign Language

Brown defines teaching as guiding and facilitating learning, enabling

learner to learn, and setting the condition for learning. 1 It means that teaching

hold the role in process of guiding, helping and providing all the things that

students need in learning process and it makes students understand about

what they learned.

Whether first, second, or foreign language, Savignon argues that the

emergence of Engish as a global language has had a great impact on the

whole concept of language teaching.2 It means that as an international

language, English is very common language that all countries use to

communicate. Moreover, many people in the world learn about English. In

Indonesia, English is learned as foreign language. English have been studied

by students since they were in Elementary school until University. Foreign

language is a language acquired and spoken by a person after the first and

second language.

Language teaching is influenced by ideas on the nature of language

(language theories) and learning conditions that make learners acquire the

1
H. Douglas Brown. Principle of Language Learning and Teaching:Fourth Edition,
(New York: Wesley Longman, 2000). p.7.
2
Sandra J Savignon.”Beyond Communicative Language Teaching: What‟s Ahead?”
(Journal of Pragmatic, 2007). 39, 207-220.p.210.

11
 12

language (learning theories).3 In learning English as a foreign language,

students feel difficult because English has different characteristic from our

first language or our mother tongue. So that why, in Indonesia students still

feel difficult and have little opportunities to understand or use English even

they have been learned for a long time. Based on the explanation above, it can

be concluded that teaching English as a foreign language is a process of

guiding the students to learn English. The language they used either as

mother tongue or second language and it is used to communicate that is

influenced by ideas on the nature of English and lerning condition.

B. Concept of Writing

1. Definition of Writing

Write is a way to produce language and express idea, feeling, and

oponion.4 It means writing is a skill that focuses on producing language

and the writing skill needs intellectual level or the level of expression.

Writing has an important role and most difficult for students in the

language learning process and this skill to be mastered. This opinion

supported by Brown that writing is a thinking process. Writing could be

planned and given with an unlimited number of revisions before it

release.5 The students are expected to be able to communicate in Engish

both orally and written form. Writing in academic setting has been

3
Ag. Bambang Setiyadi. Teaching English As a Foreign Language.
(Yogyakarta:Graha Ilmu, 2006).p.20.
4
Jeremy Harmer, 2009. How to Teach Writing, Longman, New York. p. 31-33.
5
H.D.Brown. Teaching By Principle, An Interactive Approach to Language Pedagogy,
2nd Ed. (New Jersey Hall, 2000).p.66
 13

considered more difficult than other skills and the students feels that this

skill needs more concentration, thinking skill and learning in a long time.

It means learning writing requires in long training time.

Yakhontova stated that writing was a complex process that requires a

number of various skills.6 Some people like writing, and as a result,

practice their writing whenever they write. For example, you may enjoy

with writing entries in a personal diary, you might keep a blog on the

web, post lots of comments on Facebook, or even Tweet regularly. Some

people enjoy writing poetry and creative stories, either as a hobby, or with

the intention to publish. You may identify yourself as one of those

persons who enjoys writing, as exemplified above or you may be among

the majority of students who actually do not like writing at all or has lost

the passion to write.

Writing is learned through a proces of instruction that we have to

master of the language and not learn certain structures which are less used

in speech at perhaps not used at all, but which are important for effective

communication by writing. 7 Writing is also necessary component of

education, livelihood, and functional basics in our society. By learning

writing, the students will get knowledge about how to write effectively,

how to express idea, how to share their thoughts with anyone else through

writing.

6
T.V.Yakhontova. English Academic Writing (for Students and Researchers). 2003.p.
18
7
Donn Byrne. Teaching Writing Skills. (London: Longman Press, 1988),p.5.
 14

Harmer explained that there were some importances of learning

writing. Those can be seen in the following points:

a. Writing is often not time-bound in the way conversation. It means

that in writing activities the students have a longer time to think

rather than in speaking activities. Thus, the students can choose the

appropriate word that will be used to express their ideas. They can

also have a longer time to check their grammar patterns.

b. Writing encourages students to focus on accurate language use

because they think as they write. It may provoke well development as

they resolve problems which writing puts in their mind.

c. Writing has always been used as a means of reinforcing language that

has been taught. The teacher uses writing skill to make a note about

recently learned grammar in the learning process.

d. Writing is frequently useful as preparation for some other activities,

in particular when students write sentences. The students are given

the time to think the ideas and asked to write a sentence.

e. Writing can also be used as an integral part of a larger activity where

the focus is on something else such as language practice, acting out,

or speaking. The teacher asks students to write short dialogues which

they will act out.

f. Writing is also used in questionnaire-type activities. Students may be

asked to design a questionnaire by asking questions to their friends.

 15

g. Writing is also used to help students perform a different kind of

activity (in this case speaking and listening). Students need to be able

to write to do these activities.8

Based on the explanations, it can be concluded that writing is an

effort to express the writer‟s thinking, feeling, or ideas in written form by

considering writing aspects and writing stages to be clearly understood by

the readers.

2. Writing Process

Writing is a process because it goes through many stages. 9 When we

are trying to write something, we need some steps. From the statements, it

can be said that writing is not an instant process. There are some steps of

writing based on Harmer, there are:

a. Pre-writing

Pre-writing is a way of organization your thoughts or beginning

to put the information you have on paper.10 Pre-writing stage helps

writers generate the ideas in numerous ways such as brainstorming,

outlining, topic analysis, free writing, and planning.

Brainstorming permits one to approach a topic with an open

mind and to come up with ideas freely. Freewriting is designed to

help stdents‟ free ideas that they might not realize that they had.

8
Jeremy Harmer, How to Teach Writing, Longman, New York ... p.31-33.
9
Alice Oshima and Ann Hogue, Writing Academic English Third Edition. (New York:
Longman, 1999), p. 3.
10
Ibid, p. 1.
 16

Planning, brainstorming, and free writing are some different ways to

begin writing.

Planning appears to be the stage in which we create a guide to

lead us in writing. It is the stage where the students firstly think out

things to be the content of the writing. Planning provides a means for

quickly checking their sentences to see if the deal with the topic, and

servers as a guide for checking whether the sentences are logically

arranged.

b. Drafting

After getting some ideas, drafting is begun. In drafting, the

students need to arrange their writing. It can be done by using native

language first and later translate into English or directly write in

English with some problems may face. Students often share their

drafting result to their friends or teacher to get feedback about thier

writing. In addition, students start to concern about several aspects

related to writing such as grammar, spelling, vocabullary, and content

of their writing to discover how they can express their ideas in the

clearest manner possible so that their readers will receive the same

message with the same impact that students intended.11

11
Ibid, p. 8.
 17

c. Revising

The process revising means students learn from some feedback

they got to improve their writing.12 When students do not get

feedback in this stage, they rewrite their result and may do some

changes that they would like to make. All good writers go through

several steps of revision, because they want to make their writing the

best it can be.

In this process, students try to check their writing so that the

readers can understand the messages. In this final activity, students

look again the work, reread what they have written on it, make

rearrangement, additions, and substitutions on it and rewrite to make

it readable.13

When revising, students should change what they have written

in order to improve it. Thus, check it over for content and

organization, including unity, coherence and logical. They can

change, rearrange, add, or delete, all for the goal of communicating

their thoughts more clearly, mor effectively, and in a more interesting

way.14

Based on the explanations, it can be concluded that writing is an

activity, production mode in the learning process to express the idea,

12
Ibid, p. 10.
13
Jeremy Harmer, How to Teach Writing, Longman, New York.p.4.
14
Alice Oshima and Ann Hogue, Writing Academic English Third Edition, Longman,
New York. P.11
 18

opinion and produce the sentences that appropriate with the grammatical

concept by writing.

C. Concept of Teaching and Learning Writing

Teaching is guiding and facilitating learning, enabling the learner to

learn, and setting the condition for learning. 15 A teacher has to guide and

facilitate the learners or students to learn. It is expected that from the teacher

guide and facilitate; the students will be enable in understanding the material.

In addition, a teacher also has to be able to set a good and comfortable

condition for the students to learn. In the other hand, the teacher must make a

good interaction with the students.

Tomlinson defined that learning is normally considered to be conscious

process which consists of the committing to memory of information relevant

to what is being learned.16 It means that learning is a process to get

knowledge in the concious condition.

Writing as one of the four skills has always formed part of the syllabus

in the teaching of English. Writing has always been used as a means of

reinforcing. Language has been taught.17 Brown said that writing is a thinking

process. Writing could be planned and given with an unlimited number of

15
H.D.Brown. Teaching by Principle, An Interactive Approach to Language
Pedagogy, 2nd Ed...
16
Brian Tomlinson. Materials Development in Language Teaching. (Cambridge:
Cambridge University Press, 1998).p.4.
17
Jeremy Harmer. How to Teach Writing. (New York: Longman, 2009).p.31-32
 19

revisions before it is release.18 In other word, writing is a process in exploring

our thoughts or ideas on the papers meaningfully.

Based on the explanation above, it can be defined that teaching and

learning writing means the process of guiding or helping students to get new

knowledge in conscious condition about exploring our thought or ideas in the

written form meaningfully.

D. Concept of Students’ Writing Ability

Ability is innate profile of bio psychological potentials representing

coordinated profile of individual intelligences.19 These potential (or

unrealized) abilities define a space of possible competencies (which are

realized abilities). An individual only has one space of unrealized abilities,

but many competencies can be realized within it. Note that intelligences and

the space of potential abilities are completely internal to the individual. The

interaction of the unrealized abilities of the individual with the constraints

and content of a domain result in realized abilities (or competencies).

Broughton, et.al states the act of writing differs from that of talking in

that it is less spontaneous and more permanent, and the resources which are

available for communication are fewer because we cannot as we do in

conversation interact with the listeners and adapt as we go along. For this

reason the conventions of writing tend to be less flexible than those of

18
H.D.Brown. Teaching by Principle, An Interactive Approach to Language
Pedagogy. 2th Ed. (New Jersey Hall, 2000).p.66
19
Robert J Stemberg and Elena L Grigorenko, The Psychology of Abilities
Competencies and Expertise. (United States of America: Cambridge University Press, 2003),
p. 142
 20

conversation, and the language which is used tends to be standardized. 20 It

means that writing ability is an ability that being less flexible than a

conversation and the language is used tends to be formal.

Peha states that, writing is the communication of content (what the

writer wants to say) for a purpose (why the writer it) to an audience (who the

writer writes to).21 It means that writing is tool of communication for writer a

specific purpose to the audiences.

Based on the statements above, it can be concluded that writing ability

is an ability to communicate or express ideas and thoughts on written form.

E. Types of Text

Text, which is a sense is anything in written form.22 It means that a text

is anything that conveys a set of meanings to the person examines. There are

many different text types that students should understand. Garot and Wignel

stated that there are thirteen types of text in writing:23

1. Spoof

To retell an event with a humorous twist.

2. Recount

To retell events for the purpose of informing or entertaining.

20
Geoffrey Broughton, et.al, Teaching English as a Foreign Language(2nd Ed), (New
York: Rouledge, 1980), p.116
21
Steve Peha, The Writing Teacher‟s Strategy Guide, (TTMS Inc, 2003),p. 58.
22
Lisa M.Given, The Sage Ensiclopedia Qualitative Research Method (London: Sage,
2008), p.863
23
Linda Gerot and Peter Wignell, Making Sense of Functional Grammar
(Sydney:Gerdstabler, 1995), p.152-171
 21

3. Reports

To describe the way things are, with reference to a range of natural,

manmade and social phenomena in our environment.

4. Analytical Exposition

To persuade the reader or listener that something is the case.

5. New Item

To inform readers, listeners or viewers about events of the day which are

considered newsworthy or important

6. Anecdote

To share with others an account of an unusual or amusing incident.

7. Narrative

To amuse, entertain and to deal with actual or vicarious experience in

differet ways; Narrative deal with problematic events which lead to a

crisis or turning point of some kind, which in turn finds a resolution.

8. Procedure

To describe how something is accomplished through a sequence of

actions or steps.

9. Description

To describe a paticular person, place or thing.

10. Hortatory Exposition

To persuade the reader or listener that something should or should not be

the case.
 22

11. Explanation

To explain the processes involved in the formation or workings of natural

or sociocultural phenomena.

12. Discussion

To present (at least) two points of view about an issue.

13. Reviews

To critique an art work or event for a public audience. Such work of art

include moveis, TV shows, books, plays, operas, recordings, exhebitions,

concerts and ballets.

Based on the explanation above, we can see that there are many

types of text that students should learn and understand in the school. This

research will focus on one type of text types described above, namely

narrative text.

F. Concept of Narrative Text

1. Definition of Narrative Text

Narrative text is a piece of text which tells a story to entertain, amuse

or inform the reader or listener.24 It means that narrative is a story to

entertain and inform the audience especially the readers or listeners.

Pardiyono said that narrative text is a story text that consist of

climax, and then followed by resolution in the end of story. The story is

not only about fictional like legend, fable, but also non-fictional or real

24
Cristopher Tribble, Language Teaching Writing, (Oxford University Press, 1996),
p.8
 23

life story.25 It means that narrative is a text story that the plot is followed

of climax and resolution at the end of story. The story consist of fictional

and non-fictional.

Based on the descriptions, it can be said that narrative text is a story

to entertain and amuse the audience and the content of story is followed

of climax and also resolution in the end of the story. Then, the narrative

text narrates about fictional and non-fictional.

2. Purpose of Narrative Text

From the point of the writer, the main purpose of narrative text is to

tell a story, alife in order to entertain and impos a moral lesson to

readers.26 It means that the purpose of narrative text from the write is to

tell story and entertain the readers.

From the point of the readers, after reading the text, they will be

entertained and got a moral lesson for their lives. If only after reading the

tetx the readers do not feel entertained and do not get any moral lessons,

the story might not be well constructed and perhaps it is not textually

meaningful.27 It means that the purpose of narrative text from readers is to

entertain and get moral lessons.

Based on these explanations, there are two purposes of narrative.

The first is purpose from the point of the writer and the second is purpose

from the point of readers. From the point of the writer, he or she can tell
25
Pardiyono, Pasti Bisa the Art of Teaching. (Yogyakarta: C.V ANDI, 2010),p.30.
26
Ibid, p.40
27
Ibid,.
 24

or create the narrative story and entertain the readers. From the point of

the readers, after reading the text, the story can entertain them and give a

moral lessons.

3. The Generic Structure of Narrative Text

According to Anderson and Anderson, narrative text provides the

elements of narrative text. They consist of orientation, complication,

sequence of event, resolution and coda. To make it clear, the explaination

as follows:

a. Orientation: this part tells the audience about who is in the story,

when the story taking place and where the action is happening, so it

can be called as introduction the part of the story

b. Complication: this part of the story where the narrator tells about

something that will begin a chain of the event. These events will

affect one or more of character. So this part is taking about the totally

playing of character. In the other side, this part shows the problem in

the story.

c. Sequence of the Event: this part tells some events in the story.

d. Resolution: this part can be found in the last story. Here, the

complicationwill be solved
 25

e. Coda: provides a comment or moral based on what has been learned

from the story.28

Based on the explanation above, it can be concluded that there are

5 generic structures of narrative text such as orientation, complication ,

sequence of the event, resolution and coda.

4. The Language Features of Narrative Text

The language features usually found in a narrative are:

a. Focus on specific and individualized participant with defining

identities. Mayor participant rare human, or sometimes animals

with human characteristic.

b. The use of material process ( behavioral and verbal processes)

c. The use of relational and mental processes.

d. The use of temporal conjunctions and circumtances.

e. The use of past tense. 29

28
Mark Anderson and Kathy Anderson, Text Types in English 2, (South Yarra:
Mcmillan, 2003), p. 12
29
Linda Gerot and Peter Wignell, Making Sense of Functional Grammar
(Sydney:Gerdstabler, 1995), p.162
 26

Dialogue below is the example of Narrative Text:30

The Smart Monkey and The Dull Crocodile

One day there was a monkey. He wanted to

cross a river. There he saw a crocodile so he asked the
crocodile to take him across the other side of the river.
Orientation
The crocodile agree and told the monkey to jump on
its back. Then the crocodile swam down the river with
the monkey on his top.
Unluckily, the crocodile was very hungry, he
stopped in the middle of the river and said to the
monkey, “My father is very sick. He has to eat the
Complication heart of the monkey. So he will be healthy again.” At
the time, the monkey was in dangerous situation and
he had to think hard. Then he had a good idea. He told
the crocodile to swim back to the river bank. “What‟s
for?” asked the crocodile. “Because I don‟t bring my
heart,” said the monkey. “I left it under a tree, near
some coconuts in the river bank.”
The crocodile agreed and turned around. He
swam back to the bank of the river. As soon as they

Resolution reached the river bank, the monkey jumped off the
crocodile‟s back. Then he climbed up to the top of a
tree. “Where is your heart?” asked the crocodile. “You
are foolish,” said the monkey to the crocodile. “Now I
am free and I have my heart.”

30
http://englishadmin.com/2015/09/9-contoh-narrative-text-fable-lengkap.html, access
on Sunday, 2020, 26th April on 12.00 p.m
 27

G. Concept of Students’ Difficulties

Higa‟s nation in Hadler states that warn of the danger of „circular

argumentation‟ in assuming the existence of abstract concept such as

difficulty.31 Difficulties are relative concepts with objective and subjective

legitimacy. It is also a comparative concept in that some starting point and a

goal are indicated and unstated comparisons implied. It corresponds with

when asked to define difficulty, a student or a teacher may quantify the

difficulty in terms of the effort needed to complete a task. Cronbach in Levine

looks at difficulty in terms of anxiety, which expresses motivation to avoid

psychological failure.32 It means that difficulty is a bad situation which

something hard to do and stuck in our mind. The students are known that they

get difficulty in writing, when they practice to write on paper. Based on the

some point of view above, students‟ difficulties means that students feel stuck

to think or to express what idea in their mind.

H. Concept of Students’ Difficulties in Writing

Richard in Gharabally said that learning to write well is a difficult,

lengthy process, one that induces anxiety and frustration in many learners. 33

Koutsoftas and Gray in Solagha explained that the student has often

31
G Hadler. English Language Learning Difficulty in Hongkong School, 2005. Access
on December 17th, 2019 from http://www.tuituion.com.hk/academic/difficulties.html.
32
Levine Mel, 2006. Difficulties with Writing. Accessed on December 17th, 2019 from
http://www.pbs.org/wgbh/misunderstanding/experiences/writingexpza.html.
33
May Al-Gharabally, The Writing Difficulties Faced by L2 Learners and How to
Minimize Them, International Journal of English Language and Linguistics Research, Vol.3,
No.5, August 2015, p.44
 28

difficulties dealing with the areas of productivity, complexity and grammar. 34

It means that writing is not an easy task. Moreover, writing is productive

skills which affects in written communication and it needs good organization

to result meaningful sentences. The students will face some difficulties in

building and developing their imagination. Thus, they should produce their

thought with the rules of how to communicate in written communication then

express it in the meaningfully written form.

Ericson in Husna mentioned that writing words in corrected spelling

when discussing the term writing difficulties.35 The term writing difficulties

is used when talking about students who do not have the qualifications in

order to be able to write in the way that is expected of the student, due to their

age.36 It means that the students must take into account many aspects at the

time of writing such as: grammar, spelling, punctuation, vocabulary, and the

students might face difficulties when forming the letters or when connecting

their mind to writing, therefore to create adequate compositions students must

take into account every single detail.

The difficulties in writing as non-native speaker, students should

remember many rules in structure which are different from their own

language.37 It means that the structural difficulties presents the greates

34
Omta Zoi Solagha, Writing Difficulties in the Swedish ESL-Classroom, How
Teachers of English Deal with Students‟ Writing Difficulties, (Stockholms Universitet, 2013),
p.4
35
Atikasari Husna and Akhmad Multazim, Students‟ Difficulties in Writing Recount
Text at Inclusion Classes, Let: Linguistics, Literature and English Teaching Journal Vol. 9
Issue 1 (University of Ahmad Dahlan, Yogyakarta, 2019), p.57
36
Omta Zoi Solagha, Writing Difficulties in the Swedish ESL-Classroom........, p.4
37
Atikasari Husna and Akhmad Multazim, Students‟ Difficulties in Writing Recount
Text at Inclusion Classe......, p.57
 29

challenge to accounting instructors who wish to help students improve their

writing. Intuitively they recognize a difficulty but lack the technical

vocabulary to describe it to the students. The structural mistakes are the most

difficult to deal with in the grading process because simple indications of the

problem, such as circling or underlining the error, are not adequate feedback

to help the students. Many students have not made the connection between

logic and language.

Harmer stated that the students‟ reluctance to write is because they are

rarely write even in their own language, so the activity in the classroom feels

strange for them.38 L2 learners are often overwhelmed when asked to

complete a writing task. Even at the beginning, some learners will have

difficulty getting started.39 Some of them are afraid of making mistakes, so

they are not interested in writing class because of fear. Finally some students

feel do not have spend more time and effort for writing. There are times when

process writing is simply not appropriate, either because classroom time is

limited, or because we want students to write quickly as part of

communication game, or when working alone, we want them to compose a

letter or brief story on the spot.

It can be concluded that in composing writing students should pay

attention not only in grammar, spelling, punctuation, vocabulary or others but

also in many detail points of writing, because the students will face

difficulties that make them straitened in expressing the meaningful sentence.

38
Jeremy Harmer, How to Teach English, (England: Person Longman, 2008), p.61.
39
May Al-Gharabally, The Writing Difficulties Faced by L2 Learners........, p.42
 30

I. Types of Students Difficulties in Writing

Every learner has a different type of getting difficulties. The writer

would use these number when marking students‟ writing narrative text

especially in writing aspects to indicate that students faced difficulties.

Harmer stated that there are five students‟ difficulties in written text, namely:

a. Grammar

Grammar of language is the description of the ways in which words can

change their forms and can be combined into sentences in that language.

b. Vocabulary

The vocabulary included in students‟ difficulties because the word has

the synonim and antonyms meaning.

c. Handwriting

Many students whose native-language orthography is very different

from English have difficulty forming letters. Students should get special

training. Handwriting is a personal issue. Students should not all be

expected to use exactly the same style.

d. Spelling

One of the reason that make spelling is difficult for students of English

is that correspondence between the sound of a word and the way it is

spelt is not always obvious.

e. Layout and punctuation

Different writing communities obey different punctuation and layout

conventions in communication such as letter, reports, and publicity.

 31

Some punctuation conventions such as the capitalization of names,

months, and the pronoun I, are specific to only or a few language. 40

In addition, Nasser classified the difficulties in writing composition into

grammar, spelling, punctuation and handwriting:41

1. Grammar

a. Misuse of tense

Tense refers to time. There are six tenses in English: present

tense, past tense, future tense, present perfect tense, past perfect

tense, and future perfect tense. Each of these six tenses occurs within

two forms: the simple form and the progressive form. 42 Misuse of

tense may occur when you use the wrong verb tense. The verb tense

tells the reader of your sentences when the action is taking place, in

the past, present or future.

b. Subject verb agreement

The overarching principle regarding subject-verb agreement is

that singular subjects require singular verbs while plural subjects take

plural verbs. Our objective is to identify the subject in order to

determine whether the verb is singular or plural.43 It means that

singular number is when noun denotes on object. Plural number is a

40
Jeremy Harmer, The Practice of English Language Teaching Third Edition, (New
York: Longman, 2001), p. 255-256
41
Sura Muttlak Nasser. Iraqi EFL Students‟ Difficulties in Writing Composition: an
Experimental Study (University of Baghdad) (International Journal of English Linguistics
Vol.9 No.1, 2019). p. 180
42
Brandon Royal, The Little Gold Grammar Book Mastering the Rules That Unlock
the Power of Writing, (Maven Publishing, Canada, 2010) p.58
43
Ibid, p.8
 32

noun denotes than one object. Singular can be identified by putting

”a” or “an” before noun. when we use singular subject we should use

singular verb. For example She has a beautiful hair. She refers to

singular subject and has refers to singular verb. However when we

use plural, it can be They have a new car. They is plural subject and

have is plural verb.

c. Article

An article serves to identify certain nouns. English has three

articles: a, an, the. The is known as a definite article; a and an are

known as indefinite articles.44 They may be used with singular or

plural noun. Each of articles undergoes a change before a word

beginning with vowel sound the changes in pronunciation a changes

in pronunciation and spelling.

d. Word order

Word order is a grammatical signal in all languages, though

some languages, like English, depend more heavily on it than others

do.45 “The man finished the job” and “The job finished the man” are

sharply different in meaning, as are “He died happily” and “Happily

he died.” Word order is the order in which words come in phrase,

clause and sentence.46 It means that word order is arrangement of

words in phrase, clause and sentence. English refers to as a SVO

44
Ibid, p.59
45
John Algeo, The Origins and Development of the English Language, Sixth Edition
(Wadsworth Cengage Learning, Boston, USA, 2010), p.4
46
Sara Cushing Weigle, Assesing Writing, USA:Cambridge University Press, 2010),
p.6.
 33

(Subject, Verb, Object). To create a good sentence in English, Wren

and Martin explained usual order of word in english sentence.47 The

subject usualy comes before the verb. The object usualy comes ofter

the verb. There is a direct and indirect object, the indirect precedes

the direct. Moreover, word order plays the important part in

determining meaning expreesed by the writer because a subject and

an object have the same form (except pronouns). For example “John

likes Maria” does not have same meaning as “Maria likes John.” The

subject (person who likes) come before the verb and the object (the

person who receives the action of the verb) comes after the verb.

e. Identifying sentences pattern

A sentence follows a formula, we will call the formula a

sentence pattern.48 It means that sentence pattern is a arrangement of

word based on the correct form or pattern. The first pattern is

subject+(action) verb. This pattern only has two required slots,

subject and verb. For example: Dogs bark. The second pattern is

subject+(action) verb+direct object. Verbs are called transitive verb.

Transitive verb is a verb that is followed by a direct object to receive

an action from the subject. If you do not put the direct object the

meaning will be unclear. For example: Dogs chase cat. The third

pattern is subject+ (linking) verb+subject complement. Linking verb

47
P.C. Wren, Ma. And H. Martin, M.A. High School English Grammar New Edition.
Revised By N.D.V. Prasada Rao, (S. Chand:New Delhi, 2000), p.285
48
Amy Benjamin and Joan Berger, Teaching Grammar Really What Works,
Routledge: New York, 2010), p.13
 34

is like be, seem, become, appers, etc. The subject complemet here can

be nouns, adjectives or adverbs of time or place or prepositional

phrase. The example of the third pattern is Dolphins are mammals.

f. Types of sentences

Types of sentence structure which are simple sentences,

compound sentences, complex sentences, and compound-complex

sentences.49 A simple sentence has one independent clause with one

subject and one verb. A compound sentence combines two or more

independent clauses to make a complete sentence. A complex

sentence joins one independent clause with at least one dependent

clause. A compound-complex sentence has at least two independent

clauses and at least one dependent clause.

2. Spelling

a. Word spelling

Once you spell a word wrongly, you will either create a new

word and alter the meaning of the word or create a meaningless

word.50 It means that Spelling is how to write a word correctly.

Therefore, it is imperative that you pay attention to the spelling of

words. You have to spell words correctly consistently as a good

49
Melony Jacobs, English Grammar Rules & Mistakes: Learn Writing, Speaking,
Literature and Punctuation Rules Complete with 10 Key Skills and Over 200 Common Error
Examples, (All Rights Reserved, 2019) Rule 6 p.80
50
Melony Jacobs, 200 English Grammar Mistakes! a Workbook of Common Grammar
and Punctuation Errors with Examples, Exercises and Solutions So You Never Make Them
Again, (All Rights Reserved, 2019), p.198
 35

writer of the English language. It is important that you spell words

correctly to convey the right message. For example, Incorrect:

acceptible Correct: acceptable, Incorrect: absense, absance Correct:

absence.

b. Confusing sound and letter

English has often been called the language of exception because

it can feel as if it has more exceptions to the rules than instances of

actually following that rule. To be fair, that isn‟t actually true. 51 It

means that the spelling is confusing because in english the word and

how to speak are difference (the phonetic differences). There are

four H‟s which are homonyms, homophones, homographs, and

heteronyms.52 Homonyms is the same sound and the same spelling.

Then, Homophones is the same sound with a different spelling.

Homographs is the same spelling and the same sound. Heteronyms is

the same spelling with a different sound.

3. Punctuation

a. Misuse of capitalization

We panic when we write and stick a capital letter on everything.

On the whole if it a specific thing you capitalize it. If it general thing

51
Melony Jacobs, English Grammar Rules & Mistakes: Learn Writing, Speaking,
Literature and Punctuation Rules Complete with 10 Key Skills and Over 200 Common Error
Examples, (All Rights Reserved, 2019) Rule3, p.42
52
Jeremy Harmer, The Practice of English Language Teaching Third Edition, (New
York: Longman, 2001), p. 255-256
 36

you do not capitalize it.53 It means that you can use capitalization on:

the first word of sentence, the names of the days and months, the

name of holy festival, the name of language, the name of

manufacturers, names of specific person, place, or things, pronoun,

religious names and terms, the name of book, film, magazine,

newspaper or piece of music, etc.

b. Misuse of full stop

A period can also be called a “full stop.” After you are done

writing a complete statement or sentence, it should end with a

period.54 It means that full stop is used when we already done to write

a sentence and it will be put in the end of the sentence. Thus, full stop

also used in abbreviation. Do not add another period to a sentence

which already ends with a period. If you have an abbreviation as the

last word in a sentence, an additional period will make the sentence

erroneous. For example, I am the new C.M.D.. this full stop is

incorrect because it is meant to be added after a complete sentence

has been made. It should be I am the new C.M.D.

c. Misuse of commas

A comma is simply a pause in a sentence. It is also used to join

words or sentences together. You should also know that a comma can

sometimes serve the function of the conjunction “and” in a

53
Melony Jacobs, 200 English Grammar Mistakes! a Workbook of Common Grammar
and Punctuation Errors with Examples, Exercises and Solutions So You Never Make Them
Again, (All Rights Reserved, 2019), p.85
54
Ibid, p.154
 37

sentence.55 It means that we can use a comma instead of the

conjunction “and” between two adjectives. For example, Julius

Caesar was a mighty, influential man in his time. So the commas in

this sentence serve the function of the conjunction “and.” Avoid

making comma errors when separating the calendar days, months and

years, and location. Such as My girlfriend and I met on July 15, 1980,

at the train station. Use a comma when you have two or more

independent clauses. Such as He quarreled with his wife before

leaving home, drove to his friend‟s house, and went to the club. Use a

comma when giving more details about someone or something. Such

as John, the beloved, who followed his master everywhere, is in our

midst. Use a comma immediately after words such as therefore, so,

however, moreover, hence, thereafter, etc. when used in sentences.

4. Handwriting

Handwiriting is a means of expressing language. Good writing

include the size, shape, and style of letters, and spacing between words

which marks clear handwriting.56 Handwriting difficulties can be

classified as follows missing space, letters are written incorrectly, style of

letters. Many handwriting problems stem from improper sitting posture,

pencil grip, paper placement, or from insufficient teaching of letter

55
Ibid, p.156
56
Sura Muttlak Nasser. Iraqi EFL Students‟ Difficulties in Writing Composition: an
Experimental Study (University of Baghdad) (International Journal of English Linguistics
Vol.9 No.1, 2019). p. 180
 38

formation.57 Poor handwriting/ writing illegibly such as does not follow

lines on a paper, Writes too small or too large, writes too light or too hard,

Pencil grip incorrect, does not visually track writing, writes letters or

numbers backwards or upside down, mixes capital and lower case letters

inappropriately.58 It means that handwriting is writing done by the

particular way in which someone forms letter with a pen or pencil.

Based on the statements above, it can be said that there are many

students‟ difficulties in writing. The researcher constructs both of theories,

so it can be as follows:

1. Grammar

a. Misuse of tense

Grammar of language is the description of the ways in which

words can change their forms and can be combined into sentences in

that language.59 It means that grammar is the set of structural rule of

how the words are used in sentence and how they change in different

situation. There are six tenses in English: present tense, past tense,

future tense, present perfect tense, past perfect tense, and future

perfect tense. Each of these six tenses occurs within two forms: the

simple form and the progressive form. 60 Misuse of tense may occur

57
Peter Westwood, Learning and Learning Difficulties a Handbook for Teachers,
(University of Hong Kong, 2004), p. 108
58
Aragón Jiménez, An Analysis of the Writing Skill Difficulties of the English
Composition I Students at the Foreign Language Department of the University of El
Salvador, (University of El Salvador 2013), p.10
59
Jeremy Harmer, The Practice of English Language Teaching Third Edition, (New
York: Longman, 2001), p. 255
60
Brandon Royal, The Little Gold Grammar Book Mastering the Rules That Unlock
the Power of Writing, (Maven Publishing, Canada, 2010) p.58
 39

when you use the wrong verb tense. The verb tense tells the reader of

your sentences when the action is taking place, in the past, present or

future. You should be consistent on verb tense unless there are some

reasons to make a switch to a different tense. For example: I buy the

book yesterday. This sentence is wrong because the sentence is past

tense. The verb should be bought.

b. Subject verb agreement

The overarching principle regarding subject-verb agreement is

that singular subjects require singular verbs while plural subjects take

plural verbs. Our objective is to identify the subject in order to

determine whether the verb is singular or plural.61 It means that

singular number is when noun denotes on object. Plural number is a

noun denotes than one object. Singular can be identified by putting

”a” or “an” before noun. when we use singular subject we should use

singular verb. For example She has a beautiful hair. She refers to

singular subject and has refers to singular verb. However when we

use plural, it can be They have a new car. They is plural subject and

have is plural verb.

c. Article

An article serves to identify certain nouns. English has three

articles: a, an, the. The is known as a definite article; a and an are

61
Ibid, p.8
 40

known as indefinite articles.62 They may be used with singular or

plural noun. Each of articles undergoes a change before a word

beginning with vowel sound the changes in pronunciation a changes

in pronunciation and spelling.

d. Word order

Word order is a grammatical signal in all languages, though

some languages, like English, depend more heavily on it than others

do.63 “The man finished the job” and “The job finished the man” are

sharply different in meaning, as are “He died happily” and “Happily

he died.” Word order is the order in which words come in phrase,

clause and sentence.64 It means that word order is arrangement of

words in phrase, clause and sentence. English refers to as a SVO

(Subject, Verb, Object). To create a good sentence in English, Wren

and Martin explained usual order of word in english sentence.65 The

subject usualy comes before the verb. The object usualy comes ofter

the verb. There is a direct and indirect object, the indirect precedes

the direct. Moreover, word order plays the important part in

determining meaning expreesed by the writer because a subject and

an object have the same form (except pronouns). For example “John

likes Maria” does not have same meaning as “Maria likes John.” The

62
Ibid, p.59
63
John Algeo, The Origins and Development of the English Language, Sixth Edition
(Wadsworth Cengage Learning, Boston, USA, 2010), p.4
64
Sara Cushing Weigle, Assesing Writing, USA: Cambridge University Press, 2010),
p. 77
65
P.C. Wren, Ma. and H. Martin, M.A. High School English Grammar New Edition.
Revised by N.D.V. Prasada Rao, (S. Chand:New Delhi, 2000), p.285
 41

subject (person who likes) come before the verb and the object (the

person who receives the action of the verb) comes after the verb.

e. Identifying sentences pattern

A sentence follows a formula, we will call the formula a

sentence pattern.66 It means that sentence pattern is a arrangement of

word based on the correct form or pattern. The first pattern is

subject+(action) verb. This pattern only has two required slots,

subject and verb. For example: Dogs bark. The second pattern is

subject+(action) verb+direct object. Verbs are called transitive verb.

Transitive verb is a verb that is followed by a direct object to receive

an action from the subject. If you do not put the direct object the

meaning will be unclear. For example: Dogs chase cat. The third

pattern is subject+ (linking) verb+subject complement. Linking verb

is like be, seem, become, appers, etc. The subject complemet here can

be nouns, adjectives or adverbs of time or place or prepositional

phrase. The example of the third pattern is Dolphins are mammals.

f. Types of sentences

Types of sentence structure which are simple sentences,

compound sentences, complex sentences, and compound-complex

sentences.67 A simple sentence has one independent clause with one

subject and one verb. A compound sentence combines two or more

66
Amy Benjamin and Joan Berger, Teaching Grammar Really What Works,
Routledge: New York, 2010), p.13
67
Melony Jacobs, English Grammar Rules & Mistakes: Learn Writing, Speaking,
Literature and Punctuation Rules Complete with 10 Key Skills and Over 200 Common Error
Examples, (All Rights Reserved, 2019) Rule 6 p.80
 42

independent clauses to make a complete sentence. A complex

sentence joins one independent clause with at least one dependent

clause. A compound-complex sentence has at least two independent

clauses and at least one dependent clause.

2. Vocabulary

The vocabulary included in students‟ difficulties because the word

has the synonim and antonyms meaning.68 It means that vocabulary refers

to the selection of word that is meaningful and appropriate with the

circumtances. Vocabulary is groups of word that should be learned as

units.69 Vocabulary refers to the selection of words those are suitable with

the content. It begins with the assumption that the writer wants to express

the ideas as clearly and directly as he can.70 It means that vocabulary is the

collection of words that an individual knows and learns and we have to

select it in appropriate context. Thus, it helps us to express our ideas

precisly in communication.

68
Jeremy Harmer, The Practice of English Language Teaching Third Edition, (New
York: Longman, 2001), p. 255-256
69
David Nunan, Practice English Language Teaching (New York:Mc Grown-Hill
Companies Inc 2003) p.131
70
Cristopher Tribble, Language Teaching Writing, (Oxford: Oxford University Press,
1996), p.130-131.
 43

3. Spelling

a. Word spelling

Once you spell a word wrongly, you will either create a new

word and alter the meaning of the word or create a meaningless

word.71 It means that spelling is how to write a word correctly.

Therefore, it is imperative that you pay attention to the spelling of

words. You have to spell words correctly consistently as a good

writer of the English language. It is important that you spell words

correctly to convey the right message. For example, Incorrect:

acceptible Correct: acceptable, Incorrect: absense, absance Correct:

absence.

b. Confusing sound and letter

One of the reason that make spelling is difficult for students of

english is that correspondence between the sound of a word and the

way it is spelt is not always obvious. 72 English has often been called

the language of exception because it can feel as if it has more

exceptions to the rules than instances of actually following that rule.

To be fair, that isn‟t actually true. 73 It means that the spelling is

confusing because in english the word and how to speak are

71
Melony Jacobs, 200 English Grammar Mistakes! a Workbook of Common Grammar
and Punctuation Errors with Examples, Exercises and Solutions So You Never Make Them
Again, (All Rights Reserved, 2019), p.198
72
Jeremy Harmer, The Practice of English Language Teaching Third Edition, (New
York: Longman, 2001), p. 255-256
73
Melony Jacobs, English Grammar Rules & Mistakes: Learn Writing, Speaking,
Literature and Punctuation Rules Complete with 10 Key Skills and Over 200 Common Error
Examples, (All Rights Reserved, 2019) Rule3, p.42
 44

difference (the phonetic differences). There are four H‟s which are

homonyms, homophones, homographs, and heteronyms. 74

Homonyms is the same sound and the same spelling. For example

“Well, now that you are well I can fetch water from the well.” Well at

the beginning of the sentence is an exclamation showing that

something is about to happen. Now that you are well means now that

you are feeling better. Fetch water from the well is a location where

water can be found.

Then, Homophones is the same sound with a different spelling.

For example, “You’re behaving exactly like your brother, naughty

and rude!” You‟re is a contracted version of the two words „you are‟.

Your is a possessive word that means something belongs to you, in

this case, it is your brother.

Homographs is the same spelling and the same sound. For

example, “Your lie has upset me so much, I have to go lie down.” The

first lie means to be deceived by someone and it is a noun. The

second lie means to lay down on the bed, and this is a verb. When

you see these words, you can figure out which one is which by

recognizing which one is the noun and which one is the verb.

Heteronyms is the same spelling with a different sound. For

example, “When I graduate I will become a graduate.”. In this

sentence, the first graduate is a verb meaning when you matriculate

74
Jeremy Harmer, The Practice of English Language Teaching Third Edition, (New
York: Longman, 2001), p. 255-256
 45

from college. The second graduate is a noun meaning you will be a

person with a degree.

4. Punctuation

a. Misuse of capitalization

Punctuation conventions such as the capitalization of names,

months, and the pronoun I, are specific to only or a few language.75

We panic when we write and stick a capital letter on everything. On

the whole if it a specific thing you capitalize it, if it general thing you

do not capitalize it.76 It means that you can use capitalization on: the

first word of sentence, the names of the days and months, the name of

holy festival, the name of language, the name of manufacturers,

names of specific person, place, or things, pronoun, religious names

and terms, the name of book, film, magazine, newspaper or piece of

music, etc.

b. Misuse of full stop

A period can also be called a “full stop.” After you are done

writing a complete statement or sentence, it should end with a

period.77 It means that full stop is used when we already done to write

a sentence and it will be put in the end of the sentence. Thus, full stop

75
Jeremy Harmer, The Practice of English Language Teaching Third Edition, (New
York: Longman, 2001), p. 255-256
76
Melony Jacobs, 200 English Grammar Mistakes! a Workbook of Common Grammar
and Punctuation Errors with Examples, Exercises and Solutions So You Never Make Them
Again, (All Rights Reserved, 2019), p.85
77
Ibid, p.154
 46

also used in abbreviation. Do not add another period to a sentence

which already ends with a period. If you have an abbreviation as the

last word in a sentence, an additional period will make the sentence

erroneous. For example, I am the new C.M.D.. this full stop is

incorrect because it is meant to be added after a complete sentence

has been made. It should be I am the new C.M.D.

c. Misuse of commas

A comma is simply a pause in a sentence. It is also used to join

words or sentences together. You should also know that a comma can

sometimes serve the function of the conjunction “and” in a

sentence.78 It means that we can use a comma instead of the

conjunction “and” between two adjectives. For example, Julius

Caesar was a mighty, influential man in his time. So the commas in

this sentence serve the function of the conjunction “and.” Avoid

making comma errors when separating the calendar days, months and

years, and location. Such as My girlfriend and I met on July 15, 1980,

at the train station. Use a comma when you have two or more

independent clauses. Such as He quarreled with his wife before

leaving home, drove to his friend‟s house, and went to the club. Use a

comma when giving more details about someone or something. Such

as John, the beloved, who followed his master everywhere, is in our

78
Ibid, p.156
 47

midst. Use a comma immediately after words such as therefore, so,

however, moreover, hence, thereafter, etc. when used in sentences.

5. Handwriting

When we learn to write, posture, pencil grip and movement are all

involved and the sequence is put together by the motor cortex in the

cerebral hemispheres concerned with voluntary movements called by

handwriting.79 It means that handwriting is physical and mental, and our

brains have to activate motor skills and thought-processing in order to put

pen to paper and ceate a letter. Moreover, handwriting requires how

students form the letter, sitting posture, pencil grip, paper placement and

should follow the line. Handwriting is personal issue. Students should not

all be axpected to use exactly the same style. 80 Handwiriting is a means of

expressing personality. Good handwriting includes the size, shape, and

style of letters, and spacing between words which marks clear

handwriting. Handwriting difficulties can be classified as follows missing

space, letters are written incorrectly, style of letters. Many handwriting

problems stem from improper sitting posture, pencil grip, paper placement,

or from insufficient teaching of letter formation.81 Poor handwriting/

writing illegibly such as does not follow lines on a paper, writes too small

79
Diane Montgomery, Spelling, Handwriting, and Dyslexia, (New York:Routledge,
2007), p.34
80
Jeremy Harmer, The Practice of English Language Teaching Third Edition, (New
York: Longman, 2001), p. 255
81
Peter Westwood, Learning and Learning Difficulties a Handbook for Teachers,
(University of Hong Kong, 2004), p. 108
 48

or too large, writes too light or too hard, Pencil grip incorrect, does not

visually track writing, writes letters or numbers backwards or upside

down, mixes capital and lower case letters inappropriately. 82 It means that

handwriting is writing done by the particular way in forming letter with a

pen or pencil that includes the size, shape, styles of letter, tricks of

penmanship and whatever gives individuality to the writing that describes

their personality.

Based on both of theories above, the construction becomes grammar

(misuse of tense, subject-verb agreement, article, word order, identifying

sentence pattern, type of sentences), vocabulary, spelling (word spelling,

confusing sound and letter), punctuation (misuse of capitalization, misuse

of full stop, misuse of commas) and handwriting. This research will focus

on all types of students‟ difficulties that have mentioned except,

handwriting. It is because handwriting is very abstract and subjective to

the students.

J. Causes of Students’ Difficulties in Writing Narrative Text

Teaching and learning writing are often found some students who face

difficulty in their writing process. In this case, it can be seen from their

writing achievement or score and also some mistakes in their writing. Alfaki

proposed five causes of students‟ problem in writing as follows:

82
Aragón Jiménez, An Analysis of the Writing Skill Difficulties of the English
Composition I Students at the Foreign Language Department of the University of El
Salvador, (University of El Salvador 2013), p.10
 49

a) The Nature of Writing

Bell and Burnaby cited in Alfaki write the following concerning

the difficulty of writing:83 Writing is a complex cognitive process which

requires the writer to perform control of a number of variables

simultaneously both in the sentence level and beyond the sentences level,

Byrne classifies the writing complexities into psychological,

linguistic and cognitive problems.84 From explanation above, it means

that writing is complex activity in producing a qualified writing which

does not come naturally but rather gained through continuous effort or

process and much practice. The complext activity consists of some stages

as the steps in writing. Thus, students should have knowledge and

understanding about the writing stages.

b) Lack Learners‟ Motivation

Motivation helps learners to improve their interest towards writing.

It also encourages the learner to engage in writing. 85 Davies thinks that

learners will be encouraged to write if writing tasks motivate them and

keep them interested.86 It means that writing tasks can developed rapidly

when students concerns and interest are acknowledged, when they are

given numerous opportunities to write and when they are encouraged to

83
Ibid, p.46
84
Donn Byrne. Teaching Writing Skills. (London: longman Press, 1988), p.4.
85
M.Dhanya and C.Alamelu. Factor Influencing the Acquisition of Writing Skills.
Internationa Journal of Innovative Technology and Exploring Engineering(IJITEE) Vol 8
Issues-7C2 (Blue Intelligence Engineering & Science Publication, 2019). p. 260
86
Devis Lawe. Coherence in Tertiary Students‟ Writing: Write Skill and Reader
Expectation, (University of Westem Australia, 1998),p. 25.
 50

become participants. Moreover learninguachievement in writing can be

determined by the students‟ motivation.

c) Inadequate Time

Hedge states that the idea of time needs to be given attention

because writing activities by nature have different stages which need

ample time.87 Time may also be a key factor in producing a text with full

of control over organization and coherence.88 It means that in writing

process, students need much time in producing and think the idea or

specific topic to write good writing composition.

d) Lack of Practice

Patel and Jain stated that writing is a skill that must be taught and

practiced.89 Devis defined that writing is essentially a creative process and

good writers must learn to communicate their ideas clearly to an unseen

audience.90 It means that writing is not an instant process. Students should

practice continuously to make them easy creating writing composition.

Furthermore, to become a good writer, a student needs to write a lot.

e) Teachers‟ Feedback

Byrne thinks that if teachers are to be truly readers rather than

judges, they should perhaps look not so mcuh at what the learners have

87
T. Hedge. Writing. (Oxford: Oxford University Press, 1988). p.11
88
Ibrahim Mohamed Alfaki. University Students‟ English Writing Problem: Diagnosis
and Remedy International Journal of English Language Teaching Vol.3, No.3, (Nile Valley
University, Atbara, Sudan .2015). p. 47
89
M.F. Patel and Praveen M. Jain. English Language Teaching (Methods, Tools &
Techniques, 2008.p.125.
90
Devis Lawe. Coherence in Tertiary Students‟ Writing: Write Skill and Reader
Expectation, (University of Westem Australia, 1998),p. 25.
 51

failed to achieve but rather at what they actually succeeded in doing. 91 It

means that teacher plays a big role for students‟ development in

understanding the lesson that have learned. Thus, the teacher not only

judges the students failed but also gives support and correction about the

students‟ error with the right way. 92

K. Conceptual Framework

Writing is productive skills which affects in written communication and

it needs good organization to result meaningful sentences. Moreover, writing

is not just write in a paper, or share ideas and publish into paper. It should

have purpose by following the rules in writing, in order to entertain and make

the readers understand about the topic. The students will face some

difficulties in building and developing their imagination. Thus, they should

produce their thought with the rules of how to communicate in written

communication then express it in the meaningfully written form.

There are some text types that students should learn in school. Narrative

is one of text types that should be understood by the students. Thus, narrative

is the text which tell about the story or past event from the beginning until the

end, and it is used to inform, entertain, motivate or to teach the readers.

Narrative has generic structure and language features which should be

understood by the students.

91
Donn Byrne. Teaching Writing Skills. (London: longman Press, 1988), p.29.
92
Ibrahim Mohamed Alfaki, University Students‟ English Writing Problem: Diagnosis
and Remedy International Journal of English Language Teaching Vol.3, No.3, (Nile Valley
University, Atbara, Sudan .2015). p. 46-48
 52

Based on the preliminary research that was conducted in MTs

Mathla‟ul Anwar Rawa Selapan In South Lampung by interviewing an

English teacher. She said that the students sometimes still feel difficult in

distinguishing the correct tenses in writing narrative and composing sentences

correctly. Thus, the frequency in practicing writing is not enough and

students‟ writing score is also still low, because many students still got score

under criteria of minimum mastery (KKM), so this research analyzed the

difficulties that faced by students and its causes. The students must take into

account many types at the time of writing narrative text such as: grammar,

spelling, punctuation, vocabulary, and the causes of students‟ difficulties such

as the nature of writing, less learner motivation, inadequate time, lack of

practice, and teacher‟s feedback. The students might face difficulties when

forming the letters or when connecting their mind to writing, thus to create

adequate compositions students must take into account every single detail.
 CHAPTER III

RESEARCH METHODOLOGY

A. Research Design

In this research, a descriptive qualitative research was used. Qualitative

research is especially important in the behavioural sciences where the aim is

to discover the underlying motives of human behaviour. Through such

research we can analyse the various factors which motivate people to behave

in a particular manner or which make people like or dislike a particular

thing.1 In other words, qualitative research serves the data in descriptive form

not in numerical form. Descriptive method is used when the researcher wants

to describe the condition and situation of something specifically. 2 It means in

the main characteristic of this method is that the variables have not been

controlled over, and this research only report what has happened or what is

happening. By this qualitative research, the aspect of students‟ writing

difficulties at the second semester of the eight grade of MTs Mathla‟ul Anwar

Rawa Selapan in South Lampung in the Academic Year of 2020/2021 tried to

analyze.

1
C.R. Kothari, Research Methodology, Methode & Techniques, (New
Delhi:Daryagani, 1990), p.2-3.
2
Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, (Jakarta: Rineka
Cipta, 2013), p. 3.

53
 54

B. Research Subject

The subject of this research was the students at the second semester of

the eight grade of MTs Mathla‟ul Anwar Rawa Selapan in South Lampung in

Academic Year of 2020/2021.

Based on the consultation with the English teacher, C class was chosen

as the subject of this research because many students got score under KKM.

C. Sampling Technique

This research used purposive sampling to obtain the sample. Cresswell

said that purposive sampling technique is selected individuals and sites for

study because they can purposefully inform and understanding of the research

problem and control phenomenon in this study. 3 In addition, Arikunto stated

that purposive sampling is the process selecting sample by taking subject that

is taken by the specific purpose.4 This means that every subject taken from

the population is chosen deliberately based on the specific goals and

considerations. Moreover, this research determines the sample which students

who got low score. It can be seen in table 1 in chapter I (page 4) that C class

is proper to conduct this research because many students got score under

KKM.

3
John W. Cresswell. Qualitative Inquiry Research Design Choosing Among Five
Approaches, (London: SAGE Publications, 2007), p.125
4
Suharsimi Arikunto. Prosedur Penelitian Suatu Pendekatan Praktik, (Jakarta: Rineka
Cipta, 2013), .183
 55

D. Data Collecting Technique

In this research, there were some steps conducted with intention of

gaining the data from the beginning until the end of the teaching learning

process. Therefore, in this research, the interview, questionnaire, and

documentation were conducted to get the data for this research. The steps

were as follows:

1. Interview

In this step interview was done to the teacher. Interview is a

conversation between two people (The interviewer and interviewed)

where questions asked by the interviewer to obtain information from

interview.5 This research used interview to get the data from the teacher

about the difficulties faced by the students.

2. Questionnaire

The students were given the questionnaire. Questionnaire prints from

the data including questions or statements to which the subject are

expected to respond.6 In this research, questionnaire was given in order to

know the further opinions and the aspect that may influence the students

in writing Narrative Text and to confirm the answer given by their

teacher. From collecting data through questionnare, students‟ difficulties

and the causes of students‟ difficulties in writing Narrative Text will be

found out.

5
Sugiyono, Metode Penelitian Kuantitatif Kualitatif dan R&D, (Bandung: Alfabeta,
2011), p. 137.
6
Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik... p. 226.
 56

3. Documentation

Documents represent a good source for text (word) data for a

qualitative study. They provide the advantage of being in the language

and words of the participants, who have usually given thoughtful attention

to them.7 They are also ready for analysis whitout the necessary

transcription that is required with observational or interview data.

In this research, documentation was the students‟ worksheet in

writing narrative text that taken for knowing the further result of the

students‟ difficulties in writing narrative text.

E. Research Instrument

These are the fact finding strategies. They are tools for data collecting,

include interview, questionnaire and documentation. Essentially the

researcher must insure that the instrument chosen is valid and reliable.

Research instrument is tool of facilities which uses by the researcher in

collecting data in order to make the research easier and get better result, in the

meaning more complete and systematic so it would easy analyze. 8

It means to collect the data, some instruments are needed. This research

used interview, questionnaire and documentation that were needed to collect

the data about students‟ difficulties in writing Narrative Text.

7
Ibid, p. 201.
8
Ibid, p. 160.
 57

1. Interview

Interview is a conversation between two people (The interviewer and

interviewed) where questions asked by the interviewer to obtain

information from interview.9 Interview is used as data collecting

technique to find some students‟ difficulties. In addition, the purpose of

this interview is to get more data related to this research. In depth

interview is useful when you want detailed information about person‟s

thoughts and behaviours or want to explore new issues. 10 Types of

interviews often used:

a. Structured Interview

Structured qualitative interviews are similar to job interviews.

The natures of questions asked by the researcher are very short, and

the subjects are expected to respond in similar fashion, with short and

straightforward answers.

b. Semi-Structured Interview

This type of interview also an outline of topics and questions

prepared by the researcher. However, unlike the structured, semi-

structured interviews have no rigid adherence. Their implementation

is dependent on how the interviewee response the question or topics

laid across by the reseacher. The response of the subject gives the

9
Sugiyono, Metode Penelitian Kuantitatif Kualitatif dan R&D, (Bandung: Alfabeta,
2011), p. 137.
10
Carolyn Boyce. Conducting in-Dept Interviews: A Guide for Designing in-Depth
Interview for Evaluation Input. (Pathfinder International, 2006). p.3
 58

researcher the flexibility to pose more enhanced questions than the

initially drafted ones.

c. Unstructured Interview

This form of interviews needs to be conceptualized as the

narrative interview. Althought through different conceptualization,

point out that the narrative mode of question is a type of unstructured

interview. Significantly, unstructured interviews are controlled

conversations that bend toward the interests of the rsearcher.

d. Focus Groups

Focus groups are mainly data collection methods which use

semi-structured group interviews to collect the data. These groups are

usually supervised by a group leader. The methods of data collection

in focus groups may vary in design.11

From the explanation above, this research used semi-structured

interview, because the the researcher asks to the interviewee by using a

number of predetermined questions but interviewee is given freedom to

answer that questions, in other hand the interwiewee not only say yes or

no but give free expalnation to answer. Here an interview was given to

teacher.

11
Essa Adhabi & Christina Blash Anozie. Literature Review for the Type of Interview
in Qualitative Research.International Journal of Education Vol.9 No.3 (Jazan University:
Saudi Arabia, 2017).
 59

Table 2
Specification of Interview of the Teacher
Components of Number of Total
No. Indicator
Interview Question Item
To know students‟ Students‟ difficulties in 13
1. difficulties in writing writing narrative text 1,2,3,4,5,6,
narrative text 7,8,9,10,11,12,13
To know the causes of Causes of students‟ 5
2. students‟ difficulties in difficulties in writing 14,15,16,17,18
writing narrative text narrative text
Total Item 18

2. Questionnaire

A survey or questionnaire is the main tool or instrument used to

collect the data in descriptive survey research study. 12 Creswell states in

qualitative survey interview, an interview asked open-ended questions

without response options and listens to and records the comments of the

interview.13

The questionnaire was used to validate interview and documentation

result and to get the detail information of students about students‟

difficulties and the causes of students‟ difficulties in writing Narrative

Text.

Table 3
Specification of Questionnaire of Students
Number
Components of Total
No. Indicator of
Questionnaire Item
Question
1. To know students‟ The students are able to
difficulties in writing identify grammar, such as:
13
narrative text Misuse of tense 1
Subject-verb agreement 2,3

12
Marguerite Lodico, Methods in Educational Research, (USA: Wiley Imprint, 2010),
p. 122.
13
Jhon W. Cresswell, Educational Research (Fourth Edition), (Jersey: Prentice Hall,
2005), p. 382.
 60

Article 4
Word order 5
Identifying sentence patterns 6
Types of sentence 7
The students are able to
use the appropriate 8
vocabulary
The students are able in
using the correct spelling,
such as:
Word spelling 9
Confusing sound and letter 10
The students are able in
choosing the correct
punctuation, such as:
Misuse of capitalization 11
Misuse of full stop 12
Misuse of commas 13
2. To know the causes of The causes of students 5
students‟ difficulties in difficulties in writing will
writing narrative text be found as like:
a. Nature of writing 14
b. Less learners‟
15
motivation
c. Inadequate time 16
d. Lack of practice 17
e. Teachers‟ Feedback 18

Total 18

3. Documentation

Documents represent a good source for text (word) data for a

qualitative study. They provide the advantage of being in the language

and words the participants, who have usually given thoughtful attention to
 61

them.14 They are also ready for analysis without the necessary

transcription that is required with observational or interview data.

In this research, documentation was students‟ worksheets in writing

narrative text that taken for knowing the further result of students‟

difficulties in writing narrative text and for confirming the answer given

by the teacher and students. From collecting data through documentation,

the students‟ difficulties in writing narrative text will be found out.

F. Research Procedures

1. Determining the subject of the research

The class and subject of the research were chosen.

2. Interview the teacher

The teacher was interviewed by using semi-structure interview types to

know her opinion referring to the students‟ difficulties in writing narrative

text.

3. Asked students to write narrative text

The students were asked to write narrative text as a document of the

research.

4. Give questionnaire to the students

The questionnaire was given to the students to find students‟ difficulties

and its causes in writing narrative text.

14
Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik... p. 201.
 62

5. Making report findings

Analyzing the data and making the report after getting the data of the

research by using data condensation (selected the data derived from

interview of the teacher, questionnaire of the students and documentation

test), data display (extended piece of text or diagram, graph, chart or table

that provides a new way of arranging thinking about the more textually

embedded data) and conclusion drawing or verification (the researcher

draw the conclusion and verifyes the answer of research questions that are

done in displaying the data by comparing the interview, questionnaire and

documentation.

G. Trustworthiness of the Data

Basic principle of realibility is consistency, qualitative research is also

always tried to keep the data collected remains consistent. As validity is

researcher always tries to keep the data must be authentic, life overview of

research subjects in an honest and balance.15 The method that is commonly

used to improve the reliability and validity in qualitative research is

triangulation, triangulation as a merger of two or more methods in collecting

the data. Usefulness of triangulation is to enrich the data and or to make more

accurate conclusion, there are several kinds of triangulation by Setiyadi as

follow:

15
Ag. Bambang Setiyadi, Metode Penelitian Untuk Penelitian Bahasa Asing... p. 30-
31.
 63

1. Time triangulation

a) Cross-sectional triangulation is the data collection implemented in the

same time to different groups.

b) Longitudinal triangulation is the data collected from the same group

at the different times.

2. Place triangulation

Place triangulation for more accurate data collection in order to be able to

use different places for similar data.

3. Theory triangulation

The data are collected based on the different theories.

4. Method triangulation

The different methods are used for collecting similar data.

5. Researcher triangulation

Collecting data for the same or similar can be done by several

researchers.16

For the more, the data have to be checked for their sturdiness and

confirm ability. The validation of the data was checked by using triangulation

strategy. Triangulation is a method for verifying or confirming findings by

using multiple sources and modes of evidence.17 The researcher examines

multiple sources such as interview responses and questionnaire as many times

as necessary to obtain the valid findings of this study.

16
Ibid, p. 31-32
17
Matthew B. Miles and A. Michael Huberman, Qualitative Data Analysis, (Thousand
Oaks: Sage Publications, 1994), p. 267.
 64

Based on the statement above, this research use method triangulation.

The uses of triangulation are to enrich the data and to make more accurate

conclusion. Thus, in qualitative research the triangulation is important

because if this research wants to get conclusion, this research should have

strong data.

H. Data Analysis

Data analysis is the process of organizing the data in order to obtain

regularity of pattern of form of the research. There were three major phases of

data nanlysis. Data condensation, data display, and conclusion drawing or

verification.18 These were clear explanation about data analysis process of

this research.

1. Data condensation

Data condensation is a form of analysis that sharpens, sorts,

focuses, discards, and organizes data in such a way that “final”

conclusions can be drawn and verified. Data condensation refers to the

process of selecting, focusing, simplifying, abstracting, and/or

transforming the data that appear in the full corpus (body) of written-up

field notes, interview transcripts, documents, and other empirical

materials.19

18
Matthew B. Miles, A. Michael Huberman, Johnny Saldana. Qualitative Data
Analysis: A Methods Sourcebook, Arizona State University, Third Edition (United State of
America, 2014), p. 31.
19
Ibid, p. 32.
 65

By data condensation, we do not neccessarily mean quantification.

Qualitative data can be transformed in many ways: through selection,

through summary or paraphrase, through being subsumed in a larger

pattern, and so on. Occasionally, it may be helpful to convert the data into

magnitudes (e.g., the analyst decides that the program being looked at has

a high or low degree of effectiveness), but this is not always necessary.

This case, the data that contain of written-up field notes, interview

transcripts, documents to the students will be selected. Then, this

summary analyzes to see the important information, group the data, and

selected the data which are need and arrange the data to the proper format,

so it can be give meaningful result and conclusion.

2. Data Display

Data display is the second component or level in Miles and

Huberman model of qualitative data analysis. A display can be an

extended piece of text or a diagram, graph, chart, table or matrix that

provides a new way of arranging thinking about the more textually

embedded data. At tha display stage, additional, higher order categories or

themes may emerge from the data that goes beyond those first discovered

during the initial process of data reduction.20

Designing displays deciding on the rows and columns of a matrix for

qualitative data and deciding which data, in which form, should be

20
Ibid, p.32.
 66

entered in the cell are analytic activities. In addition that designing

displays also has clear data condensation implications.

a. Documentation

In this research the documentation is students‟ worksheets in

writing narrative text. In analyzing the data this research uses types

of students‟ difficulties (grammar, vocabulary, spelling and

punctuation) in order to know the students‟ difficulties in writing

narrative text. This research analyzes the students‟ worksheets in

writing narrative text based on types above and calculated the

students‟ difficulties in writing narrative text. The steps of data

analysis is as follows:21

1) Students‟ worksheets in writing narrative text is collected as

documents.

2) The data is assessed. To make validity of data analysis the

researcher joins with english teacher to analyze the data.

Thus, the data analyzes by researcher as the first rater and

the english teacher as the second rater.

3) Tabulation. The score of students‟ writing will be as

tabulation. The researcher finds out average of each score

from rater 1 and rater 2 after getting the score from each

types of students‟ difficulties in writing narrative text.

21
Anas Sudijono. Pengantar Statistik Pendidikan, (Jakarta: Rajawali Press, 2010),
P.76
 67

Based on the explanation above, the result of the data will

produce as table below:

Table 4
The Types of Students’ Difficulties in Writing Narrative Text
Analyzer 1
No Students Grammar Spelling Punctuation
Vocabulary
MT SV A WO SP TS WS CSL MC MFS MC

Total

Analyzer 2
No Students Grammar Spelling Punctuation
Vocabulary
MT SV A WO SP TS WS CSL MC MFS MC

Total
Note:

Analyzer 1: The Researcher

Analyzer 2: The English Teacher

MT: Misuse of Tense WS: Word Spelling

SV: Subject-Verb Agreement CSL: Confusing Sound and Letter

A: Article MC: Misuse of Capitalization

WO: Word Order MFS: Misuse of Full Stop

SP: Identifying Sentence Patterns MC: Misuse of Commas

TS: Types of Sentence

 68

In this research, the formula of average is used to find the average

of first rater and second rater as follows:22

MX= Mean or Average

X1= Score from Rater 1
X2= Score from Rater 2
N= Number of Rater

The researcher find the percentage after calculated the student

score. The formula of percentage is used as follows:23

P= Percentage of Students‟ Difficulties

F= Frequency
N= Number of Difficulties

By using formula above, the total score of students is calculated

for each types of students‟ difficulties in writing. After getting the

score of each types, it can be displayed chart based on the result of

data from students‟ worksheets in writing narrative text.

b. Interview

In this step, the teacher is interviewed in order to get information

about students‟ difficulties and causes in writing narrative text from

the teacher.

22
Ibid, p.76
23
Ibid,p.43
 69

c. Questionnaire

Questionnaire is used to validate interview and documentation

result and to get the detail information of students about students‟

difficulties and the causes of students‟ difficulties in writing

Narrative Text.

3. Conclusion Drawing or Verification

Conclusion drawing involves stepping back to consider what

analyzed data mean and to assess their implication for the research

question. In this phase, the writer draws meaning from the data in a

display. Verification is linked to conclusion drawing, entails revising the

data as many times as a necessary to cross-check verifies these emergent

conclusion. Verification refers to the process which is able to explain the

answer of research questions and research objectives.24

In this step, it can be concluded that there are three steps in reporting

the result of a qualitative research. First, it is data condensation. It is to

find out the key points of the research. Second, after got the key points of

the research, it describes in the form narrative to be meaningful and easier

understood. The last is conclusion drawing. In this step, a conclusion is

made after analyzing all of the data.

24
Ibid, p. 32.
 70

Figure 1
Data Analysis by Miles and Huberman

Data Data Display

Analysis

Data
Reduction

Drawing Conclusion
and Verification
 CHAPTER IV

RESEARCH FINDING AND DISCUSSION

A. Data Analysis

After the data had been collected from the sample of the research, the

data was going to be described. In this research, the data obtained was

through three methods. Documentation, interview and questionnaire were

used in collecting the data. There were three main data analyzes, namely data

condensation, data display and conclusion drawing or verification. It means

that there were several steps that must be passed in data analysis.

1. Data Condensation

Data condensation was done in the first step. It refered to the process

of selecting, focusing, simplifying, abstracting, and transforming data that

appear in the field notes. Then to categorize the result of the data, it could

be selected from the main and important data. This research used

documentation, interview and questionnaire in data collection.

Documentation was a students‟ worksheet that used to obtain information

about students‟ difficulties in writing narrative text. Then, interview and

questionnaire used to get information about students‟ difficulties and its

causes from the teacher and the students.

a. Documentation

Documentation was students‟ worksheets of writing narrative

text. This research used types of difficulties such as grammar (misuse

of tense, subject-verb agreement, article, word order, sentence

71
 72

pattern, types of seentence), vocabulary, spelling (word spelling,

confusing sound and letter), punctuation (misuse capitaization, full

stop, comma) in analyzing the data. This research analyzed them in

order to know what students‟ difficulties occured in students‟ writing

narrative text.

b. Interview

In this research, interview was given to the teacher in order to get

information about students‟ difficulties and its causes in writing

narrative text. This interview consisted of 18 questions. Question

number 1-13 is about students‟ difficulties in writing narrative text.

Next, the question number 14-18 is about the causes of students

difficulties in writing narrative text.

c. Questionnaire

Questionnaire was used to validate interview and documentation

result and to get the detail information of students about students‟

difficulties and its causes in writing narrative text. The questionnaire

was given to 35 students of eight grade C class of MTs Mathla‟ul

Anwar Rawa Selapan. Furthermore, this questionnaire consisted of

eighteen questions, question number 1-7 related to grammar wiht the

specification number 1 is about misuse of tense, number 2 and 3 are

about subject-verb agreement, number 4 is about article, number 5 is

about word order, number 6 is about sentence pattern, number 7 is

about types of sentences Next, question number 8 related to the

 73

vocabulary. Question 9 and 10 about spelling (word spelling and

confusing sound and letter). Then question 11, 12 and 13 related to

punctuation (misuse of capitalization, fullstop and commas). For

question 14-18 related the causes of students‟ difficulties in writing

narrative text.

2. Data Display

Data display was the second step in analyzing qualitative data in the

form of piece of text diagrams, graphs, tables or matrices and provides a

way to organize thoughts about data textually. The data was analyzed in

the condensation data and displayed it in tabular form. The results of the

analysis were based on the the results of the instrument data.

a. Documentation

Documentation in this research was analyzed from students‟

worksheet in writing narrative text which gotten from English

teacher. The results of the analysis of students‟ worksheet were

analyzed by the researcher and the teacher which showed in the

following table:

Table 5
The Students’ Difficulties in Writing Narrative Text

Types of
A1 A2 Average Discussion
Difficulties
Grammar
After the researcher and
the teacher conducted
analyzing to the students‟
Misuse of tense 148 150 149 worksheet, the researcher
and teacher agreed that the
 74

students had difficulties in

using the right tense in
making sentences when
writing narrative text.
There were 148 mistakes
that happened according to
the researcher and 150
according to the teacher
with the average 149.
The students did not put
the appropriate subject-
Subject-Verb 51 55 53 verb agreement and
Agreement confused to distinguish
singular and plural. The
researcher found 51 and
the teacher found 55
difficulty in determining
subject-verb agreement.
After calculating, the
average is 53.
In this difficulty the
researcher and the teacher
agreed that students
Article 98 95 96.5 confused which one they
had to use a/an and the in
writing narrative text. The
researcher found 98 and
the teacher found 95
difficulty in determining
the correct article. The
average is 96.5.
In this part the students
still got difficulty in
writing the righ word
order in writing narrative
Word Order 22 27 24.5 text. There were 22
wrong word order that
happened according to the
researcher and 27
according to the teacher
with the average 24.5.
In this part, students often
made uncomplete
Identifying 42 46 44 sentences, they still got
Sentences Patterns difficulty in identifying the
sentence, is it correct or
 75

not. The researcher found

42 case and the teacher
found 46. The average is
44.
The researcher and the
teacher agreed that
students confused in
Types of Sentences 42 46 44 making a sentence. They
also often combined two
clauses in one sentence
without conjunction.
There were 42 according
the researcher and 46
according to the teacher
with average 44.
The researcher and the
teacher agreed that
studnents did not have
Vocabulary 144 149 146.5 enough vocabulary in
writing narrative text
because we found that they
used inappropriate
vocabulary even they write
Indonesian when they did
not know the vocabulary.
It was found 144 by the
researcher and 149 by the
teacher with average
146.5.
Spelling
In word spelling, the
students were less
Word Spelling 68 72 70 understanding to write the
right spelling word to
word. In this difficulty the
researcher found 68 and
the teacher found 72 with
average 70.

Sometimes students still

confused to write the
correct word, they wrote
Confusing Sound
16 21 18.5 same as how they spoke it.
and Letter
the researcher found 16
and the teacher found 21.
The average is 18.5.
 76

Punctuation

Students often made

Misuse of 87 75 81 mistake in capitalization.
Capitalization They did not use capital
letter after (.) a period.
After analyzing the data
the researcher found 87
and the teacher found 75
with the average 81.
Students did not put (.) a
period when they done
writing a sentence. The
Misuse of Full Stop 73 77 75 researcher found 73 and
the teacher found 77.
After calculating he
average is 75.
In misuse of commas,
students did not put
comma between two
Misuse of Commas 70 62 66 clauses and when they
use coordinate conjuction.
It was found 70 by the
researcher and 62 by the
teacher. Afer calculating
the average is 66.
Total 868

The data above is a summary of the analysis results of analyzer

1 and analyzer 2. The complete data can be seen in appendix of this

research. The table above presents the students‟ difficulties in writing

narrative text. To know each percentage of each item, it used formula

as follow:
 77

P= Percentage of Students‟ Difficulties

F= Frequency

N= Number of Difficulties

1) Misuse of tense

From the table above, the percentage of difficulty in using

the correct tenses was 17.1%. In determining the percentage, it

was calculated with the following formula:

17,1%

The data above pointed out the difficulty in misuse of tense

was 17.1%. The students had difficulties in using the right tenses

in making sentences when writing narrative text.for example:

The Proud Elephant

in a forest there lived a herd of elephants. They live near

the river. one of the elephants is arrogant and some are very

kind. The proud elephant never helps other elephants. He also

loved to mock his friends. He is arrogant because of his long

trunk. The long trunk is longer than other elephants.

The example above was one of the difficulty in misuse of

tense. The underlined sentence used inappropriate tenses that

 78

mentioned in language features of narrative text.

2) Subject-verb Agreement

The percentage of students‟ difficulties in subject-verb

agreement obtained 6.1%. The ways determined percentage as

follow:

6.1%

From the calculation above presented 6.1% of difficulty in

subject-verb agreement. The students did not put the appropriate

subject-verb agreement and confused to distinguish singular and

plural.

The mouse deer and the mouse

One day there was mouse who was white he was walking

for food. after walking for a long time he mat a snake. the snake

opprached the mouse. The mice was confused to find a way

out.

Fortunately, a mouse deer pessed In Front of them Rats

also asked for help from mouse deer agar mouse free of snakes,

But the efforts of the mouse deer to help the mice failed rats

were eatin by greedy snakes.

 79

The text above, the underlined word, showed the difficulty

in determining subject verb agreement.

3) Article

From the results of analysis of the students‟ answer sheet, it

was gotten that the percentage of difficulty in determining article

was 11.1%. It was calculated by using formula:

11.1%

The data above presented the difficulty in article was

11.1%. The students confused which one they have to use a/an

and the in writing narrative text, for example:

Ant and butterfly

One day there was ant who was very happy wakling

around the forest. There also lived an cocoan very quiet

because her lived hung on a tree. One day an ant was walk in the

forest he saw an cocoan hanging. on the three. He also

mocked the cocoan. some time passed the ant look for food in

the forest and he almosts drown because taking food.

Fortunately, there was an butterfly who saved him and the

 80

butterfly said, “I were the cocoan that you despise at that time.”

The underlined word above showed the difficulty in

determining article.

4) Word order

The percentage of the difficulty in determining word order

was 3%, while the way in calculating was as follow:

3%

The calculation above presented 3% the difficulty in

determining word order. The students still difficult to write the

righ word order in writing narrative text, for example:

Siput

One hot day, clear there one siput moderate sought fod on

that day ssiput moderate relax in under three and she finally

memutuskan walking around siput word, “who this one do not

mengenalku cliver yang banyak akal.” Siput was in a big trouble

because she could not Swim, word si siput. Siput soon drank

climinate rasa hausnya, witthout siput sadari evidently, siput

tertidur under tree big.

 81

The underlined words in the text above were the students‟

difficulty in determining right word order.

5) Sentence Patterns

The percentage of students‟ difficulty in making the right

sentence patterns obtained 5%. The ways determined percentage

as follow:

5%

The calculation above presented 5% students‟ difficulty in

making the right sentence patterns. The students often make

uncomplete sentences, they still difficult to identify the sentence

correct or not, for example:

The mouse deer and the Elephant

one day, there is mouse deer. he is trap in the hole tat

made by hunter. mouse deer scream ask help and no one hear

him. Tomorow Elephant come but he don‟t know how to help.

And mouse deer ask elephant to come to the hole Finally the

mouse deer can go out From the hole. and elephant is trap in

the hole.
 82

The text above was one of the example of students‟

difficulty in making the correct sentence patterns that marked by

underlying.

6) Types of Sentences

The percentage of the difficulty in varying sentences was

5%, while the way in calculating was as follow:

5%

The data above presented the difficulty in varying sentences

was 5%. The students confused in making a sentence. They also

often combine two clauses in one sentence without conjunction,

for example:

The Rabbit and The Turtle

One Day a rabbits was boasting about how faster he can

run. He is laughing at the turtle for being so slow. Rabbit schock

because turtle challenged him to contest. Rabbit thing this is joke

and receive the challenge. Fox will be upare.

When the contest begin, rabbit run faster then turtle. In the

middle the rabbit feel tired and tak a rest under the tree he

sleep. The turtle run, he never quite no matter how hot and
 83

how tired. And the turtle to be win and rabbit still slepping.

The text above was one of the example of students‟

difficulty in varying sentences that marked by underlying.

7) Vocabulary

From the data above, it was gotten the percentage of

difficulty in using the right vocabulary. It was calculated with the

following formula:

17%

From the calculation above, it showed 17% of students‟

difficulty in using the appropriate vocabulary. The students did

not have enough vocabulary in writing narrative text. They used

inappropriate vocabulary even they write Indonesian when they

did not know the vocabulary, for example:

butterfly which conceited

on one day to be e butterfly which name pupi,, Pupi

was butterfly which very beautiful. Pupi as to follow competition

butterfly which very beautyful. after that pupi all with very good
 84

from to nurse winged to wake clean and so on. Pupi wish

winged friend on moment that pupi enumerate friend case

winged which fine that and friend also admire winge pupi,

pupi also word on friend “do not winged which beautiful

well” later wing dirty, word pupi. and friend pupi also

competition that as ocean in ready and pupi too lete in the

morning to sleep. Atlength also pupi terlambat to competition

that and pupi tergesa-gesa fly very fast and stiff and pupi

mengalami kecelakaan. Atlength winged pupi torn and no

beautiful yet. And atlength also pupi to be abel to conceited

pupi.

The text above was one of the example of students‟ difficulty

in using the appropriate vocabulary that marked by underlying.

8) Spelling

From the results of analysis of the students‟ answer sheet, it

was gotten that the percentage of difficulty in spelling was 8.1%.

It was calculated by using formula:

8.1%
 85

The data above presented the difficulty in spelling was

8.1%. The students difficult to write the right spelling word to

word, for example:

A proud monkey and a rabbit and a kind giraffe and

elephant

One day a monkey was looking for fruit. after climbing a

tree, he arrived to get fresh fruit. To reach the tree, he had to

climb a tree. when he was climbing he fell and he was injured.

The monkey was in pain and he asked for help when the monkey

shouted for help there was a rabbit let tht monkey in pain. And

the he went to let the monkey. And after some time tht monkey

was helped by elephants and giraffes. At that the monkey was not

in pain. And the monkey thanked to the elephant and the giraffe

The underlined words in the text above were the students‟

difficulty in writing the correct spelling.

9) Confusing Sound and letter

The percentage of students‟ difficulty in confusing sound

and letter obtained 2.1%. The ways determined percentage as

follow:
 86

2.1%

The data above pointed out the difficulty in article was

2.1%. The students still confused to write the correct word, they

write same as how they spoke it, for example:

Three fish

One day lived three fish in a pond. One ivening some

fishermen pessed by the pond and see the fish. Fishermen will

catch the fishes in apond morning tomorrow with use net. When

the oldest fish know about it he felt nervous. He call the other

fish together. he give know that the fisherman will catch them.

Two fish agree to left the pond. Three fish did not want to go and

he laugh because he arrogant. He hope lucky will make him safe.

In the morning fishermen came and catch the three fish in a

pond.

The underlined words in the text above were the students‟

difficulty in confusing sound and letter.

10) Misuse of Capital

From the data above, it was gotten the percentage of

difficulty in using capital. It was calculated with the following

formula:
 87

9.3%

From the calculation above, it showed 9.3% of students‟

difficulty in using capital. They did not use capital letter in the

right place and after (.) a period, for example:

The mouse and the frog

one day There is the mouse that make a friend with a frog.

one day the frog say to mouse “let‟s tie our self together with

rope so we can not a part. and the mouse is a gree. when they

are in the land it is good. But when they arives in the small pool

it be tragic for the mouse. and in the and the frog still swimming

and dragging the mouse with him. Finally the mouse drawn and

float in the pool.

The text above was one of the example of students‟

difficulty in using capital letter that marked by underlying.

11) Misuse of full stop

The percentage of students‟ difficulty in placing a full stop

obtained 8.6%. The ways determined percentage as follow:

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8.6%

The data above showed the difficulty in placing a full stop

was 8.6%. The students did not put a period (.) when they done

writing a sentence, for example:

Destiny cat

one day there was seekor cat(.) She kitty(.) kitty colour

yellow(.) She like playing(.) she to have family there was

mother and brother. Father kitty finished isdet two year ago(.)

Kitty child yatim.

One day kitty go searching food for her mother and

brother reason mother moderate sick and brother masih

kecil(.) therefore kitty she searching food. she go to village

namely cianjur village. She menemukan sebuah home kecil in

that village. she enter kedalamnya and there were some

food(.) she mengambil that food and pemilik rumah come and

see kitty mengambil fish. Lalu pemilik rumah memukul si kitty

and si kitty feel pain. Kitty memutuskan for go reason kitty fail

searching food for her brother and mother.

The underlined sentences in the ext above were the

students‟ difficulty in placing a full stop.

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12) Misuse of commas

From the results of analysis of the students‟ answer sheet, it

was gotten that the percentage of difficulty in placing commas

was 7.6%. The ways calculated the percentage as follow:

7.6%

From the calculation above, it showed 7.6% of students‟

difficulty in placing commas. The students did not put comma

between two clauses and when they use coordinate conjuction

and after temporal conjuction, for example:

Crocodile winning

One day there was a crocodile playing with his friends. He

and friends are seady to play as soon as he can. then (,) the

crocodile and his entourage played comfortably. A few

moment later (,) this crocodile lost continuously in each of these

games and then he thought he wanted to cheat on this game and

his friends. Moments later (,) he cofessed that he had cheated

in this game.

The text above was one of the example of students‟

difficulty in using the appropriate vocabulary that marked by

underlying.
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Students' Difficulties in Writing Narrative Text

Students' Difficulties
17,1% 16,1% 17%

11,1%
9,3% 8,6%
8,1% 7,6%
5% 5%
3% 2,1%

b. Interview

Interview was conducted to find out what are students‟ difficulties

in writing narrative text of the english teacher. The data that was

gotten as follow:

Table 6
Interview Report

No. Question Answer

1. Do your students have difficulty in Yes, most of them still find the
using the appropriate verbs and difficulties on verbs and tenses.
tenses when writing narrative text?
2. Do your students have difficulty Yes, some of them still confuse
in determining subject and verb to determine subject and verb.
in writing narrative text?
3. Do your students have difficulty No, because they know to
in distinguishing between distinguish them between
singular and plural word form? singular and plural.
4. Do your students have difficulty Yes, most of them still have
in determining the use of a/an difficulties and still confuse
and the (article) in writing which one they have to use a/an
narrative text? and the in writing narrative text.
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5. Do your students have difficulty I think some of them still find

in determining the right word difficulties but some of them can
order in writing narrative text? determine the right word order in
making sentences.
6. Do your students have difficulty Yes, they still have difficulties,
in making complete sentences sometimes they make the
when writing narrative text? sentence but uncomplete for
example just like subject and
verb, there is no object.
7. Do your students have difficulty I think yes because some of them
in varying sentences in writing still stuck to improve their
narrative text? writing, like just simple
sentences, they stuck to think
more to improve their writing.
8. Do your students have enough I think no just some students
vocabulary to enrich in writing have enough vocabulary because
narrative text? of when I check to them 1, 2, 3,
or 5 students, they can tell their
vocabularies.
9. Do your students have difficulty I think no, because the students
in writing the correct spelling can spell it when they write
when writing narrative text? narrative text.
10. Do your students often confuse They can spell it well. If the
what word and its spelling can be sound yes most of them can spell
used in writing narrative text? it but some of them still confuse.
11. Do your students have difficulty No, they do not have difficulties
in using upper and lowercase on it because they can use upper
letters when writing narrative and lowercase letters but
text? sometimes they forget about it
when writing narrative text.
12. Do your students have difficulty Yes, some of them still confuse
in placing a period (.) when where and when to place a period
writing narrative text? on their sentences in writing.
13. Do your students have difficulty Yes, it similar when place a
in placing comma (,) when period, on this placing comma
writing narrative text? they confuse to place it.
14. Does lack of knowledge in Yes of course, because of when
writing make it difficult for they have to write narrative they
students to write narrative text? need more knowledge especially
to improve their verb their tenses
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on their writing. For the material

they just understand about the
point of the material but for the
detail material they still confuse
or they still miss the part.
15. Do you often provide motivation Yes of course, because of the
in teaching and learning process students very needed to be
of narrative text? motivated in teaching learning
process, if they write by
themselves they will stuck,
confuse and let it go.
16. Can your students complete the No, most of them still need much
task of writing narrative text time to do it, they always give a
whitin the time given? reason “Miss I do not have
finish” like that.
17. Does lack of practice affect I think students who diligent to
students‟ difficulties in writing practice their writing english will
narrative text? not find difficulties in writing
narrative text but if no they will
find so many difficulties in
writing narrative text. Then,
because of when they have spare
time, they will waste it just for
fun, playing game and etc.
18. What did you do to overcome I will give more motivation and
students‟ difficulties in writing guiding them in writing text even
narrative text? in the class or out class.

The tables above was data from the result of interview with the

English teacher of MTs Mathla‟ul Anwar Rawa Selapan. Based on

the data above, the result of interview showed students have

difficulties in writing narrative text.

Based on the question number one, it showed that students still

have difficulty in using the appropriate verbs and tenses when writing

narrative text.
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For question number two, it showed that students still confuse to

determin subject and verb in writing narrative text.

Next question number three, it showed that Students know to

distinguish singular and plural word form.

Based on question number four, it presented that students still

have difficulties and confuse in using article in writing narrative text.

Based on question number five, it pointed out that students still

difficult but some of them can determine it.

Based on question number six, it showed that students still have

difficulties because sometimes they make uncomplete sentences.

Based on question number seven, it pointed out that students have

difficulties in varying sentences because they still stuck to think more

and just make simple sentences.

Based on question number eight, it presented that students do not

have enough vocabulary in writing narrative text.

Based on question number nine, it showed that students do not

have difficulty in spelling.

Based on question number ten, it pointed out that students can

spell it however they still confuse about its sound.

Thus, question number eleven, it presented that students do not

have difficulty in capitalization but sometimes they forget about it.

Next, question number twelve, it showed that students still

confuse in placing a period on their sentences.

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Based on question number threeten, it pointed out that students

also confuse in placing comma when writing narrative text.

Based on the question number fourteen, it pointed out that

students not really understand the material they just know the point

of it.

For question number fifteen, it presented that motivation is very

needed for students‟ spirit and guiding.

Next, question number sixteen, it showed that students need much

time to finish their writing narrative text.

Thus, question number seventeen, it presented that writing

practice really affect students‟ difficulties in writing. Most of them

feel difficult because they really rare practice and waste their time for

other things.

For the last question, it pointed out that the English teacher give

motivation and guide students in writing in the class even out class.

From the result of interview of the teacher, it can be concluded

that students have difficulties in grammar, vocabulary, spelling and

punctuation in writing narrative text. Thus, for the causes, students

need more understanding the nature of writing. They really needed to

be motivated because they less of motivation to write. Furthermore,

they cannot finish they writing narrative in inadequate time because

they still stuck and really rare practice. Actually the teacher gave

motivation and more explanation when they did not understand, and
 95

also guide them to write patiently but they felt that the difficulties

came from themselves.

c. Questionnaire

Questionnaire was given to C class students that consists of 35

students. Questionnaire is used to validate interview and

documentation result and to get the deep/detail information of

students about students‟ difficulties and its causes in writing narrative

text. The data would be presented as follow:

Table 7
Questionnaire Report

No. Question Answer Total

1. Apakah anda mengalami kesulitan dalam YA 32
menggunakan kata kerja (verb) dan tenses yang TIDAK 3
sesuai saat menulis naratif teks?

The data above showed that 32 students stated that they have

difficulties in using the appropriate verb and tenses when writing

narrtive text, because they still confused, difficult to remember the

verb and tenses, and they did not understand about that. Then, there

were 3 students stated that they do not have difficulties in using the

appropriate verb and tenses because they understood about them. It

could be concluded that students still have difficulty in using verb

and tenses in writing narrative text.

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No. Question Answer Total

2. Apakah anda mengalami kesulitan dalam YA 21
menentukan subject dan verb (kata kerja)
TIDAK 14
dalam menulis naratif teks?

The data presented that 21 students have difficulty in determining

the subject and verb in writing narrative text because they still did not

understand, confused and did not put subject and verb in right place.

However, there were 14 students said they did not have difficulty on

it because they already studied it and understood.

No. Question Answer Total

3. Apakah anda mengalami kesulitan dalam YA 5
membedakan kata bentuk tunggal (singular)
TIDAK 30
atau bentuk jamak (plural)?

The data above pointed out that 5 students said difficult to

distinguish singular and plural word form students and 30 stated have

difficulty on it because they think that it was easy and they

understood about it.

No. Question Answer Total

4. Apakah anda mengalami kesulitan dalam YA 30
menentukan penggunaan a/an and the
TIDAK 5
(artucle) dalam menulis naratif text?

There were 30 students of 35 students who stated that they

difficult to determine an article, because they do not understand how

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to use it in specific or general things. Then, there were 5 stated did

not difficult on it because they understand and can distinguish the

specific and general things.

No. Question Answer Total

5. Apakah anda mengalami kesulitan dalam YA 21
menentukan urutan kata yang tepat dalam
TIDAK 14
membuat kalimat?

There were 21 students who stated difficult in determining the

right word order in making the sentence. It can be occured because

most of them difficult to arrange the word in the correct way. Then

for 14 students said they did not feel difficult because they know how

to arrange it well.

No. Question Answer Total

6. Apakah anda mengalami kesulitan dalam YA 22
membuat kalimat yang lengkap saat menulis
TIDAK 13
naratif teks?

The data showed that 22 students difficult in making complete

sentences, because they confused in making the sentence and did not

realize that the sentence missing the subject, verb or an object. There

were 13 students did not difficult because they stated that they can

make the complete sentence.

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No. Question Answer Total

7. Apakah anda mengalami kesulitan dalam YA 22
memvariasikan kalimat dalam menulis
TIDAK 13
naratif teks?

The data pointed out that there were 22 students said that they

difficult in varying the sentence, because they only can add a word

and confuse in making a sentence. They also often make a simple

sentences. Thus, students who felt not difficult in varying the

sentence were 13 students. They understood in varying sentence and

felt it‟s same with Indonesian even they confuse in changing it to

English.

No. Question Answer Total

8. Apakah anda memiliki cukup banyak YA 5
kosakata untuk memperkaya dalam menulis
TIDAK 30
naratif teks?

From the data above, there were just 5 students that said they

have enough vocabulary to enrich their writing narrative. Then, there

were 30 students who do not have enough vocabulary because they

just remember little vocabulary.

No. Question Answer Total

9. Apakah anda mengalami kesulitan dalam YA 18
menulis ejaan yang benar saat menulis naratif
TIDAK 17
teks?
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The data above presented that there were 18 students said that

they have difficuty in writing the correct spelling because they still

often forget and misspell it. Moreover, they still have difficulty and

confuse in writing the correct spelling. Some of students stated by 17

students said that they understand writing the correct spelling when

writing narrative text.

No. Question Answer Total

10. Apakah anda sering bingung membedakan YA 24
kata dan ejaannya yang dapat digunakan
TIDAK 11
dalam menulis naratif teks?

From the data above, there were 24 students stated they often

confused about the word and its spelling when write it, because they

confused how to write word spelling in english correctly. Sometimes

they confused about the word spelling that seem like others. Whereas,

there were 11 students stated did not confuse about it because they

can differenciate its spelling with other word.

No. Question Answer Total

11. Apakah anda mengalami kesulitan dalam YA 4
menggunakan huruf besar dan kecil saat
TIDAK 31
menulis nartif teks?

The data above showed that 4 students said that they difficult in

using upper and lowercase when wiriting narrative text. However,

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most of them exactly 31 students did not difficult in using both of

them. They understood when they have to use both.

No. Question Answer Total

12. Apakah anda mengalami kesulitan dalam YA 23
menempatkan tanda titik (.) saat menulis
naratif teks? TIDAK 12

The data above presented that 23 students difficult in placing a

period when writing narrative text. They still confused where they

should place it. There were 12 % sudents who did not difficult about

it. They knew where they will place it.

No. Question Answer Total

13. Apakah anda mengalami kesulitan dalam YA 20
menempatkan tanda koma (,) saat menulis
TIDAK 15
naratif teks?

From the data above, there were 20 students difficult in placing

comma when writing narrative. It was same with a period, they still

confuse to place it correctly. Whereas, 15 students stated that they did

not difficult in placing comma because they know where to place it.

No. Question Answer Total

14. Apakah anda mengerti dan memahami materi YA 21
naratif teks dengan jelas? TIDAK 14
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The data above pointed that there were 21 students understood

about the material of narrative text. They knew the meaning, the

purpose and generic structure of narrative text. However, there were

14 students who did not understand about narrative text. They still

confuse about narrative text and felt that it difficult to be understood.

No. Question Answer Total

15. Apakah anda memerlukan motivasi untuk YA 35
mencapai tujuan pembelajaran naratif teks? TIDAK 0

The data showed that there were 35 students need motivation in

reaching the purpose of learning narrative. It means that all of

students were very needed to be moivated in order to make them

spirit and interest in learning narrative text.

No. Question Answer Total

16. Apakah anda dapat menyelesaikan tulisanmu YA 12
tentang naratif teks dengan waktu yag telah
TIDAK 23
diberikan oleh guru?

From the data it can be seen that only 12 students that stated they

can finish their writing under time constraint. Then, 23 students

cannot finish their writing narrative under time contraint because they

confuse about the vocabulary and making the sentence. They need

more time to finish it, so the time given was very short for them.
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No. Question Answer Total

17. Apakah saat waktu luang anda sering melatih YA 0
kemampuan menulismu terutama menulis
naratif teks ? TIDAK 35

The data presented that students who did not practice writing

narrative in their spare time were 35 students. They said that they did

not interest to write english, they also felt that it difficult and prefer to

do other thing that they like. It can be concluded that students are

really lack of practice writing narrative in their spare time.

No. Question Answer Total

18. Apakah guru menyampaikan materi narative YA 27
dengan jelas? TIDAK 8

There were 27 students said that the teacher already explained the

material clearly. Even, when they still did not understand, they asked

to the teacher and the teacher response it well. It means that the

teacher really guide them patiently and give good feedback to the

students but that made students still difficult came from themselves.

3. Conclusion Drawing or Verification

Conclusion drawing or verification in the result of research data

had been explained in data analysis. Thus, the conclusion was based on

the analysis of data obtained by students‟ difficulties and causes of

students‟ difficulties in writing narrative text.

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a. Students‟ Difficulties in Writing Narrative Text

The data was collected by the documentation of the test,

interview and questionnaire to know students‟ difficullties in writing

narrative text. Based on the result of the documentation, interview

and questionnaire. The first, documentation, the purpose of this

instrument is to find out students‟ difficulties in writing narrative text

which done by analyzing the students‟ answer sheet in writing

narrative text. The result obtained the following data:

1) There were 17.1% students‟ difficulties in misuse of tense that

accoured by students. They difficult in using the right tenses in

making sentences.

2) There were 16.1% students‟ difficulties in determining subject-

verb agreement. The students confused to distinguish singular

and plural.

3) There were 11.1% students‟ difficulties in determining the right

article. The students confused which one they have to use a/an

and the.

4) There were 3% students‟ difficulties in writing the right word

order. Some of students still difficult to write the righ word order

in writing narrative text.

5) There were 5% students‟ difficulties in identifying sentence

patterns. The students often make uncomplete sentences or even

 104

difficult to identify the sentence correct or not, consisted of

double verb, double subject or not.

6) There were 5% students‟ difficulties in types of sentence. The

students confused in making a sentence. They also often combine

two clauses in one sentence without conjunction. Even, most of

them only made simple sentence. Only a few compound

sentence, complex sentence and compound-complex sentence

were made by students.

7) There were 17% students‟ difficulties in using vocabulary. The

students used inappropriate vocabulary even they write

Indonesian when they did not know the vocabulary.

8) There were 8.1% students‟ difficulties in word spelling. The

students were less understanding to write the right spelling word

to word, so it would make new meaning.

9) There were 2.1% students‟ difficulties in confusing sound and

letter. Some students still confused to write the correct word,

they write same as how they speak it.

10) There were 9.3% students‟ difficulties in misuse of

capitalization. The students did not use capital letter after (.) a

period.

11) There were 8.6% students‟ difficulties in misuse of full stop.

The students did not put (.) a period when they done writing a

sentence.
 105

12) There were 7.6% students‟ difficulties in misuse of commas.

The students did not put a comma between two clauses in a

sentence and when they use coordinate conjuction.

The second, interview was conducted to the English teacher.

From the interview it can be concluded that the students had

difficulty in grammar, vocabulary, spelling and punctuation when

writing narrative text.

The third, questionnaire that was conducted to 35 students of C

class of the eight grade of MTs Mathla‟ul Anwar Rawa Selapan. The

purpose is to know the deep information of students‟ difficulties in

writing narrative text. It can be concluded that students faced the

difficulties in grammar, vocabulary, spelling and punctuation when

writing narrative text. Most of them felt that they confused, difficult

and less understanding in that difficulties.

b. The Causes of Students‟ Difficulties in Writing Narrative Text

Based on the interview and questionnaire that had been

conducted, it can be concluded that the causes of students‟ difficulties

were:

1) Nature of Writing

Students knew the meaning, the purpose and generic

structure of narrative text. However, some students still did not

understand about narrative text. They still confused about

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narrative text and felt that it difficult to be understood. It meant

that the nature of writing not really caused students difficulties in

writing. However, some students should pay attention and learnt

more the material.

2) Less Learner Motivation

Based on the data, motivation was really needed by

students. All of students stated that they really need motivation in

reaching the learning purpose of narrative text. They felt lazy and

did not interest when they did not get motivation while learning.

It can be conclude that motivation was the important part that

cause students‟ difficulties in writing narrative text because they

would feel spirit and interest in writing narrative text.

3) Inadequate Time

Based on the data, most of students could not finish their

writing narrative under time contraint because they confused

about the vocabulary and making the sentence. They need more

time to think more and to finish it, so the time given was very

short for them.

4) Lack of Practice

Based on he data, all of students stated that they never

practiced to write. They said that they did not interest to write

english, they also felt that it difficult and prefer to do other things

that they like. It can be concluded that lack of practice caused

 107

sudents‟ difficulties in writing narrative text because students

were really rare practice writing narrative in their spare time.

5) Teacher‟s Feedback

The teacher had already guided the students and gave

explanation well to the students. The teacher also gave good

feedback to the students. When the students did not understand,

the tecaher would explain more and gave other example that in

order be easy to understand. The students also had same opinion,

they said that teacher taught them well but the difficulty that

accoured came from themselves. It can be concluded that teacher

feedback not really causes students difficulties in writing

narrative text.

B. Discussions of Findings

In this part, it would be discussed the findings of his research that was

composed by the participants of the research, they were the students of C

class in the second semester of the eight grade of MTs Mathla‟ul Anwar Rawa

Selapan in academic year of 2020/2021 that had been as a sample. This

research employed documentation test of students, interview of the teacher

and questionnaire of the students in order to know the difficulties faced by the

students and causes of students difficulties in writing narrative text. During

the research, it found that students had the deep difficulty in using the

appropriate tenses in writing narrative, vocabulary, difficult in using the right

 108

article, difficulty in using capitalization, difficul in placing a fullstop, difficult

in writing the right spelling, in placing comma, in determining subject-verb

agreement, identifying sentence patterns and types of sentences, arranging

word order, and confusing sound and letter. Then, according to Anderson and

Anderson, there are 5 generic structures of narrative text, that are orientation,

complication, sequence of the event, resolution and coda.1 Broadly, in real

condition, most of students did not write coda part, because they are only

required to write, so they they did not draw the conclusion of the story. In

addition, only some students did not write sequence of the event,

complication and resolution.

Based on the result of the difficulties above, it can be concluded that

there were still many difficulties faced by students when writing narrative

text. It can be seen that students difficulties that faced by students are

grammar, vocabulary, spelling and punctuation. It was consistent with the

construction theory of Harmer and Nasser that the types of students‟

difficulties are grammar, vocabulary, spelling and punctuation that occured in

the real condition. It presented with sepcification, misuse of tense 17.1%,

subject-verb agreement 16.1%, article 11.1%, word order 3%, identifying

sentences pattern 5%, types of sentences 5%, vocabulary 17%, for spelling

there are word spelling 8.1% and confusing sound and letters 2.1%. Then, in

punctuation, there are misuse of capitalization 9.3%, misuse of fullstop 8.6%

and misuse of commas 7.6%.

1
Mark Anderson and Kathy Anderson, Text Types in English 2, (South Yarra:
Mcmillan, 2003), p. 12
 109

Furthermore, according to the causes of students‟ difficulties related to

the theory of Alfaki stated that the causes of students‟ difficulties are the

nature of writing, less learner motivation, inadequate time, lack of practice

and teacher‟s feedback.2 In fact, the causes of students‟ difficulties in writing

narrative text in this research found by using interview and questionnare, it

showed that the causes that caused the students difficulties presented the less

learner motivation, lack of practice and inadequate time. In fact, it can be

known that students really had less learner motivation and lack of practice.

They were really needed to be motivated and always doing practice.

Moreover they also need more time to think more for finishing their writing

task because they still difficult to use vocabulary and making the sentnces.

From the explanation above, it can be assumed that the students‟

difficulties happened in students were grammar, vocabulary, spelling and

punctuation with specification, misuse of tense, subject-verb agreement,

article, word order, identifying sentences patterns, types of sentences,

vocabulary, for spelling there are word spelling and confusing sound and

letters. Then, in punctuation, there are misuse of capitalization, fullstop and

commas. Then, the causes that caused the students‟ difficulties in writing

narrative text were the nature of writing, less learner motivation, inadequate

time, lack of practice and teacher‟s feedback. The causes that really caused the

students were less learner motivation, lack of practice and inadequate time.

2
Ibrahim Mohamed Alfaki, University Students‟ English Writing Problem: Diagnosis
and Remedy International Journal of English Language Teaching Vol.3, No.3, (Nile Valley
University, Atbara, Sudan .2015). p. 46-48
 110

CHAPTER V

CONCLUSION AND SUGGESTION

After collecting the data and analyzing the result of the research, some

conclusions and suggestions of students‟ difficulties in writing narrative text at the

second semester of the eight grade of c class of MTs Mathla‟ul Anwar Rawa

Selapan in the academic year 2020/2021drew as follow.

A. Conclusion

This research analyzed the students‟ difficulties in writing narrative

text. It was gotten the data of documentation presented students had

difficulties in writing narrative text, such as misuse of tense 17.1%, subject-

verb agreement 16.1%, article 11.1%, word order 3%, identifying sentences

pattern 5%, types of sentences 5%, vocabulary 17%, for spelling there are

word spelling 8.1% and confusing sound and letters 2.1%. Then, in

punctuation, there are misuse of capitalization 9.3%, misuse of fullstop 8.6%

and misuse of commas 7.6%. Broadly, in generic structures, most of students

did not write coda part, because they are only required to write, so they they

did not draw the conclusion of the story. In addition, only some students did

not write sequence of the event, complication and resolution.

The result of interview and questionnaire showed that the causes that

caused the students‟ difficulties in writing narrative text were the nature of

writing, less learner motivation, inadequate time, lack of practice and teacher‟s

feedback. Moreover, the causes that really caused students‟ difficulties of the
 111

C class of the second semester of the eight grade of MTs Mathla‟ul Anwar

Rawa Selapan were less learner motivaion, lack of practice and inadequate

time.

B. Suggestion

Based on the conclusion above, some suggestions would be shown as

follow:

1. For the Students

a. The students should pay attention to the rules in correct writing.

b. The students should be more active and keep motivation in learning

writing narrative and practice more their writing in spare time.

c. The students should keep trying hard and be nice and not lazy

students as always.

2. For the English Teacher

a. The teacher should explain how to write narrative text with more

attention in every detail. Details referred by researcher such as

grammar, vocabulary, spelling and puctuation.

b. The teacher must give motivation to the students so that they enjoy in

doing writing.

c. The teacher must make students often to practice their writing.

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3. For the School

School is expected to be able to overcome the students‟ dificulties

in writing narrative text through programs that support it in order to adapt

students‟ behaviour to the demands of studens‟ learning. Moreover, the

process of learning activities is not disrupted and obtains the optimal

result.

4. For the Other Researcher

It is necessary to conduct the further research. For the next

researchers who are interested to continue this study can be more focus on

the generic structure of narrative text. For the data of analysis, the

researcher suggests to conduct further research on analyzing difficulties in

writing text but of course in the different genre and source of the data.
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